Vol. 12/ Núm. 3 2025 pág. 3845
https://doi.org/10.69639/arandu.v12i3.1596
Relationship between parental stress and adaptation to the
virtual educational environment in contexts of technological
limitations in the Milagro canton during the covid-19
pandemic
Relación entre el estrés parental y la adaptación al entorno educativo virtual en
contextos de limitaciones tecnológicas en el cantón de Milagro durante la pandemia de
covid-19
Kevin Acosta Barreno
jacostab@unemi.edu.ec
https://orcid.org/0000-0002-7062-5773
Universidad Estatal de Milagro
Facultad de Investigación
Milagro- Ecuador
Jiomaira Escobar Cevallos
https://orcid.org/0009-0008-4254-4475
Universidad Estatal de Milagro
Milagro- Ecuador
Javier Andres Chiqui Vera
jchiquiv@unemi.edu.ec
https://orcid.org/0009-0005-6273-9518
Universidad Estatal de Milagro
Facultad de Investigación
Milagro- Ecuador
Maria Noemi Alchundia Mendoza
malchundiam@unemi.edu.ec
https://orcid.org/0000-0002-7062-5773
Universidad Estatal de Milagro
Facultad de Educación
Milagro- Ecuador
Estefanía Margarita Landires Romero
elandiresr@unemi.edu.ec
https://orcid.org/0000-0003-1138-978X
Universidad Estatal de Milagro
Facultad de Investigación
Milagro- Ecuador
Artículo recibido: 18 agosto 2025 - Aceptado para publicación: 28 septiembre 2025
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
The present study aimed to analyze parental stress levels and their relationship with the virtual
educational environment during a period of forced technological adaptation. The sample consisted
of 105 participants, mostly mothers (71.43%), with a predominance of secondary education
Vol. 12/ Núm. 3 2025 pág. 3846
(51.43%) and married or in a common-law relationship. Predominant levels of stress were
identified as medium (37.14%) and moderate (27.62%), as well as technological barriers mainly
associated with lack of internet access (28.57%) and slow connection speed (18.10%). The
statistical analysis included descriptive statistics and Spearman's correlation. Significant positive
correlations were found between stress coping and the dimensions of communication (ρ = .360),
participation (ρ = .332), and virtual setting (ρ = .409), while negative perceptions of stress were
inversely associated with these dimensions. These results highlight the importance of emotional
coping for adaptation to virtual environments and the need for public policies that mitigate
technological gaps in family contexts.
Keywords: parental stress, coping, virtual environment, technological barriers, pandemic
RESUMEN
El presente estudio tuvo como objetivo analizar los niveles de estrés parental y su relación con el
entorno virtual educativo durante un periodo de adaptación tecnológica forzada. La muestra
estuvo conformada por 105 participantes, en su mayoría madres (71,43 %), con predominancia
de nivel educativo secundario (51,43 %) y estado civil casado o en unión libre. Se identificaron
niveles predominantes de estrés medio (37,14 %) y moderado (27,62 %), así como barreras
tecnológicas asociadas principalmente a la carencia de internet (28,57 %) y a la baja velocidad de
conexión (18,10 %). El análisis estadístico incluyó estadística descriptiva y correlación de
Spearman. Se hallaron correlaciones positivas significativas entre el afrontamiento del estrés y
las dimensiones de comunicación (ρ = ,360), participación (ρ = ,332) y escenario virtual (ρ =
,409), mientras que las percepciones negativas del estrés se asociaron inversamente con dichas
dimensiones. Estos resultados evidencian la relevancia del afrontamiento emocional para la
adaptación a entornos virtuales y la necesidad de políticas públicas que mitiguen las brechas
tecnológicas en contextos familiares.
Palabras clave: estrés parental, afrontamiento, entorno virtual, barreras tecnológicas,
pandemia
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
(51.43%) and married or in a common-law relationship. Predominant levels of stress were
identified as medium (37.14%) and moderate (27.62%), as well as technological barriers mainly
associated with lack of internet access (28.57%) and slow connection speed (18.10%). The
statistical analysis included descriptive statistics and Spearman's correlation. Significant positive
correlations were found between stress coping and the dimensions of communication (ρ = .360),
participation (ρ = .332), and virtual setting (ρ = .409), while negative perceptions of stress were
inversely associated with these dimensions. These results highlight the importance of emotional
coping for adaptation to virtual environments and the need for public policies that mitigate
technological gaps in family contexts.
