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1
Hosokawa, Rikuya. "Marital Relationship, Parenting Practices, and Social Skills Development in Preschool Children". Kyoto University, 2017. http://hdl.handle.net/2433/225974.
2
Gold, Joshua M. "Investigating the relationship between parental weight stigma and weight-related parenting practices". Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6951.
Abstract (sommario):
Reducing rates of overweight and obesity in children remains a prominent public health priority. Parents have been shown to be a major influence on their children’s weight-related behaviors and weight status, but limited research has been devoted to exploring the factors that lead parents to select certain weight-related parenting practices over another. Past research has demonstrated a link between weight stigma (i.e., prejudicial attitudes or discriminatory behavior targeted at individuals who carry excess weight) and an individual’s own weight-related behaviors and outcomes, but no study has examined how parental levels of weight stigma may affect weight-related parenting practices. The primary objective of this study was to examine the cross-sectional associations between parental levels of weight-based stigmatization with parental feeding practices and parental support for physical activity. Responses were collected on Amazon’s Mechanical Turk website for n = 406 parents who 1) had at least one child aged 5-10 and 2) perceived themselves to be overweight or obese. After adjusting for relevant covariates, parental weight stigma was shown to be significantly associated with restrictive feeding practices, verbal modeling of eating behaviors, unintentional modeling of eating behaviors, child unhealthy snack consumption, and explicit modeling of physical activity (all ps < .05). A priori exploratory mediation analysis identified concern about child weight as a significant mediator between weight stigma and parental feeding practices. A discussion of the potential limitations of this study, future directions of research, and implications of these findings are included.
3
Murphy, Pamela F. "Relationships of Parenting Practices, Independent Learning, Achievement, and Family Structure". Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26599.
Abstract (sommario):
An independent learner is one who actively takes responsibility for his or her own acquisition of knowledge, skills, and expertise. The capacity to self-regulate oneâ s own learning is a necessity for success in higher education. Researchers have found that characteristics of independent learners begin to emerge in young children and continue to develop throughout childhood and adolescence as students grow into self-governing adults.
The purpose of this study is to assess students' levels of independent learning attitudes and behaviors and to examine the relationships among parents' actions, family structure, independent learning, and academic achievement. Using a national sample of 10th grade students from the Education Longitudinal Study of 2002, several statistical analyses were performed in order to answer these research questions:
1. How do parents' actions relate to children's independent learning characteristics?
2. How do students' independent learning behaviors and attitudes correlate with their academic achievement?
3. How are parents' actions associated with their children's academic achievement?
4. Are single-parent children less likely to have developed characteristics of independent learning by grade 10 than children living with both of their parents?
Exploratory factor analysis was conducted to arrange the available variables into appropriate subscales to be used in the statistical procedures for this study. Canonical correlations were used to measure the magnitude of relationships between three pairs of concepts: parents' actions and students' independent learning; students' independent learning and academic achievement; and parents' actions and students' academic achievement.
Structural equation modeling was employed to test the hypothesized model of relationships among parents' actions, students' independent learning behaviors, and academic achievement. Finally, multivariate analysis of variance was used to compare the independent learning scores of students living in four different family structures to determine if a significant difference in the development of independent learning between groups exists. Results suggest actions that parents can take to help their children develop as independent learners and succeed in the academic realm.Ph. D.
4
Thiele, Bonnie Jeanne. "Parenting practices for high -achieving preadolescent migrant education students". Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2536.
Abstract (sommario):
In this study, a grounded theory in a qualitative research design was developed to extend the knowledge base of positive parenting practices in homes of Migrant students. The study examined: (a) parenting practices in homes of high-achieving preadolescent students, (b) the impact of high mobility and school transitions, (c) family language and literacy practices, (d) cultural and historical contexts of parenting practices, and (e) parents' perspectives about what is happening in the schools. Literature was reviewed to learn about families of cultural and linguistic diversity from middle class Anglo students and staff. Categories that developed from the research of literature included: (a) education and the future, (b) family literacy and learning, (c) mentors and role models, and (d) family values and family communication. Interviews were conducted after cross-cultural research techniques were used to decenter the languages. Parents of fourteen students responded to the interviews and a checklist for the home learning environment. Three administrators were interviewed to gain their perspective of the school program for Migrant students and opportunities for parent involvement. The findings were reported in three categories: (a) parenting practices in the home, (b) parent perspective of school learning environments, and (c) the home-school partnership. Conclusions were based on the parents' responses, but most responses related literacy and learning directly to the school. School administrators provided information about basic programs and supplementary services. Six recommendations were made to other parents of Migrant students and for administrators and other school leaders. Recommendations to parents included: (a) specific and direct communication with children from an early age, (b) support for children's homework, schoolwork, and other responsibilities, and (c) counseling about positive mentors, role models, and friends. Recommendations for administrators included: (d) the need for early childhood education programs, services, and communication with parents, (e) provision of extra-curricular activities for all preadolescent students, and (f) a school culture that welcomes and encourages cultural and linguistic diversity.
5
Krauthamer, Ewing E. Stephanie. "Relationships between mothers' understanding of emotion utilization, emotion regulation, and parenting practices". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 46 p, 2007. http://proquest.umi.com/pqdweb?did=1597629451&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.
6
Parks, Amanda. "Relationships among parenting stress, parenting practices, and conduct problems in African American mothers of children with and without ADHD". VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5695.
Abstract (sommario):
Parents of children with attention-deficit/hyperactivity disorder (ADHD) endorse increased levels of parenting stress and subsequently employ ineffective parenting practices. For children with comorbid conduct problems, mothers report more parenting stress than mothers of children with ADHD alone. I investigated the relationships among child ADHD diagnostic status, parenting stress, parenting behaviors (i.e., involvement and positive parenting) and child conduct problems in 78 African American mothers of children with and without ADHD. Mothers completed a demographic questionnaire, a semi-structured clinical interview, the ADHD Rating scale (also completed by teachers), the Impairment Rating Scale, the Parenting Stress Index – Short Form, and the Alabama Parenting Questionnaire. Simultaneous multiple regressions indicated that both child ADHD and conduct problems significantly predicted parenting stress. However, these child variables did not predict parenting behaviors, and child conduct problems did not moderate the association between child ADHD and parenting stress. Results highlight how parenting stress may be the most integral target in psychosocial treatment for African American mothers. Given this, future researchers should longitudinally investigate these relationships and clinicians should ensure parenting stress and child conduct problems are integrated into ADHD treatment.
7
Amayo, Osagie Festus. "Evaluation of Nigerian immigrant parenting practices in preparing their children for college". Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2379.
