Parental Strategies Research Articles

Relationship Between Parents’ Characteristics, Family Background and Cognitive Self-Reliance of Senior Secondary School Students

The study examined the relationship between parents’ characteristics (occupation, educational attainment, degree of religiosity), family background (family structure and size) and cognitive self-reliance of senior secondary school students in Ekiti State, Nigeria. The sample for the study comprised 423 students and their parents (816) using a simple random sampling technique, while two schools from each Local Government Area were selected purposively because only co-educational public secondary schools with no boarding facilities were used for the study. The students and the parents responded to the questionnaires (on students’ self-reported cognitive self-reliance and on parents’ characteristics and family background respectively). Chi-square statistic was used to analyse the data. The results showed that there was no significant relationship between mothers’ occupation and the students’ level of cognitive self-reliance (x2 = 9.61, p > 0.05); however, there was a significant relationship between fathers’ occupation and the students’ level of cognitive self-reliance (x2 = 28.83, p = 0.000); there was a significant relationship between mothers’ educational attainment and students’ levels of cognitive self-reliance (x2 = 28.83, p = 0.000), whereas fathers’ educational attainment did not show any significant relationship (x2 = 12.30, p > 0.05); there was a significant relationship between students’ level of cognitive self-reliance and parents’ degree of religiosity (x2 = 30.72, p < 0.05); family size was not significantly related to students’ levels of cognitive self-reliance (x2 = 10.16, p > 0.05), but family structure was related significantly (x2 = 15.12, p < 0.05). Based on the findings, recommendations were made among others that efforts should be made to support and improve mothers’ education as well as to enhance fathers’ involvement in children’s education. Schools should provide resources and counselling that cater to the unique needs of different family configurations and should develop programmes on effective parenting strategies that promote self-reliance and autonomy among adolescents.

Parental support strategies and motivation in aiding their children learn the English language

Learning a language starts within the comfort of a home. Parent involvement in English language teaching serves as a brilliant step towards promoting literacy and communication among children. English has been regarded as a global language which urges parents to guide their children to be inclined toward English. With that, the purpose of this study was to determine the parental support strategies and motivation of parents in teaching the English language. Specifically, this study was qualitative research that focused on collecting narratives and experiences from parents. Eight bilingual Filipino parents, constituted 4 housewives and 4 professionals, were interviewed in the study. The findings suggested that parents see English as an important language that can direct their children towards their career path. Parents were motivated by how the English language can shape the aspirations and enthusiasm of their children. Competency, applicability, reputation, and positivity were the major predictor of the motivation of parents in teaching the English language to their children. Bilingual parents in this study were aware of their role in the language development of their children. Nevertheless, dialogic reading, correction, and educational contents were some of the characteristics of strategies. This study established a missing component of the literature specifying the role of parental support and motivation in education and language teaching.

Influence of parents’ strategies for Dealing with sibling Conflict on Children's sibling relationship: The mediating role of parent-child relationship

A total of 1368 children aged 3-6 with siblings and their parents were selected as research objects by convenient sampling method. The sibling relationship scale, the parental strategies for dealing with sibling conflict scale and the parent-child relationship scale were used as research tools to explore the influence of parents’ strategies for resolving sibling conflict on sibling relationship. Meanwhile, according to the family system theory, Investigate the mediating effect of parent-child relationship. The results showed that: (1) Parents’ strategies to deal with sibling conflict are positively correlated with both sibling relationship and parent-child relationship, and parent-child relationship has a significant mediating effect; (2) Child-centered strategies were positively correlated with sibling intimacy and negatively correlated with sibling conflict; (3) Parental control strategies were significantly positively correlated with sibling conflict, sibling relative status, and parent-child conflict; (4) Passive non-intervention strategies were significantly negatively correlated with parent-child intimacy and sibling intimacy, and were significantly positively correlated with parent-child conflict and sibling conflict, but not correlated with sibling relative status. This study reveals that parents’ strategies to deal with sibling conflict affect sibling relationship, and the mediation mechanism of parent-child relationship can provide empirical evidence for families to reasonably deal with sibling conflict.

Parenting problems in the digital age and their solution development in the frame of value education

In the contemporary digital era, children are increasingly influenced by a plethora of digital elements, such as social media platforms, which often lead to the erosion of their time, character, and innovative capacities. This study delves into the intricate dynamics of Islamic parenting within the digital landscape, shedding light on the inherent challenges it presents and advocating for the application of Islamic educational principles as a robust solution framework. Employing qualitative methodologies, the research meticulously examines the hurdles faced by parents in navigating the complexities of modern-day parenting. By aligning with Islamic educational values, the study delineates effective strategies for parents to surmount these challenges, thereby fostering a nurturing environment conducive to the holistic development of children. Through comprehensive analysis and empirical insights, this study contributes to a deeper understanding of the interplay between contemporary parenting dilemmas and the timeless wisdom encapsulated in Islamic educational principles, offering practical pathways for parents to navigate the digital age with resilience and purpose.

