Parent-child Interactions Research Articles

Clinician Opinions Regarding the Usefulness of the BOSA for ASD Assessment in a Service for Children Aged Under 12 Years.

The COVID-19 pandemic and the subsequent social distancing policies forced healthcare teams to drastically alter the way they deliver services. This was particularly challenging for clinicians involved in diagnosing autism spectrum disorder (ASD), as assessment tools and methods required face-to-face social interactions between clinicians and children. To address this, the Brief Observation of Symptoms of Autism (BOSA) was developed to ensure that people suspected of ASD can receive diagnostic assessments during the pandemic. This project aimed to explore clinicians' opinions on the BOSA, particularly regarding the usefulness of the assessment for clinicians to clarify diagnostic outcomes of ASD assessments. Both quantitative and qualitative data was gathered within an NHS community paediatric team. This included a questionnaire for clinicians to complete, and data from the BOSA assessments done in the service. Thematic analysis and descriptive statistics revealed that many clinicians felt that the BOSA can be beneficial in certain cases, such as selective mutism, and found the BOSA particularly helpful for observing parent-child interactions. These findings highlighted important information that the Autism Diagnostic Observation Schedule Second Edition (ADOS-2) does not give opportunities to observe. Clinicians reported that at times, the BOSA materials, brevity and parental administration created barriers to gathering information for diagnostic decisions. As may be expected, clinicians showed a clear preference for the more familiar and validated ADOS-2. However, the study highlights perceived limitations of the ADOS-2 and strengths of the BOSA, with recommendations made for future practice and research.

Perceptions of Child Vulnerability, Parental Overprotection, and Parenting Stress among Parents of a Child with Cancer

Parents of child with cancer often perceive their child as vulnerable and are at risk of overprotecting their child because of the challenges associated with the illness. We examined the relationships of perceived child vulnerability, parental overprotection, and parenting stress among Korean parents of a child with cancer. A sample of 163 parents of a child with cancer completed questionnaires. Perceived child vulnerability was associated with parenting stress. Parental overprotection was associated with parental distress and difficult child, but not dysfunctional parent–child interactions. This study emphasizes the need to consider parenting capacity variables in the context of childhood cancer.

Guest Editorial: Are We “Refracturing” or “Recompleting” with Mechanically Isolated Subsequent Stimulations in Organic Shales?

Numerous articles and technical papers have shown that perforating and fracture stimulating previously undrained rock in wide-cluster-spaced legacy organic shale wellbores can result in superior economics to new wells in many areas. With advances in mechanical isolation operators can seal off the narrow existing drainage intervals in legacy wells to enable stimulations to focus on “new rock.” In one reservoir-pressure-monitoring pilot well drilled by ConocoPhillips in 2016 it was observed that 85% of the lateral interval was not being drained where the original completion had 50-ft cluster spacing. The observation well was 70 ft away from the producing parent well. For wells that have relatively wide well spacings (over 600 ft), the post-stimulation total enhanced ultimate recovery (EUR) can be from three to four times the original EUR. The two most active operators doing these types of stimulations in the Eagle Ford Shale (ConocoPhillips and Devon) are primarily doing protective treatments in parent wells to avoid significant child well EUR losses from asymmetric fractures. In URTeC 3724057, Barba et al. demonstrated that when parent wells are restimulated following mechanical isolation the combined NPV10 of the post-stimulation production from the parent and the EUR preservation from the children is significantly higher than a new well’s NPV10. The first-order child wells will have asymmetric fracs running home toward the parents and stranding 40% of the reserves on their distal side if a protective refrac is not done on the parent, as was shown in SPE 213075. The second-order child wells have an average of a 20% EUR loss. Discussions with operators and presentations by upper management concerning this damage indicate that other than a few of the main players doing these subsequent stimulations, not all operators are aware of the detrimental effects of asymmetric fractures. A major operator presenting at the 2023 SUPER DUG Conference mentioned that they saw positive production increases when Bakken parent wells had fracture-driven interactions (FDIs) from offset child-well fracs. When the author asked the presenter in the Q&A session if they were concerned about the EUR damage from the asymmetric fractures which resulted in these FDIs, he was clearly not aware that it was a problem. For those who might not fully grasp the nuances of challenging parent-child interactions, consider the situation of parents supporting adult children who have not yet achieved independence. The goal for these parents is to encourage self-reliance and maturity, rather than a return to a dependent lifestyle. In the context of well management, the parent-well protective refrac is also designed to enable child wells to achieve their maximum production potential. While these protective recompletions in legacy parent wells can provide a significant economic benefit, the treatments have not been accepted by all operators as a tool to significantly grow company asset value. There is little or no activity in areas where all the wells on a pad are legacy parent wells with no nearby children.

