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McGowan-Robinson, Laura J. "African American Parental Engagement in a Public Middle School| Contributing Factors." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10155685.
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Parental engagement with schools is often considered one of the major contributing factors to a child’s success in school. There is not, however, a definition of parental engagement that takes into account the social, historical, and cultural factors that shape a parent’s view of their own engagement. This qualitative case study examines how African American parents in a high poverty, urban, charter middle school, come to understand practices and beliefs at their child’s school, while building relationships with other parents and school staff. Through the lenses of critical race theory and cultural-historical activity theory, the researcher analyzes how the convergence of race, power, history, and culture frame perspectives of policy makers, those who work in schools, and parents. Through the voices of African American parents, in a socioeconomically disadvantaged school community, they define their own engagement.
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Favela, Tricia M., and Cristina Velazquez. "FACTORS THAT CONTRIBUTE TO FOSTER PARENT TURNOVER." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/289.
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Foster parents play a key role in providing care to children that have been removed from their families. The purpose of this quantitative study was to identify factors that contribute to foster parent turnover. A self-administered survey included 6 questions in each section of the following sections; interaction with agency staff, communication, and foster parent training. The study’s findings indicated that over 36% of the study’s participants reported that they were hesitant to discuss concerns with agency workers, and almost 45% were unsure of or did not believe that their worker was open and honest in providing relevant background information about a child before they were placed in their care. Over 84% of participants reported that training prepared them for children placed in their care, and the vast majority (87%) reported that the foster parent training they received provided them with knowledge and skills that are useful and realistic. Future research is needed to identify factors that lead to foster parent turnover as our results had no variation among the independent and dependent variables. Foster parents who have decided to cease fostering need to be included in future research and policy in order to identify additional factors which impact foster parent turnover.
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Jiumpanyarach, Waruesporn. "SINGLE-PARENT FAMILIES IN BANGKOK, THAILAND: FACTORS AFFECTING CHILDREN LIVING IN SINGLE-PARENT FAMILIES." UKnowledge, 2011. http://uknowledge.uky.edu/sociology_etds/1.
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There has been a transformation in family structure in Thailand due to the changes in economic and social structures over time. Though not recorded in census data the rise in single-parent families can be expected due to a rise in divorce rates, that have been recorded, over the past decades. However, the literature on single-parent families is limited and little is known about the experiences of single-mothers and children of singlemother families in Thailand. This study examines the factors that have major impacts on the well-being of children of single-parent families in Bangkok, Thailand.
A qualitative methodology was employed to study the lived experiences from the point of views of 20 divorced single-mothers and 20 adult children from a different sample of divorced single-mother families in Bangkok, Thailand. Altogether 40 semistructured interviews were conducted in Bangkok, Thailand during June and July of 2010. Three theoretical frameworks, including family and household decision making theories, the life-course perspective, and the family composition perspective were applicable in this study to provide an understanding of how economic and social structures play an important role in the dissolution of marriages and how family composition plays an important role in the well-being of children.
The findings of this study shed light on the lived experiences of participants and revealed the important factors that influence the well-being of children of single-mother families. The major factors include financial resources, parenting styles and discipline, and social supports. In addition, this study has implications for developing programs to assist and facilitate the well-being of single-parent families, strengthening the relationship within extended families, and eradicating the negative assumptions that are often associated with single-parent families.
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Merianos, Ashley L. "Parent Factors and School Factors associated with Alcohol Use among Hispanic Youth." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396453745.
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Edwards, Everett L. Angell Maureen E. "Factors that influence parent participation in the educational programs of their children." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064531.
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Thesis (Ed. D.)--Illinois State University, 2002.Title from title page screen, viewed February 7, 2006. Dissertation Committee: Maureen E. Angell (chair), Jeffrey P. Bakken, Barbara M. Fulk, James R. Thompson, W. Paul Vogt. Includes bibliographical references (leaves 94-103) and abstract. Also available in print.
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Jordan-Arthur, Brittany L. "The Role of Fathers in Behavioral Parent Training: An Exploration of Parent-Related Factors in Parent and Child Treatment Outcomes." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7684.
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Despite a well-documented need for parent training in the treatment and prevention of child behavior problems, as well as the well-documented benefit of including fathers in preventative and treatment interventions, surprisingly little clinical intervention research examines the role of fathers in such trainings. This research examined the role of father involvement in behavioral parent training by examining parent-related characteristics in relation to treatment outcomes for both mothers and fathers, examining differences between mothers and fathers, and examining the additive benefit of including fathers in treatment across two studies. Both studies utilized archival data obtained from a university- and community-based parent training program for families and service providers of children displaying challenging or disruptive behavior offered through a large south eastern university medical center. The first study examined associations and relationships among parenting knowledge, parenting stress, and treatment engagement in 39 fathers and 107 mothers. The second study examined the associations and relationships among child behavior problems, treatment engagement, and therapy attitudes in 43 fathers and 98 mothers. Surprising patterns of effects were found; overall, the pattern of results of both studies across multiple levels indicated that the treatment was effective and that the pre-post changes observed were robust to a number of covariates. These findings indicate that the observed treatment efficacy was not diminished when examining specific groups of participants. It is possible that specific strengths of the program discussed in detail such as the social support and problem-solving opportunities augmented treatment benefit for subgroups of participants and mitigated the impact of group differences. While differences between mothers and fathers are often portrayed as having dramatic impacts on treatment engagement and efficacy, these group differences may not be as straightforward as is commonly depicted in the literature. Treatments that identify the nature of differential patterns of benefit and address them through treatment design may be able to deliver efficacious treatment generalizable to multiple subgroups of parents. These findings may have important implications for improving treatment engagement and treatment efficacy in the future. Based on the synthesized findings of these two studies, recommendations for treatment development, clinical practice, and future research are discussed.
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Xiang, Joe. "Impact of Child and Parent Factors on Homework Completion." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1592402125500247.
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Mason, Darryl Marc PhD. "Parent-Teacher Perceptions of the Factors that interfere with Productive Parent-Teacher Relationships in Urban Schools." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1494252377698078.
