Parental Educational Practices Research Articles

Parenting Practices and Children's Mental Health: Moderating COVID-19 Stressors Experienced by Brazilian Parents

Aim: To examine whether the stressors of the COVID-19 pandemic moderate the relationship between parental educational practices and children's emotional and behavioral problems. Background: The COVID-19 pandemic has significantly altered family routines, and children, with their limited ability to understand and interpret these changes, have been particularly vulnerable to stress. Method: An explanatory design was used with a sample of 135 Brazilian parents (mothers or fathers) who lived with a child aged between 6 and 11 years. Participants completed the Sociodemographic Data Questionnaire, the Parenting Practices Inventory, the Strengths and Difficulties Questionnaire, and the COVID-19 Stress Response Questionnaire remotely. Results: Coercive discipline significantly interacted with COVID-19 stressors in relation to emotional and behavioral problems. Increased perception of stressors intensified the association between coercive discipline and conduct problems, peer issues, and internalizing problems in children. Conclusion: The COVID-19 pandemic has exacerbated the use of coercive discipline, negatively impacting children's mental health. Implications: The findings highlight the need to enhance and reinforce parenting skills to better manage stressful situations, thereby safeguarding the parent-child relationship and mitigating the negative effects of the pandemic on children.

Who Benefits Most from the Family Education and Support Program in Cape Verde? A Cluster Analysis.

Child parenting programs can enhance parental skills, prevent future issues in child development, and improve children's quality of life. The present research aimed to study the changes promoted by the Family Education and Support Program (FAF) implemented in Cape Verde, regarding parental educational practices, perceived parental efficacy, and attitudes and beliefs of Cape Verdean parents. To this end, 37 participants were evaluated through a pretest-postest design. The evaluated dimensions were perceived parental competence, parenting practices, Parental attitudes and beliefs, mental health and perceived child quality of life. A cluster analysis was conducted, distinguishing two groups. Both groups benefited from the program. Cluster 1 reported more significant gains in dimensions of parental efficacy and satisfaction, inadequate expectations, affection and support, and reactivity, while cluster 2 showed a greater difference in regulation and reactivity. Overall, the FAF intervention contributed to an increase in positive parenting practices. By analyzing potential underlying profiles in the change process, this study suggests that there are participants who benefit more than others from the intervention, and this information may be relevant for professionals and researchers in the field.

The relationships between parental educational practices, pro-aggression beliefs, and aggressive behavior: A cross-sectional study

Adolescent aggression poses a significant challenge to public health and societal well-being, with detrimental consequences for individuals and communities worldwide. Understanding the factors contributing to aggressive behavior during adolescence is crucial for developing effective intervention strategies. Parental influences, including parenting practices and beliefs, have been identified as key determinants of adolescent aggression. However, the mechanisms through which parental factors impact adolescent aggression, particularly the mediating role of cognitive factors such as pro-aggression beliefs, remain underexplored. This study aimed to investigate the associations between parental educational practices, pro-aggression beliefs, and aggressive behavior among middle school students, with a focus on understanding the mediating role of cognitive factors. A sample of 532 middle school students participated in the study and provided self-reported data on parental educational practices, pro-aggression beliefs, and aggressive behavior. The results revealed significant associations between parental educational practices, pro-aggression beliefs, and aggressive behavior. Furthermore, pro-aggression beliefs were found to partially mediate the relationship between parental educational practices and aggressive behavior. These findings underscore the importance of considering both familial and cognitive processes in understanding adolescent aggression. This study contributes to a deeper understanding of the complex interplay between parental factors, cognitive factors, and adolescent aggression, informing the development of targeted intervention programs aimed at promoting positive youth development and reducing violence. By addressing these factors, interventions can effectively mitigate the risk of aggressive behavior among adolescents, ultimately fostering healthier developmental trajectories and enhancing societal well-being.

