Parental Variables Research Articles

Crisis of Parental Conflict: Impact on Children and Families

RESEARCH OBJECTIVE: This article explores the impact of parental conflict crises on children and families, focusing on the traumatic situations caused by recurrent disagreements. These crises generate unease, worry, and perplexity, compromising emotional regulation and social abilities. They can lead to behavioural problems and academic underachievement, as they compromise emotional regulation and social abilities. The article aims to understand the complexities of these situations and their potential consequences for children and families.
 THE RESEARCH PROBLEM AND METHOD: The study investigates the impact of parental conflict on children’s emotional, psychological, and relational well-being. It employs a detailed assessment of reference material, self-reporting, and direct observation methodologies to understand the negative effects on children’s performance.
 THE PROCESS OF ARGUMENTATION: After discussing the impact of domestic conflicts on children’s self-esteem, the presentation moved on to cognitive and emotional dysregulation, the relationship between resilience, risk, and crisis, the need to develop persistence and the influence of cultural values in the development of such perseverance, gender concerns, and early intervention.
 RESEARCH RESULTS: Conflicting parents have a substantial impact on a child’s subjective well-being. Prolonged stress can lead to sleep disorders, reduced immune systems, and chronic health problems. Prolonged disagreements can impact relationships, boundaries, and emotional control well into adulthood.
 CONCLUSION, RECOMMENDATION AND APPLICABLE VALUE OF RESEARCH: Parental disagreements require interventions at various levels, including counseling, therapy, mediation services, and a holistic approach. Counseling and therapy help children process feelings and strengthen coping skills, while mediation guides parents through separation or divorce processes, prioritizing their children’s best interests and maintaining stable family dynamics and good childhoods.

Parental Socioeconomic Variables and Their Impact on Soft Skills Development in Secondary School Students in Sri Lanka: A Quantitative Analysis

Parental Socioeconomic Variables and Their Impact on Soft Skills Development in Secondary School Students in Sri Lanka: A Quantitative Analysis

Epidemiology of sleep patterns and circadian typology in uruguayan children: The contribution of school shifts

Healthy sleep is defined by the combination of adequate duration, good quality, and regular timing. In children, sleep thus depends on the interplay of individual, parental, organizational, community, and social variables, but only a few studies have addressed this issue in a comprehensive way nationwide. Using the Uruguayan nationally representative survey (Nutrition, Child Development, and Health Survey, Encuesta de Nutrición, Desarrollo Infantil y Salud, ENDIS), we present the first epidemiological characterization of chronobiological and sleep parameters in Latin American children. On average, Uruguayan urban children (n = 2437; 5−10-years old) showed quite late chronotypes (MSFsc = 03:53 ± 1:07), moderate misalignment (SJL = 1.0 ± 0.9 h), and adequate sleep duration (SDweek = 9.9 ± 1.0 h). Further, we show the substantial influence of school shift schedules on children's circadian typology and sleep patterns. Our results show that children attending the morning school shift have a higher risk of sleep problems than afternoon-school shift ones. The chronotype and sleep were earlier in morning-school shift children than in children attending the afternoon school shift. However, morning-school shift children had stronger misalignment, shorter sleep on school days, and a higher risk of chronic sleep deficit and non-healthy circadian misalignment (even worse in late chronotypes) than afternoon-shift children. This evidence points to the need of evaluating policies to reorganize school start times to prevent the negative effects that early schooling seems to have on children's sleep health, which has been neglected so far.

A comparative study of differences between parents and teachers in the evaluation of environmental sensitivity.

The inextricable bond between humans and the environment underscores the pivotal significance of environmental sensitivity. This innate trait encompasses a wide array of ways individuals perceive, process, and react to various internal and external stimuli. The evaluation of this trait in children is generally conducted by parents. However, little is known about the concordance of the parents reports with those conducted by others, such as teachers. Children's behavior assessment is a current and relevant issue and finding out more positive results could make improvements in different contexts, such as home, clinics and schools. This study examines agreements and discrepancies between parents and teachers as raters of environmental sensitivity in Spanish children. Participants were 124 parents and eight teachers of youngsters between 3 and 10 years, who completed a paper survey providing information about parental and school variables and environmental sensitivity. Parents and teachers mostly differ when rating environmental sensitivity, being parents the raters who score higher levels of this trait than teachers. Also, poor intra-class coefficients of reliability are found in both the items of HSCS, the dimensions and the general factor of environmental sensitivity among the informants. The present investigation provides novel findings related to inter-rater assessment on environmental sensitivity and how these different informants could affect in the report. This study also highlights the need of making and validating new and specific tools to assess environmental sensitivity for teachers.

