Parental Scale Research Articles

The development and effects of an online parent sexuality education programme for preschool children in Türkiye

ABSTRACT This study aimed to develop an online sexuality education programme for the parents of children aged 3–6 years, by enhancing their knowledge of sexuality education, their attitudes towards sexuality education, their use of positive communication during sexuality education, and their awareness of sexual abuse. A quantitative semi-experimental design, using a Solomon four-group model, was adopted. The sample consisted of 410 parents in Ankara, Türkiye. Data were collected using a Personal Information Form, the Sexual Development Knowledge Scale, the Sexual Education Attitude Scale, the Sexual Communication Scale, and the Child Sexual Abuse Knowledge/Attitude for Parents Scale. The data were analysed using paired sample t-tests, independent sample t-test, and ANCOVA. The online Parental Sexuality Education Programme for the Preschool Period was found to have a significant effect on the sexual knowledge levels, attitudes, communication, and awareness of sexual abuse of the parents. According to findings of a follow-up test performed 12 weeks later, the programme exhibited retention in sexual development knowledge, positive attitudes towards sexual education, and sexual communication. Retention was not achieved in relation to sexual abuse knowledge/attitudes.

The impact of parental phubbing on social withdrawal in preschool children: the serial mediating roles of parent–child conflict and negative emotions

BackgroundThe positive association of parental phubbing with internalizing and externalizing problems among adolescents has gained academic traction. However, current researches on the negative impacts of parental phubbing have focused primarily on adolescents, with a noticeable lack of studies concerning preschool children, and there is also a deficiency in investigations from the perspective of the Risky Family Model. These gaps limit our understanding of how parental phubbing affects problem behaviors among preschool children. To address this gap, the present study constructed a chain mediation model to examine the association between parental phubbing and social withdrawal in preschool children, by introducing two mediating variables—parent–child conflict and negative emotions.MethodsA sample of 739 preschool children (mean age 5.04 years, SD = 0.84) and their parents participated in the study. The parents completed measures of the Parental Phubbing Scale, Child–Parent Relationship Scale, Children’s Behavior Questionnaire, and Child Social Preference Scale. The Cronbach’s alpha coefficient of the four scales were 0.75, 0.84, 0.74, and 0.83, respectively. All the measures showed good reliability and validity in the present study. The data were analyzed via SPSS 26.0 and SPSS PROCESS.ResultsThe results indicated that (1) parental phubbing had a significant positive effect on social withdrawal in young children; (2) parent–child conflict and negative emotions independently mediated the relationship between parental phubbing and social withdrawal in young children; and (3) parent–child conflict and negative emotions served as serial mediators in the relationship between parental phubbing and social withdrawal in young children.ConclusionsThese findings in the present study contribute to understanding the mechanisms underlying the association between parental phubbing and social withdrawal and have important implications for interventions aimed at improving social withdrawal among preschool children in China. Furthermore, the present study first introduced parental phubbing into the Risky Family Model, expanding the applicability of this model.

Parental expectations and adolescents’ happiness: the role of self-efficacy and connectedness

BackgroundA happy adolescent may live a healthy and successful life. This study focused on parental expectations in the Chinese cultural context and investigated whether and under what conditions adolescents’ perceived parental expectations are associated with their happiness, the affective component of subjective well-being.Sample and methodsThis cross-sectional study included a sample of 1510 Chinese adolescents; the average age of the adolescents was 12.39 years, and 55.40% were boys. A questionnaire including the perceived parental expectations scale, self-efficacy scale, connectedness subscale and one item that measured happiness was administered to the adolescents.ResultsThe results reveal that self-efficacy moderates the relationship between perceived parental expectations and happiness. For adolescents who exhibit higher levels of self-efficacy, perceived parental expectations are negatively correlated with happiness; in contrast, for adolescents who exhibit lower levels of self-efficacy, perceived parental expectations are not related to happiness. Moreover, the results reveal that connectedness moderates the relationship between perceived parental expectations and happiness. Among adolescents who exhibit higher levels of connectedness, a nonsignificant relationship is observed between perceived parental expectations and happiness; in contrast, among adolescents who exhibit lower levels of connectedness, perceived parental expectations are negatively related to happiness.ConclusionsThis study reveals that, under conditions featuring higher levels of self-efficacy or lower levels of connectedness, perceived parental expectations are not conducive to their happiness. These findings have important implications with regard to parenting practices.