다문화가정 해체와 다문화 조손가정 조모의 양육 경험 : 근거이론을 중심으로

The increase in multicultural families has simultaneously led to an increase in the number of multicultural families broken up due to divorce, bereavement, runaway, etc. The expansion of multicultural families in rural areas has led to the phenomenon of grandmothers taking full responsibility for raising their grandchildren. This study explored the parenting experiences of grandmothers in multicultural families using grounded theory. The core category was ‘Embracing the burden of raising children and finding the meaning of the experience of raising children in old age.’In axial coding, the central phenomenon was 'acquired burden of parenting', the causal condition was 'dissolution of multicultural family', the contextual condition was ‘entrenched maternal instinct', the mediating condition was 'cooperative parenting system', and the action/interaction were ‘the joys and sorrows of parenting’ and ‘grandmother-style parenting strategies’. The result was ‘a life of nurturing that has become a value of existence.’ Upon the understanding the grandmothers’childcare experience through their vivid voices, social welfare support measures were presented.

Research on the Impact of Anime on the Mental Health of Adolescents

This paper aims to explore the impact of anime on the mental health of adolescents, analyzing both its positive and negative influences, as well as corresponding management and guidance strategies. Through an overview of the prevalence of anime in the lives of adolescents, the importance of adolescent mental health, and the potential impact mechanisms of anime on their mental health, the paper delves into how anime influences adolescent emotional expression, self-identity, creativity development, and social relationships. At the same time, it also analyzes the negative impacts that anime may bring, such as violence, pornography, social isolation, with factors including the characteristics of anime content, individual characteristics of adolescents, and family environment. Building upon this, the paper puts forward the responsibilities and strategies for parents, educators, government, and adolescents themselves in management and guidance. Finally, by comprehensively evaluating the impact of anime on adolescent mental health, future research directions and policy recommendations are discussed, providing theoretical support and practical guidance for promoting healthy adolescent development.

Parental strategies to promote theory of mind development in autistic children of color.

Autism Spectrum Disorder is characterized by an impaired ability to take other people's perspectives, which is known as theory of mind. However, little is known about how theory of mind exhibits itself in autistic children of color and how parents foster their child's developmental skills in communities of color. Two interviews were created to assess how parents appraise their child's developmental skills and help their child grow: a perspective-teaching interview and a general developmental skills interview. Four families participated in the study; three children were African American or mixed, while one had an Asian mother. Parents were asked how their child exhibited various developmental skills and how they helped their child with those milestones. Parents pointed at similar delays in theory of mind and other developmental skills, such as turn-taking and reading faces. They also provided similar strategies to teach those abilities, such as modeling and reinforcements. Several insights and common themes were found regarding autistic behaviors their children expressed and how those affected their parenting experiences. These findings allow for a better understanding of parents' experiences raising autistic children of color; future research could expand on their stories and create interventions tailored to these underrepresented communities.

Harmony in hardship: Unveiling parental coping strategies with the challenges of child's hematopoietic stem cell transplantation

PurposePediatric Hematopoietic Stem Cell Transplant (HSCT) profoundly affects various dimensions of parents' lives. Effective coping strategies are essential for improving psychological well-being and overall quality of life. Therefore, this study aimed to explore parental coping strategies with their child's HSCT challenges. Design and methodsThis qualitative study was conducted in Iran from February to November 2023, utilizing conventional content analysis with purposive sampling. For data collection, unstructured interviews were conducted, followed by in-depth semi-structured interviews with open-ended questions. Saturation was reached after analyzing qualitative data from 20 participants. ResultsData analysis unveiled a main theme labeled “harmony in hardship”. This overarching concept encapsulates the participants' endeavors to cope with the various hurdles and complexities stemming from their child's HSCT. This theme consisted of five categories: “emotional release”, “positive coping”, “avoidance coping”, “spiritual coping”, and “seeking support”. ConclusionParents utilized multifaceted coping strategies to manage the complexities of their child's HSCT journey. Understanding these mechanisms is crucial as they can positively influence parents' psychological well-being and improve their overall quality of life. Implications for clinical practiceHealthcare professionals should recognize the diverse coping strategies employed by parents of children undergoing HSCT and provide tailored interventions and support. Furthermore, implementing structured support programs and training initiatives for healthcare professionals can enhance their capacity to meet the diverse needs of parents during this challenging journey.

