Effective Parenting Strategies Research Articles

Parenting Styles and Their Impact on the Emotional Intelligence of Adolescents at SMKN 1 Padang

This study aims to evaluate the impact of parenting styles on the emotional intelligence of adolescents at SMKN 1 Padang. Emotional intelligence is the ability to recognize, understand, and manage one's own emotions and the emotions of others. Parenting styles play a fundamental role in the development of emotional intelligence in adolescents. The research method applied is quantitative with a survey approach. Data were collected from questionnaires distributed to 208 students at SMKN 1 Padang. Data analysis was performed using multiple linear regression to examine the impact of parenting styles on emotional intelligence. The analysis results obtained an F value of 92.616 with a probability (P) of 0.000 < 0.005. This means that the regression coefficients of the parenting style variables collectively influence emotional intelligence. This explains that Ha is accepted and H0 is rejected. Overall, parenting styles contribute 57% to the variance in emotional intelligence of adolescents at SMKN 1 Padang. The significance values for authoritarian, authoritative, and permissive parenting styles are 0.004 (<0.05), 0.000 (<0.05), and 0.000 (<0.05), respectively, indicating that these parenting styles have a significant impact on emotional intelligence. The study results show that authoritative parenting style has a positive effect on adolescents' emotional intelligence. Conversely, authoritarian and permissive parenting styles have a negative impact. The influence of authoritative parenting style on emotional intelligence is 52%, permissive parenting style is 3%, and authoritarian parenting style is 2%. This study contributes to understanding how different parenting styles affect adolescents' emotional intelligence. The findings can serve as a reference for parents, educators, and policymakers in developing effective parenting strategies to enhance emotional intelligence and reduce juvenile delinquency.

The Relationship of Parenting Style to the Incidence of Stunting in Toddlers Aged 24-59 Months in Kepuhkajang Village, Perak District, Jombang Regency

One of Indonesia's biggest nutritional challenges is the prevalence of stunting in children. Parents and other caretakers may be to blame for stunting. This research aims to examine the correlation between parenting styles and the prevalence of stunting in toddlers. This study used a cross-sectional technique to analyze correlations. The location of the study was Kepuhkajang Village in the Perak District of the Jombang Regency. There were 33 people that filled out the survey. This sample was selected using a purposive sampling strategy. Ten participants demonstrated effective parenting strategies, whereas twenty-three demonstrated ineffective parenting styles, according to the study's findings. In Kepuhkajang Village, Perak District, Jombang Regency, toddlers aged 24-59 months had a correlation between parenting and stunting incidence, as shown by a p value of 0.02 < α 0.05 in the Fisher Exact test.

A cross-sectional study on the relationship between infant sleep, temperament and bedtime practices.

To explore the interplay between infant temperament, sleep characteristics, and bedtime practices. We conducted a cross-sectional study involving a large sample of 9-13 month old infants (N = 623). Sleep data were collected through auto-videosomnography, allowing for objective, non-invasive assessment of sleep in an infants' ecological environment. Infant temperament and bedtime practices were assessed with questionnaires completed by parents. Results revealed significant correlations between negative affectivity and disrupted sleep patterns, including shorter sleep duration, more night awakenings, and increased parental interventions. Infants falling asleep while being breast/bottle feeding or while being hold/rocked had shorter nocturnal sleep duration, lower sleep efficiency, later bedtime, earlier wake up time, and more parent interventions. Regression analyses indicated that bedtime practices accounted for a substantial portion of variance in sleep metrics, emphasizing their role in influencing infant sleep. The study highlights the intricate interconnections between infant temperament, sleep, and caregiving practices, emphasizing the need for a nuanced understanding of individual differences to tailor effective parenting strategies for promoting healthy sleep in infants.

Parental involvement predicts Grade 4 learners’ reading literacy: an analysis of PIRLS data for students in Mpumalanga, South Africa

ABSTRACT The purpose of the study was to examine how parents’ involvement is associated with Grade 4 learners' reading literacy achievement in Mpumalanga. Selected variables from the PIRLS 2016 home and school questionnaires were used, and interviews were conducted with parents to gain a deeper understanding of parental involvement in their child’s education in terms of reading literacy. A sequential explanatory mixed-method design was used based on the pragmatism paradigm. The quantitative data (1,025 learners) was gathered before the qualitative data (ten parents). For the quantitative data, multi-level analysis showed that parents who read books with their child before the child went to primary school, parents who participated in their child’s reading outside school hours, and parents being included in their child’s education by the school are the best predictors of Grade 4 reading literacy achievement. For the qualitative data, the findings indicated that parents understand that promoting English as First Additional Language is of great importance; however, they lack the skills, time and resources to effectively teach English reading at home. This study suggests that more research should be conducted on effective parenting strategies at home to teach their children to read.

