Parental Emotional Support Research Articles

Child Sexual Abuse, Psychopathology, Trauma and Attachment Beliefs and Interpersonal Functioning among Young Adult Survivors Attending Psychiatric Services in India

Background: Child sexual abuse (CSA) is known to have short and long-term consequences which can have an impact even in adulthood. The objectives of the study were to explore the nature of CSA in individuals attending psychiatric services, the impact of CSA on psychopathology, trauma and attachment beliefs and interpersonal functioning in young adult survivors and factors associated with CSA and its impact. Methodology: The study adopted a cross-sectional exploratory design. The sample comprised of 246 young adult patients attending inpatient and outpatient psychiatric services of a tertiary care hospital in India. The tools used were: Mini International Neuropsychiatric Interview, Sexual and Physical Abuse History Questionnaire, abuse-related Beliefs Questionnaire, Sexual Abuse Severity Score, Trauma and Attachment Beliefs Scale, Brief Symptom Inventory and Social Adjustment-Self Report. Results: About 21% of the sample had a history of CSA; among them 70% were females. The age of CSA ranged between 8 and 12 years. About 34% of them had more than 5 such experiences and about half of them had more than 2 perpetrators with majority of the sample experiencing high coercion. The survivors of CSA had greater levels of psychopathology, trauma and attachment beliefs, difficulties in certain domains of interpersonal functioning in comparison with individuals without a history of CSA. Female gender, poor parental emotional support, and having more than one significant life event contributed to risk of CSA. Poor emotional support from parents and trauma related beliefs predicted psychopathology. Conclusion: The study has implications with respect to the assessment, research and conceptualization of therapy in individuals with a history of CSA.

Future Orientation’s Influence on Smartphone Overdependence among Out-of-School Adolescents: Focusing on the Moderated Mediation Effect of Depression by Parental Emotional Support

Background: This study aimed to examine the influence of future orientation on smartphone overdependence through depression among out-of-school adolescents and the moderated mediation effect of parental emotional support.Methods: This study analyzed data from the Panel Survey of School Dropouts with the Process macro Models 4 and 14.Results: First, out-of-school adolescents’ future orientation negatively influenced smartphone overdependence. Second, out-of-school adolescents’ depression partially mediated the influence of future orientation on smartphone overdependence. Third, out-of-school adolescents’ parental emotional support moderated the mediation effect of future orientation on smartphone overdependence through depression.Conclusions: The results suggest ways to manage smartphone overdependence among out-of-school adolescents.

Regulasi Emosi dan Penyesuaian Mahasiswa Baru Saat Pandemi: Pentingkah Dukungan Emosional Orang Tua?

The Covid-19 pandemic has made new students of the class of 2020 experience three transitions at once in their lives. It takes a good ability to regulate emotions so that new students are able to pass the transition period successfully. This study aims to examine the role of emotion regulation on the ability to adjust to college during a pandemic through the emotional support of parents as moderators for new students. A total of 247 new students from the 2020 batch of Gadjah Mada University participated voluntarily in filling out the online questionnaire. There are three measuring tools used, namely the Emotion Regulation Scale, Student Adaptation to College Questionnaire (SACQ), and the Parental Emotional Support Scale. Moderation Regression Analysis was used to test the hypothesis and the results showed that parental emotional support was not proven to moderate the relationship between emotional regulation and college adjustment. However, emotion regulation was shown to have a direct positive effect on academic and social adjustment (p < 0.05).

