Influence Of Parent-child Relationship Research Articles

The Influence of Parent-Child Relationship on Internet Addiction of Children and Adolescents

Children's personalities are mostly shaped by their relationships with their parents. The worldwide Covid-19 outbreak has disturbed everyday routines and put pressure on society, including parents. The pressure parents experience erodes the parent-child bond inadvertently. Children and adolescents are exposed to the usage of devices as a result of the MCO's implementation, which has moved the education sector online. It can result in internet addiction if there is no parental supervision and direction. This study aims to identify the type of parent-child relationship that contributes to the rate of internet addiction among children and adolescents. In addition, this study also examines the relationship between the post-pandemic parent-child relationship on the internet addiction behavior of children and teenagers. A simple random sampling technique is used in this survey study, which has 250 parents of elementary school pupils as its study subject. The parent-child relationship as well as the extent of children's and adolescents' internet addiction were both described using descriptive statistical analysis. The impact of the type of parent-child relationship on children's and adolescents' internet addiction was also examined using regression analysis. The research shows that while most parents view their relationship with their child as close, some also perceive conflict in it. The primary cause of children and adolescents' internet addiction behaviour is this conflict-patterned relationship. This study's implications and suggestions for additional research are also covered.

The Influence of Parent-child Relationship on College Students' Sense of Social Responsibility: Exploring the Mediating Effect of Social Equity and Gender Differences

The Influence of Parent-child Relationship on College Students' Sense of Social Responsibility: Exploring the Mediating Effect of Social Equity and Gender Differences

The Influence of Parent-Child Relationship on Pupils’ Learning Motivation: The Mediating Role of Teacher-Student Relationship

Objective: The study is to analyze the influence of parent-child relationship on pupils’ learning motivation, and to explore the mediating mechanism of teacher-student relationship in parent-child relationship and learning motivation. Method: This study conducted a questionnaire survey on 213 pupils in Grades 5 and 6 in two schools in Beijing using Pianta’s teacher-student relationship scale revised by Qu, Dornbush’s parent-child intimacy scale revised by Zhang and the learning motivation scale adapted by Hu. Results: Gender, grade, whether they are the only child and to be a class cadre or not show significant differences in some dimensions of parent-child relationship, teacherstudent relationship and learning motivation. The total scores of parent-child relationship, teacher-student relationship and learning motivation are positively correlated, and some sub dimensions are also significantly correlated. Parentchild relationship and teacher-student relationship have a significant positive predictive effect on learning motivation, and parent-child relationship has a significant positive predictive effect on teacher-student relationship. Teacher-student relationship plays a mediating role in the influence of parent-child relationship on learning motivation. Conclusions: Parent-child relationship can promote the relationship between teachers and students, and then enhance pupils’ learning motivation.

Family and Aging in Cross-National Contexts

The global aging of the population, combined with shifts in the structure and composition of families, has led to increased attention to the role of family and social relationships in the aging experience. The importance of family in determining healthy aging, however, may largely depend on the social, political, and economic context in which individuals are embedded. Cross-national investigations offer a unique opportunity to understand how family relationships and family caregiving influence health and well-being among older adults by comparing family dynamics across different sociocultural contexts. The HRS-family of surveys, which have been harmonized within the Gateway to Global Aging, provides remarkable opportunities for cross-national comparative analysis. The papers in this session use harmonized data from the Gateway to compare the influence of family on health across different social dimensions in multiple countries from around the world, including examinations of: 1) the impact of grandparenting on health of older adults in Europe and China; 2) psychological well-being among European older adults whose partners receive formal care; 3) the influence of parent-child relationships on health and well-being of older adults in China and the U.S.; and 4) how loneliness among older adults is patterned according to their living arrangements and relationship quality. The discussion will highlight the promises and challenges of cross-national research on families and aging and how harmonized aging data facilitates international comparisons.

English

Learning disabilities (LDs) encompass a very extensive range of academic problems which can give rise to social and psychological problems. Apart from experiencing academic problems, pupils with LDs experience strong feelings of frustrations, sadness and shame as a result of repeated failure and this can lead to psychological difficulties. These psychological problems are experienced at home and at school and if not addressed, they add to the burden of the condition and could find their way into adulthood. The study was guided by the following objectives: to determine the influence of parent child relationships on pupils’ psychological adjustment and to examine the influence of teacher pupil relationships on psychological adjustment of pupils with LDs.  Mixed methods research design was used. Saturated and purposive sampling techniques were used to select participants. The sample size was 116 which comprised of 96 pupils, 10 parents and 10 special education teachers.  Questionnaires and interview schedules were used as data collection instruments. Parent child relationships were found to be positively correlated with psychological adjustment with a Pearson’s R-value of 00.375** with parents explaining 14.1% of the relationship. Teacher pupil relationships were found to have influence on psychological adjustment of pupils with LDs with a Pearson’s R-value of 0.571** with teachers explaining 32.6 % of the relationship.    Key words: Learning disabilities, psychological adjustment, inclusive primary schools, pupils, special education teachers, parental influence, teacher influence.