Parental executive functions and motivations unveil variations in young children's screen media use

BackgroundThe increased screen media use among children aged 3 to 5, particularly in the post-COVID era, is concerning. Despite several organizations' recommendation of a one-hour screen limit for young children, actual usage often exceeds this guideline. Objective: This study explored the influence of parental characteristics such as self-efficacy, motivation, socioeconomic status, and cognitive abilities on children's screen time habits.MethodsEmploying a feature selection model, 251 caregivers answered an online survey, presenting data from themselves and on-screen usage for 126 girls and 125 boys. We found that the caregiver’s executive functions, including cognitive flexibility, initiation, task monitoring, and material organization, significantly impact children’s screen time. Results: Our analysis highlighted the vital role of caregivers’ self-efficacy in moderating children's screen usage. Family net income, children's age and gender, and motivations related to children's desires and behavioral control were also significant contributors to usage patterns.ConclusionThis study offers insights into interventions and effective parenting strategies in the digital age, highlighting the importance of addressing socio-demographic factors in understanding this complex issue.

Relationships between Parenting Style and Children’s Self-Efficacy: A Systematic Review

It is crucial to identify parenting techniques that are suitable for the present-day environment to promote the optimal mental well-being of children. Following a PRISMA method, this study conducted a systematic review of the relationships between parenting style and children’s self-efficacy. A total of 32 journal articles published on Scopus and Web of Science in the last five years were included in the review. The synthesis indicated that while an authoritative parenting style often generates good results, parents’ permissiveness nowadays can be beneficial to offspring’s growth of self-efficacy. Combined with the analysis of different dimensions of parenting style, this study concluded that a warm-based parenting style is favorable parenting for developing children’s self-efficacy, no matter the children’s age, cultural contexts, and types of self-efficacy. This study not only highlights the gaps in existing research and offers guidance for future study in the field, but also provides practical implications for contemporary family education. Parents and educators can gain valuable insights to implement effective parenting strategies and create a supportive atmosphere that is consistent between home and school.

Conceptual Model of Effective Parenting Strategies for Mother with Children Who Experience Developmental Disorders

Aim Prior studies on Japanese parents raising children with developmental disorders have predominantly emphasized negative psychological aspects like parenting conflicts and challenges. Purpose of this study was to construct a conceptual model to aid mothers in parenting children with developmental disorders by identifying effective parenting strategies. Methods In this qualitative study, participants were mothers who engaged in a home program through individual outpatient occupational therapy. Therapy sessions occurred biweekly, totaling 12 sessions, each lasting 40 min. Data collection involved semi-structured interviews, and the data were analyzed through the Modified Grounded Theory Approach. Results Analysis of mothers’ narratives revealed heightened physical burden, psychological distress, severe stress, and social isolation. Our findings highlight those mothers who engaged in the home program navigated the intricate parenting landscape through problem-solving, including managing negative emotions, their demanding schedules, and societal norms. Conclusion This study offers insights into the perceptions, experiences, and behaviors of families in supporting the development of parenting strategies within the family. Occupational therapy should prioritize evaluating a mother’s parenting context and her interactions with her environment. Furthermore, it is crucial to provide support for her to independently formulate suitable parenting strategies that resonate with the specific circumstances of her family.

Relationship Between Parents’ Characteristics, Family Background and Cognitive Self-Reliance of Senior Secondary School Students

The study examined the relationship between parents’ characteristics (occupation, educational attainment, degree of religiosity), family background (family structure and size) and cognitive self-reliance of senior secondary school students in Ekiti State, Nigeria. The sample for the study comprised 423 students and their parents (816) using a simple random sampling technique, while two schools from each Local Government Area were selected purposively because only co-educational public secondary schools with no boarding facilities were used for the study. The students and the parents responded to the questionnaires (on students’ self-reported cognitive self-reliance and on parents’ characteristics and family background respectively). Chi-square statistic was used to analyse the data. The results showed that there was no significant relationship between mothers’ occupation and the students’ level of cognitive self-reliance (x2 = 9.61, p > 0.05); however, there was a significant relationship between fathers’ occupation and the students’ level of cognitive self-reliance (x2 = 28.83, p = 0.000); there was a significant relationship between mothers’ educational attainment and students’ levels of cognitive self-reliance (x2 = 28.83, p = 0.000), whereas fathers’ educational attainment did not show any significant relationship (x2 = 12.30, p > 0.05); there was a significant relationship between students’ level of cognitive self-reliance and parents’ degree of religiosity (x2 = 30.72, p < 0.05); family size was not significantly related to students’ levels of cognitive self-reliance (x2 = 10.16, p > 0.05), but family structure was related significantly (x2 = 15.12, p < 0.05). Based on the findings, recommendations were made among others that efforts should be made to support and improve mothers’ education as well as to enhance fathers’ involvement in children’s education. Schools should provide resources and counselling that cater to the unique needs of different family configurations and should develop programmes on effective parenting strategies that promote self-reliance and autonomy among adolescents.

