{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,31]],"date-time":"2026-03-31T13:34:01Z","timestamp":1774964041005,"version":"3.50.1"},"reference-count":30,"publisher":"MDPI AG","issue":"6","license":[{"start":{"date-parts":[[2021,6,18]],"date-time":"2021-06-18T00:00:00Z","timestamp":1623974400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Education Sciences"],"abstract":"<jats:p>Due to COVID-19, many countries implemented emergency plans, such as lockdown and school closures. This new situation has significantly affected families, namely, the involvement required to support children\u2019s learning at home. The current study aimed to analyze Portuguese parents\u2019 perceptions of their home-based parental involvement in their children\u2019s learning during the lockdown and school closures in 2020 due to COVID-19. An online survey, using a closed-ended questionnaire, was employed. Variables included parents\u2019 sociodemographic and COVID-19 related characteristics; students\u2019 sociodemographic characteristics; distance learning context; parental involvement; and students\u2019 autonomy. Data were collected from a sample of 21,333 parents with children from elementary school to secondary education, and statistical data analysis was performed using IBM SPSS Statistics 26. Findings revealed that Portuguese parents supported their children during the pandemic mainly through the monitoring of attention in classes and task realization. However, several variables appear to significantly determine parental involvement time, which is higher when students attend public schools, when they are less autonomous and younger, when parents\u2019 level of education is lower, when the child is a boy (except in secondary education where gender is not relevant), and when the online school time is higher. Findings highlight the need for a significant investment of time from parents, particularly of primary school children, making it difficult to cohere work or telework with school activities. Implications for policies, schools, families are discussed in order to promote children\u2019s learning and success.<\/jats:p>","DOI":"10.3390\/educsci11060302","type":"journal-article","created":{"date-parts":[[2021,6,18]],"date-time":"2021-06-18T11:19:20Z","timestamp":1624015160000},"page":"302","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":91,"title":["Parental Involvement during Pandemic Times: Challenges and Opportunities"],"prefix":"10.3390","volume":"11","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9056-7737","authenticated-orcid":false,"given":"Lu\u00edsa Mota","family":"Ribeiro","sequence":"first","affiliation":[{"name":"Research Centre for Human Development, Faculty of Education and Psychology, Universidade Cat\u00f3lica Portuguesa, 4169-005 Porto, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2570-9422","authenticated-orcid":false,"given":"Ros\u00e1rio Serr\u00e3o","family":"Cunha","sequence":"additional","affiliation":[{"name":"Research Centre for Human Development, Faculty of Education and Psychology, Universidade Cat\u00f3lica Portuguesa, 4169-005 Porto, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3525-2393","authenticated-orcid":false,"given":"Maria Concei\u00e7\u00e3o Andrade e","family":"Silva","sequence":"additional","affiliation":[{"name":"CEGE\u2014Cat\u00f3lica Porto Business School, Universidade Cat\u00f3lica Portuguesa, 4169-005 Porto, Portugal"}]},{"given":"Marisa","family":"Carvalho","sequence":"additional","affiliation":[{"name":"Research Centre for Human Development, Faculty of Education and Psychology, Universidade Cat\u00f3lica Portuguesa, 4169-005 Porto, Portugal"}]},{"given":"Maria Lu\u00edsa","family":"Vital","sequence":"additional","affiliation":[{"name":"LeYa Educa\u00e7\u00e3o, 4410-083 Vila Nova de Gaia, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2021,6,18]]},"reference":[{"key":"ref_1","unstructured":"OECD (2020). 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Distance Educ."}],"container-title":["Education Sciences"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/www.mdpi.com\/2227-7102\/11\/6\/302\/pdf","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,10,11]],"date-time":"2025-10-11T06:18:39Z","timestamp":1760163519000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.mdpi.com\/2227-7102\/11\/6\/302"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2021,6,18]]},"references-count":30,"journal-issue":{"issue":"6","published-online":{"date-parts":[[2021,6]]}},"alternative-id":["educsci11060302"],"URL":"https:\/\/doi.org\/10.3390\/educsci11060302","relation":{},"ISSN":["2227-7102"],"issn-type":[{"value":"2227-7102","type":"electronic"}],"subject":[],"published":{"date-parts":[[2021,6,18]]}}}