Artykuły w czasopismach: „Children’s beliefs”

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Braswell, Gregory S., Karl S. Rosengren i Howard Berenbaum. "Gravity, God and ghosts? Parents’ beliefs in science, religion, and the paranormal and the encouragement of beliefs in their children". International Journal of Behavioral Development 36, nr 2 (marzec 2012): 99–106. http://dx.doi.org/10.1177/0165025411424088.

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Using a questionnaire, the present study examined parents’ beliefs regarding the development of children’s beliefs about science, religion, and the paranormal. The study also investigated parental encouragement of children’s beliefs, as well as parents’ own beliefs within these domains. Results revealed that parents make distinctions between domains in terms of (a) the importance and timing of beliefs in children’s lives, (b) their own beliefs, and (c) what they encourage their children to believe. The results also indicated that parents’ beliefs were often consistent with the beliefs, they encouraged in their children. These findings suggest that parental beliefs provide an important contextual background for children’s development.

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Woolley, Jacqueline D., i Jean A. Dunham. "Children’s Beliefs about Miracles". Journal of Cognition and Culture 17, nr 1-2 (8.02.2017): 73–93. http://dx.doi.org/10.1163/15685373-12342192.

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The goal of the present study was to assess the nature and development of children’s concepts of miracles — their understanding of what miracles are, their beliefs in miracles, and their use of miracles as an explanatory device. A total of 36 7–12-year-old children attending an Episcopal school were given a combination of tasks and structured interview questions. Parents filled out a family religiosity questionnaire. Results revealed multi-faceted conceptions of miracles, along with a high level of belief, and indicated that children considered miracles an effective explanatory construct. We apply these findings to the general question of how children learn to explain their world.

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Dempsey, Jill M., Jay C. Kimiecik i Thelma S. Horn. "Parental Influence on Children’s Moderate to Vigorous Physical Activity Participation: An Expectancy-Value Approach". Pediatric Exercise Science 5, nr 2 (maj 1993): 151–67. http://dx.doi.org/10.1123/pes.5.2.151.

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This investigation examined parental influence on children’s moderate to vigorous physical activity (MVPA) participation via an expectancy-value model that included parents’ behavior, parents’ beliefs about their children’s MVPA, and children’s beliefs about their MVPA. The influence of parents on their children’s MVPA was investigated via questionnaires tapping the belief systems of fourth- and fifth-grade children (n=71) and their parents (n=69). Self-reported MVPA was assessed for parents and children. Correlational analyses demonstrated a number of significant relationships between parents’ belief systems and children’s MVPA behavior and children’s belief systems and their physical activity participation. Based on hierarchical regression analyses, there was no evidence of a positive relationship between parents’ physical activity behavior (role modeling) and children’s physical activity behavior. Parents’ perceptions of their children’s MVPA competence was the only parent belief system variable related to children’s MVPA participation. In addition, children’s task orientation and expectancies significantly predicted their MVPA participation.

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Di Dio, Cinzia, Sara Isernia, Chiara Ceolaro, Antonella Marchetti i Davide Massaro. "Growing Up Thinking of God’s Beliefs: Theory of Mind and Ontological Knowledge". SAGE Open 8, nr 4 (październik 2018): 215824401880987. http://dx.doi.org/10.1177/2158244018809874.

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The study of social cognition involves the attribution of states of mind to humans, as well as, quite recently, to nonhuman creatures, like God. Some studies support the role of social cognition in religious beliefs, whereas others ascribe religious beliefs to an ontological knowledge bias. The present study compares these distinct approaches in 37 catholic children aged 4 to 10 years, who were administered an adapted version of the unexpected content task assessing false beliefs of different agents: a human, a dog, a robot, and God. The children were also administered an intentionality understanding task, a component of mentalization abilities, and an interview on ontological knowledge assessing emotions, intentions, imagination, and epistemic knowledge. In line with previous research, the results showed that children did not attribute false beliefs to God as they did to the human and to other nonhuman agents. Importantly, while false-belief attribution to the human was associated with the children’s ability to attribute mental states (intentionality understanding), false-belief attribution to God was related to children’s ontological knowledge. We conclude that, contrary to false-belief attribution to the human and to other nonhuman agents, children’s understanding of God’s mind is largely a function of ontological knowledge about God, rather than of children’s social cognitive functions.

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Eskelä-Haapanen, Sirpa, Marja-Kristiina Lerkkanen, Helena Rasku-Puttonen i Anna-Maija Poikkeus. "Children’s beliefs concerning school transition". Early Child Development and Care 187, nr 9 (5.05.2016): 1446–59. http://dx.doi.org/10.1080/03004430.2016.1177041.

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Howell, Kathryn H., Laura E. Miller i Sandra A. Graham-Bermann. "Evaluating Preschool Children’s Attitudes and Beliefs About Intimate Partner Violence". Violence and Victims 27, nr 6 (2012): 941–56. http://dx.doi.org/10.1891/0886-6708.27.6.941.

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Few studies have considered how intimate partner violence (IPV) impacts children’s overarching attitudes and beliefs about the prevalence and acceptability of aggression. This pilot study included 92 preschool children exposed to IPV who reported on attitudes and beliefs about violence using a new, theoretically driven measure. Findings illustrate that preschoolers were able to respond reliably on this measure, and that most report at least one maladaptive attitude or belief about violence. Maternal posttraumatic avoidance symptoms, increased child aggression, and decreased child self-blame were associated with maladaptive attitudes and beliefs. These findings, although preliminary, indicate that clinicians may need to address both children’s individual adjustment following violence exposure as well as their attitudes and beliefs concerning the acceptability of violence in interpersonal relationships.

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Amadó, Anna, Elisabet Serrat i Francesc Sidera. "Developmental Readiness in the Understanding of Own and Other’s False Beliefs". Child Development Research 2014 (14.10.2014): 1–7. http://dx.doi.org/10.1155/2014/596028.

