General Parenting Research Articles

An Exploration of the Alienation Experienced by African American Parents From Their Children’s Educational Environment

Current research suggests that parents are a key component to the school success of their children. However, in today’s world, parents often work long hours, have more than one job, and participate in multiple responsibilities that may limit their participation. Because of the variety of factors that impinge on parents, educators often criticize them for their nonparticipation or limited participation in the school environment. The purpose of this study was to determine the degree of alienation, if any, that African American parents feel toward public education. A modified version of the Barriers to School Involvement Survey was administered to 421 African American parents. The questionnaire was factored into five problem categories for analysis (e.g., personal concerns, work, lack of interest, logistics, teacher/parent relationships). Although significance was found among the five problem categories and across the six research questions (e.g., problem categories, employment status, economics, special education vs. general education, family composition, and parent education levels), the findings indicate that parents did not view the five problem categories as a concern impacting their school involvement.

Associations between General Parenting Styles and Specific Food-Related Parenting Practices and Children's Food Consumption

Explore the impact of general parenting style and specific food-related parenting practices on children's dietary habits. Cross-sectional study of sixth graders and their parents. Data were gathered (in 2003) in 69 of 100 randomly selected elementary schools in Belgium. All sixth graders (N = 1957) were invited to participate; 82.4% of their parents gave consent and completed questionnaires, resulting in 1614 parent-child pairs. Children's consumption of breakfast, fruit, vegetables, soft drinks, and sweets was assessed by self-administered food frequency questionnaires. Parents completed questionnaires on sociodemographic characteristics, general parenting styles (authoritarian, authoritative, indulgent, or neglecting) and specific food-related parenting practices (pressure, reward, encouragement through negotiation, catering on children's demands, permissiveness, avoiding negative modeling, and praise). Logistic regression analyses were performed, with general parenting style and specific food-related parenting practices as predictors and dietary habits as dependent variables, controlling for sociodemographic characteristics and children's weight status. General parenting style did not show any significant impact on dietary habits. In contrast, the food-related parenting practice "encouragement through negotiation" showed a significant positive impact, whereas "pressure," "catering on demand," and "permissiveness" were practices with an unhealthy impact. Nutrition education programs that guide parents in firm but not coercive food parenting skills are likely to have a positive impact upon children's dietary habits.

General parenting styles are not strongly associated with fruit and vegetable intake and social–environmental correlates among 11-year-old children in four countries in Europe

To investigate whether fruit and vegetable (F&V) intake in 11-year-olds, and social-environmental correlates of F&V intake such as parental modelling and encouragement, family food rules and home availability, differ according to general parenting styles in Belgium, The Netherlands, Portugal and Spain. Cross-sectional study. Primary schools in four countries. Pupils and one of their parents completed questionnaires to measure F&V intake, related social-environmental correlates and general parenting styles. The sample size was 4555 (49.3 % boys); 1180 for Belgium, 883 for The Netherlands, 1515 for Portugal and 977 for Spain. Parenting styles were divided into authoritative, authoritarian, indulgent and neglectful. No differences were found in F&V intake across parenting styles and only very few significant differences in social-environmental correlates. The authoritarian (more parental encouragement and more demands to eat fruit) and the authoritative (more availability of fruit and vegetables) parenting styles resulted in more favourable correlates. Despite earlier studies suggesting that general parenting styles are associated with health behaviours in children, the present study suggests that this association is weak to non-existent for F&V intakes in four different European countries.

Middle School Teams Increasing Access to General Education for Students With Significant Disabilities

The experiences of three students with significant disabilities and their educational teams were studied during these students’ first year of receiving general education services. Interviews were conducted with general educators, special educators, and parents to identify issues encountered during the year. Also, classroom observations were conducted throughout the year in both self-contained and general education settings for each student, and time sampling data were collected on instruction, downtime, and problem behavior. Results indicated that the education teams encountered several issues related to providing general education access for students with significant disabilities relating to two primary areas: (a) philosophical differences about the purpose of providing access to general education for students with significant disabilities, and (b) efforts to collaboratively team and meet the educational needs of the students with significant disabilities. Observational results indicated that the students received more instruction, experienced less downtime, and engaged in fewer problem behaviors in general education settings.

