Parents Of Primary School Students Research Articles

Awareness of Right to Education Act 2009 among the Tribal Parents: A Study on Dakshin Dinajpur District

The study aims to assess the awareness of the Right to Education (RTE) Act 2009 among parents in the community of tribal of Dakshin Dinajpur District. While the RTE Act empowers Indian students to access education despite various obstacles, its effectiveness relies on proper implementation, which hinges on increasing awareness. The researcher sampled 60 parents of primary school students from the tribal community in Dakshin Dinajpur District using a Descriptive Survey Method. The primary objective was to evaluate the level of awareness existing among the tribal parents regarding the RTE Act 2009. No noteworthy transformation in awareness-level between both male as well as female parents was revealed in the analysis. Additionally, there was no notable contrast in mean-scores between parents with educational qualifications up to Class VIII and those with qualifications above Class VIII regarding awareness of the RTE Act 2009.

Children’s Use of Moodle and the Obstacles faced while Distance Education: The Role of Parents’ Perceptions of Primary School Students in Amman

This study is conducted to identify parents’ perceptions of primary school students regarding their children's use of Moodle as a learning management system, and then to determine the challenges they face while using it. The researchers used a descriptive survey approach to conduct this research. Researchers distributed 384 questionnaires among parents, in order to achieve the study’s objectives. The findings of the study indicated that the level of satisfaction experienced by the parents of primary school students regarding the utilisation of Moodle in educational settings was of a moderate degree (3.19), and the level of difficulty experienced by primary school students in terms of the obstacles encountered by their parents while utilising Moodle in educational settings was of a mean value of (3.73). This study recommended that further research be conducted in this area, as well as policy-makers and school leaders have to pay attention to students’ age, training, and educating them on the distance education importance, and enhancing e-learning management systems’ uses with their multiple capabilities because of the many benefits that serve the educational process. Additionally, this study recommended that further research be conducted regarding this topic including experimental studies.

Mathematics Homework View from the Perspective of Primary School Students' Parents

This research was carried carried to reveal the opinions of the parents of primary school students about mathematics homework. The research was designed with the case study model, which is one of the qualitative research methods. The study group of the research consists of 26 parents whose children are studying in a primary school in the central of Konya, Provincial Directorate of National Education in the 2022-2023 academic year. Care was taken in the selection of an equal number of participants from each grade level. The parents were selected using criterion sampling, one of the purposive sampling methods. The research data were collected with a semi-structured interview form and the interviews were recorded on a voice recorder. The semi-structured interview form prepared by the researcher consists of five questions aiming to reveal the views of the parents of primary school students on mathematics homework. Content analysis method was used in the analysis of the data. Parents participating in the research define mathematics homework as reinforcement and repetition. Parents are involved in mathematics homework as control or direct support. Although students usually allocate half an hour for their math homework, this time is less in the 1st and 2nd grades, and more in the 3rd and 4th grades. According to the parents, teachers check the homework constantly and in detail. It has been concluded that the students love to do short-term homework using technological tools, made with concrete materials, and they do not like to do long-term homework that requires writing.

Research on the impact of parental self-affirmation on educational anxiety: a moderated chain mediation model

Based on the data of parents of primary school students in Lianyungang City, Jiangsu Province, China, this paper explores the impact of parental self-affirmation on educational anxiety, as well as the mechanism of parental trust in children’s autonomy, parental expectation, and family intimacy. A total of 983 parents of primary school students were surveyed using the GHQ-Self-Affirmation Scale, Parental Expectation Questionnaire, Parental Trust in Children’s Autonomy Questionnaire, Parental Education Anxiety Questionnaire, and the Chinese Version of FACES II, focusing on the dimension of close relationships. There is a significant positive correlation between parental self-affirmation and educational anxiety (r=0.17, p<0.01), and self-affirmation positively predicts educational anxiety (β=0.07, P<0.05). In other words, the higher the level of parental self-affirmation, the higher the degree of parental educational anxiety. Parental trust in children’s autonomy, and parental expectation play a chain mediating role between parental self-affirmation, and educational anxiety. The effect of parental self-affirmation on parental expectation is moderated by family intimacy. The study shows that parental trust in children’s autonomy, and parental expectation, serve as a mediating bridge between parental self-affirmation and educational anxiety, and family intimacy can significantly positively moderate the impact of parental self-affirmation on parental trust in children’s autonomy.

