Parents Of Middle School Students Research Articles

Influence of Parents' Career Cxpectations on Self-career Expectations of Middle School Students

Family is an important environment for the growth and development of teenagers. Middle school students' exploration of their own life is influenced by many factors, a large part of which comes from the family. Parental expectation is a core factor that teenagers can get intuitive feelings in the family environment. Moreover, parental career expectation may affect their student's self-career expectations to a greater extent. This paper uses the data of CEPS (China Education Panel Survey) to conduct cross-variable analysis. The result showed that parents' career expectations have a significant impact on middle school students' self-career expectations, which is consistent with previous studies on the impact of parents' expectations on their student. The result suggests that parents of middle school students should know more about career exploration and pay more attention to education and guidance for their student's career exploration so as to help their student complete their own career exploration in a more scientific and reasonable way.

Parents’ Attitude to the Double Reduction Policy and Its Influencing Factors from the Perspective of ABC Model

Parental attitude is one of the important factors to promote the formation of the long-term mechanism of the double reduction policy (DRP). By exerting ABC Model, the questionnaire and interview are designed to investigate the attitudes and influencing factors from the parents of middle school students in Nanchong towards the DRP from the three dimensions. Three dimensions are cognition, behavior, and affect. Parental attitudes studied contributes to the formation of long-term mechanism of the DRP. The results show that on the affect dimension, the parental attitude of supporting the DRP policy has a significant positive impact; parental cognition of the DRP shows positive impact on students’ learning and school education; in behavioral indicators, parental attitude towards the DRP confirms positive supportive behavior. Three suggestions are proposed based on the findings.

FEATURES OF THE FORMATION OF ARTISTIC CREATIVITY OF CHILDREN 4–5 YEARS OLD USING DRAWING IN THE CONDITIONS OF SCHOOL

The article examines the results of an empirical study of the development of artistic creativity in drawing in four- to five-year-old children. The development of drawing as one of the types of children’s artistic activity was evaluated according to certain criteria: artistic perception and artistic-aesthetic emotions and feelings; independent and creative artistic actions; artistic-aesthetic evaluation, and cognitive, emotional-valuable, and behavioral were the structural components of the formation of four-five-year-old preschoolers’ creativity in drawing. The authors of the article focus on the general indicators of artistic creativity of children aged 4–5 years, which were focused on: enthusiasm for artistic activities, originality in creating artistic images in drawing. The study of the peculiarities of drawing as one of the types of artistic creativity of 4–5-year-old children took place on the basis of the methodology developed by the authors, which consisted of the following methods: conversations with children; experimental tasks of a creative nature in drawing, observation of the process of creativity in drawing; survey of educators and parents. It was found that the vast majority (30 %) of 4–5-year-old preschoolers are characterized by a low level of development of artistic creativity, which is manifested in their artistic activity, 53 % of four-five-year-old children have an average level of artistic creativity. The least number of four- to five-year-old preschoolers (17 %) were found, who have a high level of artistic creativity. In total, 83 % of children of the middle group of SEN are characterized by an insufficient degree of formation of artistic creativity in drawing. Studying educational influences on the development and improvement of artistic creativity, it was found that teachers of special education do not sufficiently assess the potential of drawing in the development of children’s creativity and use a limited arsenal of tools in the educational process. The vast majority of educators only sporadically help four- to five-year-old children master the most significant means of drawing, forming the artistic skills of preschoolers, and very few educators cooperate in this regard with children’s parents. Only a small number of teachers interact with parents of middle school students on this issue. Also, not all educators correctly understand the very phenomenon of children’s creativity, although they emphasize its focus on learning about the world, but they are not sufficiently aware of how it should be supported The educational influence of parents on the artistic creativity of 4–5-year-old children cannot be called systemic. The vast majority of adults are not interested in the development of children’s creativity in drawing, only about half of parents are interested in expanding the means of drawing. At the same time, a small part of the children’s parents is determined to cooperate with teachers of special education in this context of the educational process.