어머니의 사회경제적 배경에 따른 양육 특성이 유아의 문제행동에 미치는 영향

Objectives The purpose of this study is to investigate the discrimination of mothers' parenting characteristics according to socioeconomic background and analyze the effects of parenting characteristics on the young children's problem behaviors.
 Methods It was analyzed the socioeconomic background, parenting characteristics, and problem behavior of 2,150 mothers with 5-year-old children, using the 7th panel data of the Panel Study on Korean Children. Using the program SPSS 21.0, the mean differences in parenting characteristics according to the mother's socioeconomic background were analyzed using t-test and one-way ANOVA. In addition, after analyzing the correlation between the mother's parenting characteristics and the young children's problem behavior, hierarchical multiple regression analysis was conducted to analyze the influence of the mother's parenting characteristics on the young children's problem behavior.
 Results Mothers' parenting characteristics differed depending on the mother's age, education level, and household income level, and the correlation between parenting characteristics and young children's problem behavior was low. As a result of analyzing the factors affecting children's internalizing problem behavior, the higher the income in the socioeconomic background, the less internalizing problem behavior, and among parenting characteristics, the higher the parenting stress and the less parent-child interaction, the more internalizing problem behavior increased. As a result of the analysis of externalizing problem behavior, it was found that for male young children, the greater the parenting stress, and the less paternalistic parenting behavior and parent-child interaction, the more the infant's externalizing problem behavior increased.
 Conclusions System establishment and policy support are required to minimize the interdependence and connection between socioeconomic background, parenting characteristics, and problem behavior. Additionally, because mothers' parenting stress has the greatest impact on their children's problem behavior, mothers should seek ways to reduce stress themselves. Additionally, a consensus on co-parenting must be formed at the community and government levels, breaking away from the framework that childrearing is the mother's responsibility.

A CRITICAL INCIDENT ANALYSIS OF PARENT-SCHOOL ADMINISTRATORS' CONFLICTS IN PRIMARY SCHOOLS

Examining the disputes that arise between parents, teachers, and students is the goal of this study. The study, which was carried out at the primary school level, where parent-child interaction is high, employed the critical incident analysis method. The typical sampling method was used to select participants for the study, and school principals were required to have at least 5 years of managerial experience. As a part of this research, interviews were conducted with 10 elementary school principals working in the Tuzla district of Istanbul. A semi-structured form, prepared by the researchers in consultation with experts, was used as a data collection tool. As a result of the interviews, themes were identified relating to "reasons of conflict," "conflict resolution methods," "end of conflict," and "impact and change of conflict." Effective communication, active listening, valuing others, seeking support, and displaying a firm stance were identified as conflict resolution methods. The conflicts affected school principals emotionally and influenced them to behave more professionally. The study's conclusions include that school principals should receive training in communication skills, have their legal standing reinforced, and become more professional. Given the critical importance of managing conflicts in educational settings, recommendations for researchers are offered.