The Impact Of Parental Involvement On The Academic Performance Of Primary Education Of Children In CBSE Schools In Dubai

ABSTRACT
 This study aims to investigate the connection between parental support and academic achievement among primary school students (grades 1 to 5) in CBSE (Central Board of Secondary Education) schools. CBSE schools are known for their precise academic standards, and their primary education curriculum highlights physical, emotional, social, and mental development, requiring support from parents. This research focuses on both working and single stay-at-home parents and their impact on academic performance based on the amount of time they offer to their children's academics daily. The research question is whether there is a connection between parental support and academic achievement, considering the conditions of both working and stay-at-home parents. As students spend more time with their families than at school, it is expected that their academic performance will be affected by their family environment. Therefore, this study seeks to investigate the relationship between parental involvement in school and students' academic achievement. The research will involve a general study of both working and stay-at-home parents and their levels of parental support for academics. A quantitative research approach will be used, with 140 parents of primary school students (both working and single stay-at-home) completing a Microsoft form questionnaire to evaluate their parental support and its impact on academic performance.

PARENTS’ ATTITUDES TOWARDS COOPERATION WITH TEACHERS UNDER THE CIRCUMSTANCES CAUSED BY THE PANDEMIC

The aim of this article was to determine and consider the attitudes of parents towards cooperation with teachers during the SARS-CoV2 pandemic. The sample included 110 parents of primary school students from the territory of the Republic of Serbia. We used a descriptive-analytical method. We also used surveying and scaling techniques, and we created a special instrument based on tangential literature for the purposes of this research. The research was conducted electronically, and the data was processed in the SPSS program. The obtained results show that mothers cooperated with teachers more often than fathers, and that the most common forms of cooperation were telephone conversations, and messaging via mobile applications. Unlike fathers, mothers believe that frequent cooperation is very important during the process of children’s formal education. The obstacles to cooperation during the pandemic cited by parents are: the impossibility of visiting schools and teachers; the lack of face-to-face communication, as well as the lack of advisory conversations with the teacher; the lack of adequate technological equipment and appropriate applications mediating the communication between parents and teachers; and insufficiently developed technological skills. The findings of this empirical research can motivate scholars to embark on future research that could more thoroughly consider the different forms of cooperation and communication between parents and teachers during unstable circumstances and conditions.

Personality disorders of the parents of primary school students and its relationship to their oppositional defiant disorder

The current study aimed to examine the prevalence of certain personality disorders، including antisocial، borderline and narcissistic among parents of basic education students. Similarly، it aimed to examine the prevalence of oppositional defiant disorder among basic education students، and the differences in the prevalence of these disorders according to gender. The current study also aimed to investigate the contribution of parents’ personality disorders in the variance of children’s oppositional defiant disorder. The researchers prepared four measures to examine parent’s personality disorders، and oppositional defiant disorder according to DSM-5. Regarding the study sample، the data was collected throughout a multi-stages random sampling method. One thousand eight hundred parents (900 fathers and 900 mothers) of third، fourth and fifth grade children in Sulaymanyeah basic education schools participated in the current study. Along with the parents، sixty teachers also filled out the oppositional defiant disorder questionnaire.The results indicated that the prevalence of antisocial personality disorder was %1 for both parents، and the prevalence of borderline personality disorder among mother was %2 and was %3 for father respectively. The narcissistic personality reached %5 according to the mothers’ questionnaire and was %4 according to the fathers’ questionnaire. Concerning the prevalence of children’s oppositional defiant disorder، based on the parents report، it was found that %5 children suffer from this and %6 based on the teacher reports. The findings also showed no statistically significant difference in the prevalence of parent’s antisocial personality disorder. However، a significant difference was noticed in borderline personality disorder in favor of the fathers. In addition، the prevalence of narcissistic personality disorder was found to be higher among mother compared to fathers. Gender difference was also found in oppositional defiant disorder، suggesting that males manifested higher level of oppositional defiant disorder than females. Finally، the result of the study indicated a positive correlation between parents’ antisocial personality disorder and children’s oppositional defiant disorder.