Parent, Teacher, and Student Perceptions of Conjoint Behavioral Consultation for Middle School Students

ABSTRACT The purpose of this study was to obtain perspectives of parents, teachers, and students about the contextual fit of conjoint behavioral consultation for supporting middle school students with emotional and behavior concerns. Participants were eight parents of middle school students with elevated behavior risk, eight middle school students with elevated behavior risk, and four middle school general education teachers. Participants responded to questions during focus groups and interviews regarding their perspectives about conjoint behavioral consultation. Results were analyzed using thematic coding to identify the themes from participant responses. Results suggested that parents, teachers, and students viewed aspects of CBC as relevant and useful. In addition, participants identified potential barriers to CBC implementation during middle school. Findings suggest implications for possible modifications to enhance CBC implementation during middle school. Limitations and future research directions are discussed.

Middle school parent involvement: Perceptions of teachers and parents

This article aims to explore the parent involvement perceptions of teachers and parents of middle school students. The study is grounded in Epstein et al.’s theory of overlapping spheres of influence and six typologies of parent involvement. Qualitative data were collected through short-response surveys at three different middle school sites to determine both teacher and parent perceptions of parent involvement. Findings show that parents and teachers have similar opinions regarding some typologies of parent involvement and differing opinions with others. Parent and teacher perceptions of parent involvement align when asked about communication, volunteering, and parenting. Parent and teacher perceptions of parent involvement are different when asked about their opinions regarding the learning at home, decision-making, and collaboration with community typologies. Recommendations for practice are reported.

Awareness regarding and vaccines acceptability of human papillomavirus among parents of middle school students in Zunyi, Southwest China

ABSTRACT The objective of this study was to investigate the parent cognition of information regarding the human papillomavirus (HPV) and their willingness toward HPV vaccination of their middle-school-aged children in Zunyi, Guizhou Province, China.The results provide a basis for improving the awareness concerning HPV-related information as a key vaccination strategy for implementing the HPV vaccine in the local context. Methods include the random cluster sampling method and questionnaires to survey parents. General descriptive and single-factor analyses were used to assess cognition to determine factors influencing vaccine willingness. Of 1,074 parents, 28.2% (302) and 38.0% (408) had heard of HPV and its vaccine before the survey, and when given HPV-related information, 73.9% (794) parents were willing to vaccinate their children. Reasons why parents did or did not want the vaccination were surveyed, with lack of sufficient knowledge about HPV and its vaccine being the primary reason to refuse vaccination. Concerns about safety, effectiveness, and perceiving low risk are the biggest obstacle in promoting vaccination. When the price is <1000, most parents (56.1%) are willing to vaccinate their children; thus, cost is also one of the concerns. Therefore, strategies for improving public awareness regarding the risk of cervical cancer and confidence in vaccination must be considered by policymakers.If the national authority confirms that the vaccine is safe and effective, the vaccine should be included in the national immunization program to increase publicity, address safety concerns, and allow for price regulation.

Parents' knowledge and understanding of skin cancer and skin self-examination and behaviors to protect their children from the sun.

The aim of this study was to determine parents' knowledge of skin cancer and skin self-examination (SSE) and their efforts to protect their school aged children from the sun. This cross-sectional study was conducted between November 2018 and November 2019 in Turkey with 1004 parents of middle school students. Of the parents, 53.7% did not have knowledge about skin cancer or SSE, and 76% did not conduct SSEs with their 9-14 years old children. A total of 61.3% of the participants prevented their children from standing in the sun, but 56.1% did not apply sunscreen to their children. The total mean score on the Skin Cancer and Sun Knowledge Scale (SCSKS) was 13.16±3.03. There were significant differences in the total SCSKS scores by parental gender, number of children, education level, economic status, use of sunscreen, frequency of application of sunscreen, use of light-colored clothing, prevention of exposure to sunlight, use of sunglasses outside, knowledge about skin cancer and SSE and knowledge about early diagnosis of skin cancer (p<0.05). This study showed that parents' behaviors related to sun protection and their skin cancer and SSE knowledge levels were not sufficient. In schools, both students and parents should receive health education regarding skin cancer and prevention methods.

