Parental Beliefs Research Articles

Las ideas parentales sobre educación y desarrollo: un estudio longitudinal.

The aim of this study is to examine parental beliefs throughout the main developmental stages of children. A longitudinal 16-year follow up study has been done of 102 parents (55 mothers and 47 fathers). They responded to the Parents’ Ideas questionnaire at the main stages of child development: at birth ( Time 1 ), at 22 months old ( Time 2 ), at 7 years old ( Time 3 ), and at 16 years old ( Time 4 ). While, in general terms, configurational patterns tend to be stable over time, there are specific configurational patterns associated with the developmental stages of children, and more similarities can be found between Time 1 and Time 4 , on one hand, and between Time 2 and Time 3 on the other. These results are discussed, arguing that big moments of change or parental insecurity contribute to reinforcing traditional ideology, and the utility of taking into account parental beliefs on development, upbringing and education when developing parent psychoeducational programs is considered.

Caring For, About, and With: Exploring Musical Meaningfulness Among Suzuki Students and Parents

An investigation of the relationships between empathy, music learning, and shared music values may provide new insights into the ways that musical meaningfulness and the symbiotic eudaimonic ideal – “flourishing of oneselfandof others” – might be cultivated. We investigated the relationships between parent perceptions of children’s empathy, parent beliefs and values about music, and formal Suzuki training over a period of 6 months, to understand ways in which shared music learning experiences might relate to emotional and musical connections between parents and children. Participants were parents of 48 Suzuki students at a structured Suzuki school in the Midwestern United States. We designed a survey containing an adapted version of the Griffith Empathy Measure for children with additional questions regarding family demographics and values regarding music education. Participants completed the survey at the start of the lesson year, and again 6 months later. Children who persisted in group lessons throughout the study began with significantly higher empathy scores, compared to those children who did not participate in group lessons. Children’s initial empathy scores were significantly positively correlated with parents’ ratings of the importance of music instruction generally, and of Suzuki instruction particularly, to their family. A significant but moderate correlation was found between initial empathy scores and the belief that music would help the child succeed in other areas. This exploratory study highlights potential relationships between family music values, children’s empathy, and participation in group music-making. Our findings are consistent with research demonstrating that child and parent personalities predict the duration of formal music training for children. They also support the philosophy of musical meaningfulness, by suggesting ways in which meaningful connections may be forged simultaneously between people who care for one another, and between people and the activities they care about. Our results point to the importance of providing a variety of music learning activities and structures that reflect the personality, needs, and interests of children and parents. We offer specific recommendations for future research to draw further insights and implications about these relationships.

Pediatrician and Parent Beliefs and Practices about Bilingual Language Development

Pediatrician and Parent Beliefs and Practices about Bilingual Language Development

Delayed Antibiotic Prescription for Children With Respiratory Infections: A Randomized Trial.

To assess the effectiveness and safety of delayed antibiotic prescription (DAP) compared to immediate antibiotic prescription (IAP) and no antibiotic prescription (NAP) in children with uncomplicated respiratory infections. Randomized clinical trial comparing 3 antibiotic prescription strategies. The participants were children with acute uncomplicated respiratory infections attended to in 39 primary care centers. Children were randomly assigned into prescription arms as follows: (1) DAP, (2) IAP, or (3) NAP. Primary outcomes were symptom duration and severity. Secondary outcomes were antibiotic use, parental satisfaction, parental beliefs, additional primary care visits, and complications at 30 days. In total, 436 children were included in the analysis. The mean (SD) duration of severe symptoms was 10.1 (6.3) for IAP, 10.9 (8.5) for NAP, and 12.4 (8.4) for DAP (P = .539), although the differences were not statistically significant. The median (interquartile range) of the greatest severity for any symptom was similar for the 3 arms (median [interquartile range] score of 3 [2-4]; P = .619). Antibiotic use was significantly higher for IAP (n = 142 [96%]) compared to DAP (n = 37 [25.3%]) and NAP (n = 17 [12.0%]) (P < .001). Complications, additional visits to primary care, and satisfaction were similar for all strategies. Gastrointestinal adverse effects were higher for IAP. There was no statistically significant difference in symptom duration or severity in children with uncomplicated respiratory infections who received DAP compared to NAP or IAP strategies; however, DAP reduced antibiotic use and gastrointestinal adverse effects.