Psychometric Properties of The Parental Stress Scale for Parents of Children with Intellectual and Developmental Disabilities.

Parental stress can be debilitating for parents and their families. This is particularly true for parents who have a child with autism spectrum disorder (ASD) or other intellectual and developmental disability (I/DD). Effective screening and measurement of parental stress leads to accurate and effective intervention. The purpose of this study was to understand the psychometric properties of the Parental Stress Scale (PSS) for families who have a child with I/DD (ages ranging from 1 to 18 years old, with a mean of 5.28). Caregivers of 3220 families who have a child with I/DD (91% diagnosed with ASD) completed the scale. The psychometric properties including internal reliability and factor structure were completed as well as discriminant validity. Results of confirmatory factor analysis with the 18-item scale revealed a poor model fit with three items not meeting minimum factor loading threshold. Given this, the three items were removed, and confirmatory factor analysis was reconducted with 15 items of the PSS. Results revealed good internal consistency and discriminant validity, as well as a good model fit with all 15 items loading above the minimum threshold. The identified two-factor structure is consistent with the dichotomous (rewarding/burdensome) construct of parental stress that Berry and Jones (J Soc Pers Relationsh 12(3):463-472, 1995) originally designed the scale to index. Thus, the 15-item PSS has initial psychometric evidence in a large sample of families with a child with I/DD.

Parental Stress, Learned Helplessness, and Perceived Social Support in Mothers of Children with Hearing Loss and Mothers of Typically Developing Children

Background: Hearing loss in children can have a detrimental impact on their development, thus lowering the psychological well-being of parents. This study examined the amount of parental stress, learned helplessness, and perceived social support in mothers of children with hearing loss (MCHL) and mothers of typically developing children (MTDC), as well as the relationship between various possible contributing factors to parental stress such as learned helplessness and perceived social support. Method: Three questionnaires measured parental stress (Parental Stress Scale; PSS), learned helplessness (Learned Helplessness Scale; LHS), and perceived social support (Perceived Social Support-Friends PSS-Fr and Perceived Social Support-Family PSS-Fa Scale) in 100 MCHL and 90 MTDC. All mothers had normal hearing and children aged 1 to 12 years. Mothers of children with any degree of bilateral sensorineural hearing loss, using hearing aids and/or cochlear implants, were included in the MCHL group. Children with hearing loss did not have any additional disabilities. Results: Parental stress and learned helplessness were not significantly different between the groups. The perceived social support was significantly lower in MCHL as compared to MTDC. Pearson correlation analysis with pooled data from both groups showed a small but significant negative correlation between parental stress and perceived social support. A moderately significant positive correlation existed between learned helplessness and parental stress. The relationship between learned helplessness and perceived social support was negative, being small but significant. Conclusions: The study findings indicate that parental stress was similar in both groups. As perceived social support increased, parental stress and learned helplessness decreased. Thus, the present study findings indicate the need for developing greater social support for MCHL.

