Relevant bibliographies by topics / Parental behavior

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Parental behavior'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 April 2022

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Journal articles on the topic "Parental behavior"

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Westneat, David F., and Paul W. Sherman. "Parentage and the evolution of parental behavior." Behavioral Ecology 4, no. 1 (1993): 66–77. http://dx.doi.org/10.1093/beheco/4.1.66.

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Darden, Edwin C. "Bad Parental Behavior." Phi Delta Kappan 95, no. 3 (November 2013): 70–71. http://dx.doi.org/10.1177/003172171309500315.

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Carollo, Alessandro, Jan Paolo Macapinlac Balagtas, Michelle Jin-Yee Neoh, and Gianluca Esposito. "A Scientometric Approach to Review the Role of the Medial Preoptic Area (MPOA) in Parental Behavior." Brain Sciences 11, no. 3 (March 20, 2021): 393. http://dx.doi.org/10.3390/brainsci11030393.

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Research investigating the neural substrates underpinning parental behaviour has recently gained momentum. Particularly, the hypothalamic medial preoptic area (MPOA) has been identified as a crucial region for parenting. The current study conducted a scientometric analysis of publications from 1 January 1972 to 19 January 2021 using CiteSpace software to determine trends in the scientific literature exploring the relationship between MPOA and parental behaviour. In total, 677 scientific papers were analysed, producing a network of 1509 nodes and 5498 links. Four major clusters were identified: “C-Fos Expression”, “Lactating Rat”, “Medial Preoptic Area Interaction” and “Parental Behavior”. Their content suggests an initial trend in which the properties of the MPOA in response to parental behavior were studied, followed by a growing attention towards the presence of a brain network, including the reward circuits, regulating such behavior. Furthermore, while attention was initially directed uniquely to maternal behavior, it has recently been extended to the understanding of paternal behaviors as well. Finally, although the majority of the studies were conducted on rodents, recent publications broaden the implications of previous documents to human parental behavior, giving insight into the mechanisms underlying postpartum depression. Potential directions in future works were also discussed.
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Pollak, Yehuda, Bella Poni, Naama Gershy, and Adi Aran. "The Role of Parental Monitoring in Mediating the Link Between Adolescent ADHD Symptoms and Risk-Taking Behavior." Journal of Attention Disorders 24, no. 8 (August 19, 2017): 1141–47. http://dx.doi.org/10.1177/1087054717725875.

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Objective: ADHD in adolescents and low level of parental monitoring have been associated with increased risk-taking behavior. The present study examined whether parental knowledge of the child’s whereabouts mediates the correlations between adolescent ADHD symptoms and risk-taking behavior. Method: Ninety-two adolescents and their parents completed questionnaires assessing perceptions of parents’ monitoring, engagement in risk-taking behaviors, and ADHD symptoms. Results: Greater engagement in risk-taking behavior correlated with higher levels of ADHD symptoms and decreased parental monitoring. Mediation analysis revealed both direct effect of ADHD symptoms on risk-taking behavior and an indirect effect mediated by level of parental knowledge. Conclusion: These findings suggest that parental knowledge is negatively affected by the presence of ADHD symptoms, and may in turn lead to risk-taking behavior. The findings emphasize the need to target parenting and in particular parental knowledge of the child’s whereabouts to reduce risk-taking behaviors among youth with ADHD.
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Suwarni, Linda, Djauhar Ismail, Yayi Suryo Prabandari, and MG Adiyanti. "Perceived Parental Monitoring on Adolescence Premarital Sexual Behavior in Pontianak City, Indonesia." International Journal of Public Health Science (IJPHS) 4, no. 3 (September 1, 2015): 211. http://dx.doi.org/10.11591/ijphs.v4i3.4736.