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One of the most important milestones in the development of theory of mind is the understanding of false beliefs. This study compares children’s understanding of representational change and others’ false beliefs and evaluates the effectiveness of an appearance-reality training for improving children’s false belief understanding. A total of 78 children ranging in age from 41 to 47 months were trained in three sessions and evaluated in a pretest and in a posttest. The results show that for children it is easier to understand representational change than false beliefs in others, and that the improvement after training was greater when starting from a higher score in the pretest. The implications of this for training in false belief understanding are discussed.

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Ola, Bolanle, Rakendu Suren i Cornelius Ani. "Depressive symptoms among children whose parents have serious mental illness: Association with children’s threat-related beliefs about mental illness". South African Journal of Psychiatry 21, nr 3 (1.08.2015): 5. http://dx.doi.org/10.4102/sajpsychiatry.v21i3.680.

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Background. Sixty-eight per cent of women and 57% of men with mental illness are parents. There is increasing evidence of adverse psychosocial impact of parental mental illness on their children. However, among children whose parents have mental illness, the potential contribution of the children’s beliefs about mental illness to their own emotional distress is still poorly understood.Aim. To explore among children whose parents have serious mental illness, the relationship between the children’s beliefs about mental illness and their own depressive symptoms.Methodology. We conducted an interview-administered questionnaire survey of 67 Nigerian children whose parents were psychiatric inpatients. The children’s beliefs about mental illness were explored with five questions – two of which embedded threat-related beliefs. Their depressive symptoms were assessed with the Short Mood and Feelings Questionnaire (SMFQ) (Cronbach alpha 0.91). Based on stigma theory, we hypothesised that among this cohort, the children who hold threat-related beliefs about people with mental illness would report statistically significantly more depressive symptoms than those without similar beliefs. Results. The mean age (standard deviation (SD)) of the children was 13.3 (2.8) years, and 38% were males. Twenty-four per cent of the children believed mental illness is infectious. In line with our hypothesis, those holding this belief had statistically significantly more depressive symptoms compared with those without similar beliefs (p=0.001). Fifty-seven per cent of the children believed that people with mental illness are dangerous. However, contrary to our hypothesis, this belief was not associated with increased depressive symptoms (p=0.2). Multiple regression showed that statistically significant predictors of increased emotional symptoms were ‘belief that mental illness is infectious’ and younger age. The model explained 39.8% of the variance in SMFQ.Conclusion. In this and similar settings, psycho-education for children whose parents have serious mental illness should explore whether the children believe that mental illness is infectious. Providing reassurance to children holding such beliefs could reduce their risk of psychological distress.

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Dawood, Omar Thanoon, Mohamed Izham Mohamed Ibrahim i Anna Christina Abdullah. "Children’s knowledge and beliefs about medicines". Journal of Child Health Care 19, nr 1 (23.08.2013): 73–83. http://dx.doi.org/10.1177/1367493513496911.

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Xiang, Ping, Ron McBride i April Bruene. "Relations of Parents’ Beliefs to Children’s Motivation in an Elementary Physical Education Running Program". Journal of Teaching in Physical Education 22, nr 4 (lipiec 2003): 410–25. http://dx.doi.org/10.1123/jtpe.22.4.410.

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Using achievement goal theory and the expectancy-value model of achievement choice as theoretical frameworks, this study examined relationships between parents’ beliefs and their children’s motivation in an elementary physical education running program. Participants included 102 parents and their children (49 boys; 53 girls) in the third and fourth grades. The parents completed questionnaires assessing their achievement goals, competence beliefs, task values, and gender stereotypic beliefs about running. Children’s persistence/effort was assessed by the number of laps run/walked over the year-long running program. Performance was measured by the timed mile run. Results indicated that only parents’ competence/value beliefs were predictive of their children’s persistence/effort and mile run performance. Gender stereotypic beliefs influenced achievement goals the parents adopted for their children. Findings provided empirical support for the importance of parental beliefs for children’s motivation in physical activity.

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Walker, S., J. Brownlee, C. Whiteford, C. Cobb-Moore, E. Johansson, J. Ailwood i G. Boulton-Lewis. "Early years teachers’ epistemic beliefs and beliefs about children’s moral learning". Teachers and Teaching 18, nr 2 (12.12.2011): 263–75. http://dx.doi.org/10.1080/13540602.2012.632267.

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Blom, Marleah, i Miranda D'Amico. "Using Images to Capture Faculty’s Beliefs About Play and Learning in Early Childhood Education and Care Settings". Journal of Studies in Education 6, nr 4 (13.11.2016): 93. http://dx.doi.org/10.5296/jse.v6i4.10151.

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Findings are presented from a qualitative research study that used photo-elicitation methods to explore faculty members’ beliefs about play and learning for children in Early Childhood Education and Care environments when teaching preservice early childhood educators in recognized post-secondary Early Childhood Education programs in Canada. Participants believe that play is a vehicle for learning, advocate for children’s free play in Early Childhood Education and Care settings as well as express concerns about the decline of play in children’s lives. Implications of findings and the benefits of using images to elicit teacher beliefs in research will be discussed. Research on faculty members’ beliefs is limited and findings come at an opportune time as advocacy for play in the early years is needed.

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Sabjan, Amirah Jazimah. "Parental Reading Beliefs and Children's Reading Performance". IIUM Journal of Educational Studies 6, nr 2 (19.11.2019): 3–16. http://dx.doi.org/10.31436/ijes.v6i2.191.

