Due to COVID-19, many countries implemented emergency plans, such as lockdown and school closures. This new situation has significantly affected families, namely, the involvement required to support children’s learning at home. The current study aimed to analyze Portuguese parents’ perceptions of their home-based parental involvement in their children’s learning during the lockdown and school closures in 2020 due to COVID-19. An online survey, using a closed-ended questionnaire, was employed. Variables included parents’ sociodemographic and COVID-19 related characteristics; students’ sociodemographic characteristics; distance learning context; parental involvement; and students’ autonomy. Data were collected from a sample of 21,333 parents with children from elementary school to secondary education, and statistical data analysis was performed using IBM SPSS Statistics 26. Findings revealed that Portuguese parents supported their children during the pandemic mainly through the monitoring of attention in classes and task realization. However, several variables appear to significantly determine parental involvement time, which is higher when students attend public schools, when they are less autonomous and younger, when parents’ level of education is lower, when the child is a boy (except in secondary education where gender is not relevant), and when the online school time is higher. Findings highlight the need for a significant investment of time from parents, particularly of primary school children, making it difficult to cohere work or telework with school activities. Implications for policies, schools, families are discussed in order to promote children’s learning and success.

中文翻译：

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大流行时期的父母参与：挑战与机遇

由于 COVID-19，许多国家/地区实施了紧急计划，例如封锁和关闭学校。这种新情况对家庭产生了重大影响，即支持儿童在家学习所需的参与。目前的研究旨在分析葡萄牙父母对在 2020 年因 COVID-19 封锁和学校停课期间在家中父母参与孩子学习的看法。使用封闭式问卷进行在线调查。变量包括父母的社会人口统计学和 COVID-19 相关特征；学生的社会人口学特征；远程学习环境；家长参与；和学生的自主权。数据是从 21,333 名孩子从小学到中学教育的样本中收集的，使用IBM SPSS Statistics 26进行统计数据分析。调查结果显示，在大流行期间，葡萄牙父母主要通过监控课堂注意力和任务实现来支持他们的孩子。然而，有几个变量似乎显着决定了父母的参与时间，当学生上公立学校时，当学生的自主性较差且年龄较小时，当父母的教育水平较低时，当孩子是男孩时（中学教育除外）性别无关），以及在线上课时间较长时。调查结果强调，父母需要投入大量时间，尤其是小学生，这使得工作或远程工作难以与学校活动相协调。对政策、学校、