The correlation between parental guidance and mathematics learning outcomes in elementary school

The COVID-19 pandemic was a big challenge and parental guidance was needed in student learning to help carry out the learning process at home. Mathematics is one of the subjects that must be taken by elementary school students. Most children think mathematics is a difficult subject even though many children do not like it. The purpose of this study was to determine whether there is a correlation between parental guidance and mathematics learning outcomes in online learning environments in Elementary Schools. This research used a quantitative design. The research designs using a correlational study with parental guidance and mathematical outcomes. The sample taken was . Data collection techniques included tests and questionnaires. The analysis data using person correlation analysis. The results of this research show that there is a positive relationship between parental guidance and mathematics learning outcomes. The contribution of parental guidance variables to mathematics learning outcomes was higher than the remaining factors. Keywords: Elementary school; learning outcomes; mathematics; parental guidance.

Increased Digital Media Use in Preschool Children: Exploring the Links with Parental Stress and Their Problematic Media Use.

Intense or problematic media use behavior of parents could serve as a role model for their children's media use behavior. So far, knowledge is scarce about increased children's media use (ICMU) and its association with parental stress (PS) and problematic parental media use (PPMU). ICMU was examined using a modified set of the DSM-5 criteria for Internet Gaming Disorder. PS was assessed via the widely used Parenting Stress Index, and PPMU was assessed using the Short Compulsive Internet Use Scale. A multiple linear regression analysis was conducted to evaluate the links between ICMU, PS, and PPMU. A mediation analysis was performed to examine if PPMU mediated the relationship between PS and ICMU. In sum, 809 parents (M = 36.89 years; SD = 4.87; 81.4% female) of preschool children (average age: 44.75 months, SD = 13.68) participated in the study. ICMU was statistically significantly related to higher age of the parent, greater PPMU, and higher PS. Furthermore, we found that the association between PS and ICMU was partially mediated by PPMU. The results indicate that more pronounced PS and PPMU are associated with ICMU, highlighting the necessity of considering these parental variables when developing early prevention strategies for preschool-age children.

Motivation and Parental Supervision Improve Indonesian Language Learning Outcomes

The learning process carried out by students is still low. This is because students are less motivated in learning. The purpose of this study is to analyze parental motivation and supervision on Indonesian language learning outcomes. This type of research is quantitative research. The subjects in this study were 30 grade IV students. The methods used in collecting data are interviews, questionnaires, observation, and documentation. The instrument used in collecting data is a questionnaire. The technique used to analyze the data is descriptive qualitative-quantitative. The results of the t test show that there is a partial positive influence of parental supervision variables on learning outcome variables. Based on the results of the large test of influence together on learning motivation and parental supervision on learning outcomes. The results of the multiple regression test showed that there was a significant influence on learning motivation and parental control variables on the Indonesian language learning outcomes. It was concluded that learning motivation and parental supervision can improve learning outcomes in Indonesian for fourth grade elementary school students. The implication of this research is that increasing motivation and parental supervision of children has an impact on increasing children's learning outcomes, especially in Indonesian language lessons.

