Authors

Eliana Maria Osorio-Saez, University of Bath
Nurullah Eryilmaz, University of Bath
Andres Sandoval-Hernandez, University of Bath
Yui-yip Lau, The Hong Kong Polytechnic University
Elma Barahona, Universidad Pedagógica Nacional Francisco
Adil Anwar Bhatti, University of Karachi, Pakistan
Godfried Caesar Ofoe, Ghana Education Service
Leví Astul Castro Ordóñez, Universidad Pedagógica Nacional Francisco
Artemio Arturo Cortez Ochoa, University of Bristol
Rafael Ángel Espinoza Pizarro, Universidad Nacional de Costa Rica
Esther Fonseca Aguilar, Universidad Pedagógica Nacional Francisco
Maria Magdalena Isac, KU Leuven
K.V. Dhanapala, University of Colombo
Kalyan Kumar Kameshwara, University of Bath
Ysrael Alberto Martínez Contreras, Pontificia Universidad Católica del Perú
Geberew Tulu Mekonnen, University of Tasmania
José Fernando Mejía, Universidad de los Andes
Catalina Miranda, Pontificia Universidad Católica de Chile
Shehe Abdalla Moh'd, State University of Zanzibar
Ricardo Morales Ulloa, Universidad Pedagógica Nacional Francisco
K. Kayon Morgan, University of Hartford
Thomas Lee Morgan, Sacred Heart UniversityFollow
Sara Mori, Università Telematica degli Studi
Forti Ebenezah Nde, University of Yaounde
Silvia Panzavolta, Università Telematica degli Studi
Lluís Parcerisa, Universitat Autònoma de Barcelona
Carla Leticia Paz, Universidad Pedagógica Nacional Francisco
Oscar Picardo, Arizona State University
Carolina Piñeros, Corporación Colombiana de Padres y Madres
Pablo Rivera-Vargas, Universidad de Barcelona
Alessia Rosa, Universidad de Barcelona
Lina Maria Saldarriaga, Universidad de los Andes
Adrián Silveira Aberastury, Universidad de la República
YM Tang, The Hong Kong Polytechnic University
Kyoko Taniguchi, Hiroshima University
Ernesto Treviño, Pontificia Universidad Católica de Chile
Carolina Valladares Celis, University of Bristol
Cristóbal Villalobos, Pontificia Universidad Católica de Chile
Dan Zhao, University of Bath
Allison Zionts, University of London

Document Type

Peer-Reviewed Article

Publication Date

4-2021

Abstract

This data article describes the dataset of the International COVID-19 Impact on Parental Engagement Study (ICIPES). ICIPES is a collaborative effort of more than 20 institutions to investigate the ways in which, parents and caregivers built capacity engaged with children's learning during the period of social distancing arising from global COVID-19 pandemic. A series of data were collected using an online survey conducted in 23 countries and had a total sample of 4,658 parents/caregivers. The description of the data contained in this article is divided into two main parts. The first part is a descriptive analysis of all the items included in the survey and was performed using tables and figures. The second part refers to the construction of scales. Three scales were constructed and included in the dataset: ‘parental acceptance and confidence in the use of technology’, ‘parental engagement in children's learning’ and ‘socioeconomic status’. The scales were created using Confirmatory Factor Analysis (CFA) and Multi-Group Confirmatory Analysis (MG-CFA) and were adopted to evaluate their cross-cultural comparability (i.e., measurement invariance) across countries and within sub-groups. This dataset will be relevant for researchers in different fields, particularly for those interested in international comparative education.

Comments

PMID: 3360443

Part of open access special issue: SI: COVID-19 Data

Data were collected from 4658 parents/caregivers across 23 countries (Cameroon, Ethiopia, Ghana, Tanzania Zanzibar, China (Mainland, Hong Kong and Macao), Japan, Belgium, Italy, Spain, Turkey, United Kingdom, India, Pakistan, Sri Lanka, Chile, Colombia, Costa Rica, El Salvador, Honduras, Mexico, Peru, Uruguay, The United States) in 5 regions (Africa, East Asia, Europe, South Asia and America). Data accessibility Repository name: Mendeley
Data Repository: http://dx.doi.org.sacredheart.idm.oclc.org/10.17632/kvvdgvs8zs.2

DOI

10.1016/j.dib.2021.106813

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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