Keywords: parental stress, coping, virtual environment, technological barriers, pandemic
RESUMEN
El presente estudio tuvo como objetivo analizar los niveles de estrés parental y su relación con el
entorno virtual educativo durante un periodo de adaptación tecnológica forzada. La muestra
estuvo conformada por 105 participantes, en su mayoría madres (71,43 %), con predominancia
de nivel educativo secundario (51,43 %) y estado civil casado o en unión libre. Se identificaron
niveles predominantes de estrés medio (37,14 %) y moderado (27,62 %), así como barreras
tecnológicas asociadas principalmente a la carencia de internet (28,57 %) y a la baja velocidad de
conexión (18,10 %). El análisis estadístico incluyó estadística descriptiva y correlación de
Spearman. Se hallaron correlaciones positivas significativas entre el afrontamiento del estrés y
las dimensiones de comunicación (ρ = ,360), participación (ρ = ,332) y escenario virtual (ρ =
,409), mientras que las percepciones negativas del estrés se asociaron inversamente con dichas
dimensiones. Estos resultados evidencian la relevancia del afrontamiento emocional para la
adaptación a entornos virtuales y la necesidad de políticas públicas que mitiguen las brechas
tecnológicas en contextos familiares.
Palabras clave: estrés parental, afrontamiento, entorno virtual, barreras tecnológicas,
pandemia
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 3 2025 pág. 3847
INTRODUCTION
Throughout the timeline, humankind has faced different public health events (Morsut &
Kruke, 2017; Omenn, 2010), in which the human being has had to face these types of unexpected
problems in such a way that transcends its capacity and out of control of the situation (Beghetto,
2021; McVicar, 2015), these types of situations not only affect the human being in the physical
but also in the emotional sphere that encompasses in each of the families of the society (Cersosimo
& Marra, 2020; Solehah & Ariantini, 2022; Walper et al., 2023; Wang et al., 2022).
In Wuhan, China, COVID-19 started, which later generated a pandemic, causing global
public health alerts (Jia et al., 2020; Onyeaka et al., 2021; Velavan & Meyer, 2020). From a health
alert to a pandemic, significant changes occurred in various areas, including health, Social, and
educational contexts (Damme et al., 2020)
Given the magnitude of the problem of covid 19 that was generated worldwide (Filip et al.,
2022), international health agencies such as the WHO (2022) (World Health Organization), which
issued guidelines and recommendations to countries, the necessary measures were applied to
protect the health of the inhabitants, including the decision to apply social isolation as a preventive
measure (Brečić et al..., 2020; Krupina & Shirenova, 2024; Mann & Walker, 2022), so that family
groups do not generate public and social health saturation, opting to use technology as a personal,
work and academic resource (Garfin ., 2020).
With the significant advances in science, the development of technology and the Internet
have become a fundamental strategic ally in society, especially in the educational context
(Antunes & Barreto, 2022a). Currently, the Internet is a basic and necessary resource for human
beings, since it allows them to carry out daily activities, including those in the school
environment. The benefits of connectivity, social networks, and digital resources available
through the Internet have facilitated real-time communication, as well as access to a large amount
of information hosted on different platforms and websites. Being interconnected from anywhere
allows expanding knowledge and generating new contributions in the educational field.
In the academic context, before the pandemic, the challenges were notorious, the inequality
in education, due to the pandemic (Antunes & Barreto, 2022b), new adjustments were made in
the school curriculum, face-to-face classes changed from face-to-face to virtual modality
(Stafford et al., 2023), which for the entire educational community was a change in the teaching
structure. To adapt to the new reality was a difficult and stressful process (Ugochukwu Okwudili
Matthew et al., 2022). Adjustments were made that were relevant due to the health situation that
was being experienced at that time. The use of digital communication tools, was implemented
Zoom, Google Meet, and Classroom, has allowed students to continue with the course of their
studies at different educational levels (Sadia et al., 2023). Although the use of technology is part
INTRODUCTION
Throughout the timeline, humankind has faced different public health events (Morsut &
Kruke, 2017; Omenn, 2010), in which the human being has had to face these types of unexpected
problems in such a way that transcends its capacity and out of control of the situation (Beghetto,
2021; McVicar, 2015), these types of situations not only affect the human being in the physical
but also in the emotional sphere that encompasses in each of the families of the society (Cersosimo
& Marra, 2020; Solehah & Ariantini, 2022; Walper et al., 2023; Wang et al., 2022).
In Wuhan, China, COVID-19 started, which later generated a pandemic, causing global
public health alerts (Jia et al., 2020; Onyeaka et al., 2021; Velavan & Meyer, 2020). From a health
alert to a pandemic, significant changes occurred in various areas, including health, Social, and
educational contexts (Damme et al., 2020)
Given the magnitude of the problem of covid 19 that was generated worldwide (Filip et al.,
2022), international health agencies such as the WHO (2022) (World Health Organization), which
issued guidelines and recommendations to countries, the necessary measures were applied to
protect the health of the inhabitants, including the decision to apply social isolation as a preventive
measure (Brečić et al..., 2020; Krupina & Shirenova, 2024; Mann & Walker, 2022), so that family
groups do not generate public and social health saturation, opting to use technology as a personal,
work and academic resource (Garfin ., 2020).
