Parental Expectations Research Articles

Determining factors of sports dropout of young scholars: a cross-sectional analysis in the 8-13 year age group.

This article investigates the phenomenon of sports abandonment among young scholars aged between 8 and 13 years. Regardless of the growing awareness of the importance of sport and physical activity during childhood and adolescence, this theme must be adequately explored in the scientific literature. Our study addresses this gap through a cross-sectional research design, tracking and analyzing data from a cohort of young athletes over one year. The main objective of our study is to identify the determinants leading to sports dropout in this specific age group. We looked at several possible causes through a multivariate analysis, including social pressures, parental expectations, time conflicts, physical and psychological stress, and lack of enjoyment. The results show a significant attrition rate, with psychosocial factors emerging as the most influential in determining whether a young person will continue or stop their participation in sport. Furthermore, our study highlights the importance of targeted interventions and preventive strategies that promote a positive, inclusive, and balanced sports environment for adolescents. These interventions can be particularly effective when implemented by coaches, parents and others involved in youth sports education. Finally, this paper discusses the implications of the findings for sports professionals, physical educators, and public policy makers. It highlights the need for more effective support policies and innovative pedagogical approaches to promote sporting persistence during adolescence. Our findings can serve as a starting point for further research in this field, helping to build a future where young people can enjoy the many benefits of sport and physical activity.

Evaluation of change in knowledge, attitude, and practice of medical students towards early childhood oral health following educational intervention

Medical health professionals have the opportunity to influence the oral health of children, as they are the first health professionals to come in contact with expectant mothers and parents of infants and toddlers. Aim: To evaluate and compare undergraduate medical students’ knowledge, attitude, and practice about early childhood oral health care before and after educational intervention. Methods: A cohort study was conducted among undergraduate medical students during their course. The baseline knowledge and attitude of 80 medical students were evaluated using a validated questionnaire (Phase I). Following, they completed 8 hours of educational intervention and their change in the knowledge and attitude was reassessed (Phase II). The intervention continued through web-based learning till they reached their residency. The students’ knowledge, attitude, and practice were again reassessed at the end of their residency (Phase III). Results: Knowledge: There was a significant increase in the knowledge about the term gum pads, from 70% in Phase I to 90% in Phase III. Only 30% of medical students knew that the oral cavity of a newborn was devoid of microorganisms during Phase I, but this knowledge improved to 86% in Phase III. Almost 58 to 90% of the medical students had a basic knowledge of the influence of high caries on mothers, the importance and benefit of antenatal counselling, and the effect of poor maternal health. In Phase I, although 92% were aware of the multifactorial pattern of dental caries, only 42% and 53% knew the causative organism and transmissibility of it from mother to child, respectively. Around 77% and 62% agreed that antenatal counselling and counselling on feeding and weaning, respectively, will prevent ECC. Attitude: The attitude towards treating primary teeth was less (66%) in Phase I, subsequently increasing to 100% at the end of Phase III. Practice: Following Phase III, most of them (88%) examined the child’s oral cavity during routine medical checkups in the Knee-to-Knee position (93%) and counted the number of teeth present (91%), and they were able to identify the dental carious teeth (88%). Conclusion: The medical curriculum should include a module on early childhood oral health.

The Effect of Ecological Environment on Language-Minority Students’ Math and Reading Development: A Hierarchical Linear Analysis of a Longitudinal Study

ABSTRACT Research Findings: This study illustrated whether and how ecological environments are associated with language-minority students’ (N = 12,500) math and reading development from kindergarten to the eighth grade. Results identified the robust effects of preschool type, kindergarten length, classroom activities, parent-child reading, parent expectation, and teacher-child relationship on reading and math outcomes. In third and fifth grade, all significant predictors of reading outcome are at the family level: parent-child reading time and parent’s expectations. Additionally, parent-child reading time also significantly predicts LMSs’ reading in kindergarten. Meanwhile, predictors for math outcomes have a different pattern in the mid to late elementary periods. All predictors during this period are at the family level: parent-child reading time, parent showing love to children, and parent’s expectations. Lastly, the only significant predictor for eighth grade math is teacher-child closeness. Practice or Policy: The significant findings at different grade levels suggest a multifaceted approach to policy development, including (a) supporting parent engagement, (b) high-quality preschool, and (c) multicultural teacher education and professional development.