Personality disorders of the parents of primary school students and its relationship to their oppositional defiant disorder

The current study aimed to examine the prevalence of certain personality disorders، including antisocial، borderline and narcissistic among parents of basic education students. Similarly، it aimed to examine the prevalence of oppositional defiant disorder among basic education students، and the differences in the prevalence of these disorders according to gender. The current study also aimed to investigate the contribution of parents’ personality disorders in the variance of children’s oppositional defiant disorder. The researchers prepared four measures to examine parent’s personality disorders، and oppositional defiant disorder according to DSM-5. Regarding the study sample، the data was collected throughout a multi-stages random sampling method. One thousand eight hundred parents (900 fathers and 900 mothers) of third، fourth and fifth grade children in Sulaymanyeah basic education schools participated in the current study. Along with the parents، sixty teachers also filled out the oppositional defiant disorder questionnaire.The results indicated that the prevalence of antisocial personality disorder was %1 for both parents، and the prevalence of borderline personality disorder among mother was %2 and was %3 for father respectively. The narcissistic personality reached %5 according to the mothers’ questionnaire and was %4 according to the fathers’ questionnaire. Concerning the prevalence of children’s oppositional defiant disorder، based on the parents report، it was found that %5 children suffer from this and %6 based on the teacher reports. The findings also showed no statistically significant difference in the prevalence of parent’s antisocial personality disorder. However، a significant difference was noticed in borderline personality disorder in favor of the fathers. In addition، the prevalence of narcissistic personality disorder was found to be higher among mother compared to fathers. Gender difference was also found in oppositional defiant disorder، suggesting that males manifested higher level of oppositional defiant disorder than females. Finally، the result of the study indicated a positive correlation between parents’ antisocial personality disorder and children’s oppositional defiant disorder.

KNOWLEDGE, PERCEPTION, AND ATTITUDE OF PARENTS TOWARD DENTAL TREATMENT GIVEN TO THEIR PRIMARY SCHOOL STUDENTS IN TRIPOLI, LIBYA

Dental treatment is an important topic, especially for primary school students. Parents' knowledge, attitudes, perceptions, and socioeconomic status are potentially significant factors in improving dental treatment. In 2021, parents of ten primary school students in Tripoli participated in a survey of their children during school time. A cross-sectional descriptive study was conducted in ten randomly selected primary schools across Tripoli, the capital of Libya. A total of 293 respondents were approached using a systematic sampling technique. A previously validated and published questionnaire was used with minimal modifications. Knowledge, attitudes, and perceptions were analyzed using a scoring system based on the number of correct or favorable answers provided by parents. According to our results, parents of primary school students exhibited a high knowledge score of 60.4% regarding dental treatment. Approximately 41.7% of participants displayed a positive attitude towards dental treatment, while 40.2% held a negative attitude. Most parents practiced poor oral health care for their children, with 52.2% individuals scoring poorly, indicating that 52.2% had inadequate dental treatment practices. In general, the variables explained a total of 61.6% of the variation in dental treatment. The findings of this study demonstrate the positive impact of knowledge (B=0.192, P-value<0.05), attitude (B=0.339, P-value<0.05), income (B=0.161, P-value<0.05), and education (B=0.134, P-value<0.05) on dental treatment. However, position and perception had an insignificant effect. Respondents varied based on their socioeconomic status, with high education and income respondents differing from those with low education and income. This study highlights the implications and limitations of the research and provides suggestions for future research after the COVID-19 pandemic. The COVID-19 pandemic has given rise to numerous psychological problems among healthcare workers, which are directly related to inadequate knowledge, incorrect attitudes, and inadequate perception. Nevertheless, timely interventions and accurate information have the potential to safeguard the mental well-being of healthcare professionals during the novel coronavirus epidemic.