With the significant advances in science, the development of technology and the Internet
have become a fundamental strategic ally in society, especially in the educational context
(Antunes & Barreto, 2022a). Currently, the Internet is a basic and necessary resource for human
beings, since it allows them to carry out daily activities, including those in the school
environment. The benefits of connectivity, social networks, and digital resources available
through the Internet have facilitated real-time communication, as well as access to a large amount
of information hosted on different platforms and websites. Being interconnected from anywhere
allows expanding knowledge and generating new contributions in the educational field.
In the academic context, before the pandemic, the challenges were notorious, the inequality
in education, due to the pandemic (Antunes & Barreto, 2022b), new adjustments were made in
the school curriculum, face-to-face classes changed from face-to-face to virtual modality
(Stafford et al., 2023), which for the entire educational community was a change in the teaching
structure. To adapt to the new reality was a difficult and stressful process (Ugochukwu Okwudili
Matthew et al., 2022). Adjustments were made that were relevant due to the health situation that
was being experienced at that time. The use of digital communication tools, was implemented
Zoom, Google Meet, and Classroom, has allowed students to continue with the course of their
studies at different educational levels (Sadia et al., 2023). Although the use of technology is part
Vol. 12/ Núm. 3 2025 pág. 3848
of society, its application in education represents a challenge for the academic community,
including teachers and especially for parents and students.
In particular, parents faced different realities and difficulties in handling these new digital
tools in order to support their children and accompany them in the learning process from home
(Passey, 2024; Struyf et al., 2022). In addition to technological difficulties, the pandemic caused
a series of discomforts within the family environment that affected the dynamics among its
members, especially in relation to the educational environment (Ogwu et al., 2023). Tensions
were observed in family interaction, where students were also affected (Ferreras-Listán et al.,
2021; Ogwu et al., 2023).
It is evident that all these changes caused tension within the family nucleus, so stress was
part of this problem. Currently, stress has become a mental health problem that has become even
more evident in the course of the pandemic, which affects human beings in different spheres and
contexts (Buitrago Ramirez et al., 2020).
This type of health problem has taken relevance and has had a growth by continuing to
investigate this phenomenon of study concerning the family environment in the educational
context (online classes) (Crandall et al., 2023; Zhu et al., 2023). In this case, due to a global health
issue, a growth of tension in households during confinement was generated, one of the concerns
is education for their children and adapting to new educational changes at home (Rangel-de
Lázaro & Duart, 2023).
Since the pandemic, education has taken another turn, which has been presented as another
alternative in the educational context, as is the case with the online modality (Kaisar, 2023; Shahid
& Mughal, 2020; Thahir et al., 2023). This modality is characterized by being flexible, where the
process takes place in a digital environment, which involves the use of a virtual platform
accompanied by a tutor and the use of digital resources. In addition, it allows progress with the
curricula from home, and at the same time allows families to have a higher degree of responsibility
for managing their children's school hours.
In this context, the present study aims to identify both the digital tools used and the skills
that parents developed to organize their children's class hours at home. The purpose is to
understand how they tried to avoid stress levels that would alter coexistence, particularly when
faced with the difficulty of separating the time devoted to study from the time devoted to family
life. This research was carried out in a public institution in the city of Milagro during the pandemic
situation in the year 2021.
Parents, despite the events that the world was going through due to the pandemic (Chen et
al., 2022), accepted the responsibility to continue to fulfill and watch over the education of their
children in such a way that they helped to guide school activities at home in a virtual way (Chen
et al., 2022; Coniglio et al., 2025; Zhang, 2021), in way that allows the satisfactory completion
of the children's studies, those situations added up to an overload of activities and responsibility
of society, its application in education represents a challenge for the academic community,
including teachers and especially for parents and students.
In particular, parents faced different realities and difficulties in handling these new digital
tools in order to support their children and accompany them in the learning process from home
(Passey, 2024; Struyf et al., 2022). In addition to technological difficulties, the pandemic caused
a series of discomforts within the family environment that affected the dynamics among its
members, especially in relation to the educational environment (Ogwu et al., 2023). Tensions
were observed in family interaction, where students were also affected (Ferreras-Listán et al.,
2021; Ogwu et al., 2023).
It is evident that all these changes caused tension within the family nucleus, so stress was
part of this problem. Currently, stress has become a mental health problem that has become even
more evident in the course of the pandemic, which affects human beings in different spheres and
contexts (Buitrago Ramirez et al., 2020).
