In-Service EFL Teachers' Beliefs about Teaching Reading Strategies

Science.gov (United States)

Bamanger, Ebrahim M.; Gashan, Amani K.

2014-01-01

Recent trends in teacher education have focused on exploring teachers' beliefs. Earlier studies have shown the important influence of teachers' beliefs on teaching practices. The present study was conducted to explore the beliefs of Saudi EFL teachers about the significance of teaching English reading strategies. The study aimed also to find the…

The Interplay Between Parental Beliefs about Children’s Emotions and Parental Stress Impacts Children’s Attachment Security

OpenAIRE

Stelter, Rebecca L.; Halberstadt, Amy G.

2011-01-01

This study investigated how parental beliefs about children’s emotions and parental stress relate to children’s feelings of security in the parent-child relationship. Models predicting direct effects of parental beliefs and parental stress, and moderating effects of parental stress on the relationship between parental beliefs and children’s feelings of security were tested. Participants were 85 African American, European American, and Lumbee American Indian 4th and 5th grade children and one ...

Preschoolers' Emergent Literacy Skills: The Mediating Role of Maternal Reading Beliefs

Science.gov (United States)

Cottone, Elizabeth Ann

2012-01-01

Research Findings: The purpose of this paper is to explore the association between maternal reading beliefs and children's emergent literacy outcomes in light of maternal education. Furthermore, I consider whether maternal reading beliefs may mediate the association between maternal education level and children's print knowledge and phonological…

The reading habits of parents of preschool children

OpenAIRE

Jalovec, Alenka

2011-01-01

The reading habits of parents of preschool children are very important for development of reading literacy. The role of parents in reading is very high. It is important that parents often read for themselves and for their children regardless of age, sex and education. With reading they are giving the children an example and attach great importance to reading. An important factor is the frequency of library visits and dealing with books. On the reading habits of parents have important influenc...

Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read.

Directory of Open Access Journals (Sweden)

Janet McHardy

2016-12-01

Full Text Available Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process.

Secondary science teachers' attitudes toward and beliefs about science reading and science textbooks

Science.gov (United States)

Yore, Larry D.

Science textbooks are dominant influences behind most secondary science instruction but little is known about teachers' approach to science reading. The purpose of this naturalistic study was to develop and validate a Science and Reading Questionnaire to assess secondary science teachers' attitudes toward science reading and their beliefs or informed opinions about science reading. A survey of 428 British Columbia secondary science teachers was conducted and 215 science teachers responded. Results on a 12-item Likert attitude scale indicated that teachers place high value on reading as an important strategy to promote learning in science and that they generally accept responsibility for teaching content reading skills to science students. Results on a 13-item Likert belief scale indicated that science teachers generally reject the text-driven model of reading, but they usually do not have well-formulated alternative models to guide their teaching practices. Teachers have intuitive beliefs about science reading that partially agree with many research findings, but their beliefs are fragmented and particularly sketchy in regard to the cognitive and metacognitive skills required by readers to learn from science texts. The findings for attitude, belief, and total scales were substantiated by further questions in the Science and Reading Questionnaire regarding classroom practice and by individual interviews and classroom observations of a 15-teacher subsample of the questionnaire respondents.

Parents Using Explicit Reading Instruction with Their Children At-Risk for Reading Difficulties

Science.gov (United States)

McConnell, Bethany M.; Kubina, Rick

2016-01-01

Kindergarten students at-risk for reading difficulties were selected for participation in a parent implemented reading program. Each parent provided instruction to his or her child using the reading program "Teach Your Child to Read in 100 Easy Lessons" ("TYCTR"; Engelmann, Haddox, & Bruner, 1983). Parents were expected to…

Interactive associations of parental support, demands, and psychological control, over adolescents' beliefs about the legitimacy of parental authority.

Science.gov (United States)

Mellado, Carlos; Cumsille, Patricio; Martínez, M Loreto

2018-04-01

The present study examined the relationship between parental support, demand, psychological control and adolescents' beliefs about the legitimacy of parental authority for personal and multifaceted issues in a sample of 1342 Chilean adolescents (M = 16.38, SD = 1.24, age range 14-20). Results from multiple regression analyses separated by age indicated that demand was positively associated with adolescents' beliefs about the legitimacy of parental authority for personal and multifaceted issues and that psychological control was negatively associated with adolescents' legitimacy beliefs concerning personal issues. Furthermore, parental support moderated the relationship between parental demand and adolescents' beliefs about parental legitimacy for personal and multifaceted issues: those who display high levels of demand showed stronger beliefs about parental legitimacy at high level of support. These results support the interactive effect of parental support and demand on adolescent development. Copyright © 2018. Published by Elsevier Ltd.

