Parenting Style Research Articles

Features of achieving mutual understanding in the relationship of the child with parents regarding the educational process

The stages of establishing interaction between parents and children, which are important in the process of forming mutual understanding is considered in the article. The socio-psychological tools for studying the conditions of mutual understanding in parent-child relations in the conditions of reforming school education during the war are characterized. The study results of cognitive, emotional and behavioral components are analyzed and the hypotheses of these results are presented. It was found that in adolescents the emotional component is more intense than the motivational and cognitive one. The reason for that may be the adolescents age characteristics. According to the results of the study, an analysis of the main research lines of statistically significant interaction between the parents’ interest in a child's success and their ability to motivate their children to learn; between emotions which a child feels being with parents and the real amount of time spent communicating with them, etc. The results of the questionnaire show that parents communicate little with children, but the children themselves are not always ready to go on a frank conversation with their parents and tell them about school life or relationships with friends. The moderators on whom the above-mentioned relationships may depend on are defined, they may be: the child's age, the experience of parents, the parenting style, the involvement of parents in the school life of children, etc. The respondents who participated in the study (place of residence, age, class, gender, etc.) are characterized. The correlation analysis which shows the relationship between the studied components was conducted. It is determined that in order to improve the results of the educational process, it is necessary to establish mutual understanding in parent-child relations and support of adolescents from parents.

The Role of Self-Control, Authoritarian Parenting Style, and Cyberbullying Behavior Among Junior High School Students

The Role of Self-Control, Authoritarian Parenting Style, and Cyberbullying Behavior Among Junior High School Students

The Self-Concept and Its Relationship with Parental Socialization and Environment in Primary School Students.

Self-concept in this article is considered in physical education, with the physical self-concept being in the foreground, and it is analyzed in this quantitative study to determine whether it is related with socio-economic environment and parental styles, focusing on primary education students in the Region of Murcia. Primary education students are in a critical period for the development of self-concept. To assess self-concept levels, socio-economic and cultural environments as well as parental socialization styles, the PSPP, NSE and ESPA29 questionnaires were respectively used. They were used to collect data from 937 students across various educational centers in upper courses (4th, 5th and 6th grades of primary education) to uncover realities in child society and their relationship with self-concept. In the first objective, parental socialization styles are shown to be related with self-concept. However, in the second objective, it is seen that the socio-economic environment is more related with self-concept than parental styles. Finally, the results of the third objective show that there is indeed a relationship with the socio-economic environment and the student body self-concept, both at the family level and for fathers and mothers independently. It is important to consider both the parental styles and the socio-economic environment in which primary education students develop for the development of self-concept. Additionally, educational implications and new lines of research are suggested in this topic.

Pengaruh Pola Asuh Demokratis Orang Tua Pada Ketahanan Anak Sekolah Dasar Mengatasi Perundungan Di Denpasar

The background of this quantitative research stems from the increasing cases of bullying experienced by children. The objectives of this study are to address several questions: (1) Does the democratic parenting style influence child’s resilience? (2) Does the democratic parenting style influence bullying behavior? (3) Does a child's resilience play a role in overcoming bullying at school? and (4) Does a child's resilience mediates the influence of democratic parenting styles on bullying? The research population consists of 150 parents with primary school-aged children in Denpasar, Bali. This research was conducted in the third week of January 2023 to September 2023. Data collection instruments include questionnaires distributed to parents in both online Google Forms and physical questionnaire sheets. Data processing and mediation effect testing are analyzed using the SmartPLS version 4.0 software application. The research concludes that a democratic parenting style positively and significantly influences the resilience of elementary school children. This suggests that an increasingly better democratic parenting style can produce children with high self-resilience, enabling them to overcome bullying and other challenges they will face in their lives. However, statistically, the resilience of elementary school children does not mediate the influence of the democratic parenting style variable on the bullying variable.

Estimating the Heterogeneous Causal Effects of Parent-Child Relationships among Chinese Children with Oppositional Defiant Symptoms: A Machine Learning Approach.