The Influence of Parent-Child Relationship on the Academic Pressure of Elementary Students: A Moderated Mediation Model-Based on the Survey and Analysis of 38,069 Elementary Students

Taking the elementary students of grade 5 in Jiangsu Province as the object, the research is carried out on the family and peer factors that affect the academic pressure of elementary students. The results show that parent-child relationships and peer relationships are critical protective factors for elementary students’ academic pressure. The parent-child relationship negatively predicts the academic pressure and affects its academic pressure through the peer relationship, while self-esteem regulates the relationship between the peer relationship and the academic pressure. The study results suggest that constructing a good parent-child relationship and peer relationship while improving children’s self-esteem positively impacts elementary students to cope with academic pressure.

The Influence of Parent-Child Relationship on the Academic Pressure of Elementary Students: A Moderated Mediation Model-Based on the Survey and Analysis of 38,069 Elementary Students

Taking the elementary students of grade 5 in Jiangsu Province as the object, the research is carried out on the family and peer factors that affect the academic pressure of elementary students. The results show that parent-child relationships and peer relationships are critical protective factors for elementary students’ academic pressure. The parent-child relationship negatively predicts the academic pressure and affects its academic pressure through the peer relationship, while self-esteem regulates the relationship between the peer relationship and the academic pressure. The study results suggest that constructing a good parent-child relationship and peer relationship while improving children’s self-esteem positively impacts elementary students to cope with academic pressure.

童年亲子关系与“好资源”对未婚男性性开放态度的影响

童年亲子关系与“好资源”对未婚男性性开放态度的影响

Влияние детско-родительских отношений на развитие личности

Влияние детско-родительских отношений на развитие личности

Влияние детско-родительских отношений на развитие коммуникации у младших школьников с расстройством аутистического спектра (РАС)

The problem of providing psychological and pedagogical assistance to children with autism spectrum disorder (ASD) and their families has recently been extremely urgent. ASDs are a group of pervasive developmental disorders, the main manifestations of then are the lack of ability to social interaction, communication disorders and stereotyped behavior. With the recognized practical and theoretical significance of the study of the communicative sphere and the abundance of serious studies devoted to this topic, the problem of studying the communicative characteristics of children with autism, as is well known, still remains poorly understood. The article presents the results of scientific research in the field of developmental and clinical psychology: the mechanisms of formation of communication in children with autism spectrum disorders (ASD), a comprehensive study of the influence of parent-child relationships on the communication's development of primary school children with autism spectrum disorders. According to the results of studies of the influence of parent-child relations on the development of communication in primary school children with ASD, the diagnostic complex for the study of communication in primary school children with ASD and styles of parent-child relationships in families raising children of this category was offered. Practical psychologists can use the results of the study during work with children with ASD and their families. The purpose of the article is to present the results of the study of the influence of parent-child relationships on the communication's development of primary school children with autism spectrum disorder.

Influence of Parent-child Relationship on Self-injurious Behavior Tendency

Influence of Parent-child Relationship on Self-injurious Behavior Tendency

Adolescent Aggression as Predicted from Parent-Child Relationships and Executive Functions.

Previous research has emphasized the role of parent-child relationships (PCRs) in child and adolescent development. The present study extends the previous findings by examining the direct and mediated relationship between PCRs, executive functioning (EF), and adolescent aggression. Five hundred twelve adolescents of South Asian ethnic background, enrolled at the secondary and higher secondary levels (aged 13-19 years; 50% boys), participated in the study. The Parent-Child Relationship Scale (Rao, 2000), Aggression Scale (Mathur & Bhatnagar, 2004), and four tests from the Delis-Kaplan Executive Function System (Delis, Kaplan, & Kramer, 2001) were administered to measure the perceived quality of PCR, level of aggression, and EF, respectively, in participants. Pearson correlation coefficients revealed that perceived PCRs were related to EF and adolescent aggression among South Asian youth. Furthermore, multiple regression analyses using Baron and Kenny's (1986) guidelines showed that the influence of PCRs on aggression was partially mediated by EF The findings suggest that PCRs and EF can be important factors to focus on in interventions aimed at preventing adolescent aggression in society.

The Influence of Parent-child Relationship and Teacher-child Relational Climate on Rural Migrant Children's Early Behavior Problems

The Influence of Parent-child Relationship and Teacher-child Relational Climate on Rural Migrant Children's Early Behavior Problems

Delinquency, Androgens, and the Family

There is little doubt that family factors can influence involvement in delinquency, although the full nature and extent of their influences remain unclear. In recent decades, testosterone has been increasingly implicated as a contributor to adolescent offending. The present study sought to determine whether two important types of familial factors--parental socioeconomic status and amicable parent-child relationships--are interacting with testosterone (and possibly other androgens) to affect delinquency. A large sample of North American college students self-reported their involvement in eight categories of delinquency along with self-ratings of various androgen-promoted traits (e.g., muscularity and low-deep voice), parental social status, and the quality of the relationships they had with parents. In both sexes, parent-child relationships and androgens were significantly associated with delinquency but parental social status was not. Factor analysis revealed that the authors' measures of all four categories of variables exhibited strong loadings onto their respective factors. Androgens and amicable parent-child relationships were associated with delinquency but parental social status was not. About one third of the influence of parent-child relationships on delinquency appeared to be attributable to androgens. Findings are discussed from the perspective of the evolutionary neuroandrogenic theory of delinquent and criminal behavior.