Programa Promove-Pais adaptado para responsáveis de crianças e adolescentes com TDAH

Abstract Parental educational practices act on the behavioral repertoire of children. This study aimed to verify the effects of the adapted Promote-Parents program on the behavioral repertoire of children and adolescents diagnosed with ADHD and their primary caregivers. Seven schoolchildren and their caregivers participated in the study, and they were evaluated before and after the intervention using the Roteiro de Entrevista de Habilidades Sociais Educativas Parentais (RE-HSE-P, Parental Educational Social Skills Interview Script), the Conners Scale, and the Social Skills Rating System (SSRS-BR). There was an increase in skillful behaviors, a reduction in behavior problems and ADHD symptomatology among the children/adolescents, a decrease in negative educational practices, and an increase in educational social skills among the caregivers. It was concluded that the program generated positive effects, in addition to being of low cost.

L’influence des pratiques éducatives sur le sens donné à l’école : étude auprès de lycéens français

There are many studies exploring the link between meaning and learning. However, none of it examines the link between parental educational practices and the meaning of schooling. Based on a review of the literature, the objective of this article is to test the hypothesis of a link between the educational practices that high school students benefit from and the meanings that they attribute to school. Thus, we assume that educational practices play a predictive role in different processes of elaboration of the meaning of education by high school students (GH). The analysis of the results collected with the help of a measurement instrument consisting of two variables: the PEP – measuring parental educational practices – and the meaning of education (MOE) – measuring the meaning of education – questioning 390 French high school students, confirm our general hypotheses. Furthermore, it appears that a flexible educational practice is associated with a high level of meaning attributed to the school; conversely, a rigid educational practice is associated with a low level of meaning attributed to the school; and finally, a weak educational practice is not associated with an absence of meaning attributed to the school.

Parental Educational Practices and Life Satisfaction: The Role of Positive Affect and Agreeableness in Adolescents.

Researchers have investigated the external elements that can condition a person's satisfaction with life, although it has been proven that they do not explain a large part of the phenomenon. For this reason, other variables such as perceived competence, personality styles and personal autonomy are being investigated more successfully. The main objective of this paper is to study the influence of parental educational practices on adolescent life satisfaction considering the role played by adolescent's positive affect and the agreeableness personality trait by implementing a statistical Mediation Model that explains such relationship. The population sample is a total of 742 Spanish adolescents, of which 45.1% were boys and 51.5% were girls. The age ranged between 13 and 19 years (15.63, SD = 1.24). The results revealed that the relationship between parental educational practices and life satisfaction in adolescence was mediated by positive affect and the personality trait of agreeableness. Both variables did act as serial mediators in this relationship. On the other hand, the serial multiple mediation structural model explained 31.72% of the variability in life satisfaction for the dimension of affection and communication and promotion of autonomy, 29.70% for the psychological control dimension, 26.58% for self-disclosure and 28.21% for the humor dimension of parental educational practices. These findings have important implications to understand the relationship between parental educational practices and the adolescent life satisfaction, indicating that different parental educational practices will have a positive or negative effect on adolescent positive affect, which will lead to increased or decreased agreeableness influencing the adolescent life satisfaction.

Práticas educativas parentais, saúde emocional e variáveis sociodemográficas maternas: famílias nucleares e não nucleares

Abstract Objective We compared parental educational practices and emotional health of 62 mothers of students from nuclear (G1) and non-nuclear families (G2). Method We used an inventory of parenting practices and scales for assessment of anxiety, stress and depression. Results G1 showed significantly higher means for Moral Behavior. Positive correlations between negative parenting educational practices and clinical indicators for maternal emotional health were perceived in both groups and more significantly for G2. Younger mothers in G1 indicated more signs of state anxiety and for G2 the lower socioeconomic level indicated more signs of stress and trait anxiety and less depression. Conclusion The data can contribute to the planning of interventions.

