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Thematic Analysis of Parents’ Perspective on the Advantages and Disadvantages of Online Education during the COVID-19 Pandemic

Publish place: Journal of Human-Relations Studies، Vol: 3، Issue: 10
Publish Year: 1402
Type: Journal paper
Language: English
View: 172

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Link to this Paper:
https://civilica.com/doc/1779742

Document National Code:

JR_HRS-3-10_006

Index date: 14 October 2023

Thematic Analysis of Parents’ Perspective on the Advantages and Disadvantages of Online Education during the COVID-19 Pandemic abstract

Objective:  The goal of this study was to find out, through qualitative research, how high school parents see the pros and cons of online education during the COVID-19 epidemic.Methods: The sample for the present study included several of mothers of male and female Tehran high school students. For data analysis, Braun and Clarke's (2021a) thematic analysis model-based methodology was utilized.Results: The data revealed a comprehensive theme composed of two major themes, one with six sub-themes and the other with two sub-themes: 1) psychological capital with self-others care, self-efficacy beliefs, psychological resilience, hope, coping measures, and self-loving causal attributions sub-themes; and 2) technological capital with technology ethics and cultural literacy of technology sub-themes.Conclusion:  In addition, both practical and theoretical implications for the parental character strengths model were examined.

Thematic Analysis of Parents’ Perspective on the Advantages and Disadvantages of Online Education during the COVID-19 Pandemic Keywords:

Online Education , parents , COVID-19 pandemic , positive psychology , thematic analysis

Thematic Analysis of Parents’ Perspective on the Advantages and Disadvantages of Online Education during the COVID-19 Pandemic authors

Parvin Salehzadeh

Phd candidate in educational psychology, Faculty of Psychology and Educational Science, Shahid Beheshti University, Tehran, Iran

Omid Shokri

Assistant Professor, Department of Educational Psychology, Faculty of Psychology and Educational Science, Shahid Beheshti University, Tehran, Iran

Jalil Fathabadi

Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Science, Shahid Beheshti University, Tehran, Iran

Gholamreza Yadegarzadeh

Assistant Professor, Department of Curriculum studies, Faculty of Psychology and Educational Science, Allameh Tabataba'i University, Tehran, Iran