Associations among parental feeding styles and children's food intake in families with limited incomes

BackgroundAlthough general parenting styles and restrictive parental feeding practices have been associated with children's weight status, few studies have examined the association between feeding styles and proximal outcomes such as children's food intake, especially in multi-ethnic families with limited incomes. The purpose of this study was to evaluate the association of parental feeding styles and young children's evening food intake in a multiethnic sample of families in Head Start.MethodsParticipants were 715 Head Start children and their parents from Texas and Alabama representing three ethnic groups: African-American (43%), Hispanic (29%), and White (28%). The Caregivers Feeding Styles Questionnaire (Hughes) was used to characterize authoritative, authoritarian (referent), indulgent or uninvolved feeding styles. Food intake in several food groups was calculated from 3 days of dietary recalls for the child for evening food intakes from 3 PM until bedtime.ResultsCompared to children of authoritarian parents, intakes of fruits, juice and vegetables were lowest among children of indulgent or uninvolved parents (1.77 ± 0.09 vs 1.45 ± 0.09 and 1.42 ± 0.11 cups) as were intakes of dairy foods (0.84 ± 0.05 vs 0.67 ± 0.05 and 0.63+0.06 cups), respectively.ConclusionFindings suggest that permissive parent feeding styles like indulgent or uninvolved relate negatively to children's intake of nutrient-rich foods fruit, 100% fruit juice, vegetables and dairy foods from 3 PM until bedtime.

Indulgent Feeding Style and Children’s Weight Status in Preschool

The primary aim of this study was to examine whether parent affect and child temperament characteristics differ across feeding styles in low-income families, given suggestive evidence. The secondary aim was to examine whether feeding styles were still related to children's body mass index independent of parent affect, child temperament, and known correlates. Participants in this study were 718 parents of children attending Head Start programs across two sites (Texas and Alabama). Parents were categorized into feeding styles of authoritative (n = 118), authoritarian (n = 219), indulgent (n = 240) and uninvolved (n = 141) using a parent-report questionnaire characterizing feeding in a general parenting paradigm. Parents completed questionnaires and measured height and weight was obtained from parents and children. Differences were found across feeding styles on parent affect and child temperament characteristics. Indulgent parents reported lower Negative Affect for themselves and lower Negative Affectivity for their children. The indulgent feeding style was significantly associated with higher child body mass index after controlling for parent affect, child temperament, and correlates (ethnicity, child age, parent body mass index). The results of this study not only show a robust association between the indulgent feeding style and weight status of low-income preschool children, but also suggest how congruence between parent emotional affect and child temperament characteristics may contribute to excess consumption among children of indulgent parents.

Parental responses to infant crying: The influence of child physical abuse risk and hostile priming

Objective Managing a crying infant is a challenge universally faced by new parents. This study examined whether parental interpretations, feelings, and behaviors following exposure to a 2-minute videotaped segment of a crying infant varied as a function of child physical abuse (CPA) risk and exposure to cues of hostility (i.e., hostile priming). Method Participants included 84 general population parents (52 low and 32 high CPA risk) with valid and complete protocols. It was predicted that (1) negative trait ratings, (2) feelings of hostility, and (3) ability to modulate grip strength would differ across CPA risk groups (high vs. low) and priming conditions (hostile vs. neutral). Results As expected, high, compared to low, CPA risk parents rated the crying infant more negatively and reported higher levels of hostile feelings after watching the crying infant video. Hostile priming independently increased feelings of hostility, such that high CPA risk parents who were primed with hostile words reported higher levels of hostile feelings relative to all other conditions. Hostile priming also was modestly associated with increased use of excessive force when parents attempted to produce a half-strength grip; however this difference was apparent only among high CPA risk parents. Conclusions High, compared to low, CPA risk parents rated the crying infant more negatively and reported higher levels of hostile feelings after watching the crying infant video. Hostile priming independently increased hostile feelings and was modestly associated with use of excessive force in the hand grip task among high CPA risk parents.

