Perceptions Of Parental Support Research Articles

Exploring the interplay of parental support, achievement emotions, and foreign language engagement: An analysis of mediation

This research explores the emotional bond between parental support (PS) and student engagement in learning English as a foreign language (EFL). To investigate the relationship between EFL learners’ perceptions of PS, EFL-related achievement emotions (specifically, enjoyment and boredom), and EFL engagement, this study was conducted based on data drawn from 527 students from grades 7 and 8 in China, comprising 280 boys and 247 girls. Besides, the moderating effect of age and prior EFL achievement on the proposed relationship was also examined. Upon adjusting for age and previous performance, structural equation modelling (SEM) and mediation analysis findings indicate a positive correlation between PS and their engagement in learning English. Also, it was found that EFL-related enjoyment and boredom mediated the linkage between PS and engagement. Furthermore, multi-group analyses were conducted to examine the invariance of the mediation model across gender and grade levels. The model (PS → achievement emotions → learning engagement) was invariant across gender and grade levels, showing that the study model applied to both male and female seventh and eighth graders. These findings illuminate the emotional relationship between parental support and their children’s EFL engagement. This study expanded the literature on EFL engagement by examining how age and grades impact the network of relationships among student-perceived parental support, emotion and EFL engagement.

잠재성장모형을 활용한 청소년의 그릿 변화양상과 영향변인 탐색

The purpose of this study was to examine how grit changes over time in adolescence and to explore the time effects of influencing variables on grit. To do this, the 1st (2018) to 5th wave (2022) data of the 4th- and 7th-grade cohorts from the Korean Children and Youth Panel Survey 2018 were used for analysis. Latent growth models were explored to determine the most suitable model to figure out changing patterns of grit during this period, and contemporaneous and lagged effects of the influencing variables at each time point were tested as well. The main results were as follows. First, it was confirmed that the most suitable model among the various latent growth models was the piecewise growth model, which can reflect school transitions. Grit was observed to decline during the time of analysis. Second, it was found that adolescents’ academic enthusiasm and self-esteem had a significant positive contemporaneous effect on grit. It was also observed that at some time points, academic enthusiasm had a lagged effect that positively influenced grit in the following year, while self-esteem did not have a significant lagged effect. The perception of parental support had a significant positive contemporaneous effect on grit at some time points, with a significant lagged effect at some time points. The perception of teacher support had a significant positive contemporaneous effect on grit at some time points and a significant positive lagged effect on grit at some time points. The perception of friend support was found to have no significant contemporaneous effect, while there were significant negative lagged effects for grit at some points. Finally, the implications and recommendations of this study are discussed.

중학생의 부모 지원 군집에 따른 학업성취도 및 진로성숙도의 차이: 자녀와 부모의 군집 비교

This study investigated whether there were differences in the clusters of parental support perceived by middle school students and by their parents, and whether there were differences in the levels of academic achievement and career maturity based on these clusters. Data from the 4th year (2016, N = 6,677, 50.7% female) of the Korean Education Longitudinal Survey (KELS 2013) was used to identify clusters and examine the differences in academic achievement and career maturity among the clusters. Four clusters were identified from the student data: emotional-focused support (33%), low emotional support (22%), overall low support (30%), and overall high support (30%). For the parent data, four clusters were also identified: academic- and emotional-focused support (39%), leisure-focused support (19%), overall low support (24%), and overall high support (18%). These findings confirmed differences in the perceptions of parental support between children and their parents. In both the child and parent clusters, overall high support exhibited the highest levels of academic achievement and career maturity. Notably, among the child clusters, there was no significant difference in academic achievement between overall high support and emotional-focused support. This suggests that the emotional support provided by parents, such as encouragement and expectations, plays a positive role in academic achievement. Furthermore, it was observed that parental suppor tin any form (e.g., leisure activities) had a more positive effect than low levels of support.

The development and validation of the Youth Sport Parental Support-Questionnaire (YSPS-Q)

ABSTRACT The concept of parental support in youth sport has been well studied, however, the measurement of the construct is not as advanced. Existing sport parenting literature has relied on study-designed instruments and/or psychometric instruments not developed or validated for use in the sport-specific context. The present multi-study research programme sought to develop and validate a theory-informed measure of parental support in youth sport. In study one, athletes’ perceptions of parental support were explored to gain an in-depth qualitative understanding of parental support. The findings from study one were subsequently utilised to inform the generation of initial scale items (70 items) which reflected parental support in study two. Content validity was then established during study two, through an expert panel of judges (n = 5) and members of the target population (n = 7). During study three, retained items (33 items) were administered to a sample of youth athletes (n = 318) for further item reduction and to explore the factor structure of the instrument, utilising exploratory factor analysis (EFA). In study four, a 19-item measure was administered to a second independent sample of youth athletes (n = 319), to confirm the factor structure of the instrument utilising confirmatory factor analysis (CFA). Following minor ad-hoc modifications, the final four-factor, 18-item YSPS-Q (autonomy; emotional; instrumental; informational support) demonstrated excellent model fit. Moreover, the 18-item YSPS-Q demonstrated good reliability, alongside convergent, and divergent validity. The YSPS-Q will enable researchers to effectively evaluate future parent-support programmes, and assist researchers in understanding what factors moderate its effectiveness.

