Abstract
This study examines the influence of COVID-19-induced household economic deterioration on academic achievement through daily stress among children, and the moderation effect of whether to belong to a single- or two-parent household. This study analyzes the mediation and moderated mediation effects through the PROCESS macro method with a nationally representative sample of 42,028 children in single and two parent households from the raw data of the 16th Korea Youth Risk Behavior Survey conducted in 2020. First, COVID-19-induced household economic deterioration influenced academic achievement through daily stress. It means that experiencing COVID-19-induced household economic deterioration among children increased the level of daily stress and, in turn, decreased the level of academic achievement. Next, whether to belong to a single or two parent household moderated the negative mediation effect of COVID-19-induced household economic deterioration on academic achievement through daily stress. That is, the mediation effect was more pronounced for children in single parent households than for children in two parent households. Based on the results of the analyses, this study suggests diverse strategies to improve the academic achievement of children in the midst of challenges like those from the COVID-19 pandemic.
Presenters
Rae Hyuck LeeStudent, Ph.D. in Social Work, Columbia University, New York, United States
Details
Presentation Type
Theme
KEYWORDS
COVID-19, Household Economic Deterioration, Daily Stress, Academic Achievement