Standardizing Fetal Movement Monitoring using Count the Kicks.

Stillbirth affects 1 in 175 pregnancies in the United States. There are significant racial and ethnic disparities in rates of stillbirth. Rates of stillbirth are highest among non-Hispanic Native Hawaiian or Other Pacific Islander and non-Hispanic Black women, more than twice the rate of non-Hispanic White women. Stillbirth is a public health crisis that warrants attention as it has significant physical, psychosocial, and economic effects on women and their family. Many stillbirths occur due to placental insufficiency, causing a lack of oxygenation of the fetus, which can result in decreased movement. Pregnant patients who experience stillbirth often observe decreased fetal movement days before birth. Daily fetal movement monitoring has the potential to identify pregnancies at risk so providers can intervene. Count the Kicks is a fetal movement monitoring program that provides standardized education and resources for expectant parents. Increased awareness of providers and childbearing families about the importance of fetal movement monitoring, standardized provision of education on fetal movement counting, and what to do if a baby's normal movement patterns change can be helpful in promoting healthy pregnancy outcomes.

O-177 Emotional experiences of staff caring for parents suffering a pregnancy loss

Abstract Experiencing pregnancy loss can have devastating emotional impacts on expectant parents, leading them to experience depression, anxiety and post-traumatic stress. There is now a well-established literature into the experiences of expectant parents, with dozens of studies conducted since the 1990s. However, over this period there has been notably less research conducted into the experiences of the professionals who care for these women. Addressing this is crucial; healthcare professionals are the greatest asset that healthcare systems have. Providing better support for them is the best route to improving care for expectant parents. The studies which have been conducted suggest the emotional toll on professionals can be significant. Emotions described can reflect those of expectant parents, including sadness, grief, and anger. One study suggested that delivering this care can be like ‘working in darkness’; another found that delivering news of losses to expectant parents on a regular basis can cause an emotional ‘repetitive strain injury’ for some. This talk will tackle this topic, providing updates and insights from recent studies which have investigated the experiences of healthcare professionals who undertake the emotional work of caring for expectant parents who are experiencing loss. It will take an interactive approach, using audience feedback to understand and learn from the experiences shared by those in the room. The importance and value of professionals who work in this area will be highlighted; coping strategies and self-care activities will be considered.

Socioeconomic Status, Parental Expectations, and Student Motivation as Predictors of Academic Performance of Grade 12 Senior High School Students

This study aims to explore the interplay of socioeconomic factors, parental expectations, and student motivation in predicting academic success. Utilizing a quantitative research design, the study collected data from 99 senior high school students through structured questionnaires. The findings indicate that students from higher socioeconomic backgrounds generally have access to better educational resources, leading to higher academic performance. Parental expectations were found to significantly motivate students, fostering a supportive learning environment and encouraging academic excellence. High levels of student motivation were also identified as crucial for academic success, promoting effective study habits and resilience. The research underscores the importance of a holistic approach in educational policy, emphasizing the need for targeted interventions to support students from disadvantaged backgrounds. By understanding the influence of family environment on student motivation and performance, educators and policymakers can develop strategies to enhance educational outcomes. This study contributes to the broader discourse on educational equity, highlighting the role of socioeconomic status and parental involvement in shaping student achievements. It calls for collaborative efforts between schools and families to create conducive learning environments that support all students' academic endeavors.

A Study on the Relationship Between Parents' Expectations and Junior Middle School Students' Academic Test Scores -- Taking English as an Example

In the currently prevalent “rat race” phenomenon, which is particularly acute in the field of education. When it comes to discussing the factors underlying the changes in middle school students' English academic achievements, numerous researchers have put forward their viewpoints from different perspectives. This paper summarizes four crucial dimensions that impact middle school students' English achievements and conducts a six-week teaching experiment based on these dimensions. Through the analysis of questionnaire surveys, interviews, and experimental comparisons, it is discovered that the factors influencing students' English achievements, ranked in order of importance from high to low, are: family rearing style, communication and emotional support between parents and children, parents' expectations, and family culture and values. However, while parental expectations have a direct and positive impact on adolescent children, they rank third among the major factors and have a relatively low impact. On the other hand, in the context of family rearing methods that are not suitable for children's development at this stage and incorrect family communication and emotional support, parents' expectations have indirect negative effects.