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Inadaquate parental monitoring is widely recognized as a risk factor for the development of child and adolescent conduct problems, including early premarital sexual behavior. Previous studies examining parental monitoring have largely effect to adolescents premarital sexual behavior. Parental monitoring is the most important and effective factor to prevent early adolescents sexual activity. This paper examines the role of perceived parental monitoring in adolescent’s premarital sexual behavior (study on Adolescent’s Junior High School in Pontianak). A cross-sectional study and proportionated random sampling was conducted among 402 adolescents of junior high school at six subdistricts in Pontianak. SEM analyses was conducted using SMART-PLS. Result of path analysis revealed that parental knowledge (r = 0.389) and parental-adolescence relationship (r = 0.334) had a strong influence on parental monitoring. Then, parental monitoring had a significant indirect relationship with adolescent premarital sexual behavior through attitudes about premarital sexual (path coefficient = 0.063), and attitudes about premarital sexual and intention to sexual behaviour (path coefficient = 0.03). Parental monitoring can act as protective factor in early adolescent premarital sexual behavior. Therefore, risk reduction interventions with adolescents should include their parents to learn about monitoring skill and develop skill that will allow them to buffer negative influences.
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Suwarni, Linda, Djauhar Ismail, Yayi Suryo Prabandari, and MG Adiyanti. "Perceived Parental Monitoring on Adolescence Premarital Sexual Behavior in Pontianak City, Indonesia." International Journal of Public Health Science (IJPHS) 4, no. 3 (September 1, 2015): 211. http://dx.doi.org/10.11591/.v4i3.4736.

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Inadaquate parental monitoring is widely recognized as a risk factor for the development of child and adolescent conduct problems, including early premarital sexual behavior. Previous studies examining parental monitoring have largely effect to adolescents premarital sexual behavior. Parental monitoring is the most important and effective factor to prevent early adolescents sexual activity. This paper examines the role of perceived parental monitoring in adolescent’s premarital sexual behavior (study on Adolescent’s Junior High School in Pontianak). A cross-sectional study and proportionated random sampling was conducted among 402 adolescents of junior high school at six subdistricts in Pontianak. SEM analyses was conducted using SMART-PLS. Result of path analysis revealed that parental knowledge (r = 0.389) and parental-adolescence relationship (r = 0.334) had a strong influence on parental monitoring. Then, parental monitoring had a significant indirect relationship with adolescent premarital sexual behavior through attitudes about premarital sexual (path coefficient = 0.063), and attitudes about premarital sexual and intention to sexual behaviour (path coefficient = 0.03). Parental monitoring can act as protective factor in early adolescent premarital sexual behavior. Therefore, risk reduction interventions with adolescents should include their parents to learn about monitoring skill and develop skill that will allow them to buffer negative influences.
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Krisnana, Ilya, Praba Diyan Rachmawati, Iqlima Dwi Kurnia, and Nur Sayyid J. Rummy. "Parental Interactions Associated with Adolescent Health Risk Behavior: Premarital Sexual and Aggressive Behavior." Jurnal Ners 16, no. 2 (July 27, 2021): 106. http://dx.doi.org/10.20473/jn.v16i2.22785.

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Introduction: Interactions within the family will determine the behavior of adolescents. Lack of interaction in adolescents is a risk factor for adolescent behaving deviant, among others, unmerried sexual and aggressive behaviors. The purpose of this study was to analyze the relationship between parental interaction and the premarital sexual and aggressive behavior among adolescents.Methods: A cross-sectional approach was taken. The sample consisted of 744 adolescents from junior high school and senior high school in Java Island aged 13 - 19 years old who had completed a Google form. The independent variable was parent interaction while the dependent variable was premarital sexual and aggressive behaviors. The PACHIQ-R questionnaire was used for measuring parent interaction. While the dependent variable was using checklist questionnaire. The data was analyzed using Spearman Rank correlation with a level of significance α=0.05.Results: The results show that there is a correlation between the parent interactions and premarital sexual (p=0.007; r=0.100) and aggressive behavior among adolescents (p=<0.001;r=0.156). Parental interaction has an association on the adolescent’s behavior, especially in terms of premarital sexual and aggressive behavior.Conclusion:Nurses need to provide education not only to parents, but also for adolescents to prevent premarital sexual and aggressive behaviors among adolescents in any media that available.
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Greene, Harry W., J. Jesús Sigala Rodríguez, and Brian J. Powell. "PARENTAL BEHAVIOR IN ANGUID LIZARDS." South American Journal of Herpetology 1, no. 1 (April 2006): 9–19. http://dx.doi.org/10.2994/1808-9798(2006)1[9:pbial]2.0.co;2.