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Abstract This study put its interest in investigating parental reading beliefs and children’s reading performance. It also sought to determine whether there is an association between parental reading beliefs and children’s reading performance. This research employed a quantitative research design and it used a quota sampling technique to select the respondents. A total of 30 parents from Sekolah Kebangsaan Sungai Pusu Kuala Lumpur answered a questionnaire about parental reading beliefs. The questionnaire used was adapted from a study by DeBaryshe and Binder (1994). In order to measure the children’s reading performance, the parents were asked to state their children’s comprehension marks towards the end of the questionnaire. The questionnaire consisted of five factors related to parental reading beliefs which were teaching efficacy, positive attitude, verbal participation, reading instruction and basic knowledge. The data collected was analysed using Pearson Correlation. The results showed that all the factors under parental reading beliefs had positive relationship with children’s reading performance except for one factor which was reading instruction. All of them were not significant and as this study was a preliminary study, hence the results should not be generalised due to number of reasons. Keywords: Parents, reading beliefs, reading performance, primary school, quantitative research

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Turekeyev, Kuanyshbek. "Karakalpaks’ Magical Beliefs Associated with Children’s Rituals". Etnograficheskoe obozrenie, nr 5 (2020): 76–94. http://dx.doi.org/10.31857/s086954150012351-6.

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Collado, Silvia, i José A. Corraliza. "Children’s Perceived Restoration and Pro-Environmental Beliefs". Journal of ASIAN Behavioural Studies 2, nr 2 (1.01.2017): 1. http://dx.doi.org/10.21834/jabs.v2i2.176.

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This study intends to find a relation between children´s perceived restoration and their environmental orientations. In order to do that, a designed perceived restoration scale adapted from the PRCS-C II was used as well as an adapted version of the Children´s Environmental Perceptions Scale (CEPS). A total of 832 children aged between 6 and 13 participated in the study. The results show that there is a relation between the perceived restoration due to the nature present in the school playground and the environmental orientations children show. Keywords: Children, environmental orientations, perceived restoration, nature. © 2017 The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

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Ryan Kinlaw, C., i Beth Kurtz-Costes. "The development of children’s beliefs about intelligence". Developmental Review 23, nr 2 (czerwiec 2003): 125–61. http://dx.doi.org/10.1016/s0273-2297(03)00010-8.

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Brey, Elizabeth, i Kristin Pauker. "Teachers’ nonverbal behaviors influence children’s stereotypic beliefs". Journal of Experimental Child Psychology 188 (grudzień 2019): 104671. http://dx.doi.org/10.1016/j.jecp.2019.104671.

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Nowicki, Elizabeth A. "Children’s Beliefs about Learning and Physical Difficulties". International Journal of Disability, Development and Education 54, nr 4 (grudzień 2007): 417–28. http://dx.doi.org/10.1080/10349120701654647.

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Harper, Bridgette D. "Parents’ and Children’s Beliefs About Peer Victimization". Journal of Early Adolescence 32, nr 3 (16.01.2011): 387–413. http://dx.doi.org/10.1177/0272431610396089.

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Ives, Lindsay T., Kate Stein, Alannah M. Rivera-Cancel, Julia K. Nicholas, Kristen Caldwell, Nandini Datta, Christian Mauro, Helen Egger, Eve Puffer i Nancy L. Zucker. "Children’s Beliefs about Pain: An Exploratory Analysis". Children 8, nr 6 (27.05.2021): 452. http://dx.doi.org/10.3390/children8060452.

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Functional abdominal pain (FAP) is one of the most common childhood medical complaints, associated with significant distress and impairment. Little is known about how children understand their pain. Do they attribute it to personal weakness? Do they perceive pain as having global impact, affecting a variety of activities? How do they cope with pain? We explored the pain beliefs of 5- to 9-year-old children with FAP using a novel Teddy Bear Interview task in which children answered questions about a Teddy bear’s pain. Responses were analyzed quantitatively and qualitatively. Results indicate that the majority of young children with FAP are optimistic about pain outcomes. Children generated many types of coping strategies for Teddy’s pain and adjusted their calibration of Teddy’s pain tolerance dependent on the activity being performed. Early warning signs also emerged: a subset of children were pessimistic about Teddy’s pain, and several children identified coping strategies that, while developmentally appropriate, could lead to excessive help seeking if not intervened upon (e.g., physician consultation and shot). The Teddy Bear Interview allows children to externalize their pain, making it a useful tool to access cognitive pain constructs in younger children. Thus, these findings highlight the importance of early intervention for childhood FAP.

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Olivos, Francisco. "Motivation, Legitimation, or Both? Reciprocal Effects of Parental Meritocratic Beliefs and Children’s Educational Performance in China". Social Psychology Quarterly 84, nr 2 (1.02.2021): 110–31. http://dx.doi.org/10.1177/0190272520984730.

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Different research traditions have long held that parental beliefs motivate children’s performance. However, regarding meritocratic beliefs, sociologists often argue that meritocratic narratives legitimize and make sense of societal inequalities as justly deserved. Using the case of China, I tested these competing hypotheses of the relationship between parental meritocratic beliefs and children’s educational achievement. Parental beliefs about skills and hard work as predictors of higher grades were used. I analyzed data from the first and second waves of the China Educational Panel Survey. Autoregressive cross-lagged structural models indicated that parental meritocratic beliefs do not affect children’s educational performance but, rather, meritocratic beliefs are affected by academic results, suggesting their justificatory role. This pattern is much sharper in rural China, where traditional Chinese culture is preserved. The implications of meritocratic beliefs for a broader discussion of citizens’ beliefs about social inequalities and stratification are discussed.

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Ogurlu, Uzeyir, i Suleyman Kahraman. "Irrational Beliefs of Gifted Children’s Parents in Turkey". Journal of Educational Issues 4, nr 1 (4.04.2018): 90. http://dx.doi.org/10.5296/jei.v4i1.12633.

