The importance of parents for key outcomes among socio-economically disadvantaged students: Parents’ role in emergency remote education

Abstract Parents play an important role in shaping behavioral and motivational outcomes their child’s education, presumably even more so during the COVID-19 pandemic, where concomitant school closures forced students worldwide to learn remotely at home, affecting socio-economically disadvantaged most negatively. However, it remains unclear how different parent-focused family process variables (demanding-structuring responsive-motivational parental involvement, responsibility for learning) structure (socio-economic status, immigrant background) relate learning-related student outcomes, namely extrinsic intrinsic motivation actual participation learning activities, emergency remote education. Using questionnaire data from N = 117 German secondary ( M age 15.14, SD 0.93; 49.6% female) with a low average socio-economic structural equation models revealed associations between higher involvement outcomes. Furthermore, background related negatively some parent variables, indirectly motivation. These results highlight parents’ learning, particularly