Oppositional defiant symptoms are some of the most common developmental symptoms in children and adolescents with and without oppositional defiant disorder. Research has addressed the close association of the parent-child relationship (PCR) with oppositional defiant symptoms. However, it is necessary to further investigate the underlying mechanism for forming targeted intervention strategies. By using a machine learning-based causal forest (CF) model, we investigated the heterogeneous causal effects of the PCR on oppositional defiant symptoms in children in Chinese elementary schools. Based on the PCR improvement in two consecutive years, 423 children were divided into improved and control groups. The assessment of oppositional defiant symptoms (AODS) in the second year was set as the dependent variable. Additionally, several factors based on the multilevel family model and the baseline AODS in the first year were included as covariates. Consistent with expectations, the CF model showed a significant causal effect between the PCR and oppositional defiant symptoms in the samples. Moreover, the causality exhibited heterogeneity. The causal effect was greater in those children with higher baseline AODS, a worse family atmosphere, and lower emotion regulation abilities in themselves or their parents. Conversely, the parenting style played a positive role in causality. These findings enhance our understanding of how the PCR contributes to the development of oppositional defiant symptoms conditioned by factors from a multilevel family system. The heterogeneous causality in the observation data, established using the machine learning approach, could be helpful in forming personalized family-oriented intervention strategies for children with oppositional defiant symptoms.

The Effect of Values and Parents’ Relationship With Children on Children’s Academic Achievements in School: The Intra-Cohort Comparison Among 18-52-Year-Old Lithuanians

The study aims to reveal links on how academic achievements are dependent on children’s values and their relationship with parents in Lithuania from a study of 18–52-year-old Lithuanians. Three age cohort groups were distinguished, and each cohort represents different historical and socialization (pre)conditions and experiences of the education system and society context. A general assumption was tested that each generation had different (material vs. post-material) value orientations and relationship(s) with parent(s) (reactive vs. stimulating parent-child relation), which influences academic achievements. The results showcase that there is a significant relationship between academic achievements and personal values and experiences of parenting style. Stimulating parenting style is associated with a higher degree of academic success, while reactive parenting has decreased achievements in all the cohorts. Post-material value orientations (especially self-direction as the value) are strongly linked with academic success. Inter-cohort differences indicate the importance that personal values and parenting has had greater effect on the younger generation’s academic achievements compared to the older ones. A general inter-cohort tendency was found to be that parenting has had a greater effect across all the generations on being more successful in school than personal values. Stimulating parenting style via self-direction as the value has had a mediating effect on academic achievements as well.

"Speak from a place of love": The family dynamics surrounding Black father-daughter sexual health communication.

Parent-child sexual health communication reduces sexual risk behaviors among youth, which in turn lowers the transmission rate of HIV and sexually transmitted infections. Despite being a known protective factor, gender differences persist with mothers being more likely to discuss sexual health with their children than fathers. Although individual characteristics, interpersonal familial factors and societal norms (e.g., communication self-efficacy, parent-child closeness, and cultural and gender norms) are associated with Black parents'likelihood to communicate about sex with their children, the current study seeks to explore which of these factors found among Black mother-child or father-son dyads extend to Black father-daughter dyads and how this phenomenon (i.e., Black father-daughter sexual health communication) relates to family structure. Seven father-daughter dyads (N = 7) and an additional five daughters (n = 5) in the United States completed individual in-depth semi-structured interviews. Daughters (Mage = 20.3) and fathers (Mage = 56.7) were biologically related, majority heterosexual, close, and lived together. Data were transcribed verbatim and analyzed using thematic analysis. Analysis revealed three themes centering around the role of authoritative parenting, the tactics and skills facilitating sexual health communication, and family structure. Black father-daughter sexual health communication is facilitated by close father-daughter relationships, non-authoritative parenting styles, and open, supportive, and non-judgmental communication. Fathers can be better supported in knowing how and when best to communicate sexual health messages, and to mitigate the possibly negative impacts on communication of divorce or having multiple children.

Impact of Covid-19 on Psychosocial Well-Being of School-Going Children: A Cross-Sectional Study.