Abstract (sommario):
If the educational agenda No Child Left Behind (NCLB) Act is to be successful, teachers, parents and children from all cultural backgrounds have to be involved in the implementation process. This idea of NCLB Act clearly identified with the purpose of this study, which was focused on the evaluation of the parenting practices of Nigerian immigrant parenting practices in preparing their children for college. Five basic parenting theoretical approaches were employed by the researcher to gather, collect and analyze the data. The researcher interviewed and observed the environment of sixteen Nigerian immigrant parents on how they prepare their children for college. One school administrator and one school teacher were interviewed to evaluate their own perception of how Nigerian immigrant parents prepare their children for college. The major results of the findings were proactive parenting strategies. These included Cultural Orientation; Immigrant Experience; Surviving in the United States; Strong Parental Background; Early Childhood Education; Early Emphasis on Education; Close Interest in Children; Regular Supervision of Children; Preservation of Indigenous Culture; Supportive Family Collaboration; Strong Involvement in School Activities; Involvement in Community Organizations; Comparing of the Cultural Values in the United States and Nigeria; and Early Emphasis on Education. The study provided specific recommendations to assist teachers and school administrators in providing support to Nigerian immigrant parents as they prepare their children for college. Suggestions for additional research were provided. The concluding statement hinged on the idea that there are several factors that Nigerian immigrant parents consider beyond the conventional levels in preparing their children for college. Ultimately, proactive parenting is an innovative strategy that demonstrated that all children benefited maximally from the motivation of parents, expertise of teachers and the resources in the environment.
8
McClung, Tracy M. Ray Dee C. "An investigation of beliefs and practices of conservative Protestant parents and the cultural applicability of child parent relationship therapy". [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3642.
9
McClung, Tracy M. "An investigation of beliefs and practices of conservative Protestant parents and the cultural applicability of child parent relationship therapy". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3642/.
Abstract (sommario):
The purpose of this study was to conduct a survey to identify the beliefs and practices of conservative Protestant parents, which assisted in clarifying the assertions in the current literature regarding conservative Protestant parenting. Additionally, this researcher sought to determine the applicability of child parent relationship therapy (CPRT), a filial therapy model based upon the principles of child centered play therapy, for conservative Protestant parents by ascertaining the need for cultural modifications. Beliefs and practices of conservative Protestants were measured using the Protestant Parenting Inventory (PPI), an original instrument developed through a series of focus groups and pilot testings. The population comprised 148 mothers and fathers from 4 Southern Baptist churches in and around the Dallas/Fort Worth metroplex. Exploratory factor analysis was applied to the data in order to increase internal consistency estimates and percent of explained variance. Criterion coding of demographic data allowed a multiple regression analysis to determine which demographic variables were significant predictors of participant responses on the PPI. Descriptive statistics allowed the researcher to investigate the compatibility of conservative Protestants and CPRT. Results of this study both confirm and refute past findings regarding conservative Protestants. Results also revealed the need for some cultural modifications to CPRT in order to make it an acceptable parenting resource for conservative Protestant parents.
10
Lonnemann, Abby. "The Relationship between Parent Practices and Daily Living Skills in Teens with Autism Spectrum Disorder". Xavier University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1572430742786698.
11
Zhu, Xinyu. "The Relationship between Parenting Practices around Eating and Adolescent’s Eating Behavior and Adherence to a Blood Pressure Lowering Diet among Adolescents with Hypertension". University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439309800.
12
Hughes, Susan Mary. "Coaching parents of children with ADHD: A Western Australian study". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/2031.
Abstract (sommario):
Parents of children with Attention Deficit/Hyperactivity Disorder (ADHD) often experience emotional and behavioural difficulties that contribute to stress and conflict in their family relationships. ADHD Parent Coaching is a promising intervention for these families; however, little is known about its effectiveness. This study explored the effects parent coaching had on parents of children with ADHD using descriptive case study methodology. A secondary purpose was to measure any reduction in stress and homework problems. A workshop offering solutions to homework-related issues was conducted over two consecutive weeks. Parents who attended (N=10) were offered parent coaching, and five parents were subsequently coached over a period of six to eleven weeks. Parents’ experiences of engaging with coaching were explored using thematic analysis of an interview conducted following the intervention (N=4). They also completed a Parent Stress Index (PSI) and Homework Problem Checklist (HPC) pre and post after intervention. Themes relating to mindfulness in parenting, changed parental cognitions, awareness of parenting styles, improved parent-child relationships, impacts on the wider family, and improved self-efficacy emerged from the interviews. The PSI results indicated significantly lower total parent stress scores following intervention while HPC scores were significantly improved. The results showed that parent coaching may produce positive outcomes, including reduced parental stress, increased self-efficacy and parent mindfulness.
13
Ryu, SungJin. "The relationship between Korean mothers' communication practices with their children and children's deliberation-Relevant communication abilities emotional regulation capacity and social cognitive development /". Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164894240.
14
Henderson, Joan Connell. "Effects of parent education training of the self-concept and knowledge of effective parenting practices of incarcerated mothers". Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3347.
Abstract (sommario):
The purpose of this study was to examine the effects of a parent education program on the self concept and parenting knowledge of incarcerated mothers. Subjects were 97 volunteer incarcerated mothers at a northern California facility for women inmates. Participants were randomly assigned to treatment and control groups and were administered pre- and posttest measures immediately before and after treatment. Instruments used were the Tennessee Self Concept Scale (TSCS) and the Henderson/Trotter parent inventory (HIT). Analysis of covariance and the product-moment coefficient r were used to assess the effects of parent education on the self concept and parenting knowledge of mothers. Additional analysis was done to assess specific demographic/personal factors in relation to the treatment. Major findings of the study were: (1) Parent education did significantly effect the parenting knowledge of the participants at the.001 level. (2) Parent education did not significantly change the self concept of participants over a nine-week period. (3) Results of the posttest scores on the Henderson/Trotter parent inventory were significantly higher, at the.01 level, for mothers reporting abuse versus those reporting no abuse. (4) The mean posttest scores for abused mothers versus non-abused mothers was significantly higher at the.01 on three level of the TSCS dimensions: moral-ethical self, personal self, and family self. Scores were reversed for the two groups on the following dimensions: general maladjustment, personality disorder, and neurosis scales. These findings indicate a more positive effect from the parent education program on mothers reporting abuse versus those reporting no abuse. (5) Posttest scores were significantly higher for mothers reporting "prior record" versus "first offense" on the TSCS defensive positive scale and personality disorder scale indicating the parent education training had a more positive effect on those mothers who reported a "first offense". (6) Results of posttest scores were significantly higher for court-ordered mothers versus optional participation on the personality disorder scale suggesting that treatment was more effective for those mothers optionally participating.
15
Pang, Weng Si. "Impact of perceived mothers' and fathers' parenting practices on adolescents' academic achievement and school misconduct among Taiwan junior high school students". Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2552798.
16
Stobäus, Laura Cristina. "Desenvolvimento prossocial em crianças de três anos de idade: relações do contexto sócio afetivo de criação e da depressão materna". Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-08012014-090211/.