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Piller, Yulia. "Factors influencing parental attitudes toward digital game-based learning." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849636/.
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The purpose of this non-positivistic mixed-methods study is to examine parental attitudes towards the use of computer and video games in their child’s classroom and to investigate how the sociocultural contexts in which parents live affect those attitudes.
The research was conducted using a mixed-methods triangulation design, including both quantitative and qualitative techniques. First, the study tried to identify which groups of parents were better positioned to accept and support digital game-based learning and which groups were less likely to have a positive attitude toward integrating digital games into the classroom. This study tried to determine if socioeconomic status, age, education level, and/or cultural background could serve as a predictor of parental attitudes toward digital game-based learning. Second, the study tried to recognize how social and cultural contexts in which parents live affect their attitudes toward digital games in the classroom.
Many researchers agree that parents play an important role in students’ and eventually, educators’ attitudes toward gaming. It has been argued that if parents accept a certain non-traditional (digital) learning tool, then their children would most likely have a similar attitude toward it. Parents might be the support system that educators need in order to ensure that students are able to see the educational value of video games and are willing to think critically and draw connections between what they learn in a gaming environment and core subject areas.
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Rodgers, Carie S. "Family factors and relational aggression /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9978598.
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Thesis (Ph. D.)--University of Oregon, 2000.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 72-77). Also available for download via the World Wide Web; free to University of Oregon users.
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Cheatham, Kelly L. "The Impact of Family Resilience Factors and Parent Gender on Stress Among Parents of Children with Autism." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862763/.
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Parents of children with autism experience high degrees of stress. Research pertaining to the reduction of parental stress in families with a child with autism is needed. In this study, the relationship between family resilience, parent gender, and parental stress was examined. Seventy-one parents of young children with autism were surveyed. Regression and correlational analyses were performed. Results indicated that the vast majority of respondents reported significantly high levels of stress. Lower degrees of parental stress were correlated with higher degrees of family resilience. Family resiliency factors were significant contributors to the shared variance in parental stress. Mothers of children demonstrated higher levels of stress than fathers. Suggested explanations of these findings are presented and clinical and research implications are provided. The findings of this study provide evidence for the importance of facilitating family resilience for parents of children with autism and affirm differing stress levels between mothers and fathers.
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Strauss, Werner F. "Resilience factors in single parent families affected by HIV/AIDS." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17892.
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Thesis (PhD)--Stellenbosch University, 2011.ENGLISH ABSTRACT: The aim of the current study was to investigate factors that help single-parent families cope with the news that a family member has been diagnosed with HIV. The theoretical model that underpinned the study is the Resiliency Model of Family Stress, Adjustment and Adaptation of McCubbin and McCubbin (1996). A salutogenic perspective offers a view of human suffering that moves away from pathology to focus on factors that support successful coping, hence the focus of the current study on resilience. A cross-sectional survey research design was used, incorporating a combination method inclusive of both a qualitative and quantitative component. A total of 109 families, represented by an adult and a child, answered a qualitative question about what they considered to have helped them cope, and completing a biographical questionnaire and five questionnaires based on the theoretical model. Analyses included the Grounded Theory Method, a qualitative analysis method of Strauss and Corbin (1994; 1998), Pearson correlations and ANOVAs (for a categorical independent variable – employment status) to compute the significance of correlations between a dependent variable and a number of independent variables, and regression analysis. The results of the qualitative investigation revealed that families considered internal strength (or hardiness), social supports, communication, a sense of hope, using denial (both positive and negative behaviours to get on with life despite the presence of hardship), changing or reframing thoughts about the stressor, and material support to have been helpful. The quantitative results supported the qualitative results and showed that family hardiness (working together, viewing stressors as challenges and having a belief in own coping abilities), the availability of social support, supportive communication, use of reframing, accepting help from others and spiritual support all contributed to families functioning well under adverse conditions. It was also shown that inflaming types of communication, such as fighting and doing nothing about a crisis situation, negatively influenced the family functioning. It was interesting to note that family size had a significant, positive correlation with the parents’ views of family functioning, and that the higher the children’s level of education, the lower they rated their family functioning to be. Recommendations for further studies include a focus on resilience in various family types, a focus on families successfully coping with HIV diagnoses in their families, and the development of intervention programmes, inclusive of Cognitive Behaviour Therapy and Acceptance and Commitment Therapy.