Relationship between parental educational practices and their children’s involvement in school bullying

Relationship between parental educational practices and their children’s involvement in school bullying

Sexual Abuse Prevention Education for Preschool-Aged Children: Parents’ Attitudes, Knowledge and Practices in Beijing, China

ABSTRACTThe purpose of this study was to investigate Chinese parents’ attitudes, knowledge, and practices with their preschool-aged children on sexual abuse prevention education, and to explore the associated factors of parental educative practices on child sexual abuse (CSA) prevention. Four hundred and forty parents of young children from 16 classes in 3 preschools in Beijing completed the questionnaire anonymously and voluntarily (response rate = 80%). Less than one third of parents believed that children most often were sexually abused by familiar persons, and less than 30% of parents believed that if a child has been sexually abused, there will usually be no obvious physical evidence. Parents were reluctant to discuss CSA protective skills with their young children. Less than half of the parents had told their children that if sexual abuse happens, parents or other trusted adults should be told. The multivariate linear regression equation showed that both parents’ knowledge (B = 0.11, SE B = 0.05, p = 0 .03) and attitudes (B = 0.27, SE B = 0.10, p = .01) were significant factors for parents’ communication about CSA prevention with their children. Findings from this study suggest that it is urgent to implement the sexual abuse prevention education with Chinese parents of preschoolers. Applications and limitations of these findings are discussed.

Parenting practices and adolescent social anxiety: A direct or indirect relationship?

Background/ObjectivesAccording to existing evidence, parental educational practices and social anxiety are to some degree connected. However, the possibility that this relationship is an indirect one and is mediated by individual factors such as self-esteem or emotional regulation has not yet been explored. The aim of this study was therefore to explore the relationship between maternal and paternal educational practices and social anxiety, and test both the direct and the indirect pathways. Method: The representative sample consisted of 2,060 Andalusian students (47.7% girls, Mage=14.34) who filled in various self-reports. Results: The structural equation models confirmed that a direct relationship, with a low effect size, exists between parental educational practices and social anxiety and that there is also an indirect relationship, mediated by negative self-esteem and emotional suppression (the emotional regulation strategy), which accounted here for 49.1% of the variance in social anxiety. Conclusions: Parental education practices seem to act as a family asset which either promotes or hinders the development of basic attitudes and competencies such as self-esteem or emotional regulation and, by doing this, either encourages or prevents the emergence of problems such as social anxiety.

Como a família lida com a dificuldade da criança diante do baixo rendimento escolar?

O artigo objetiva analisar como a família lida com a dificuldade da criança diante do baixo rendimento escolar. Realizou-se um estudo de caso em uma escola particular de uma comunidade de camada popular da cidade do Salvador cujo projeto foi submetido e aprovado pelo Comitê de Ética em Pesquisa. Participaram do estudo três crianças, duas estudantes de sete e oito anos de idade, do segundo ano e um estudante de sete anos de idade, do primeiro ano do Ensino Fundamental, juntamente com seus pais. Realizou-se a análise da interação pais e filhos a partir de instrumentos da teoria sistêmica da família (jogo colaborativo e genograma). Identificou-se que as crianças manifestam vínculos familiares característicos de dependência; que as práticas educativas parentais são transmitidas através de um modelo autoritário com maior controle, regras impostas, pouco apoio à criança, muita exigência e pouco afeto; que as estratégias utilizadas para orientar o comportamento dos filhos são caracterizadas pela aplicação direta da força, incluindo punição física ou uso de ameaças. Além disso, a pesquisa aponta a qualidade da escola, a baixa escolaridade dos pais e o convívio em bairro violento como fatores que podem interferir na dificuldade de aprendizagem e que, portanto, necessitam ser melhor investigados em estudos futuros.

Parental Beliefs on Child Development of Children with Developmental Delays

Abstract Parental beliefs on child education and development might intervene in how parents relate to their children and promote their development. The present research aimed to identify parental beliefs about the development of children with developmental delays. For this, we took a qualitative approach, based on content analysis, from the answers obtained in the Questionnaire of Parental Beliefs on Child Development. We obtained answers of 36 families (fathers and mothers) of 40 children with different developmental delays, attending the Municipal Child Education Centers of a capital of the South region of Brazil. We could identify beliefs regarding the development of children, which were mainly understood as aspects related to the delays the child presented (negative) and to their achievements (positive), which represented the way in which these parents direct their parental educational practices.