Abstract (sommario):
Estudos em diferentes ambientes socioculturais têm mostrado uma incidência de depressão em 10 a 20% das mulheres. Dentre as decorrências relevantes do quadro, tem havido um interesse especial nos potenciais comprometimentos da interação mãebebê no desenvolvimento cognitivo e emocional da criança, que repercutem no desenvolvimento do seu comportamento prossocial. O objetivo do presente estudo foi avaliar, através de tarefas de ajuda instrumental, se a depressão materna afeta o desenvolvimento do comportamento prossocial de crianças de três anos de idade. Participantes: 24 díades mães-criança: 12 mães nunca deprimidas, seis mães sempre deprimidas e seis mães com depressão atual quando as crianças estavam com a idade de 36 meses (M=37±2,8 meses). As mães estavam com a idade média de 25 anos (M=25,87±5,23) e foram avaliadas pela escala de Depressão Pós-Parto de Edimburgo, no momento da aplicação dos testes e no puerpério. Foi filmado o desempenho das crianças em tarefas de: 1) ajudar a mãe, pessoa familiar, a recolher os brinquedos, depois de uma sessão de brincadeira e 2) ajudar experimentador, desconhecido, a pegar objeto que ele deixa cair ao solo. Os resultados não apresentaram diferenças significativas estatísticas quanto aos tipos de comandos maternos, contudo mostraram uma sensível diminuição das explicações e variações de comportamentos nas mães \"sempre deprimidas\" e com \"depressão atual\". As crianças de mães \"sempre deprimidas\" ignoraram mais suas mães, enquanto as crianças de mães com \"depressão atual\" e \"nunca deprimidas\" forneceram mais recusas simples, uma forma mais madura de negação. As crianças de mães com \"depressão atual\" ajudaram o experimentador em 100% dos casos com diferença estatística significativa com os outros dois grupos, utilizando o teste Qui-quadrado. Concluímos que a depressão materna influenciou algumas das respostas das crianças, especificamente quanto à pessoa desconhecida. Evidentemente, a mãe, além de conhecida, ocupa lugar central na constelação afetiva da criança e isto deve ser levado em conta na discussão. Ainda assim a familiaridade parece relevante neste contraste de efeitos da depressão materna: a maior colaboração com a pessoa estranha pelas crianças de mães com depressão atual pode representar necessidade de ser aceito ou culpa. Os resultados são compatíveis com a suposição de que a condição de depressão afeta de modo complexo os processos subjacentes à interação social com pessoas não conhecidas e com a mãeStudies in different socio-cultural environments have shown incidence of depression, especially postpartum (DPP) 10 to 20% among women. In between the relevant consequences of the context, there has been a special interest for the potential compromise of the mother-infant interaction and in childs cognitive and emotional development, which could delay the development of prosocial behavior. The aim of this study was to evaluate, through instrumental help tasks, whether maternal depression affects the development of prosocial behavior in three years children. Participants were: 24 mother-infant dyads: 12 mothers \"never depressed\", six mothers \"always depressed\" and six mothers with \"current depression\", when the children were at the age of 36 months (M = 37 ± 2.8 months). The mothers were with the average age of 25 years (M = 25.87 ± 5.23) and were evaluated by Edinburgh Postpartum Depression scale, at the time of application testing and puerperium. the children\'s performance were recorded on tasks of: 1) help the mother, a family person, collecting toys after a play session and 2) help the experimenter, unknown, to catch object he drops to the ground. The results showed no significant statistical differences regarding maternal commands, however, a significant decrease of the explanations and mothers behavioral changes for \"always depressed\" and \"current depression.\" Children of mothers \"always depressed\" most ignored their mothers, while children of mothers with \"current depression\" and \"never depressed\" provided more simple denials, a more mature form of denial. Children of mothers with \"current depression\" assisted the experimenter in 100% of cases with statistically significant differences between the other two groups, using the chi-square test. We conclude that maternal depression has influenced some of the children\'s responses, specifically as to the unknown person. Of course, the mother, as known, occupies a central place in the constellation of affective child and this must be taken into account in the discussion. Yet this familiarity seems relevant contrast effects of maternal depression: increased collaboration with the stranger by the children of mothers with depression may represent current need to be accepted or guilt. The results are compatible with the assumption that the condition of depression affects so complex processes underlying the social interaction with people is not known and the mother
17
Granetto, Walter Eduardo. "Pr?ticas educativas parentais em dependentes qu?micos". Pontif?cia Universidade Cat?lica de Campinas, 2008. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/210.
Abstract (sommario):
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Walter Educardo Granetto.pdf: 525530 bytes, checksum: 2fdd1c1f0f3d7f8f2031c3e31b532062 (MD5)
Previous issue date: 2008-02-15Parenting practices are defined as mannering classrooms emitted by the parents which have the purpose to suppress undesirable behavior and stimulate the occurrence of proper behaviors on children (use of explanations, punishment or rewards). Thus, this work has as a goal describing parenting practices reported by the young people interned in a rehabilitation institute for chemical dependents and arguing, based in other researches, the possible contingency relations between parental practices and the participants behavior. Nine adolescents of both sexes, all of them single, between 17 and 21 years old, coming from biparental families, participated in this research. An identification file, containing information about the age and sex of the participants, their and the parental couple s scholarship and occupancy, the family income, the beginning of consuming psychoactive substances, the consummation of the last month before the internship and if there were former internships; a device (Familiar Interaction Quality Scales EQIF) and a semistructured interview were used for data acquisition. The results have showned that most part of the analysed sample was inserted in a family environment considered risky to the development of anti-social behavior, for they were parents that didn t use positive practices as the fatherhood involvment, efficient supervision and monitoring, dialogue with the children, but frequently negative practices, mainly verbal punishment and negative communication, thus characterizing an coercive family environment. The actual research has showned the importance of family, specially in parenting practices and in development of behavior problems on children, as drugs addiction.