Mothers' Cultural Approach to Inclusive Education for Children With Intellectual Disability in South Korea: Qualitative Case Study

Abstract The purpose of this study was to examine the knowledge and desires of parents of middle school students with intellectual disability regarding inclusive education practices and laws in South Korea. We interviewed seven mothers of children with ID who attended South Korean middle schools. Three themes emerged including (a) mother-teacher communication, (b) particular knowledge that suppressed further desires for inclusive education, and (c) culture-based advocacy for inclusive education. We discussed these findings based on Rawls's theory of justice, Confucianism, and the social model of disability.

Parent Views on School-Based Depression Screening: Findings From a National Survey

PurposeThis study explored parent views on school involvement in screening and identification of adolescent depression. MethodsThis was a cross-sectional Internet-based survey with the C.S. Mott Children’s Hospital National Poll on Children’s Health. Of 2,004 parents (63.4% response rate), 770 had a middle/high school student and were eligible for this module. Poststratification weights were generated by survey vendor Ipsos. Descriptive and bivariate results were calculated; multinomial logistic regression models controlled for parent sex, race/ethnicity, education, employment status, and school level. ResultsParent respondents were 54.8% female, 57.5% white, 64.3% above a high school education, and 79.7% employed; 76.2% were answering based on a high school student. Most parents supported school-based depression screens starting in sixth (46.7%) or seventh (15.1%) grades, although 15.9% responded no screening should be done. Among parent respondents, 93.2% wished to be informed of a positive screen. Regression analysis found parents of middle school students were 4.18 times more likely to prefer sixth versus 9th to 12th grade to start screening. ConclusionsMost parents support middle school depression screening but overwhelmingly wished to be informed of a positive result. Guidelines for maintaining adolescent confidentiality in a school-based depression screening program will require careful consideration.

Identifying Social Withdrawal (Hikikomori) Factors in Adolescents: Understanding the Hikikomori Spectrum

Hikikomori is a Japanese term for social withdrawal, ranging from complete inability to venture outdoors to preferring to stay inside. The prevalence of hikikomori is high, up to 1.2% of the Japanese population, but only few studies have examined its emergence in adolescents. Therefore, we sought to identify environmental and psycho-behavioral characteristics related to hikikomori during adolescence. Parents of middle school students who underwent psychiatric outpatient treatment for hikikomori (n = 20) and control group parents (n = 88) completed the Child Behavior Checklist to evaluate their child’s psycho-behavioral characteristics and novel scales to evaluate environmental characteristics and hikikomori severity. Scores for all eight Child Behavior Checklist subscales were significantly higher in the experimental group. Multiple regression analysis revealed that “anxious/depressed,” “somatic complaints,” “lack of communication between parents” and “overuse of the Internet” were significant predictors of hikikomori severity. These findings can help identify individuals who are at risk of developing hikikomori.

The Family Check-Up Online Program for Parents of Middle School Students: Protocol for a Randomized Controlled Trial.