AFRIKAANSE OPSOMMING: Die doel van die huidige studie was om ondersoek in te stel na faktore wat enkelouer gesinne met ‘n MIV-gediagnoseerde gesinslid ondersteun het. Die studie is teoreties gebou op McCubbin en McCubbin (1996) se Resiliency Model of Family Stress, Adjustment and Adaptation. Salutogenese bied ‘n siening of waardering van die manier waarop mense terugslae hanteer wat weg beweeg van die tradisionele fokus op patologie om te fokus op faktore wat suksesvolle aanpassing ondersteun ten spyte van die teenwoordigheid van genoemde krisis. Hierdie benadering bepaal dus die fokus op veerkragtigheid of gesinsveerkragtigheid wat hierdie studie rig. ’n Deursnee- steekproefontwerp is vir die navorsing gebruik en het ‘n kwalitatiewe en kwantitatiewe komponent ingesluit. ‘n Totaal van 109 gesinne is bestudeer, elk deur een volwassene en een kind verteenwoordig. Die deelnemers het ‘n kwalitatiewe vraag beantwoord oor wat hulle as ondersteunend ten opsigte van hulle eie krisishantering beskou het, en het ook ‘n biografiese vraelys en vyf vraelyste wat verskillende aspekte van die teoretiese model gemeet het, voltooi. Die deelnemers se response is ontleed deur middel van Strauss en Corbin (1994; 1998) se Grounded Theory Method vir die kwalitatiewe komponent; Pearson se korrelasies en ANOVA’s (ten opsigte van ‘n katogoriese onafhanklike veranderlike – werkstatus) is gebruik om die korrelasies tussen die afhanklike en ‘n aantal onafhanklike veranderlikes te bereken en regressie-ontledings is gedoen. Die kwalitatiewe resultate het aangedui dat die volgende faktore deur die gesinne beskou is as ondersteunend van hulle vermoë om krisisse te hanteer: innerlike sterkte, sosiale ondersteuning, kommunikasie, ‘n gevoel van hoop, die gebruik van ontkenning (beide positiewe en negatiewe gedrag om met die lewe aan te gaan ten spyte van die swaarkry), verandering van of herbesinning oor die stressor, en materiële ondersteuning. Die kwantitatiewe bevindinge het die kwalitatiewe resultate ondersteun en getoon dat gesinsgehardheid (saamwerk, beskouing van stressors as uitdagings en ‘n vertroue in eie vermoëns), die beskikbaarheid van sosiale ondersteuning, ondersteunende kommunikasie, die gebruik van herbesinning, aanvaarding van hulp van ander en geestelike ondersteuning almal gehelp het om die gesin onder ongunstige toestande goed te laat funksioneer. Daar is ook gevind dat opruiende soorte kommunikasie, soos baklei en niks oor ‘n krisissituasie te doen nie, ‘n negatiewe invloed op gesinsfunksionering gehad het. Dit was interessant om te vind dat gesinsgrootte positief met die ouers se beskouing van gesinsfunksionering gekorreleer het, terwyl ‘n hoër vlak van opvoeding onder die kinders gekorreleer het met ‘n laer skatting van gesinsfunksionering. Aanbevelings vir verdere navorsing sluit in ‘n fokus op gesinsveerkragtigheid in verskillende gesinstipes, ‘n fokus op gesinne wat ‘n MIV-diagnose in die gesin suksesvol hanteer, en die ontwikkeling van ingrypingsprogramme gebaseer op die beginsels van Kognitiewe Gedragsterapie en Acceptance and Commitment Therapy.
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Tanner, Kelly Jane. "Selective Eating in Autism Spectrum Disorder: Child and Parent Factors." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406120154.
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Brown, Susan. "Relationships Between Select Protective Factors and Tobacco Use." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/51796.
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Students enrolled in Roanoke County Schools in 2003 became voluntary participants in the Communities That Care Youth Survey (CTCYS), which had been administered to a group (N = 3022) of 6th through 12th graders. The students answered multiple choice questions to determine their attitudes concerning many important topics within their home, school, and community domains. The carefully documented evaluation was conducted to determine the significance of two protective factors, which were employed to explain associations between students who stated that their parents had clear alcohol, tobacco, and drug use rules in the home as well as those who stated they frequently attended religious services and activities, termed parent efficacity and religiosity, respectively. Because risk factors are common among adolescents and few well-designed studies are addressing the benefits of parent efficacity or religiosity as protective factors, this study analyzed the CTCYS data utilizing meta-analyses to assess the efficacy of these two environmental factors in relation to students’ expressed perceptions of smoking cigarettes as a popular adolescent risk activity. Variables are unique to each individual and sample, therefore, multiple factors demonstrating risk and protective qualities were measured using a 0 to 8 point Likert summated rating scale. The various areas were examined according to frequency of risk behavior (i.e., smoking status - current, past, or never). Findings yielded statistically conclusive relationships within the participant responses using Chi-square analysis at the 0.05 level (2-sided), indicating a significant level of interaction between the select protective factors and tobacco use study variables.Ph. D.
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Ruiz, Maria Isolina. "Factors that Influence the Participation of Immigrant Latino Parents in the Special Education Process of their Children with Disabilities." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1551.
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The Individuals with Disabilities Education Act emphasized the importance of parents’ participation in all educational decisions concerning their children with disabilities. However, parents’ ability to actively participate in, and contribute to, their children’s special education process is influenced by a variety of parent and school related factors. For immigrant Latino parents, these factors may include additional issues related to cultural and linguistic diversity not experienced by most parents. This study examined the experiences of immigrant Latino parents when navigating the special education system as well as the impact that such experiences had on parents’ participation in the special education process of their children with disabilities. A researcher-developed survey (Special Education Parent Participation Survey, SPED-PPS) was used to collect the data. Findings indicated that, although about half of the participants were unable to communicate in English with educators, parents still communicated and collaborated often with school personnel. In addition, most immigrant Latino parents trusted professionals working with their children and had a positive perception of school personnel. A minority of parents believed that teachers knew best about their children’s needs, believed that teachers thought that parents interfered too much in their work, and/or felt uncomfortable with having many professionals in the Individual Educational Plan meetings. Immigrant Latino parents’ participation in their children’s special education process appeared to be influenced by the child’s disability as well as parents’ knowledge of the American education system, perception of school personnel, English language communication skills, and ability to confront school personnel about the child’s needs.
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Smith, Vernon Leo Stanley. "Parent Involvement Factors from the Perspectives of Academically Successful Black Male College Students." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6761.
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During the past two decades, concerns about Black males’ academic achievement have been a major theme in the literature devoted to education and social sciences. Despite over two decades of studies focused specifically on Black males and their academic underachievement, the achievement gap persists. According to the National Center for Educational Statistic (2006), African-American males were reported as being disproportionally negatively represented in regards to academic achievement. Some researchers suggested Black children’s underachievement might be due to the lack of parental involvement. Other studies have highlighted statements of Black males who indicated parental involvement factors that contributed to their academic success. In Howard (2014) study, Black males stated their parents contributed to their success by “staying on them” regarding schoolwork and by setting higher expectations for their academic performance. The concept of parental involvement is cultural-bound and multi-dimensional. Parental involvement is also a bi-directional process that involves school and parents. The purpose of this study was to identify the factors that described parent involvement during high school of Black male students enrolled in a four-year college, and the distribution of perceived parent involvement during high school across this population. This study employed Yan and Lin’s (2005) parent involvement during high school survey to collect data from a convenient and purposeful sample of 146 Black males enrolled in an undergraduate degree seeking-program at a university in the southern region of the United States. The data was statistically analyzed using Confirmatory Factor analysis.