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This study examined the irrational beliefs of parents of gifted children. Ninety-nine parents of gifted children in Turkey participated in the study. Parent Irrational Beliefs Scale was used as a data collection tool. Mann-Whitney’s U and Kruskal-Wallis Tests were used to compare the scores. Results revealed that parents who had no training about giftedness had scored higher on parent irrational beliefs than did trained parents. In addition to training, education levels of parents had a significant effect on parent irrational beliefs. With regard to the gender of their gifted children, there were no significant differences in parent irrational beliefs scores. Parents’ explanation of their difficulties with their gifted children were related to irrational beliefs.

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Grogan-Kaylor, Andrew, Kathryn H. Howell, Laura E. Miller-Graff, Maria Galano i Sandra Graham-Bermann. "Trajectories of Children’s Attitudes and Beliefs About Violence in Families Exposed to Intimate Partner Violence". Violence and Victims 33, nr 3 (czerwiec 2018): 504–18. http://dx.doi.org/10.1891/0886-6708.v33.i3.504.

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Intimate partner violence (IPV) poses serious risks to the health of women. Numerous studies link children’s IPV exposure to various forms of developmental psychopathology. One possible explanatory factor appears to be children’s beliefs and attitudes about the violence they have witnessed. Little research has investigated how these beliefs may change over time. The sample consisted of 109 mother–child pairs where the mother experienced IPV in the past 2 years. Multilevel modeling was used to examine change in children’s attitudes and beliefs over time. Maternal depression and corporal punishment were associated with higher initial levels of maladaptive beliefs about family violence. Children’s beliefs about violence improved over time. Findings indicate that while cognitive treatments may offer some utility for intervening with children, providing intervention support for the broader family system (i.e., around maternal depression and use of corporal punishment) may also be important pathways to supporting families exposed to IPV.

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Sumodhee, Dayyanah, i Nicola Payne. "Healthy eating beliefs and intentions of mothers and their adult children: An intergenerational transmission perspective". Journal of Health Psychology 21, nr 12 (10.07.2016): 2775–87. http://dx.doi.org/10.1177/1359105315586214.

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This study examined the possible intergenerational transmission of eating beliefs and intentions between 60 mothers and their adult children. Maternal restrictive feeding practices were correlated with mothers’ own healthy eating attitudes and subjective norms, and with their adult children’s subjective norms. Mothers’ beliefs and intentions were correlated with their adult children. Adult children’s intentions to eat healthily were predicted by their attitudes and perceived behavioural control, and also by their mothers’ intentions and perceived behavioural control. Mothers’ own beliefs and intentions may be involved in shaping their children’s beliefs and intentions into adulthood but their child feeding practices may have less of an influence.

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Lam, Virginia L., i Silvia Guerrero. "Animals, Superman, Fairy and God: Children’s Attributions of Nonhuman Agent Beliefs in Madrid and London". Journal of Cognition and Culture 20, nr 1-2 (4.05.2020): 66–87. http://dx.doi.org/10.1163/15685373-12340074.

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Abstract There have been major developments in the understanding of children’s nonhuman concepts, particularly God concepts, within the past two decades, with a body of cross-cultural studies accumulating. Relatively less research has studied those of non-Christian faiths or children’s concepts of popular occult characters. This paper describes two studies, one in Spain and one in England, examining 5- to 10-year-olds’ human and nonhuman agent beliefs. Both settings were secular, but the latter comprised a Muslim majority. Children were given a false-belief (unexpected contents) task in which they were asked to infer about three humans (mother, classmate, teacher), three animals (dog, bear, bird) and three supernatural beings (Superman, fairy, God). Similar false beliefs about humans, with subtle differences in inferences about animals and supernatural beings, were found between the two locations. In London different patterns for God between participants with a family religion, in particular Muslims, and non-affiliates, were identified as well as an association between religious beliefs and practice and inferences about God. Findings are discussed in the light of theory and research on the role of sociocultural inputs in children’s theory of mind development and understanding of agency.

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Dempster, Nicole R., Beth G. Wildman, Tracy L. Masterson i Gregory J. Omlor. "Understanding Treatment Adherence With the Health Belief Model in Children With Cystic Fibrosis". Health Education & Behavior 45, nr 3 (12.10.2017): 435–43. http://dx.doi.org/10.1177/1090198117736346.

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Objective. Children’s health beliefs are significantly related to their adherence; however, pediatric literature has rarely tested health-related theories as a whole. The goal of the present study was to evaluate the use of the health belief model (HBM) in understanding children’s adherence, both globally and to individual treatment components. Method. Thirty-three patient–parent dyads completed questionnaires regarding health beliefs and adherence to medical regimens. Results. Multiple linear regressions found a significant relationship among the HBM variables and reports of global adherence for children and parents. For children, the HBM variables were significantly related to adherence to aerosol medications, aerosol antibiotics, metered dose inhalers, and vitamins. For parents, the HBM variables were significantly related to children’s adherence to airway clearance, oral antibiotics, and vitamins. Paired sample t tests found children and parents had significantly discrepant heath beliefs. Conclusion. These findings provide further support for the HBM in evaluating pediatric adherence, with evidence that barriers and cues to action may be targets for early intervention. Future research using this model to identify a comprehensive way to assess, understand, and elicit change in the adherence to medical regimens for youth with chronic illness would be beneficial.

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Ng, Florrie Fei-Yin, Eva M. Pomerantz i Shui-fong Lam. "Mothers’ beliefs about children’s learning in Hong Kong and the United States". International Journal of Behavioral Development 37, nr 5 (4.07.2013): 387–94. http://dx.doi.org/10.1177/0165025413483393.