What Might Happen If Adolescents Perceive Academic Pressure From Their Parents? The Role Of Academic Self‐Handicapping Behaviour On Subjective Academic Well‐Being: A Moderated Mediation Model

ABSTRACTIt is important for students to be successful in their academic lives, both for themselves and their families. Some certain individual obstacles on the path to success can diminish students' achievement as well as their motivation, which is a crucial factor for success. Sometimes parents can be involved in these processes. In this context, the current study aims to examine the mediating role of academic motivation in the relationship between high school students' academic self‐handicapping behaviours and their subjective academic well‐being, as well as the moderating role of perceived parental pressure for academic achievement in this relationship within the framework of the self‐determination theory. The study group consists of 721 students (419 girls and 302 boys) attending high schools in Türkiye. Subjective Academic Well‐Being Scale, Academic Self‐Handicapping Scale, Academic Motivation Scale and Parental Academic Achievement Pressure and Support Scale were used to collect data in the study. The results revealed that academic self‐handicapping behaviours significantly and negatively predicted students' subjective academic well‐being. Moreover, it was found that academic motivation had a mediator role in the relationship between academic self‐handicapping behaviour and subjective academic well‐being. In addition, it was found that parental academic pressure had a moderator role in the relationship between academic self‐handicapping behaviour and academic motivation and in the indirect effect. According to the results, students' academic self‐handicapping behaviours have a direct effect on their subjective academic well‐being as well as an indirect effect through academic motivation. Furthermore, it was found that the indirect effect of students' academic self‐handicapping behaviours on their subjective academic well‐being varies depending on the level of perceived parental pressure for academic achievement. In light of the findings obtained, theoretical and practical suggestions are made.

Exploring the Hearing Improvement and Parental Stress in Children with Hearing Loss Using Hearing Aids or Cochlear Implants

Objectives: This study aims to describe the stress levels experienced by parents of children with hearing loss who use conventional hearing aids or cochlear implants, and to assess the correlation between parental stress and the auditory skills acquired by the children. Methods: The study was conducted at the Policlinic “Gaetano Martino” in Messina, evaluating data from 42 pairs of parents of children using hearing aids or cochlear implants. Parents completed the LittlEARS Auditory Questionnaire (LEAQ) and the Parental Stress Scale (PSS) 18 months after the initial device (hearing aid or cochlear implant) had been activated. Additionally, information was collected regarding the presence of peripartum issues (including preterm birth) or associated conditions, congenital hearing loss, the total number of children in the family, and the number of children with hearing loss in the family. Results: Significant differences were found in the months to effective stimulation (p = 0.026), the age of the children at the time of the survey (p = 0.024) and the PSS score (p = 0.029). Univariate and multivariate logistic regression revealed significant correlations between LEAQ scores and both the months to effective stimulation and the age of the children at the time of the survey; univariate and multivariate linear regression revealed significant correlations between PSS scores and the type of device, months to effective stimulation, age of the children at the time of the survey, peripartum issues, and the number of children. A Spearman correlation showed a positive relationship between LEAQ and age of the children at the time of the survey, and a negative correlation between the PSS scores and the age of the children at the time of the survey. Conclusions: Parents of children with cochlear implants reported higher stress levels than those with children using hearing aids, although auditory performance was comparable between groups. Improved auditory performance was associated with reduced parental stress. The PSS and LEAQ are effective tools used in clinical practice for assessing parental stress and tracking auditory recovery, respectively.

The Effect of Parental Collaboration on Diabetes Self-Efficacy, Quality of Life and HbA1c Level in Adolescents Diagnosed with Type 1 Diabetes.

Type 1 diabetes mellitus (T1D) is a chronic disease that is common in childhood and adolescence, where care and metabolic control are difficult for both adolescents and their parents. Parental participation in the care and treatment process, especially during adolescence when adolescents develop autonomy and take responsibility for self-care, affects both the adolescent's perception of autonomy and may cause difficulties in self-management. This study was conducted to determine the effect of parental support on adolescents' self-efficacy, quality of life (QoL) and glycaemic control in adolescents with T1D. This study was descriptive and cross-sectional. Descriptive questionnaires, The Collaborative Parental Involvement Scale for Adolescents with T1D, Diabetes Management Self-Efficacy Scale for Adolescents with T1D and QoL Scale in Children with Diabetes Mellitus (PedsQL 3.0) were administered to 79 adolescents with T1D. Adolescents were also asked about their HbA1c levels measured in the last 3 months. There was no relationship between parental collaboration and adolescent's HbA1c levels. However, it was concluded that there was a positive and moderate relationship between parental collaboration and adolescent's QoL (p=0.043) and a positive and strong relationship between parental collaboration and adolescent's diabetes management self-efficacy (p=0.000). It was found that adolescents who followed up diabetes with the support of themselves and both parents especially their fathers, who were not school absenteeism and had regular blood glucose measurements had better QoL, there was no relationship between HbA1c levels and QoL, and there was a strong relationship between parental cooperation and adolescent self-efficacy in the same direction.