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ENGSTROM, PAUL. "Child's Behavior, Parental Expectations Clash." Pediatric News 40, no. 1 (January 2006): 25. http://dx.doi.org/10.1016/s0031-398x(06)70825-6.

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HAY, CARTER. "Parental Sanctions and Delinquent Behavior:." Theoretical Criminology 2, no. 4 (November 1998): 419–43. http://dx.doi.org/10.1177/1362480698002004002.

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Dissertations / Theses on the topic "Parental behavior"

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Leonard, Roger, and Andrea D. Clements. "Parental Attitudes Toward Cross-Gender Behavior." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/7302.

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Baxter, Lauren N. "Coping Strategy as Mediator between Parental Attachment and the Parent-Child Relationship." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955056/.

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Previous research has shown that adult attachment anxiety and attachment avoidance are associated with both coping strategy use and the parent-child relationship. Additionally, research has shown that coping strategy is associated with aspects of the parent-child relationship. The current study aimed to further examine associations between parental romantic attachment, coping strategy use, and the parent-child relationship. It was hypothesized that coping strategy use would mediate the relationship between parental romantic attachment and aspects of the parent-child relationship. Participants included 86 heterosexual couples (N = 176 parents) from the Family and Kid Connection project archival dataset. Instruments included a demographic questionnaire, the Experiences in Close Relationships Scale, a brief measure of coping, and the Attachment and Relational Frustration Subscales of the Parenting Relationship Questionnaire. An actor-partner independence model was proposed and tested via multilevel modeling. Higher levels of parental attachment anxiety predicted poorer parent-child relationships. Father's attachment avoidance also predicted poorer father-child relationships. Higher levels of both parental attachment dimensions predicted greater use of avoidant emotional coping. Finally, greater use of avoidant emotional coping predicted poorer parent-child relationships. Results partially supported proposed mediational hypotheses. Two mediational paths were supported by results: an actor-actor path in which fathers' avoidant emotional coping mediated the association between fathers' romantic attachment avoidance and father-child attachment, and an actor-actor path in which mothers' avoidant emotional coping mediated the association between mothers' romantic attachment anxiety and mother-child attachment.
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Raulston, Tracy. "Effects of the Practiced Routines Parent Training Program on Behavioral Strategy Use, Parental Well-Being, and Child Challenging Behavior in Parents of Children with Autism Spectrum Disorder." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23119.

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In this study, a concurrent randomized multiple baseline across three parent-child dyads single-case design was employed to evaluate the effects of a brief three-week parent training program, titled Practiced Routines. The Practiced Routines parent training program included positive behavior supports (PBS) and mindfulness strategies within the context of natural family routines. Three mothers and their children with autism spectrum disorder (ASD) participated. Visual analysis combined with a standardized mean difference analysis revealed mixed results with a medium effect found for increases in parent behavioral strategy use and small effects found for reductions in parent stress and child challenging behavior. All three mothers rated the social validity of the Practiced Routine program favorably. Implications for science and practice in educational and behavior health early intervention for families of children with ASD are discussed.
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Oliveros, Arazais. "PARENTAL ATTRIBUTIONS AND DISCIPLINE OF CHILD BEHAVIOR." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2183.