Advancing a grounded theory of parental support in competitive girls’ golf

Parental support in youth sport has been associated with positive athlete outcomes, such as sport enjoyment and continued participation. Although research has demonstrated the significant and influential role parents fulfil in the youth sport context, there remains a dearth of theoretical frameworks detailing parental support in youth sport and an absence of empirical research examining parental support across athlete development stages and sports. The present study sought to examine athletes’ perceptions of parental support, with a view to advancing a grounded theory of parental support in youth golf. Fourteen online synchronous focus groups were conducted with an international sample (Australia, Canada, England, Finland, Ireland, New Zealand, Scotland) of 61 girls, in the specialising (n = 27) and investment stages (n = 34) of athlete development. Data were analysed in three phases: open-coding, axial coding, and theoretical integration. The substantive grounded theory is constructed on the core category of ‘Individual Parental Support Preferences’. This core category is underpinned by four sub-categories of parental support which were evident across development stages: instrumental, informational, emotional, and autonomy support, and is influenced by a host of athlete (e.g., athletes’ performance), parent (e.g., parents’ knowledge), and contextual characteristics (e.g., location). Unconditional parental support is an important aspect of emotional support, however the concept of adopting a person-first approach to sport parenting is novel. These results provide a rich and novel insight of parental support in girls’ golf, advancing a grounded theoretical understanding of parental support mechanisms in a youth sport context.

Cyberbullying involvement, parental support, and cannabis use among adolescents

BackgroundCyberbullying victimization has been associated with cannabis use among adolescents. However, it is unclear if this relationship also holds for cyberbullying perpetrators. ObjectiveThis cross-sectional study examined the association between cyberbullying involvement and cannabis use among adolescents and tested if parental support was associated with cyberbullying involvement and cannabis use. Participants and settingData from 7229 students aged 11–20 years were obtained from the 2019 Ontario Student Drug Use and Health Survey, a province-wide survey of middle and high school students across Ontario, Canada. MethodsParticipants self-reported their cannabis use frequency, their involvement in cyberbullying, and their perception of parental support. Cyberbullying involvement was operationalized as an action taking place at least two times. Multivariable logistic regression models were adjusted for age, sex, ethnoracial background, and subjective socioeconomic status. ResultsOverall, 8.6 % of students were cyberbullying victims only, 2 % were cyberbullying perpetrators only, and 2.8 % were both cyberbullying victims and perpetrators. Results showed that experience of cyberbullying victimization only (OR: 2.17; 95 % CI: 1.64–2.88), perpetration only (OR: 2.64; 95 % CI: 1.51–4.63), or both (OR: 3.34; 95 % CI: 2.12–5.28) was associated with greater odds of cannabis use. Results further indicated that higher parental support was associated with lower odds of cannabis use in a dose-response fashion. Higher parental support was also associated with a lower risk of cyberbullying involvement. ConclusionsThese findings suggest that involvement in cyberbullying in any role is associated with greater cannabis use among adolescents and that parental support is associated with less cannabis use and cyberbullying involvement.

Pacific Parental Engagement and Intergenerational Storytelling in Aotearoa New Zealand

In this article, we focus on how Pacific family support places success of individuals within a wider narrative of intergenerational family stories, contributing to successful futures for the participating Pacific youth and their families. Guided by Pacific research principles, we used interviews with families and adolescents to explore the role of family narratives, in ten Pacific families in Aotearoa New Zealand, which supported academic success for their children. Our data sources included conversations with youth, their families, and visual representations created by the youth to illustrate their perceptions of parental support. The findings highlighted the role of families’ stories in supporting their children’s education. Strong intergenerational expectations were expressed from the dual perspectives of parents and their children. The formative role of family stories within the youths’ experiences of success provides opportunity to acknowledge the relational foundations of intergenerational stories.

Perceived Parental Support in Teen Dating Violence.