Men's perceptions of parenthood based on parenting experience

The egalitarianization of family relations is filling the gaps in research on the beliefs of future parents about gender roles in the family and the importance of fathers for child development. Therefore, the aim of the study is to identify the characteristics of men's ideas about parenthood, depending on the presence or absence of parenting experience. Methods (N = 45): questioning; testing according to the questionnaire of parental relations (Varga A.V., Stolin V.V.); identification of the concept of ideal parent according to the method of R.V. Ovcharova; child-parent interaction according to the method of I.M. Markovskaya; calculation of Student's t-test). The results of the study show that, depending on parenting experience, these perceptions and characteristics in men change. It was determined that the formation of paternity is a complex, multifaceted process and goes through several stages: from stereotypical ideas about paternity (the so-called theoretical period, when a man is not a father), to a practical period when stereotypes are rethought and real practical interaction with the child leads to more realistic assessment of their own behavior. In particular, in the group where the men had no experience of fatherhood, the overestimated ideas about themselves as a parent were recorded (t = 2.45; p≤0.05). In the group where men had a parenting experience, there were an awareness of the style of parent-child relationships, psychologically safe emotional ties, adherence to the principles of exactingness and consistency of the family educational process (t = 3.47; p≤0.01). The subjects who are preparing to become fathers in the near future showed a desire to establish a symbiotic relationship with the child, anxiety for the unborn child, which manifests itself in increased attentiveness to the pregnant spouse, gentleness in relationships (t = 3.41; p≤0.01). The subjects who are preparing to become fathers in the near future showed a desire to establish a symbiotic relationship with the child, anxiety for the unborn child, which manifests itself in increased attentiveness to the pregnant spouse, gentleness in relationships (t = 1.96; p≤0.05).

Being parent of a child with congenital heart disease, what does it mean? A qualitative research

BackgroundChildbirth is one of the invaluable human experiences and is associated with parental happiness. However, when a child is born with congenital heart disease, it creates emotional and mental distress. As a result, it changes the parents’ response to their child birth. Exploring parenthood experiences add to the body of knowledge and reveal new perspectives. In order to make healthcare professionals able to support these children and their families, they should first understand the meaning of this phenomenon. This study aimed to explore the meaning of parenting a child with Congenital Heart Disease in Iran.MethodsA qualitative study was adopted with a conventional content analysis approach and constant comparative analysis. Participants in this study were 17 parents, including parents of children with congenital heart disease who were selected by purposeful sampling method. Semi-structured interviews were used for data collection and continued to data saturation. Data were analyzed via MAXQDA 10 software.ResultsFour categories and twenty three subcategories emerged as meaning of parenting a child with Congenital Heart Disease. Categories include “Emotional breakdown”, “The catastrophic burden of care”, “Spiritual beliefs of parents” and “The hard road”ConclusionsFully understanding the life experience of these families will allow the implementation of targeted health interventions. Hence, by understanding the meaning of parenting a child with Congenital Heart Disease, healthcare professionals can asses parents emotional statues, information and spiritual needs, financial condition, insurance and marital status using CHD standards so that support is individualized, sensitive and time appropriate.

Prevalence of antibiotic self-medication behavior and related factors among children aged 0 to 5 years

ABSTRACT Background: Self-medication behavior has great adverse effects on children. The aims of this study were to assess the prevalence of self-medication with antibiotics (SMA) among children aged 0–5 years and explore the related factors. Methods: A cross-sectional survey was conducted from 1 July 2019 to 31 July 2019 in Wuhan, Hubei Province (Central China). A structured questionnaire was used to collect data from 1188 parents of children aged 0–5 years on sociodemographic characteristics, SMA among children, antibiotic knowledge and health beliefs of SMA. Results: Of the 1188 participants, 14.32% had self-medicated their children with antibiotics in the past 6 months. The higher the degree of perceived threat (OR = 0.94, 95%CI: 0.89–1.00) and self-efficacy (OR = 0.94, 95%CI: 0.89–0.98), the less likely parents were to self-medicate their children. On the contrary, the higher the degree of perceived barriers, the more likely parents were to self-medicate their children with antibiotics (OR = 1.058, 95%CI: 1.01–1.11). Conclusions: Health beliefs of parents were significantly associated with SMA among children. In addition to extensive health education, the Chinese government should also improve the accessibility and quality of health services to reduce the barriers of parental behavior change.

Home Numeracy and Preschool Children’s Mathematical Development: Expanding Home Numeracy Models to Include Parental Attitudes and Emotions

Most studies suggest that home numeracy is correlated with preschool children’s current mathematical performance, and also predicts their mathematical performance longitudinally. However, this finding is not universal, and some studies do not suggest a close relationship between home numeracy and preschoolers’ mathematical development. There are several possible reasons for the discrepant findings, including the exact nature of numeracy activities provided, and possible unreliability of parental reports of home numeracy. However, parental attitudes might also lead to differing results: because attitudes might influence actual home numeracy provision or the ways in which it is reported; because parental attitudes and beliefs might be transmitted intergenerationally; and because parental mathematics anxiety may interact with home numeracy activities to create early negative emotional associations about mathematics, as some research suggests to be the case with regard to school-age children. There has been a significant amount of research in the first two of these areas, but very little in the third area with regard to preschoolers. It should be seen as an important area for further research.