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Chinese and American mothers’ beliefs about children’s learning and parents’ role in it were examined using notions salient in Chinese culture. Mothers from Hong Kong ( n = 66) and the United States ( n = 69) indicated their endorsement of the ideas that children’s learning reflects children’s morality, and parents’ support of children’s learning reflects parents’ love and duty. Mothers also reported on the extent to which their worth is based on children’s performance. Chinese (vs. American) mothers believed more that children’s learning reflects morality and parents’ support of children’s learning reflects love; these differences accounted for their feelings of worth being more dependent on children’s performance. Chinese (vs. American) mothers believed less that parents’ support is a duty.

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Fredricks, Jennifer A., i Jacquelynne S. Eccles. "Family Socialization, Gender, and Sport Motivation and Involvement". Journal of Sport and Exercise Psychology 27, nr 1 (marzec 2005): 3–31. http://dx.doi.org/10.1123/jsep.27.1.3.

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This study uses analytic techniques to test the hypothesis that role modeling, parents’ beliefs, and the provision of experiences for the child are related to children’s perceptions of sport competence, value, and participation. Mothers and fathers and their 2nd-, 3rd-, and 5th-grade children responded to questionnaires. These 3 cohorts of children were followed for 1 year. Mothers and fathers were gender stereotyped in their beliefs and practices. Regression analyses revealed that parents’ perceptions of their children’s ability had the strongest unique relationship with children’s beliefs and participation both concurrently and over time. The results of the pattern-centered analyses demonstrated that the full set of parent socialization factors had an additive positive association with children’s outcomes.

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Oktavianingsih, Eka, i Yulia Ayriza. "Teachers' Knowledge and Belief for Educating Sexuality for Kindergarten Students". International Journal of Pedagogy and Teacher Education 2, nr 2 (16.09.2018): 307. http://dx.doi.org/10.20961/ijpte.v2i2.19760.

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Teachers play an important role in children’s sexual development, but they have limited knowledge and different views about communicating sexuality. This study aims to determine teachers’ knowledge and beliefs related to sexuality education and to investigate the predictors of the beliefs. This research used quantitative and qualitative approach (mixed method). A total of 40 kindergarten teachers were asked to fill out a questionnaire describing teachers’ knowledge and demographic information, as well as a scale of beliefs about what teachers feel in teaching sexuality education. Interview techniques were used to gather information about the factors influencing teachers’ beliefs. Quantitative results showed that teachers had limited knowledge (M = 8.75, SD = 2.56) and had low belief (M = 2.75, SD = 0.28) in teaching sexuality education to children. Based on qualitative data, the learning resources in teaching sexuality was very limited. These results served useful evidence in developing appropriate and effective guidance programs to ensure teachers to educate sexuality education in a timely and appropriate manner to the children's development. Keywords: teachers, children, sexuality, knowledge, belief.

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McLeod, Jane D., i Lydia DiSabatino. "Structured Variation in Parental Beliefs about Autism". Journal of Health and Social Behavior 60, nr 1 (7.01.2019): 36–54. http://dx.doi.org/10.1177/0022146518820581.

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We used data from the 2011 Survey of Pathways to Diagnosis and Services (N = 1,420) to evaluate a conceptual model linking social background (race-ethnicity, socioeconomic status [SES]) to parental distress through children’s clinical profiles and parental beliefs about the nature and causes of their child’s autism. Children’s clinical profiles varied by social background; white children and children of more highly educated and affluent parents were less likely to experience comorbid conditions and were more likely to be diagnosed with Asperger’s. Parental beliefs also varied such that parents of racial-ethnic minority children and parents of lower SES perceived their child’s condition as more uncertain and were less likely to attribute it to genetic causes. Parents of Hispanic children and with lower incomes were more likely to be upset by the child’s condition. Although parental beliefs had independent associations with distress, children’s clinical profiles contributed more to explaining variation in distress.

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Sonnenschein, Susan, Claudia Galindo, Shari R. Metzger, Joy A. Thompson, Hui Chih Huang i Heather Lewis. "Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities". Child Development Research 2012 (10.10.2012): 1–13. http://dx.doi.org/10.1155/2012/851657.

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This study explored associations between parents’ beliefs about children’s development and children’s reported math activities at home. Seventy-three parents were interviewed about the frequency of their children’s participation in a broad array of math activities, the importance of children doing math activities at home, how children learn math, parents’ role in their children’s math learning, and parents’ own math skills. Although the sample consisted of African Americans, Chinese, Latino, and Caucasian parents in the United States, the majority were Chinese or Caucasian. Several important findings emerged from this study. Parents’ beliefs about math development and their role in fostering it were significantly related to children’s math activities. There was important variability and relatively limited participation of children in math activities at home. There were age-related differences in children’s engagement in math activities. Chinese and Caucasian parents showed somewhat similar beliefs about how children developed math. Although further research is needed to confirm the findings with a larger sample and to include measures of children’s math competencies, these findings are an important step for developing home-based interventions to facilitate children’s math skills.

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Κυριακοπούλου, Νατάσσα, i Στέλλα Βοσνιάδου. "Διερευνώντας τις σχέσεις ανάμεσα στη Θεωρία του Νου και στις Επιστημικές Πεποιθήσεις". Psychology: the Journal of the Hellenic Psychological Society 18, nr 2 (15.10.2020): 137. http://dx.doi.org/10.12681/psy_hps.23714.

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The present research investigated a) beliefs about the mind of others elementary school children’s (Theory of Mind), b) their epistemic beliefs about the nature of knowledge and knowing (Personal Epistemology), and c) the relationship between these two domains, in order to examine the hypothesis that Theory of Mind is a first step towards the development of a Personal Epistemology. Forty-six fifth graders were administered measures of their ability to attribute false beliefs to others and of their epistemic stance. The results showed statistically significantcorrelations between children’s ability to understand the beliefs of others and their epistemic beliefs. Furthermore, students performed better on Theory of Mind measures in relation to epistemic measures indicating that children more readily understand the constructivist nature of knowledge in the domain of Theory of Mind. The regression analyses carried out showed that Theory of Mind highly contributes to children’s epistemic stance.