Sexual Orientation and Gender Identity Construction as a Joint Youth-Parent Project

This study investigated how sexual and gender minority youth and their parents construct goals and strategies relevant to the youth’s sexual orientation and/or gender identity (SOGI). Six youth-parent dyads were studied over 10 months using the qualitative action-project method, which is grounded in contextual action theory. The data consisted of participant conversations, video recall of internal processes, and telephone monitoring. Data analysis resulted in the identification of a youth-parent relationship project for each dyad. Embedded within the broader relationship project were joint actions specific to the youth’s SOGI construction process, such as supporting one another with challenges related to identity disclosures, revisiting the past, and cultivating hope and gratitude. Findings demonstrate a SOGI construction process that is relational, ongoing, dynamic, and infused with goal-directed action. These findings provide insight into youth-parent relationship processes that facilitate the youth’s SOGI construction process.

Associations Between Internet-Specific Parenting, General Parenting, and Adolescents' Online Behaviors: A Cross-Lagged Panel Network Analysis.

Parents play a crucial role in adolescents' Internet use. Both general parenting (i.e., autonomy-supportive and controlling parenting) and Internet-specific parenting (i.e., restrictive mediation, active mediation, and parental encouragement) are related to adolescents' online behaviors. However, existing studies have focused either on an Internet-specific parenting or general parenting strategy and have neglected their interaction, failing to capture the intricate nature of the parenting context of youth's online behaviors. Few studies have examined parental encouragement or acknowledged the bidirectional influence of parenting on adolescents' online behaviors. To address this gap, this study employed a cross-lagged panel network model to examine the associations among restrictive and active mediation, parental encouragement, and autonomy-supportive and controlling parenting, as well as the interplay of all five parenting strategies with adolescents' online behaviors. A total of 564 Chinese students (51.1% male; mean age = 14.54, SD = 0.7) completed the survey at two time points. The results indicate that in most cases, previous online behaviors are significant and strong predictors of subsequent parenting strategies and not vice versa, corroborating the child effect. The parent and reciprocal effects were observed in the problematic smartphone-use domain, suggesting that the effects may differ for distinct behavioral domains. The effects of parental mediation extend beyond parental encouragement, implying that risk-prevention-related parenting is an effective means of guiding adolescents' online behaviors. Autonomy-relevant general parenting is closely related to active mediation and parental encouragement, while restrictive general parenting is closely related to restrictive mediation, suggesting a consistency between Internet-specific and general parenting strategies.

A Conceptual Thematic Framework of Psychological Adjustment in Caregivers of Children with Craniofacial Microsomia.

Children with craniofacial microsomia (CFM) have complex healthcare needs, resulting in evaluations and interventions from infancy onward. Yet, little is understood about families' treatment experiences or the impact of CFM on caregivers' well-being. To address this gap, the NIH-funded 'Craniofacial microsomia: Accelerating Research and Education (CARE)' program sought to develop a conceptual thematic framework of caregiver adjustment to CFM. Caregivers reported on their child's medical and surgical history. Narrative interviews were conducted with US caregivers (n = 62) of children aged 3-17 years with CFM. Transcripts were inductively coded and final themes and subthemes were identified. Components of the framework included: 1) Diagnostic Experiences, including pregnancy and birth, initial emotional responses, communication about the diagnosis by healthcare providers, and information-seeking behaviors; 2) Child Health and Healthcare Experiences, including feeding, the child's physical health, burden of care, medical decision-making, surgical experiences, and the perceived quality of care; 3) Child Development, including cognition and behavior, educational provision, social experiences, and emotional well-being; and 4) Family Functioning, including parental well-being, relationships, coping strategies, and personal growth. Participants also identified a series of "high" and "low" points throughout their journey and shared their priorities for future research. Narrative interviews provided rich insight into caregivers' experiences of having a child with CFM and enabled the development of a conceptual thematic framework to guide clinical care and future research. Information gathered from this study demonstrates the need to incorporate evidence-based psychological support for families into the CFM pathway from birth onward.

Restorative Parental Discipline and Types of Defending Bystander Intervention in Cyberbullying: The Mediate Role of Justice Sensitivity.