The results of this study revealed the proposed hypothesized three factors model of parent involvement did not align well with the present data set. However, the individual subscale factors when analyzed in isolation, with some modifications, did align. As for the distribution of the factors, Family Norms were perceived as the most prevalent parent involvement subscale factor during high school for this particular population. Under the Family Norms factor subscale “Parent-teenager relationship” emerged as the most dominant variable, followed by “Educational expectations.” This study was significant as it highlighted and added to the knowledge relevant to successful Black males’ perceptions of parental involvement factors during their high school years. Identifying these factors can be useful toward improving graduation rates among Black males. In addition, information gathered can assist in further development of effective parent engagement school programming initiatives specific for this population.
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Whitehead, Tisha. "Educational risk factors for students in single and dual parent households." Thesis, Wichita State University, 2008. http://hdl.handle.net/10057/2061.
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The demonization of single parents by media and government sources has been a persistent problem in our society. In order to examine the validity of the claims made against single parents, this study examines the relationship between household structure and composite reading and math test scores. Secondary data analysis was used from the Educational Longitudinal Survey of 2002 (ELS: 2002) of 10,945 10th grade students with a composite model consisting of: student role performance (SRP), schools, and families. Univariate, bivariate, and multivariate analysis are used to examine the independent effects on test scores. Mean composite test scores show a statistically significant difference in the test scores of students from single parent families (48.17) and dual parent families (51.88). The examination of the unique variance in test scores for each model segment shows student role performance factors explain more of the “unshared” variance in test scores than the other model segment. These results suggest that the blame of student outcomes on parent structure is explained by factors such as socioeconomic status within student role performance than the actual parental structure.Thesis (M.A.) - Wichita State University, College of Liberal Arts and Science, Dept. of Sociology
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Whitehead, Tisha Wright David W. "Educational risk factors for students in single and dual parent households." A link to full text of this thesis in SOAR, 2008. http://hdl.handle.net/10057/2061.
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Castro, Liliana Nataly, and Jose Arturo Gonzalez. "FACTORS ASSOCIATED WITH PARENT SATISFACTION OF SCHOOL BASED MENTAL HEALTH SERVICES." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/58.
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It is important to understand the significant factors that predict parent satisfaction of school based mental health services. These factors are vital as they can decrease attrition rates regarding treatment and can improve the overall quality of services in school based settings. The purpose of this study is to examine the predictors of parent satisfaction by utilizing secondary data acquired from the Ontario-Montclair School District. The measurement instrument utilized was a 10 question survey that included 8 Likert-style questions and one free response question. This study utilized an independent samples t-test which found that school type and language had no significant impact on overall parent satisfaction. This study also utilized a Pearson r correlation coefficient and found that length of sessions, number of sessions, information given, contact with counselor, behavioral outcome and timeliness all have significant positive relationships with overall satisfaction. Lastly, a multiple linear regression was utilized and found that the three strongest predictors of overall satisfaction were behavioral outcome, timeliness of services and information given. Findings from the study can provide social work practitioners with information on how to improve their service delivery in a school setting. Recommendations for future research are also discussed.
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McIntire, Donald H. "Determinants of parenting stress : child characteristics, parent characteristics, and contextual factors /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687485809021.
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Collins, Michelle. "Narcissistic traits and parenting style: A closer look at maladaptive parenting through parent-child observations, parent self-report, and child self-report." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc5558/.
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The thrust of this paper was two-fold, 1) to confirm a 2-factor model of narcissism in women, and 2) to examine the relationship between narcissistic traits in mothers and several variables associated with parenting efficacy. Participants included 193 mother-child dyads. A 2-factor model of narcissism was confirmed in the present sample of mothers, suggesting that narcissistic traits in women may be manifested in distinct Overt and Covert forms. Contrary to expectations, Covert Narcissistic traits in mothers did not significantly correlate with observed parenting behaviors on the PCIA, including Positive Personal Comments (PPC) towards children, Negative Personal Comments (NPC), and Parental Nurturance. However, children's self-reported maternal rejection on the C-PARQ correlated positively with Covert Narcissistic traits in mothers, as did mother's self-reported dysfunctional parenting attitudes on the AAPI-2. Narcissistic traits in mothers correlated most strongly with risk of child physical abuse on the CAPI (r = .70). Results are also presented for the Overt Narcissism factor, which proved to be less stable as a factor. Overall, results emphasize the need for a more comprehensive understanding of narcissism for women, given its potential Implications for children's healthy development and parenting interventions.
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Robinson, Anthony, and trobinson@parentingrc org au. "Sleep problems in children with an intellectual disability: The role of child and parent factors, and treatment efficacy using the Signposts program." RMIT University. Health Sciences, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080808.161306.
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The current research considered parent report of sleep problems in children with an intellectual disability (ID). Of specific interest were parents who reported child sleep issues/disturbances but who did not consider their child to have a sleep problem. Also of interest was the use of a general parent-training program to treat both the sleep and behaviour problems in children with an ID. Study 1 examined parent perceptions regarding sleep in children with an ID. Parents who reported a child sleep problem provided information on the types of sleep treatment tried and rated their effectiveness. Overall, 243 questionnaires were completed by parents of children with a range of disabilities aged between 3.1 to 18.7 years. While 62% of parents rated their child as displaying problematic night settling, night waking, early waking, or other disturbing sleep behaviours, only 27% of parents considered their child to have a sleep problem. A higher number of parents (75%) than expected had tried at least one type of intervention, although it was not possible to discern 'self help' treatments from 'professionally sought' treatments. Study 2 investigated child and parent factors associated with parent perception of sleep problems in children with an ID. Seventy-six parents from Study 1 completed measures in relation to child adaptive and daytime behaviour, parent stress, locus of control, personality (extraversion, neuroticism, and psychoticism), parenting competence, and perceived control over the child's sleep and daytime behaviour. Based on parent report on a sleep measure and response to the question 'do you think your child has a sleep problem' parents were allocated into one of three sleep groups: Parents who recognised a sleep problem (RSP, N=20), parents whose child did not have a sleep problem (NSP, N=35), and parents who did not recognise their child to have a sleep problem (USP, N=21). The results revealed differences between parents who do (RSP) and parents who do not (USP) recognise their child's sleep problem. These differences related to amount of child sleep (as reported by parents) and parent perceived control over the child's sleep and daytime behaviour. Study 3 examined the efficacy of a general parent-training (behaviour management) program, with sleep used as the training exemplar, for the treatment of sleep problems in children with an ID. Of the 20 parents in the RSP group in Study 2, five agreed to take part in Study 3 and three completed the intervention. The effect of the intervention on (a) a targeted sleep problem, (b) a targeted behaviour problem, (c) other sleep and daytime behaviours, (d) parent stress, (e) parent sleep, (f) parent sense of competence, and (g) parent perceived control over the child's sleep and daytime behaviour were examined. All parents reported an improvement in target sleep behaviour, and at follow-up all of the parents no longer considered their child to have a sleep problem. One parent reported a decrease in stress and an increase in measures of perceived control, and parenting competence, while two parents showed minimal to no improvement on child and parent outcomes.