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Extant empirical evidence suggests that multiple risk and protective factors implicated in children's development of behavior problems are intertwined. This study, therefore, investigated the relationships among parental depression and anger, attributions of control, discipline, parent-child relationship variables, and children's behavior problems. Results were based on the responses of parents (55 mothers and 13 fathers) with children in Head Start and parents (52 mothers and 4 fathers) with children in Private School settings. All parents had children who ranged in age from 3- to 8-years. Compared to Private School parents, Head Start parents had lower levels of nonviolent discipline, involvement, and autonomy granting and endorsed greater internalizing behavior problems in their children. Significant correlations were found among parent-child relationship characteristics, parental discipline practices, and child behavior problems in both samples. Regression analyses suggested that Private School parents' use of psychological aggression and autonomy granting interact in the prediction of children's internalizing behavior problems. Although Head Start parents' higher attributions of child control for failure predicted lower levels of nonviolent discipline, and Private School parents' use of psychological aggression predicted greater levels of children's externalizing behavior problems, there was no evidence of parental discipline mediating the relationship between parental attributions and children's behavior problems. These findings emphasize the importance of research involving disadvantaged and nondisadvantaged community samples in order to provide a context for understanding how parental discipline and children's behavior problems are related to parent traits and parent-child relationship characteristics.
M.S.
Department of Psychology
Arts and Sciences
Psychology
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Yeung, Ka-ching Frederick. "The dynamics of interparental conflict and adolescent's behavior problems /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19853191.

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Horsch, Laura Marie. "Continuity of Behavioral Inhibition in Early Childhood: The Impact of Parental Attitudes toward Socially Inhibited Behavior." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/77993.

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Although behavioral inhibition has been found to be relatively stable, such stability has not always been shown. Moreover, although an association between parental shyness and child behavioral inhibition has been reported, this relationship is imperfect and indirect. The present study proposed that one factor that may impact these relationships is the attitudes parents hold toward having a shy, inhibited child. Although shyness is typically regarded as a negative and maladaptive trait, it is not necessarily viewed as problematic by all parents. The present study investigated a series of ten specific hypotheses that centered around the notion that variations in parental attitudes toward shyness may lead some parents to encourage and other parents to discourage behaviors typically associated with shyness in their young children. Using a longitudinal design, the present study examined the relations among the constructs of parental attitudes toward shyness, child behavioral inhibition, childrearing strategies, and parental shyness over a span of two years in a sample of 3 to 6 year-old children and their parents. Results revealed several interesting and valuable findings. Maternal attitudes toward shyness emerged as a moderator of the relationship between behavioral inhibition at Time 1 and Time 2. Maternal attitudes toward shyness also emerged as a significant moderator of the relationship between maternal shyness and child behavioral inhibition. However, childrearing strategies did not mediate the relationship between maternal attitudes toward shyness and behavioral inhibition in children as predicted.
Ph. D.
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Silva, Alessandra Turini Bolsoni. ""Habilidades sociais educativas, variáveis contextuais e problemas de comportamento: comparando pais e mães de pré-escolares"." Universidade de São Paulo, 2003. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-10082004-134158/.