청소년이 지각한 부모의 정서적 지원과 애착이 학교폭력 피해 경험에 미치는 영향

Objectives The purpose of this study is to examine the effects of positive factors, which are parental emotional support, and negative factors, such as the type of alienation, during adolescence, on the adolescents' experiences of school violence. The purpose of this study is to more clearly approach the role of parents required during adolescence by analyzing the mediating effect of parental participation in school activities. Methods For this purpose, data from the 6th year of the Korean Educational Longitudinal Study (2013) of the Korea Educational Development Institute was used. The data for students were extracted from adolescents' experiences of victimization of school violence, emotional support from parents, and marginalized variables among parental attachment, and the degree of parental participation in school activities was extracted from the data for parents. The subjects of this study were 5,707 high school first grade students and their parents' data. Results First, the emotional support of parents perceived by adolescents did not have a significant effect on their experiences of school violence. The more adolescents felt alienated from their parents, the more likely they were to experience school violence. Second, both parents' emotional support and alienation perceived by adolescents were found to be variables that significantly affected parents' participation in school activities. When the emotional support of parents perceived by adolescents was high, parents' participation in school activities was high, and the higher the degree of parental alienation, the higher the parent's participation in school activities. Third, it was found that parents' participation in school activities completely mediates between the emotional support of parents and the adolescent children's experiences of school violence, and partially mediates between the alienation among parents and the adolescent children's experiences of school violence. Conclusions The negative relationship between adolescent children and their parents appears to have an effect on the children's negative behavior in school life, so measures to reduce adolescents' experiences of school violence require school education and a cooperative effort with parents. High participation in school activities as parents during adolescence negatively affects adolescents' experiences of school violence, so a parent's role that respects adolescent autonomy is required.

Parental emotional support trajectories and the risk of adolescent overweight or obesity

AbstractWe used data from the National Longitudinal Survey of Youth (n = 6108; 50.9% males; 16.7% Black, 8.1% Hispanic, 75.2% Non‐Black, Non‐Hispanic) to examine associations between parental emotional support trajectories at 0–15 years and overweight or obesity at 15–19 years and explore the effects of timing and cumulative exposure to low parental emotional support on overweight or obesity. Parental emotional support was assessed using the Home Observation Measurement of the Environment and adolescent overweight or obesity was defined using the International Obesity Task Force cut‐offs. Latent Class Analysis was used to identify parental emotional support trajectories and Poisson regression was used to examine associations under study. Low parental emotional support in childhood increased the risk of adolescent overweight or obesity, with gender‐based differences.Highlights We examined associations between parental emotional support at 0–15 years and overweight or obesity at 15–19 years We used Latent Class Analysis to identify parental emotional support trajectories and Poisson regression to examine associations under study Low parental emotional support in childhood increased the risk of adolescent overweight or obesity, with gender‐based differences

Understanding the academic achievement of the first- and second-generation immigrant students: a multi-level analysis of PISA 2018 data

The present study explores the antecedents of first- and second-generation (1G and 2G) immigrant students’ academic performance using PISA 2018 data. The study draws on an international sample of 11,582 students from 534 schools in 20 countries and focuses on PISA schools that catered to a mix of 1G and 2G students. The study explores the role that student attributes, student-perceived peer and parental support, school provisions, and school equity-oriented policies have on immigrant student academic achievement. The analysis involved specifying three separate stepwise multi-level regression models for mathematics, science, and reading achievement. Findings suggested that, at the within-school level, perceived parental support and teacher enthusiasm and the adaption of instruction were associated with improved academic performance, while student experience of bullying was associated with more substantive negative academic outcomes. At the between-school level, the opportunity to participate in creative extracurricular activities was associated with improved academic performance. In contrast, a higher proportion of 1G students and the overall perceived level of bullying of immigrant students were associated with substantively negative academic outcomes between schools. Tests of moderation effects suggested that parental emotional support appeared to be of particular relevance to 1G students’ math and reading outcomes, while enhanced SES status appeared to be specifically relevant to improved science and reading outcomes for 1G students. Implications for policy and practice are discussed.