A Study on Awareness of Education at Door Step (Illam Thedi Kalvi) Scheme among Primary School Parents in Kumbakonam Taluk

This study aimed to assess the level of awareness of the EDUCATION AT DOOR STEP ( Illam Thedi Kalvi ) scheme among parents of primary school students in Kumbakonam Taluk in Thanjavur District. The EDUCATION AT DOOR STEP scheme was launched by the Tamil Nadu government to provide education to children of migrant workers who often miss out on schooling due to frequent relocation. The study was conducted in eight primary schools of Kumbakonam Taluk using a survey questionnaire. A total of 232 respondents were selected through a random sampling technique. The results showed that the awareness level of the Education at Door Step scheme was relatively low, with only 46% of parents of primary school students having heard about the scheme. Among those who were aware of the scheme, only 29% knew the details of the scheme, such as the eligibility criteria and the benefits provided. The study also found that there was a significant association between the level of education and awareness of the Education at Door Step scheme. Those with higher education were more likely to have heard about the scheme and understood its benefits. The study recommends that the government should conduct more awareness campaigns to reach out to parents of primary school students especially rural area people and especially those with lower levels of education, and also ensure that all eligible children are enrolled in the EDUCATION AT DOOR STEP scheme.

The Perspectives of Parents of Primary School Students in the City of Amman about their Children’s Use of the Moodle and the Obstacles they faced while using it

هدفت هذه الدّراسة إلى الكشف عن آراء أولياء أمور طلبة المرحلة الأساسية في مدينة عمان حول استخدام أبنائهم نظام إدارة التعلمMoodle، والمعيقات التي تواجههم أثناء استخدامهم له، ودرجة استخدام طلبة المرحلة الأساسية لنظام إدارة التعلم من وجهة نظر أولياء أمورهم، حيث تم استخدام المنهج الوصفي المسحي للإجابة عن أسئلة الدّراسة من خلال توزيع الاستبانة على عينة الدّراسة البالغ عدد أفرادها (384) ولي أمر. لتحقيق هدف الدّراسة تم إعداد استبانة احتوت على ثلاثة أجزاء أساسية؛ الجزء الأول، يتضمن المعلومات الديموغرافية، والثاني، آراء أولياء أمور طلبة المرحلة الأساسية في استخدام أبنائهم نظام إدارة التعلم Moodle، أمّا الجزء الثالث من الاستبانة فيتعلق بآراء أولياء أمور طلبة المرحلة الأساسية بالمعيقات التي تواجه أبنائهم أثناء عملية التعلم عن بعد، وتم التحقق من صدقها وثباتها. وقدّ أظهرت نتائج الدّراسة أنّ آراء أولياء أمور الطلبة حول استخدام نظام إدارة التعلم Moodle في التعلم كانت متوسطة، وجاءت آرائهم حول المعيقات التي تواجه أبنائهم في المرحلة الأساسية في مدينة عمان أثناء استخدامهم لنظام إدارة التعلم Moodle في التعلم مرتفعة. وأوصت الدّراسة بأهمية النظر إلى المرحلة العمرية للطلبة والعمل على تدريبهم وتوعيتهم على أهمية التعلم عن بعد، والتشجيع على استخدام أنظمة إدارة التعلم الإلكتروني.

Parental burnout of parents of primary school students: an analysis from the perspective of job demands-resources.

Based on the theory of Job Demands-Resources, this study has been set out to examine how parenting demands, parenting resources affect parental burnout of primary school students' parents. An online survey with four scales (Parenting Stress Scale, Perceived Family Support Scale, Psychological Resilience Scale and Parental Burnout Scale) was completed by 600 parents of students from three primary schools in Central China. Structural equation models were implemented. Parenting stress had a positive impact on parental burnout (β = 0.486, p < 0.001). Both perceived family support (β = -0.228, p < 0.001) and psychological resilience (β = -0.332, p = 0.001) had a negative impact on parental burnout. Perceived family support played a moderating role between parenting stress and parental burnout (β = -0.121, p < 0.001). Psychological resilience also played a moderating role between parenting stress and parental burnout (β = -0.201, p < 0.001). Psychological resilience partially mediated the relationship between perceived family support and parental burnout. The total effect was -0.290, with 95% CI (-0.350, -0.234). Direct effect was -0.228, with 95% CI (-0.283, -0.174), and indirect effect was -0.062, with 95% CI (-0.092, -0.037). Parental burnout may be reduced by increasing family support and self-improvement of psychological resilience. In the same way, the impact of parenting stress on parental burnout may be buffered under high-pressure situations.