This type of health problem has taken relevance and has had a growth by continuing to
investigate this phenomenon of study concerning the family environment in the educational
context (online classes) (Crandall et al., 2023; Zhu et al., 2023). In this case, due to a global health
issue, a growth of tension in households during confinement was generated, one of the concerns
is education for their children and adapting to new educational changes at home (Rangel-de
Lázaro & Duart, 2023).
Since the pandemic, education has taken another turn, which has been presented as another
alternative in the educational context, as is the case with the online modality (Kaisar, 2023; Shahid
& Mughal, 2020; Thahir et al., 2023). This modality is characterized by being flexible, where the
process takes place in a digital environment, which involves the use of a virtual platform
accompanied by a tutor and the use of digital resources. In addition, it allows progress with the
curricula from home, and at the same time allows families to have a higher degree of responsibility
for managing their children's school hours.
In this context, the present study aims to identify both the digital tools used and the skills
that parents developed to organize their children's class hours at home. The purpose is to
understand how they tried to avoid stress levels that would alter coexistence, particularly when
faced with the difficulty of separating the time devoted to study from the time devoted to family
life. This research was carried out in a public institution in the city of Milagro during the pandemic
situation in the year 2021.
Parents, despite the events that the world was going through due to the pandemic (Chen et
al., 2022), accepted the responsibility to continue to fulfill and watch over the education of their
children in such a way that they helped to guide school activities at home in a virtual way (Chen
et al., 2022; Coniglio et al., 2025; Zhang, 2021), in way that allows the satisfactory completion
of the children's studies, those situations added up to an overload of activities and responsibility
Vol. 12/ Núm. 3 2025 pág. 3849
added to the confinement that generates stress in the family nucleus. Compliance with the strict
measures of confinement caused friction among family members, weakening the family system.
METHODOLOGY
For this research study, a quantitative approach of non-experimental, cross-sectional,
descriptive, and correlational design was applied (Ato et al., 2013; Hernández Sampieri &
Mendoza Torres, 2018). This type of approach allows the variables to be quantified through the
application of instruments for subsequent in-depth analysis. Non-experimental design, this in
particular is characterized by not having the intention of manipulating the study variables. Cross-
sectional, in which the data is collected in a single moment. The study is descriptive; it aims to
describe the characteristics or phenomena of the nature of the variables. And finally, the
correlational type, which is characterized by relating or associating the study variables.
Participants
In this particular case, the sample is made up of 105 people from the city of Milagro,
Ecuador. The sample was selected by means of a non-probabilistic sampling by convenience,
characterized by establishing the characteristics according to the research, the same that
establishes according to the criteria of inclusion and exclusion.
Instruments
In the present research, two instruments were applied with the purpose of evaluating the
variables of perceived stress and the perception of the school-family relationship in the context
of virtual education during the pandemic.
Perceived Stress Scale (PSS-14)
The Perceived Stress Scale is the adaptation of the original questionnaire of Cohen (1983),
adapted by Remor & Carrobles (2001), which is a widely used tool in the psychological field to
measure the perception of stress in everyday situations. In this study, we used the 14-item version,
adapted to the Spanish-speaking context and previously validated in various countries. This scale
makes it possible to identify the degree to which people consider that their life has been
unpredictable, uncontrollable, or overloaded.
The instrument consists of statements related to recent experiences and the frequency with
which these have been experienced as stressful. Responses are collected using a five-level Likert-
type scale, from "never" to "very often". Some items are reverse-scored to ensure the validity of
the analysis. The total of the scores allows the stress levels to be classified into four ranges: low,
medium, moderate, and high.
From a technical perspective, the scale has demonstrated adequate levels of internal
consistency, with Cronbach's alpha coefficients above 0.80 in studies conducted in Latin America,
even in populations similar to the one analyzed in this research. Its application is agile, can be
individual or collective, and does not require complex technical conditions.
added to the confinement that generates stress in the family nucleus. Compliance with the strict
measures of confinement caused friction among family members, weakening the family system.
METHODOLOGY
For this research study, a quantitative approach of non-experimental, cross-sectional,
descriptive, and correlational design was applied (Ato et al., 2013; Hernández Sampieri &
Mendoza Torres, 2018). This type of approach allows the variables to be quantified through the
application of instruments for subsequent in-depth analysis. Non-experimental design, this in
particular is characterized by not having the intention of manipulating the study variables. Cross-
sectional, in which the data is collected in a single moment. The study is descriptive; it aims to
describe the characteristics or phenomena of the nature of the variables. And finally, the
correlational type, which is characterized by relating or associating the study variables.
Participants
In this particular case, the sample is made up of 105 people from the city of Milagro,
Ecuador. The sample was selected by means of a non-probabilistic sampling by convenience,
characterized by establishing the characteristics according to the research, the same that
establishes according to the criteria of inclusion and exclusion.