Observations of Positive Parenting from Online Parent–Child Interactions at Age 1

SYNOPSIS Objective. Brief, reliable, and cost-effective methods to assess parenting are critical for advancing parenting research. Design. We adapted the Three Bags task and Parent Child Interaction Rating System (PCIRS) for rating online visits with 219 parent–child dyads (White, n = 104 [47.5%], Black, n = 115 [52.5%]) and combined the video data with survey data collected during pregnancy and when children were aged 1. Results. The PCIRS codes of positive regard, stimulation of child cognitive development, and sensitivity showed high reliability across the three parent–child interaction tasks. A latent positive parenting factor combining ratings across codes and tasks showed good model fit, which was similar regardless of parent self-identified race or ethnicity, age, socioeconomic disadvantage, marital/partnered status, and parity, as well as methodological factors relevant to the online video assessment method (e.g., phone vs. laptop/tablet). In support of construct validity, observed positive parenting was related to parent-reported positive parenting and child socioemotional development. Finally, parent reports of supportive relationships in pregnancy but not neighborhood safety or pandemic worries, were prospectively related to higher positive parenting observed at age 1. With the exception of older parental age and married/partnered status, no other parent, child, sociodemographic, or methodological variables were related to higher overall video exclusions across tasks. Conclusions. PCIRS may provide a reliable approach to rate positive parenting at age 1, providing future avenues for developing more ecologically valid assessments and implementing interventions through online encounters that may be more acceptable, accessible, or preferred among parents of young children.

PENGARUH PERAN ORANG TUA DAN POLA ASUH ORANG TUA TERHADAP HASIL BELAJAR SISWA SDN CIPUTAT

This research has a main focus with the aim of determining the influence of parental role variables and parenting patterns on the learning outcomes of Ciputat State Elementary School students. The research was prepared using a quantitative method approach. Conducted using a research sample of 3rd grade students at Ciputat State Elementary School. The research sample was obtained by random sampling. Data was obtained by collecting it using a questionnaire or questionnaire which was prepared using a technique using a Likert scale. The research results were carried out with descriptive tests, normality tests with Kolmogorov Smirnov linearity tests, multicollinearity tests and heteroscedasticity tests. To determine the influence between variables, a multiple regression test was carried out using the t test with a significance level of 0.05. The research results show that the majority of parents are in the very strong parental role category with a percentage of 52.2%, the majority apply democratic and accepting parenting with a percentage of 87.0% and the majority of student learning outcomes are in the very good category 65.2% . The results of the multiple regression t test showed a significance result of 0.000<0.05 on the variable of the role of parents on student learning outcomes, so it can be seen that the role of parents has an influence on student learning outcomes. For the parenting pattern variable, the results obtained at a significance level of 0.001<0.05, so it is also known that parental parenting influences or influences student learning outcomes.
 Keywords: learning outcome, parenting style, elementary school students

Sleep and Its Disturbance in Parents of Children and Adolescents with Epilepsy: A Systematic Review and Meta-Analysis.

Sleep disturbances are commonly reported by parents of children and adolescents with epilepsy. However, evidence synthesis including quality and quantity of sleep in parents of children and adolescents with epilepsy is lacking. This systematic review and meta-analysis was conducted to quantify pooled mean estimates of parental sleep variables and to determine the prevalence of sleep disturbances in parents of children and adolescents with epilepsy. Five electronic databases, PubMed, Medline, Embase, PsychINFO, and CINAHL, were systematically searched from inception to September 2021. Eleven observational studies examining parents of pediatric patients aged <18 years with epilepsy using a quantitative measure of sleep duration, sleep quality, or sleep disturbance were reviewed. Our results showed that the pooled nocturnal sleep duration was 5.93 hours (95% CI: 4.64 to 7.21 hours). Overall sleep quality as estimated by the bias-adjusted pooled Pittsburgh Sleep Quality Index total score was 6.65 (95% CI: 5.98 to 7.33). Parents of children with epilepsy had significantly higher Pittsburgh Sleep Quality Index total scores compared to parents of healthy children (differences in means 1.84, 95% CI: 1.29 to 2.39). The pooled estimated prevalence of parental sleep disturbances was 58.1% (95% CI: 45.7% to 69.6%). Our findings demonstrate a high prevalence of sleep disturbances with poor sleep quality and substantial reductions in sleep time in parents of children and adolescents with epilepsy. Healthcare professionals in pediatric neurology clinics should proactively initiate screening for sleep disturbances in parents of children and adolescents with epilepsy and refer parents to a sleep specialist when necessary.

Children: Custody, competence and consent - Managing parental disagreement.

Children: Custody, competence and consent - Managing parental disagreement.