Moral Perfectionism, Moral Judgment, Altruism and Forgiveness in Young Adults

Aim of the study: Present research aimed to find out the relationship between moral perfectionism (self-oriented moral perfectionism & socially prescribed moral perfectionism), moral judgment, altruism and forgiveness in young adults. It was hypothesized that socially prescribed and self-oriented moral perfectionism would positively predict moral judgment, altruism and forgiveness. Mediating role of moral judgment between moral perfectionism, altruism and forgiveness was also hypothesized. Methodology: Cross sectional research design was used in this research. Probability random sampling strategy was used to approach a sample of 200 (Men=100, Women=100) young adults with the age range of 20-25 years old (M=21.53, SD=1.31). To measure moral perfectionism, moral perfectionism scale, and adapted version of parental expectation scale of Frost multidimensional perfectionism scale were used. Further, moralization of everyday life scale, Forgiveness scale and adapted self-report altruism scale were used to measure moral judgment, forgiveness and altruism. Findings: Structural equation modeling through AMOS indicated SOMP as a negative predictor of forgiveness and SPMP a positive predictor of altruism and forgiveness whereas no prediction was found for moral judgment. Further, Moral judgment didn’t predict altruism and forgiveness. Conclusion: overall the study highlights the significance of both self-oriented and socially prescribed moral perfectionism in shaping moral behaviors. It suggests that personal and social standards together provide a deeper understanding of moral actions, particularly in terms of altruism and forgiveness. The implications of the study are discussed with its application in counseling, educational, social and moral psychology.

The Parental Afrocentric Socialization Scale: A development and validation study with Black emerging adults.

This study aimed to develop an Afrocentric socialization measure that is needed to further Afrocentric research and evaluate Afrocentric interventions. An item pool was created from previous measures, after which further selection and refinement took place based on expert opinion. The factor structure was examined using exploratory factor analysis (EFA) in an initial sample of 202 males. Then a second study was carried out among males and females (n = 748) that was used for a second EFA on a random sample (n = 200), confirmatory factor analysis (n = 548), and for validation. The results indicated that the Parental Afrocentric Socialization Scale (PASS) was able to assess ntu (self-determination, being meaningful in the world), luvila (value of heritage, being part of the group), imani (faith, the relationship with God), and ubuntu (I am because you are, relationships with other people). The factor structure was sex invariant and the scales were reliable. Support for the validity of the PASS was found in correlations with measures of ethnic identity, flourishing, career aspirations, and collectivism. The PASS provides a new measurement of specific strengths of Afrocentric socialization. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Effect of recreational sport and physical activity participation on well-being during early parenthood: a randomized controlled trial.

Parents with children in the home may benefit considerably from sport participation, given the high levels of physical inactivity and psychosocial distress among this group. The purpose of this study was to evaluate the effectiveness of team sport participation on mental health (primary outcome) as well as other secondary psychosocial outcomes compared to an individual physical activity condition and a "date night" control condition among parents with young children (under the age of 13). A three-arm parallel design single blinded randomized controlled trial compared the team sport (n = 58), individual physical activity (n = 60), and control condition (n = 66) over three months. Well-being variables (short-form-12, satisfaction with life scale, parental stress scale, relationship assessment scale, family inventory version II) were assessed at baseline and post-randomization at 6 weeks and 3 months. Rolling recruitment began in winter 2016 until spring 2023. Analyses were conducted using generalized linear mixed models. Team sport participation resulted in improvements in mental health and increased relationship satisfaction compared to the other conditions. Team sport participation also showed improvements in lowering parental stress and increasing family emotional expressiveness compared to the control condition. All conditions improved satisfaction with life, lowered stress, increased relationship satisfaction, benefited family health/competence and lowered family conflict over time. The findings extend prior observational research by demonstrating team sport participation may be a viable activity to recommend for parents of young children, who are typically challenged by lower well-being, stress, and social isolation from other adults. The clinical trial is registered with the National Library of Medicine at the National Institutes of Health registration ID is NCT02898285.