Developmental Psychology in Education for Students as Hope for Single Parents

This study aims to find out how the educational development of students for the expectations of single parents. This study uses a qualitative approach with a case study design, the subject of this research is a 16-year-old male who has a single parent due to divorce. Collecting data using the method of observation, interviews and documentation. The results of research on the subject showed that single parent parenting uses parenting and has an impact on the inability to control oneself and unfavorable behavior. Subjects find it very difficult to endure laziness, violate school rules by skipping class, disturbing friends, not doing assignments, not paying attention to lessons, and giving up easily when facing difficulties and not willing to try and lack fighting power.

Examining the Post-School Decision-Making and Self-Determination of Disabled Young Adults in Ireland

Reflecting the neglect of childhood disability in transitions research, there is a notable dearth of research on the factors shaping self-determination in post-school decision-making for disabled young adults. To address this gap, we explore how early educational experiences, parental expectations, economic vulnerability, school context, and educational supports shape perceived school support in developing self-determination skills among disabled and non-disabled secondary school students in Ireland. Utilising data from the nationally representative Growing Up in Ireland study, descriptive analyses map post-school decision-making and self-determination skills development among disabled and non-disabled young adults at age 20. Multivariate analyses explore the experiences of students with different disabilities, investigating how family, school, and peer influences shape such skill development. Disparities are found between disabled and non-disabled students, as well as among disabled students in school support for this skills development, with gender, socioeconomic background, cultural capital, and early educational experiences also important in perceived support. Positive school engagement and student-teacher relationships, as well as high self-expectations, emerge as protective factors, indicating that fostering supportive environments and self-concept may enhance students’ self-determination skills. The findings underscore the importance of promoting causal agency, providing support for proxy agency, and taking action to create enriching opportunities and choices for all students.

THOUGHT STOPPING TECHNIQUE GROUP COUNSELING TO REDUCE ACADEMIC ANXIETY

The large number of students who experience academic anxiety and the challenges they face in completing their final assignments are the impetus for conducting this research. Students who feel academic anxiety or also called academic anxiety due to lack of confidence in their abilities in carrying out academic activities, are generally motivated by several factors such as the desire to graduate on time, high parental expectations, and pressure from supervisors. The aim of this research is to reduce academic anxiety in final year students by using thought stopping strategies in group counseling. Purposive sampling is used in the pre-experimental design quantitative research methodology which has a one-group pre-test-post-test design pattern. Seven students with high levels of academic anxiety will be research participants. They will receive treatment in the form of group counseling using thought stopping techniques. Four sessions were held to conduct this research. T-Test statistical samples with SPSS For Windows Version 26.0 statistical software were used in the data analysis procedure. The findings of this study show the effectiveness of thought stopping strategies in group counseling to reduce academic anxiety. The acceptance of the alternative hypothesis (Ha) is indicated by the results of the Paired Sample T-Test analysis which produces a significant probability value (2-tailed) < 0.05. It was found that after the final students underwent group counseling treatment using the thought stopping technique, there was a significant reduction in anxiety levels.

Analysis of the Phenomenon of Involution among Young People

"Involution" among young people refers to the continuous efforts of the young generation in pursuit of better grades, career development, and quality of life in today's competitive social environment. This phenomenon reflects the problems of the current education system because the school evaluation system focuses too much on scores and rankings. It is also associated with a highly competitive job market. As the economy slows down, young people are facing increasing pressure to find a job. There is also the phenomenon of "involution" in pursuing a better quality of life. With the popularity of social media and the advent of the information age, many young people measure their happiness by comparing themselves with others in terms of material conditions and travel experiences. This comparison mentality encourages them to constantly exert pressure on the outside world and chase the so-called "success" standard. In this context, this paper studies the characteristics, causes, and problems of the phenomenon of involution among young people in China. According to analysis, it is concluded that the phenomenon of "involution" exhibits evident utilitarian characteristics and can weaken team collaboration. It is mainly caused by parental expectations, societal norms and values, and the education system. The "involution" phenomenon leads to excessive competition and an unbalanced distribution of resources. In addition, it also hurts the education system and brings negative impacts on the workplace.