Instruments
In the present research, two instruments were applied with the purpose of evaluating the
variables of perceived stress and the perception of the school-family relationship in the context
of virtual education during the pandemic.
Perceived Stress Scale (PSS-14)
The Perceived Stress Scale is the adaptation of the original questionnaire of Cohen (1983),
adapted by Remor & Carrobles (2001), which is a widely used tool in the psychological field to
measure the perception of stress in everyday situations. In this study, we used the 14-item version,
adapted to the Spanish-speaking context and previously validated in various countries. This scale
makes it possible to identify the degree to which people consider that their life has been
unpredictable, uncontrollable, or overloaded.
The instrument consists of statements related to recent experiences and the frequency with
which these have been experienced as stressful. Responses are collected using a five-level Likert-
type scale, from "never" to "very often". Some items are reverse-scored to ensure the validity of
the analysis. The total of the scores allows the stress levels to be classified into four ranges: low,
medium, moderate, and high.
From a technical perspective, the scale has demonstrated adequate levels of internal
consistency, with Cronbach's alpha coefficients above 0.80 in studies conducted in Latin America,
even in populations similar to the one analyzed in this research. Its application is agile, can be
individual or collective, and does not require complex technical conditions.
Vol. 12/ Núm. 3 2025 pág. 3850
Instrument on the school-family relationship in the virtual context
The second instrument was specifically designed to explore the perception of mothers and
fathers on the relationship between home and school during the implementation of virtual
education in the context of the health crisis by author Piere Rojas (2020). The questionnaire was
developed from a pilot test in educational institutions in Quito and was validated with the support
of specialists using the Delphi method, which guarantees its relevance and contextual validity.
It is made up of 21 items: 19 items of an evaluative type, measured with a five-level Likert-
type scale that allows identifying the degree of agreement or disagreement with situations related
to communication, family participation, and access to technological tools; and 2 additional items
that collect information on the technological conditions in the home.
The reliability analysis of the instrument yielded a Cronbach's alpha coefficient of 0.824,
which indicates an adequate internal consistency for its use in similar contexts. Its structure allows
a comprehensive assessment of the conditions under which the families faced the virtual
educational process, making it a relevant tool for analyzing the impact of the pandemic on family
educational dynamics.
Procedure
In the first instance we proceeded to structure the corresponding information Google forms,
the bank of questions, the same that integrate sociodemographic questions, the respective
information about the study and finally the instruments in the form and additionally informed
consent, the same that aims to develop a study with the ethical principles of research;
confidentiality, respecting the participation of individuals (autonomy) and (Länsimies-Antikainen
et al., 2010). Subsequently, the link was sent to the participants so that they could answer the
questions (Casas M, 2016; Martín, Apericio, & Jarne, 2023) .
Data analysis
For this study, the statistical treatment applied was as follows. We proceeded to apply a
frequency analysis to review or verify if there are empty or missing data. Once the data had been
reviewed, first, a descriptive analysis of the data was applied to detail the sociodemographic
characteristics of the study sample. The objective is to evaluate the associations of the variables,
the assumption of normality of the distribution of the data is verified through the Kolmogórov-
Smirnov test, and a statistical significance level of 0.05 (p < 0.05) is established to subsequently
select the appropriate statistical analysis such as Sperman or Pearson, depending on the case.
RESULTS
The data presented in Table 1 are described below and allow us to characterize the
population on the basis of basic sociodemographic variables. Regarding parental role, the mother
was identified by most of the participants. Regarding marital status, the most populated category
was married. Almost 32% of the participants live with their partner in a common-law relationship,
Instrument on the school-family relationship in the virtual context
The second instrument was specifically designed to explore the perception of mothers and
fathers on the relationship between home and school during the implementation of virtual
education in the context of the health crisis by author Piere Rojas (2020). The questionnaire was
developed from a pilot test in educational institutions in Quito and was validated with the support
of specialists using the Delphi method, which guarantees its relevance and contextual validity.
It is made up of 21 items: 19 items of an evaluative type, measured with a five-level Likert-
type scale that allows identifying the degree of agreement or disagreement with situations related
to communication, family participation, and access to technological tools; and 2 additional items
that collect information on the technological conditions in the home.
The reliability analysis of the instrument yielded a Cronbach's alpha coefficient of 0.824,
which indicates an adequate internal consistency for its use in similar contexts. Its structure allows
a comprehensive assessment of the conditions under which the families faced the virtual
educational process, making it a relevant tool for analyzing the impact of the pandemic on family
educational dynamics.
Procedure
In the first instance we proceeded to structure the corresponding information Google forms,
the bank of questions, the same that integrate sociodemographic questions, the respective
information about the study and finally the instruments in the form and additionally informed
consent, the same that aims to develop a study with the ethical principles of research;
confidentiality, respecting the participation of individuals (autonomy) and (Länsimies-Antikainen
et al., 2010). Subsequently, the link was sent to the participants so that they could answer the
questions (Casas M, 2016; Martín, Apericio, & Jarne, 2023) .