Parenting Styles and Student Resilience: The Role of Religiosity as a Mediator

As one of the age groups vulnerable to depression, resilience is an essential aspect to consider among university students. Parenting styles are thought to play a role in the development of resilience; however, research findings on the relationship between these two variables remain inconsistent. In addition to parenting styles, religiosity has also been found to correlate with resilience. Religiosity is suspected to act as a mediator in the relationship between parenting styles and resilience. The role of religiosity as a mediator is important to examine, given that religiosity is a significant element in the lives of Indonesians. This study aims to investigate whether religiosity mediates the relationship between parenting styles and resilience. The instruments used in this study include the Parental Authority Questionnaire (PAQ) (α = 0.783 for the authoritarian parenting scale, α = 0.617 for the permissive parenting scale, and α = 0.830 for the authoritative parenting scale), the Centrality of Religiosity Scale (CRS) (α = 0.888), and the Connor-Davidson Resilience Scale (CD-RISC) (α = 0.920). A total of 412 university students in Indonesia participated in this study. Data analysis using GLM Mediation Analysis revealed that religiosity mediates the relationship between permissive parenting and resilience. Religiosity also mediates the relationship between authoritative parenting and resilience. A direct relationship between authoritative parenting and resilience was also identified. However, religiosity does not serve as a mediator in the relationship between authoritarian parenting and resilience. The implications of this study are discussed at the end of the article.

Digital leisure motivational interference decreases college students’ online learning satisfaction: the roles of academic emotions and parental autonomy support

Previous studies have pointed out that leisure motivational interference was an important factor affecting students’ learning satisfaction. This study concentrates on three unexplored areas in the current literature on leisure motivational interference and learning satisfaction. Specifically, it is the first to (a) focus on the effects of digital leisure motivational interference (DLMI) on online learning satisfaction; (b) separate the cognitive, affective, and behavioral components of DLMI (DLMI-C, DLMI-A, and DLMI-B) when examining its effects; and (c) reveal how these three components influence online learning satisfaction. We conducted a questionnaire survey among 1041 Chinese college students who engaged in online learning, utilizing several measures: the Digital Leisure Motivational Interference Scale, the Academic Emotions Questionnaire, the Parental Autonomy Support Scale, and the Online Learning Satisfaction Scale. The results showed that (a) DLMI-C, DLMI-A, and DLMI-B negatively predicted online learning satisfaction, respectively; however, the differences in their effects were not significant; (b) academic emotions, both positive and negative, played the mediating roles between the three components of DLMI and online learning satisfaction; (c) parental autonomy support moderated the relationship between academic emotions (positive and negative) and online learning satisfaction. Notably, learners with higher levels of parental autonomy support reported greater online learning satisfaction compared to those with lower levels of support, particularly when experiencing lower frequency of academic emotions, whether positive or negative.