‘Pragmatists’ and ‘Rebels’: Ambivalent Success Frames of Chinese International Secondary School Graduates in the United States

ABSTRACTUpper‐middle‐class Chinese families send children to the United States for high school to exit what some perceive as an ‘unhappy’ educational environment in China or in pursuit of a ‘better education’ in the United States. However, for some students, the American high school experience itself may be marked by ‘unhappiness’, endured in the pursuit of ‘success’. Based on ethnographic interviews with Chinese youth attending private American high schools, this study illustrates how narratives of unhappiness surrounding such transnational educational choices result in multiple success frames among students, categorized as ‘pragmatists’ and ‘rebels’. Those who downplay happiness or experience unhappiness in the US context tend to adopt the ‘pragmatic’ frame, while those emphasizing their exit from an ‘unhappy’ situation are more likely to align with the ‘rebel’ frame. Despite slight deviations from parental expectations, the relative economic security of these families enables Chinese youth to develop ambivalent success frames based on their familiarity with both US and Chinese contexts, questioning the dominance of a singular success narrative.

The influence of antenatal relaxation classes on perinatal psychological wellbeing and childbirth experiences: a qualitative study

ABSTRACT Background There is growing evidence that antenatal education incorporating relaxation practices can positively influence perinatal psychological wellbeing. However, a paucity of qualitative research is evident. Gaining insight into how and why such education may influence childbearing women, can inform the design of effective educational interventions. This study aimed to explore the perspectives of women and their partners on how and why a single Antenatal Relaxation Class (ARC) might influence perinatal psychological wellbeing and childbirth experiences. Method In this descriptive qualitative study, 17 women and 9 partners participated in semi-structured in-depth interviews and the data were analysed using thematic analysis. The study was carried out in a Scottish NHS Health Board where ARC was provided to expectant parents. Findings Two themes were generated, namely: ‘the turning point’, and ‘recognition of an inner resource’. Participants perceived ARC as ‘the turning point’ when they became more confident, equipped, and less fearful and anxious towards childbirth. ‘Understanding of the psychophysiological processes of childbirth’, ‘positive stories’, and ‘practice of relaxation techniques’ were reported as the main reasons for these positive changes. Participants explained ARC had enabled them to access a deep sense of calmness as ‘an inner resource’ and motivated the use of relaxation techniques as a self-care behaviour throughout pregnancy and childbirth. Conclusion A single antenatal relaxation class has the potential to enhance perinatal psychological wellbeing and childbirth experiences. This study provides valuable insights for maternity services seeking to develop effective health-promoting antenatal education.

Prioritizing family-centered developmental care: insights from parents of children with critical congenital heart disease: a qualitative study

As survivors of early cardiac surgery are at high risk of neurodevelopmental impairments, systematic health observations of children with critical congenital heart disease (CCHD) throughout childhood are recommended to enable early diagnosis and offer interventions to optimize neurodevelopment. A qualitative study using thematic analysis was performed to explore parents’ concerns, experiences, and needs regarding the development and received developmental care of their child (0–10 years) during hospital admission and beyond. Data were collected using semi-structured online interviews with 20 parents of children with CCHD. Four major themes were identified: (1) “impact of diagnosis and disease on the family-system,” (2) “parental concerns from diagnoses and beyond,” (3) “the need for information,” and (4) “the need for individualized and family-centered care.” The main themes can be divided into 13 sub-themes as impact, concerns, and needs are influenced by various impactful moments from diagnosis and afterwards. Conclusion: This study confirms the importance of early identification of neurodevelopmental problems by experienced healthcare professionals, especially in the early years when parental expectations and concerns about their child’s neurodevelopment are lower. A tailor-made family-centered follow-up program should be offered, which pays attention to both the neurodevelopment of patients with CCHD as well as the mental wellbeing of the entire family system. Furthermore, an online portal is recommended with a variety of reliable, controlled, understandable information from which parents can obtain the desired information to understand better the consequences of specific heart condition and to provide their child with the best possible guidance.What is Known:• Survivors of early cardiac surgery are at high risk of neurodevelopmental impairments; systematic health observations of children with CCHD throughout childhood are strongly recommended.What is New:• Parents need a tailor-made family-centered follow-up program, which pays attention to both the neurodevelopment of patients with CCHD as well as the mental wellbeing of the entire family system.• An online portal offering diverse, trustworthy information and sources would effectively meet parents’ needs by providing accessible insights into the potential consequences of specific heart conditions and guiding them in supporting their child optimally.