As pr?ticas educativas parentais s?o definidas como classes comportamentais emitidas pelos pais que t?m o objetivo de suprimir comportamentos indesej?veis e incentivar a ocorr?ncia de comportamentos adequados nos filhos (uso de explica??es, de puni??es ou de recompensas). Assim, este trabalho teve como objetivo descrever as pr?ticas parentais relatadas por jovens internados numa institui??o de recupera??o de dependentes qu?micos e discutir com base em outras pesquisas, as poss?veis rela??es de conting?ncia entre as pr?ticas parentais e o comportamento dos participantes. Participaram desta pesquisa nove adolescentes, de ambos os sexos, solteiros, com idades entre 17 a 21 anos, oriundos de fam?lias biparentais. Para obten??o dos dados foi utilizado ficha de identifica??o contendo dados sobre a idade e sexo dos participantes, a escolaridade e ocupa??o dos sujeitos e do casal parental, a renda familiar, o inicio de consumo de subst?ncias psicoativas, o consumo no ?ltimo m?s que antecedeu a interna??o e se houveram interna??es anteriores; um instrumento (Escalas de Qualidade de Intera??o Familiar EQIF) e uma entrevista semi-estruturada. Os resultados mostraram que a maioria dos participantes da amostra estudada estava inserida em um ambiente familiar de risco para o desenvolvimento de condutas anti-sociais, pois eram pais que n?o utilizavam pr?ticas positivas como o envolvimento paterno, supervis?o e monitoria eficazes e di?logo com os filhos, mas utilizavam freq?entemente pr?ticas negativas, principalmente a puni??o verbal e a comunica??o negativa, caracterizando assim um ambiente familiar coercitivo. A presente pesquisa demonstrou a import?ncia da fam?lia, em especial das pr?ticas educativas, no desenvolvimento de problemas de comportamento nos filhos como o uso e depend?ncia de drogas.
18
Sung, Suz-Chieh. "Parenting practices : parenting practices across children's temperament and cultures". Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Spring2007/s_sung_042607.pdf.
19
Irving, Robyn Lee. "Intergenerational transitions in parenting practices". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0001/NQ27964.pdf.
20
Wang, Yun, e 王芸. "General parenting, smoking-specific parenting practices and adolescent smoking in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/197510.
Abstract (sommario):
Introduction
Though the associations of general parenting styles and smoking-specific parenting practices with adolescent smoking have received much attention in recent years, important questions remain. Most general parenting studies focused on Caucasian parents but much less in the literature is known about Chinese parents. As for smoking-specific parenting practices in the household, anti-smoking practices have been the focus, with pro-smoking practices seldom being studied.
The objectives of the present study were: 1) to examine general parenting styles of Hong Kong fathers and mothers, and their associations with adolescent current smoking; 2) to explore potential effect modifiers of the above associations—age/sex of the adolescent and parental smoking status; 3) to estimate the prevalence of adolescents’ exposure to smoking-specific parenting practices and the coexistence of pro-smoking and anti-smoking practices within a family; and 4) to examine the associations of smoking-specific parenting practices with adolescent current smoking status and their intention to smoke.
Methods
Data from 2 large-scale school surveys were used. In the Hong Kong Student Obesity Surveillance project (HKSOS), 34,678 secondary students aged 12-17 completed an anonymous questionnaire. Current smoking denoted any smoking in the past 30 days. The parenting style of each parent was classified as authoritative (high care/high control), authoritarian (low care/high control), permissive (high care/low control) or neglectful (low care/low control). Binary logistic regressions generated adjusted odds ratios (AORs) of current smoking for parenting styles, and parental care and control.
In the Youth Smoking Survey (YSS) (2003/04), information of adolescent smoking behaviours, their exposure to smoking-specific parenting practices at home and socio-demographic characteristics was collected among 36,612 secondary 1-5 students. Pro-smoking practices included “buy cigarettes/hand cigarettes/light a cigarette/clean the ashtray for family members”, “easily see packages of cigarettes of family members at home”, “exposure to secondhand smoke at home” and “smoking among family members”. Anti-smoking practices were “parent-child communication about harms of smoking” and “anticipated control from father/mother if you were to smoke”. AORs of adolescent current smoking and their intention to smoke for each pro-smoking and anti-smoking practice were calculated.
Results
In HKSOS, over half of the fathers (51.5%) and mothers (66.2%) were authoritative. Current smoking (3.1%) was associated with lower levels of care both from father and mother, lower levels of maternal control, but higher levels of paternal control.
Compared with authoritative fathers, the AORs (95% CI) of adolescent current smoking were 0.74 (0.59-0.93) for permissive, 1.13 (0.87-1.43) for authoritarian, and 0.99 (0.77-1.28) for neglectful. The corresponding AORs for mothers were 1.30 (1.04-1.61), 1.80 (1.34-2.41), and 2.49 (1.90-3.28).
In YSS, 9.7% of adolescents were current smokers and 33.2% had the intention to smoke. About half the students (52.7%) reported pro-smoking practices and 87.8% reported anti-smoking practices at home. Anti-smoking practices were associated with lower odds of adolescent current smoking and intention to smoke, whereas pro-smoking practices were linked to higher odds.
Conclusions
Authoritative mothers and permissive fathers seemed to have protective effects against adolescent smoking. Pro-smoking practices were associated with higher odds of adolescent current smoking and intention to smoke, while anti-smoking practices were protective.published_or_final_version
Community Medicine
Master
Master of Philosophy
21
Hirsch, Barbara Phyllis. "Parenting Coordinators' Practices Recommendations: A Qualitative Study". Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/71700.
Abstract (sommario):
This qualitative study used a phenomenological approach to understand the experiences of seven parenting coordinators in using parenting coordination practices that they have found to be effective and would recommend to other parenting coordinators to achieve the following goals: educating parents, increasing the quality of parenting and co-parenting, managing conflict, and involving children and other family members in the process of parenting coordination. Data were collected with semi-structured interviews and analyzed using thematic coding. Initial findings suggest that there exists useful practice techniques toward achieving these goals, and supports a practice model informed by the evaluation by parenting coordinators of the efficacy of their chosen methods in the context of their practices. Participants report promoting cooperative co-parenting, stress parental autonomy, and supported parental decision making over parenting coordinator recommendations. Practical implications are discussed.Master of Science
22
Luckow, Debra. "Parenting practices and psychological distress in adolescents". [Montréal] : Université de Montréal, 2002. http://wwwlib.umi.com/cr/umontreal/fullcit?pNQ75898.
Abstract (sommario):
Thèse (Ph. D.)--Université de Montréal, 2002."NQ-75898." "Thèse présentée à la faculté des études supérieures en vue de l'obtention du grade de Ph. D. en psychologie - recherche et intervention." Version électronique également disponible sur Internet.
23
Dogbe, Foli Ayoko Akouavi. "Rapport aux pratiques éducatives parentales et représentations de soi chez des adolescents togolais et français scolarisés en classe de 4ème et de 3ème". Electronic Thesis or Diss., Toulouse 2, 2021. http://www.theses.fr/2021TOU20048.
