A Typology of Patterns of Parental Academic Support to Elementary School Students during Virtual Education

The purpose of study was to determine a typology of the patterns of parents' academic support to elementary school students during virtual education. The research was developmental-applied in terms of purpose and qualitative in terms of approach and was carried out by thematic analysis method. Potential participants were the parents of elementary school students. Selection of the participant was done by purposeful sampling method of criterion type. Data were collected through semi-structured interviews to the point of theoretical saturation (16 participants). Credibility of the results was ensured through researcher accuracy, referral to colleagues and expert supervisors and member checking. Moreover, the confirmability was ensured via conducting effective interviews, self-review of the researcher, and coding of interviews by another researcher. Based on data analysis, 11 main themes of virtual education including classroom management, homework, teaching methods, conditions and facilities, practical activities, pursuit of academic status, encouragement and punishment, planning, problem solving, assessment and evaluation, and covert support were obtained. In general, the results showed that parents support the virtual educational process of students in 4 types: Permissive, authoritarian, interventionist, and authoritative. Identifying these types of academic support, criticizing and evaluating them and introducing the best types will help parents to have better and more effective academic support to elementary school students during virtual education.