Parental Linguistic Input to Children Who are Deaf and Hard-of-Hearing during Parent-Child Interaction: A Systematic Review and Meta-Analysis

Objectives: Parental linguistic input has long been shown to predict children’s later language ability. This study aimed to characterize the quantity and quality of parental linguistic input of children who are deaf and hard-of-hearing (DHH) through systematic literature and meta-analysis.Methods: One thousand seven hundred sixty-one articles from 2001 to February 2022 investigating parental linguistic input in children with DHH were identified via database searches. Nine articles were identified that met the PICOS (Participants, Intervention, Comparison, Outcomes, and Study design) criteria. A systematic review and metaanalysis of the literature were conducted. We used mixed effects models to estimate the overall mean effect size metric to address each research question.Results: As a result of the systematic literature review, the selected articles had a low risk of bias. In a considerable number of the presented meta-analytic articles, mothers and children aged 24-36 months participated. We did detect significant differences in the number of total words, the number of different words, and the proportion of the high-level facilitative language techniques from the parents’ utterances between the DHH and the typical hearing (TH) groups. On the other hand, there was not a significant difference in the number of total utterances between the two groups.Conclusion: This meta-analysis reports on different patterns of parental linguistic input between children with DHH and children with TH. We conclude with a discussion of the findings and consideration of the implications for research.

A Study on“Physical and Mental Anxiety”,And “Parent-child Interaction” in Primary School during the “Suspension without Suspension” Period———Taking Changzhou City as An Example

This study explores the physical and psychological anxiety degree of primary school parents and the interactions between parents and their children in different regions and grades of the same city during the outbreak of the COVID-19 pandemic. The questionnaire method was used and convenient sampling method was adopted to investigate the primary school parents in Changzhou city, Jiangsu Province. 2756 questionnaires were issued, and 2501 valid samples were recovered for analysis and research. The results of this study shows that there were significant differences in “physical and mental anxiety” and “parent-child interaction” in primary school in different regions during the period of “school suspension”. Grade level has positive influence on “somatization” and “parent-child interaction” of primary school parents. The findings are as follows: 1. The location of the school has an impact on the “physical anxiety” of primary school parents; 2. The location of the school has an impact on the “psychological anxiety” of primary school parents; 3. Grade level has influence on “physical anxiety” of primary school parents; 4. Grade level has influence on “psychological anxiety” of primary school parents; 5. School location has influence on “parent-child interaction” of primary school parents and children; 6. Grade level has influence on parent-child interaction between primary school parents and children. The recommendations of the study are as follows: 1. Strengthen home-school cooperation during the epidemic; 2. Changes in the concept of family education are needed.

Developmental cascades from maternal preconception stress to child behavior problems: Testing multilevel preconception, prenatal, and postnatal influences.

Although maternal stress during pregnancy and even before conception shapes offspring risk for mental health problems, relatively little is known about the mechanisms through which these associations operate. In theory, preconception and prenatal stress may affect offspring mental health by influencing child responses to postnatal caregiving. To address this knowledge gap, this study had two aims. First, we examined associations between preconception and prenatal stress with child temperament profiles at age four using multilevel assessment of maternal perceived stress and stress physiology. Second, we tested child temperament profiles as moderators of associations between observed parenting behaviors during a parent-child free-play interaction when children were 4 years old and child behavior problems 1 year later. Latent profile analyses yielded four distinct child temperament profiles: inhibited, exuberant, regulated low reactive, and regulated high reactive. Consistent with hypotheses, preconception, and prenatal stress each independently predicted the likelihood of children having temperament profiles characterized by higher negative emotionality and lower regulation. Specifically, preconception perceived stress and prenatal cortisol predicted likelihood of children having an exuberant temperament, whereas prenatal perceived stress predicted likelihood of children having an inhibited temperament. Contrary to hypotheses, temperament profiles did not moderate predictions of child behavior problems from observed parenting behaviors; however, responsive parenting behaviors inversely predicted child behavior problems independently of child temperament. These findings add to growing evidence regarding effects of preconception factors on child outcomes and underscore a central role for responsive parenting behaviors in predicting more favorable child mental health independent of child temperament. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

An intervention programme to promote social communication skills for prelinguistic children with autism spectrum disorders: “Kids in the Kitchen”