Abstract (sommario):
Depuis de nombreuses années, la question des relations parents-adolescents a suscité un intérêt particulier dans le champ de la recherche en psychologie. Les travaux antérieurs ont montré que les pratiques éducatives parentales ont des effets importants sur le développement à l’adolescence. La construction de l’identité et des représentations de soi constitue l’enjeu majeur de la période adolescente (Erikson, 1972 ; Tap, 1991). Cette thèse promeut la notion de rapport aux pratiques éducatives parentales qui associe aux pratiques perçues, la relation de sens (sentiments de satisfaction / insatisfaction, jugements, attentes…) que le sujet construit à propos des attitudes et conduites de ses parents. L’objectif principal de cette recherche est d’analyser l’influence du rapport aux pratiques éducatives parentales sur le développement des représentations de soi des sujets. L’étude a porté sur 542 sujets scolarisés (429 sujets togolais âgés de 12 à 20 ans et 113 sujets français âgés de 12 à 16 ans). Cinq outils auto-rapportés ont permis de collecter les données. L’Instrument de Mesure des Pratiques Educatives Parentales perçues par l’Adolescent – IMPEPA (Claes et al., 2010) a examiné les pratiques éducatives parentales à partir des perceptions des adolescents. Deux questions ouvertes ont été posées concernant les souhaits relatifs à la relation avec la mère d’une part et avec le père d’autre part. L’Echelle Toulousaine de l’Estime de Soi -ETES (Bardou et al., 2012) a permis d’évaluer l’estime de soi. La technique du : « Qui suis-je ? » a permis d’appréhender les descriptions et réflexions à l’égard de soi. Les principaux résultats montrent que les pratiques éducatives parentales perçues par les sujets togolais et français sont riches et diversifiées. Des liens affectifs importants avec les parents et des pratiques d’encadrement soutenues son mis en évidence. Les adolescents persistent malgré tout à souhaiter des liens affectifs plus forts avec leurs parentsFor many years, the issue of parent-adolescent relationships has generated particular interest in the field of psychology research. The results of previous work have shown that parenting practices have important effects on development in adolescence. The construction of identity and self-representations is the major issue of the teenage period (Erikson, 1972; Tap, 1991). This thesis promotes the concept of relationship to parenting practices that associates with perceived practices, the relation of meaning (feelings of satisfaction / dissatisfaction, judgments, expectations…) that the subject builds about his parents’ attitudes and behaviors. The main objective of this research is to analyze the influence of the relationship to parenting practices on the development of adolescent self-representations. The study involved 542subjects in school (429 Togolese subjects aged 12 to 20 and 113 French subjects aged 12 to 16). Five self-reported tools were used to collect the data. The Instrument de Mesure des Pratiques Educatives Parentales perçues par l’Adolescent – IMPEPA (Claes et al., 2010) examined parenting educational practices based on adolescent perceptions. Two open-ended questions were asked about the wishes of the relationship with the mother on the one hand and with the father on the other. The ETES (Toulouse Scale of Self-Esteem) (Bardou et al., 2012) was used to assess self-esteem. The technique "Qui suis-je?" (- Who am I) assessed the descriptions and reflections on adolescents’ self. The results show that the parental educational practices perceived by Togolese and French subjects are rich and diverse. They report important emotional ties with their parents and sustained coaching practices. Adolescents still want stronger emotional ties with their parents. They also want more flexible parental controls. However, there are differences: Togolese teenagers report a gendered family education and perceive higher parental coercive discipline
24
González-Sancho, Carlos. "Educational homogamy, parenting practices and children's early development". Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:69d45235-1fee-4f4b-a8f6-0f53a76fa2a2.
Abstract (sommario):
This thesis investigates the pattern of parental educational homogamy and its implications for parenting practices and children’s early development in contemporary Britain. At the heart of the thesis lies an interest in the mechanisms behind the intergenerational transmission of educational success and, more specifically, the consequences for children of new patterns of parental resemblance in education. The thesis is composed of three empirical chapters, each of which is concerned with a different outcome: 1) trends in educational attainment and educational assortative mating amongst parental couples; 2) parents’ childrearing values and stimulation-oriented interactions with children; and 3) children’s early cognitive and behavioural skills. The first chapter combines data from four birth cohort studies from 1958, 1970, 1990 and 2000-01 while the second and third chapters rely exclusively on the latter study. The empirical analyses use Log-linear and Diagonal Reference models. With regard to trends in educational assortative mating, the thesis finds that the strength of homogamy increased between 1958 and 1970 to decrease thereafter and remain stable, at its lowest level, throughout the 1990s. Moreover, amongst recent cohorts of parental couples the percentage of unions where mothers are more educated than their male partners equalled that of unions exhibiting the opposite pattern. The findings concerning the dynamics of parenting in heterogamous couples suggest a pattern of female dominance in the attitudinal domain as fathers align with the views that can be expected on the basis of the mother’s level of education rather than their own; however, no significant adjustments between partners are observed in parenting behaviours. Lastly, the thesis finds a positive gradient in the association between parental education and children’s early cognitive and socio-emotional development but little or no support for the hypotheses of differential effects for sons and daughters or gender biases in parental preferences for children. That is, no significant interactions are observed between the gender of children and the impact of parents’ absolute and relative levels of education. Taken together, the findings of the thesis qualify concerns about the increase of educational assortative mating in industrialised societies and its potential consequences for the intergenerational reproduction of inequalities in education.
25
Okwuchukwu, Uchenna, e Mohamed Sheriff. "Experiences of first-generation West African parents on raising children in Sweden : Understanding the perspectives and challenges to enhance social work practice". Thesis, Högskolan i Gävle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36759.
Abstract (sommario):
The aim of this study was to explore the experiences of first-generation West African parents raising children in Sweden from social work perspectives. The study investigated the experiences of first-generation West African parents raising children in Sweden that are of relevance to social work. In addition, what ways can social work in Sweden be enhanced to support first-generation West African parents raising their children in Sweden? The study was conducted through a qualitative research design since the focus is to interpret first-generation West African parents’ perspectives and to obtain an in-depth understanding of their experiences. Therefore, semi-structured interviews were conducted to collect data. The findings reveal that first-generation West-African parents face distinctive challenges when raising their children in Sweden to meet dogmatic and legislative requirements in relation to child protective services of the Swedish host society. Therefore, several means such as family therapy, educating the West African parents, cultural competence, etc. are proposed as tools to enhance social work practice. Better yet, they are proposed to ensure social inclusion for West African parents.
26
Rabinovitch, Annie. "PARENTING PRACTICES AND PARENTING STRESS IN AFRICAN AMERICAN FAMILIES OF CHILDREN WITH AND WITHOUT ADHD". VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3791.
Abstract (sommario):
This study examined differences in parenting practices and parenting stress between 44 African American maternal caregivers of children ages 6-10 with Attention-Deficit/Hyperactivity Disorder (ADHD) and 25 caregivers of children without ADHD. Results indicated significant group differences on inconsistent discipline, as child ADHD significantly predicted this parenting construct. There were no mean group differences in positive parenting. Parenting stress was related to parenting practices for the caregivers of children without ADHD, but was unrelated to parenting practices among control caregivers. Child ADHD predicted several subscales of the Parenting Stress Index. However, child ADHD failed to be a significant predictor when a comorbid disruptive behavior disorder was entered in the model as a covariate. As the presence of a comorbid disruptive behavior disorder predicted parenting stress better than child ADHD for African American caregivers, treatment for such families should include a component targeting parenting stress.