BackgroundResearch has established that skillful family management during adolescence protects youth from a variety of mental health and behavioral problems. Interventions associated with this research have focused on parenting skills as the mediator that links early risk factors with a profile of later behavioral risk, including problem behavior, substance use, and school failure. Fortunately, positive changes in family management skills have been linked to meaningful improvements in adolescent behavior, and these improvements have been significant across a variety of cultural groups.ObjectiveWe describe the background, research design, and intervention components of an electronic health version of the Family Check-Up program that is targeting middle school children and is being evaluated in a randomized controlled trial for its usability, feasibility, and efficacy.MethodsWe used an iterative formative research process to develop an electronic health version of the Family Check-Up program. In our ongoing randomized controlled trial, eligible families are randomly assigned to 1 of 3 conditions: Family Check-Up Online-only (n≈100), Family Check-Up Online + Coach (n≈100), and a waitlist control condition (middle school as usual; n≈100). We are conducting assessments at baseline, 3 months following randomization (posttest), and at follow-ups scheduled for 6 months and 12 months.ResultsThis randomized controlled trial project was funded in 2015. Participant recruitment was completed in spring 2018 and enrollment is ongoing. Follow-up assessments will be completed in 2019.ConclusionsThe innovative Family Check-Up Online program has the potential to help address many of the barriers that more traditional school-based behavioral mental health implementation strategies have yet to solve, including staffing and resources to implement family-centered support within schools.Trial RegistrationClinicalTrials.gov NCT03060291; https://clinicaltrials.gov/ct2/show/NCT03060291 (Archived by WebCite at http://www.webcitation.org/70f8keeN4)Trial RegistrationRR1-10.2196/11106

Attitudes of Parents of Middle School Students with Special Needs according to Class Mobile Note (via SNS) by Special Education Teachers

Attitudes of Parents of Middle School Students with Special Needs according to Class Mobile Note (via SNS) by Special Education Teachers

The Short-term Effects of a Cyberbullying Prevention Intervention for Parents of Middle School Students.

This study experimentally evaluated the short-term effects of the Arizona Attorney General’s cybersafety promotion presentation, a key component of which is cyberbullying prevention. Fifty-one parents of children attending a middle school in the southwestern United States participated in the study. Results reveal parents who viewed the presentation believed their children to be more susceptible to cyberbullying, and indicated that they were more likely to talk to their children about saving evidence, not retaliating, and telling an adult compared to parents who had not viewed the presentation. The theoretical and practical implications of these results are discussed.

Messages to Parents of Middle-School Children: Choosing Effective Strategies to Support Healthy Food and Drink Choices

To develop effective electronic messages for parents to encourage changes that will support middle school children’s healthy food and drink choices at home and school. Food and nutrition messages addressing parenting skills and core nutrition practices (fruit, vegetable, low-fat dairy, sweetened beverage intake) were developed following formative focus groups (n=7) with mixed income parents (n=46) of middle school students in urban and rural settings. Complementary parenting strategies for use in the home were also developed. Researchers conducted additional interviews (n=17) to rank messages in order of preference and relevance, and to select strategies based on feasibility. Message ranking and strategy selections were analyzed for frequency, and field notes and transcripts were reviewed to understand parent choices and edit content based on participant suggestions. Top vegetable and fruit messages promoted variety and recognized the importance of role modeling – themes also evident in popular strategies. Top drink messages and strategies highlighted water as a preferred beverage. Also popular was pairing healthful eating and supportive parenting efforts, for example messages promoting family meals and healthy food in the home. Parents selected strategies that engaged children in food selection and preparation and that incorporated healthful foods at snack- and meal times. Parents preferred simple, direct messages and strategies that reinforced and supported parenting roles. Data help fill an important gap in the literature and will be used in an upcoming pilot; parents of middle-school students will receive electronic messages and select strategies to try with their families.

Parental Influence and Academic Achievement among Middle School Students: Parent Perspective

This study examined the effects of parental influence on middle school students' academic achievement. The sample included 32 parents of middle school students. The questionnaire measured: parental pressure and support; parental help, monitoring, and press for literacy; and communication. There was a relationship that approached significance between communication and academic achievement: as communication increased, academic achievement increased. There was also a relationship that approached significance between parental help, monitoring, and press for literacy and parents' highest level of education: the higher the level of education of parents, the more involved parents were. The implication for school social workers is discussed.

A comparative study on the perceptions of middle school students and parents of middle school students toward non-native and native English teachers.

A comparative study on the perceptions of middle school students and parents of middle school students toward non-native and native English teachers.