Developmental Dyslexia – it's (not) a Problem

. In the process of supporting a child's development, parents play a very important role, in creating their closest developmental environment. It is the parents who are largely responsible for the further development and achievements of the child, but they also play an important role in the process of recognizing educational difficulties and supporting the child in overcoming them. However, in order for them to be able to carry out their tasks, it is necessary for them to have knowledge. Because an increasing number of children are diagnosed with developmental dyslexia – currently, it is estimated that they constitute one-third of students at individual levels of education - but also more and more assistance programs are being created, it is necessary to educate parents in this area. The article presents theoretical assumptions concerning developmental dyslexia. The methodology of research conducted among parents of children with developmental dyslexia was presented. Due to the specific nature of the disorders, only parents whose children were diagnosed with dyslexia were included in the research sample. The selection of the sample was significant because it is these parents who are responsible for creating developmental conditions for the child. The article presents the results of research conducted among parents of primary school students in the Lubuskie Voivodeship. The research was aimed at finding out the extent of their knowledge about developmental dyslexia. Attempts were made to reconstruct parents' knowledge of common beliefs, causes, symptoms, and forms of assistance provided to students with developmental dyslexia. The presented research results are the basis for further reflection on the directions of pedagogical education of parents and indicating their role in supporting the comprehensive development of the child. Expanding parents' knowledge can bring measurable benefits for the child's development and further education.

Антимотивационные детерминанты учебной деятельности младших школьников с позиции их родителей

The article reveals the results of the study of peculiarities of understanding by parents of primary school students of determinants of negative-motives of children's learning activity, which along with positive motives determine the child's general attitude to learning and are extremely understudied in domestic and foreign psychology. A questionnaire was used to collect empirical data; the sample consisted of 252 parents whose children study in schools of various types from the first to the fourth grades. The results were processed and interpreted using content analysis, ranking, χ2 Pearson criterion, comparative analysis with the results of our previous studies conducted on children and teachers groups. The leading determinant of demotivation for learning activities of primary school students, according to the general sample of parents, is the complexity of the educational programme, the second and third in the ranking are the child's being fond of or misuse of gadgets and children's hobbies. The totality of demotivational determinants of children's learning activity from the parents' point of view was differentiated into groups according to the personal-social conditions. It was found that the largest group of determinants of negative-motivation of children's learning activities in the opinion of parents of primary school students is defined by deficiencies in professionalism of the teacher, as well as by his personal characteristics. This demonstrates modern parents being very particular about teachers’ professional activities, and also indicates that parents reduce their own responsibility for the development of children's academic motivation, and insufficient psychological competence of parents. The most significant demotivation determinant of learning activity for primary school students is a set of personal characteristics of students, from the teachers' point of view - the content-related aspects of education and personal characteristics of students. The low criticality of parents to family factors and personal characteristics of children as possible demotivation determinants of learning activity of primary school students was recorded. It was found that the perceptions of parents with pedagogical and/or psychological education about the importance of a number of determinants of negative-motivation in the learning activities of primary school students were statistically significantly different from the position of the rest of the sample of parents. The results of the study allowed us to determine the content-related and organizational aspects of the necessary educational and developmental work with parents of primary school students to improve their psychological and pedagogical competence in the field of motivation of child's personality, reduction of negative-motives of children's learning activity.

INTERACTION OF PARENTS OF YOUNGER SCHOOLCHILDREN AND EDUCATIONAL ORGANIZATION

The article discusses the importance of the process of interaction between the parents of primary school students and the educational organization, reveals the pedagogical conditions necessary for enhancing cooperation between the family and the school, analyzes the main forms of work with parents, shows the essential characteristics and content elements of the concept of «parental involvement».

Rational Dissent on Climate Change in Calgary: responding to Haney (2022)