The mandated closure of schools due to Covid-19 is likely to have a negative impact on school-going children. This study aimed to assess the psychosocial well-being of school children during the pandemic in eastern India. This cross-sectional study was conducted in the outpatient pediatric department of tertiary care teaching hospitals. Children between the ages of 4 and 14 were enrolled. The main outcome measures included the Emotional Symptoms Scale, Conduct Problem Scale, Hyperactivity Scale, Peer Problem Scale, and Prosocial Scale from the Strength and Difficulties Questionnaire (SDQ), as well as the Children's Hope Scale. Out of 169 children aged 4-14, 104 (61.5%) were male, 140 (82.8%) were from urban areas, 66 (39.1%) had a family member who was a healthcare worker or frontline worker, and 12 (7.1%) had experienced the death of a family member due to Covid-19. Anxiety-related and depressive symptoms were observed in 81 (47.9%) and 70 (41.4%) children, respectively. Psychosocial difficulties with a 'clinically significant problem likely' were observed in 26 (15.4%) children, more common in males (16.35%, P=0.035) and older children (12-14 years). Children from families with healthcare/frontline workers, Covid-affected families, loss of job in the earning member, and uninvolved parenting style were associated with more psychosocial difficulties. The mean (SD) hope score was 22.46 ± 6.42 in children above eight years. The psychosocial well-being of school-going children is adversely affected during Covid-19, particularly in families with frontline workers, loss of job, and death of family members due to Covid-19. The poor hope score in children aged 8 years and above indicates an adverse impact on their ability to achieve future goals.

Parenting styles and adolescents’ school engagement: The mediating role of future orientation

This study aimed to investigate the relationship between parenting styles and adolescents’ school engagement, and the mediating role of future orientation, as well as the differences across four educational stages. A total of 1501 students from Northeast China participated in this survey, including primary school students (n = 518), middle school students (n = 338), high school students (n = 335) and college students (n = 260). The questionnaires assessed parenting styles (caring, autonomy support, and controlling), future orientation, and school engagement. Results showed that at all educational stages, caring and autonomy support parenting styles have a direct positive effect on adolescents’ school engagement, while controlling parenting style has a negative effect. In addition, the adolescents’ future orientation mediated the link between parenting styles and school engagement. This indirect effects model has developmental stage differences across three different parenting styles. The findings highlight the mechanisms of influence of parenting styles on adolescents’ school engagement and the important role of future orientation.

Strategi Positif dalam Mengatasi Tantrum Pada Anak Usia Dini

Tantrums in early childhood are a phenomenon that often causes worry and stress for many parents. However, dealing with tantrums is not an easy task and often tests parents' patience and emotional resilience. Early childhood is at a stage of development where they are starting to learn to recognize and express their emotions. Lack of language skills and managing emotions makes them vulnerable to experiencing frustration which leads to tantrums. Therefore, it is important for parents to understand the causes of tantrums and know how to deal with them positively and constructively. This research uses a library research design that relies on primary data in the form of literature or previous research related to strategies for dealing with tantrums. The researcher carefully read the data sources. to identify parental parenting patterns on children's emotional stability. The information collected is then used as a guideline for educators' synergistic efforts in dealing with tantrums, so that they can overcome tantrums that often occur in everyday life. This research uses library sources, including research results in the form of books, journals, articles and other relevant sources. This article concludes by analyzing the data obtained from these sources and drawing conclusions. Based on the results of the theoretical study analysis, it can be concluded that a positive strategy for dealing with tantrums in early childhood is to (1) Recognize the factors that cause Tantrums including ( a) Child factors, namely the obstruction of the child's desire to get something (b) Parental factors or parenting style. Parental parenting styles influence the emergence of tantrums (c) children's needs that are not met. and (2) Get to know efforts to overcome tantrums. (a) Parents and educators can prevent this from happening by being aware of children's habits and knowing exactly when tantrums occur. (b) When a tantrum occurs, parents and educators should try to remain calm and control emotions. (c) After the tantrum is over, parents and educators should provide a sense of calm to the child, not punish or strengthen. (d) Parents and educators can minimize children's anger and ensure the safety of children and other people. (e) If anger causes confusion, immediately move the child to a safe place or away from other children. (f) Parents Educators can also observe children closely to observe when anger occurs most often. (g) If the tantrum occurs again, handle it with a time out