COVIEWING PRESCHOOL TELEVISION IN THE US

Past studies have shown that naturalistic parent–child coviewing of television provides a context for interactions that promote comprehension and more general language development. To determine whether onscreen text can facilitate such interactions, 58 parent–child dyads (with children aged 3 to 5 years) were observed while viewing a preschool video in which the narrative was accompanied by either: (1) an onscreen “Mommy bar” of subtitles including jokes and general parenting tips targeted at parents; (2) a parent‐directed “educationally enhanced bar” that modeled the sorts of educationally valuable comments observed in past research (e.g. discussing characters' emotions, tying onscreen events to the child's own experience); or (3) no onscreen subtitles for parents. Results indicated that, during viewing, parents who watched the “educationally enhanced” version were significantly more likely to make comments involving inferences about characters' emotions, tying onscreen events to children's own experiences, and encouraging children to engage in viewer participation. Thus, onscreen prompts can successfully elicit the types of parent–child interactions that can contribute to story comprehension, language development, and literacy.

유치원 학부모 자원봉사자의 양육효능감과 교사로서 역할수행에 관한 연구

The study is to research their parenting efficacy and parenting practices of a parent teacher as a volunteer(PTV) in the kindergarten. The subjects were mothers (N=127) in Choongbuk Province who had had volunteer education as a teacher assistant. The data were collected by their completing a questionnaire about Parenting efficacy and a Parent As A Teacher inventory (PAAT). The results include as follows: firstly, in PTV's parenting efficacy, 'the type of educational institution children are attending' is an important variable. Secondly, 'mother's educational background', 'father's educational background', and 'the type of educational institution children attending' are important variables in volunteer parents' parenting practices. Besides, 'mother's educational background' and 'participation motivation in volunteer activity' are important variables in parenting practices of 'control/permission' and of 'teaching/learning', and in general parenting practices. Finally, 'parenting efficacy', 'mother's educational background', and 'the sex of children' are important variables in volunteer teachers' parenting practices.

Parental Feeding Practices Predict Authoritative, Authoritarian, and Permissive Parenting Styles

Background Our goal was to identify how parental feeding practices from the nutrition literature link to general parenting styles from the child development literature to understand how to target parenting practices to increase effectiveness of interventions. Stand-alone parental feeding practices could be targeted independently. However, parental feeding practices linked to parenting styles require interventions treating underlying family dynamics as a whole. Objective To predict parenting styles from feeding practices and to test three hypotheses: restriction and pressure to eat are positively related whereas responsibility, monitoring, modeling, and encouraging are negatively related to an authoritarian parenting style; responsibility, monitoring, modeling, and encouraging are positively related whereas restriction and pressure to eat are negatively related to an authoritative parenting style; a permissive parenting style is negatively linked with all six feeding practices. Design Baseline data of a randomized-controlled intervention study. Subjects/setting Two hundred thirty-nine parents (93.5% mothers) of first-grade children (134 boys, 105 girls) enrolled in rural public schools. Measures Parental responses to encouraging and modeling questionnaires and the Child Feeding Questionnaire, as well as parenting styles measured by the Parenting Styles and Dimensions Questionnaire. Statistical analyses Correlation and regression analyses. Results Feeding practices explained 21%, 15%, and 8% of the variance in authoritative, authoritarian, and permissive parenting, respectively. Restriction, pressure to eat, and monitoring (negative) significantly predicted an authoritarian style (Hypothesis 1); responsibility, restriction (negative), monitoring, and modeling predicted an authoritative style (Hypothesis 2); and modeling (negative) and restriction significantly predicted a permissive style (Hypothesis 3). Conclusions Parental feeding practices with young children predict general parenting styles. Interventions that fail to address underlying parenting styles are not likely to be successful.

Cost-effectiveness of gastrostomy placement for children with neurodevelopmental disability

Introduction: Malnutrition and growth deficiency are common in neurologically impaired children. Gastrostomy placement has been shown to result in significant catch-up growth, improved health of the child and reduction in...

The Role of Parental Influences on Young Adolescents' Career Development

The relationship between specific parental behaviors and the career development of young adolescents was assessed. Regression analyses revealed that parental behaviors did relate to the career development of middle school students, after controlling for student grade level and gender. Parental behaviors tended to relate more to career decision-making self-efficacy (CDMSE) than to career maturity, and general psychosocial parenting behaviors appeared to be more salient than career-focused parent behaviors. Five specific behaviors were found to be predictive of participants' career development. The discrepancy between adolescents' and parents' views of family relationships was also shown to relate to the adolescents' career decision-making self-efficacy. The results from the current study further expand on the results from other studies in this area by providing insight into the effects of specific parental behaviors. Implications for research and practice are discussed.

