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 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.