To Roam or Stay Home? Understanding “Pet Parenting” Types in Relation to the Indoor/Outdoor Cat Debate

ABSTRACT Historically, domestic cats (Felis catus) were kept primarily to control rodent populations, retaining a relatively independent status as a companion animal (pet) who roams outside at their leisure. However, the Anthropocene presents concerns regarding the impact of predation by cats on wildlife, and the increasingly common “indoor-only cat” is also a response to the various risks encountered by roaming cats in modern societies. Contemporary cat–human relationships are explored here by analyzing discourses surrounding the indoor/outdoor cat debate from the perspectives of cat guardians (owners). A qualitative analysis was performed on 961 online user comments responding to media related to predation by cats or discussing the merits of keeping companion cats indoors. A thematic discourse analysis provides insight into how the practices and beliefs surrounding cat guardianship are influenced by media reporting, preconceived notions of cats, and personal experiences of living with cats. Whether cat guardians believe they are morally obligated to protect their feline companions or must respect their freedom to roam appears to depend upon how cats are perceived on a spectrum from child-like dependents to independent or wild-like animals who are not fully domesticated. Using a framework of “pet parenting styles,” this paper examines how roles and responsibilities of cat guardians are constructed differently in relation to the indoor/outdoor cat debate and how feline “pet parenting” norms might be changing in contemporary risk societies that increasingly promote practices that restrict the roaming of companion cats.

Pola Asuh Orangtua terhadap Perilaku Konsumtif Remaja Penggemar KPOP

The phenomenon of globalization is the development of kpop culture which then forms kpop fans dominated by teenagers who tend to do consumptive behavior. Parenting styles is one of the factors that can influence consumptive behavior in children. This study aims to determine the relationship between parenting style and consumptive behavior of adolescent kpop fans at SMP Negeri 92 Jakarta. The method used was quantitative with a sample of 47 teenage kpop fans, sampling using purposive sampling techniques. The results showed that there is a relationship between parenting styles and the consumptive behavior of teenagers who are kpop fans at SMP Negeri 92 Jakarta.

The association between parental warmth and children's prosocial behaviour: A moderated mediation analysis

Prosocial behaviour is a bedrock of humane societies. Although previous studies have shown that parental style is an important contributing factor for children's prosocial behaviour, the psychological mechanism underlying this association in specific cultural background remains unclear. Based on the ecological systems theory, this study sought to explore the influence of parental warmth on children's prosocial behaviour, and the mediating effect of self-efficacy, as well as the moderating role of teachers' incentive evaluation in the link between self-efficacy and children's prosocial behaviour. This cross-sectional, survey-based study collected data from parents and teachers of 414 Chinese preschoolers (5–6 years old). Parents of these children finished questionnaires on the Chinese version of the short-form Egna minnen av. Barndoms uppfostran (s-EMBU-C), Child Behaviour Scale (CBS), and the revised General Self-efficacy Scale (GSES), while Incentive evaluation questionnaire was finished by their teachers. Results indicated that children who experience high parental warmth were more likely to act prosocially (b = 0.61, p < 0.001) and the association between parental warmth and prosocial behaviour was partially mediated by self-efficacy (indirect effect = 0.25, 95 % CI = [0.19, 0.32]). Besides, teachers' incentive evaluation moderated the link between self-efficacy and children's prosocial behaviour (b = 0.24, p < 0.001). Specifically, the effect of self-efficacy on prosocial behaviour was stronger for high teachers' incentive evaluation children than those with low teachers' incentive evaluation. These findings extend the existing understanding of the mechanism concerning the influence of parental warmth on prosocial behaviour in Chinese settings. The results revealed that interventions that could improve children's self-efficacy would be effective in accelerating their prosocial behaviour and schools played a crucial role in working with families to increase their self-efficacy at a young age. It should be noted that this study focused only on Chinese children of 5–6 years old, and the cross-sectional design means that the possibility of bidirectional effects could not be ruled out.