Data analysis
For this study, the statistical treatment applied was as follows. We proceeded to apply a
frequency analysis to review or verify if there are empty or missing data. Once the data had been
reviewed, first, a descriptive analysis of the data was applied to detail the sociodemographic
characteristics of the study sample. The objective is to evaluate the associations of the variables,
the assumption of normality of the distribution of the data is verified through the Kolmogórov-
Smirnov test, and a statistical significance level of 0.05 (p < 0.05) is established to subsequently
select the appropriate statistical analysis such as Sperman or Pearson, depending on the case.
RESULTS
The data presented in Table 1 are described below and allow us to characterize the
population on the basis of basic sociodemographic variables. Regarding parental role, the mother
was identified by most of the participants. Regarding marital status, the most populated category
was married. Almost 32% of the participants live with their partner in a common-law relationship,
Vol. 12/ Núm. 3 2025 pág. 3851
23% were single, 8% were divorced, and almost 1% were widowed. As for the level of education
attained, the most populated category is by far the high school level. In second place are students
who have completed primary education. To a much lesser extent, third-level and fourth-level
education are reported.
Table 1
Characteristics of sociodemographic variables
Variable Category f %
Paternal role Mother 75 71.43 %
Father 30 28.57 %
Participant's marital
status
Single 24 22.86 %
Married 39 37.14 %
Free union 33 31.43 %
Divorced 8 7.62 %
Widow/er 1 0.95 %
Total 105 100%
Study Level
Primary 28 27.62 %
Secondary 53 51.43 %
Third level 19 19.05 %
Fourth Level 2 1.90 %
Table 2 describes the means of communication between the parents and the teacher during
class participation in the virtual modality in covid 19 time. The means of communication played
a fundamental role in the students' educational environment. According to the results, the tool that
was predominant in pandemic situations was WhatsApp, where 82.9% of the participants used it
as one of the main channels of information and response. Other media mentioned by the
participants were the Google Classroom accounts, being 5.7%, and also (2.9%) accessed
institutional accounts. Some accessed other types of media to contact teachers: 1.9% (video calls)
and 6.7% (others). In this case, there is evidence that technologies in times of crisis, whether
related to health or other situations, can be beneficial in supporting students’ education. This
enables flexibility in the teaching and learning process.
Table 2
Means of communication used to contact the teacher during times of crisis
Media and communications n %
WhatsApp 87 82,9
Classrom 6 5,7
Corporate account 3 2,9
23% were single, 8% were divorced, and almost 1% were widowed. As for the level of education
attained, the most populated category is by far the high school level. In second place are students
who have completed primary education. To a much lesser extent, third-level and fourth-level
education are reported.
Table 1
Characteristics of sociodemographic variables
Variable Category f %
Paternal role Mother 75 71.43 %
Father 30 28.57 %
Participant's marital
status
Single 24 22.86 %
Married 39 37.14 %
Free union 33 31.43 %
Divorced 8 7.62 %
Widow/er 1 0.95 %
Total 105 100%
Study Level
Primary 28 27.62 %
Secondary 53 51.43 %
Third level 19 19.05 %
Fourth Level 2 1.90 %
Table 2 describes the means of communication between the parents and the teacher during
class participation in the virtual modality in covid 19 time. The means of communication played
a fundamental role in the students' educational environment. According to the results, the tool that
was predominant in pandemic situations was WhatsApp, where 82.9% of the participants used it
as one of the main channels of information and response. Other media mentioned by the
participants were the Google Classroom accounts, being 5.7%, and also (2.9%) accessed
institutional accounts. Some accessed other types of media to contact teachers: 1.9% (video calls)
and 6.7% (others). In this case, there is evidence that technologies in times of crisis, whether
related to health or other situations, can be beneficial in supporting students’ education. This
enables flexibility in the teaching and learning process.
Table 2
Means of communication used to contact the teacher during times of crisis
Media and communications n %
WhatsApp 87 82,9
Classrom 6 5,7
Corporate account 3 2,9
Vol. 12/ Núm. 3 2025 pág. 3852
Via a telephone call 2 1,9
Others 7 6,7
Total 105 100%
Table 3 presents the results of parental stress levels, showing that most participants exhibit
a medium level of stress. Additionally, a group with moderate stress can be observed, closely
followed by those with high stress levels. However, a clear indication from the collected data is
that only 14.29% of the sample shows a low level of parental stress, which may be relevant
concerning family psychological health and parent–child dynamics.
