Parental Encouragement Research Articles

Parental Anti-Smoking Encouragement as a Longitudinal Predictor of Young Adult Cigarette and E-cigarette Use in a US National Study.

Young adulthood is a critical period for the adoption of risk behaviors like tobacco use. Protective factors in adolescence may promote a tobacco-free transition to young adulthood. We examine associations between the frequency of parental anti-smoking encouragement in adolescence and cigarette and e-cigarette use in young adulthood. We analyzed data from Waves 1 (2009-2010, 10th grade, mean age = 16.2 years) and 5 (2013-2014 mean age = 20.3 years) of the US nationally representative NEXT Generation Health Study (n = 1718). At Wave 1, participants reported how often their parents or guardians encourage them to not smoke cigarettes (1 = Rarely or Never, 7 = Frequently). We used separate weighted multiple logistic regression models to model Wave 5 past 30-day cigarette and e-cigarette use as functions of the frequency of parental anti-smoking encouragement at Wave 1, adjusting for sociodemographic and parenting factors, initial substance use, and peer tobacco use. The average frequency of parental encouragement to not smoke cigarettes was fairly high (mean = 5.35). At Wave 5, 24.7% and 14.2% of respondents reported cigarette and e-cigarette use in the past 30 days, respectively. Greater frequency of parental anti-smoking encouragement was associated with lower odds of subsequent cigarette smoking (adjusted odds ratio 0.91, 95% confidence interval 0.83, 0.99) but its association with e-cigarette use was not significant (adjusted odds ratio 0.93, 95% confidence interval 0.84, 1.04). The longitudinal negative association between anti-smoking encouragement and cigarette use suggests that parental anti-tobacco communication could be a long-term protective factor against young adult tobacco use. Our findings may also suggest the importance of product-specific messages in the evolving tobacco use landscape. This study builds upon prior investigations of parenting in adolescence as a protective factor against young adult risk behavior. We isolate the frequency of anti-smoking encouragement during adolescence as an actionable factor distinct from other parenting variables. Our findings also suggest that message specificity may be an important factor in parental anti-tobacco communication as youth and young adult tobacco use becomes increasingly dominated by e-cigarettes.

The Hidden Danger in Family Environment: The Role of Self-Reported Parenting Style in Cognitive and Affective Empathy Among Offenders.

Parenting styles are considered to have an important influence on the development of individuals and have been associated with empathy. The present study aimed to investigate the self-reported different parenting styles in childhood and adolescence and associated cognitive and affective empathy among offenders. Men incarcerated in prison in Jiangsu Province in China were invited to participate. Each consenting participant was asked to complete the Parental Bonding Instrument to collect information regarding the parenting styles they experienced in childhood and adolescence and the Interpersonal Reactivity Index to evaluate their empathy. A multivariable linear regression analysis was conducted to explore the associations between different parenting styles and the empathy of offenders, and a one-way multivariate analysis of variance and a t-test were used to explore the differences in cognitive and affective empathy with different degrees of parenting styles. The parental care and control factors in childhood and adolescence were significantly more strongly associated with empathy among offenders than the parental encouragement factor. There were different associations between the parental care and control factors and offenders’ empathy depending on whether the parenting styles were consistent or inconsistent. When the parenting styles were consistent, different degrees of parental care had a significant predictive effect on cognitive and affective empathy, while different degrees of parental control were only significantly associated with affective empathy among the offenders. When the parenting styles were inconsistent, different degrees of paternal and maternal control were associated with cognitive and affective empathy among the offenders. Our findings suggest that not only different parenting styles experienced in childhood and adolescence had different predictive effects on empathy among offenders but also the degrees of parenting styles and whether the paternal and maternal parenting styles were consistent or inconsistent may affect the patterns of parenting styles and empathy. Moreover, the parental control factor had a particular influence on empathy among the offenders. Our findings underscore the pressing need for adopting preventive monitoring measures or developing policies to improve parenting styles.