This qualitative study explores heterosexual teen girls' perceptions of parental support in abusive dating relationships during high school. Teen girls are at high risk for dating violence. Symbolic interaction theory asserts that meaning is assigned through our interactions, and these assigned meanings then influence our behavior. Findings demonstrate that teen girls assign meaning to dating and abuse, which is often reflective of traditional gender stereotypes, through their interactions with their boyfriends. However, due to the life course, parents of teens are in a unique position to provide different meanings that foster healthier dating relationships. Analysis of semistructured retrospective interviews found that, like adults, teen victims perceived parents' support to be inconsistent. Parents who provided support, such as ensuring safety, giving advice, and involving other professionals, played an instrumental role in helping teen girls end abusive dating relationships. Social workers should engage parents, schools, and peers in prevention education efforts that challenge gender norms and provide training on how to effectively intervene and provide support to teens that are experiencing abuse in their dating relationships.

Adolescents' Attitudes to Bullying and its Relationship to Perceived Family Social Climate.

Adolescent attitudes towards bullying are determined by the interaction between individual characteristics and psychosocial development contexts such as the family environment. Our objective was to perform a psychosocial analysis of the differences in reported attitudes towards school bullying between peers according to a series of indicators of family social climate, such as perceived parental support and understanding, punishment and rejection, and disapproval. 665 students (50.4% girls) aged 12-18 (M = 14.59, SD = 1.691) from Asturias (Spain) participated in the study. Participants were selected by intentional sampling with simple random two-stage subsampling of secondary-school groups. The hypothesized positive relationship between the perception of parental support and increased resistance attitudes towards school bullying in the three attitudinal dimensions explored (cognitive, affective, and behavioural) was supported by our results. Notably, favourable attitudes towards bullying were associated to negative family climate perceptions. Adolescents with permissive attitudes towards bullying reported higher use of physical and psychological violence, as well as corporal punishment by their parents. This study supports the importancer of family socialization practices in the construction of attitudes towards bullying.

Dearborn SHINES During the COVID-19 Pandemic: Youth Experiences and Outcomes With Virtual Physical Activity and Healthy Eating Programming

Purpose: This exploratory study evaluated how youth healthy eating (HE) and physical activity (PA) behaviors could be influenced by a whole-of-school program, which was transformed to a virtual setting at the onset of the COVID-19 pandemic. The authors investigated how students experienced programming and the role of students’ perceptions of parental support in their self-reported engagement in HE and PA.Methods: PA and HE curricula were provided across 15 schools over 12 weeks. Students (N = 879,Mage = 12.12 years, 63% female) completed a survey evaluating the value and perceptions around programmatic aspects as well as their self-reported engagement in HE and PA.Results: Multiple regression analyses revealed positive relationships between parental support for PA and student engagement, as well as positive relationships between students’ self-efficacy and HE behaviors.Conclusion: Findings indicate that students utilized virtual HE and PA programming and that parent support helped to facilitate engagement in PA and HE behaviors beyond the school setting.

“If I Hadn’t Had that Support System, I Think I Would Have Dropped Out by Now”: Parental Support in College and its Implications for Student Adjustment

Understanding college students’ perceptions of parental support and its impact on student adjustment have important implications for maximizing retention rates within higher education institutions. College students ( N = 53) participated in qualitative interviews focused on students’ perceptions of mothers’ and fathers’ support during college and its impact on college adjustment. Holistic coding interviews indicated three different classifications of parents based on levels of support: supportive, ambivalent, and unsupportive. Students indicated that their parents continued to be the main source of support and a key factor that supports their adjustment during the college years. In contrast, students who did not receive such support expressed having difficulties continuing working toward their degree. Students’ narratives also indicated that mothers and fathers provided support in different ways. These findings have important implications for practice, and in particular how high education institutions can promote adjustment and retention rates by encouraging parental engagement.

Parental support and perceived self-efficacy − a study of parental perceptions in an early childhood child psychiatry unit