Reconstruction of 90Sr intake for breast-fed infants in the Techa riverside settlements

The Techa River (Southern Urals, Russia) was contaminated as a result of radioactive releases by the Mayak plutonium production facility during 1949-1956. The persons born after the onset of the contamination have been identified as the "Techa River Offspring Cohort" (TROC). The TROC has the potential to provide direct data on health effects in progeny that resulted from exposure of a general parent population to chronic radiation. The purpose of the present investigation is the estimation of (90)Sr intake from breast milk and river water in the period from birth to 6 months of life, necessary for an infant dose calculation. The investigation is based on all available data concerning radioactive contamination due to global fallouts and Mayak releases in the Southern Urals where extensive radiometric and radiochemical investigations of human tissues and environmental samples were conducted during the second half of the twentieth century. The strontium transfer factor from mother's daily diet to breast milk was estimated as 0.05 (0.01-0.13) d L(-1). Based on this transfer factor and data on (90)Sr water contamination, the average total (90)Sr intake for an infant born in the middle Techa River region was found to be equal to 60-80 kBq in 1950-1951. For the same period, calculations of (90)Sr intake using ICRP models gave values of 70-100 kBq. From 1952 onwards, the differences in intakes calculated using the two approaches increased, reaching a factor of 2-3 in 1953. The Techa River data provide the basis for improving and adapting the ICRP models for application to Techa River-specific population.

Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors

We examined facilitators and detractors of academic success of 25 deaf or hard-of-hearing (DHH) students selected from a pool of 187 students attending general education classes and enrolled in a study of academic progress. Interviews with their teachers of DHH, general education teachers, principals, parents, interpreters, and students themselves were analyzed for child, family, and school facilitators and detractors of academic status. Facilitators included student self-advocacy and motivation, high family and school expectations, families' ability to help with homework, and good communication between professionals. Detractors included additional disabilities and poor family-school communication. A comparison of above- and below-average students revealed no single distinguishing facilitator or detractor. Each above-average student had many facilitators, whereas each below-average student had several significant detractors.

Do parental feeding practices predict authoritative, authoritarian, and permissive parenting styles?

Study objective was to evaluate links of parenting styles to feeding practices. Participants were 239 parents of first‐grade children (134 boys; 105 girls) enrolled in rural public schools. Measures included parental responses to Encouraging and Modeling questionnaires and parental responses to Child Feeding Questionnaire (CFQ); parenting styles were measured by the Parenting Styles and Dimensions Questionnaire (PSDQ). Regression analyses revealed that feeding behaviors explained 21%, 15%, and 8% of the variance in authoritative, authoritarian, and permissive parenting, respectively. Hypothesis 1: Responsibility, restriction (negative), monitoring, and modeling were significantly related to authoritative style (p < .00001). Hypothesis 2: Restriction, pressure to eat, and monitoring (negative) were significantly related to authoritarian style (p < .00001). Hypothesis 3: Modeling (negative) and restriction were significantly related to permissive style (p < .001). We conclude that parental feeding practices with young children are linked to general parenting styles and successful interventions to change parental feeding practices should address underlying parenting styles. This research was supported by United States Department of Agriculture Grant 2004‐05545.

Parenting Practices and Adolescent Sexual Behavior: A Longitudinal Study

The effects of parental attitudes, practices, and television mediation on adolescent sexual behaviors were investigated in a study of adolescent sexuality and media (N=887). Confirmatory factor analyses supported an eight-factor parenting model with television mediation factors as constructs distinct from general parenting practices. Logistic regressions indicated that adolescents reporting greater parental disapproval and limits on viewing at Wave 1 were less likely to initiate oral sex between Waves 1 and 2. Adolescents who reported more sexual communication with parents were more likely to initiate oral sex. Results for vaginal intercourse were similar to those for oral sex. Co-viewing was a significant negative predictor of initiation of sexual behavior. Parental attitudes and television mediation can delay potentially risky adolescent sexual behaviors.