Hubungan Dukungan Emosional Orang Tua Terhadap Prestasi Akademik Mahasiswa Fakultas Kedokteran Universitas Ciputra

Emotional support is one of the social supports given by parents to children, in various ways, one of which is education. Emotional support for medical students is needed in undergoing learning in lectures. The aim of this study is to perceive the relationship of parental emotional support and academic achievement of students at the Faculty of Medicine, Ciputra University. The method used was cross sectional analytic. The sampling was done using census techniques or total sampling on 42 students of the Faculty of Medicine, Ciputra University batch 2018. The results showed that 29 respondents (69%) received high emotional support from their parents and 18 respondents (42.9%) have good academic achievement. Based on the Spearman rank test, the correlation coefficient was 0.117 and the significance value was 0.461. Based on the research that has been done, it can be concluded that there is no significant relationship between the relationship of parental emotional support to the academic achievement of students at the Faculty of Medicine, Ciputra University.

Risk factors for materialistic attitudes and values of teenagers – role of parents and peers

ABSTRACT The aim of the study was to propose a model of risk factors for adolescent materialism related to insecurity feeling from parents and peers. Teenagers aged 13–16 were surveyed. The results of the study showed a good fit for the tested model of the sources of materialism linked to insecurity feeling. Parental emotional support, occurrence of threatening events in the life of the teenager and peer pressure were important predictors of teen materialism. Peer pressure mediated the relationship between parental support, both emotional and material, and teen materialism. The assumed effect of peer pressure mediation in the relationship between peer to peer consumer communication and teen materialism was not confirmed while a direct relationship between peer to peer consumer communication and adolescent materialism was observed. In conclusion, the results of the presented study indicate that the simultaneous occurrence of the three: lack of parental support, occurrence of life-threatening events, and peer pressure constitutes a risk factor of adolescent materialism.

The Relationships between Parental Academic Support, Emotional Support, and High School Students’ Academic Stress: The Moderating Effect of Intrinsic Motivation

The Relationships between Parental Academic Support, Emotional Support, and High School Students’ Academic Stress: The Moderating Effect of Intrinsic Motivation

Parental Emotional Support, Family Functioning and Children's Quality of Life

Parental Emotional Support, Family Functioning and Children's Quality of Life

A cross-regional comparison of Chinese bystanders' psychological experience of campus bullying

Breaking the cycle of bullying requires attention to the role of bystanders. We sought to identify the influencing factors associated with the psychological experience of junior high school students as bullying bystanders in Mainland China, Hong Kong, Macao, and Taiwan according to data obtained from the Program for International Student Assessment 2018. The findings show that parental emotional support and the perception of school cooperation were the main factors that determined the psychological experience of bystanders in campus bullying in all four regions. In Hong Kong, Macao, and Taiwan, but not in Mainland China, girls were more likely than were boys to be active bystanders who defended or supported bullied students when bullying occurred. Other factors that must be considered are also discussed according to the regions studied.

Enhancing Success at University: Understanding our Students Through Their Learning Careers

This article discusses a study that started from the premise that we can better support our students when we know who they are. The study used narrative analysis to explore reasons for success for undergraduate business students in a New Zealand university. Drawing on the work of Bourdieu and the concept of learning careers (Bloomer & Hodkinson, 2000) the study gained insights into the students’ educational journeys, the development of an educated habitus (Nash, 2002) and the importance of the development of social, academic and emotional capital on the journey towards success. The study reinforced findings about the non-linear paths to and through university of some students, and the importance of parental emotional support in student success. It demonstrated the usefulness of the concept of learning careers to better understand who our students are, and consequently how to better support them to succeed.

Grade repetition and bullying victimization in adolescents: A global cross-sectional study of the Program for International Student Assessment (PISA) data from 2018.