Informal Volunteering and Socialization Effects: Examining Modelling and Encouragement by Parents and Partner

Informal volunteering is seen as an important indicator of social relations and community life. We therefore investigate the impact of various socialization practices on informal volunteering, being small helping behaviours outside of organizations for people outside the household. From theoretical notions on socialization, we hypothesize that experiencing extensive prosocial socialization practices promotes informal volunteering. We examine socialization processes of both modelling and encouragement and consider two socializing agents: parents and partners. We test our expectations employing the sixth wave of the Family Survey Dutch Population (N = 2464) that included unique measures on socialization as well as informal volunteering and holds important control variables. Our results indicated that parental modelling, partner modelling and partner encouragement were all positively related to informal volunteering, but that parental encouragement was not significantly related to informal volunteering. Our paper, thus, underscores that socialization practices are relevant in nurturing social relations and community life.

Exploring perceived multilingual proficiency among immigrant youth with different arrival ages in the destination country

ABSTRACT This study examines the role of age of arrival (AoA) in immigrant students’ perceived multilingual proficiency. Additionally, the study investigates the demographic, linguistic and social-psychological variables distinguishing young-arriving immigrants from their middle and older-arriving peers. The sample included 274 eleventh grade Russian (L1) speaking immigrants acquiring Hebrew as a second language (L2) and English as a third language (L3), divided into three groups according to arrival ages in Israel: 0–6; 7–9 and 10–12 years. The instruments included a ‘can-do’ questionnaire measuring multilingual self-assessment, (SA) and a background questionnaire. The results indicated a strong relationship between AoA and students’ SA in L2 and L3 extending research, based primarily on language tests, demonstrating that AoA is an important factor explaining multilingual proficiency. Further, the findings revealed that students’ self-assessed listening in L2 and L3 distinguished the young-arriving immigrants from their middle and older-arriving peers. Current use of L3, parental encouragement to study L2 and an inverse integrative orientation to study L3 distinguished the older-arriving group from the other two groups. These results highlight the role of the sociolinguistic context and the specificity of each language as a source of variation in L2 and L3 acquisition besides individual characteristics.

A South-to-South Cultural Adaptation of an Evidence-Based Parenting Program for Families in the Philippines.

Rates of child maltreatment are higher in low‐ and middle‐income countries due to risk factors such as social inequities, economic adversity, and sociocultural norms. Given the evidence showing the effectiveness of parenting interventions to prevent child maltreatment, this study embarked on a cultural adaptation of an evidence‐based parenting program with the eventual goal of integrating it within a nationwide conditional cash transfer program for low‐income Filipino parents with children aged 2–6 years. We document the systematic adaptation of the Parenting for Lifelong Health for Young Children program that was developed and tested in South Africa, for low‐resource Filipino families using the heuristic framework for the cultural adaptation of interventions. We underscore the merits of conducting a multistage top‐down and bottom‐up process that uses a participatory approach among cultural insiders and outsiders to develop a parenting intervention that reflects the contextual realities and cultural values of end users. The adapted program, Masayang Pamilya Para sa Batang Pilipino, is the product of a delicate and deliberate effort to balance Filipino childrearing goals and values with the scientific evidence on components of parenting interventions known to promote positive parenting and prevent child maltreatment.

Commentary: Behavioral changes in school-going children during the COVID-19 pandemic.

Commentary: Behavioral changes in school-going children during the COVID-19 pandemic.