Development and Functionality of an Internet-Based, Self-Managed Parent Training Program.

Purpose This research note evaluated a self-managed, Internet intervention (i.e., Success With Stories) designed to facilitate parental reading practices and beliefs. Method Twelve reviewers were composed of parents of young children, speech-language pathologists, and experts in self-managed, Internet intervention. Satisfaction of usability, content, presentation, suitability, and exercises of Success With Stories was examined using an intervention satisfaction rating. Value and usefulness of content was evaluated via a survey. Results Reviewers found content to be valuable and useful for facilitating parental reading practices and beliefs. Results indicated high satisfaction across all reviewers. Conclusion Results point toward strengths and limitations of the protocol and future directions.

Parental Perspectives on Storybook Reading in Indian Home Contexts

The benefits of parent–child storybook reading experiences in the home are well documented. However, there is a dearth of information regarding parent–child storybook reading experiences in Indian home contexts. This study investigated parental perspectives towards storybook reading in the Indian context among 100 parents of typically developing preschool children. In this questionnaire-based study, parental responses were collected and the patterns of reading exposure, child’s interest in reading, storybook reading practices, and attitudes & beliefs towards storybook reading were reported using descriptive statistics. Correlation between demographic variables (i.e., child’s age and socioeconomic status) and storybook reading domains were explored. The majority of parents initiated storybook reading with their children at 2 years of age or older. Parents read to their children one to two times per week for 10 min and had fewer than 10 books in the home. Parents reported that their children were interested in storybook reading and reported the use of quality storybook reading practices. Homes characterized with higher socioeconomic status included more quality home literacy environment factors, although socioeconomic status did not correlate with the parental beliefs and attitudes towards reading. Results provide preliminary information regarding parental perspectives on storybook reading in Indian home contexts and point toward socioeconomic and sociocultural variation in home literacy environments. Understanding more about the parental interactions surrounding storybook reading will facilitate the development of parent programs to enhance and promote quality home literacy environment in Indian home contexts.

Relations between parental math beliefs and emergent math skills among preschoolers from low-income households

ABSTRACT We examined how parent math attitudes and practices relate to emergent math skills in 72 preschoolers from low-income households. Specifically, we investigated parents’ views about the importance of math learning, their confidence in teaching math, their perceptions of child interest in math, and their time spent engaging their child in math activities. For comparison, we also investigated these attitudes and practices surrounding preliteracy development. Parents rated math as significantly less important than reading and perceived their children as being significantly less interested in math than reading. Reports of confidence in teaching math and perceptions of child interest in math were positively related to time spent engaging preschoolers in math activities. In turn, global reports of time spent engaging preschoolers in math activities were positively related to preschoolers’ actual math achievement. These findings strengthen the case that parental beliefs surrounding math predict practices associated with early math development.

The Role of Parental Beliefs About Anxiety and Attachment on Parental Accommodation of Child Anxiety.

This study examined: 1) the relationship between negative parental beliefs about child anxiety (i.e., it is harmful), insecure parental attachment and parental accommodation of child anxiety; 2) whether parental attachment insecurity moderates the effect of negative beliefs about anxiety on parent accommodation; and 3) a path model of parental factors affecting accommodation and child anxiety severity. Participants were 139 parents of children (6-18years) with a primary anxiety disorder. Parents completed measures of parental accommodation of their child's anxiety, beliefs about child anxiety, and attachment security. Child anxiety diagnosis and severity was determined using semi-structured clinical interviews. Negative beliefs about child anxiety were directly associated with levels of parental accommodation. There was no direct relationship between insecure attachment and accommodation; however anxious attachment moderated the effect of parental beliefs about anxiety on parental accommodation. Among parents with more secure attachment, negative beliefs about anxiety were associated with greater parental accommodation. However, among parents with less secure attachment, accommodation was high regardless of beliefs about anxiety. A path model suggested that negative beliefs about anxiety was related to increased parental accommodation, which in turn was related to increased child anxiety severity. Psychoeducation about the nature of anxiety is likely to be beneficial in helping to reduce accommodation among parents with more secure attachment styles. However, among those with greater anxious attachment, psychoeducation may need to be tailored to focus on corrective information about the impact of treatment processes on the parent-child relationship.

