Predicting self-care based on the parent-child relationship and the emotional atmosphere of the family in women during childhood

The purpose of this study was to explain the structural relationships between the quality of parent-child relationships and the emotional atmosphere of the school with bullying in the school by assessing the role of mediator of the self-concept. The statistical population consisted of high school students in Tehran from 97 to 96 years old. A multi-stage cluster sampling method was used to select 205 female students and 205 boys students. Data collection was done through the Illinois bullying inventory questionnaire (2001), Fayn's parent-child relationship assessment questionnaire, Moreland and Schwalbel (1983), Saraswot's self-concept questionnaire (1957), and socio-emotional atmosphere of Pasha Amiri school (2009). . For analysis, structural equation modeling was used. The results showed that the quality of father-child relationship with the components of bullying and bullying was negatively correlated with the victim's component. The quality of maternal-child relationship and the component of emotional atmosphere's independence were correlated negatively with all three components of bullying. The component of the emotional atmosphere of the school was correlated negatively with the victim's component of the bullying. The component of the school's emotional atmosphere was negatively correlated with the components of bullying. Finally, all components of self-concept correlated negatively with all components of bullying. Keyword:bullying, self-concept, parent-child relationship quality, emotional atmosphere of school

The relevance of the article is due to the fact that the variety of research approaches and data obtained make it difficult to form a holistic picture of motherhood as a phenomenon of a woman’s inner world. Scientific ideas about motherhood present a necessary basis for the formation of the demographic policy of the state, for the strengthening of family values in society and for the education of young people. The purpose of the article is to analyze and summarize modern studies concerning various aspects of the subjective picture of motherhood, to identify its main components, to comparatively analyze the determinants of the formation of a picture of motherhood, to describe the diversity in the ideas of motherhood. As a result of the analysis of Russian and foreign studies, the similarities and differences in the interpretations of many aspects of motherhood and the conditionality of the subjective picture of motherhood by a number of socio-cultural factors are described. The leading factors of readiness for motherhood, connection with childhood experiences, social ideas about motherhood, cultural and historical context of family life are reviewed. The article describes the woman’s ideas about herself as a future mother, emphasizes the influence of relationships and emotional atmosphere in the parental family, the importance of identification with her own mother and her position in child-parent relationships. The peculiarities of accepting the role of the mother, the reasons for the deviations from the main role and conflicts of a woman as a result of the discrepancy between her behavior and the established (by society, others, family members, herself) role models are highlighted. Attention is payed to the results of empirical studies showing the possibility of harmonious coordination of a woman’s maternal self-realization with other forms of self-realization. It is concluded that cultural traditions, the dominant value orientations in society, ideas about personal success, career, well-being have a significant impact on the subjective picture of motherhood but interpersonal relationships in a close social environment are of predominant importance. The subjective picture of motherhood can be viewed as part of a woman’s attitude and worldview. It changes under the influence of life plans and circumstances, numerous external and internal factors.

The paper is devoted to investigation of the influence of the family structure and family attitudes, child-parent relationship, styles of family upbringing on the intellectual develop- ment of pre-school-age children. Attention is paid to the analysis of the influence of parents and children gender. The sample included 150 children, 150 mothers and 75 fathers, all the families live in St. Petersburg. Results of the study reveal a significantly greater influence of the child's parent-child relationship and family atmosphere on the intellectual develop- ment in comparison with its structure. Negative impact of attitudes on the severity, harsh- ness, acceleration the development of the child on the intellectual development is revealed. Influence of parents’ gender on intellectual development of children manifests in the lead- ing role of the father’s relationship in girls IQ results, and mother’s parental attitudes in boys IQ results. The authors of the article reveal the importance of the adequacy of the system of regulation and control, severity of requirements for the development of girls; lack of parental custody and adequacy to meet the needs — for the development of boys. The authors outline the significant role of preschool children perception, especially girls, of the emotional atmosphere in the family in their intellectual development. This work was supported by the Russian Foundation for Humanities (project №13-06-008480 «Family as a resource for mental development of children in stable and critical periods of ontogeny»)

The influences of social and family characteristics on individual differences in reading and spelling ability and IQ were investigated for 550 twin children aged 13 yrs. Measures of family social circumstances, parental background, the emotional atmosphere at home and the family's reading behaviour were used as predictor variables in multiple regression analyses with reading, spelling and IQ as dependent variables. There were consistent relationships between many of these measures and the dependent variables. The findings are compared to a previous biometrical genetic analysis of the same data set. It is concluded that the results are within the limits predicted by the genetic analysis. Most of the effect of these environmental influences on children are general, i.e. related to IQ, and not specifically related to reading. After controlling for the effects of IQ on reading, only family size and some aspects of parent-child relationships were significant predictors of reading ability.