A influência da depressão pós-parto sobre as práticas educativas parentais

Maternal emotional health is one of the most important factors for mother-infant interaction and, consequently, for child development. This study compared the parental educational practices of mothers of infants with and without indicators of postpartum depression and correlated these variables for each group. To investigate the indicators of postpartum depression, sixty mothers of babies responded to the Edinburgh Post-Partum Depression Scale (EPDS). Parental educational practices were identified through the Inventory of Parenting Styles for Parents and Babies (IEPMB). The results of the comparison of parental practices of mothers with indicators of postpartum depression (G1) and mothers without indicators (G2) indicated that G1 mothers significantly emitted more practices of “inconsistent punishment” (p = 0.001) and “relaxed discipline” (P = 0.037) than the mothers from G2. The comparison of Parenting Styles of G1 and G2 mothers showed that mothers from G1 used significantly more “inconsistent punishment” (p=0.001) and “relaxed discipline” practices (p=0.037) than mothers from G2. The presence of symptoms of postpartum depression was negatively correlated with the “positive monitoring” (p=0.048) practice and positively with “inconsistent punishment” (p=0.001) and “relaxed discipline” practices (p=0.01). The obtained data aggregate information on educational practices of mothers of babies and maternal emotional health, helping elaborate interventions that offer therapeutic support to mothers with psychological disorders of the puerperium, avoiding their effects on their practices and, consequently, on the development of their babies. Keywords: parenting practices, postpartum depression, child development.

Habilidades Sociais Educativas de Mães: Relações entre Gêneros e Tipos de Instituições


 O estudo objetivou identificar em que medida estão envolvidas as habilidades sociais nas práticas educativas parentais das mães com seus filhos e comparar as habilidades sociais educativas das mães na relação entre meninos e meninas de escola pública e particular. Participaram 3 mães de escola pública (2 mães de meninas e uma mãe de menino) e 3 mães de escola particular (2 mães de menino e uma mãe de menina) do 6º ano, com idades entre 11 e 12 anos. Foi utilizada entrevista semiestruturada com base no Roteiro de Entrevista de Habilidades Sociais Educativas Parentais (RE-HSE-P). Os resultados da interação indicaram que as mães de meninos e meninas de escola pública e particular apresentaram um bom repertório de HSE-P, mas, nas práticas negativas mostraram um repertório clínico, influenciando nos problemas de comportamento. Os filhos e filhas apresentaram um bom repertório de habilidades sociais, mas revelaram problemas de comportamento. Considera-se importante ampliar a discussão sobre o comportamento de mães no uso de um repertório de habilidades sociais educativas na interação com os filhos percebendo como atuam e interagem no comportamento das crianças.

Child self-esteem and different parenting styles of mothers: a cross-sectional study

Aim of the studySeveral factors affect the formation of self-esteem in children. Given the importance of parental attitudes and educational practices in development of a sense of self-worth in children, this study aimed to investigate the relationship between parenting styles and self-esteem in primary school children .Subject or material and methodsThis cross-sectional study was conducted on primary school children in Zahedan during 2013-2014. The data were collected using Cooper-Smith Self-Esteem Inventory and Diana Baumrind Parenting Style Inventory. Then, the data were described using mean, standard deviation, and frequency, and were analyzed using multivariate regression analysis and Pearson’s correlation coefficient. All analyses were performed using the SPSS statistical software, version 16.frequency, and multivariate regression test as well as Pearson correlation coefficient was applied for data analysis. The SPSS software version 16 was also used for data analysisResultsThe results showed that the total mean score of self-esteem was 32.5±5.6 and most parenting styles were authoritative (80.6%). In addition, a significant relationship was found between self-esteem and authoritative parenting style (p<0.05).DiscussionAccording to the present study, the data related to predict self-esteem through the use of parenting styles indicated that authoritative parenting style is a significant predictor of self-esteem. Furthermore, authoritative parenting style is a significant predictor of a child's self-esteem and this suggests that self-esteem is significantly higher in those who have parents with authoritative parenting styleConclusionsThe study results indicated that authoritative parenting style was a significant predictor of children’s self-esteem. In other words, children of parents with authoritative parenting style had significantly higher self-esteem.