Introduction: Perceived parental self-efficacy (PSE) has shown an association with positive parental behavior, highlighting its benefit in promoting child well-being and healthy development. The identification of its potential determinants remains a focus of attention in mental health when assessing parental perceptions and cognitions or planning parental interventions. Material/Methods: This was a cross-sectional study in an Early Childhood Child Psychiatry Unit. All parents of babies and toddlers assessed for the first time were included and completed a Parenting Sense of Competence (PSOC) scale (portuguese translation, α= 0.75-0.83) and two additional questions concerning perceptions of support from the other parent and family of origin. Average PSOC was compared between both parents and correlations with perceptions of support were tested. Statistical analysis was conducted in SPSS® version 21 through descriptive analysis and variable correlation (t-test and Pearson r). Results: A total of thirty-four questionnaires were completed. Average PSOC was similar between father and mothers (73.44 vs 72.24, p=0.533). Fathers perceived themselves as more supported than mothers, either from the family of origin (5.09 vs 4.21, p=0.001), as from the other parent (4.91 vs 4.09, p=0.011). A positive correlation was found between father’s PSOC and perception of support from the family of origin (r=0.639, p <0.01). Conclusions: Among mothers of children followed in this Child Psychiatry Unit, support perceptions did not correlate with perceived parental self-efficacy. However, father’s perceived self-efficacy could relate to perceptions of support, raising clinical attention on how fathers and their family of origin can influence the relational triad. Perceptions of parental support should be explored when considering within-family horizontal relations as a potential mechanism influencing vertical relations through its association with perceived self-efficacy.

Perceived parental involvement and student engagement with homework in secondary school: The mediating role of self-handicapping

Research in the field of homework has confirmed the significant association between students’ perceptions of their parents’ involvement and their motivation and engagement with these tasks. In this study we analyzed the possible mediating role of self-handicapping strategies in the relationship between perceptions of parental support (content-oriented and autonomy-oriented support) when doing homework and the students’ behavioral engagement (time spent, effort made, amount of homework done, level of procrastination). The participants were 643 students in compulsory secondary education (between 7th and 10th grade). The results showed that the lower the perceptions of support from parents when doing homework, the greater the students’ use of self-handicapping strategies and the worse their behavioral engagement (less effort, less amount of homework done, more procrastination) and vice versa. These findings seem to indicate that self-handicapping is a motivational strategy that would partially explain students’ poor behavioral engagement with homework in the absence of parental support.

The impact of maternal and paternal parenting styles and parental involvement on Chinese adolescents’ academic engagement and burnout

Academic burnout and engagement are important indicators of students’ school success. This short-term longitudinal study examined whether parenting styles and parental involvement (parent report, collected at Time 1) predicted adolescent-reported academic burnout and engagement (collected at Time 3, two months later) directly or indirectly via adolescents’ perceived parental support (collected at Time 2, one month later). A total of 285 Chinese high school students (M = 15.93 years, SD = 1.06 years, 51.9% boys) and their fathers and mothers participated in the survey over three time points (one month apart for each data collection). Path analysis results indicated that authoritative parenting predicted less academic burnout in adolescents. Perceived paternal support mediated the relations between paternal authoritative parenting and adolescents’ academic engagement. Parents’ knowledge and skills involvement positively predicted adolescents’ perceived support, which in turn, predicted more academic engagement. However, father’s time and energy involvement predicted lower perceived paternal support, especially for boys. Moreover, multi-group analysis suggested that fathers and mothers influenced boys’ and girls’ academic burnout and engagement differently. In conclusion, it is important to consider adolescents’ perception of parental support, their developmental needs, and gender roles in Chinese families in order to increase adolescents’ academic engagement and decrease students’ academic burnout.

STUDENTS PERCEPTION OF PARENTAL SUPPORT ON STUDENTS ACHIEVEMENT MOTIVATION IN BUSINESS MANAGEMENT IN THE SENIOR HIGH SCHOOLS IN CAPE COAST METROPOLIS OF GHANA

Students perception of parental support or involvement on students achievements motivation seems to be a critical issue. The study examined the support parents give to their children and the relationship between those supports and students achievement motivation in Business Management in Senior High Schools in Cape Coast Metropolis. This study adopted descriptive research design and used a sample of 200 Senior High School Business Management students.The data collected to answer research question 1 and 2 were done using means and standard deviation. Results indicated that parents supported and involved themselves in their wards education. Again, findings revealed that students associated strong relation between parental support and students achievement motivation in Business Management. The study recommends that as parents are already supporting and involving themselves in their childrens education, it dawns on them to also provide guidance and counselling for their wards. Also, parents should be encouraged to maintain and if possible, increase the level of support they are already providing. The study further concludes that parents should provide all forms of supports to their wards including financial and emotional support of which they are all equally important.

Emotional Detachment Moderates Associations Between Students’ Perceptions of Parental Support and First-Year College Adjustment: Generational Status Differences

First-year college students ( N = 384) self-reported parental support, emotional detachment from parents, and college adjustment. Higher levels of parental social support were associated with greater academic adjustment, social adjustment, and institutional attachment. Higher levels of emotional detachment were associated with greater institutional attachment. Emotional detachment moderated the association between parental support and college adjustment, with the nature of moderation differing by generational status. For first-generation students, higher levels of parental social support were associated with greater levels of academic adjustment when students were less detached from parents, but lower levels of academic adjustment when students were more detached from parents.