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Groothuis, Douglas. "Born Believers: The Science of Children’s Religious Beliefs". Philosophia Christi 15, nr 1 (2013): 183–86. http://dx.doi.org/10.5840/pc201315114.

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Payne, Malcolm. "Young Children’s Rights: Exploring Beliefs, Principles and Practice". Health & Social Care in the Community 18, nr 1 (15.12.2009): 106–7. http://dx.doi.org/10.1111/j.1365-2524.2009.00898_1.x.

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Kloos, Heidi. "Interlinking physical beliefs: Children’s bias towards logical congruence". Cognition 103, nr 2 (maj 2007): 227–52. http://dx.doi.org/10.1016/j.cognition.2006.03.005.

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del Río, M. Francisca, Katherine Strasser, Dario Cvencek, María Inés Susperreguy i Andrew N. Meltzoff. "Chilean kindergarten children’s beliefs about mathematics: Family matters." Developmental Psychology 55, nr 4 (kwiecień 2019): 687–702. http://dx.doi.org/10.1037/dev0000658.

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Ooi, Laura L., Linda Rose-Krasnor, Marina Shapira i Robert J. Coplan. "Parental beliefs about young children’s leisure activity involvement". Journal of Leisure Research 51, nr 4 (7.02.2020): 469–88. http://dx.doi.org/10.1080/00222216.2020.1723454.

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Karasawa, Mayumi, Todd D. Little, Takahiro Miyashita, Mari Mashima i Hiroshi Azuma. "Japanese Children’s Action-Control Beliefs about School Performance". International Journal of Behavioral Development 20, nr 3 (kwiecień 1997): 405–23. http://dx.doi.org/10.1080/016502597385207.

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Guided by research on German, Russian, and American children, we tested whether the tripartite action-theory model of children’s psychological control generalises to Japanese children (grades 2-6, N 817). Specifically, we used the Control, Agency, and Means-ends Interview (CAMI) to assess whether Japanese children’s self-related agency beliefs, general control expectancies, and causality-relate d means-ends beliefs about their school performance are similar to those of children from other sociocultural contexts. The CAMI has shown strong cross-cultural validity, but it has not been tested in Japanese children. Because the CAMI measurement structure generally validated in this sample and the resulting action-control constructs showed many inter-cultural similarities, we concluded that the action-control beliefs generalise to Japanese children. The similarities likely reflect inter-cultural commonalities in teaching formats and everyday conceptions of performance in formal schooling contexts. In addition to these important similarities, however, we found inter-cultural differences in the self-related agency beliefs (i.e. patterns that were specific to this Japanese sample). For example, the role of luck and the relations between effort and ability showed unique patterns in these children (e.g. lower correlations than in other sociocultural settings).

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Rennels, Jennifer L., i Judith H. Langlois. "Children’s beliefs in reciprocation of biases and flexibility". Journal of Experimental Child Psychology 137 (wrzesień 2015): 39–56. http://dx.doi.org/10.1016/j.jecp.2015.03.007.

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Stephanou, Georgia, i Maria Doulkeridou. "Parental Competence Beliefs and Attributions for Achievement in Kindergarten: Effects on Parent Expectations". International Journal of Social Science Research 8, nr 2 (22.05.2020): 199. http://dx.doi.org/10.5296/ijssr.v8i2.16766.

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The aim of this study was to examine (a) parental attributions for children’s performance in language, mathematics and globally school in kindergarten, (b) whether parents’ perceptions concerning their children’s academic ability predict the children’s school performance in kindergarten, the subsequent parental attributions, and the impact of school performance and parental attributions on parental expectations concerning their children’s later school performance in the first primary school year, and (c) the role of the three sets of concepts (perceived academic ability, performance in kindergarten, and subsequent parent attributions) in the formulation of parent expectations. The participants were parents of 150 kindergarten children (80 girls, 70 boys), who were randomly recruited from 45 state kindergartens of various towns of Greece. The results revealed: (a) parents attributed their children’s good performance to stable and, mainly, internal and personal controllable to the children’s factors, (b) the higher parents estimated their children’s ability, the better the children performed in the respective school subject, and the higher the parental attributions to internal, stable, personal controllable and external uncontrollable to the children’s factors were, (c) variability in the effect of parents’ perceptions of their children’s ability on attributions and performance between and within school subjects, in favoring language, and least favoring general school performance and (d) although parental perceived children’s academic ability was the most powerful predictor of parents’ expectations regarding their children’s performance in grade one, both the children’s past performance and the subsequent parental attributions accounted for a positive significant portion of the variance of it.

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Brega, Angela G., Rachel L. Johnson, Luohua Jiang, Anne R. Wilson, Sarah J. Schmiege i Judith Albino. "Influence of Parental Health Literacy on Change over Time in the Oral Health of American Indian Children". International Journal of Environmental Research and Public Health 18, nr 11 (25.05.2021): 5633. http://dx.doi.org/10.3390/ijerph18115633.

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In cross-sectional studies, parental health literacy (HL) is associated with children’s oral health. It is unclear, however, whether HL influences pediatric outcomes. We examined the relationship of HL with change over time in parental oral health knowledge, beliefs, and behaviors, as well as pediatric oral health outcomes. We used longitudinal data from a study designed to reduce dental decay in American Indian children (N = 579). At baseline and annually for three years, parents answered questions assessing HL; oral health knowledge, beliefs, and behaviors; and pediatric oral health status. The number of decayed, missing, and filled tooth surfaces (dmfs) was computed based on annual dental evaluations. Linear mixed models showed that HL was significantly associated with all constructs, except dmfs, at their reference time points and persistently across the three-year study period. HL predicted change over time in only one variable, parents’ belief that children’s oral health is determined by chance or luck. HL is strongly associated with oral health knowledge, beliefs, behaviors, and status prospectively but is not a key driver of change over time in these oral health constructs.