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Nam, Sung Hee. "THE FACTORS THAT CONTRIBUTE TO PARENTAL RESPONSIVENESS IN ADOPTIVE FAMILIES." Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1301586414.
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Parker, Chandra. "Factors influencing low income minority parent satisfaction with selected after school programs." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2006. http://digitalcommons.auctr.edu/dissertations/3076.
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This study seeks to examine low income, minority parents' perceptions of after school programs. The independent variables in the study were parental perceptions of supervision, communication, resources, transportation, program content and student academic engagement. The dependent variable was parental satisfaction with after school programs. A quantitative survey was distributed to all parents of students participating in the after school programs of four Title 1 schools in a large metropolitan Atlanta school system with over 70% student eligibility for free or reduced lunch and 85% minority student enrollment. One hundred eighty after school program parents responded to the survey through their child's daily communication planner. The results of the study indicated that there is a statistically significant relationship between parental satisfaction and each of the independent variables of supervision, communication, resources, transportation, program content and student academic engagement. A regression analysis found that the most impacting variables on parental satisfaction were program content, communication and transportation. Based on the results of the study, it is recommended that after school programs that serve low income, minority families should ensure that transportation, effective student monitoring and structured activities are components of their program. After school programs that serve low income, minority families should provide safe methods of transportation from the after school site to the home of program participants. Finally, after school programs that serve low income, minority families should establish and maintain structured learning opportunities for program participants that include scheduled activities, active instruction and assistance by the after school teacher and an orderly classroom environment that allows participants to complete their assignments without distractions or interruptions from other participants.
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Diaz-Garcia, Maria Elva. "Factors for Parent-Reported ADHD Diagnosis in Hispanic Elementary School-Aged Children." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6991.
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Attention/deficit hyperactivity disorder (ADHD) affects a sizable number of children ages 4 to 17 and can be impairing into adulthood. Genetics are partly responsible, but research shows that psychosocial disparity and the interaction of select demographic factors significantly influence ADHD prevalence. There is limited research on the primary factors for an ADHD diagnosis in Hispanic elementary school-aged children. The purpose of this quantitative cross-sectional survey research was to determine the impact of disparity and interaction of psychosocial factors on an ADHD diagnosis. The research questions asked whether there was a relationship between the independent variables (mother's marital status, family income, insurance coverage, gender, age, Spanish spoken at home) and the dependent variable (an ADHD diagnosis) and whether the independent variables were predictive of an ADHD diagnosis. The theoretical framework was derived from Vygotsky and Bronfenbrenner who posited that an individual's culture influences development and a child's development is affected by the environment and external forces, respectively. Elementary school parents (N = 105) completed a self-administered survey to assess the independent variables' impact on an ADHD diagnosis. Data were analyzed using descriptive statistics, chi-square analysis, and binary logistic regression. Results showed males (23.8%) more likely than females to be diagnosed with ADHD. Results also found gender (p = .002) and age [X2(7) = 15.302, p = .032] to be significant overall, R2 = .31. These findings could result in positive social change by fostering awareness, early identification, and treatment of ADHD in Hispanic children and similar communities and may also decrease health care costs.
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Patton, Emily. "Vagal tone and depression in adolescents: Protective factors during parent-adolescent interaction." Case Western Reserve University School of Graduate Studies / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=case1349988651.
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McCrohan, Fiona M. "Parental wellbeing factors in parents of children with an intellectual and developmental disability : a research portfolio." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/21001.
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Aims: Parents of children with intellectual and developmental disabilities tend to illustrate and report higher levels of stress and lower wellbeing than parents of typically developing children. This thesis aimed to explore the aspects of this relationship between parental wellbeing and raising a child with heterogeneous intellectual and developmental disability. Firstly, the thesis aimed to review the current literature and evidence base for mindfulness-based group and individual interventions and their effect on psychological outcomes for parents of children with intellectual and developmental disabilities. Secondly, a research study aimed to explore the role of overall parental locus of control and particular sub-domains of locus of control on parent reported wellbeing. Furthermore, the role of child compliant and social behaviour, child problem behaviour, diagnostic groups, level of functioning, and demographic variables were explored. Method: A systematic review of the literature was conducted to address the first aim of this thesis. Within the research study, a single sample of parents and family carers (n = 114) completed an online anonymous survey consisting of demographic information and three self-report measures; a modified version of the Parental Locus of Control Scale, the Warwick-Edinburgh Mental Wellbeing Scale, and the Nisonger Child Behaviour Rating Form. Results: The systematic review illustrated that mindfulness-based interventions appear to have a significant effect on a number of parent psychological outcomes; such as wellbeing, stress, mental health, compassion, and mindfulness. A further four papers indicated a significant impact on child behavioural outcomes from parental mindfulness interventions. The research study indicated parental locus of control, in particular the two sub-domains of child control, and parent efficacy significantly mediated the relationship between child problem behaviour and parental wellbeing. Conclusions: There is a need to further explore the effectiveness of mindfulness interventions on parental distress and child behaviour, in particular in comparison to well-established interventions and groups. The research study results highlight the importance of parental attributions in influencing the wellbeing of parents of children with intellectual and developmental disabilities. However, it is clear from these findings that there is a complex relationship between parent cognitive attributions and broader social and societal factors. These findings may inform future practice with these families, although further research to explore these complex relationships is required.