27
Human-Hendricks, Anja. "A case study for intergenerational transference of parenting in genadendal: Developing guidelines". University of the Western Cape, 2014. http://hdl.handle.net/11394/8026.
Abstract (sommario):
Philosophiae Doctor - PhDParenting practices are known to influence the development of children and family functioning. However, the extent to which these generational influences stretch, and the continuities brought forth between generations has not been adequately studied. Therefore, this study aimed to explore intergenerational parenting in Genadendal for the purpose of developing guidelines for parents and practitioners. The concept of parenting was extensively unpacked to understand the intergenerational transmitted parenting factors being transferred from one generation to the next, in order to examine the parenting styles, parenting practices, parenting traits, and how these are transmitted over generations.
28
Edwardson, Charlotte L. "Activity-related parenting practices and young people's physical activity". Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/6372.
Abstract (sommario):
Despite the health benefits associated with regular physical activity only a small percentage of young people are meeting the physical activity recommendations. There is a need to further understanding of the factors that influence physical activity behaviour in young people to inform intervention programmes. This thesis provides six studies focusing on the objective measurement of young people's physical activity as well as social support for physical activity. Chapter 2.1 describes a systematic review of quantitative research examining parental influences on different types and intensities of physical activity in young people. Chapter 2.2 describes a systematic review of qualitative research examining the role of parents in young people s physical activity. Both reviews were conducted to examine the state of the current literature focused on parental influences on young people s physical activity and were used to inform the direction of the research in later chapters. Chapter 3 describes two cross-sectional studies examining the effects of key decisions researchers must make when using accelerometers on accelerometer ouput in children and adolescents. Chapter 3.1 describes a study examining the effect of epoch length on physical activity intensity in children and adolescents. Chapter 3.2 describes a study examining the impact of accelerometer processing decision rules, such as cut-points and non-wear period, on children s and adolescents physical activity. The purpose of these studies was to systematically explore the pre- and post-data collection decisions associated with accelerometer use on accelerometer output in young people and inform accelerometer use in chapters 4 and 5. Chapter 4 was designed to explore activity-related parenting practices and children s (7-10 years) objectively measured physical activity. Chapter 5 describes a study examining five sources of social support and adolescent s physical activity measured two ways. This thesis demonstrated that parents play in key role in their child's physical activity through a variety of support avenues and in adolescence support for physical activity provided by peers appears to be important in shaping physical activity behaviour. Targeting such facets of the social environment offers a potentially useful avenue for interventions designed to increase physical activity. Finally, this thesis also demonstrated that there are a number of challenges with accelerometer use particularly in the area of processing data. The rich information provided by accelerometers makes them an invaluable tool to understand the complex nature of young people's physical activity behaviour but further work needs to be conducted on standardising methods for cleaning, analysing and reporting accelerometer data.
29
Wessel, Diane Elizabeth. "The effects of the effective Black parenting program on the parenting practices of parents of preschoolers". College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2515.
Abstract (sommario):
Thesis (M.S.) -- University of Maryland, College Park, 2005.Thesis research directed by: Dept. of Family Studies. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
30
Yang, Qingling. "Parenting between cultures: competing perspectives and practices of Chinese families in temporary transition in the United States". Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1452735364.
31
Cohen, Dana 1980. "An Examination of Group Parent Training with Contextualized Coaching on Positive Parenting Practices". Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10622.
Abstract (sommario):
xiii, 63 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.There is some evidence to support the use of parent training with families with young children with developmental disabilities exhibiting challenging behaviors. However, not all caregivers respond to group parent training. The purpose of this paper is to describe a study examining the use of contextualized coaching with a group parent training with two high risk families. Maternal caregivers from both families participated in a group based parent training using a modified version of the Incredible Years curriculum provided by the local early intervention agency. A multiple baseline across behaviors research design was used to examine the relation between contextualized coaching and positive parenting practices. Contextualized coaching consisted of individualized, performance-based feedback, live modeling, and material support. Results indicate contextualized coaching was functionally related to increases in positive care-giving practices. Results are discussed in terms of applications for practice and future research in parent training.
Committee in Charge: Dr. Erin Barton, Chair; Dr. Jane Squires; Gerry Morgan
32
McKay, Melanie Easley. "Parenting Practices in Emerging Adulthood: Development of a New Measure". Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1359.pdf.
33
Ritchie, Kirsten Holly. "The mental health and parenting practices of recently separated parents". Thesis, University of Canterbury. Psychology, 2011. http://hdl.handle.net/10092/5335.
Abstract (sommario):
This thesis investigated the mental health and parenting practices of a sample of recently separated parents. Study 1 recruited 112 recently separated mothers and fathers, who completed a web-based survey. Results showed that these parents are at higher risk of numerous mental health issues, and were more depressed than the general population. Males experienced more suicidal ideation than females did. As time since separation increased, so wellbeing decreased. Important predictors of poor mental health post-separation were discussed. Recently separated parents did not report more negative or less positive parenting than the general population, but did report lower levels of parenting self-efficacy. Several relationships between predictor and parenting variables are described. Cross-sectional relationships between mental health and parenting variables are also discussed. Study 2 was conducted five months later and 79% (88) of the parents from Study 1 completed the web based survey for Study 2. Results showed an increase in wellbeing over time for both males and females. Suicidal ideation decreased over time and this relationship was more pronounced for males than it was for females. Predictors of poor mental health at Time 2 were discussed. The parents‟ parenting self-efficacy increased over time. There were no other changes or sex differences found in parenting practices, but sex differences in parenting circumstances are discussed. This thesis enhances New Zealand research by providing an in-depth analysis of the mental health and parenting practices of recently separated parents. These findings contribute to our understanding of the circumstances that New Zealand separated parents experience, and the effects that these circumstances can have on the parents.
34
Soltani, Ahdeyh. "Parenting and disciplinary practices of Iranian mothers| A quantitative study". Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1585968.
Abstract (sommario):
The purpose of this study was to examine the parenting style and disciplinary practices among Iranian mothers in California. This was done by completing quantitative cross sectional research. The results revealed that Iranian mothers in the lower socioeconomic class used authoritarian parenting and harsher discipline than mothers with a higher educational attainment and higher income. Unemployment was found to be associated with authoritarian parenting and harsher disciplinary practices. Iranian-born mothers also reported using authoritarian parenting and harsher disciplinary practices. Lastly, mothers who reported having boys used harsher disciplinary practices. The results may be beneficial to families, healthcare providers, and the child welfare system so that they may better understand the well-being of Iranian children and work to implement programs that will benefit this specific population.
35
Crane, Lucy Gemma. "Parenting practices : the provisioning, cooking-eating and remembering of food". Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/15073/.
