Table 3 Linear regression analyses assessing the association between demographic and home-schooling factors and home-schooling participants’ levels of psychological distress, work/social impairment and wellbeing
From: Psychosocial impacts of home-schooling on parents and caregivers during the COVID-19 pandemic
| Â | DQ5 Psychological distress (N = 179; R2 = 0.29) | WSAS Work/social impairment (N = 179; R2 = 0.26) | WHO-5 Wellbeing (N = 179; R2 = 0.23) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Â | Estimate | SE | t | p | Estimate | SE | t | p | Estimate | SE | t | p |
Mental health diagnosis | ||||||||||||
  Past | 1.809 | 1.038 | 1.743 | 0.083 | 2.768 | 1.943 | 1.425 | 0.156 | -11.721 | 4.883 | -2.400 | 0.018 |
  Current | 3.897 | 0.896 | 4.348 | <0.001 | 5.304 | 1.677 | 3.163 | 0.002 | -17.982 | 4.215 | -4.267 | <0.001 |
  Never | Reference |  |  |  | Reference |  |  |  | Reference |  |  |  |
Gender | ||||||||||||
  Female | -1.403 | 0.766 | -1.832 | 0.069 | -4.660 | 1.433 | -3.251 | 0.001 | -1.423 | 3.602 | -0.395 | 0.693 |
  Prefer not to answer | 1.708 | 4.943 | 0.346 | 0.730 | -7.621 | 9.250 | -0.824 | 0.411 | -21.717 | 23.246 | -0.934 | 0.352 |
  Male | Reference |  |  |  | Reference |  |  |  | Reference |  |  |  |
Educational attainment | ||||||||||||
  Certificate/diploma | -1.394 | 1.082 | -1.288 | 0.200 | -1.115 | 2.025 | -0.551 | 0.583 | -5.206 | 5.089 | -1.023 | 0.308 |
  Bachelor’s degree | -2.078 | 1.020 | -2.038 | 0.043 | -0.810 | 1.908 | -0.424 | 0.672 | -1.513 | 4.796 | -0.315 | 0.753 |
  Higher degree | -4.648 | 2.067 | -2.249 | 0.026 | -0.338 | 3.867 | -0.087 | 0.931 | 13.357 | 9.719 | 1.374 | 0.171 |
  Prefer not to answer | -2.014 | 3.546 | -0.568 | 0.571 | -5.769 | 6.635 | -0.869 | 0.386 | 11.083 | 16.676 | 0.665 | 0.507 |
  Secondary school or less | Reference |  |  |  | Reference |  |  |  | Reference |  |  |  |
  Age | -0.072 | 0.043 | -1.685 | 0.094 | -0.258 | 0.080 | -3.229 | 0.002 | -0.250 | 0.201 | -1.242 | 0.216 |
  Working from home (Y/N) | 1.061 | 0.853 | 1.244 | 0.215 | 0.279 | 1.596 | 0.175 | 0.862 | -1.643 | 4.010 | -0.410 | 0.683 |
  Share home-schooling duties (Y/N) | 0.585 | 0.811 | 0.721 | 0.472 | 0.539 | 1.518 | 0.355 | 0.723 | -0.048 | 3.814 | -0.013 | 0.990 |
  Somewhat/a lot impact (vs. none/little) | 1.748 | 0.750 | 2.331 | 0.021 | 2.645 | 1.403 | 1.885 | 0.061 | 1.653 | 3.526 | 0.469 | 0.640 |
  Amount of support received from school | -0.391 | 0.272 | -1.438 | 0.152 | -0.289 | 0.509 | -0.568 | 0.571 | 0.570 | 1.280 | 0.445 | 0.657 |
  Perceived support from school | -0.262 | 0.128 | -2.049 | 0.042 | -0.671 | 0.239 | -2.805 | 0.006 | 2.066 | 0.601 | 3.435 | 0.001 |
  Primary vs. secondary school student | -0.946 | 0.872 | -1.085 | 0.280 | 0.911 | 1.631 | 0.559 | 0.577 | 1.028 | 4.099 | 0.251 | 0.802 |
  Intercept | 17.719 | 2.684 | 6.601 | <0.001 | 33.139 | 5.022 | 6.598 | <0.001 | 48.773 | 12.622 | 3.864 | <0.001 |