Insights Into Down Syndrome Screening and Diagnostic Test Preferences Among Pregnant Women: Findings from a Cross-Sectional Study in Vietnam

Background: Screening for Down syndrome (DS) conducted in the first trimester provides essential information for expectant parents and healthcare providers to make informed decisions about further diagnostic testing and potential interventions. Objectives: This study aimed to explore the preferences and influential factors for subsequent screening and diagnostic tests among Vietnamese women at risk for DS, including non-invasive prenatal testing (NIPT) and amniocentesis. Methods: A cross-sectional study was conducted from January 2022 to January 2023 with 125 pregnant women selected through convenience sampling at a public hospital in Vietnam. Data were collected from standardized medical records and analysis forms for each participant who underwent first-trimester Double test screening at the healthcare center. Participants were stratified by DS risk thresholds ranging from 1/51 to 1/1000. Chi-square and Fisher's exact tests were used to compare the acceptance rate of screening tests between groups. Logistic regression was utilized to explore factors related to participants' preferences. Results: The majority (71.2%) of participants were under 35 years old. The prevalence of consenting to further tests was 69.7% in the high-risk group (95% CI: [54.02%, 85.38%]) and 67.4% in the moderate-risk group (95% CI: [57.81%, 76.97%]), with all participants in the moderate-risk group selecting NIPT. In the high-risk group, 65.22% preferred NIPT and 34.78% chose amniocentesis. The key reasons for declining further testing included a preference for ultrasound monitoring (70%), financial constraints (7.5%), and religious beliefs (10%). Chi-square analysis indicated a statistically significant variation in diagnostic test selection by age group, with younger women more likely to choose NIPT (P < 0.0001). Conclusions: There is a marked preference for NIPT over invasive methods, especially among younger moderately risk women. These results emphasize the need for individualized counseling and education, as well as increased support for noninvasive testing options through healthcare policy and insurance coverage.

Developmental trends in intelligence revisited with novel kinships: Monozygotic twins reared apart v. same-age unrelated siblings reared together

Prior research has reported convergence of monozygotic (MZ) cotwins' intelligence scores over time, with divergence observed between dizygotic (DZ) cotwins. These patterns have been variously explained with reference to the increased influence of genetic factors (MZ and DZ twins) and nonshared environmental factors (DZ twins), and the reduced effects of shared environmental events (DZ twins). Studies of unrelated siblings have found modest within-pair resemblance in intelligence, with increasing divergence over time. This subject is revisited in a study using three novel kinships: young reared-apart MZ twins from China (CTA-MZ), adult reared-apart twins from Denmark (D-MZA) and findings from a previous study of same-age unrelated siblings (virtual twins or VTs). Despite modest sample sizes, the anticipated trends described above were observed, replicating extant findings. Intraclass correlations for overall IQ score at Time 1 and Time 2, respectively, were ris = 0.51, 0.81 (CTA-MZs) and ris = 0.64, 0.74 (D-MZAs). The hypothesis that VTs would show score divergence at Time 2 was confirmed. Increased genetic influence (CTA-MZ, D-MZA and VT), reduced impact of shared environments (VT), and increased effects of nonshared environments (VT) appear to best explain the findings. These results also inform parent and educator expectations regarding twins' and siblings' academic performance.

Emergence of locomotor behaviors: Associations with infant characteristics, developmental status, parental beliefs, and practices in typically developing Brazilian infants aged 5 to 15 months