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Boyd, John K. "Perceptions of Middle-School Parents Regarding Factors That Influence Parent Involvement: A Study of Four Middle Schools in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1075.
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The cultivation of parent involvement in America's public schools is no longer an option. Under the provisions of the Elementary and Secondary Education Act: No Child Left Behind (Elementary and Secondary Education Act, 2001), it is now a mandate. Moreover, in the current climate of emphasis upon student performance and school accountability, schools need not just the support of parents, but also their full involvement in meaningful partnerships.
The purpose of this qualitative study was to develop a better understanding of the factors that significantly affect the level of parent involvement during the middle-school years. This was accomplished through the use of open-ended interviews with 24 participants in Northeast Tennessee comprised of 4 elementary and 4 middle-school principals along with 16 middle-school parents who were identified by their child's principal as having been highly involved when their child was in elementary school.
The findings from this study suggested that the parent and principal perceptions regarding the factors that influence the decline in parent involvement during the middle-school years are often quite different. In general, perceptions of parents and principals that were held in common were those associated with the role of the parent, the positive effects of parent involvement upon student success, and the role of the principal in modeling the encouragement of parent involvement. The finding suggested, however, that there was significant disparity between parent and principal perceptions with regard to how well middle schools encourage parent involvement.
Major recommendations included middle schools communicating with feeder elementary schools to identify highly involved parents of rising middle-school students, a system of personally contacting such parents as a means to encourage their continued involvement, and the establishment of a dialogue among parents and educators with regard to developing an action plan based upon best practices.
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West, Jamie Marie. "Gender-Specific Parent-Child Relationship Factors and Substance Use among At-Risk Adolescents." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/78225.
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Substance use is a growing concern among adolescents because it is a threat to their well-being and associated with negative outcomes in later life (NIH, 2014). Adolescence is a developmentally important time where independence grows, risks are taken, and some begin to experiment with substances (Burrow-Sanchez, 2006). Further, there is a high association between substance use and risk-taking behaviors, which can lead to involvement in the juvenile justice system. The rates of substance use are more alarming for juvenile delinquents (78%) (National Center on Addiction and Substance Abuse, 2004). Along with risk factors associated with early onset substance use, researchers have identified several protective factors including involvement in positive relationships with parents. In this dissertation, I studied gender-specific relationships between parent and child that were associated with lower rates of substance use among at-risk adolescents. I investigated if this relationship mitigated the effects of negative peer association on substance use among adolescents. Hierarchical logistic regression was used to complete analysis using secondary data. The sample consisted of 166 adolescents who were involved in the juvenile justice system. Results showed that higher relationship quality with mothers was found to be statistically significant in predicting lower substance use. Overall, gender was not found to predict substance use, nor did it moderate the relationship between negative peer association and substance use. Results from this study can inform prevention and intervention efforts by heightening awareness regarding the protective nature of relationships with parents, specifically with mothers for at-risk adolescents. Further research is needed to explore these gender differences more in-depth. It will be important to continue to explore gender-specific relationships and the various aspects of parenting that can lower the risk for substance use among at-risk adolescents.Ph. D.
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Alper, Rebecca Mae. "Determining factors related to success in parent-implemented emergent language and literacy intervention." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1820.
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The purpose of this study was to examine the relationship between maternal perceived locus of control (PLOC), perceived self-efficacy (PSE), and mother and child gains during a mother-implemented early language and print awareness program. Thirty mother-child dyads (with typically-developing, preschool-aged children) were randomly assigned to either an immediate-training group (ITG) or a delayed-training control group (DTCG). The mothers in the ITG participated in 4 training sessions over the course of a month. Data about mothers’ use of target strategies, mothers’ responsivity, children’s knowledge of print concepts, and child language samples were collected at baseline, 1-month, and 2-months for both groups.
The training program was efficacious, as evidenced by greater gains in the ITG mothers’ target strategy use, responsivity, and children’s knowledge of print concepts as compared to DTCG mothers and children respectively. The ITG children significantly increased the number of different words they produced during their language samples from baseline to follow-up.
Mothers with a more external PLOC and/or a lower PSE score tended to use fewer strategies at baseline and make greater gains in strategy use over the course of training. Similarly, children whose mothers had a more external PLOC tended to identify fewer print concepts at baseline and make greater gains during training. Conversely, children whose mothers had a lower sense of PSE tended to use a greater variety of words and have a higher number of different words/number of total words ratio at baseline. The results of this study support the incorporation of maternal PLOC and PSE into evidence-based clinical decision-making and provide avenues for future research.
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Anderberg, Emily Irene. "Factors Associated with Parent Reactions to the diagnosis of an Autism Spectrum Disorder." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8569.
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Receiving a diagnosis of autism spectrum disorder is often a pivotal moment for parents. The diagnostic feedback session can provide helpful information for moving forward with their child’s care but can also be filled with conflicting emotions. A few studies have looked at common parent experiences and have suggested actions for providers, but there is little information about how providers can predict parent reactions to the diagnosis and adjust their feedback accordingly. This study investigated factors related to parent reactions to the diagnostic disclosure session using a) interviews with providers that commonly diagnose autism; b) a focus group with parents of children with autism; and c) a mixed-methods survey of 189 parents with autistic children diagnosed in the US in the past 3 years. Overall, providers seem to give more information to families who are already knowledgeable about autism, helping them leave even more prepared. However, families who come to feedback very anxious about receiving a diagnosis are most critically in need of a breadth of information and are at risk of leaving the session feeling lost and unprepared if they do not receive adequate resources during feedback. Providers should be aware of parent anxiety about diagnosis and prior autism knowledge, as these factors predict parent post-session preparedness, positive emotions, difficult emotions, and confusion. Providers can help promote positive emotional reactions for parents and prevent confusion by increasing their positivity, warmth, and respect towards the family, and by being clear and confident in their communications.