Grade repetition is practiced worldwide and varies considerably across the globe. Globally, around 32.2 million students repeated a grade at the primary education level in 2010. Although a large body of research has documented grade repetition's academic and non-academic effects, the limited evidence on associations between grade repetition and school bullying is inconsistent and ambiguous. This study aimed to investigate the global association of grade repetition with bullying victimization in a large-scale school-based cross-sectional study. We used the latest global data from the Program for International Student Assessment (PISA) 2018. PISA 2018 was conducted between March and August 2018 in 80 countries and economies among students aged 15-16 years attending secondary education. The students reported their experiences of repeating a grade at any time point before the survey and of being bullied in the past 12 months. The outcome measures were 6 types of bullying victimization. We accounted for the complex survey design and used multivariate logistic regression models to estimate the odds ratios (ORs) with 95% confidence intervals (CIs) of grade repetition with bullying victimization after adjusting for potential confounders (sex; age group; migrant status; school type; economic, social, and cultural status; and parental emotional support). This study included 465,146 students (234,218 girls and 230,928 boys) with complete data on grade repetition and bullying victimization in 74 countries and economies. The lifetime prevalence of grade repetition was 12.26%, and 30.32% of students experienced bullying at least a few times a month during the past 12 months. Grade repetition was statistically significantly associated with each type of bullying victimization. The OR (95% CI) of overall bullying victimization for grade repeaters compared with their promoted peers was 1.42 (95% CI 1.32-1.52, p < 0.001). The sex-specific analysis produced similar results in both boys and girls. Furthermore, girls who repeated a grade had higher risks of being made fun of, being threatened, having possessions taken away, and being pushed around than boys. The major limitation is that this study only included students attending schools and therefore may be subject to possible selection bias. In addition, the cross-sectional design hinders us from establishing causality between grade repetition and bullying victimization. In this study, we observed that, globally, both boys and girls who repeat a grade are at increased risk of being bullied compared with promoted peers, but girls may experience higher risks than boys of specific types of bullying associated with repeating a grade. These findings provide evidence for the association of grade repetition with bullying victimization. Sex differences in risk of experiencing some types of bullying suggest that tailored interventions for girls who repeat a grade may be warranted.

Psychosocial predictors of binge-drinking residual harm in adolescence and young adulthood: Findings from the Australian Temperament Project

AimsWe examine the extent to which adolescent and young adult psychosocial factors are associated with variation in the experience of common types of harm (e.g., injuries, violence, sexual regrets) with respect to binge-drinking frequency – termed residual harm. MethodsData were from the Australian Temperament Project, a population-based cohort study that has followed a sample of young Australians from infancy to adulthood since 1983. The current sample comprised 1,081 (565 women). Residual harm was operationalised by saving residuals from models regressing number of alcohol harms onto binge-drinking frequency at each of 5 waves, two in adolescence (15–16 and 17–18 years) and three in young adulthood (19–20, 23–24, and 27–28 years). Psychosocial factors (mental health, social skills, quality of parent and peer relationships) were assessed prior to binge drinking in early adolescence (13–14 years) and then again in young adulthood (19–20 years). ResultsAdolescent predictors of decreased residual harm were lower depressive symptoms, and higher cooperation, self-control, and peer and parent attachment. Young adult predictors of decreased residual harm were lower depressive, anxiety, and stress symptoms and peer and parent negative appraisal, and higher responsibility, and peer and parent emotional support. Associations were evident in males and females, although the strength of some associations diminished with age. ConclusionsAdolescents and young adults with better mental health, social skills, and relationship quality experienced less harm with respect to their binge-drinking frequency. Future research should examine the potential of investment in strength-based interventions for young people.

Parental Emotional Support and Health Problems: The Role of Social Support and Social Strain

Parental Emotional Support and Health Problems: The Role of Social Support and Social Strain

Parent Emotional and Social Support for Child Adaptation: A Study of Chinese Preschoolers in Thailand

In recent years, there has been various research on Chinese international students. This research aimed to understand Chinese parents’ consciousness of the difficulties Chinese children experienced and their coping strategies in Thailand. Qualitative analysis of semi-structured interviews with the parents was adopted. Participants were 9 Chinese families whose children aged 3 to 6 enrolled in a private international kindergarten located in Bangkok. Results revealed that interaction adjustment, school environment, and cultural adjustment are common difficulties encountered by Chinese mothers and children. Additionally, results showed that: extracurricular activities and frequent interaction with peers can help children reduce stress and accelerate adaptation.