Abstract (sommario):
This thesis explores the way that parent(s) is display family through food materiality within the context of time-space and the emotional connection between people in relation to their everyday existence. It is concerned with examining the normal daily actions of families using diary-interviews supported by a participant observational approach, which examines the relationship between food activities and parent(s) practices. This research adopts a case study approach in order to offer a rewarding encounter with everyday family activities both in the United Kingdom and Hungary. Together, the two case-studies outline the differences and similarities encountered in each location as representative of everyday family life. In summary, this thesis offers to engage both empirically and theoretically with the notion of family practices. Each chapter examines different aspects of foodways, specifically; provisioning, cooking-eating and remembering, which enables family life to be displayed. I explore these through the examining in each of these aspects, considering the materiality, time-space/space-time and emotion that are displayed through foodways and which shape parent(s) practices. The aspect of materiality that this thesis addresses draws particular attention to the influence of mutable objects, viewing food more, playing more than a symbolic role in life. The project focuses on framing time-space in terms of contextualising and rooting activities and, in tum, practices. Emotions within the context of this research are seen as being displayed through connections between people and practice, showing how and why particular practices are recognised as being parenting practices. This thesis extends current literature by considering recent developments within practice theory which accepts that practices are more than just actions brought to bear on the notion of family practices (Morgan 1996). This thesis contends that family is something that is done continually and cannot be captured in one meal, and family practices are more pervasive in everyday life than recent moral panics may suggest.
36
Wessels, Inge. "Parenting programmes in South Africa: investigating design and evaluation practices". Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11562.
Abstract (sommario):
Includes abstract.Includes bibliographical references.
Parenting programmes have been shown to have wide-ranging benefits, including the prevention of behavioural and emotional problems in children as well as child maltreatment. The majority of research conducted on parenting programmes is from high-income countries, with little available knowledge on programmes within low- and middle-income countries, such as South Africa. This study sought to identify, as far as possible, the range of parenting programmes offered in South Africa and investigate their design and evaluation practices in relation to best practices. It also sought to identify high-quality programmes which could be scaled-up successfully. This is particularly important in South Africa due to the country’s high rates of violence and child maltreatment.
37
Stewart, Kristi Lowe. "Internalizing Symptoms of Children and Parenting Practices: An Exploratory Study". DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/6157.
Abstract (sommario):
Parenting practices are known to be associated with childhood behavior difficulties. Past research has focused on the association between parenting practices and externalizing behavior problems in children. The relationship between internalizing behavioral problems and parenting practices has received less empirical attention. The current study explored the connection between internalizing symptomology in children and parenting practices. Sixty-six parents and children between the ages of 8 and 12 were surveyed regarding internalizing symptomology and parenting practices. Results indicated that parents of children with internalizing symptomology displayed statistically significantly poorer parenting behaviors than did parents of children who were free of internalizing symptoms. Two parenting styles were statistically significantly correlated with internalizing symptoms in children: Overreactivity and lax parenting styles. No significant interaction was noted among gender, internalizing symptomology, and parenting practices. Clinical findings may suggest that parent training may be warranted for children with internalizing symptomology.
38
Wyman, Battalen Adeline. "Beliefs, Perceptions, and Socialization Practices of Lesbian, Gay, and Heterosexual Adoptive Parents". Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107715.
Abstract (sommario):
Thesis advisor: Ruth McRoyThesis advisor: Summer Hawkins
Adoptive parenting contributes to the dramatic growth in lesbian and gay (LG) parenting. Research on adoptive families has mostly focused on heterosexual parent families and the limited research on LG parenting has primarily emphasized child adjustment outcomes. This three-paper dissertation utilized subsamples from a large (N=1616) and recent (2012-2013) comprehensive dataset, The Modern Adoptive Families Study, designed to compare family characteristics, experiences, and adjustment outcomes across different types of adoptive families, especially families headed by sexual minority parents. The Minority Stress model is used to frame a deeper understanding of parenting processes in heterosexual and lesbian and gay parent adoptive families. This framework takes into account the potential for families, led by sexual minority parents, to encounter discrimination and suggests processes may exist within the family to help buffer interpersonal and systemic bias. Paper 1 used logistic regression to examine the associations of adoptive parents’ satisfaction with their mental health services and their pediatrician. Pediatrician satisfaction was specifically related to the parental perception of their provider’s understanding of their minority status; based on 1) adoptive family status, 2) parental sexual orientation, and 3) transracial adoption status. Overall, 51% of the sample of parents who sought mental health services reported satisfaction. Satisfaction was positively associated with being a gay father, having a higher household income, and having a child whose race was identified as Asian. Satisfaction was negatively associated with having a child older than 11 years old. Of parents who reported on their satisfaction with pediatricians, 82% of parents reported satisfaction. Having a higher household income was positively associated with respondents’ satisfaction. Paper 2 used confirmatory factor analysis (CFA) to explore how findings from two racial socialization measures compared across parental sexual orientation, in transracial adoptive families. The scales measured parental endorsement of cultural competency pertaining to race and related self-efficacy enacting racial socialization practices. In Paper 3, cultural socialization theory was used to investigate parents’ endorsement of socialization related to being raised in a same-sex headed family with two newly developed scales using exploratory factor analysis (EFA). Results of these studies will help to inform policy and practice by addressing critical questions impacting a growing number of adoptive families, especially those headed by sexual minority parents. Contributions to the literature include findings about parenting practices, perceptions, experiences, and relationship dynamics within lesbian, gay, and heterosexual adoptive parent families
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Graduate School of Social Work
Discipline: Social Work
39
He, Huihua. "Exp[l]oring the cultural roots of parenting European American and Mainland Chinese parenting beliefs, goals, and practices /". Online access for everyone, 2004. http://www.dissertations.wsu.edu/Thesis/Spring2004/h%5Fhe%5F050504.pdf.
40
Direso, Stacy Ann. "Racial socialization practices of Asian American and White American parents". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.35 Mb., p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1435866.
41
Bardina, Patricia. "The role of ethnicity in parenting practices and children's behavior problems /". Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/9055.
42
Carroll, Vincent A., William T. III Dalton e Wallace E. Jr Dixon. "Child Temperament and Parenting Style as Contributors to Maternal Feeding Practices". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4928.
43
Elia, Michael S. "Parenting Practices of Lower Socioeconomic Status Parents of High Achieving Students". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/577.
Abstract (sommario):
Many lower socioeconomic status (SES) students at the middle school level in a school district were not achieving academically, and many of their parents were not involved in the school. To assist these parents, this qualitative case study examined the perspectives of lower SES parents of middle school students who were experiencing academic success. The intent of this investigation was to illuminate the parenting practices and involvement that appeared to be effective for this subpopulation. The theoretical framework was Bandura's self-efficacy theory. Research questions focused on lower SES parents' practices that supported their child's academic success. Data were collected through individual interviews with 10 lower SES parents of academically successful middle school students, as indicated by their grade point averages. Data were coded and common themes were identified as keeping clear lines of communication with school, providing encouragement, and keeping parent involvement consistent and persistent. These themes were not unique to this group of parents as anticipated, but they supported findings from the literature. Findings support general recommendations for the local school district for developing a comprehensive plan to encourage consistency and persistence of parental involvement and for training of teachers on increasing parental involvement opportunities. Implications for social change include parents supporting student learning and success and teachers becoming more effective in working with parents on strategies that can support their children academically.
