Parental Pressure Research Articles

Bidirectional Association Between Parental Pressure to Eat and Children's Satiety Responsiveness: The Moderating Effect of Children's Temperament.

This study aimed to examine the directionality of the relationship between children's satiety responsiveness and parental pressure to eat and to explore how children's temperament moderates this relationship. Parents of preschoolers (n = 482, Mage = 3.66, SD = 0.29, 51.2% boys) were surveyed at two-time points spaced 2 years in China, and 76.6% of those were mothers. Cross-lagged analyses indicated that children's satiety responsiveness positively predicted parental pressure to eat over time. Moderation analyses revealed that children's high anger/frustration intensified the predictive relationship above. These findings suggest that parents should accurately understand their children's satiety responsiveness and tailor their responses based on children's temperament, thereby fostering a virtuous cycle of parent-child interaction.

Mothers' and fathers' experiences of breastfeeding and returning to paid work after birth: A mixed-method study.

This mixed-method study explored the experiences of mothers and fathers combining breastfeeding with returning to paid employment after childbirth. Tasmanian State Service employees participated in an online survey and phone interviews. A total of 130 parents completed the survey, and 42 participated in 60-min phone interviews. The survey had more female respondents (109) than male (21), and only 4 of the 42 interviews were with fathers. The sample consisted mainly of professional women (84%) and men (16%), predominantly Australian-born (88%). Two-thirds of participants worked part-time (62%), taking either unpaid (52%) or paid leave (61%) within the first 12 months after birth. The majority (88%) preferred to breastfeed, with the mean age of the first formula feed being 4.1 months. A narrative analysis of the qualitative data, informed by work-family conflict theory, reveals that transitioning back to paid work while breastfeeding is challenging for both mothers and fathers. Parents face multiple conflicts between paid work, family responsibilities and maintaining breastfeeding. The emotional and physical demands of feeding, expressing, storing and transporting breast milk, combined with often inadequate workplace facilities, policies and gender discrimination, add to parental pressure. Mothers bear the greatest burden, while fathers' roles and needs are often overlooked in the workplace. The major finding of this study is that breastfeeding is insufficiently recognised as an integral part of the return-to-work process for both parents, generating a form of work-family breastfeeding conflict, where work (part-time or full-time) interferes with family responsibilities and breastfeeding. Family-friendly breastfeeding policies based on equity principles are needed to address workplace gender inequality and discrimination and better support parents in combining work and breastfeeding.

The Relationship Between Parental Academic Achievement Pressure, Physical Activity, Self-Esteem, and Body Image Among South Korean Adolescents

The purpose of this study is to analyze the effects of parental academic achievement pressure and physical activity on body image mediated by self-esteem. By examining a total of 1328 South Korean adolescents, this study yielded the following results. First, parental academic achievement pressure negatively affects self-esteem directly. Second, physical activity positively affects self-esteem directly. Third, self-esteem positively influences body image directly. Fourth, parental academic achievement pressure has a negative indirect effect on body image through the mediation of self-esteem. Fifth, physical activity has a positive indirect effect on body image through the mediation of self-esteem. These findings underscore the importance of appropriate physical activity, especially for adolescents under significant academic pressure. Physical activity can directly enhance self-esteem, which in turn improves body image. This study highlights the role of physical activity in mitigating the negative impact of parental academic achievement pressure on body image through self-esteem.

The Influence of Graph Theory Approach in Preventing Cheating at Higher Learning Institution: A case of Institute of Accountancy Arusha

Academic dishonesty has been more common in recent years, both through self-reported and detected cases, which has brought significant attention to the issue of cheating in educational settings. Students often cheat for a variety of reasons, including lack of study time, unclear learning objectives, fear of failing, peer pressure, and parental pressure for academic success. Students who rely on plagiarizing answers miss the opportunity to build their skills and may face challenges in job requirements. The problem of cheating / copying the neighbor's works during the examination is particularly well known. With graph theory especially graph coloring, it is proposed to develop the students' sitting arrangement that can be the solution of cheating. An experimental case study focuses on three master's programs, three bachelor's degree programs, three diploma programs, and three certificate programs at the Institute of Accountancy Arusha. This is done when one room or a venue is assigned to two or more programs with different backgrounds depending on the size of the room. The result shows that using graph coloring has reduced the tendency of students to copy or ask questions from their neighbors in the examination room. Based on the assessment of graph theory's effectiveness in preventing cheating at the Institute of Accountancy Arusha, several recommendations can be made. First, the institution should invest in developing a comprehensive data collection system that captures relevant information such as seating arrangements, student interactions, and exam performance patterns. Collaboration with other institutions in implementing similar technologies could also create a shared knowledge base and lead to best practices in academic integrity. Finally, continuous monitoring and evaluation of this system should be conducted to refine its processes and adapt to new cheating technique.