The influence of the attachment of parents and the stress of school life middle-school students to the Internet game addiction

In this study, attachment to parents of middle school students and they relate to school life stressors, and self-esteem of adolescent Internet addiction affects the aimed to clarify. The findings on gender statistics, chi-square value 9.347 corresponding to the Internet than female students at risk of addiction involves a lot, and self-esteem on the relationship between internet addiction and Kruskal-Wallis test statistic value of self-esteem to 3.868 two were negatively correlated. The school stresses and Internet gaming addiction Kruskal-Wallis test statistic values are 7.763, 3.819 correlation appeared to. Thus, self-esteem, peer relationships, teacher support programs that strengthen the relationship to develop, to deploy more concentrating on the policy implications and suggestions you have made that is meaningful to them.

Use of the Internet by parents of middle school students: Internet rules, risky behaviours and online concerns

Using the Internet is a daily occurrence for parents and children in today's world. Although they use the Internet differently, many individuals may face online hazards that they may be ill equipped to deal with. To better understand Internet use and online behaviours, a study was conducted with 227 parents of early adolescent (ages 11 to 14 years) middle school students (grades 6, 7 and 8). Four important findings emerged: (1) parents are using the Internet like their children but have different online behaviours; (2) parents have Internet use rules at home; (3) parents are participating in risky Internet behaviours (electronic aggression, intentional online harassment and communication with online strangers); and (4) parents are concerned about their child's online safety, specifically about the exposure to sexually explicit materials and online strangers, but the majority of parents do not know where to report negative or unsafe Internet experiences. Nurses, clinicians, healthcare providers and other professionals can and do provide comprehensive care to families by identifying needs and areas of knowledge deficit. By asking Internet use questions, nurses and other professionals are able to develop plans of care for all family members that will promote Internet safety and healthy lifestyle choices.

Efficacy of a Self-Administered Home-Based Parent Intervention on Parenting Behaviors for Preventing Adolescent Substance Use.

A growing body of literature suggests that parenting practices characterized by careful monitoring, firm and consistent limit setting, and nurturing communication patterns with children are protective against adolescent substance use and other problem behaviors. Family-based prevention programs that promote these behaviors can be an effective way to prevent adolescent substance use. However, low participation rates remain problematic for many such programs, particularly programs that require parents to attend scheduled meetings outside the home. The purpose of this study was to determine the efficacy of a newly developed substance use prevention program when self-administered at home by parents of middle school students. As part of a randomized trial, 338 parents of middle school students either received the parent prevention program or served as control group participants. Parents completed self-report surveys at home that assessed parenting behaviors at pre-test, post-test, and one-year follow-up time points. A series of mixed model ANCOVAs were conducted, examining the post-test and one-year follow-up means for the parent outcomes, controlling for pre-test levels on these outcomes. Analyses showed that at the post-test assessment, intervention parents reported significant increases relative to controls in appropriate role modeling, disciplinary practices, family communication, and parental monitoring skills. At the one-year follow-up assessment, intervention effects on family communication skills remained significant and effects on parental role modeling were marginally significant. This study shows that a theoretically rich prevention program can be effectively self-administered by parents at home and improve key parenting skills that have been shown to prevent adolescent substance use.

Problematic Situations in the Lives of Urban African American Middle School Students: A Qualitative Study

Qualitative methods were used to identify problem situations encountered by adolescents in urban middle schools serving a predominantly African American student population. Interviews focusing on identifying problem situations and the context in which they occur were conducted with 60 adolescents including students and peer mediators at middle schools and adolescents at community centers. Interviews were also conducted with 50 adults, including parents of middle school students, community center staff, and middle school staff including bus drivers, cafeteria workers, teachers, security guards, and school administrators. Qualitative analysis and coding of interview transcripts identified 39 themes representing a diverse array of problem situations, many of which occurred across multiple contexts including peers, school, family, and neighborhood domains.