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Acredita-se que pais socialmente habilidosos são capazes de priorizar práticas educativas positivas, sem esquecerem-se de estabelecer os limites necessários. No entanto, pais que possuem dificuldades interpessoais podem oferecer modelos de comportamentos “indesejados” e podem inadvertidamente contribuir para o aparecimento e/ou manutenção de problemas de comportamento. Diante disto, o estudo visa aprofundar o entendimento das relações pais-filhos, comparando as Habilidades Sociais Educativas Parentais (HSE-P) de diferentes grupos: a) pais x mães e b) pais (mãe/pai) de filhos com indicativos escolares de problemas de comportamento x pais (mãe/pai) de filhos com indicativos escolares de comportamentos socialmente adequados. Foram participantes, 96 pessoas, sendo 48 (24 pais e 24 mães), de crianças com indicativos escolares de comportamentos socialmente adequados (Grupo ICSA) e 48 (24 pais e 24 mães), de crianças com indicativos escolares de comportamentos socialmente “indesejados” (Grupo IPC). A coleta de dados foi conduzida através de questionário que avalia HSE-P, aplicado pela entrevistadora, na residência dos participantes; foram também aplicados dois instrumentos para avaliar o repertório “adequado” (QCSA) e “indesejado” (ECI) dos filhos. Os participantes foram contactados após a indicação de professoras de Escolas Municipais de Educação Infantil. Os principais resultados são: a) as HSE-P são mais freqüentes para os grupos de mães (por exemplo expressar sentimentos positivos, expressar opiniões, fazer perguntas, manter comunicação e ouvir perguntas sobre sexo) e para o Grupo ICSA (por exemplo demonstrar carinho, concordar com cônjuge, cumprir promessas, discriminar comportamentos adequados nos filhos); b) os grupos IPC e ICSA pouco diferem quanto às estratégias utilizadas para estabelecer limites; c) quando os pais estabelecem limites, as crianças dos grupos IPC e ICSA comportam-se de forma semelhante, obedecendo e também fazendo birras; d) o grupo ICSA apresenta um maior número de Habilidades Sociais Conjugais (HSC), referente àquelas que envolvem comunicação; e) os itens da ECI que se referem a indicativos de problemas de comportamento apresentaram maiores escores para o Grupo IPC, quanto a comportamentos externalizantes, segundo os relatos de pais e de mães; f) ambos os grupos de crianças, IPC e ICSA, alcançaram altos escores no QCSA. Desta forma, pode-se concluir que há diferenças na forma como pais e mães lidam com seus filhos, o que pode ser explicado, em parte, por práticas culturais que priorizam a mãe na educação dos filhos. Os resultados indicam que as habilidades sociais que mais diferenciam os grupos são aquelas utilizadas em momentos de interação positiva. Como ambos os grupos relatam HSE-P e também estratégias coercitivas nas interações com filhos, há a necessidade de estudos de intervenção que avaliem o quanto tais intervenções ajudam os pais a aproveitarem tais habilidades para a promoção de melhores interações pais-filhos e redução/eliminação de comportamentos considerados como “indesejados”.
It is believed that socially skilled parents are capable of prioritizing positive educational practices without forgetting to establish the necessary limits to their children. However, parents who present interpersonal difficulties, offer inadequate behavioral model and can indeed contribute to establish and/or maintain behavioral problems in the latter. In this view, this study has the purpose of intensifying the knowledge about relationships among parent-children, comparing the Parental Social Educational Skills (HSE-P) of two different groups: a) fathers x mothers, and b) parents of children with school’s evidence of socially behavioral problems x parents of children with school’s evidence of socially adequate behaviors. The participants were 96 subjects, which 48 were parents (24 fathers and 24 mothers) of children with school’s evidence of socially adequate behaviors (group ICSA) and 48 (24 fathers and 24 mothers) of children with school’s evidence of socially “inadequate” behaviors (group IPC). The data collection was realized through the application of questionnaires formulated to evaluate the parents’ HSE- The questionnaires were applied by the interviewer at the families’ residences. Two other instruments were also utilized to measure the constructs “adequate” (QCSA) and “inadequate” (ECI) in children. The participants were contacted based on the indication of teachers from Public Day-Cares. The main results were: a) the HSE-P occurs more frequently among the mothers (i.e., express positive feelings and opinions, ask questions, establish communication, and listen to questions about sex), and in the group ICSA (i.e., demonstrate physical affection, agree with the spouse, to be dependable, discriminate adequate behaviors in their children); b) the groups IPC and ICSA differ only slightly with respect to the strategies used to establish limits; c) when the parents establish limits, the children of the groups IPC and ICSA behave in a similar way, obeying or also whining; d) the group ICSA presents a larger number of Marital Social Abilities (HSC), regarding those that involve communication; e) according to testimony of both fathers and mothers, the group IPC presented higher scores in the ECI’s items related to externalizing behavior problems; f) both groups of children, IPC and ICSA, reached high scores in the QCSA. These results suggest that there are differences in the form that parents deal with their children, which can be to some extent explained through cultural practices that prioritize the mother’s role in the education of children. The results indicate that the social skills that more differentiates the groups are those used in moments of positive interaction. Nevertheless, it seems that both groups of parents revealed HSE-P in the interactions with their children, calling the attention to the necessity of studies related to interventions that could help parents to take advantage of such skills and thus promote better parent-child interactions, reducing/eliminating the behaviors that are considered “inadequate”.
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Scherbinski, Michael D. "Parental behavior and the distinction between sexual and nonsexual delinquency /." Connect to CIFA website:, 2007. http://ourworld.compuserve.com/homepages/pdwerner/cifa1.htm.