Modelling Bilinguals’ Language Shift Intentions: Towards the Development of the “Context-Dependent Theory of Language Shift”

The goal of this study was to create a theoretical framework (the ‘Context-Dependent Theory of Language Shift’) that explains how school-related linguistic practices and ideologies influence students’ language shift intentions in varying communicative domains. Data obtained from 560 high school students in Cape Coast, Ghana were analysed using partial least squares structural equation modelling (PLS-SEM) to test the proposed theoretical framework. The results indicated that language attitudes, parental pressure, and English performance anxiety significantly influence students’ language shift intentions in formal communicative domains. Nonetheless, apart from attitude, these variables do not influence students’ language shift intentions in informal domains. Based on this statistical insight, our theoretical proposition is that the language shift behaviours of students in Ghana and Africa tend to be fluid and context-dependent. This presupposes that factors that may compel them to shift from their L1 to English in a given context may not compel them to shift in different contexts.

Parental Awareness of Antibiotic Use for Upper Respiratory Tract Infection in Children in Jazan Region, Saudi Arabia.

Upper respiratory tract infections are a prevalent cause of morbidity in children, often managed in primary care settings. These infections are predominantly viral, but antibiotics are sometimes inappropriately prescribed. This misuse, driven by parental pressure and misconceptions, contributes to the growing problem of antibiotic resistance. The impact of parental awareness on antibiotic use practices is significant, as gaps in knowledge can lead to inappropriate use. This study used a cross-sectional design to assess parents' awareness of antibiotic use for upper respiratory tract infections in children in Jazan, Saudi Arabia. Data were collected via a self-administered online questionnaire distributed through social media platforms. Participants were parents aged 18 years and older residing in Jazan. A snowball sampling technique was employed. The questionnaire assessed knowledge, attitudes, and practices regarding antibiotics. The study included 398 participants, with a nearly equal gender distribution of 198 females (49.7%) and 200 males (50.3%). Participants' ages were as follows: 148 (37.2%) were 18-30 years old, 162 (40.7%) were 31-40 years old, and 88 (22.1%) were over 40 years old. Regarding educational attainment, 29 (7.3%) mothers and 36 (9.0%) fathers had primary school education; 117 (29.4%) mothers and 128 (32.2%) fathers had secondary school education; 22 (5.5%) mothers and 33 (8.3%) fathers had intermediate school education; 209 (52.5%) mothers and 175 (44.0%) fathers held a bachelor's degree; and 21 (5.3%) mothers and 26 (6.5%) fathers had a master's degree. Most participants had a moderate income level (270, 67.8%) and resided in Bish (202, 50.8%). The main sources of information about antibiotics were doctors (242, 60.8%) and the internet (90, 22.6%). Perceptions varied, with 147 (36.9%) agreeing and 84 (21.1%) strongly agreeing that antibiotics can prevent complications from infections. A significant proportion believed that inappropriate use could lead to antibiotic resistance (172, 43.2% agreed; 129, 32.4% strongly agreed). Regarding the use of leftover antibiotics, 197 (49.5%) disagreed with using them without consulting a doctor. Interaction with pediatricians showed that 212 (53.3%) always followed pediatrician advice and instructions, while 66 (16.6%) rarely did. The study highlights significant gaps in parental awareness regarding antibiotic use for upper respiratory tract infections in Jazan. Despite some understanding of antibiotic resistance, misconceptions about the efficacy and appropriate use of antibiotics persist. Addressing these gaps through targeted education and improving communication with healthcare providers could enhance antibiotic stewardship and reduce the risk of resistance.