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Pedditzi, Maria L., i Marcello Nonnis. "Pre-service Teachers' Representations About Children's Learning: A Pilot Study". Open Psychology Journal 13, nr 1 (13.11.2020): 315–20. http://dx.doi.org/10.2174/1874350102013010315.

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Background:Research on teachers' representations of children's learning is currently ongoing. Social representations are common-sense theories built and shared in everyday interactions. Their analysis can detect the possible differences between teachers’ naïve beliefs and scientific learning theories. Objective: The objective of this pilot study is to analyse the beliefs about children’s learning of a group of teachers. The beliefs will be related to the most acknowledged learning theories. Methods: A mixed methods research was employed to analyse 100 pre-service teachers’ representations of the origins of learning and the psychological processes involved. Results: It emerged from the results that the teachers interviewed consider children’s learning mainly as culturally acquired, which reveals the prevailing constructivist conception of learning. Many pre-service primary school teachers, however, tend to see learning as mere ‘transfer of information’; many pre-service kindergarten teachers perceive learning as ‘behaviour modification’. The most considered psychological aspects are ‘knowledge’ and ‘acquisition’, while emotions are barely considered. Conclusion: Linking implicit theories and disciplinary theories could support pre-service teachers in integrating the theory and the practice of learning so as to understand the way their models influence their educational choices.

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Rotenberg, Ken J., Serena Petrocchi, Flavia Lecciso i Antonella Marchetti. "Children’s Trust Beliefs in Others and Trusting Behavior in Peer Interaction". Child Development Research 2013 (25.12.2013): 1–8. http://dx.doi.org/10.1155/2013/806597.

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The relation between children’s trust beliefs and trusting behavior in peer interaction was examined. One hundred and 5 Italian children (54 boys; mean age = 10 years-7 months) completed standardized scales of reliability (i.e., promise keeping) trust beliefs in parents and peers. The children participated in mixed-motive interactions with classmates which assessed behavior-dependent reliability trust on peers. The children’s reliability trustworthiness towards peers/classmates was assessed by peer reports. The SEM analyses supported the hypothesized model by showing: (1) a path between trust beliefs in parents and trust beliefs in peers; (2) paths between both types of trust beliefs and behavior-dependent trust on peers; (3) a path between behavior-dependent trust in peers and trustworthiness towards peers. Trust beliefs in peers were found to mediate the relation between trust beliefs in parents and behavior-dependent trust in peers. The findings yielded support for the basis, domain, and target trust framework and attachment theory.

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Hodgson, L., C. Growcott, AE Williams, CJ Nester i SC Morrison. "First steps: Parent health behaviours related to children’s foot health". Journal of Child Health Care 24, nr 2 (24.07.2019): 221–32. http://dx.doi.org/10.1177/1367493519864752.

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Good foot health throughout childhood is important but remains poorly understood with few studies exploring this topic. The aim of this study was to define parents’ knowledge, practices and health-related perceptions of children’s feet. A qualitative design was adopted. Semi-structured, one-to-one interviews were carried out with parents of children aged five years and under, recruited from South East and North West of England. Interviews explored parents’ views, beliefs and understanding of foot health in infancy and early childhood. Transcripts of the interviews were analysed using thematic analysis. Eighteen interviews were conducted. Seven themes were identified relating to (1) parents belief and knowledge about children’s foot health; (2) how parents use and share foot health information; (3) activities for supporting foot health and development; (4) footwear choices, beliefs and influences; (5) the way they access health professionals; (6) the way they search for foot health information and (7) developing practice(s) to support parents. The study provides the first insight into how parents view foot health in early infancy and childhood. The findings highlight the key foot health beliefs important to parents, how they learn about and what influences their decision-making about caring for children’s feet, the way parents receive and seek information, and how they access support for foot health concerns. The findings highlight the need for accurate, clear and consistent foot health messages, and the important role health professionals have in signposting parents towards reliable and informative sources on foot health.

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Bellettiere, John, Emmeline Chuang, Suzanne C. Hughes, Isaac Quintanilla, C. Richard Hofstetter i Melbourne F. Hovell. "Association Between Parental Barriers to Accessing a Usual Source of Care and Children’s Receipt of Preventive Services". Public Health Reports 132, nr 3 (30.03.2017): 316–25. http://dx.doi.org/10.1177/0033354917699831.

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Objectives: Preventive health services are important for child development, and parents play a key role in facilitating access to services. This study examined how parents’ reasons for not having a usual source of care were associated with their children’s receipt of preventive services. Methods: We used pooled data from the 2011-2014 National Health Interview Survey (n = 34 843 participants). Parents’ reasons for not having a usual source of care were framed within the Penchansky and Thomas model of access and measured through 3 dichotomous indicators: financial barriers (affordability), attitudes and beliefs about health care (acceptability), and all other nonfinancial barriers (accessibility, accommodation, and availability). We used multivariable logistic regression models to test associations between parental barriers and children’s receipt of past-year well-child care visits and influenza vaccinations, controlling for other child, family, and contextual factors. Results: In 2014, 14.3% (weighted percentage) of children had at least 1 parent without a usual source of care. Children of parents without a usual source of care because they “don’t need a doctor and/or haven’t had any problems” or they “don’t like, trust, or believe in doctors” had 35% lower odds of receiving well-child care (adjusted odds ratio = 0.65; 95% CI, 0.56-0.74) and 23% lower odds of receiving influenza vaccination (adjusted odds ratio = 0.77; 95% CI, 0.69-0.86) than children of parents without those attitudes and beliefs about health care. Financial and other nonfinancial parental barriers were not associated with children’s receipt of preventive services. Results were independent of several factors relevant to children’s access to preventive health care, including whether the child had a usual source of care. Conclusions: Parents’ attitudes and beliefs about having a usual source of care were strongly associated with their children’s receipt of recommended preventive health services. Rates of receipt of child preventive services may be improved by addressing parents’ attitudes and beliefs about having a usual source of care. Future studies should assess causes of these associations.