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Coffelt, Nicole L. "Parental Depression in Remission:." ScholarWorks @ UVM, 2008. http://scholarworks.uvm.edu/graddis/49.

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This study was designed to increase our understanding of remitted major depressive disorder among parents and how it relates to child externalizing problems. Specifically, various facets that may differentiate one remitted clinical depressive presentation from another were investigated: past depression severity, past depression chronicity, and residual or current levels of depressive symptoms. Relations of these characteristics of parent depression with youth externalizing symptomatology, as well as the mediating role of negative parenting, were studied among 118 parent-child dyads across two sites. Specifically, three hypotheses were tested: (1) all three indicators of parental depression would have a significant relationship with adolescent externalizing problems when examined individually; (2) when examined simultaneously, past depression chronicity and current depressive symptoms, but not past depression severity, would each have a unique association with young adolescent externalizing outcomes; and (3) negative parenting would partially mediate the relationship of each of the three indicators (i.e., current parental symptoms, past depression chronicity, past depression severity) with child externalizing behavior. Results revealed that residual parent depressive symptoms were most salient in their association with youth externalizing behavior. Further, negative parenting mediated this relationship for parent, but not child, report of child problem behavior. Findings highlight the importance of further research to investigate remitted clinical depression in parent populations, and the impact on child behavioral adjustment. As well, implications for preventive and other intervention efforts are considered.
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Grimes, Lisa K. "The Role of Parental Self-efficacy and Parental Knowledge in Parent-Infant Interactions and Infant Behavior during the Transition to Parenthood." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1339654181.

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Books on the topic "Parental behavior"

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Numan, Michael. The neurobiology of parental behavior. New York: Springer, 2003.

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1951-, Insel Thomas R., ed. The neurobiology of parental behavior. New York: Springer-Verlag, 2003.

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The evolution of parental care. Oxford, United Kingdom: Oxford University Press, 2012.

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The evolution of parental care. Princeton, N.J: Princeton University Press, 1991.

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Hastings, Justine S. Preferences, information, and parental choice behavior in public school choice. Cambridge, MA: National Bureau of Economic Research, 2007.

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Hastings, Justine S. Preferences, information, and parental choice behavior in public school choice. Cambridge, Mass: National Bureau of Economic Research, 2007.

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Bridges, Robert S. Neurobiology of the parental brain. Amsterdam: Academic, 2008.

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Children as caregivers: Parental and parentified children. Boston: Allyn and Bacon, 2002.

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Seuling, Barbara. Who's the boss here?: A book about parental authority. Racine, Wis: Western Pub. Co., 1986.

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A natural history of parenting: From emperor penguins to reluctant ewes, a naturalist looks at parenting in the animal world and ours. New York: Harmony Books, 1997.

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Book chapters on the topic "Parental behavior"

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González-Mariscal, Gabriela, and Angel I. Melo. "Parental Behavior." In Neuroscience in the 21st Century, 2069–100. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-1997-6_76.

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Siegel, Harold I. "Parental Behavior." In The Hamster, 207–28. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4757-0815-8_10.

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González-Mariscal, Gabriela, and Angel I. Melo. "Parental Behavior." In Neuroscience in the 21st Century, 2491–522. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-3474-4_76.

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Rymer, Tasmin Lee. "Parental Investment." In Encyclopedia of Animal Cognition and Behavior, 1–10. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-47829-6_1353-1.

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Matthews, Robert W., and Janice R. Matthews. "Parental Behaviors and Social Life." In Insect Behavior, 389–443. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2389-6_10.

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Corpuz, Randy. "Discriminative Parental Solicitude." In Encyclopedia of Animal Cognition and Behavior, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47829-6_1958-1.