Seven Student Motivations for Choosing the Department of Early Childhood Teacher Education in Higher Education

Choosing a career as an Early Childhood Education Teacher is both challenging and joyful. Not everyone is interested in this profession except for those who have strong motivation. This study aims to identify students’ exact motivation to select the Early Childhood Education Department at Public University. This study uses combined qualitative and quantitative methods (exploratory mixed methods design). Sources of qualitative data were taken from twenty informants through in-depth interviews and analyzed using NVivo 10 analysis software, while sources of quantitative data were taken from a hundred correspondents and analyzed using SPSS 20 software. Both qualitative and quantitative data analyses showed that students have seven motivations to select the Early Childhood Education Department. Those seven motivations are: i) parents encouragement (81%); ii) job opportunities after graduation (83%); iii) loving kids (85%); iv) teaching is a noble profession (100%); self-will (70%); vi) the choice to be a teacher (76%); and vii) Early Childhood Education is not difficult, but joyful (80%). The study has successfully revealed seven students’ motivations for selecting the Early Childhood Education Department at Public University. This study’s results can be used as preliminary data for subsequent researchers to examine this problem in different contexts and issues. This study’s findings need to be continued by the next researcher by examining the correlation between motivational aspects with various other variables. However, this data can also be used as an initial reference for examining the issues and problems in different contexts.

IMPLEMENTASI KUNJUNGAN RUMAH DALAM PEMBELAJARAN PADA MASA PANDEMI

The implementation of the home visit is one of the efforts made by the teachers in optimizing student learning activities in the middle of online online learning during the Covid -19 pandemic. This study aims to describe the application of the home visit method in increasing student motivation. This type of research approach used is a qualitative approach. The location of this research was carried out in MI Muhammadiyah Program Khusus Sindon 1. Data collection was carried out by interview. The result showed that:1) home visits were carried out at the encouragement of parents and the school officials. 2) Thr home visit program was very effective in implementing learning activities during the Covid-19 pandemic, even though teachers experienced problem with the infrastructure in the program.Keywords:Â Home Visit; Covid-19 Pandemic;Â Learning

"My Roommates Would Laugh at me": Young Males Reveal Embarrassment over Lack of Food Skills.

Purpose: This descriptive qualitative study explored young males' perceptions of food skills in 3 domains: food selection and planning, food preparation, and food safety and storage.Methods: Semi-structured interviews were audio-recorded and transcribed verbatim. Data were analyzed using the constant comparative method.Results: Forty-four young men (aged 17-35) reported varying levels of food skills, from little/no confidence to very confident and skilled. Most participants learned food skills from their mothers. Greater involvement in food selection and planning at a young age appeared to be related to parental influence and encouragement, exposure to food skills at school, and interest in food-related activities, which, in turn, provided a solid foundation for being confident cooks as young adults. Most notable was the lack of knowledge about, or confidence in, food safety and storage. Young men with low self-perceived food skills were deeply embarrassed about this deficiency in front of peers who had higher levels of confidence and skills.Conclusions: Future interventions or curricula should emphasize food safety and storage. This research also illustrates the importance of the home environment in teaching food skills to youth and ensuring that food skills are taught well before young adults begin living independently.

Teacher-level and context-level barriers to using English as a medium of instruction: A systematic review

A systematic review of literature regarding the factors that hinders or challenges preschool teachers’ use of the English language in formal preschool classrooms was undertaken initially in order to summarize the findings of research between 1991 and 2016. Research suggested that various important teacher and context level barriers were barriers. Large number of literature reported preschools teachers’ lack of confidence in using the language as the prevalent barrier, followed by lower than expected proficiency level. The literature alluded to an association between these two teacher barriers. Other teacher context included inability to differentiate instruction to meet the needs of all learners when English was solely used, deficient attitudes and beliefs about the importance of the language thus creating an inherent resistance to use the language in the classroom, and stress related workplace due to overzealous administrators. Context level barriers included time constraints, classroom environment (example, lack of access to resources, large classroom sizes, and lack of parental encouragement towards the use of English), and lack of administrative support.