Motivation, Legitimation, or Both? Reciprocal Effects of Parental Meritocratic Beliefs and Children’s Educational Performance in China

Different research traditions have long held that parental beliefs motivate children’s performance. However, regarding meritocratic beliefs, sociologists often argue that meritocratic narratives legitimize and make sense of societal inequalities as justly deserved. Using the case of China, I tested these competing hypotheses of the relationship between parental meritocratic beliefs and children’s educational achievement. Parental beliefs about skills and hard work as predictors of higher grades were used. I analyzed data from the first and second waves of the China Educational Panel Survey. Autoregressive cross-lagged structural models indicated that parental meritocratic beliefs do not affect children’s educational performance but, rather, meritocratic beliefs are affected by academic results, suggesting their justificatory role. This pattern is much sharper in rural China, where traditional Chinese culture is preserved. The implications of meritocratic beliefs for a broader discussion of citizens’ beliefs about social inequalities and stratification are discussed.

Parental Beliefs about Childhood and Adolescence from a Longitudinal Perspective.

Research into family context as a socializing agent points to the need to take parental beliefs into account due to the role they play in both parenting strategies and, ultimately, in the psychosocial adjustment of children and adolescents. The present study aims to explore possible relationships between parental beliefs about childhood and adolescence from a longitudinal and qualitative perspective. The beliefs held by parents of teenagers about adolescence are compared with those they hold about childhood at that same moment, and the evolution of these ideas is charted over the course of 16 years as their children grow. A total of 102 parents participated in the longitudinal study. They completed two types of semi-structured interviews: one of them throughout the entire study period and the other once their children became teenagers. The results reveal an association between the type of beliefs parents hold about childhood and their perception of adolescence, and they indicate that these ideas change over time as more adjusted and modern beliefs about child development correlate with a more positive perception of adolescence. These results are interpreted from the perspective of their influence on beliefs about parenting styles, reflecting what is reported in the recent literature regarding the most successful styles for fostering children’s and adolescents’ psychosocial adjustment.

Mothering and Fathering, or just Parenting: Measurement Invariance of Parental Beliefs by Gender

In the ongoing discussion about the possible differences between mothering and fathering, tests of measurement invariance play an important role. However, there remains a need to investigate the measurement invariance of parental beliefs by gender. Mothers ( n = 2,236) and fathers ( n = 1,106) who attended parenting education courses reported on their beliefs using both original and validated measures. Using factor analytic techniques, we estimated a series of nested models that applied parameter constraints hierarchically to assess measurement invariance between mothers and fathers for these parenting beliefs. Results indicated strict invariance for some, but not all, constructs. Namely, beliefs regarding facilitating children’s independence and beliefs regarding structure were invariant, whereas beliefs regarding connection showed levels of systematic difference between genders. Testing invariance allows researchers to shed light on which aspects of parenting are the same and which are different, and to what extent mothering and fathering can be directly compared.

The effect of screening for vaccine hesitancy on the subsequent development of hesitancy: a randomized controlled trial, Houston, TX

ABSTRACT Vaccine hesitancy remains a global health threat. Addressing parental vaccine hesitancy is essential to maintaining high vaccine coverage levels and preventing disease outbreaks; however, it is unknown if administering a vaccine hesitancy screening tool negatively impacts parental vaccine beliefs. We conducted a stratified randomized controlled trial in pediatric primary care practices. English-speaking parents ≥18 years of age seeking routine care for infants <3 months of age were eligible. Participants were randomized to receive 1 of 2 surveys – the Parent Attitudes about Childhood Vaccines (PACV) survey or a placebo survey. Six months after initial enrollment, all participants were asked to complete the PACV, regardless of initial randomization group. Our primary outcome was the proportion of hesitant to non-hesitant parents at 6-months between randomization groups. We examined associations between vaccine hesitancy and participant characteristics. We also evaluated the change in the proportion of vaccine-hesitant parents in the PACV group between baseline and 6-month follow up. We enrolled 1705 parents at baseline. At 6-month follow up, 819 parents completed the PACV (50.2% from PACV group vs. 54.1% from placebo group). The proportion of hesitant parents at 6 months did not differ between PACV and placebo groups (6.6% vs. 6.1%; p = .78) and the odds of hesitancy among PACV group participants was not higher than those in the placebo group (OR = 1.10; 95% CI: 0.63–1.93; p = .743). Race was the only characteristic significantly associated with vaccine hesitancy at 6-month follow up (p = .003). Overall, administration of the PACV did not trigger vaccine hesitancy in this study population.