A - 42 Exploring Emotional Regulation Difficulties and Achievement-Oriented Parental Psychological Control as the Moderators of the Association between Academic Enablers and Academic Skills in Hispanic Adolescents

Abstract Objective This study explored how emotional regulation difficulties and parental psychological control (achievement-oriented) moderate the association between academic enablers (motivation, engagement, study skills, interpersonal skills) and academic skills (reading, writing, mathematics, critical thinking). Method Responses from 157 adolescents (average age = 12, 63% Hispanic, 46% female) using the Academic Competence Evaluation Scales, the Difficulties in Emotional Regulation Scale, and the Achievement-Oriented Psychological Control measure were analyzed using the PROCESS macro conditional analysis model 3 in R (Hayes, 2013). Results Results indicated that emotional regulation moderated the association between academic enablers and academic skills and that this moderation was further moderated by psychological control, F(7, 149) = 63.5, p < 0.00. Specifically, the academic enablers-skills association was stronger for adolescents experiencing higher emotional regulation difficulties and psychological control, Tb7 = 0.0046. Probing the interaction using a modified pick-a-point approach revealed that the conditional effect of the interaction between academic enablers and emotional regulation difficulties on academic skills was significant at the 84th percentile of psychological control, θXW → Y|(Z = 3.11) = 0.0076, p = 0.0075. Alternatively, probing the interaction using the Johnson-Neyman technique revealed that the conditional effect of the interaction between academic enablers and emotional regulation difficulties on academic skills was significant when parental psychological control was greater than or equal to 2.49. Conclusions The study highlights the importance of academic enablers in skill development, especially for adolescents who experience moderate to high emotional regulation difficulties and parental pressure to succeed. Targeted interventions to improve adolescents’ emotional regulation capabilities and lessen controlling parent–child dynamics could be crucial.

Factors behind Antibiotic Therapy: A Survey of Primary Care Pediatricians in Lombardy.

Antimicrobial resistance represents one of the most significant future health challenges in terms of both clinical and economic impacts on healthcare systems. The reason behind this issue is the misuse of antibiotics for the treatment of non-bacterial pathologies. The objective of this study is to investigate the factors underlying antibiotic prescription in pediatricians in the Lombardy region. The study was conducted by means of a 32-item questionnaire that investigated both pediatricians' knowledge of antimicrobial resistance and the factors determining the choice to prescribe antibiotic therapy. A total of 253 pediatricians participated in the survey. Most participants (71.6%) reported as highly relevant the need for a national plan against AMR. However, approximately half of the respondents declared the phenomenon of AMR as uncommon in pediatric settings. Among the identified associated factors, diagnostic uncertainty was associated with a stronger fear of legal repercussions and the influence of parental pressure when prescribing antibiotics. The inability to diagnose the bacterial origin of an infection might be the primary driver of prescribing choices, rather than other non-clinical factors, such as parental demands or a fear of lawsuits.

The impact of parent pressure and peer-related factors on academic performance of undergraduate nursing students

The impact of parent pressure and peer-related factors on academic performance of undergraduate nursing students

How parent stress and COVID-19 impact on the family are associated with parental pressure to eat during COVID-19

This study aimed to assess how parent stress and COVID-19 impact on the family are associated with parental pressure to eat during the COVID-19 pandemic. Parents of healthy preschool-aged children completed measures including pressure to eat (Child Feeding Questionnaire), parent perception of their stress (Perceived Stress Scale), household food insecurity (Hunger Vital Sign) and effects of COVID-19 on families (COVID-19 Exposure and Family Impact). Children (N = 228) were racially, ethnically, and socioeconomically diverse (34 % Black, 15 % Hispanic, and 29 % with household income <$20,000). Bivariate analyses showed that parent stress at Year 1 (β 0.02; 95 % CI 0.006, 0.04) was significantly associated with pressure to eat at Year 1 and that COVID-19 impact at Year 1 (β 0.02; 95 % CI 0.001, 0.03) was also significantly associated with pressure to eat. Multivariable linear regression analyses showed that parent stress at Year 1 was significantly associated with pressure to eat at Year 1 (β 0.39; 95 % CI 0.16, 0.61) while COVID-19 impact was not significantly associated with pressure to eat at Year 1. This study, consisting of racially and socioeconomically diverse children, found that while parent stress was significantly associated with increased parental utilization of pressure to eat feeding practice, COVID-19 impact was not significantly associated with pressure to eat in adjusted analyses. This suggests that overall perceived stress by parents could be an important factor in parent pressuring feeding practices.

Antibiotic use and class absenteeism in children with influenza-like-illness in an emergency department.