Parental structuring during shared chores and the development of helping across the second year

AbstractThis lab‐based longitudinal study examines whether parental structuring (i.e., encouragement, modeling, and praise) has effects on helping behavior across developmental time, across recipients or both. Based on behavioral data assessed at 12, 15, 18, 21, and 24 months (N = 38 dyads), the main findings are that, first, when analyzing the effects of parental structuring on toddlers' helping across developmental time (helping the parent 3 months later), we found a positive effect of modeling at 12 months and of praise at 15 months. Second, when analyzing the effect of parental structuring on toddlers' helping across recipients, there were positive cross‐sectional associations of both caregivers' encouragement and praise during parent–child interactions with helping the experimenter between 12 and 18 months. Third, when applying the strictest criterion, namely an effect of parental structuring that generalizes across both developmental time and recipients, we found that modeling at 18 months had an effect on toddlers' helping toward an experimenter at 21 months. Overall, this study demonstrates how important it is to explicate the assumptions under consideration when drawing conclusions about the socialization of early prosocial behavior. Together with recent studies, an emerging picture further consolidates, namely that parental encouragement, modeling, and praise contribute to prosocial development in important ways.

Challenges to delivering family‐centred care during the Coronavirus pandemic: Voices of Italian paediatric intensive care unit nurses

Challenges to delivering family‐centred care during the Coronavirus pandemic: Voices of Italian paediatric intensive care unit nurses

Developing a fidelity measure of early intervention programs for children with neuromotor disorders.

To describe the development of an intervention-specific fidelity measure and its utilization and to determine whether the newly developed Sitting Together and Reaching to Play (START-Play) intervention was implemented as intended. Also, to quantify differences between START-Play and usual early intervention (uEI) services. A fidelity measure for the START-Play intervention was developed for children with neuromotor disorders by: (1) identifying key intervention components, (2) establishing a measurement coding system, and (3) testing the reliability of instrument scores. After establishing acceptable interrater reliability, 103 intervention videos from the START-Play randomized controlled trial were coded and compared between the START-Play and uEI groups to measure five dimensions of START-Play fidelity, including adherence, dosage, quality of intervention, participant responsiveness, and program differentiation. Fifteen fidelity variables out of 17 had good to excellent interrater reliability evidence with intraclass correlation coefficients (ICCs) ranging from 0.77 to 0.95. The START-Play therapists met the criteria for acceptable fidelity of the intervention (rates of START-Play key component use ≥0.8; quality ratings ≥3 [on a scale of 1-4]). The START-Play and uEI groups differed significantly in rates of START-Play key component use and quality ratings. The START-Play fidelity measure successfully quantified key components of the START-Play intervention, serving to differentiate START-Play from uEI.

The care ethics of child health nurses in Danish asylum centers: An ethnographic study

Abstract Background Asylum-seeking children have often been on a harrowing journey with potentially grave consequences for their health and well-being. As little is known about how child health nurses enter into engaging and caring partnerships with asylum-seeking families to meet their children's healthcare needs - despite challenges pertaining to culture and language - our objective is to examine how child health nurses navigate, negotiate and respond to the range of challenges, needs and circumstances that affect their nursing care practices. Methods We report on ethnographic fieldwork from four Danish Red Cross asylum centers, where child health nurses have their first encounters with asylum-seeking families. The fieldwork included participant observations of child health consultations and interviews with 6 child health nurses and 11 asylum-seeking families. We coded and analyzed the empirical material thematically to identify emerging and crosscutting themes. Results The care performed by the child health nurses was characterized by five ethical care practices. One, their care was driven by compassion, exhibiting intrinsic beliefs, values and personal motivations to care for asylum-seeking children. Two, they provided responsible care, building on their humanitarian and professional roles as child health nurses within Red Cross. Three, they showed flexibility, drawing on past experience and recognition of the families' complex needs. Four, they were collaborative, working in partnership with parents. Five, the child health nurses' care was empowering asylum-seeking families by encouraging parents to be autonomous and acknowledging their own efforts in caring for their children. Conclusions The confluence of the five ethical care practices enables child health nurses to promote and safeguard the health and well-being of asylum-seeking children. We argue that these practices are constituent parts of person-centered care for asylum-seeking and refugee children. Key messages We identified five ethical care practices, which enable child health nurses’ care of asylum-seeking children and their families. Our study provides an empirical understanding of how person-centered care is critical to asylum-seeking families.