Parent–child interactions during pediatric venipuncture: Investigating the role of parent traits, beliefs, and behaviors in relation to child outcomes

ABSTRACT Background: The social context is critical to children’s pain, and parents frequently form a major aspect of this context. We addressed several gaps in our understanding of parent–child interactions during painful procedures and identified intrapersonal contributions to parental affective responses and behaviors. We used the pain empathy model framework to examine parent–child interactions during venipuncture to determine predictors of parent distraction and reassurance. Aims: We examined relations among parent and child behaviors along with parent fear and child pain and fear. We empirically tested the contribution of top-down influences in predicting the use of two common parent utterances, reassurance and distraction during venipuncture, including parent beliefs about these behaviors. Methods: Venipunctures of 100 5- to 10-year-old children were filmed, and parent–child interactions were coded using the full 35 item Child Adult Medical Procedure Interaction Scale. Two codes were of particular interest: reassurance and distraction. Self-report measures included child fear and pain, parent fear, trait anxiety, empathy, pain catastrophizing, and beliefs about reassurance and distraction. Results: Findings supported original Child–Adult Medical Procedure Interaction Scale codes linking parent “distress-promoting” behaviors with poorer child outcomes and parent “coping-promoting” behaviors with improved child outcomes. Parent traits accounted for a small portion of the variance in parent reassurance and distraction. Conclusions: Findings are consistent with research on coping and distress promoting behaviors. Using a novel framework of the pain empathy model, we found that parent traits largely did not predict their procedural behaviors, which were more strongly related to child distress behaviors during the needle and parent beliefs about the behaviors.

It All Starts with Beliefs: Addressing the Roots of Educational Inequities by Shifting Parental Beliefs

Socioeconomic inequalities in child development crystallize at early stages, with associated disparities in parental investment in children. A key to understanding the data patterns is to document the sources underlying the observed inequalities. We first show that there are dramatic differences in parental beliefs across socioeconomic backgrounds (SES), with parents of higher SES being more likely to believe that parental investments impact child development. We then use two field experiments targeted to low-SES families to explore the mutability of such beliefs and their link to parental investments. In both cases, we find that parental beliefs about child development are malleable. The less intensive version of the program based on educational videos changes parental beliefs, but fails to lastingly increase parental investments and child outcomes. By contrast, in the more intensive version of our program combining home visits and feedback, the augmented beliefs are associated with enriched parent-child interactions and improved vocabulary, math, and social-emotional skills for the children. Together, these results suggest that changing parental beliefs can be an important pathway to raising parental investments and reducing socioeconomic gaps in children’s skills, but that simple informational policies may not be sufficient.

The Relationship between SES, Parental Reading Belief and Family Linguistic Environment: The Importance of Family Language Learning Environment in Early Years

The present study explores the relationship between Socioeconomic Status(SES), parental reading belief and family linguistic environment based on a sample of 352 parents of preschoolers aged 36 - 6o months old. Findings show that parents’ educational background, parents’ professions, family income correlate positively with parental reading belief and family linguistic environment. However, parents’ professions correlate only with their educational background and income instead of reading belief. Maternal profession shares a positive relation with all the factors in family linguistic environment while paternal profession only correlates with books volume, total book-reading numbers and reading frequency. Parental reading belief predicts family language learning environment. The earlier parents start parent-child book reading, the better to cultivate preschooler’s reading interest and motivation.

Socioeconomic status, parental beliefs, and parenting practices as predictors of preschoolers’ school readiness and executive functions in chile

Parental beliefs and parenting practices in early childhood are fundamental for the development of preschoolers’ school readiness and executive functions. This study examined the role of socioeconomic status (SES), ethnicity, maternal self-competence, parental cognitive stimulation, and maternal supportive discipline as predictors of five-year-old preschoolers’ school readiness and executive function abilities in 70 families of low-SES homes with a Chilean majority or indigenous Mapuche minority background in Chile. Additionally, the mediating role of parental beliefs and parenting practices between SES and school readiness or executive functioning respectively was investigated as suggested by the Family Stress Model. Results show that maternal supportive discipline predicted school readiness above and beyond SES and ethnicity. Furthermore, maternal supportive discipline mediated the relation between SES and school readiness, whereby higher SES positively affected maternal supportive discipline, which in turn had a favorable effect on school readiness. All other associations were non-significant. The outcomes highlight that parental involvement of culturally diverse families from low-SES backgrounds is important for children's cognitive development. School readiness of Chilean preschoolers from low-SES homes might possibly be improved by enhancing maternal sensitivity and positive behavioral control strategies. These parenting skills have the potential to mitigate the adverse effects of low-SES environments to some extent. The findings of this study inform interventions integrated into early childhood education programs.