Parental Support Research Articles

Enhancing adolescent mental health through cognitive and social support: Insights from study on depression in Chinese adolescents

Adolescent depression is a growing global health concern, affecting 14% of adolescents and leading to severe consequences such as academic failure, substance abuse, and suicidal ideation. The study by Yu et al , investigates the cognitive and social factors influencing depression in 795 Chinese adolescents. Findings reveal that negative life events (NLEs) and dysfunctional attitudes are strongly associated with depressive symptoms, while social support moderates the impact of NLEs but not dysfunctional attitudes. The study highlights the need for cognitive-behavioural interventions targeting perfectionism and autonomy, and the importance of strengthening social support systems in schools and communities. Culturally sensitive, holistic approaches to adolescent mental health are crucial for addressing both the internal vulnerabilities and external pressures contributing to depression. Further research is needed to explore the roles of peer and parental support and the long-term effects of these factors across diverse cultural contexts.

Heterogeneity in within-person relationships between parental support and adolescent meaning in life: a daily-diary study

Heterogeneity in within-person relationships between parental support and adolescent meaning in life: a daily-diary study

Parent autonomy support and undergraduates’ academic engagement in online learning: the mediate role of self-regulation

Abstract Background The role of parent support for adolescents has been validated in online learning. However, less attention has been paid to undergraduates. Main body The research used self-reported questionnaires to investigate the mediating effects of self-regulation in parent autonomy support and academic engagement (cognitive, behavioral, and emotional dimensions) within the online environment in the context of Chinese culture. Objective The present study recruited 1908 undergraduates in China. Methods The students completed measures of parent autonomy support, self-regulation and three sub-dimensions of academic engagement. Results The results indicated that parent autonomy support exerted a direct and significant effect on the three sub-dimensions of academic engagement in online learning. Self-regulation partially mediated the relations between parent autonomy support and three sub-dimensions of academic engagement. Conclusion These findings showed parents should autonomously support students to promote their cognitive, behavioral, and emotional engagement. Moreover, the partial mediation explained how parent autonomy support affected three sub-dimensions of academic engagement. Limitations and educational implications were also discussed.

Adolescents’ Experiences in Managing Type 1 Diabetes

Objectives − This study examined perceived changes in diabetes management among adolescents with type 1 diabetes as they transition from childhood to adolescence, focusing on self-management, parental involvement, physical activity, and treatment reflections.Patients and Methods − Qualitative description employing individual semi-structured interviews was utilized with 19 adolescents. Interview data were processed using a content analysis approach.Results − Most adolescents managed their diabetes independently, drawing from years of experience. While some adhered to medical advice, others made independent decisions, prioritizing convenience, or habits. Parental roles varied, from regular supervision to granting autonomy. Many adolescents appreciated parental support, feeling it provided security, though some experienced it as overbearing or insufficient. They had increased independence in managing their diabetes as they grew older. Acceptance of the disease improved with time, aided by technological advancements. Challenges included increased insulin needs and food intake during adolescence, but overall, they felt more confident and responsible in self-management. Despite advancements in technology, practical challenges persist in managing diabetes during physical activity.Conclusion − Adolescents with diabetes generally develop effective self-management skills and appreciate increasing autonomy, though adherence to medical advice varies. Continued parental support and advanced diabetes technologies play crucial roles in their management. Personalized treatment and balanced parental involvement are needed to increase adherence.

Study Habits and English Learning Achievement of Left-behind Children in a Selected Rural Primary School: A Correlation Study

In the process of urbanization, a large number of migrant workers have appeared. Such migration often leads to the migration of rural youth to cities, leaving their children to the care of older relatives due to various restrictions. This situation requires social attention to the overall well-being of left-behind children, especially in their education. Lack of parental guidance and support due to long-term separation often leads to unbalanced academic and personal life, leading to problems such as passive participation, disinterest in learning, inattention in class and poor note-taking. This paper aims to explore the influence of learning habits and English learning performance of left-behind children in rural primary schools in Shandong Province. This provides comprehensive support for left-behind children in rural areas and cultivates their ability to learn independently.

Support for parents and families after stillbirth and neonatal death.