ABSTRACT Prelinguistic children with autism often struggle with social communication and language skills. Therefore, fostering these abilities is crucial, especially during early childhood. Teaching parents how to assist their children in these areas can be quite beneficial. ‘Kids in the Kitchen’(KiK) is an intervention programme designed to instruct parents on how to incorporate their children with autism into everyday activities. This study investigates the potential for enhancing language and communication skills while performing household tasks and/or caring for children. It uses a pre-test, post-test, and control-group experimental design to explore the effectiveness of the KiK programme. The research comprised 12 parents in the experimental group (9 women and 3 men) and 12 parents in the comparison group (10 women and 2 men), resulting in a total of 24 parents. The programme included online sessions and video feedback. Researchers examined video records of parent-child interactions before, during, and after the ten-week training, as well as two months following the programme. The researchers completed an observation form that contained target strategies. The post-test and follow-up statistics indicate that parents may have successfully acquired the strategies introduced in the KiK training. They have acquired language promotion strategies, but still require support with communicative temptations.

A context-dependent perspective to understand the relation between parent-child physiological synchrony and child socioemotional adjustment.

Physiological synchrony is an important biological process during which parent-child interaction plays a significant role in shaping child socioemotional adjustment. The present study held a context-dependent perspective to examine the conditional association between parent-child physiological synchrony and child socioemotional adjustment (i.e., relationship quality with parents and child emotion regulation) under different (i.e., from highly unsupportive to highly supportive) emotional contexts. One hundred and fifty school-age Chinese children (Mage=8.64 years, 63 girls) and their primary caregivers participated in this study. After attaching electrocardiogram (ECG) electrodes, parent-child dyads were instructed to complete a 4-minute conflict discussion task. Parent-child physiological synchrony was calculated based on the within-dyad association between parents' and children's respiratory sinus arrhythmia (RSA) levels across eight 30-secondepochs. Parental emotional support, child relationship quality with parents, and child emotion regulation during the discussion task were coded by trained research assistants. Supporting our hypotheses, parental emotional support moderated the relations of parent-child RSA synchrony with both child relationship quality with parents and child emotion regulation. Furthermore, the Johnson-Neyman technique of moderation indicated that the associations between parent and child RSA synchrony and child socioemotional adjustment indicators shifted from negative to positive as the parental emotional support became increasingly high. Our findings suggest that parent-child physiological synchrony may not be inherently adaptive or maladaptive, highlighting the importance of understanding the function of parent-child physiological synchrony under specific contexts. RESEARCH HIGHLIGHTS: Physiological synchrony may not be inherently adaptive or maladaptive, and the meanings of parent-child physiological synchrony might be contingent on contextual factors. Parental emotional support moderated the relations between parent-child respiratory sinus arrhythmia (RSA) synchrony and child socioemotional adjustment indicators (i.e., child relationship quality with parents and child emotion regulation). More positive/less negative parent-child RSA synchrony was associated with better child socioemotional adjustment under a supportive emotional context, whereas with poorer child socioemotional adjustment under an unsupportive emotional context. These findings highlight the significance of considering the emotional context in physiological synchrony studies.

Association between the use of mobile touchscreen devices and the quality of parent-child interaction in preschoolers

The early use of mobile touchscreen devices (MTSDs), including smartphones and tablets, may reduce the frequency and quality of social interactions between children and parents, which could impact their relationship and have negative consequences on children's socio-cognitive development. In this study, we applied a parental questionnaire and a behavioral observational method in a laboratory setting (free and structured play sessions) to examine the association between preschool MTSD use and the quantity and quality of parent–child relationships. Our findings revealed that preschoolers who regularly use MTSDs (n = 47, aged 4–7 years, engaging in MTSD use for at least 2 h per week) are spending less time with their parents and exhibited lower quality interactions compared to non-users (n = 25). However, shared offline leisure time with parents serves as a protective factor among MTSD-users. Furthermore, our study demonstrated a positive association between parents' and children's media use. The results suggest that preschool MTSD use may have unfavorable effects on parent–child interactions, both in terms of quantity and quality. Alternatively, lower quantity and quality of parent–child interaction may lead to higher MTSD use in the child. Based on the results, the importance of engaging in sufficient offline family interactions besides digital media use should be emphasized to parents of preschoolers, and health organizations and governments should include this in their recommendations and policies concerning childhood digital media use.