Children with influenza-like-illness (ILI) often require clinician clearance or antibiotics to return to child care or school. Study objectives were to examine the association between antibiotic receipt during an Emergency Department (ED) visit for ILI and the outcomes of class absenteeism and illness duration. A secondary analysis of 251 children aged 2 months to 12 years with uncomplicated ILI discharged from the ED from December 1, 2018 to November 30, 2019 was conducted. The primary exposure was receipt of antibiotics over the course of illness (assessed by chart review and family follow-up survey). Patients prescribed antibiotics (n = 65) experienced a median of 3 (interquartile range [IQR]: 1,5) days of class missed and 5 (IQR: 3,7) days of illness compared to 2 (IQR: 1,4) days of class missed and 4 (IQR: 3,7) days of illness for those not prescribed antibiotics (n = 186, p = 0.08 and p = 0.13, respectively). There was no statistically significant association with missed class days (incidence rate ratio [IRR]: 1.14 [0.86-1.50], p = 0.37) or days of illness (IRR: 1.06 [0.88-1.27], p = 0.55) for patients prescribed antibiotics compared to patients not prescribed antibiotics for ILI. Antibiotic use for ILI was not associated with reduced class absenteeism or illness duration. Child care centers and schools sometimes exclude children with influenza-like-illness (ILI) from class until cleared to return by a clinician and/or prescribed antibiotics. This study addresses these social drivers of overprescribing. Antibiotics were prescribed in 26% of children with ILI discharged from a large Emergency Department in the US. Antibiotic use was not significantly associated with class absenteeism or illness duration. This study can serve as a discussion point for clinicians when navigating parental or social pressures to prescribe antibiotics for uncomplicated acute respiratory tract infections, particularly when these pressures are influenced by concerns about returning to class.

Assessment and Analysis of Factors Impacting Stress in Students in Higher Educational Institutes in Delhi-NCR

Well-being is essential to lead a fulfilling and enjoyable life. Today's fast-paced world causes stress and strain, affecting physical and mental health. The study focuses on stress among students who are anxious owing to competition and performance-oriented objectives. The study describes academic stress, deliberates its causes, and discusses its impacts and manifestations. Factors affecting the perception of stress for a sample of 633 college students in Delhi-NCR are examined. Learner assessment of stress perception is measured using twenty-five items with responses collected on a 5-point Likert Scale. Additionally, the perceived impact of stress on the health and productivity of learners is also examined using six items. The ordered logistic regression model is employed to empirically examine the impact of demographic factors, home and college environments, as well as anxiety about the future on perceived stress amongst the respondents. More than 65 percent of respondents reported facing medium or high levels of stress perception. The study finds no difference in the average stress perception based on gender, but academic pressure, family income and teachers, peer and parental pressure emerge as stress-contributing factors. Examination, curriculum, and time pressures appear to be the most significant factors affecting stress perception. An increase in perception regarding examination, curriculum and time pressures significantly increases the ordered log-odds of moving to the higher stress perception category by 1.19 units. The study makes a compelling case for shifting the focus of education from purely academic to students' holistic development. Given the increase in stress perception, coping strategies for stress management are desperately needed. Recreational activities and the provision of appropriate counselling services by higher education institutions are imperative in this respect. Additionally, parents, teachers, and policymakers working together may do a lot to help youngsters manage their stress.

Unpacking the mechanism of how parental education anxiety contributes to Chinese adolescents' academic anxiety and problematic mobile phone use

This longitudinal study explored how parental education anxiety contributed to Chinese adolescents' academic anxiety and problematic mobile phone use (PMPU). A total of 247 adolescents (Mage = 13.13, 52.6% female) and their parents (77.7% mothers) completed a two-wave online survey, including parents' reports of education anxiety, adolescents' ratings of perceived parental academic pressure and their academic anxiety, and PMPU. Results suggested that adolescents' PMPU positively predicted their academic anxiety and not the other way around. Additionally, perceived parental academic pressure longitudinally predicted both adolescents' academic anxiety and PMPU. Finally, T1 parental education anxiety had an indirect effect on T2 adolescents' academic anxiety through T1 perceived parental academic pressure, whereas T1 parental education anxiety had a direct effect on T2 adolescents' PMPU. These findings highlight the adverse effects of parental education anxiety on adolescents' academic anxiety and PMPU and provide implications for parents who are experiencing education anxiety.

Comparative study on emotional behavior and parental job stress of only-child and non-only-child preschool children.