This is a protocol for a Cochrane Review (intervention). The objectives are as follows: To identify and assess the effect of support interventions focused on psychological, social, and emotional outcomes for bereaved parents (including birth and non-birthing mothers, fathers, partners) and family members of parents (e.g. grandparents; siblings) who have experienced stillbirth or neonatal death.

Parental experiences and perspectives of healthcare providers' genetic testing recommendations for their children diagnosed with autism spectrum disorder in the United States.

Although genetic testing is recommended for all children diagnosed with autism spectrum disorder (ASD) in the United States, it remains unclear how many parents have received and followed these recommendations. This study aimed to assess parental experiences and perspectives of healthcare providers' genetic testing recommendations. A total of 1043 parents of children with ASD from Simons Foundation Powering Autism Research for Knowledge completed an online survey. Only about one-third of the parents (34.2%) reported that their children's providers had recommended genetic testing. Factors associated with whether parents received these recommendations included the type of healthcare providers diagnosing ASD, parents' knowledge of genetic testing, the age of their children's diagnosis, and the presence of certain co-occurring medical conditions in their children. Our study also revealed that most parents (76.9%) who received recommendations had pursued genetic testing for their children. Adherence to the recommendations was associated with the characteristics of the parents (i.e., age and employment status) and children (i.e., gender), and their trust in the information from providers. The findings highlight the critical role of healthcare providers in facilitating genetic testing among families of children with ASD. Healthcare providers are recommended to increase their competencies and practice in providing genetic testing recommendations for ASD, assist parents in navigating testing challenges, and support parents through the testing process.

How do dialogical group sessions work for mothers of young children with parenting challenges in Japan?

ABSTRACT Purpose Parenting support is a pressing issue in Japan. The application of open dialogue (OD)—an alternative treatment for mental illnesses—to parenting support has generated considerable interest. This study aimed to describe the participants’ experiences shared during a dialogic group session based on OD principles for mothers of young children facing parenting challenges. Methods Five mothers with parenting concerns participated in five continuing group sessions over a half-year at a parenting support centre in Japan. The data comprised participants’ utterances and feedback in each session, along with semi-structured individual interviews conducted after all sessions. Results Qualitative descriptive analysis revealed six themes: “From initial surprise to growing ease with dialogue without a theme,” “Talking and listening without interruption or judgement,” “Reflections by the facilitators: insightful or uncomfortable?,” “Learning to talk about difficult things,” “Offering empathic advice without imposing opinions,” and “Multiple voices helped deepen their thoughts and reflections.” Conclusions The participants discovered how to listen to others without judgement and verbalize thoughts that would otherwise have remained unvoiced. The sessions also enabled them to understand their families and themselves better. The dialogical group sessions demonstrated new possibilities for more open, mutually supportive communication.

Post-traumatic Distress in Adults with Congenital Heart Disease: Protective Factors and Clinical Implications.

Due to various reasons explored in previous studies, adults with congenital heart disease (ACHD) are at risk of developing post-traumatic stress symptoms (PTSS). The aim of this study is to explore multiple potential psychosocial protective factors in ACHD and to understand their role in different complexities of congenital heart disease (CHD) and PTSS. This study was part of the "ABS-AHF" study, where 234 ACHD were recruited from November 2021 to August 2022 at a tertiary CHD care center. Data were collected on PTSS (PDS), resilience (RS-13), sense of coherence (SOC-L9), and social support (F-SozU K-14). The mean scores were 70.55 + / - 12.31 [21-91] for resilience, 35.83 + / - 4.81 [15-60] for sense of coherence (SOC), and 4.30 + / - 0.79 [0.93-5] for social support. SOC (OR, .91; p = .024 [.84; 9.98]) and social support (OR, .48; p = .001 [.29; 7.96]) were shown to reduce the likelihood of PTSS. Low resilience (OR, 2.40, p = .0248 [1.18; 5.18]) seems to increase this likelihood. Integrating parents and relatives early on seems to be an important protective resource. Parental support in childhood affects the development of SOC which is in line with social support related to lower PTSS. With regard to resilience and SOC, a brief and manageable screening option for personal resources is available to refer potentially vulnerable patients to specialized psychosocial care. Care offers should address coping styles and life with CHD. Offering multidisciplinary care, integrating the patient's social network, and education for patients to increase resilience and SOC might provide a way to enhance psychosocial outcomes, quality of life, and adherence in ACHD.