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Yahner, Richard H. "Mating Systems and Parental Care." In Wildlife Behavior and Conservation, 25–33. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-1518-3_4.

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Zumpe, Doris, and Richard P. Michael. "Parental Behavior and Mating Systems." In Notes on the Elements of Behavioral Science, 249–63. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1239-4_15.

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Numan, Michael. "Brain Mechanisms and Parental Behavior." In Reproduction, 537–605. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4832-0_12.

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Yahner, Richard H. "Mate-acquisition and Parental-Care Systems." In Wildlife Behavior and Conservation, 15–24. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-1518-3_3.

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Conference papers on the topic "Parental behavior"

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Campos, Sofia. "Parental Practices: Impact On Child Behavior." In 4th icH&Hpsy 2018- International Congress on Clinical and Counselling Psychology. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.12.

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Tran, Thu Huong, Thi Ngoc Lan Le, Thi Minh Nguyen, and Thu Trang Le. "RELATIONSHIPS BETWEEN MODELS OF FAMILY EDUCATION AND DEVIANT BEHAVIORS AMONG TEENAGERS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact031.

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"Background: An important predictor of adolescents’ developmental outcomes is a model of family education, described in terms of parental behaviors. Various parental behaviors were strongly associated with increasing risk of deviant behaviors at school. Methods: The study was conducted on 566 adolescents, comprising 280 males (49.5%) and 286 females (50.5%), of grade 11th and 12th, of age rang 16-17 years from different government colleges in Vietnam. There were 2 self-reported scales to be used: Parental behavior scale; Adolescent deviant behaviors; Data was analyzed by using reliability analysis to examine the psychometric properties of the scales. Results: There was a strong, negative correlation between school deviant behaviors in adolescents and the parental support model (with rfather =-.53, rmother =-.61, p-value <.01); a strong, positive correlation between the school deviant behaviors and the parental psychological control model (with rmother =.45 and rfather =.47, p-value<.01). Conclusions: In family education, positive behaviors used by parents such as supportive, warmth and moderate control would have a positive impact on the adolescent’s behavioral development; conversely, parents’ psychological control would negatively affect and give rise to deviant behaviors among adolescents."
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Triono, Muhammad, Syahrizal Dalimunthe, and Humisar Sihombing. "Does Parental Financial Communication Affect Emerging Adults’ Financial Behavior?" In The 3rd International Conference Community Research and Service Engagements, IC2RSE 2019, 4th December 2019, North Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.4-12-2019.2293820.

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Wahyuningsih, Endang, Wiwin Rohmawati, Astri Wahyuningsih, and Piscolia Dynamurti Wintoro. "Application of Parental Education About Social Media and Adolescent Sexual Behavior." In 1st International Conference on Science, Health, Economics, Education and Technology (ICoSHEET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200723.070.

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Rostiawan, Febry, Syamsu Yusuf, and Tina Hayati Dahlan. "Positive Parenting Program to Increase Parental Monitoring Toward Youth Sexual Behavior." In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.084.

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Butnaru, Simona. "RELATIONSHIPS BETWEEN PERCEIVED PARENTAL BEHAVIOR, PEERS’ COHESION AND SCHOOL ADJUSTMENT IN PREADOLESCENCE: THE INFLUENCE OF SEPARATION FROM PARENTS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1476.

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Lianawati, Feny, Argyo Demartoto, and Rita Benya Adriani. "The Role of Parental Communication and Peer Group in Healthy Sexual Behavior." In The 4th International Conference on Public Health. Masters Program in Public Health Universitas Sebelas Maret, 2018. http://dx.doi.org/10.26911/theicph.2018.02.40.

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Tikhomirova, Tatiana. "Adaptation Of The Russian-Language Version Of Children’s Report Of Parental Behavior Inventory." In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.39.

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Musicant, Oren, Haneen Farah, Tomer Toledo, Yaara Shimshoni, Haim Omer, and Tsippy Lotan. "The Potential for IVDR Feedback and Parental Guidance to Improve Novice Young Drivers’ Behavior." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2013. http://dx.doi.org/10.17077/drivingassessment.1464.