Independent locomotion provides autonomy for infants, drastically changing their relationship with their surroundings. From a dynamic systems perspective, the interaction between environment, tasks, and organismic constraints leads to the emergence of new behaviors over time. This 6-month longitudinal study aimed to verify associations between the emergence of locomotor behaviors and infants' characteristics, developmental status, parental beliefs, and practices. This observational study remotely assessed 37 full-term Brazilian infants aged 5 to 15 months, divided into two groups (G1: 5 to 11 months, n = 19; and G2: 9 to 15 months, n = 18). The motor developmental status of infants was closely associated with the emergence of behaviors (p < 0.05). Infants in G2 whose parents agreed with the statement "In typically developing infants, motor development occurs naturally and there is no need to actively stimulate it" started to walk later than those whose parents disagreed. Infants whose parents expected them to walk around 10–11 months walked earlier compared to those expected to walk after 11 months (G2, p = 0.011). Infants in G2 with a high frequency of staying in the supine position started to walk, both with and without support, later than those with a low frequency (p < 0.05). For infants in G1 with a high frequency of playing on the floor, locomotion (p = 0.041) and crawling on hands-and-knees (p = 0.007) started sooner compared to those with a low frequency. Staying in the cradle more frequently was related to a later emergence of supported walk (p = 0.046) among infants in G2. The emergence of locomotor behaviors is associated with motor developmental status, the surfaces where the infant plays, and body position. Parental beliefs and expectations influence how infants are stimulated and, consequently, the emergence of independent walking.

Exploring the first-time transition to parenthood in mainland China: a qualitative study on the experiences of fathers and mothers using the transition shock model.

The transition to parenthood, which is influenced a lot by local parenting culture, is a dramatic stress for both men and women. Chinese social and cultural contexts form specific parental culture, shaping the unique experience of transition to parenthood. However, the understanding of the transition to parenthood in mainland China is limited. Additionally, few qualitative studies explored the transition to parenthood from both dyadic perspectives. To explore the first-time transition to parenthood experience among mothers and fathers in mainland China during pregnancy, and compare the similarities and differences between their experiences in this transition period. A descriptive qualitative study was conducted with 36 parents, including 18 primiparous women and their husbands. Data were analyzed by directed content analysis guided by the Transition Shock Model. The interview texts were first analyzed at individual levels and subsequently at the couple level to identify dyadic themes. Five themes and thirteen sub-themes emerged from the data analysis, including role integration, health risk, dilemma of preparation, protective isolation, and multi-dimensional expectation. Unexpectedly, the experiences and perspectives of mothers and fathers regarding the transition to parenthood were found to be similar, with the exception of the sub-theme extra-care requirement. The findings shed light on the complex emotional journey and expectations of parents, as well as the challenges they face in terms of physical well-being, limited coping resources, and restricted social connections. Notably, fathers in China often shared the stress of the whole process during the transition period alongside mothers but often lacked accessible avenues for seeking and receiving support. These findings underscore the importance of actively involving fathers as a key support population in perinatal care, as well as the need for comprehensive support systems and tailored interventions to enhance the well-being and adaptation of parents.

Being a right parent: a narrative review of the theory and practice of parental involvement in sport parenting.

The family is the first classroom for children and adolescents to learn and grow, and parents' behavior plays an important role in influencing their children's development, which is also evident in the process of sport participation. The main purpose of this study is to summarise the specific theoretical and practical experiences of parents in sport parenting based on a comprehensive review of the types and functions that constitute parental involvement in sport parenting and the process of their practice. To this end, this study used narrative research as the main research method and searched the literature related to parents' involvement in parenting through sport using the Web of Science database. Using the theoretical underpinnings of parents' implementation of sport parenting and their role practice, studies were screened and 39 pieces of literature were finally obtained. The study found that in terms of theoretical underpinnings, the existing types of parental involvement in sport parenting can be broadly categorized into four types: authoritative, authoritarian, permissive and rejecting-neglecting. The functions of parental involvement in sport education have two dimensions: promoting sport development and promoting socialization. Based on a review of their theories, we further summarise and conclude the consequences of action and appropriate practices of parental practices in three scenarios: on the sports field, on the way home and in the private space. It is assumed that parents, when participating in sports parenting, need to: (I) regulate their own behavior in order to avoid psychological pressure on their children due to inappropriate behavior; (II) play different roles at different stages of their children's sports development; (III) should not put too much pressure on their children's performance. Based on these reviews of the theory and practice of parental involvement in sport parenting, this study further examines the theoretical limitations of the established research. It is argued that future research should pay attention to the differences between the identities and expectations of parents or children of different genders about their sport parenting, in addition to the differences in parental involvement in sport parenting and different practices in different cultural contexts.

Correlation between students perceived parental expectations and students academic engagement: The intermediary effect of academic self-efficacy

Correlation between students perceived parental expectations and students academic engagement: The intermediary effect of academic self-efficacy