Effects of Early Family/Parent Training Programs on Antisocial Behavior & Delinquency

Effects of Early Family/Parent Training Programs on Antisocial Behavior & Delinquency

Relations of Perceived Maternal Parenting Style, Practices, and Learning Motivation to Academic Competence in Chinese Children

A measure of academic parenting practices was developed through parent and teacher interviews and subsequently administered to 91 Hong Kong Chinese fifth graders, who also rated their mothers' restrictiveness and concern, school motivation, and self-perceived academic competence. Children's actual school grades were obtained from school records. The new measure of parenting practices exhibited satisfactory factorial validity and reliability. Perceived parenting styles of concern and restrictiveness, although theoretically independent, were highly associated. Perceived maternal practices of support and encouragement explained unique variance in children's learning motivation. Achievement demands, together with restrictive parenting style, explained children's actual academic performances. Children's mastery motivation, but not maternal socialization practices and style, explained children's perceived competence. Findings are in line with existing models of family interaction (e.g., Kagitcibasi, 2005) and underscore the importance of specific parenting practices as well as general parenting styles in explaining different socialization outcomes in children (Darling & Steinberg, 1993).

General parenting, anti-smoking socialization and smoking onset

A theoretical model was tested in which general parenting and parental smoking predicted anti-smoking socialization, which in turn predicted adolescent smoking onset. Participants were 4351 Dutch adolescents between 13 and 15 years of age. In the model, strictness and psychological autonomy granting were related to lower likelihood of smoking onset, and parental smoking was positively related to smoking onset. Involvement and strictness were positively related to anti-smoking socialization, whereas parents who smoke where less likely to be engaged in anti-smoking socialization. In turn, anti-smoking socialization was negatively related to adolescent smoking. To test mediation, an asymptotic resampling method was used (bootstrapping); anti-smoking socialization appeared to mediate the links between involvement and smoking onset, strictness and smoking onset and parental smoking and smoking onset. In addition, parental smoking appeared to moderate the link between anti-smoking socialization and smoking onset. Implications for prevention were addressed.

Language and literacy outcomes from a pilot intervention study for children with fetal alcohol spectrum disorders in South Africa

This pilot study investigated the efficacy of a classroom language and literacy intervention in children with fetal alcohol spectrum disorders (FASD) in the Western Cape Province of South Africa. The study forms part of a larger, ongoing study that includes metacognitive and family support interventions in addition to language and literacy training (LLT). For the LLT study, 65 nine-year-old children identified as either FASD or not prenatally exposed to alcohol, were recruited. Forty children with FASD were randomly assigned to either a LLT intervention group or FASD control group (FASD-C). Twenty-five nonalcohol-exposed children were randomly selected as nonexposed controls (NONEXP-C). Prior to intervention and after nine school-term months of treatment, general scholastic tests, teacher and parent questionnaires, classroom observations and specific language and literacy tests were administered to the participants. The nine months assessment reflects the midpoint and the first assessment stage of the overall study. At initial diagnosis and prior to commencement of the interventions, participants with FASD were significantly weaker than NONEXP-C children in reading, spelling, addition, subtraction, phonological awareness, and other tests of early literacy. Teachers rated a range of adaptive behaviors of children with FASD as significantly worse than NONEXP-C. Mean scholastic and language and literacy scores for all groups showed improvement over baseline scores after 9 months of intervention. The mean test scores of children with FASD remained lower than those of NONEXP-C. Comparison of mean baseline to postintervention score changes between the LLT, FASD-C, and NONEXP-C groups revealed that although there were no significant gains by the LLT intervention group over control groups on the general scholastic assessment battery, significantly greater improvements occurred in the LLT intervention group compared to the FASD-C group in specific categories of language and early literacy. These categories were syllable manipulation, letter sound knowledge, written letters, word reading and nonword reading, and spelling. In spite of cognitive and classroom behavioral difficulties, children with FASD from a vulnerable environment demonstrated significant cognitive improvements in specific areas targeted by classroom interventions. To our knowledge, this is the first report of a systematic classroom intervention and resultant cognitive response in children with FASD.