44
Drakes, Ryan O'Neal. "Parenting Practices Among Two-Parent, African American Families of Preteen Children". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6320.
Abstract (sommario):
Positive parenting promotes children's proper cognitive and personality development and supports high academic performance and achievement. The purpose of this quantitative study was to examine the relationship between social support and positive parenting practices among two-parent, African American families of preteens. This study was based on Baumrind's model of parenting behaviors. Survey and correlation methods were used to gather data from a convenience sample of 103 2-parent, African American families with preteens (aged 9-11 years) from different income neighborhoods in a Northeastern metropolitan region of the United States. Logistic and linear regression analyses were conducted. According to study findings, social support (coparenting support and perceived functional support from friends and family) significantly predicted positive parenting practices (quality of the parent/child relationship, parental monitoring, and consistency of parents' disciplinary practices). When the independent contributions of each of the social support variables were examined in the regression analyses, only perceived functional support from friends and family on parental monitoring and consistency of parents' disciplinary practices was statistically significant. Implications for positive social change include a need to educate 2-parent, African American couples on the importance of maintaining positive relationships among themselves and with social support networks and the role that coparenting support and functional support from friends and family has on positive parenting.
45
Turkel, Yesim Deniz. "The Relationship Between Parenting Style And Learned Resourcefulness". Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607309/index.pdf.
Abstract (sommario):
The purpose of the present study is to investigate the relationships of different types of perceived parenting style and learned resourcefulness.
The sample of the study consisted of 834 (360 males, 474 females) volunteered high school students in Yenimahalle Alparslan High School in Ankara. The data were gathered by administering two instruments, namely Parenting Style Inventory (PSI) and Rosenbaum&rsquos Self-Control Schedule (SCS). The results of ANOVA employed to learned resourcefulness scores of the students revealed a significant main effect for parenting style groups. Neither the main effect for gender nor the gender and parenting style interaction effect was significant. The results yielded that there were significant differences between those who perceived their parents as authoritative and those who perceived their parents as neglectful and authoritarian. Significant differences were also found between those who perceived their parent indulgent and those who perceived their parents as neglectful and authoritarian. These findings suggested that those who perceived their parents as authoritative had a relatively high level of learned resourcefulness as compared to those who perceived their parents as neglectful and authoritarian. Findings also suggested that those who perceived their parents as indulgent had a higher level of learned resourcefulness than those who perceived their parents as neglectful and authoritarian.
46
Reed, Lori Patricia. "The relationship between personality type and parenting style". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28270.
Abstract (sommario):
This study investigated the relationship of personality type and parenting style. Using a sample of convenience, 102 parents (71 female, 31 male) completed three tests: the Myers Briggs Type Indicator which measures personality types, 64 items from the Block Child Rearing Practices Report which measures parental child rearing attitudes and values, and FACES III which measures family functioning. Forty of the 64 items from the Block Child Rearing Practices Report clustered into two homogeneous groups that served as subtests for parenting style. A canonical correlation between four personality type scores (extraversion-introversion, sensing—intuition, thinking—feeling, judging— perceiving) and two parenting style scores (nurturance, restrictiveness) indicated significant relationships between personality and parenting. Parents who were strong on sensing and moderately introverted tended to employ a parenting style that was highly restrictive and moderately nurturant. Parents who were strong on perceiving and moderately extraverted tended to employ a parenting style that was highly nurturing and much less restrictive.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
47
Kennell, Brian Lee Schommer-Aikins Marlene. "The relationship between parenting style and epistemological beliefs". Diss., A link to full text of this thesis in SOAR, 2006. http://soar.wichita.edu/dspace/handle/10057/662.
Abstract (sommario):
Thesis (M.Ed.)--Wichita State University, College of Education, Dept, of Counseling, Educational Psychology, and School Psychology."December 2006." Title from PDF title page (viewed on Nov.3, 2007). Thesis adviser: Marlene Schommer-Aikins. Includes bibliographic references (leaves 52-55).
48
Denbi, Tesfaye Birbo. "The relationship between parenting styles and antisocial behaviour". Thesis, University of Limpopo (Turfloop Campus), 2010. http://hdl.handle.net/10386/1429.
Abstract (sommario):
Thesis (M.A. (Clinical Psychology)) --University of Limpopo, 2010This study examined the relationship between parenting styles, parental punitiveness and family structure, and antisocial behaviour, as well as the influences of parental educational levels on respondents’ antisocial behaviour. Participants consisted of 227 male and 140 female students from the University of Limpopo, whose ages ranged from 17 to 24 years. Families were classified into one of four parenting styles (namely, authoritative, authoritarian, indulgent and neglectful) on the basis of respondents’ ratings of their parents on two parental dimensions: warmth/acceptance and supervision/control. The respondents were then compared with antisocial behaviour. The results indicated that the difference between the four groups of parenting styles did not reach statistical significance on antisocial behaviour. As well as the relationship between family structures and antisocial behaviour did not reach statistical significance. However, there were significant and positive relationships between parental punitiveness and antisocial behaviour. There were significant relationships between parental educational levels and antisocial behaviour. Parental warmth and supervision were also significantly and negatively related to the respondents’ antisocial behaviour. Finally, the implications and limitations of the study are described.
49
Underhill, Megan. "Becoming White: The Racial Socialization Practices of Middle-Class White Parents". University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1470755137.
50
Sinai, Daniela. "Parenting practices and treatment acceptability of conjoint behavioral consultation and videotape therapy". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33927.
Abstract (sommario):
This study examined the effectiveness and acceptability of conjoint behavioral consultation (CBC) and videotape therapy (VT) in the remediation of behavior problems in children. Further, this investigation sought to examine changes in parental practices such as levels of involvement, limit setting, and autonomy granting, following participation in either CBC or VT. An A/B design was used and participants included six boys between the ages of three and nine, and their parents. Based on parental observations in the home, children in both conditions evidenced a reduction in their target behaviors from baseline to treatment (effect sizes = -0.10 to -3.27). Parental perceptions of treatment acceptability of both interventions were high at pretest ( M = 62.57, SD = 3.95) and at posttest (M = 63.37, SD = 5.09) for the entire sample. Overall, parents perceived themselves as involved in their children's lives, as well as able to set limits for them and promote their autonomy. The theoretical and practical implications of these findings, limitations of the study, and future research directions are discussed.