The Effect of Using Metacognitive Feedback Through Video-based Learning for Teaching Turn-Taking and Conversational Management

This study aims at determining the effectiveness of using metacognitive feedback through video-based learning for teaching turn taking and conversation management for second grade university students . In order to achieve this aim three hypotheses are formulated : 1-The university students have a higher level of metacognitive feedback awareness. 2-There is no significant difference in the metacognitive feedback awareness of second-grade university students based on their locality. 3-There is no statistically significant difference of video-based learning on teaching Turn-taking for university student . An achievement test is constructed and exposed to a jury of specialist for the purpose of ascertaining its face validity and coefficient formula is applied to calculate the inter scorer reliability . The sample of the study consist of one hundred student selected from second grade from educational for humanities sciences during the academic year 2022-2023 . The sample is divided into two groups A and B . Both groups are equalized in the variables of parents ' academic level and mid-year exam. The experimental design of the study involves two groups ; the control group and the experiment group. The experiment started on . Both groups are taught from unit 7 to unit 13 by the researcher herself The collected data have been analyzed by using t-test formula. Result show the following : There are no significance differences between the achievement of the control group in the pre-test and that of the post-test. There is significance differences between the achievement of the experimental group in pre-test and that of the post–test. There is significance differences between the post –test scores of the experimental group and those of the control group , and in the favour of the experimental one . Hence, the first hypothesis is accepted, whereas the second and third ones are rejected. This indicates that metacognitive feedback through video–based learning has an effective role in students' achievement in teaching turn–taking and conversation management. In light of the study findings , a number of recommendations and suggestions are put forward.

Cross-lagged Relations of Children’s Somatoform Complaints: Embedment within Learning Theory and Secondary Gain Concept

The current state of research on the emergence and maintenance of somatoform symptoms in childhood identifies the influence of both child and parental factors. The aim of the present study is to examine reciprocal relations and stability between somatoform complaints, children’s adaptive emotion regulation (ER) strategies, withdrawal behavior, and overprotective parenting. In total, 97 children (female n = 46, (47%); M age T1 = 9.7 years (SD) = 0.54) and their parents completed questionnaires at two time points. A cross-lagged panel design was used to analyze reciprocal associations and stability effects between the included variables over one year (Kearney, 2017; Selig & Little, 2012). Results show significant autoregressive effects of both the individual child and parental variables. Parental overprotection predicted child emotion regulation, withdrawal behavior, and somatoform complaints over time; with no reciprocal effects. Similarly, only unilateral effects were shown between adaptive ER strategies, and withdrawal behaviors, and somatoform symptoms. The results are discussed in the framework of learning theory and secondary gain.

Middle school students’ mental unwellness and academic performance in China: The effects of parental involvement

This study investigated the relationship between the mental unwellness of middle school students in China and their academic performance in the subjects of Chinese, mathematics, and English. Additionally, this study explored the potential ameliorating effects of parental involvement variables (parental non-academic activity involvement and parent-child communication) on the adverse impact of mental unwellness on academic performance. The examination of the effects of parental involvement also considered the differential effects of involvement by mothers and fathers. This study utilized national longitudinal representative data from the China Education Panel Survey (CEPS). Findings of the two-level Hierarchical Linear Modeling (HLM) analyses indicated that mental unwellness in Grade 7 negatively impacted academic performance in the aforementioned subjects in Grade 8. Nonetheless, these adverse impacts were alleviated when the parental involvement variables were taken into account. Furthermore, the results revealed that mother-child communication and father-child communication had moderating effects on the negative relationship between mental unwellness and academic performance in Chinese and English, respectively. This study contributes to the existing literature by shedding light on the beneficial effects of parental involvement and highlighting the differential involvement of mothers and fathers.

Fathering styles in a traditional culture and its association with marital relationship: A latent profile analysis with a nationally representative sample.