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Anhalt, Karla. "The relation between parenting factors and social anxiety a retrospective study /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=755.
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Thesis (Ph. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains vii, 104 p. Includes abstract. Includes bibliographical references (p. 56-66).
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McKelvy, Tara N. "An Examination of Maternal Acceptance among Mothers and their Children with ADHD Symptomatology." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84248/.
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The current study examined the role of self-reported and child-reported maternal lack of acceptance in increasing the likelihood of developing internalizing and externalizing symptoms among children with ADHD symptomatology. The effects of a social desirability bias on mother’s self-reports of rejection were controlled for. Mother-child agreement about parenting behaviors like warmth/affection, hostility/aggression and indifference/neglect was also investigated. In addition, variables with the potential to affect agreement (i.e., parents’ social desirability bias, child age, child sex) were examined. Participants included 120 boys and 90 girls, 6 to 11 years old (M = 8.25, SD = 1.18) with and without ADHD and their primary parent/guardian (N = 209). Parent and child participants completed self-report instruments separately. Results indicate that the relationship between mother-and-child-reported ADHD symptoms and internalizing symptoms is strongest when mothers exhibit low levels of rejection. Among the ADHD subsample, maternal lack of acceptance acts as a risk factor by strengthening the relationship between hyperactive/impulsive symptoms and externalizing symptoms. In addition, mothers and their children report significantly different levels of parenting behaviors. Child age and child sex were significant predictors of parent-child disagreement.
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Clark, Jessica. "Parental Preferences for Genetic Testing Factors in a Pediatric Neurodevelopmental Disorder Population." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1553513617894087.
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Mathews, Brittany Lynn. "Relations of parent-child relationships and biological factors with anxiety in early adolescence: Examining the mediating role of emotional factors." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1439740035.
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Bass, Anneliese Joy Moore Ginger A. "Mutual regulation of parent-infant dyadic interactions synchrony, flexibility, and relations with contextual factors /." [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-4716/index.html.
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Cruz-Khalili, Amir A. "Factors affecting infants' choices: An examination of infant choice stability and parent expectancy effects." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/279.
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Several researchers posit the tendency of adults and children to behave positively towards individuals similar to themselves (in-group bias) and to behave hostilely towards those dissimilar to themselves (out-group bias) is not learned, but is instead innate. Using infant-parent dyads, Mahajan and Wynn (2012) examined this question by asking infants ( n = 32), seated in their parents' lap, to choose between two foods, watch a puppet show during which two puppets verbally stated a liking or disliking of these foods, and then choose one of the puppets. They found more infants chose the puppet that “liked” the same food the infants chose. Based on these results, Mahajan and Wynn suggest this tendency is innate. However, methodological limitations including the unintentional effects of parent bias and use of a single choice-trial make this conclusion premature. The purpose of the current study was to replicate and extend the methodology of Mahajan and Wynn by addressing these limitations. Twenty-four infant-parent dyads were separated into two groups. After choosing a food and watching the puppet show, infants in Group 1 (multiple-baseline across participants design) chose a puppet 3-5 times before their parents were exposed to the parent bias measure and then chose an additional five times; parents in Group 2 (between-subjects comparison group) were exposed to the parent bias measure first, then infants chose a puppet five times. In Group 1, 7 of 12 infants (58%) selected the similar puppet on the first choice trial. In Group 2, 2 of 12 infants (17%) selected the similar puppet on the first choice trial. Repeated choice trials showed no influence of parent bias but did show patterns of side stability with 18 of 24 infants making a majority of their puppet selections on the same side.
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Lake, Barbara Jean. "Factors that escalate parent-school conflict and the value of mediation in special education." Diss., Virginia Polytechnic Institute and State University, 1998. http://hdl.handle.net/10919/76521.
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Conflict resolution strategies in special education are necessary in view of increased disability and civil rights legislation impacting schools. With increase in federal laws and regulations comes an increase in parental expectations and unclear interpretations of "what is right" and "what is legal" regarding meeting the educational needs of students with disabilities. The purpose of the study was to identify factors that escalate and de-escalate parent-school conflict in special education and to understand the special education mediation process from the perspectives of parents, school officials and mediators in Massachusetts.
Data were collected through telephone interviews with 44 participants. Interviews were audiotaped and transcribed verbatim. Parent participants had experienced special education mediation either during the school year 1995-1996 or 1996-1997. School officials and mediators had experienced multiple special education mediations.
A grounded theory approach was used to analyze data. Eight categories of factors that escalate parent-school conflict in special education were identified: (a) Discrepant Views of a Child's Needs, (b) Knowledge, (c) Service Delivery, (d) Valuation, (e) Reciprocal Power, (f) Constraints, (g) Communication, and (h) Trust. Participants in each group revealed that the mediation process was of value even though one may not achieve the desired outcome. Strengths of the mediation process were identified in the areas of its ability to provide disclosure, empower participants, provide opportunity for communication, provide suitable outcomes, strengthen relationships and provide a pragmatic approach to problem-solving. Limitations of mediation were reported in it's ability to be misused by participants seeking opportunities for fact-finding and it's lack of ability to be enforced.
Results indicated that training in conflict handling strategies is needed by parents and school officials. Results of the study supported using early intervention conflict identification and resolution strategies so that conciliatory attitudes and trust might be preserved in parent-school relationships.Ed. D.
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Adams, Fasloen. "Exploring factors that inhibit the Outlook Parent Support Group from achieving their stated goals." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/2990.
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Bibliography: leaves 129-143.This study explored the factors that hindered the women of the Outlook Parent Support Group from achieving their stated goals. The literature review discusses the relationship between poverty and disability and its impact on the identity and occupations of carers of disabled children. Furthermore it explores self-help and support groups as tools for selfempowerment as well as the role of professionals within these groups.
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Smith, Aimee West. "Parent and Adolescent Factors Related to Adherence and Health Outcomes in Sickle Cell Disease." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1469208674.