Studies have revealed that Children's psychological, behavioral, and emotional problems are easily influenced by the family environment. In recent years, the family structure in China has undergone significant changes, with more families having two or three children. To explore the relationship between emotional behavior and parental job stress in only preschool and non-only preschool children. Children aged 3-6 in kindergartens in four main urban areas of Shijiazhuang were selected by stratified sampling for a questionnaire and divided into only and non-only child groups. Their emotional behaviors and parental pressure were compared. Only and non-only children were paired in a 1:1 ratio by class and age (difference less than or equal to 6 months), and the matched data were compared. The relationship between children's emotional behavior and parents' job stress before and after matching was analyzed. Before matching, the mother's occupation, children's personality characteristics, and children's rearing patterns differed between the groups (P < 0.05). After matching 550 pairs, differences in the children's parenting styles remained. There were significant differences in children's gender and parents' attitudes toward children between the two groups. The Strengths and Difficulties Questionnaire (SDQ) scores of children in the only child group and the Parenting Stress Index-Short Form (PSI-SF) scores of parents were significantly lower than those in the non-only child group (P < 0.05). Pearson's correlation analysis showed that after matching, there was a positive correlation between children's parenting style and parents' attitudes toward their children (r = 0.096, P < 0.01), and the PSI-SF score was positively correlated with children's gender, parents' attitudes toward their children, and SDQ scores (r = 0.077, 0.193, 0.172, 0.222). Preschool children's emotional behavior and parental pressure were significantly higher in multi-child families. Parental pressure in differently structured families was associated with many factors, and preschool children's emotional behavior was positively correlated with parental pressure.

Why Do Physicians Prescribe Antibiotics? A Systematic Review of the Psycho-Socio-Organisational Factors Related to Potentially Inappropriate Prescribing of Antimicrobials in Europe.

Purpose: Effective antimicrobial use enhances care quality and combats antibiotic resistance. Yet, non-guideline factors influence potentially inappropriate prescribing. This study explores psycho-socio-organisational factors in antimicrobial prescribing as perceived by physicians across primary, secondary, and tertiary care. Methods: Adhering to PRISMA guidelines, a systematic review was conducted using PubMed and Scopus databases from 1 January 2000, to 8 March 2023, with an update search until 30 January 2024. Inclusion criteria focused on studies in Europe exploring psycho-socio-organisational factors for antibiotic prescribing from physicians' perspectives in hospital, inpatient, or primary care settings. Exclusion criteria targeted out-of-office prescriptions or low-quality studies. To evaluate the latter, several quality and risk-of-bias checklists were used. Data were extracted on study characteristics, study design, and methods and identified determinants of antibiotic prescribing. Data was analysed using a narrative synthesis method. Results: Among 8370 articles, 58 met inclusion criteria, yielding 35 articles from 23 countries. Three main themes emerged: personal, psychological, and organisational factors, encompassing seven determinants including work experience, knowledge, guideline adherence, uncertainty management, perceived pressure, time constraints, and diagnostic resource availability. Uncertainty management was key, with work experience and knowledge mitigating it. No additional factors emerged in the updated search. Conclusion: Enhanced uncertainty management decreases perceived patient and/or parental pressure to prescribe antibiotics, contributing to reducing potentially inappropriate prescribing (PIP). Therefore, it is imperative to educate physicians on effectively managing uncertainty. Interventions to improve antibiotic prescribing should be tailored to the specific needs and preferences of the different prescribing physicians.

Parental achievement pressure perceived by gifted children

The study was conducted in order to determine the pressure on the achievement expectations perceived by the parents of gifted secondary school level children attending Science and Art Center in the 5th-8th grades attending Science and Art Center in the city center of Karaman. It was carried out with 115 gifted children at 5th-8th grade level. Demographic information form and Parental Achievement Pressure Scale were used to collect data. The branches in which children are diagnosed are, respectively, general ability with 71,30%, art with 16,52% and music with 12,18%. No significant relationship was found between the ages of gifted children attending Science and Art Center and the duration of their attendance at Science and Art Center, and the ages of their mothers and fathers, and parental pressure for achievement. On the other hand, it was concluded that the achievement pressure scores perceived by children in the general ability branch were significantly lower than the achievement pressure scores perceived by children in the art and music branches. At this point, it is thought that it would be appropriate to include necessary guidance for parents about not put pressure on their children who are diagnosed as gifted, especially with the expectation of academic achievement. Keywords: Superior ability, science and art center (sac), parental achievement pressure, general ability, art and music ability branches.