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Valencia, Janice, and Frikson Christian Sinambela. "The Relationship Between Self-Harm Behavior, Personality, and Parental Separation: A Systematic Literature Review." In International Conference on Psychological Studies (ICPSYCHE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210423.002.

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Reports on the topic "Parental behavior"

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Barrera-Osorio, Felipe, Paul Gertler, Nozomi Nakajima, and Harry A. Patrinos. Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/060.

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Parental involvement programs aim to strengthen school-home relations with the goal of improving children’s educational outcomes. We examine the effects of a parental involvement program in Mexico, which provides parent associations with grants and information. We separately estimate the effect of the grants from the effect of the information using data from two randomized controlled trials conducted by the government during the rollout of the program. Grants to parent associations did not improve educational outcomes. Information to parent associations reduced disciplinary actions in schools, mainly by increasing parental involvement in schools and changing parenting behavior at home. The divergent results from grants and information are partly explained by significant changes in perceptions of trust between parents and teachers. Our results suggest that parental involvement interventions may not achieve their intended goal if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools.
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Thai, Thuan Q., and Mikko Myrskylä. Rainfall shocks, parental behavior and breastfeeding: evidence from rural Vietnam. Rostock: Max Planck Institute for Demographic Research, February 2012. http://dx.doi.org/10.4054/mpidr-wp-2012-009.

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Hastings, Justine, Richard Van Weelden, and Jeffrey Weinstein. Preferences, Information, and Parental Choice Behavior in Public School Choice. Cambridge, MA: National Bureau of Economic Research, March 2007. http://dx.doi.org/10.3386/w12995.

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Geisler, Esther, and Michaela R. Kreyenfeld. How policy matters: Germany’s parental leave benefit reform and fathers’ behavior 1999-2009. Rostock: Max Planck Institute for Demographic Research, July 2012. http://dx.doi.org/10.4054/mpidr-wp-2012-021.

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Keefer, Philip, and Benjamin Roseth. Grand Corruption in the Contracting Out of Public Services: Lessons from a Pilot Study in Colombia. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003335.

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Do targeted transparency interventions reduce corrupt behavior when corrupt actors are few and politically influential; their behavior imposes small costs on numerous individuals; and corrupt behavior is difficult to observe? Results from a study of informal audits and text messages to parents, meant to curb corruption in the School Meals Program of Colombia, suggests that they can. Theory is pessimistic that transparency interventions can change the behavior of actors who exert significant influence over supervisory authorities. Moreover, inherent methodological obstacles impede the identification of treatment effects. Results substantiate the presence of these obstacles, especially considerable spillovers from treated to control groups. Despite spillovers, we find that parental and operator behavior are significantly different between treatment and control groups. Additional evidence explains why operator behavior changed: out of concern that systematic evidence of corrupt behavior would trigger enforcement actions by high-level enforcement agencies outside of the political jurisdictions where they are most influential.
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Hao, Lingxin, V. Joseph Hotz, and Ginger Jin. Games Parents and Adolescents Play: Risky Behaviors, Parental Reputation, and Strategic Transfers. Cambridge, MA: National Bureau of Economic Research, December 2005. http://dx.doi.org/10.3386/w11872.

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Mayer, Susan, Ariel Kalil, Philip Oreopoulos, and Sebastian Gallegos. Using Behavioral Insights to Increase Parental Engagement: The Parents and Children Together (PACT) Intervention. Cambridge, MA: National Bureau of Economic Research, October 2015. http://dx.doi.org/10.3386/w21602.

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Bork, Kenneth. Parental perceptions of behavioral changes in children following divorce. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2799.

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Iseminger, Candace. Student attitudes and feelings about standardized tests and parent observations of behavior during testing : a survey of third grade students and their parents. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6209.

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Yoo, Jeong-Ju, and Hye-Young Kim. Influences of Parental Attachment and Life Satisfaction on Social Tanning Behaviors among College Students. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-820.

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