Parenting strategies: applying basic psychological needs to children at risk of Internet Gaming Disorder in Indonesia

Every parent desires their child to engage in both play and learning. Often, parents find themselves attributing any challenges to perceived shortcomings in their parenting and struggle to leverage digital media effectively. This research endeavors to examine the fundamental psychological needs - autonomy, competence, and relationship - in relation to parenting strategies for children vulnerable to Internet Gaming Disorder. Employing an analytical cross-sectional design, the study focused on parents with children aged 8 to 12 years in Gresik City, East Java, Indonesia. A purposive sample of 125 participants was selected. The research employed the satisfaction and frustration of the Basic Psychological Needs (BPN) questionnaire along with a parenting strategy scale. Descriptive statistical tests and multiple linear regression were utilized to analyze the BPN and parenting strategies. Simultaneously, BPN significantly influenced parental strategies (p=0.026, which is ≤0.05). In terms of effective contributions, autonomy, competence, and relationship collectively accounted for 7.3%, with individual effects of 1.82%, 5.56%, and 0.04%, respectively. Parents whose BPN were fulfilled exhibited effective parenting strategies, reducing the risk of Internet Gaming Disorder. Consequently, there is a crucial role for nurses and healthcare professionals in educating parents about preventing Internet Gaming Disorder in children.

Parent-adolescent discrepancies in educational expectations, relationship quality, and study engagement: a multi-informant study using response surface analysis.

Whether parental educational expectations for adolescents serve as a source of motivation or stress depends on the extent to which adolescents hold expectations for themselves. Previous research on the discrepancies between parental and adolescent educational expectations and their impact on learning engagement has been limited by traditional statistical tests, and lacking an examination of the internal mediating mechanism of parent-child relational quality from both parental and adolescent perspectives. This cross-sectional study, utilizing a multi-informant design, examined the association between discrepancies in parents' and adolescents' reports of expectations, and adolescents' study engagement, as well as the mediating role of parent-child relational qualities perceived by both parties. The sample for this study consisted of 455 adolescents and their parents from 10 classes in a junior high school in Wuhan, Hubei Province, China. The adolescents had an average age of 12.8 years, and 51.6% of them were boys. Both parents and adolescents reported on their expectations and perceived relational quality, while adolescents also filled out questionnaires assessing their learning engagement. Data were analyzed using polynomial regressions with response surface analysis. The results revealed that when adolescents reported high expectations, regardless of whether their parents reported high or low expectations, adolescents reported satisfied relationships and high learning engagement. In contrast, parents reported satisfied relationships when both parties reported high expectations, or when parents reported higher expectations than adolescents. Lastly, the association between discrepancies in expectations and learning engagement was significantly mediated by adolescent-reported relationships but not parent-reported ones. These findings highlight the importance of considering multiple perspectives when studying the association between expectations and adolescent study engagement. This research advances our comprehension of the dynamics between parent-adolescent educational expectation discrepancies and adolescent learning engagement, offering insights for more nuanced and effective parenting strategies tailored to foster optimal educational outcomes.

Misconceptions about corporal punishment in Islam

AbstractEarly Islamic scriptures mention the use of corporal punishment parenting strategies to rectify behaviour in children. However, many Islamic scholars strongly warn against employing corporal punishment as a discipline strategy. This discussion paper aimed to examine the misconceptions surrounding the use of corporal punishment as a parenting strategy in religious teachings and explores the sociocultural norms that act as a barrier to effective Islamic parenting practices. This discussion asserts that parenting practices engaging corporal punishment discipline strategies are not an inherent part of Islamic doctrine and both historic and contemporary Islamic scholars endorse alternative, peaceful parenting strategies in line with Islamic values. Dissemination of a holistic understanding of religious teachings regarding parenting strategies within the Muslim population is needed. It discusses the recommendations for educational opportunities to encourage and promote effective parenting strategies, which aim to avoid the use of corporal punishment in Muslim communities and nations.