This study had two main objectives. The first goal was to examine fathers' parenting styles in a society with traditional patriarchal values. The second goal was to understand the extent to which marital relationship variables (i.e., marital satisfaction and spousal support) are related with the identified fathering profiles. The theoretical and empirical underpinnings of the "parenting styles" literature that form the foundation of the research on parent-child dynamics are still mainly based on data collected only from mothers. This weakness of the literature on fathering typologies is further accompanied by the scarcity of data on fathers' parenting practices from non-Western contexts. To achieve the study aims, a latent profile analysis based on warmth and control dimensions of parenting was performed using a nationally representative sample of 1070 urban fathers in Turkey. Using scores on six parenting behavior variables (i.e., warmth, punishment, inductive reasoning, positive parenting, discipline and teaching responsibilities, time and talking together), results revealed four fathering profiles: "authoritative" (30%), "average" (45%), "uninvolved" (16%), and "disciplining-distant" (8%). Furthermore, the results showed that the fathering profiles significantly differed from each other on the marital satisfaction and spousal support scores. Results highlight the importance of investigating fathering behaviors and their predictors in different cultures.

More play and fewer screens: a way to improve preschoolers’ mental health? Cross-sectional findings from the British Preschool-children's Play Survey

BackgroundChildren increasingly engage in more screentime and less play. Concurrently, 10% of UK children now have a diagnosable mental health condition. Adventurous play (ie, thrilling and exciting play, likely inducing fear or uncertainty) might prevent mental health problems but is unexplored in preschoolers. We assessed the association between mental health and both adventurous play and screentime, hypothesising that more adventurous play and less screentime would be associated with better mental health. MethodsThis cross-sectional study used data from a nationally representative sample of caregivers of children aged 2–4 years. Participants were recruited through YouGov in February 2023 and gave informed consent (Cambridge University Ethics HSSREC.22·312). We derived three behavioural exposures and four mental health outcomes from parent-report. Exposures were time (in h/week) a child spent playing adventurously, looking at a screen for educational purposed, and looking at a screen for recreational purposes. Outcomes were: internalising and externalising score from the Strengths and Difficulties Questionnaire (SDQ) and positive and negative affect scores from the Positive and Negative Affect Schedule for Children-P (PANAS). We conducted linear regression to explore associations between the three behavioural exposures and four mental health outcomes. We also tested for interactions between adventurous play and each screentime. We adjusted for child and parental demographic variables, using a Bonferroni-corrected α (0·0125). FindingsCare-givers of 1079 children provided valid data for all variables (age 2: n=319 [30%], age 3: 384 [36%], age 4: 376 [35%]; female n=517 [48%], male n=562 [52%]; white: n=878 [81%], mixed ethnicity: n=80 [7%], other: n=221 [11%]). For each additional hour per week a children engaged in adventurous play, they had lower internalising (β –0·02, 95% CI –0·03 to –0·00) and externalising (–0·02, –0·03 to –0·00) scores, and higher positive affect (0·06, 0·05 to 0·08). Compared with 0–2 h/week of educational screentime, longer educational screentime was associated with higher internalising scores (4–6 h: 1·42, 0·62 to 2·21; ≥6 h: 2·56, 1·40 to 3·72) and negative affect (4–6 h: 1·54, 0·84 to 2·23; ≥6 h: 2·17, 0·88 to 3·46). Recreational screentime was not associated with outcomes. No significant interactions were identified. InterpretationAdventurous play was associated with better mental health, whereas high educational screentime was associated with poorer mental health; although effect sizes were small. Consistent with research in older children, associations with positive affect were stronger than mental health symptoms. No significant effect of recreational screentime was found, possibly due to underreporting, as it might be deemed less socially desirable than educational screentime, where effects were seen. Reliance on parental-report remains a limitation of this study. Nevertheless, this is the first work to demonstrate that diverse play opportunities for preschools, including taking risks, might be important for their mental health. FundingWellcome Trust and the Medical Research Council.

Efficacy of technology‐based parenting programmes in reducing behaviour problems: An analysis of systematic reviews and meta‐analyses

AbstractRecently, especially after the 2020 COVID‐19 pandemic, the shift towards technology‐based non‐face‐to‐face family prevention programmes to deal with problem behaviours has increased. Different systematic reviews and meta‐analyses have explored the results of the virtual versions of the programmes. However, a global summary or systematized overview of the main conclusions and implications of the different reviews is needed to establish the scientific contributions of the new formats and to help the providers of the online programmes to know the components that work and to what extent. A lack of systematized information on the different delivery modes has also been detected. This study addresses these issues by systematically analysing existing reviews and meta‐analyses, examining the reported outcomes and, when available, results related to delivery conditions and adherence variables. The analysis results suggest a reduction in children's problem behaviours and a consensus on the necessity of reporting on the parental stress variable. In conclusion, it highlights the need for more information on delivery conditions, given the structural change in how these programmes or interventions are provided, together with data on adherence and family variables (family relationships and interactions such as family communication and family resilience).