Table 3
Parental stress level
Stress level n %
Low level 15 14,29
Medium level 39 37,14
Moderate level 29 27,62
High level 22 20,95
Total 105 100%
Table 4 shows that the technological difficulties most frequently reported by the
participants were the lack of Internet access, with 31.43% of the total. Low connection speed and
insufficient technological means were the most frequent problems, both with 18.10% (18). In
17.14 % (17) of the cases, the difficulty was the lack of time for training in Information and
Communication Technologies, and 13.33 % (14) reported that they had no specific difficulty. As
can be concluded, these are structural and pedagogical challenges, which, in some way, will
impact the performance of the households studied in terms of their technological adaptation skills
and capabilities.
Table 4
Technological difficulties in times of pandemic
Technological difficulties n %
Lack of internet 33 31,43
Internet - low speed 18 18.10
Insufficient technological resources 18 18.10
Lack of training time concerning the technology 17 17.14
No difficulty 14 13.33
Total 105 100%
Via a telephone call 2 1,9
Others 7 6,7
Total 105 100%
Table 3 presents the results of parental stress levels, showing that most participants exhibit
a medium level of stress. Additionally, a group with moderate stress can be observed, closely
followed by those with high stress levels. However, a clear indication from the collected data is
that only 14.29% of the sample shows a low level of parental stress, which may be relevant
concerning family psychological health and parent–child dynamics.
Table 3
Parental stress level
Stress level n %
Low level 15 14,29
Medium level 39 37,14
Moderate level 29 27,62
High level 22 20,95
Total 105 100%
Table 4 shows that the technological difficulties most frequently reported by the
participants were the lack of Internet access, with 31.43% of the total. Low connection speed and
insufficient technological means were the most frequent problems, both with 18.10% (18). In
17.14 % (17) of the cases, the difficulty was the lack of time for training in Information and
Communication Technologies, and 13.33 % (14) reported that they had no specific difficulty. As
can be concluded, these are structural and pedagogical challenges, which, in some way, will
impact the performance of the households studied in terms of their technological adaptation skills
and capabilities.
Table 4
Technological difficulties in times of pandemic
Technological difficulties n %
Lack of internet 33 31,43
Internet - low speed 18 18.10
Insufficient technological resources 18 18.10
Lack of training time concerning the technology 17 17.14
No difficulty 14 13.33
Total 105 100%
Vol. 12/ Núm. 3 2025 pág. 3853
In Table 5, Spearman's correlation analyses indicated that there are significant associations
between the dimensions of coping and perceptions of stress with the components of the
educational virtual environment. First, the data indicated that perceived stress coping showed
moderate positive coefficients with communication, participation and virtual setting, with (p
=.360), ρ =.332 and p =.409), respectively, all p <.001, suggesting that a higher level of perceived
stress coping goes hand in hand with greater interaction of the subjects with the virtual
environment. In contrast, as far as stress perceptions are concerned, negative correlations were
found in all cases, with (ρ = -.290 and p <.001) for communication, (p = -.428 and p <.001) for
participation and (ρ = -.135 and p <.001) for the correlation of issues related to the virtual setting.
Table 5
Spearman's correlation according to the dimensions of the variables
Communication Participation Virtual scenario
Spearman's
Rho
Coping with stress Correlation
coefficient
.360** .332** .409**
Sig. (bilateral) .000 .000 .000
N 105 105 105
Perceptions of
stress
Correlation
coefficient
-.290** -428** -.135**
Sig. (bilateral) .000 .000 .000
N 105 105 105
DISCUSSION
The results obtained in this study allow us to reflect on the significant relationship between
parental stress levels and participation in virtual educational environments. The positive
correlation between stress coping and the dimensions of communication, participation, and
adaptation to the virtual scenario suggests that parents with greater emotional resources and
stronger coping strategies manage to integrate more effectively in technology-mediated
educational processes. This finding is consistent with previous research highlighting the role of
psychosocial support and family resilience in contexts of accelerated digital transition. The study
by Meitasari et al (2023) highlights the role of the family system in crises, where resilience and
adaptability are key to strengthening the family in the management of technological resources.
On the contrary, high stress perceptions were negatively associated with these dimensions,
which shows that unmanaged stress can act as a limiting factor for the active involvement of
parents in the educational accompaniment of their children (Cheng et al., 2024; Tekavc, 2023).
This situation is aggravated in contexts marked by structural barriers such as lack of connectivity,
shortage of devices, or lack of time for technological training, conditions that were evidenced in
this study (Sintema & Singogo., 2020)
In Table 5, Spearman's correlation analyses indicated that there are significant associations
between the dimensions of coping and perceptions of stress with the components of the
educational virtual environment. First, the data indicated that perceived stress coping showed
moderate positive coefficients with communication, participation and virtual setting, with (p
=.360), ρ =.332 and p =.409), respectively, all p <.001, suggesting that a higher level of perceived
stress coping goes hand in hand with greater interaction of the subjects with the virtual
environment. In contrast, as far as stress perceptions are concerned, negative correlations were
found in all cases, with (ρ = -.290 and p <.001) for communication, (p = -.428 and p <.001) for
participation and (ρ = -.135 and p <.001) for the correlation of issues related to the virtual setting.