The Family Game to support parents with intellectual disability in managing challenging behaviours: A replication.

Although many parents with intellectual disability (ID) demonstrate good parenting practices, some parents experience difficulties in managing challenging behaviours. One potential solution to this issue involves using The Family Game, a program designed to teach parents with ID how to manage challenging behaviours in their child. The purpose of our study was to conduct an independent replication of an investigation that had been performed by the developer of the program. We used a multiple baseline design to examine the effects of The Family Game on the behaviour of two parents with ID who had a 3-year-old child. Similarly to the original study, our results indicate that The Family Game improved the use of effective parenting strategies during role play, but that these gains failed to generalise to real-life settings. The study further supports the necessity of adding novel strategies to the game to better promote generalisation.

Environmental predictors of children’s executive functioning development

ABSTRACT Executive functioning (EF) abilities develop through childhood, but this development can be impacted by various psychosocial environmental influences. Using longitudinal data from the Health Outcome and Measures of the Environment (HOME) Study, a prospective pregnancy and birth cohort study, we examined if psychosocial environmental factors were significant predictors of EF development. Study participants comprised 271 children and their primary caregivers (98.5% mothers) followed from birth to age 12. We identified four distinct EF developmental trajectory groups comprising a consistently impaired group (13.3%), a descending impairment group (27.7%), an ascending impairment group (9.95%), and a consistently not impaired group (49.1%). Higher levels of maternal ADHD and relational frustration appear to be risk factors for increased EF difficulty over time, while higher family income may serve as a protective factor delaying predisposed EF impairment. Important intervention targets might include teaching positive and effective parenting strategies to mothers whose children are at risk for EF dysfunction.

Using a Design Thinking Approach to Develop a Social Media-Based Parenting Program for Parents of Children With Attention-Deficit/Hyperactivity Disorder: Mixed Methods Study.

Background: Parenting programs have proven effective in improving the behavior of children with attention-deficit/hyperactivity disorder (ADHD). However, barriers such as job and transportation constraints hinder parents from attending face-to-face therapy appointments. The COVID-19 pandemic has further exacerbated these challenges. Objective: This study aimed to develop and test the feasibility of a social media-based parenting program for parents of children with ADHD, considering both the pre-existing challenges faced by parents and the additional barriers imposed by the COVID-19 pandemic. Methods: This study used a 5-stage design thinking process, encompassing empathizing with parents, defining their needs, ideating innovative solutions, prototyping the program, and testing the program with parents. Qualitative interviews were conducted with 18 parents of children with ADHD to understand their unique needs and values. Brainstorming techniques were used to generate creative ideas, leading to the creation of a prototype that was tested with 32 parents. Participants' engagement with the program was measured, and posttraining feedback was collected to assess the program's effectiveness. Results: Parents of children with ADHD encounter specific challenges, including managing impulsive behavior and difficulties in emotion regulation. The social media-based parenting program was delivered through the LINE app (Line Corporation) and consisted of 7 modules addressing topics related to ADHD management and effective parenting strategies. The program exhibited a high completion rate, with 84% (27/32) of participants successfully finishing it. Program provider-participant interaction peaked during the first week and gradually decreased over time. Qualitative feedback indicated that the program was feasible, accessible, and well received by participants. The LINE app was found to be convenient and helpful, and participants preferred content delivery once or twice per week, expressing acceptance for various content formats. Conclusions: This study emphasizes the significance of adopting a human-centered design thinking approach to develop parenting programs that cater to the unique needs and values of parents. By leveraging social media platforms, such as LINE, a parenting program can overcome the challenges posed by the COVID-19 pandemic and other constraints faced by parents. LINE offers a viable and feasible option for supporting parents of children with ADHD, with the potential for customization and widespread dissemination beyond the pandemic context.

Exploring bidirectional relationships: Child sleep duration, child behavior problems, and parenting stress in families of children with autism spectrum disorder

BackgroundYouth with Autism Spectrum Disorder (ASD) are at-risk for sleep and behavior problems, and their parents are at-risk for high stress. Child sleep duration, behavior problems, and parenting stress are interrelated; however, directionality of these associations is unclear and research including youth with ASD is lacking. Using a day-to-day, within-person design, this study explores the directionality of these relationships in families of children with ASD. MethodTwenty-six children (ages 3–5, 73.1 % male, 65.4 % Hispanic/Latino) with ASD and their mothers participated in a 14-day study. Child sleep duration (parent-report and actigraphy), behavior problems, and parenting stress were measured daily. Constructs were decomposed into their within- and between-person components and analyzed with random intercept cross-lagged panel models. ResultsWhile between-person relationships were directionally expected in that shorter sleep, more behavior problems, and greater parenting stress were associated, within-person relationships were complicated. Better-than-average child behavior was associated with less next-day parenting stress, yet more parenting stress than average was associated with better next-day child behavior. As expected, longer-than-average child sleep was associated with less next-day parenting stress, while greater child behavior problems were associated with less sleep that night. ConclusionsUnderstanding the directionality of associations between child and parent factors allows for the optimization of interventions to improve the quality of life for families of children with ASD. Interventions that target child behavior and/or help parents manage stress while maintaining effective parenting strategies for sleep and behavior may be useful.