Teachers’ accounts of learners’ engagement and disaffection in the language classroom

ABSTRACT The concept of learner engagement, widely researched in educational psychology, has recently gained attention of language acquisition researchers (cf. Mercer, S. and Z. Dörnyei. 2020. Engaging Students in Contemporary Classrooms. Cambridge: Cambridge University Press; Mercer, S. 2019. Language learner engagement: setting the scene. In International Handbook of English Language Teaching, ed. X. Gao, C. Davison and C. Leung. Cham: Springer; Philp, J. and S. Duchesne. 2016. Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics 36: 50–72. DOI:10.1017/S0267190515000094). The study of the construct in connection with language learning appears a promising line of enquiry since it might help teachers understand in greater depth how to promote engagement and prevent disaffection. The present study looks into learner engagement and the lack of it from the perspective of a language teacher. Semi-structured interviews were conducted with eight language teachers to establish descriptors of both states, possible causes, as well as steps teachers take to counteract disaffection and enhance involvement and agency. As the results suggest, teachers concentrate on the behavioural dimension and have little access to learners’ emotions and less concern for other components of the construct. Some teachers in the context studied (higher education in Poland) tended to believe that changing learners’ attitudes remains beyond their control as they are related to deeply ingrained beliefs and fixed general dispositions, whose origins can be traced back to early childhood, negative school experiences or lack of parental encouragement.

Analysis of Support for Parents in Raising Children with Dyslexia

The parents of children with dyslexia often experience more parenting stress and depressive symptoms compared to other parents. Studies have shown that supporting and encouraging such parents help in reducing their frustrations, fear, anger, and low self-esteem towards their children. The purpose of this study was to identify and examine the different types of support needed by the parents of children with dyslexia and to explore the relationships between the required support with the parents’ marital status. Fifty questionnaires were distributed to the parents of children with dyslexia and analyzed. The findings showed that the type of support needed for parents of children with dyslexia could be grouped into social, peer-to-peer, financial, and government support. Furthermore, the analysis indicated that there were no significant differences between the social (p = 0.4014), peer-to-peer (p = 0.5020), and government (p = 0.7121) support with parents’ marital status. However, based on one-way ANOVA analysis, there was a significant difference found between the parents’ marital status and financial support (p = 0.0241). Accordingly, it is anticipated that the implication of this research could be used as a guide and a reference for supporting and encouraging parents of children with dyslexia and other learning disabilities.

What’s Your Motivation?

What’s Your Motivation?

Correlates of Physical Activity, Psychosocial Factors, and Home Environment Exposure among U.S. Adolescents: Insights for Cancer Risk Reduction from the FLASHE Study.

Background and aims: Physical activity (PA) can bring numerous health benefits to adolescents and can largely aid in reducing the various types of cancer risks in their lifespans. However, few adolescents meet the physical activity guidelines recommended by the National Cancer Institute in the United States. Our study aimed to examine the multilevel determinants potentially influencing adolescent’s PA participation. Methods: A secondary analysis of physical activity, home and school neighborhood, and other psychosocial data from 1504 dyads of adolescents and their parents who participated in the 2014 Family Life, Activity, Sun, Health, and Eating (FLASHE) study was performed. Analysis of variance and general linear model analyses were used to examine the correlates. Results: General linear modeling revealed that younger adolescents participated in greater levels of PA than older adolescents (p < 0.001). Adolescents whose parents reported meeting PA guidelines participated in greater amounts of PA (p < 0.001). Parental support of adolescent PA (p < 0.001) was also predictive of adolescent PA levels. Furthermore, parents who reported meeting moderate-to-vigorous physical activity (MVPA) guidelines were more likely to have teenagers that engaged in higher amounts of PA (p < 0.001). Discussion and Conclusions: Our findings imply a dynamic relationship between adolescent and parent MVPA levels. Interventions focused on increasing parental MVPA and encouraging parents to engage in promoting PA are merited in order to aid in increasing PA among adolescents while reducing the cancer risk.