Intergenerational consequences of racism in the United Kingdom: a qualitative investigation into parents' exposure to racism and offspring mental health and well-being.

Experiences of racism are linked to negative physical and mental health outcomes among those exposed. According to quantitative research derived mainly from the United States, these negative outcomes can have cascading effects in families, when parents' experiences of racism indirectly impact offspring. New research is warranted for families in the United Kingdom, informed by a qualitative approach to canvassing community knowledge and perspectives, exploring how existing findings relate to lived experiences. We conducted four online focus groups with 14 parents of school-aged children and 14 adolescents who had experienced racism in the United Kingdom. Participants were asked what children know of parents' experiences of racism, and how these experiences can impact parent-child interactions, mental health and well-being. Focus group recordings were transcribed, data coded and analysed through iterative categorisation. Analyses drew four themes from participants' insights. Together, themes illuminated the pervasive nature of racism experienced by some families in the United Kingdom. Parent and child experiences of racism were connected and co-occurring, with indirect effects impacting mental health and well-being in both generations. These experiences were linked to both positive and negative changes in parenting behaviour and parent-child relationships, which could be moderated by intersecting identities such as the parent's generational status for immigration to the United Kingdom. Social cohesion, safe spaces and education programmes were highlighted for future intervention. Findings corroborate existing literature, while further emphasising a broader bidirectional picture, requiring a family system and intersectional approach to understanding the mental health impact of racism in families. Avenues for future research are discussed to support development of equitable intervention and support strategies to prevent racism and support those affected.

Visualizing the invisible tie: Linking parent-child neural synchrony to parents' and children's attachment representations.

It is a central tenet of attachment theory that individual differences in attachment representations organize behavior during social interactions. Secure attachment representations also facilitate behavioral synchrony, a key component of adaptive parent-child interactions. Yet, the dynamic neural processes underlying these interactions and the potential role of attachment representations remain largely unknown. A growing body of research indicates that interpersonal neural synchrony (INS) could be a potential neurobiological correlate of high interaction and relationship quality. In this study, we examined whether interpersonal neural and behavioral synchrony during parent-child interaction is associated with parent and child attachment representations. In total, 140 parents (74 mothers and 66 fathers) and their children (age 5-6 years; 60 girls and 80 boys) engaged in cooperative versus individual problem-solving. INS in frontal and temporal regions was assessed with functional near-infrared spectroscopy hyperscanning. Attachment representations were ascertained by means of the Adult Attachment Interview in parents and a story-completion task in children, alongside video-coded behavioral synchrony. Findings revealed increased INS during cooperative versus individual problem solving across all dyads (𝛸2(2)=9.37, p=0.009). Remarkably, individual differences in attachment representations were associated with INS but not behavioral synchrony (p>0.159) during cooperation. More specifically, insecure maternal attachment representations were related to higher mother-child INS in frontal regions (𝛸2(3)=9.18, p=0.027). Conversely, secure daughter attachment representations were related to higher daughter-parent INS within temporal regions (𝛸2(3)=12.58, p=0.006). Our data thus provide further indication for INS as a promising correlate to probe the neurobiological underpinnings of attachment representations in the context of early parent-child interactions. RESEARCH HIGHLIGHTS: We assessed attachment representations using narrative measures and interpersonal neural synchrony (INS) during parent-child problem-solving. Dyads including mothers with insecure attachment representations showed higher INS in left prefrontal regions. Dyads including daughters with secure attachment representations showed higher INS in right temporo-parietal regions. INS is a promising correlate to probe the neurobiological underpinnings of attachment representations in the context of parent-child interactions, especially within the mutual prediction framework.

