TABLE 1.
Descriptive statistics of the CONFIA-20 study sample: COVID-19-related stressors, demographics variables of participating parents, children and family relevant domains.
| Total (N = 1123) | Range | |
| Person filling the questionnaire: Mother, N (%) | 1004(89.5%) | |
| COVID-19 crisis related stressors | ||
| Number of days of confinement, M (SD) | 30.57 (6.47) | 0–60 |
| Number of people during confinement, M (SD) | 3.89 (1.01) | 1–10 |
| House dimensions in square meters, M (SD) | 126.68 (93.98) | 35–1600 |
| House with garden: Yes, N (%) | 567 (50.7) | 0–1 |
| COVID-19 contagion in close circle (family, friends), N (%) | 187 (16.7) | 0–1 |
| COVID-19 related death in close circle (family, friends), N (%) | 59 (5.3) | 0–1 |
| Perceived economic impact on the family, M (SD) | 1.36 (1.00) | 0–3 |
| Negative influence of confinement on family relations, M (SD) | 0.80 (0.78) | 0–3 |
| Families | ||
| Geographic area of residency: Galicia, N (%) | 899 (94.2) | – |
| Number of children per family, M (SD) | 1.78 (0.69) | 1–5 |
| Parent perceived level of monthly income, N (%) | ||
| Serious problems making ends meet | 20 (1.8) | 0–1 |
| Difficulties making ends meet | 90 (8.1) | 0–1 |
| Tightly making ends meet | 483 (43.2) | 0–1 |
| Loosely making ends meet | 524 (46.9) | 0–1 |
| SES, M (SD) | 0.09 (0.7) | −2.6 to 1.3 |
| Mother educational level, N (%) | ||
| Doctoral or Master’s Degree | 85 (7.6) | 0–1 |
| Undergraduate | 608 (54.3) | 0–1 |
| Secondary school | 333 (29.8) | 0–1 |
| Primary school | 90 (8) | 0–1 |
| Mother current employment situation (mother-reported), N (%) | ||
| Regular attendance | 180 (18) | 0–1 |
| Work from home | 319 (31.9) | 0–1 |
| Paralyzed working activity | 195 (19.5) | 0–1 |
| Lost job due to COVID-19 crisis | 25 (2.5) | 0–1 |
| Unemployed before the COVID-19 crisis | 142 (14.2) | 0–1 |
| Father educational level, N (%) | ||
| Doctoral or Master’s Degree | 54 (4.9) | 0–1 |
| Undergraduate | 381 (34.7) | 0–1 |
| Secondary school | 437 (39.8) | 0–1 |
| Primary school | 214 (19.5) | 0–1 |
| Father current employment situation (father-reported), N (%) | ||
| Regular attendance | 18 (16.2) | 0–1 |
| Work from home | 58 (52.3) | 0–1 |
| Paralyzed working activity | 18 (16.2) | 0–1 |
| Lost job due to COVID-19 crisis | 1 (0.9) | 0–1 |
| Unemployed before the COVID-19 crisis | 6 (5.4) | 0–1 |
| Optimal household resources (computer, wi-fi) for the children to do their schoolwork at home, M (SD) | 2.84 (1.19) | 0–4 |
| Children | ||
| Female, N (%) | 551 (50) | 0–1 |
| Age, M (SD) | 7.26 (2.4) | 3–12 |
| Medical or psychological difficulty: Yes, N (%) | 141 (12.6) | 0–1 |
| Specific psychological difficulties | ||
| TDAH, N (%) | 25 (2.2) | 0–1 |
| TEA/Asperger, N (%) | 12 (1.1) | 0–1 |
| Global adjustment to online home schooling, M (SD) | 2.22 (1.1) | 0–4 |
| Parent difficulties derived from COVID-19 crisis | ||
| Perceived level of stress, M (SD) | 1.57 (0.79) | 0–3 |
| Reported fear of the future, M (SD) | 1.78 (0.85) | 0–3 |
| Difficulties to reconcile working and family life M (SD) | 2.27 (1.28) | 0–4 |
| Difficulties helping children with their academic tasks, M (SD) | 2.91 (1.08) | 0–4 |
| Anxiety, M (SD)* | 2.64 (0.71) | 0–4 |
| Depression, M (SD)* | 2.39 (0.73) | 0–4 |
Items from the PHQ (Kroenke et al., 2009) were rated on a 5 point comparative scale from 0 (“much less”) to 4 (much more”) aiming to represent the change self-perceived in the emotional state as a result of the COVID-19 crisis.