Person: Aldoney, Daniela
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Publication Trajectories of Parental Daily Stress: An Ecological Momentary Assessment Study during the COVID-19 Lockdown(2023) Aldoney, Daniela; Coo, Soledad; Pérez, J. Carola; Muñoz-Najar, Andrés; González, Constanza; Montemurro, Manuel; Tapia, Leonel; Gana, Sofía; Silva, Luz María; Panesso, Carolina; Silva, JaimeThe COVID-19 pandemic was a source of significant stress due to health and safety concerns and measures to control the virus’ spread, such as mobility restrictions. This measure was especially demanding for parents with school aged children, who had to find new work–family balance as their children participate in online education while attempting to work remotely. To evaluate parents’ stress trajectories during the pandemic, we conducted Ecological Momentary Assessments (EMAs) during lockdown for 29 days in 68 families in Santiago, Chile. In addition, we evaluated the role of educational level and income, co-parenting, and number of children in parents’ stress trajectories. Our results showed that during the first weeks of lockdown expected protective factors (i.e., income and co-parental support) were not able to influence parents’ daily stress management. Moreover, parents with higher educational levels reported worse stress adaptation than less educated parents. On the other hand, co-parental conflict was significantly associated with parent’s stress. Our study captured an acute response to COVID-19 related challenges. This study contributes to understanding how parents adjust to stress during adverse circumstances such as the COVID-19 pandemic.Publication What research is important today in human development, learning and education? JSED Editors’ reflections and research calls(2023) Bautista, Alfredo; Cerdán, Raquel; García-Carrión, Rocío; Salsa, Analía M.; Aldoney, Daniela; Cabedo-Mas, Alberto; Campos, Ruth; Clarà, Marc; Gámez-Guadix, Manuel; Ilari, Beatriz; Kammerer, Yvonne; Macedo-Rouet, Mônica; Mendive, Susana; Múñez, David; Saux, Gastón I.; Sun, He; Sun, Jin; Ventura, Ana Clara; Yang, Weipeng; Khalfaoui, Andrea; Noguera,, Ivana R.; Máñez, Ignacio; Yeung, Jerry‘In your opinion, what are some important research questions, problems or challenges that scholars in your field of specialization should address in the coming years? What types of studies should be conducted to move your field further? Please justify’. This prompt was posed by the incoming Editor of JSED to the new team of Deputy and Associate Editors in the journal’s three thematic areas (human development, learning and education), who were invited to co-author this Editorial. We briefly describe the history of JSED, present the composition of its new Editorial Board, highlight modifications recently introduced in our aims and scope and inform readers about our vision, goals and strategies for the upcoming years. The next section presents the Editors’ individual responses to the above-mentioned prompt, in the spirit of sharing perspectives with our scientific community. Finally, we identify common topics that emerged within the three thematic areas and encourage authors to send us high-quality manuscripts that fill the identified research gaps. JSED aims to foster a paradigm of ‘glocalization’ in development, learning and education research.Publication Trajectories of parental daily stress: an ecological momentary assessment study during the COVID-19 lockdown(2023) Aldoney, Daniela; Coo, Soledad; Pérez Ewert, Janet Carola; Muñoz-Najar Pacheco, Andrés Omar; Montemurro Garcia, Manuel Fernelly; Tapia Aróstica, Leonel; Silva, Jaime; Gonzalez-Mathiesen, Constanza; Silva, Luz María; Gana Gajardo, Sofia; Panesso, CarolinaThe COVID-19 pandemic was a source of significant stress due to health and safety concerns and measures to control the virus’ spread, such as mobility restrictions. This measure was especially demanding for parents with school aged children, who had to find new work–family balance as their children participate in online education while attempting to work remotely. To evaluate parents’ stress trajectories during the pandemic, we conducted Ecological Momentary Assessments (EMAs) during lockdown for 29 days in 68 families in Santiago, Chile. In addition, we evaluated the role of educational level and income, co-parenting, and number of children in parents’ stress trajectories. Our results showed that during the first weeks of lockdown expected protective factors (i.e., incomeand co-parental support) were not able to influence parents’ daily stress management. Moreover, parents with higher educational levels reported worse stress adaptation than less educated parents. On the other hand, co-parental conflict was significantly associated with parent’s stress. Our study captured an acute response to COVID-19 related challenges. This study contributes to understanding how parents adjust to stress during adverse circumstances such as the COVID-19 pandemic.Publication Fathering inthe Chilean context :(2022) Aldoney, Daniela; García Valdés, María Ignacia; Panesso, CarolinaWe examined father involvement in two groups of two-parent Chilean families with children aged from 2 to 7 years, one prior to the pandemic (N = 115) and the second during the pandemic (N = 103). We first presented a description of fathering in the Chilean context and then examined potential predictors of fathers’ cognitive and affective involvement. Data showed that during the pandemic fathers reported significantly higher levels of depressive symptoms compared to before the pandemic. However, levels of cognitive and affective involvement did not vary across studies. Parental stress predicted cognitive and affective involvement in pre-pandemic fathers. Number of children and educational level were related only to cognitive involvement. The implications of these findings for intervention and future research are discussed.Publication Paternal and maternal predictors of affective and cognitive involvement of three-year-old Chilean children in Chile(2023) Aldoney, Daniela; Prieto Tagle, María FernandaMaternal and paternal involvement are an important predictor of child development. In the current study, we describe the cognitive and affective involvement of parents with their three-year-old children in a sample of 115 Chilean parents of medium/low socioeconomic status. Additionally, we analysed differences in the level of involvement of mothers and fathers and examined the relationship between depressive symptoms, parental stress, number of children, level of parental education, gender of the child and parental involvement. We performed a descriptive, correlational and regression analysis. The results revealed that mothers and fathers report higher levels of affective than cognitive involvement. When comparing mothers and fathers, mothers reported higher levels of cognitive and affective involvement. Paternal stress and depressive symptoms were negatively associated with cognitive and affective involvement with their children. In mothers, more children and stress were associated with lower levels of cognitive involvement with their children.Publication Home language and literacy environments at the age of four:determinants and their relation to reading comprehensionup to age nine(2022) Mendive, Susana; Aldoney, Daniela; Mascareño, Mayra; Pezoa, José; Hoff, ErikaThis study determines (a) which factors of the parenting context, the child and their mothers are associated with environments that differ in their home literacy environment in a Chilean low-SES sample of 53-month-old children, and (b) whether reading comprehension at second and fourth grade is predicted by the socialization in the literacy environment. First, it found that the factors of maternal educational level and cognitions and the child’s task orientation and prosocial behaviour are related to the type of home literacy environment. Likewise, it found that the type of literacy environment predicts reading comprehension at age seven, with a major difference of one standard deviation between the two types of literacy environments. A similar distribution was found at age nine. This article discusses the implications of these results in informing early interventions in disadvantaged socioeconomic levels.