Personal, Social, and Environmental Influences on Physical Activity in Groups of Children As Defined by Different Physical Activity Patterns.

Interventions promoting physical activity (PA) in youth have had limited success, in part because studies with methodological challenges have yielded an incomplete understanding of personal, social, and environmental influences on PA. This study described changes in these factors for subgroups of youth with initially high PA that decreased (Active-Decline) compared with children with initially low PA that decreased (Inactive-Decline) from fifth to ninth grades. Observational, prospective cohort design. Participants (n = 625) were fifth-grade children recruited in 2 school districts and followed from elementary to high school. Students and their parents responded to questionnaires to assess personal, social, and perceived physical environmental factors in the fifth (mean age = 10.5 [.5]y) and ninth (mean age = 14.7 [.6] y) grades. Analyses included a mixed-model 2-way repeated analysis of variances. Children in the Active-Decline compared with those in the Inactive-Decline group showed a more favorable profile in 6 of 8 personal variables (perceived barriers, self-efficacy, self-schema, enjoyment, competence, and fitness motives) and 4 of 6 social variables (friend support, parent encouragement, parent support, and parent-reported support). The results suggest efforts to promote PA should target selected personal, social, and perceived environmental factors beginning before age 10 and continuing through adolescence.

Associations between various kinds of parental support and physical activity among children and adolescents in Shanghai, China: gender and age differences

BackgroundThe associations between various kinds of parental support and children and adolescents’ physical activity (PA) are inconclusive. This study aimed 1) to examine the associations between various kinds of parental support and children and adolescents’ moderate-to-vigorous physical activity (MVPA), and 2) to examine gender and age differences in the association between each specific kind of parental support and MVPA.MethodsUsing a multi-stage stratified and random cluster sampling method, 711 schools in Shanghai were selected (data were collected from October 2014 to February 2015). In total, 61,429 school-aged children (6–18 years old, 50.7% boys) and their parents were included. Self-reported questionnaires were used to measure sociodemographic characteristics, MVPA and various kinds of parental support, including parental encouragement (PAEN), parental involvement (PAIV), parental financial support (PAFS) and, parental modeling (PAMD). Descriptive statistics and Chi-square were used to report the level of MVPA and its difference across various kinds of parental support by gender groups. The logistic regression analysis was used to examine the associations between parental support and MVPA with odds ratios (ORs) and 95% confidence intervals (CIs).ResultsOverall, 19.4% of children and adolescents accumulated MVPA at least 60 min/day. Boys were more physically active than girls (21.4% > 17.4%, p < 0.001). According to the observation of OR estimates, girls may be more susceptible to the influences from various kinds of parental support than boys (OR = 1.59, 1.61, 1.27 and 1.63, 95% CI: 1.19–1.73 among girls, and OR = 1.48, 1.60, 1.21, and 1.60, 95% CI: 1.14–1.69 among boys for PAEN, PAIV, PAFS and PAMD respectively). PAMD is the only one supportive kind that was positively associated with MVPA in both genders across all grades (OR = 1.29–2.98, 95% CI: 1.09–4.08 among boys; OR = 1.27–2.64, 95% CI: 1.10–4.10 among girls).ConclusionsLess than one fifth of children and adolescents accumulated 60 min MVPA per day. Various kinds of parental support have important effects on children and adolescents’ MVPA, which varied by gender and grades. PAMD, in particular, should be emphasized more than PAEN, PAIV and PAFS in family-based interventions aiming at increasing PA in the future.