Parental socialization strategies are critical in explaining adolescents' online behavior. This study examined the relationships between parental restorative discipline, observed justice sensitivity, and cyber-bystander defender intervention (constructive and aggressive) in cyberbullying. The sample comprised 900 Mexican adolescents (40.2% male and 58.8% female), of which 450 were from secondary school (M age = 13.6, SD = 0.8) and 450 were from high school (M age = 15.4, SD = 1.3). Structural equation modeling with latent variables was performed. Overall, the results indicate that parental restorative discipline positively relates to the observer's justice sensitivity and the adoption of constructive interventions by cyber-bystander defenders. However, restorative discipline had no significant direct relationship with aggressive intervention. Observers' justice sensitivity mediates the association between restorative parenting discipline and aggressive or constructive defender interventions. Gender does not moderate the relationship proposed in the structural model. These findings suggest that parental restorative discipline explains constructive and aggressive cyber-bystander defender interventions in cyberbullying.

Navigating Educational and Urban Landscapes: Middle-Class School Choice Strategies in Local Education Markets

ABSTRACT The middle-classes use school choice as a strategy of class reproduction and comparative advantage. In this article, we show how middle-class parental school choice strategies are spatially dependent and how schooling preferences and final choices are bounded by the social and educational characteristics of the local education market of their neighborhood of residence in the city of Barcelona. Our findings reveal interesting differences relating to the search process and final decisions, which are dependent on parental preferences and risk perception in the different local education markets. Reflections on some policy implications of the analysis are considered in the conclusions.

Unlocking Potential: Harnessing Language Learning Apps to Support Young Learners with ADHD

This article explores the potential of language learning applications in supporting young learners with Attention Deficit Hyperactivity Disorder (ADHD). It highlights the challenges faced by this demographic in language acquisition, such as difficulty sustaining attention, impulsivity, and hyperactivity. The article emphasizes the importance of early intervention and tailored support in fostering language development in young learners with ADHD. Language learning applications offer benefits such as customizable pacing, engaging multimedia content, instant feedback, and gamification elements. Real-life case studies demonstrate the transformative impact of these apps on the language acquisition journey. Design considerations for ADHD-friendly apps include a simplified user interface, clear instructions, visual aids, structured routines, multisensory elements, rewards, and positive reinforcement. Practical strategies for parents and educators include collaborative learning, realistic goal-setting, progress monitoring, and consistent usage routines. Success stories and testimonials highlight the real-world impact of language learning apps in supporting young learners with ADHD.

Parent strategies for improving compliance with eyeglass wear in young children.

Results of this study provide preliminary data on parent strategies for improving compliance with eyeglass treatment in young children, an age group for which previous data are limited. Parent responses provide important insights to support parents of young children who wear eyeglasses and provide preliminary data to guide additional research. The goal of this exploratory study was to learn more about parents' strategies to improve compliance with eyeglass treatment of young children. An online survey of parents of 1-year-old to less than 5-year-old children who wear eyeglasses was conducted. Parents indicated whether they used various strategies to encourage wear and were asked to provide advice for parents of young children recently prescribed eyeglasses. Use of various strategies by age was determined. Open-ended responses regarding advice for other parents were analyzed using qualitative content analysis. The final sample included 104 parents who were predominantly White (81%), non-Hispanic (76%), and college graduates (68%). During the 2 weeks prior to survey completion, 74% of parents reported their child wore their eyeglasses ≥8 hours/day. Use of strategies for improving eyeglass wear varied by child age. The most frequent recommendations that parents provided for other parents were to be consistent in encouraging wear, use social modeling, provide positive reinforcement when the eyeglasses are worn, and ensure that the eyeglasses fit well and were comfortable. Parents provided many useful insights into their experiences. However, results may not be broadly generalizable, because of the limited diversity and high rate of compliance in the study sample. Further research with more diverse populations and research on effectiveness of various strategies to increase compliance in this age group are recommended to support eyeglass treatment compliance in young children.

Perceptions of Caregivers Towards Screen Use by Children: A Focus Group Study

The recent advancement of technology has led to a significant increase in the access and use of digital devices by children of all ages. This study explores the perceptions of caregivers regarding the use of digital screens by children aged 0–13 years. To select the sample, an initial open webinar was held, involving approximately 100 participants. From this group, thirteen attendees volunteered to participate in a focus group, from which finally five mothers participated. During the session, the participants discussed the benefits and risks of technology, the guidelines and strategies they use to promote a healthy use of technology by their children, and their fears related to the topic. Results reveal that most of participants' children occasionally use digital devices in their leisure time and usually use the computer for homework. Their main concern is addiction, and although all of them apply strategies to regulate screen time. all feel that society pressures them to encourage children to use digital devices. They also highlight the need for further research to provide society with adequate digital education. These results are consistent with the literature and are useful for better understanding the concerns and strategies of parents regarding their children's screen time. The results of the study can be incorporated into the development of further outreach to families.