Association between Parental Variables and Career Decision-Making Self-Efficacy: A Systematic Literature Review

Career decision-making self-efficacy is an individual believe that they can complete tasks related to career decision-making. Many studies about CDMSE focusing on correlational research and case studies, but still lack studies focusing CDMSE with Systematic Literature Review (SLR). This study aims to determine the relationship between parental variables and career decision-making self-efficacy through SLR method. This study use Systematic Literature Review method by reviewing articles from 2016-2021 which published in Google Scholar, PubMed, and Semantic Scholar. The study design was using Preferred Reporting Items for Systematic Literature Reviews and Meta-Analysis (PRISMA) guidelines. After screening process with Rayyan, we found five relevant articles which state parental support had positive correlation with career decision-making self-efficacy. It is concluded that parental support can make teenagers believe that they can complete tasks related to making career decisions.

PENGARUH EKSPLORASI KARIR (CAREER EXPLORATION) DAN DUKUNGAN SOSIAL ORANGTUA (PARENTAL SOCIAL SUPPORT) TERHADAP KECEMASAN KARIR (CAREER ANXIETY) SISWA SMA

One of the inhibiting factors that teenagers face in achieving their career success is anxiety and fear. Meanwhile, the search for self-identity is a common source of anxiety. This study aims to measure the effects of career exploration and parental social support on career anxiety level of students of State Senior High School 75 Jakarta. The ex-post facto research design adopted in this study is Multiple Correlation. The population involved in this study consists of 252 class XII students of the State Senior High School 75 Jakarta. The sample in this study consists of 155 students. The result of the research shows that the career exploration had no significant effect on career anxiety, it was decided that H0 is acceptable with a conclusion that the career exploration variable had no significant effect on career anxiety, whereas the parental social support had a significant effect on career anxiety. In overall, the career exploration and parental social support variables have a significant correlation in their impact on the students’ career anxiety.

한국과 중국 부모의 자녀가치 인식과 유아 발달기대 비교연구

Objectives The purpose of this study was to find out whether there is a difference between Korean and Chinese parents' perceptions of their children's value and their children's developmental expectations during early childhood in Korea and China.&#x0D; Methods The purposes of a questionnaire survey was conducted with parents of 3-5 year olds in Korean and Chinese early childhood education institutions. Frequency analysis, t-test, one-way analysis of variance (ANOVA), and Scheffé's validation were conducted on the basis of the response data of 344 Korean parents and 535 Chinese parents, totaling 879 respondents.&#x0D; Results First, there is a significant difference between Korean and Chinese parents in the level of child value perception in terms of instrumental value and affordable value, with Chinese parents having a slightly higher perception of instrumental value and Korean parents having a higher perception of affordable value. Second, among the variables of Korean and Chinese parents' demographic backgrounds, significant differences in child value perceptions emerged in terms of parents' gender, age, and education level. Third, Korean and Chinese parents showed significant differences in the level of expectations for early childhood development in all domains except social norms. Korean parents showed the highest developmental expectations in academic ability, and Chinese parents showed the highest level of language assertiveness. Fourth, there was a significant difference between Korean and Chinese parents' socio-demographic factors in the level of expectations for early childhood development with respect to parents' gender, age, and education level. However, Korean and Chinese parents did not show any meaningful differences in the gender of their children.&#x0D; Conclusions The changes and differences in perceptions of young parents in modern Korean and Chinese societies regarding the value of their children and the level of expectations for their development. In addition, we will gain insights into the relationship between parents and children in the two countries, in order to understand the social problems related to low birth rate and early childhood development from an international perspective, and to provide basic information that will help us to find out the significance of improvement programs.