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Chen, Hsing-Jung. "ROBUST PROTECTIVE FACTORS THAT HELP YOUTHS WITH A PARENT EXPERIENCING DEPRESSION ACHIEVE POSITIVE ADJUSTMENT." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1979.
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Based on a resilience framework, the purpose of this study was to address knowledge gaps about minority youths who lived in rural and poor areas, had a primary caregiver with a diagnosis of depression, and faced multiple psychosocial stressors. Three research objectives included: 1) To explore the association between ecological protective factors and four developmental outcomes-emotional adjustment, behavioral adjustment, school performance, and educational aspiration; 2) To identify the robust protective factors; and 3) To explore the interactive relationships between risk and robust protective factors. Families (N=126) where the primary caregiver had a diagnosis of major depression and had a child aged 10-14 years old were selected for this study. This study used a longitudinal data set: Family and Community Health Study (FACHS). Six theoretical protective factors in individual-family-community levels and four youths’ developmental outcomes were selected from the FACHS: emotional adjustment; behavioral adjustment; school performance; and educational aspiration. Separate hierarchical regression analyses were conducted for each of the youths’ developmental outcomes. Before conducting the regression analyses, factor analysis, power analysis, data screening and regression assumptions assessment were conducted. For the research objective 1 and 2, this study’s findings suggested that overall, with the exception of parental monitoring, these theoretical protective factors only operated in specific developmental domains. Only parental monitoring was identified as a robust protective factor for this population. The regression model (R2adj) explained 11.5 % of the variance of depression, 29.8 % of conduct behavior, 15.2 % of school performance, and 18.7 % of educational aspiration. Youths’ optimism (ß=-.215) significantly contributed to the Emotional Adjustment Model. Youths’ self control (ß=-.210), prosocial friendship (ß=-.187), and parental monitoring (ß=-.250) significantly contributed to the Behavioral Adjustment Model. Parental monitoring (ß=.189) significantly contributed to the School Performance Model. Parental monitoring (ß=.278) and teacher’s support (ß=.292) significantly contributed to the Educational Aspiration Model. For objective 3, this study suggested that the effect of parental monitoring did not vary by the risk levels. In other words, regardless of the change of risk effect, parental monitoring consistently functioned as a protective effect on youth’s educational aspiration. Based on the findings from this study, six suggestions for future research, four recommendations for intervention and mental health-related services systems, and one suggestion for social work education were provided.
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Bishop, Gillian Elizabeth. "The influence of family factors upon the stability of behavioural inhibition over time /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16459.pdf.
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Velazquez, Efren A. "Parent-Adolescent Communication about Sexual Topics, Cultural Factors, and Latino Adolescents’ Sexual Behavior and Condom Attitudes." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3605.
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This study examined whether cultural values and gender moderate the association between mother-adolescent communication about sex and adolescents’ sexual behavior/intention to engage in sex and condom use attitudes. One hundred and fifty Latino adolescents completed an anonymous survey that measured sexual health outcomes, mother-child communication, and cultural factors. In bivariate analyses, adolescents with a higher sense of familismo had a more positive attitude towards using condoms and more acculturated Latino adolescents were less likely to speak to their mothers about pre-coital or coital sexual topics. Females spoke more about sex with their mother, compared to males. Traditional gender roles moderated the relation between mother-adolescent communication about sex and condom use attitudes. Acculturation, familismo nor gender significantly moderated the relationship between communication about sex and sexual health outcomes. Further research should explore whether certain cultural factors influence parents to talk to their adolescent about specific topics related to sex.
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Parish, Brittney Joy. "PARENTAL INFLUENCE ON RISK FACTORS FOR OBESITY IN AFRICAN AMERICAN SCHOOL AGED CHILDREN." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/609.
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The growing childhood obesity epidemic and its association with adverse health outcomes have prompted increasing research in the recent past. Researchers have examined numerous aspects of the obesity epidemic. For example, the impact of parent behavior on child behavior has been considered. Likewise, researchers have examined the connection between parent perceptions of obesity and concern regarding a child’s weight status. Still other research has focused on the influence of a child’s behavior on weight status.
Existing research has reported that within the African American community there is an apparent inaccuracy in perceptions regarding weight. Children who would be classified as overweight or obese according to body mass index (BMI) calculations are viewed by parents as having normal or healthy weight. Thus, among African-American parents, there is often no correlation between a child’s weight status and the parent’s perception of a weight concern. Moreover, it is not clear that there is a relation between parent concern regarding a child’s weight status and the amount of physical activity that the child engages in among African-American individuals. Further, it is not clear what relations may exist among parent physical activity level, child physical activity level, and the child’s BMI status. Finally, after conducting a semi-exhaustive study of the research, the links among child dietary habits, parent dietary habits, and the child’s BMI status in the African American population have not been addressed.
The purpose of this study is to more closely examine the impact of risk factors such as parental physical activity, dietary habits, and parent concern and perception regarding weight on children’s weight status within an African American sample.
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Miller, Kimberly Suzanne. "Factors Associated with Parents’ Understanding of their Child’s Cancer Prognosis." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274838634.
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Moyé, Carolyn S. "A study to identify family factors that contribute to academic success in a group of children from single-parent families." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37415.
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Paczkowski, Emilie Ann. "Long-term adjustment of parents adopting from foster care the influence of parent and child factors on perceived positive and negative family impact /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1930279301&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Ramirez, Alberto. "Foster parent retention: A study of the factors associated with foster parents who continue to provide foster care for longer than two years." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2301.
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The purpose of this study is to determine what factors contribute to a foster family's ability and desire to remain active in fostering after two years. The sample of this research was selected from Bienvenidos Foster Family Agency, a private non-profit social service organization in the Los Angeles County.
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White, Jennifer N. "Socioeconomic, Demographic, Attitudinal and Involvement Factors Associated with Math Achievement in Elementary School." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0613101-101228/unrestricted/whitej0625.pdf.
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Scherbarth, Andrew J. Murrell Amy Rebekah Epstein. "Evaluation of skill maintenance, performance factors, and external validity in a behavioral parent training program." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12197.
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