Caregiver Distress and Child Behavior Problems in Children with Developmental Delay from Predominantly Minoritized Backgrounds

ABSTRACT Importance Child behavior problems have been shown to contribute to caregiver distress and vice versa among youth with developmental delay (DD). However, studies have not examined these associations among children and caregivers from underrepresented ethnic/racial backgrounds. Furthermore, research has not explored how associations function differently following internet-delivered treatment or based on the level of acculturation and enculturation. Objective We examined bidirectional associations between caregiver distress (i.e. symptoms of depression, anxiety, and stress) and externalizing and internalizing behavior problems in 3- to 5-year-old children with DD from underrepresented ethnic/racial backgrounds. We also examined the impact of internet-delivered Parent–Child Interaction Therapy (iPCIT) and the moderating role of acculturation and enculturation on these bidirectional associations. Method Children aging out of early intervention services (n = 150) and their primary caregiver were randomized to receive iPCIT or referrals as usual (RAU) in the community. Results Findings provide support for bidirectional associations between child internalizing behavior problems and caregiver depressive symptoms, although there were fewer significant associations among families randomized to iPCIT compared to RAU. Weaker associations were observed among families with higher levels of enculturation, whereas stronger associations were observed among families with higher levels of acculturation. Conclusions Results highlight a sensitive period from age 3.5 to 4 years old for bidirectional associations between caregiver distress and child behavior problems and highlight the importance of addressing family cultural values during treatment. Findings also suggest the utility of internet-delivered behavioral parenting interventions in weakening the effect of child behavior problems on caregiver distress and vice versa.

Parent-child emotion dynamics in families presenting for behavioral parent training: Is there a link with child behavior, parenting, and treatment outcome?

Behavioral parent training (BPT) is the standard of care for early onset behavior disorders (BDs), however, not all families benefit. Emotion regulation (ER) is one potential mechanism underlying BPT outcomes, yet there are challenges in capturing intra- and interpersonal aspects of emotion regulation within parent-child interactions that are central to BPT. This study examined how vocally encoded emotional arousal unfolds during parent-child interactions and how parents and children influence each other's arousal (Aim 1), the links between these emotion dynamics, child behavior, and parenting at baseline (Aim 2), and BPT outcome (Aim 3). Families of children with BDs (N = 45) completed two interaction tasks and measures of parenting and child behavior. Parent-child dynamics of vocal fundamental frequency (f₀) were modeled using actor-partner interdependence models (APIMs) and coupled linear oscillators (CLOs). When considering relative levels of f₀ from one talk turn to the next (APIMs), parents and children showed intrapersonal regulation and synchronizing reactivity to each other's f₀. When considering the shape of oscillations (CLOs), parents and children showed intrapersonal regulation but no reactivity. Intrapersonal regulation of f₀ during the interaction was slowed for parents with more maladaptive parenting and children with more behavior problems at baseline. This preliminary characterization of f0 in families presenting for BPT provides insights into the emotion dynamics potentially underlying parenting behavior and child behavior. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Child effects on positive parenting vary with neighborhood opportunity.

Prior theoretical and empirical research has highlighted links between positive parenting and the socioeconomic characteristics of the family's neighborhood, but has yet to illuminate the etiologic origins of this association. One possibility is that the various predictors of parenting outlined by Belsky (1984; e.g., characteristics of the child, characteristics of the parent, and contextual influences) may matter more in some neighborhood contexts than in others. To examine this possibility, we conducted etiologic moderation analyses in a sample of 1,030 families of twins (average age 8 years; 51% male, 49% female; racial composition: 82% White, 10% Black, 1% Asian, 1% Indigenous, and 6% multiracial) from the Twin Study of Behavioral and Emotional Development in Children in the Michigan State University Twin Registry. Neighborhood and parenting were assessed using multiple informants and assessment strategies (neighborhood and family informants, administrative data, and videotaped parent-child interactions). Results pointed to strong evidence of etiologic moderation, such that child effects on positive mothering were prominent in neighborhoods with little opportunity and near zero in neighborhoods with ample opportunity. Such findings not only reframe the magnitude of child effects on the parenting they receive as context-dependent, but also indicate that mothers in impoverished neighborhoods may be more responsive to their children's characteristics than mothers in neighborhoods with ample opportunity. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Language and executive function relationships in the real world: insights from deafness

Abstract Executive functions (EFs) in both regulatory and meta-cognitive contexts are important for a wide variety of children’s daily activities, including play and learning. Despite the growing literature supporting the relationship between EF and language, few studies have focused on these links during everyday behaviours. Data were collected on 208 children from 6 to 12 years old of whom 89 were deaf children (55% female; M = 8;8; SD = 1;9) and 119 were typically hearing children (56% female, M = 8;9; SD = 1;5). Parents completed two inventories: to assess EFs and language proficiency. Parents of deaf children reported greater difficulties with EFs in daily activities than those of hearing children. Correlation analysis between EFs and language showed significant levels only in the deaf group, especially in relation to meta-cognitive EFs. The results are discussed in terms of the role of early parent–child interaction and the relevance of EFs for everyday conversational situations.