Parental Support in the Education of Their Children with Impairments: In the Case of North Wollo's Primary Schools

This study aimed to explore parental support practices in the education of children with impairments in primary schools in north Wollo, Ethiopia. The study utilized a qualitative research approach and case study design, involving seven parents of children with impairments and four teachers. Data was collected through semi-structured interviews based on a parental involvement framework with six dimensions. Findings revealed that parents of children with impairments were more involved in parenting practices to support their education. However, communication between parents and teachers was limited, and while some parents provided learning support at home, many were unable to do so due to constraints such as lack of time, misconceptions, and inadequate skills. The study also noted that direct parental involvement in decision-making was limited, while indirect participation through parent-student-teacher associations was more substantial. Additionally, the study revealed that parents did not participate in volunteering or community activities to aid their children's education. As a result, the schools should facilitate discussions and provide training to empower parents in fulfilling their diverse roles.

The Impact of Family and Society on Women’s Career in Bangladesh

This paper aims at understanding factors that may lead woman to work professionally and balance their family responsibilities in Bangladesh. The study reveals that factors related to self-interest, economic gain, parental and spouse support, peer status, and lenient schedules are crucial enough to create an appetite for promotion. However global studies on workforce participation and women are economic initiatives lack understanding of the particular socio-cultural factors of Bangladeshi women. This research therefore seeks to fill this gap by exploring how professional dreaming is shaped by family responsibilities, culture and organizational practices. This research forms part of a qualitative study and employed semi-structured questionnaires to capture data from 30 professional women in Dhaka. According to education, profession, marital status criteria, participants were selected and open coded to find themes. The work also finds out that wives and mothers are among the most critical sources of support to empower females for dual responsibilities. Nonetheless, flexibility, which includes offering fewer working hours and more telecommuting opportunities, was another major factor hubs relied on to serve the same purpose of improving the women’s quality of life at the cost of their work-life balance. Nonetheless, supportive cultural factors such as motivators also have their limitations in promoting work life balance due to societal pressures and absence of polices such as child care in organizations. A range of participants described financial security and job satisfaction as the key motivation that determines career success that contributes to personal and social self-actualization. In this regard, the study emphasize on the need to adopt family agenda related policies and encourage cultural change that may enhance women’s career paths. To adequately satisfy women’s career motivation it is crucial to have a strong family support and adequate flexibility at workplace.

Parenting Styles and Coping Strategies among Vietnamese Adolescents

Coping ability is one of the crucial factors helping adolescents face and overcome changes and difficulties during this developmental stage. The selection and use of coping strategies by adolescents are influenced by various factors from family, school, and social environment, including parenting styles. This study aims to examine the influence of parenting styles, as perceived by adolescents, on their coping strategies. Using a cross-sectional design, the study employed the Proactive Coping Inventory and Parenting Scale. Results showed that parental autonomy support, psychological control, and behavioral control have different effects on adolescents' coping strategies.

Financial strain and resilience: a qualitative exploration of parental perspectives on caring for children with sickle cell disease in Ghana.

In Ghana, nearly one in four (25%) of the population are sickle cell disease carriers. Furthermore, 2% of all babies born (20 for every 1000 live births) has sickle cell disease. However, little is known about how parents negotiate the financial challenges facing parents of a child with sickle cell disease. This study explores the financial difficulties of parents and children living with sickle cell disease. The study adopted a qualitative approach. Twenty-seven parents were purposively selected from a sickle cell clinic in Accra, Ghana. Data collection was through an in-depth, face-to-face interview, using an interview guide based on the research objectives, and analyzed using thematic analysis. The findings showed that parents faced multiple financial difficulties (both direct and indirect) as they met the direct cost of medications, routine laboratory investigations, and hospital admissions. The National Health Insurance scheme does not wholly cover these costs. Families also describe more indirect costs, such as those associated with maintaining their child's well-being alongside those connected to their caring responsibilities, including the impact of giving up work and reducing working hours. Findings highlight the most pressing challenge, including the lack of access to financial support and a more general lack of understanding of the difficulties they faced on the part of policymakers. Supporting sickle cell parents' financial needs would improve their emotional and social well-being, enabling them to be more effective family carers.

