Likelihood Of Problem Behaviors Research Articles

The Status of Left-behind Children in Rural Areas under the Background of Parents Migration

The group of left-behind children in China has long been characterized by large-scale and numerous challenges, among which the education of left-behind children has been the center of attention and a contentious topic. In China, there were 170 million rural migrant laborers by 2022. Rural migration may have a significant positive influence on the families, communities, and work force of the migrants as well as on themselves personally. It is important to investigate how these massive rural migratory workers affect the family unit, particularly their children. The object of this paper is the left-behind children in rural areas under the background of parents migration. There are two main research directions: the first is the behavioral problems of left-behind children in rural areas under the background of parents migration and the causes and countermeasures of the behavioral problems; the second is the education status of left-behind children in rural areas under the background of parents migration. Children whose parents migrated had a considerably greater overall frequency of behavior problem than children who were not left behind. When one parent migrated, the likelihood of problem behavior in the children was much higher when the mother migrated than when the father migrated. Childrens academic performance is significantly influenced by aspects related to education, including family education spending, involvement in education, and supervision in school.

Peer Effects in Drug Use and Sex Among College Students

Past research suggests that congregating delinquent youth increases their likelihood of problem behavior. We test for analogous peer effects in the drug use and sexual behavior of male (n = 279) and female (n = 435) college students, using data on the characteristics of first-year roommates to whom they were randomly assigned. We find that males who reported binge drinking in high school drink much more in college if assigned a roommate who also binge drank in high school than if assigned a nonbinge-drinking roommate. No such multiplier effect is observed for females, nor are multiplier effects observed for marijuana use or sexual behavior for either males or females. Students who did not engage in these behaviors in high school do not appear to be affected by their roommates' high school behavior.

Using mood ratings and mood induction in assessment and intervention for severe problem behavior.

The literature on problem behavior documents the need for developing methods for assessing the impact of broad contextual variables. It has been suggested that the impact of some of these variables can be captured in mood ratings. We examined this possibility by observing whether there was a correlation between mood ratings and subsequent display of problem behavior. Further, we developed an intervention based on mood induction for altering these ratings and observed whether these alterations were correlated with changes in the likelihood of problem behavior. Our data demonstrated that bad mood ratings were highly predictive of problem behavior. Further, when we implemented our induction procedure to improve mood ratings, we subsequently observed dramatic decreases in problem behavior.

Early elementary school-aged child attachment to parents: a test of theory and implications for intervention.

Child attachment to parents has been shown in the literature to reduce the likelihood of problem behaviors through enhancing resiliency. Research examining attachment and its relationship to antisocial behavioral outcomes in adolescents has been shaped largely by social control theorists who have theorized that attachment to prosocial others inhibits the expression of antisocial behavioral outcomes (Hirschi, 1969). This paper seeks to expand the literature by investigating the development of child attachment to parent(s) during the early elementary school years as specified theoretically by the social development model (Catalano & Hawkins, 1996). Using structural equation modeling, the results support the theoretical model as proposed by the social development model. School-aged children's attachment to parents can be successfully predicted by constructs outlined in the social development model. Finally, implications for interventions that enhance child attachment to parent(s) are discussed.

Paternal Participation and Children's Well-being after Marital Dissolution

Using a nationally representative sample from the National Survey of Children of 227 children in the US aged 11-16 who had experienced their parents marital dissolution this paper examines whether children generally fare better when their noncustodial father maintains an active presence in their lives. For measures of academic difficulty problem behavior and psychological distress there is little evidence that paternal involvement had either harmful or beneficial effects. Paternal economic support reduced somewhat the likelihood of problem behavior. The general absence of effects of paternal participation on childrens well-being is surprising in view of the widespread belief that children benefit from maintaining contact with their fathers. In addition the effects of fathers participation did not depend on the sex of the child or the presence of a stepfather. There are several possible explanations for these negative results. The relatively crude measures of well-being may not reveal subtle differences which are detectable using clinical or observational techniques. Closeness to the mother however is related to measures of well-being.