The Effect of Children's Safety on Parenting Strategy

This paper hypothesizes that disadvantaged parents use more and harsher discipline in part as a rational response to parenting in more dangerous and less forgiving environments. I model parent-child interactions in which altruistic parents modify the behavior of short-sighted children by investing in children's self-control and by punishing misbehavior. In the model, parents choose to devote more resources to punishment when children's misbehavior has more serious long-term consequences. I present empirical evidence in support of this hypothesis by examining the relationship between school safety and parental discipline, finding that parents use harsher discipline when their children attend more dangerous and disorderly schools, even after accounting for neighborhood fixed-effects and a rich set of parent-level controls. Because parents are not directly exposed to their child's school environment, school safety is most likely to influence parents by shaping their concerns about their children's safety, rather than by affecting their stress, mental reserves, or knowledge about effective parenting strategies.

Efeitos do apego e do processamento sensorial no desenvolvimento da criança. Uma revisão sistemática

Abstract This review focuses on the intersection of two fundamental factors in child development: sensory processing and attachment. The rapid and profound transformations that occur in the brain during childhood influence emotional regulation, self-esteem, and the ability to establish healthy relationships. Following PRISMA guidelines, a systematic review was carried out to explore the relationship between sensory processing and attachment in boys and girls aged 0 to 14 years. The Web of Science, Scopus, Pubmed, and PsycINFO databases were searched using keywords related to attachment theory and sensory processing. Studies were selected from those available through May 2022. Of an initial 87 articles, 17 met the inclusion criteria and provided a variety of perspectives on the relationship between sensory processing and attachment in early childhood. A significant connection was identified between sensory processing disorder and attachment, highlighting the importance of vision in social development and communication, as well as effective parenting strategies, healthy attachment styles, and appropriate sensory processing. The idea that healthy attachment during childhood promotes the development of sensory processing is supported. The usefulness of sensory integration to improve relationships and guide future research and practices in occupational therapy is evident.

67.1 Mindful Parenting

Mindful parenting (MP) can be defined as the process of intentional, kind, moment-to-moment awareness of one’s experience, including parenting (Kabat-Zinn, 1997). MP can increase the parents’ capacity for parenting calmly with more consistency, and in accordance with their goals and values, while fostering a warm and nurturing parent-child relationship, that can result in less parenting stress, more effective parenting strategies, and increased well-being in their children (Duncan, 2009). Since the COVID-19 pandemic, a rise in parent and child stress has led to increased risk for, and prevalence of, parent and child psychopathology (Patrick et al, 2020).

Exploring the relations between participation in youth sport and parenting strategies used in adulthood

ABSTRACT Past researchers found that youth sports participation was associated with improvements in youth mental health, academic achievement, emotional regulation, and behavior. This study focuses on whether those who participated in team sports as youth might exhibit more effective parenting styles and strategies than those who did not. Data were collected through an online survey of 525 Pennsylvania residents with a child between the ages of 3 and 17. Data were collected in October 2020. Youth who participated in recreational or competitive team sports were more positively involved with their children than others. Recreational sports participants used more positive discipline strategies than others; this trend was not observed for competitive athletes. Competitive team sport participation was associated with more inconsistent discipline and poorer supervision of children, a trend not found among recreational athletes. Further study is needed to assess change in youth competencies over time and by degree of participation.

A Support Program For Mothers As Caregivers Of Children With Disabilities In Indonesia

As primary caregivers of children with disabilities, mothers in Javanese society play a significant role in nurturing a child's independence. However, the families often blame mothers when giving birth to children with disabilities. Preliminary data showed that mothers with children with disabilities tend to have a high sense of guilt upon their children's conditions and lack knowledge of supporting child growth. The mothers also have lack support from their spouses and families. These situations make mothers experience mental and physical exhaustion, chronic stress, irritability, and lack of confidence, which leads to ineffective parenting strategies. The program's purpose is to equip caregivers with knowledge of stress management and effective parenting strategies for children with disabilities.