A Psychometric Examination of the Abbreviated Version of the Parenting Styles Scale Using a Sample of Chilean Adolescents.

Parenting styles have been related to a series of variables that contribute positively to adulthood. The maternal and paternal parenting styles scale is a measure that presents a multidimensional structure of six correlated factors. However, the version available for Chile is extensive, with 82 items measuring this latent trait. Therefore, the aim of this study was to examine the psychometric properties of the reliability and validity of the abbreviated version of the maternal and paternal parenting styles scale using a sample of Chilean adolescents. The sample consisted of 2131 students of both the male and female sexes (51% males and 49% females) with a mean age of 15.85 years (SD = 1.37). The results of the exploratory and confirmatory factor analyses supported the six-factor correlated model, showing robust psychometric indices for both modelling approaches. In relation to the factorial invariance models, the results show factorial equivalence at the scalar invariance level for the variables of sex, age, academic achievement, and type of school. The scale showed adequate levels of reliability. This study concludes that the abbreviated version of the maternal and paternal parenting styles scale is a reliable and valid instrument for its application in Chilean adolescents.

Parenting Styles and Pupils’ Morals in Upper Primary Schools of Kabula County, Lyantonde District

The purpose of the study was to examine the relationship between parenting style and pupils’ morals in upper primary schools of Kabula County, Lyantonde District. Specifically, to examine the effects of single parenting style on pupils’ morals in upper primary schools; to assess the influence of co-operating style on pupils’ morals in upper primary schools and to establish the effect of co-opted parenting style on pupils’ morals in upper primary schools of Kabula County, Lyantonde District. A cross-sectional design was employed using both quantitative and qualitative approaches to allow triangulation. Both simple random sampling and purposive sampling techniques were applied to select respondents. Data was analysed with descriptive, inferential statistical techniques and thematic analysis. Descriptive statistics involved the use of frequencies and mean while inferential statistics included Pearson correlation and multiple regression analysis. It was revealed and concluded that there is a significant positive correlation coefficient between single parenting style and the level of pupils' moral development in upper primary schools. It was concluded that there is a significant positive correlation between co-parenting style and pupils' moral development in upper primary school education. It was further indicated a statistically significant positive correlation between co-opted parenting style and the level of pupils' morals in upper primary schools. It was recommended to organize parenting workshops in Lyantonde district to educate single parents, co-parents, and co-opted parents about effective parenting styles which would provide information on positive parenting practices that contribute to the moral development of children. It was also recommended to establish parenting support groups where parents can share experiences, challenges, and successes related to their parenting styles. It was recommended that the promotion of increased parental involvement in schools fosters collaboration between parents and educators

Parenting styles and teacher interaction on self-regulated learning and academic performance

ABSTRACT The importance of parenting styles and teacher interaction on self-regulated learning (SRL) and academic performance is well documented. This study aimed to identify the correlation between parenting styles and interaction with teachers, with SRL in students and how these predict academic performance. The cross-sectional design research was conducted with 420 students selected using a random cluster sampling method. Data collection was carried out in classrooms through self-administered questionnaires. The study’s results show that the authoritative parenting style and teachers’ cooperative behaviour were positively correlated with SRL strategies. There was a negative correlation between the tolerant parenting style and teachers’ dominance behaviour with SRL strategies. Parenting styles and interaction with teachers accounted for 34.9% of the variance in SRL among adolescents. SRL was positively correlated with academic success. Considering Kosovo students’ low educational outcomes, these findings provide insights for a shift towards more parent-teacher interactive education.