Parental stress and nurse-parent support in the neonatal intensive care unit: a cross-sectional study.

Admission of a preterm infant to the Neonatal Intensive Care Unit (NICU) is highly stressful for parents. NICU nurses play a crucial role in providing support, positively impacting health and aiding effective stress management during this challenging period. This study assesses stress and nurse-parent support for parents with preterm infants in the NICU, exploring connections between stress, support, and various parental and infant variables. This descriptive cross-sectional study was conducted between January and July 2019 on a total of 150 parents (75 mothers and 75 fathers) with preterm infants in a private hospital's NICU in Ankara, Turkey. Data were collected using the Parent and Infant Information Form, Parental Stressor Scale: NICU (PSS: NICU), and Nurse-Parent Support Tool (NPST). There was no significant correlation between PSS: NICU and NPST scores (p > 0.05). However, a significant difference was observed in the overall NPST score (p = 0.036) and its emotional support subscale (p = 0.013). Mothers' PSS: NICU was influenced by infant information (p = 0.027) and marital duration ((p = 0.002), while fathers' was influenced by number of children (p = 0.040) and infant care participation (p = 0.001). NPST was affected by number of children (p = 0.004) and infant respiratory status (p = 0.011) for mothers and number of children for fathers (p = 0.038). Since parents require informational, emotional, and care-related support, nurses should continuously enhance their professional and communication skills to establish effective communication with parents and provide targeted support. This study found mothers received greater nurse support than fathers. Mothers with one child had higher nurse support, while mechanical ventilation for mothers and having more than one child for fathers were linked to reduced support. Lower stress levels were noted in mothers married for 6-10 years, those informed about the infant, and fathers actively participating in infant care with more than one child.

Adolescents’ perceptions of autonomy-supportive parents and social-emotional health: Serial multiple mediation of positive stress and mental toughness

Adolescence may bring some developmental challenges that affect social-emotional health. However, it is also possible to turn challenges into opportunities. Parental autonomy support, psychological stress, and mental toughness can contribute to adolescents having a healthy period. This study examined the mediating role of positive stress and mental toughness in the relationship between parental autonomy support and social-emotional health. The study included 441 (female 56.46%, male 43.54%) adolescents in Turkey enrolled in a high school. Self-report scales were used in this cross-sectional study. The results showed that positive stress and mental toughness were serial mediators of the relationship between adolescents’ perceptions of parental autonomy support and social-emotional health outcomes (indirect effect = 0.05 [0.03, 0.08]). These results extend the implications of self-determination and positive psychology theories. It guides parents, educators, and school counselors in strengthening adolescents’ social-emotional health. Adolescents’ socio-emotional health can be enhanced through workshops and counseling services that offer parental autonomy support, positive management of stress, and mental toughness.

The Influence of Multiple Factors on Musicology Doctoral Students’ Academic Performance: An Empirical Study Based in China

As doctoral education evolves globally, the focus intensifies on doctoral candidates’ academic performance and psychological well-being. Previous research has studied the effects of individual, societal, and environmental factors on students’ academic achievements. However, there is still a lack of investigation into how these factors interact, especially in the domains of arts. This study surveyed 213 Chinese musicology doctoral students and adopted Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate how various factors affect academic and mental health outcomes. The analysis shows that factors including teacher support, student engagement, and well-being positively influence academic performance, while academic anxiety negatively impacts academic performance. Moreover, variables help diminish academic anxiety, encompassing self-efficacy, parental support, time management skills, and student engagement. Meanwhile, enhanced doctoral students’ well-being is related to robust teacher support, facilitating conditions, and active student engagement. Notably, students who experience academic anxiety about their studies generally have lower well-being. These findings indicate that alleviating academic anxiety, refining academic resources, and reinforcing mental health supports can foster academic and psychological outcomes for doctoral students. Our study contributes vital empirical data to developing higher education policies, benefiting doctoral students’ mental health and academic success.

Gritty Parenting: The Development and Validation of the Parental Grit Scale.