일본의 몬스터 패어런츠 현상의 정책적 대응에 대한 문헌 고찰

This study aims to examine the analysis and forecasting of the issue of 'monster parents' in Japan. The focus is on 11 research papers published since 2007 that deal with the 'monster parents' topic. The study analyzes the social background, definition, types, characteristics, causes, and response strategies of monster parents. The findings indicate that 'monster parents' are guardians who repeatedly make unreasonable or frequent and continuous demands. The phenomenon of 'monster parents' started appearing in the early 2000s and has continued to be a social issue to the present day. The emergence of monster parents is attributed to factors such as educational reforms and the weakening of teachers' rights. The Japanese government has implemented various response policies, including the distribution of complaint response manuals and the establishment of expert-led complaint response bodies, but these have been deemed insufficient solutions. The educational landscape in Korea currently exhibits a pattern similar to that of Japan in the 2000s. Therefore, the Korean government should consider Japan's case and develop proactive policies based on a detailed analysis of the domestic educational field.

Parental Support for Children to Learn English as a Second Language: Investigating Parents’ Perceptions, Involvement, and Their Issues in Hailakandi, India

This article focuses on the parents’ perception of their involvement with children at home, the strategies they employ, and the challenges they encounter as they help teenagers learn English as a second language. This study is based on prior research, firsthand experience, and collected data on the basis of pre-arranged interviews with parents who have school-going kids and learning the English language and they are from different sectors of work, living in Hailakandi district in the North East of India. The study uses qualitative and interpretive approaches to determine its findings. Although there are some previous studies on this subject, it is crucial to do a new investigation to learn more about the parents' typical views, participations, and particular concerns in the study area. The study reveals serious flaws in parental perceptions, educational awareness, and involvement strategies in supporting children at home and suggests that parents or guardians manage their time and actively engage the children to create an environment with the aid of contemporary technology that would hasten the learning of English.

Parent strategies to help emerging adults manage stress are associated with their mental health: A dyadic coping perspective.

Emerging adults (EAs) are at high risk for mental health challenges and frequently reach out to their parents for support. Yet little is known about how parents help emerging adults manage and cope with daily stressors and which strategies help and which hinder EA mental health. In this cross-sectional pilot study of students at a 2- and 4-year college (ages 18-25, N = 680, mean age = 19.0), we extend models of dyadic coping from intimate relationships to the parent-emerging adult relationship and test whether six specific parent strategies to help emerging adults manage stress are associated with EA mental health. Emerging adults with parents who provided problem and emotion-focused supportive dyadic coping, delegated dyadic coping, and common/joint dyadic coping reported fewer symptoms of anxiety and depression, as well as higher levels of psychological well-being. In contrast, college-attending emerging adults who reported higher levels of parent-provided negative dyadic coping reported higher levels of depressive and anxiety symptoms and lower psychological well-being. Parent-emerging adult dyadic coping is a fruitful area for future research and intervention development.

Language competency in autism: a scientometric review.

The study of atypical language acquisition in children with, autism spectrum disorder (ASD) is crucial for both practical and theoretical reasons. Understanding the course of language development in ASD can inform potential interventions and treatments while shedding light on the necessary conditions for language development in typically developing children. This scientometric review aims to provide a comprehensive overview of the research landscape in this field, identifying trends, patterns, and knowledge gaps. The methods employed in this review comprise a systematic search of three major databases: Scopus (5,026 documents), Web of Science (WoS; 4,570 documents), and Lens (3,235 documents). The analysis includes bibliometric indicators such as knowledge production size by year, country, university, source, subject area, author, and citation. Scientometric indicators consist of burst detection, silhouette, clusters, citation, and co-occurrence of keywords. The analysis reveals clusters focusing on various aspects of language development in ASD, such as motor skills, parental communication strategies, cognitive processes, and genetics. Key clusters include the relationship between fine motor gestures and language usage patterns, the role of expressive language skills and maternal gesture use, and the effectiveness of online parent training modules for improving prelinguistic predictors. Other noteworthy clusters explore the importance of core language skills, the role of natural language input and syntactic complexity, and the genetic underpinnings of language abilities in high-functioning adults with ASD. In conclusion, this scientometric review highlights the top 10 clusters and their respective Silhouette values, providing valuable insights into language acquisition in ASD. These findings have important implications for guiding future research directions and informing the creation of targeted and effective interventions to support language acquisition in this population.