A Study of the Effects of Parental Psychological Control on Adolescents’ Self-control

With the development of research in educational psychology in recent years, adolescent self-control has gradually become an important research topic. The purpose of this study is to explore the relationship between adolescents' self-control and parental control and how this relationship affects adolescents 'behavior and their psychological development. It is discussed through the methods of literature survey and conceptual analysis. The study found that the essence of parental psychological control is that parents achieve control by invading their children's inner world and undermining the development of their autonomy. This intrusive parenting style has a negative impact on adolescents' self-control through the family environment, parenting styles, and adolescents' coping styles. Based on these findings, we propose some recommendations for adolescents' self-control, in which parents should more actively support adolescents to make their own choices and develop their own sense of responsibility and decision-making skills.

Kontribusi Pola Asuh Terhadap Perilaku Prososial Siswa Kelas VIII SMP Negeri 57 Jakarta

Prosocial Prosocial behavior needs to be owned by adolescents as a foundation for the development of their social skills. Parental parenting style is one of the factors that influences prosocial behavior itself. The aim of this research is to find out how parental parenting influences the prosocial behavior of class VIII students at SMPN 57 Jakarta. This research uses a correlational approach with a non-experimental quantitative approach. The sample consisted of 140 respondents, selected through a simple random sampling. The questionnaire distribution method was used to obtain data. The research results showed that parenting style had a significant influence of 14.4% on the prosocial behavior of class VIII students at SMPN 57 Jakarta, with a calculated t value (4.814) &gt; t table (1.656) and a significance value (0.000) &lt; 0.05.

Transgenerational trauma: Perceived parental style, children's adaptational efforts, and mental health outcomes in second generation and third generation holocaust offspring in Hungary.

The intergenerational impact of genocide has been studied in various contexts, however, the mechanisms of trauma transmission remain unclear. The present study aimed to better understand the relationship between parental trauma and offspring mental health by exploring mechanisms of trauma transmission in the children (n = 599) and grandchildren (n = 311) of Holocaust survivors (HS) in Hungary. In a cross-sectional online survey study, we used the paradigm developed by Danieli, Norris, Lindert, Paisner, Engdahl, et al. (2015) and Danieli, Norris, Lindert, Paisner, Kronenberg, et al. (2015) to assess HS parental styles (i.e., parenting impacted by efforts to cope with past traumatic experiences), as reported by offspring participants, as well as participants' reported level of adaptational impact, that is, their efforts to cope and adapt, and current mental health symptoms posttraumatic stress disorder (PTSD, complex PTSD [C-PTSD], anxiety, depression). We found differences in parental styles reported by generation; however, the mechanism of how it impacted offspring mental health was similar. Mediation analyses showed that more intense parental styles were associated with higher adaptational impact, which, in turn, was related to more mental health symptoms, in both generations. This is the first study to apply the Danieli paradigm in a third-generation sample and the first to assess the psychological impact of the Holocaust in an Eastern European country (Hungary), using systematic quantitative assessment. Our findings highlight the Holocaust's continued impact on the third generation, and the importance of raising awareness of the impact of collective traumas through educational programs, enhancing culturally sensitive and transgenerational trauma-informed mental health services, and fostering tolerance and diversity in public policy. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The influence of parents' education anxiety on children's learning anxiety: the mediating role of parenting style and the moderating effect of extracurricular tutoring.

This study investigates the intricate relationship between parents' education anxiety and children's learning anxiety, examining the mediating role of parenting style and the moderating effect of extracurricular tutoring. Utilizing data from the "Survey of Parents and Students in Primary and Secondary Schools," the study employs stratified sampling (n = 3,298) and various psychological scales to measure education anxiety, parenting styles, and extracurricular tutoring. This study reveals that parents' education anxiety significantly influences children's learning anxiety, with a notable positive correlation (r = 0.301**). Parenting styles particularly rejection and overprotection style increase this anxiety, while emotional warmth style decreases it. Academic tutoring serves as a moderator, reducing the impact of parental anxiety on children's learning anxiety (β = -0.033, p < 0.05). The study underscores the importance of addressing internal family dynamics to alleviate education anxiety. It advocates for a balanced approach to tutoring, emphasizing the benefits of arts and sports activities in reducing learning anxiety. Parents should be encouraged to adopt emotionally warm parenting styles and to engage their children in a variety of extracurricular activities.