In this study, we aimed to expand the domain specificity of grit by exploring it in the realm of parenting. Parental grit was defined as parents' inclination to demonstrate perseverance, sustained passion, and adaptability in pursuing long-term parenting goals. With longitudinal data from 1,373 U.S. parents, we developed and validated the Parental Grit Scale (PGS) in three phases: item development and revision, establishment of factor structure, and examination of criterion-related and incremental validity. The PGS exhibited a three-factor structure and (partial) scalar measurement invariance across genders, the status of the child's special needs, and measurement occasions. The PGS demonstrated moderate temporal stability. We found evidence of its validity in predicting parental emotional exhaustion, self-efficacy, autonomy support, and parents' perceptions of children's school well-being. Parental grit explained variance in these outcomes beyond domain-general grit and conscientiousness. The PGS has sound psychometric properties and is a valuable measure in the parenting domain.

Development of Selective Attention and Vocabulary in a Socio-Economically Diverse Sample of Preschoolers

ABSTRACT Research Findings: The impact of low SES, parental depression, low social support for parenting, and growing up in a non-Western family on selective attention and vocabulary at age 2.5 and their development from age 2.5 to age 5 were examined. N = 305 children in the Netherlands were tested on selective attention and receptive vocabulary, during four measurement occasions: around the ages of 2.5, 3, 4 and 5. Multiple imputation was used to handle missing data. Relationships were investigated through multilevel latent growth curve analyses. The results showed that none of the risk factors were significant negative predictors of the baseline score or growth in attention or vocabulary. However, the lower children scored on a selective attention or vocabulary task at age 2.5, the higher their growth on this ability over the next two and a half years. Practice or Policy: Selective attention and vocabulary ability at age 2.5 are better predictors of the expected development of these skills than individual risk factors associated with poverty. This study provides tentative, preliminary evidence that early childhood selective attention and vocabulary testing may inform selection for preschool intervention programs. Follow-up research is recommended to confirm the results in the current study.

Chinese adolescents’ socioeconomic status and English achievement: the mediating role of parental emotional support

Family socioeconomic status (SES) is one of the key indicators of academic achievement, including language achievement. Further investigation of SES’s mechanisms of influence and potential mediators is essential due to the concern regarding the disparities caused by SES in language achievement. This study examines the relation between SES and Chinese adolescents’ English achievement, emphasizing the role of parenting as a conduit for socioeconomic impacts on children and adolescents. The mechanism through which SES influences English achievement was examined in a sample of 1634 junior secondary school students in an urban city in mainland China. A unified model with solid fit indices, comprising both SES and parenting components, was identified through structural equation modeling. As expected, socio-economic disparities appeared to be largely associated with students’ English achievement, and this connection was partially mediated by parental emotional support. Parental emotional support, however, had varied mediating effects that affected the developmental course and shaped achievement outcomes across different SES groups. This study offers valuable insights into the joint contribution of distal SES factors and proximal interactions to achievement outcomes. Intervention efforts and future research implications are discussed.

The Role of Informal Social Networks in Supporting Parents With Learning Disabilities: A Systematic Review

ABSTRACTBackgroundParents with learning disabilities are often assessed as lacking the capacity to parent effectively; however, ecological models of parenting indicate that support from informal social networks (ISNs) can help them successfully maintain family life. This systematic review examined evidence regarding (1) parent and child outcomes associated with support from ISNs and (2) perceptions of the roles of ISNs for parents with learning disabilities.MethodsPeer‐reviewed quantitative and qualitative literature was identified through a search of six databases, and a narrative synthesis was subsequently conducted.ResultsTwenty‐six articles were included in the review. Findings of the quantitative synthesis provided preliminary evidence for a positive relationship between support from ISNs and parental mental health, positive parenting practices and child wellbeing. The qualitative synthesis indicated that parents benefited from ISNs through their provision of practical and emotional support and learning skills. Network characteristics that divided supportive from unsupportive members were also identified.ConclusionParents with learning disabilities receive the same positive outcomes from ISNs as other parents, although unique contextual and social challenges may affect their experiences. Future research should explore interventions to build ISNs of parents with learning disabilities that acknowledge their existing strengths as parents and community members.