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Pivnick, Lilla K. "Nonparental Caregivers, Parents, and Early Academic Achievement Among Children from Latino/a Immigrant Households". Sociological Perspectives 62, nr 6 (31.05.2019): 884–906. http://dx.doi.org/10.1177/0731121419851093.

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Drawing on ecological systems and social capital perspectives, this study uses the Early Childhood Longitudinal Study–Birth Cohort to investigate links between early nonparental caregiver beliefs about early academic skills and children’s math and reading achievement in kindergarten with special attention to the children from Latino/a immigrant households. Regression analyses revealed that nonparental caregiver beliefs were associated with academic achievement at kindergarten entry and that types of alignment or misalignment between nonparental caregiver and parental beliefs were differentially associated with math achievement but not reading. Notably, the association between nonparental caregiver beliefs and children’s academic achievement was more consequential for children from Latino/a immigrant households. Results suggest that having nonparental caregivers with low early academic skills beliefs may be especially detrimental for children from Latino/a immigrant households.

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Alshaboul, Yousef. "EFL Prospective Teachers’ Competency in Phonological Awareness: Impact on Teaching English Reading". International Journal of Applied Linguistics and English Literature 7, nr 2 (1.03.2018): 95. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.2p.95.

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Deficits in EFL teachers’ proficiency have surfaced recently as one of the possible factors contributing to children’s reading problems at their early encounters with literacy. Phonological awareness (PA) has dominated specialists’ interests well-timed with escalating reports containing more provoking evidence connecting children's reading disability with deficiencies in PA. This paper aims at investigating the impact of perceived proficiency, GPA, and gender of prospective teachers on shaping their future reading instruction detectable by prospective teachers' PA beliefs, awareness and knowledge. Towards this end, a four-section survey was administered to 158 pre-service EFL teachers. Results confirmed significant differences related to knowledge and beliefs at the expense of awareness.

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Mathieu, Irène, Kate Wallis, Ingrid Japa, Ramona Cordero, Adriana Deverlis, Andrew P. Steenhoff i Elizabeth Lowenthal. "Caregiver Strengths, Attitudes, and Concerns About Reading and Child Development in the Dominican Republic". Global Pediatric Health 7 (styczeń 2020): 2333794X2094266. http://dx.doi.org/10.1177/2333794x20942661.

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Background. Parents’ beliefs about and engagement in reading aloud to young children and other positive parenting practices have been associated with early childhood development (ECD) and later achievement. Aim. This exploratory study sought to assess parental attitudes and self-reported practices regarding ECD in a rural, low-income community in the Dominican Republic with many risk factors for ECD delays, including high rates of poverty, iron-deficiency anemia, and malnutrition. Methods. We used the Parent Reading Belief Inventory and open-ended questions to evaluate parental beliefs regarding reading, self-efficacy in promoting child development, current positive parenting practices, and parents’ concerns about the development of their 0- to 5-year-old children in Consuelo, Dominican Republic. We explored associations between demographic factors and strength of positive parenting beliefs and practices. Results. Overall participants had positive attitudes toward reading and their own importance in promoting their children’s development. Participants with at least some high school education had significantly higher Parent Reading Belief Inventory scores ( P = .03) than those with less formal education. Participants reported frequently singing, talking, and playing with their children, but less frequently reading with them. Few participants had access to reading materials for young children. Parental interest in programs to support ECD was high. Parents raised concerns about their children’s behavior, personal and educational attainment, and early literacy. Conclusion. Children whose parents have less formal education may benefit most from interventions to promote beliefs and practices likely to improve ECD. In this community, there is high interest in learning more about ECD.

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Turk, Kristina, i Martha Lash. "Parents’ Beliefs on Play in Preschool". Journal of Family Diversity in Education 2, nr 3 (24.05.2017): 41–70. http://dx.doi.org/10.53956/jfde.2017.94.

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Parents’ beliefs and attitudes about early childhood play-based curriculum are influenced by personal history, socio-economic demographics, and culture. This qualitative study utilized narrative inquiry to delve into six parents’ beliefs on play in preschool. Their beliefs about their children’s participation in a play-based preschool and how their children’s various needs were met inform the family-school partnership. Methods included narrative inquiry, observation, and documentation review. Data sources were analyzed to ascertain commonalities, differences, and emerging themes in parents’ views of a play-based curriculum. Three overriding themes emerged: structure, socialization, and the reputation of their choice of Play Preschool (pseudonym). Additional analysis uncovered a deeper theme of readiness: preparation of their children for “real school,” for college, and for life. The final underlying theme to emerge was fear that the child would be unprepared for school and unable to live a good life, which caused and surrounded the readiness concern. Lastly, this study provided insights for family-school partnerships in which parents’ beliefs are valued.

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Macleod, Colin. "Shaping Children’s Convictions". Theory and Research in Education 1, nr 3 (listopad 2003): 315–30. http://dx.doi.org/10.1177/1477878503001003004.

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This article examines the degree to which children are entitled to an autonomy enhancing upbringing of a sort that imposes constraints on the efforts parents can legitimately undertake to shape the religious and moral beliefs of their children. The article describes a conception of child-rearing, called Socratic nurturing, that places emphasis on raising children in ways that facilitate the development of robust powers of critical reflection. It is argued that the well-being of children is well-served by Socratic nurturing and that children have a right to Socratic nurturing. The article addresses and rebuts some objections to attributing such a right to children.

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