Table 5
Spearman's correlation according to the dimensions of the variables
Communication Participation Virtual scenario
Spearman's
Rho
Coping with stress Correlation
coefficient
.360** .332** .409**
Sig. (bilateral) .000 .000 .000
N 105 105 105
Perceptions of
stress
Correlation
coefficient
-.290** -428** -.135**
Sig. (bilateral) .000 .000 .000
N 105 105 105
DISCUSSION
The results obtained in this study allow us to reflect on the significant relationship between
parental stress levels and participation in virtual educational environments. The positive
correlation between stress coping and the dimensions of communication, participation, and
adaptation to the virtual scenario suggests that parents with greater emotional resources and
stronger coping strategies manage to integrate more effectively in technology-mediated
educational processes. This finding is consistent with previous research highlighting the role of
psychosocial support and family resilience in contexts of accelerated digital transition. The study
by Meitasari et al (2023) highlights the role of the family system in crises, where resilience and
adaptability are key to strengthening the family in the management of technological resources.
On the contrary, high stress perceptions were negatively associated with these dimensions,
which shows that unmanaged stress can act as a limiting factor for the active involvement of
parents in the educational accompaniment of their children (Cheng et al., 2024; Tekavc, 2023).
This situation is aggravated in contexts marked by structural barriers such as lack of connectivity,
shortage of devices, or lack of time for technological training, conditions that were evidenced in
this study (Sintema & Singogo., 2020)
Vol. 12/ Núm. 3 2025 pág. 3854
These results make visible the digital inequalities that persist in households and the need to
generate public policies aimed at reducing the technological gap, strengthening access to basic
digital services, and promoting training programs that include mental health and digital education
components for mothers, fathers, and caregivers (van de Werfhorst et al., 2022).
According to the study by Gómez-Navas & Del Pilar Marín-Rivas (2023), they evaluate
the impact of the relationship between families and schools in times of COVID-19. According to
the study, parents reported experiences of overload in the accompaniment of their children's
education, as well as a poor perception of the quality of education and pedagogical loss in times
of pandemic.
CONCLUSION
The present study showed a significant relationship between the level of parental stress and
the ability to adapt to the virtual educational environment, highlighting the role of emotional
coping as a protective factor in the face of technological challenges. The data reveal that the
greater the capacity to cope with stress, the better the interaction of mothers and fathers with ICT-
mediated educational processes. In turn, high perceptions of stress are associated with lower
participation and communication in these environments, which limits their role of
accompaniment.
Likewise, structural technological barriers were identified, such as the lack of internet access,
low connection speeds, and insufficient devices, all of which negatively impact the educational
experience at home and deepen access gaps. These findings reaffirm the need to implement
comprehensive policies that strengthen families' digital capacities, ensure equitable connectivity,
and provide emotional support to caregivers in times of crisis or digital transition.
These results make visible the digital inequalities that persist in households and the need to
generate public policies aimed at reducing the technological gap, strengthening access to basic
digital services, and promoting training programs that include mental health and digital education
components for mothers, fathers, and caregivers (van de Werfhorst et al., 2022).
According to the study by Gómez-Navas & Del Pilar Marín-Rivas (2023), they evaluate
the impact of the relationship between families and schools in times of COVID-19. According to
the study, parents reported experiences of overload in the accompaniment of their children's
education, as well as a poor perception of the quality of education and pedagogical loss in times
of pandemic.
CONCLUSION
The present study showed a significant relationship between the level of parental stress and
the ability to adapt to the virtual educational environment, highlighting the role of emotional
coping as a protective factor in the face of technological challenges. The data reveal that the
greater the capacity to cope with stress, the better the interaction of mothers and fathers with ICT-
mediated educational processes. In turn, high perceptions of stress are associated with lower
participation and communication in these environments, which limits their role of
accompaniment.
Likewise, structural technological barriers were identified, such as the lack of internet access,
low connection speeds, and insufficient devices, all of which negatively impact the educational
experience at home and deepen access gaps. These findings reaffirm the need to implement
comprehensive policies that strengthen families' digital capacities, ensure equitable connectivity,
and provide emotional support to caregivers in times of crisis or digital transition.
Vol. 12/ Núm. 3 2025 pág. 3855
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2020-003098
Ferreras-Listán, M., Hunt-Gómez, C. I., Moreno-Crespo, P., & Moreno-Fernández, O. (2021).
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