La consommation d’alcool chez les enfants : une réalité méconnue

Although drinking problems are now well documented in adolescents and young people, few data are available on alcohol use in children younger than 12. In France, studies have shown that 60–70% of 11-year-olds reported having tasted alcohol drinks, 4–7% having experienced drunkenness at least once, and that 5–8% might be regarded as “regular” alcohol users. By comparison, the prevalence of child drinking in the United States seems to be lower. All studies show that parental alcohol-specific attitudes and parental educational practices have a strong influence on the initiation of alcohol use in children. Some of them also indicate that early-onset drinking in children may be related to psychosocial functioning in other life areas, such as problem behaviors, low school engagement, and poor relationships with parents, in association with temperamental and environmental risk factors similar to those described in substance use disorders. Since epidemiological studies showed that early initiation of alcohol use is linked to later alcohol-related problems, these data call for further attention to children's perceptions and attitudes with respect to alcohol in research to prevent alcohol misuse.

Dimensional structure of the Brazilian version of the s-EMBU instrument for measuring parental educational practices in adolescents

The aim of this study was to assess the dimensional structure of the s-EMBU, used to measure parental educational practices in adolescents. The sample included 487 students from Greater Metropolitan Rio de Janeiro, Brazil, in 2013. Mean age was 14 years, and 47% were girls. The original dimensional structure was assessed by confirmatory factor analysis (CFA). The study also applied exploratory structural equation modeling (ESEM). CFA adjustment was unsatisfactory. In light of the ESEM, the most parsimonious solution concerned the three-factor model (RMSEA = 0.03, CFI = 0.97, and TLI = 0.96), but various items in the overprotection dimension showed higher factor loads in the rejection dimension. The items in the rejection and emotional warmth dimensions proved more appropriate. In Brazil, s-EMBU partially captures the proposed dimensions for measuring parental educational practices in adolescents. Emotional warmth had its dimensional structure confirmed, but rejection and especially overprotection require further refinement.

Socio-economic status, parenting practices and early learning at French kindergartens

The present research tests the hypothesis that parental values and educational practices are intermediary variables between the socio-economic status (SES) of families and early learning in children. Our empirical study was based on 299 parents with children in their final year at eight French kindergartens. We constructed an explanatory theoretical model of early learning that brings together variables relating to parental values, parental educational style and educational practices linked to schooling. Path analyses were used to determine whether our model was consistent with our field data. Findings suggest that SES influences parental values in education. We also found that SES directly influences parental educational style. As previous research has shown, high SES families tend to be more responsive to their children's needs but are also more demanding of their children than other families. Results are discussed.

Des parents co-thérapeutes, une solution gagnante pour le traitement des enfants autistes

ObjectivesThis article aims to report on the effects of an intervention program carried out in a clinical context and destined to parents of autistic children. The program was part of a diagnostic evaluation process and sought to provide parents with essential support as soon as their child was diagnosed. It was also designed to increase their knowledge of autism's particular characteristics. MethodEach of the fourteen families participating in this research had a child aged between two and six years old who had been diagnosed with autism. They were assessed with the Autism Diagnostic Interview-Revised (ADI-R) and the Autism Diagnostic Observation Schedule Generic (ADOS-G) by a team from Rivière-des-Prairies Hospital, in the Montreal area, specialized in Pervasive Developmental Disorder. The specification identified for this study was a quasi-experimental protocol with a pre- and post-test and a non-equivalent control group. The first eight families registered with the clinic were part of the experimental group; the other six formed the control group. The experimental group was composed of six boys and two girls whose average age was 48 months (span: 34–72). The implemented program contained two intervention targets: communication and the child's learning. Five individual sessions of approximately 90 minutes each were provided to each family. A psycho-educator directed activities chosen according to the developmental level of each child. Because one of the objectives of the program was to help parents intervene with their child, they were involved in the intervention each in turn, either by observing or by practising those intervention techniques identified for their child. In order to measure the change in parental practices, the Maternal Behavior Rating Scale was used. This observation table is composed of 12 items assessed with a Likert-type five-point scale, one meaning very low, and five meaning very elevated, evaluating four scales of parental educational practices designed to improve children's development: the parent's response (three items), the parent's animation (five items), the parent's support with the task (two items) and his or her authority (two items). The program's impact with the child was assessed with the Child Behavior Rating Scale, an observation table comprised of two scales recognized as preconditions to children's development: attention (four items) and initiation (two items). These items were assessed by two observers with a Likert-type five-point scale, one meaning very low and five meaning very elevated. Inter-rater coefficients varied between 0.88 and 0.93. ResultsVariance analyses undertaken from the results obtained with the Maternal Behavior Rating Scales and the Child Behavior Rating Scales before and after the intervention showed that both groups improved but that this improvement did not vary significantly from one group to the other. ConclusionsFour elements may help explain the absence of significant results. Firstly, all children except one were recipients of other services during the intervention. Secondly, with regards to the objective of helping parents better understand their child's diagnostic, five 90-minute individual sessions appeared to be sufficient, but obviously that was not the case. Thirdly, there were difficulties with the recruitment and the sample's non-homogeneity. Fourthly, over and above their good psychometric qualities, the two instruments used were not sufficiently attuned to more subtle changes. Finally, we must insist on the importance, especially in human and social sciences, of publishing results considered as negative in as much as those results form an integral part of the scientific process.

