Division of Labour and Parental Mental Health and Relationship Well-Being during COVID-19 Pandemic-Mandated Homeschooling

While the COVID-19 pandemic has impacted the way parents partition tasks between one another, it is not clear how these division of labour arrangements affect well-being. Pre-pandemic research offers two hypotheses: economic theory argues optimal outcomes result from partners specialising in different tasks, whereas psychological theory argues for a more equitable division of labour. The question of which approach optimizes well-being is more pressing in recent times, with COVID-19 school closures leaving many couples with the burden of homeschooling. It is unknown whether specialisation or equity confer more benefits for mandated homeschoolers, relative to non-homeschoolers or voluntary homeschoolers. Couples (n = 962) with children in grades 1-5 completed measures of workload division and parental well-being. A linear mixed modelling in the total sample revealed that specialisation, but not equity, promoted increased parental emotional and relationship well-being. These relations were moderated by schooling status: voluntary homeschoolers' well-being benefitted from specialisation, whereas mandated homeschoolers' well-being did not benefit from either strategy; non-homeschoolers well-being benefitted from both strategies. Across the mixed-gender couples, mothers' and fathers' well-being both benefitted from specialisation; equity was only beneficial for mothers' well-being. Overall, couples might be advised to adopt highly equitable and specialised arrangements to promote both parents' well-being.

Drinking among university students with a history of reading difficulties: motivational and personality risk factors for hazardous levels of consumption

An increasing number of students are entering university with reading difficulties-whether they be diagnosed or self-reported. Research demonstrates that university students who self-report a history of reading difficulties (HRD) have lower academic achievement and higher anxiety about academic performance as compared to peers without this history (NRD). Here we study other aspects of HRD students' university experiences, focusing on alcohol consumption. Specifically, we investigated the drinking motives and personality characteristics likely to increase risk of hazardous alcohol consumption among HRD vs. NRD undergraduates. We identified 42 HRD and 54 NRD participants based on responses to a reading history questionnaire. Participants completed questionnaires assessing hazardous drinking, drinking motives, and alcohol-risk personality traits. Both groups reported similarly high levels of hazardous drinking. HRD students reported drinking more to conform with peers, and less to enhance positive moods, than NRD students. HRD students also scored higher in the alcohol personality risk of impulsivity. Our results support a unique pattern of motives and personality risks among HRD students, a pattern that likely puts them at increased risk for sustained hazardous drinking. Clinical implications for preventing problem drinking among HRD undergraduates are considered.