Social scientists have been active participants in assessing and debunking climate change denialism. This paper applies the Scientific Method (Armstrong &amp; Green 2022) to deconstruct the work of Haney (2022) who theorized that the massive 2013 flood in the City of Calgary, home to many oil sands and oil/gas industry head offices, would be understood by those well-to-do energy industry executives, living alongside the rivers, as evidence of climate change. Haney’s analysis of interviews with 40 such individuals assumes that it is a case of confirmation bias related to their livelihood or fear of change that these people continue to hold dissenting views on climate. This paper will expose the bias, flaws, and lack of research integrity in Haney (2022). Stirling, the author of this paper, acknowledges a direct connection to Friends of Science Society, referred to by Haney, though this is an independent work of hersstudy aimed to investigate the predictive factors of stress on parents of primary school students during the Covid-19 pandemic in Oman.A total of 384 parents of primary school children participated in this study. By using survey data technique and was analyzed by using quantitative research method. The results showed that there is a significant difference in the level of stress between employed and unemployed parents. In addition, the study found a significant difference in the stress level between parents with different educational levels. Based on the findings and analysis of the data obtained, COVID-19 has been determined to influence students’ learning negatively. It has created an unpleasant atmosphere for them in this area. It has been discovered that children and their parents are confronted with various problems and hurdles, in addition to a poor education level and parental stress as a result of a lack of resources at home.The study recommends that the government and educational institutions provide support to parents, especially those who are unemployed or have low levels of education

Development and Validation of the Academic Parenting Scale for Chinese Parents of Primary School Students

Development and Validation of the Academic Parenting Scale for Chinese Parents of Primary School Students

Evaluating the digital parenting levels of parents of primary school students during the pandemic based on different variables

Abstract Frequent use of digital environments and tools during the pandemic increased the responsibilities of children as well as parents in digital environments. Hence, researching the digital parenting awareness of parents during the pandemic is important. This research aims to evaluate the digital parenting levels of primary school students’ parents in terms of different variables. The survey model, one of the quantitative research methods, was used in the research. Two hundred and five primary school students’ parents, who were reached by the convenience sampling method, participated in the study. The study data were collected using the ‘Digital Parenting Awareness Scale’. Demographic information of the parents and the scale scores were analysed descriptively, and the differentiation according to different variables was analysed inferentially. According to the research findings, both setting negative examples and efficient use of digital tools by parents were found to be high during the pandemic, while digital neglect and risk protection levels were found to be moderate. It was concluded that digital parenting levels differ according to variables such as gender, number of children and socioeconomic status.

Assisting Strategies of the Parents of Students with Special Educational Needs in the Emergency Remote Learning in Poland

The study had four objectives: (a) identifying and characterizing strategies for involving parents of students with SEN (students with special educational needs) in remote education during the COVID-19 pandemic; (b) comparing these strategies with those used by parents of students without SEN (non-SEN students); (c) identifying predictors of parental involvement in the remote education of students with SEN; (d) checking whether the identified strategies differentiate the perceived barriers and benefits of remote learning. In total, 421 parents of primary school students participated in the study, 83 of whom (20%) were parents of children with SEN (SEN group). Based on the factor analysis of the results (respondents completed a 66-item electronic questionnaire), three main strategies for parental involvement in children’s remote education were identified: (1) committed teacher (CT), with 40% in the SEN group and 55% in the non-SEN group; (2) autonomy-supporting coach (ASC), with 22% in the SEN group and 26% in the non-SEN group; (3) committed teacher and reliever (CTR), with 38% in the SEN group and 19% in the non-SEN group. The strongest predictor of parental involvement with SEN students in the role of committed teacher was excessive demands from school. Parents whose children showed low motivation to learn were the most likely to do some of their children’s school tasks for them and apply the committed teacher and reliever strategy. The positive aspects of remote education were mostly noticed by moderately committed parents who gave their children a lot of autonomy (autonomy-supporting coaches). The obtained results can be included in the optimization of schools’ activities in terms of organizing remote education for students with SEN and cooperating with parents.

Emotionally focused therapy group intervention for parents of primary school students with parenting stress: an evaluation study in Hong Kong

ABSTRACT The ‘Hold Me Tight, Let Me Go’ relationship education and enhancement programme for families with teens was indigenised to help parents with preteens to lower their parenting pressure and to enhance parent–child communication. The evaluation of the intervention adopted a mixed method approach. 45 parents and 64 children were invited to fill out pre-test (T0), post-test (T1), and 2-month follow-up (T2) questionnaire. A total of 16 parent participants were involved in two focus groups. The findings indicated that participants’ parenting stress was lowered after the group intervention, and improvement in family relationships was observed in the aspects of communication, mutuality, and parental control. Children respondents were aware of the positive change in parents in terms of communication and statistically significant differences were found in the pre-test and 2-month follow-up. Parent participants highlighted that the prerequisites to become an accessible, responsive, and emotionally engaging parent was self-care and self-regulation.