Video and booklet discharge instructions for mothers for childhood fever in pediatric emergency department: A randomized controlled trial

BackgroundDue to lack of knowledge and misunderstanding, parents may mismanage a fever and seek unnecessary medical attention. AimThe study aimed to determine the effectiveness of video and booklet discharge instructions for childhood fever in the pediatric emergency department. MethodsThis randomized controlled trial (NCT05929131) consisted of three groups: video (n = 48), booklet (n = 48), and verbal (n = 48) discharge instructions. Data were collected using the Introductory Information Form, Parent’s Childhood Fever Management, Post-Discharge Coping Difficulties Scale for Parents, and Post-Discharge Information Form. ResultsWithin the first 3 days after receiving discharge instructions, parents in the video group had lower scores on the Parents’ Fever Management Scale (video: 20.29 ± 1.99, booklet: 20.65 ± 2.07, verbal: 28.41 ± 1.51; p < 0.05) and the Post-Discharge Coping Difficulties Scale for Parents (video: 39.44 ± 3.91, verbal: 54.03 ± 9.12; p = 0.019) compared to the verbal group. After discharge, the number of hospital readmissions was lower in the video group of parents compared to the verbal group (video: 1.12 ± 0.44, verbal: 1.54 ± 0.96, p = 0.015). ConclusionVisual discharge instructions, such as booklets and videos to support discharge instructions, have been shown to be effective in improving mothers’ fever management skills and reducing their return to the emergency department.

Supplemental Material for The Parental Afrocentric Socialization Scale: A Development and Validation Study With Black Emerging Adults

Supplemental Material for The Parental Afrocentric Socialization Scale: A Development and Validation Study With Black Emerging Adults

Development and validation of the Parental Affection/Warmth Scale (PAWS) in a sample of parents of 2- to 8-year-olds.

Parental warmth is a treatment target of emerging interventions for children with callous-unemotional traits. However, research to date has yet to examine the empirical structure of parental warmth toward young children due to the lack of clinically feasible, psychometrically sound, and comprehensive measures of warmth for this population. To address this knowledge gap, the present study developed and tested the psychometric properties of a self-report measure of parental warmth, the Parental Affection/Warmth Scale (PAWS). A sample of 899 parents of 2- to 8-year-old children (M = 4.77 years, SD = 1.95; 46.1% girls) was recruited online using Amazon's Mechanical Turk and CloudResearch. Exploratory factor analysis identified a novel three-factor structure: Warmth, Toddler-oriented Interaction, and Play-based Interaction, which was validated by a confirmatory factor analysis. However, only the PAWS Warmth subscale functioned consistently with theoretical expectations. PAWS Warmth scores were internally consistent; convergent with existing positive parenting scales; discriminant from negative parenting scales; and concurrent with child empathy, callous-unemotional traits, and conduct problems. Findings have implications for refining treatment targets for interventions focused on enhancing parental warmth. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A Study To Investigate The Influence Of Childcare Arrangements On Parental Stress Levels Among Working Mothers In General Duty And Shift Duty Roles

Background: The increasing participation of women in the workforce has heightened the challenges working mothers face in balancing professional and parental responsibilities. Childcare arrangements significantly influence the stress levels of these mothers, especially for those working in general and shift duty roles. Understanding the impact of various childcare options is crucial to formulating supportive policies that improve the well-being of working mothers. Materials and Methods: A cross-sectional survey was conducted among 60 working mothers (30 in general duty and 30 in shift duty) with children under 10 years in Dispur community, Guwahati. A non-probability convenient sampling technique was employed. Data were collected using a standardized parental stress scale and analyzed through descriptive statistics, one-way ANOVA, and Chi-square tests. Results: The findings revealed that working mothers who relied on family members for childcare experienced the lowest stress levels (mean score 35.4), while those using part-time nannies experienced the highest stress levels (mean score 74.6). Significant associations were found between parental stress levels and factors such as childcare arrangements, age, number of children, and job satisfaction. Conclusion: The type of childcare arrangements significantly impacts the stress levels of working mothers. Policies aimed at enhancing the availability and reliability of childcare options could alleviate stress and improve the quality of life for working mothers, particularly in shift duty roles.

