ArticleSchool Psychology International2022
Positive Family Environment, General Distress, Subjective Well-Being, and Academic Engagement among High School Students Before and During the COVID-19 Outbreak.
Article in School Psychology International, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed, 22 citations in OpenAlex.
- School engagement and mental health in adolescence: longitudinal and bidirectional relationships.Pediatric research · 2026Article
- The interplay of growth mindset, social support, and academic engagement on adolescent well-being in China: a multi-cohort study.BMC psychology · 2025Article
- How Chinese College Students Coped with COVID-19 Burnout: A Cross-Sectional Study of the Mediating Effect of Family Support and Interaction Quality.Behavioral sciences (Basel, Switzerland) · 2025Article
- Parental Involvement and Children's Subjective Well-Being: Mediating Roles of the Sense of Security and Autonomous Motivation in Chinese Primary School Students.Behavioral sciences (Basel, Switzerland) · 2024Article
- Teaching away from school: do school digital support influence teachers' well-being during Covid-19 emergency?Large-scale assessments in education · 2023Article
Corrections and comments
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Authors and funding
4 authors at 2 institutions in 3 countries.
Funding
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Abstract
The COVID-19 pandemic has altered the family dynamics of most people worldwide as well as the mode in which students take classes. The impact of such changes on students' well-being, academic engagement, and general distress remains unknown. Therefore, this study aims to test the structural relations among positive family environment (a measure of Positive Home-Based Parent Involvement [HBI]), subjective well-being (SWB), general distress, and academic engagement, focusing on Mexican high school students. A longitudinal study was conducted covering two time points: before (T1) and during (T2) the COVID-19 outbreak. A sample of 502 students answered questionnaires in T1 whereas 111 did so in T2. Analyses were conducted using Mplus software. Principal results showed that the positive and significant association between positive family environment and SWB did not substantially change from T1 to T2, whereas the relation between positive family environment and academic engagement became stronger. Data revealed that a positive family environment can play an important role in promoting academic engagement among adolescent students despite the risks brought about by sanitary lockdowns and the increase of family interactions. Results are discussed highlighting the importance of positive family environments and HBI on academic outcomes for Mexican high school students.
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