Renforcer les compétences de parents issus de milieux défavorisés : impacts d’un programme d’entraînement à la résolution de problèmes éducatifs

The difficult economic context of Western countries and sociocultural changes in family structure are increasing the complexity and diversity of parental roles in the accomplishment of everyday tasks. This phenomenon is especially marked in socially and economically disadvantaged areas, which are particularly destabilised by environmental problems. Studies in this field have suggested that parental attitudes and educational practices play a key role in the development of the child. However, these practices remain malleable, and they may oscillate between being risk factors and protective factors. Exploiting this theoretical framework with the goal of reducing the socio-affective and educational risks to children, preventive interventions can be implemented, with the aim of helping parents in their role as educators. The development of parental support programmes, involving efforts to improve parental attitudes and educational practices in a qualitative manner, can thus mediate between disadvantaged socio-economic environment and the behavioural, cognitive and affective development of the child. This article presents exploratory research on this theme, evaluating changes in the attitudes and educational skills of the parents of young children from disadvantaged socio-economic environments following their participation or non-participation in a parental education programme. Fifteen mothers from disadvantaged socio-economic backgrounds took part in a parental education programme entitled “Being the parent of young children” (EPJE; Terrisse and Pithon, 2008), which used a series of cartoons to address the management of educational problems. This group was compared with a control group of 10 mothers from the same socio-economic environment, matched for age and education level. All the families selected received educational assistance at home (AED) or attended clinics (Service de protection maternelle et infantile; PMI) for children under the age of six years. The two groups were evaluated with the Échelle des Compétences Éducatives Parentales (ECEP; the Parental Educative Skills Scale; Terrisse and Larose, 1999), which explores (a) the “rigidity/flexibility”, “wariness/confidence” dimensions of educational attitudes; (b) “normative/elaborative” and “severity/liberalism” aspects of parental behaviour; (c) the feeling of parental “control” according to an “internality/externality” axis. The experimental group was also evaluated to assess the acquisition of knowledge about child education and degree of satisfaction with the programme. We found that the educational attitudes of the mothers in the experimental group changed significantly more towards greater flexibility than those in the control group and, in general, their educational style evolved more favourably than that of the control group (more elaborative practices, more internalised feelings of control). Similarly, the significant difference in results in tests of knowledge before and after the programme reveals an improvement in the identification and appropriation of educational practices by parents. All the mothers of the experimental group declared that their confidence in their ability to manage the difficulties of their child had definitively increased following the programme. This exploratory study demonstrates the beneficial effects of a parental support programme, although the small size of the sample currently precludes the generalisation of these results. Nevertheless, this preliminary study improves our understanding of the processes occurring within these educational groups, the objective being to develop a feeling of competence in parents, by giving them the means to provide an educational structure favouring a better outcome for their child. This research also opens up new possibilities for considering the cultural characteristics of parents from disadvantaged environments, who often come from very different communities.