부모의 성취압력과 중학생 자녀 미래관의 관계

Objectives This study investigates the longitudinal effects of parental achievement pressure in fourth and fifth grade on their child’s future perspective in seventh grade. Methods For this purpose, the study used data collected in the 11th (2018), 12th (2019), 13th (2020), and 14th (2021) year of the Panel Study of Korean Children, and it selected 1,115 households that met all the variables. Using the SPSS 27.0 and AMOS 26.0 programs, the study examined the basic attributes of the data and analyzed it with a structural equation model. Results First, there were significant correlations among all the variables including parents' achievement pressure in fourth and fifth grade children, children's self-esteem and overall happiness in sixth grade, and their future perspective in seventh grade. Secondly, children's self-esteem and overall happiness had sequential mediating effects on the relations between parents' achievement pressure and future perspective. That is, parents' achievement pressure in their child’s fourth and fifth grade had effects on their children's self-esteem and overall happiness in sixth grade and thus negative impacts on their future perspective in seventh grade. Conclusions The findings of the study imply that parenting attitudes that are focused on the child’s changes and growth are important in their formation of a positive future perspective in seventh grade. The study examined comprehensively relations among the variables that were partially tested and checked their path, thus holding its significance.

부모의 성취압력과 아동의 행복감의 관계에서 자아탄력성과 미디어 중독의 매개효과

The purpose of this study was to examine how parents' achievement pressure affects children's happiness, and to examine the mediating effects of children's ego resilience and media device addiction in the relationship between parents' achievement pressure and children's happiness. To this end, the data of 1,393 people from the 12th (2019) Korean Children's Panel data of the Childcare Policy Research Institute were used. For data analysis, Cronbach's α, frequency and percentage, average analysis, correlation analysis, multiple regression analysis, three-step regression analysis, and Sobel test were performed using the SPSS 26.0 program. As a result of the study, first, parental achievement pressure was a factor that negatively affected children's happiness, and the higher the level of parental achievement pressure, the lower the child's happiness. Second, it was found that there was a partial mediating effect of children's self-resilience in the effect of parents' achievement pressure on children's happiness. Third, it was found that there was a partial mediating effect of children's addiction to media devices in the effect of parents' achievement pressure on children's happiness. Through this study, it was found that parents' achievement pressure negatively affects children's happiness, and in this relationship, children's high self-resilience has a positive partial mediating effect on children's happiness, and children's high media addiction has a negative partial mediating effect on children's happiness. These results are significant in that they give implications for important variables to consider when planning programs to improve children's happiness in the future

부모의 성취압력, 중학생의 학업스트레스 및 학교적응의 관계

Objectives This study investigated whether peer attachment moderates the mediating effect of academic stress on the relationship between parental achievement pressure and school adjustment in middle school students. Methods Data from the 2021 Panel Study on Korean Children (PSKC) involving 1,348 first-year middle school students were utilized in this study. The SPSS PROCESS macro version 4.0 software was employed to analyze the mediating (Model 4), moderating (Model 1), and moderated mediating effect (Model 14). Results First, parental achievement pressure indirectly affected school adjustment through academic stress in middle school students. Second, the impact of academic stress on school adjustment was moderated by peer attachment. Finally, the indirect effect of parental achievement pressure on school adjustment through academic stress was moderated by peer attachment. Conclusions This study demonstrates how peer attachment moderates the impact of parental and psychological factors on school adjustment among middle school students. It emphasizes the significance of interaction between social-relational and psychological factors on school adjustment during adolescence.

DJADE: a reliable and efficient adaptive differential evolution algorithm with selection pressure control

Our main contribution is the proposition of a new and explicit way of adapting the parental selection pressure for Differential Evolution algorithm (DE) and its experimentation on an adaptive version of differential evolution algorithm named JADE in order to improve its reliability without diminishing its efficiency. The new algorithm named DJADE employs a genotypic population diversity measure (a measure of population convergence) to control the selection pressure parameter. A mechanism that increases the parental selection pressure as the search progresses and in the same time serves as a mean to detect when the algorithm begins to converge (the "convergence phase") is presented. In addition, DJADE is a novel adaptive DE, which adapts crossover, mutation and selection pressure parameters. Moreover, the coefficient K of greediness of the mutation scheme DE/current-to- best/ is also adapted. The motivation for the parameter adaptation is to obtain an algorithm that is capable to handle various problems with different characteristics, notably difficult multimodal and/or nonseparable functions. No case of premature convergence is observed during the experiments conducted on 13 classical functions test at 05 and 30 dimensions. The comparison with classical JADE and Classical DE are presented. DJADE is not only very efficient but also reliable on all functions tested.