Academic stress, perceived parental pressure, and anxiety related to competitive entrance examinations and the general well-being among adolescents – A cross-sectional survey from Karnataka, India

BACKGROUND: In this competitive world, students undergo various scholastic stress and mental health issues. The scholastic stress has a great impact on students’ life and results in the prevalence of several psychological consequences such as stress-related disorders, anxiety, depression, and nervousness, which disturb their academic performances. Therefore, the present study was conducted to assess academic stress, perceived parental pressure, and anxiety related to competitive entrance examinations and the general well-being among adolescents. MATERIALS AND METHODS: A cross-sectional survey was conducted in 2023 among 570 adolescents who were planning to give competitive entrance examination in Pre-University Colleges of Udupi District, Karnataka, India. The data were collected using Background Proforma, Academic Stress Scale related to Competitive Examination, Perceived Parental Academic Pressure Scale, Westside Test Anxiety Scale, and General Well-being Scale. The purposive sampling technique was used to select Pre-University Colleges, and the adolescents were selected using cluster sampling. The collected data were analysed by Jamovi 2.3.21 software using descriptive statistics. RESULTS: The results showed that the majority of adolescents, 490 (86.0%), have high academic stress, 496 (87.0%) experienced high perceived parental pressure, 163 (28.5%) had moderately high anxiety, and 351 (57.7%) have low general well-being. There was no significance difference between class of study and stream of study. CONCLUSION: The study concluded that it is essential for the health care professionals to collaborate with parents and teachers to support adolescents and give them a congenial environment that will promote the healthy physical and psychological well-being of the adolescents.

Parental stress, coping mechanisms and predictors of parental stress among parents of children with epilepsy

Objectives: To investigate the parental stress and coping mechanisms in parents of children with epilepsy (CWE) and to determine the predictors of parental stress. Methods: Parents of CWE (n=323) were evaluated for parental stress (PS) with a modified Abidin’s parental stress index short-form scale (PSI-SF) and the coping mechanisms by modified ways of coping of Folkman and Lazarus. PS was defined by calculating 90 percentile values of the PSI total score. Results: A significantly higher mean parental stress index total and parenting distress subscale score was observed in females than in males. The percentage of PS was 10.52% among the parents of CWE. Distancing was the dominant coping mechanism used by the parents of CWE. Type of family, seizures, duration of illness, number of drugs used, seizure-related injuries, neighbour know child taking antiepileptic drugs and seeking social support were found to be the significant predictors of parental stress in the combined group. Seeking social support was found to be the common predictor for PS in both sexes, whereas duration of illness and number of drugs used were specific to females only. Conclusions: Interventions need to be designed to improve the mental health and information seeking among the parents of CWE to reduce parental stress and to improve the quality of life of the caregiver and the cared.

Student-teacher relational entitlement and its association with students' and teachers' characteristics.

One's sense of entitlement-the subjective perception of what one deserves from another person-can contribute to social attitudes and behaviour in positive or negative ways, depending on the way in which one construes this subjective sense. Previous work has examined how adolescents' sense of entitlement towards their parents contributes positively or negatively to their well-being. In this study, we extend this line of research and focus on adolescents' sense of entitlement towards another important authority figure-teachers, while examining its associations with both students' and teachers' characteristics and implications for students' functioning at school. We adapted the Adolescents' Sense of Relational Entitlement towards Parents scale to tap students' relational entitlement towards their teachers. We then examined the factor structure of the adapted scale and its associations with students' and teachers' relevant psychological measures in three samples (N = 1588). Findings confirmed the three-factor structure of student-teacher entitlement. Studies 2-3 also revealed that students' sense of entitlement was associated with both students' variables (e.g., psychological well-being, self-esteem, perceptions of teachers' acceptance of them and students' school engagement) and teachers' emotional difficulties. Study 3's findings indicated that students' sense of entitlement was associated with their school engagement. Students' sense of entitlement towards teachers seems to be associated with teachers' emotional makeup and attitudes towards students. In addition, this subjective sense is associated with students' school engagement. These findings suggest that there is theoretical value and practical implications for further unpacking both teachers' and students' factors associated with students' sense of entitlement and examining its association with academic functioning at school.