Comparing parent-child interaction during wordless book reading, print book reading and imaginative play.

This study investigated differences in adult-child language interactions when parents and their three-to-four-year old children engage in wordless book reading, text-and-picture book reading and a small-world toy play activity. Twenty-two parents recorded themselves completing each activity at home with their child. Parent input was compared across contexts, focusing on interactive and conceptual domains: use of open prompts, expansions or extensions of children's utterances, and use of decontextualised (abstract) language. Use of linguistic expansions was greater during book reading than toy play. Parents used open questions and added contingent conceptual information more often when reading wordless books than in both other conditions. Findings suggest that wordless books may combine the benefits of open-endedness and linguistic content based around a narrative. Parents' use of abstract language also varied by condition. This study extends understanding of the role of activity context in shaping children's language learning environments.

The cost of "snubbing": the effect of parental phubbing on filial piety behavior in children and adolescents.

Although numerous studies have used Chinese samples to examine the consequences of parental phubbing, these studies focused on children's mental health and peer interaction. No research to date has directly explored the association between parental phubbing and child-parent interaction. Since parental phubbing is a way how parents interact with their children (parent-child), it might be associated with the way how children interact with their parents (child-parent), such as filial piety behavior, which prescribes how children behave toward their parents and remains one of the goals of parents in educating their children in modern Chinese society. Based on social exchange theory and social gender theory, this study investigated the impact of parental phubbing on filial piety behavior and tested its mediation of perceived parental rejection, its moderation of gender among children and adolescents. This study was conducted using a questionnaire method. A total of 753 students from Grade 4 to 9 (Mage = 12.28 years, SD = 1.81 years) was surveyed using the Parental Phubbing Scale, Perceived Parental Rejection Questionnaire, and the revised Dual Filial Piety Scale. First, parental phubbing was negatively correlated with reciprocal filial piety (RFP) behavior, but not correlated with authoritarian filial piety (AFP) behavior. Second, perceived parental rejection played a mediating role between parental phubbing and RFP behavior. Third, this direct effect was moderated by gender, in that it was stronger for boys than for girls. These findings suggest that there are intergenerational costs of phubbing, such as reducing children and adolescents' RFP behavior. The present study is the first to combine parent-child interaction in the digital media era (parental phubbing) with traditional Chinese child-parent interaction (RFP behavior), which expands the research topic on the influence of parental phubbing on children and adolescents' psychological development.

The relationship between motivational-cognitive variables, academic self-efficacy of students mediated by parent’s educational expectations, parent-child interaction, and teacher-student interaction

ObjectiveThis study was conducted to investigate the relationship between motivational-cognitive variables and academic self-efficacy of students meditated by parent-teacher interactions and the parents’ educational expectations of high school students. MethodsIn this study, a correlation method was adopted. Using the cluster random sampling method, 329 high school students (165 females and 164 males) were selected. The path analysis and correlation coefficient were utilized for data analysis. ResultsThe findings showed that intelligence beliefs, task value, and achievement goals were positively linked to academic self-efficacy. According to the results, teacher-student and mother-child interactions, as well as parental expectations of education play a significant mediating role in the relationship between motivational-cognitive variables and academic self-efficacy. The model proposed for motivational-cognitive variables and academic self-efficacy had a good fit with the mediating role of teacher-student and mother-child interactions, as well as parent’s expectations of education. ConclusionMotivational-cognitive variables affect self-efficacy through the parents’ educational expectations and teacher-student/mother-child interactions.