The Mediating Role of Different Types of Parental Support in the Social Disparity of Hope in Young Adulthood.

Research has shown hope to be associated with a person's well-being, but how it is affected by family factors is unclear. This study investigates whether family socio-economic status (SES) affects young adults' hope, and to what extent and how different types of parental support mediate this social disparity. The data is collected from a sample of Hong Kong youth (N = 760; 54.6% girls) which participated in a 7-year longitudinal study during age 15-22. The results from multiple regression models indicate that family SES significantly predicts hope. However, cultural and academic communication and career encouragement from parents in early years, and current parental emotional support fully mediate the relationship between family SES and hope, with parental emotional support being the strongest mediator. Implications for hope theory, practices for nurturing hope and further research are discussed to suggest possible actions.

Intermediation Effect of Parental Support on the Psychological Emotion of School Dropouts

In this study, we wanted to examine the effects of social stigma on the psychological emotions of out-of-school youths and the mediating effects of parental emotional support in the relationship between these variables. To that end the National Youth Policy Institute dropout Youth Panel Survey of the Experimental (2017) 318 with data. The study method used the AMOS 7.0 program to check the suitability of the structural model and the significance of the direct and indirect effects. Through this study, we will first look at the relationship between social stigma and psychological sentiment of out-of-school youths, social stigma and parental emotional support. Second, we would like to examine how social stigma among out-of-school teens affects psychological sentiment. Third, we would like to examine the mediated effect of parental emotional support in the influence of social stigma on psychological sentiment of out-of-school youths. Based on the results of this study, we would like to support the existing prior studies related to out-of-school youth and further propose practical intervention measures that can be used in counseling and education sites. We would also like to discuss suggestions for further research.

The effects of neighborhood factors, maternal depression and parental emotional support on social – behavioral outcomes of children involved in the child welfare system

ABSTRACT Children involved in the child welfare system (CWS) are exposed to various negative neighborhood and family-level factors contributing to their poor developmental outcomes, including poor social-behavioral health. Considering the importance of social-behavioral functioning for children’s cognitive growth and academic success, it is important that the interplay of neighborhood and family-level factors and their effects on the social-behavioral outcomes of at-risk children are well understood. By utilizing the first two waves of nationally representative data from the National Survey of Child Adolescent Well-Being (NSCAW II), the study examines the potential direct and indirect effects of mothers’ perceived neighborhood factors on the social-behavioral outcomes of young children involved in the CWS. Hypothesized direct and indirect pathways operating through mediating mechanisms such as maternal mental health, parental responsiveness, and harsh discipline were tested by using structural equation modeling (SEM). The results suggest that perceived neighborhood danger is significantly related to mothers’ depressive symptoms, increasing the likelihood of harsh and negative parenting being used by depressed mothers, ultimately resulting in negative social-behavioral outcomes of young children in the CWS.

Household Possessions and Parental Support in Mexican Students with High Scientific Competencies in PISA 2015

&lt;p style="text-align:justify"&gt;Traditionally secondary studies on achievement on Programme for International Students Assessment (PISA) tests point to the significant impact of socioeconomic status and cultural backgrounds of families as well as the role of parental involvement, which in some cases has had a negative impact on achievement. For this article, a model of structural regression was tested, with structural modelling software. This model included the following factors: domestic and educational assets, parental support for students, parents’ perceptions about science, and science competencies among 214 high performing Mexican students on PISA tests in 2015. This resulted in a structural regression model with a goodness of fit, where science competencies were a positive significant variable, impacted by domestic and educational assets and parental involvement. An additional restricted model with four variables manifested as mediators, revealed that science competencies were predicted positively and significantly by domestic and educational assets, and by the manifest parental emotional support variable. Variables related to ownership of educational and cultural assets and resources, as well as parental support, particularly emotional parental support, have positive and significant impact on science competencies.&lt;/p&gt;