Parents’ and adolescents’ perceptions of parental support as predictors of adolescents’ academic achievement and self-regulated learning

This study examined the inconsistencies in parents’ and adolescents’ reports of parental support, and how each report influences on adolescents’ academic achievement and self-regulated learning. The analyzed sample consisted of 6370 adolescents (7th grade; 51% female) and their parents from the Korean Educational Longitudinal Survey, which was collected in 2015. This study estimated t-test and ANOVA to test inconsistencies of parents' and adolescents' reports of parental support. Path analysis was conducted to confirm the relationship between each perception and adolescents’ academic outcomes. Finally, multigroup analysis was conducted on how the model between parental support and academic outcomes changes across the parent-adolescent dyads. This study found that there was the divergence of adolescents’ and parents’ reports of parental support. Adolescents’ report of parental support is more associated with higher adolescent academic outcomes compared to parents’ report, but parents’ report of academic support is the strongest predictor to adolescents’ academic achievement. This study also found some variations among the parent-adolescent dyads in how parents’ and adolescents’ reports of parental support relate to adolescent outcomes.

Parents’ and children’s perception of self-efficacy and parental support are related to children’s physical activity: a cross-sectional study of parent–child dyads

ABSTRACTA large amount of studies have shown that parenting behaviours play an important role for children’s engagement in physical activities. However, the role of children’s perception of parenting behaviours and the way parenting behaviours interact with personal factors (e.g. self-efficacy) are not well established. We examined the differences between children’s and parents’ perception of parental support, the relationship to children’s physical activity, and the role of children’s and parent’s self-efficacy. Two hundred eighty-three parent–child dyads (children: 51.9% female, age: M = 10.74 years, SD = 1.34) filled out questionnaires on children’s physical activity, perceptions of parental support, and self-efficacy. The agreement between child and parent reports were quantified using the intra-class correlation coefficient. Path analysis and structural equation modelling were performed to analyse the interrelations. Agreement between children’s and parents’ perception of parental support was poor. Path analysis revealed that only children’s perception is associated with their physical activity. Parents’ self-efficacy beliefs are related to children’s and parents’ perceptions of parental support and indirectly to children’s physical activity. The results emphasize the importance of integrating both parents’ and children’s variables as well as parent–child variables in dyadic models to enhance the understanding of family environmental influences on children’s health-related behaviours.

“Mom, You Don’t Get It”: A Critical Examination of Multiracial Emerging Adults’ Perceptions of Parental Support

Multiracial families are becoming increasingly common in the United States, yet there is a dearth of research examining how parents of Multiracial youth provide support for navigating challenges associated with being mixed race in a monocentric society. The purpose of this study was to gain a deeper understanding of the parental support strategies that Multiracial emerging adults perceived to be helpful in their own development. Twenty Multiracial emerging adults (50% female, mean age = 20.55) with diverse Multiracial heritages were interviewed about conversations they had with their parents regarding their racial experiences throughout their childhood. Critical supplementary analysis using constructivist grounded theory identified three themes of parental support (i.e., connection support, discrimination support, and Multiracial identity expression support) and informed a conceptual model demonstrating relationships between environmental context, parent characteristics, family dynamics, risks, and identity development. Findings are discussed in terms of implications for researchers and practitioners serving Multiracial families.

Parental communication and reflective practice among youth sport parents

Parents can contribute to their children’s motivation and competence in sport through supportive behaviors; however, limited research has demonstrated how parents might learn to engage in these supportive behaviors with their child. The purpose of this research was to examine whether increasing parents’ awareness of their communication would influence parent-athlete communication behaviors. Ten hockey and soccer athletes between 13–15 years of age (7 males and 3 females), and one of their parents participated in the study (total N = 20). Parents and athletes completed pre- and post-intervention interviews and surveys. Parents also participated in a workshop and completed reflective practice audio diaries over six weeks. The qualitative findings demonstrated that the process of reflective practice may have increased parents’ awareness of their communication and their role as a sport parent, and encouraged parents to engage in critical self-evaluation. However, the quantitative results did not indicate statistically significant changes in perceptions of parent support, pressure, parenting style, or quality of communication over the six-week period. These findings provide important implications for parents and sport organizations by highlighting the use of reflective practice for improving parent-child communication. Lay Summary: We examined the influence of reflective practice on parent-athlete communication. Through engaging in reflective practice, parents engaged in critical self-evaluation of their communication behaviors. Reflective practice encouraged parents to be more autonomy supportive toward their child, and parents became more aware of their communication and responsibilities as a sport parent.