Chinese Parenting in Hong Kong: Links among Goals, Beliefs and Styles

Science.gov (United States)

Chan, S. M.; Bowes, J.; Wyver, S.

2009-01-01

The purpose of this study was to examine the relationships among parental goals, parental beliefs and parenting styles. Questionnaires were completed during interviews with 189 Hong Kong-Chinese mothers of children aged six to eight years. Results indicated that these mothers embraced Chinese parental beliefs (guan) and Chinese parental goals of…

Parent picture-book reading to infants in the neonatal intensive care unit as an intervention supporting parent-infant interaction and later book reading.

Science.gov (United States)

Lariviere, Janice; Rennick, Janet E

2011-01-01

To examine the effects of a parent book reading intervention in the neonatal intensive care unit (NICU) on parent-infant interaction and on the incidence of parents reading to their infants 3 months post-NICU discharge. A nonrandomized, participant blinded intervention study using a historical control group (CG) was conducted. The intervention group (IG: n = 59) consisted of parents of infants admitted to the NICU after the introduction of the parent reading program. The CG (n = 57) consisted of parents of infants discharged from the NICU in the 3-month period before the introduction of the reading program. Questionnaires were mailed to participants 3 months after their infant's discharge and completed verbally, over the telephone. Groups were compared on parenting activities and reading. In addition, a thematic analysis of qualitative descriptive data provided insight into the parents' experiences with reading to their infants. Sixty-nine percent of IG parents reported that reading helped them feel closer to their baby, and 86% reported it was enjoyable. Parents reported an increased sense of control and normalcy and increased intimacy with their infant. Twice as many parents in the IG reported reading 3 or more times a week to their infants (55.9% IG; 23.3% CG). Study results support the use of a parent book-reading intervention in the NICU to enhance parent-infant interactions and promote reading.

Parents in Reading; Parents' Booklet (Folleto Para Los Padres).

Science.gov (United States)

Truby, Roy

Developed for Idaho's original Parents in Reading program, this booklet is designed for use by parents of preschool and elementary school students. Topics are discussed in both English and Spanish and include: reading, listening, and talking to children; controlling television viewing; using numbers with children; children's muscles and movements;…

Parent-Child Agreement on Attributional Beliefs.

Science.gov (United States)

Cashmore, Judith A.; Goodnow, Jacqueline J.

1986-01-01

Explores extent to which parents and their adolescent children agree with respect to their attributional beliefs. First-born Australian children of Anglo and Italian backgrounds and their parents ranked talent, effort, and teaching according to relative importance in the development of six skill areas. Variations in patterns of attributions…

Beliefs About Child TV Viewing in Low-Income Mexican American Parents of Preschoolers: Development of the Beliefs About Child TV Viewing Scale (B-TV).

Science.gov (United States)

Thompson, Darcy A; Johnson, Susan L; Schmiege, Sarah J; Vandewater, Elizabeth A; Boles, Richard E; Lev, Jerusha; Tschann, Jeanne M

2018-06-01

Objectives Parental beliefs about child television viewing may affect the way parents regulate child television viewing. Despite this, little research has focused on the development of measures of parental beliefs about child television viewing, particularly among ethnic minority parents and parents of young children. This study's objective was to develop and test a culturally-based measure of parental beliefs about television viewing in low-income Mexican American mothers of preschoolers. Methods Using a cross-sectional study design, 22 items reflecting parental beliefs about influences of TV on children were developed and assessed for psychometric properties in a sample of 312 low-income Mexican American mothers of preschoolers. Results Using exploratory factor analysis, we identified four factors reflecting four domains of parental beliefs: positive general beliefs, positive sleep-related beliefs, positive functional beliefs, and negative general beliefs. Internal reliabilities were acceptable (Cronbach's alpha = 0.70-0.89) for all factors except negative general beliefs (Cronbach's alpha = 0.61). Positive sleep-related beliefs and Positive Functional Beliefs were correlated with children's average daily hours of TV (r = 0.16, p parental beliefs regarding child TV viewing, and has good initial reliability and validity for three factors. Future use will allow investigators to conduct more in-depth evaluations on the influence of parental beliefs on the way parents shape their child's use of the TV.

Beyond adoption status: Post-adoptive parental involvement and children's reading and math performance from kindergarten to first grade.

Science.gov (United States)

Tan, Tony Xing; Kim, Eun Sook; Baggerly, Jennifer; Mahoney, E Emily; Rice, Jessica

2017-01-01

In this study, we went beyond adoption status to examine the associations between postadoption parental involvement and children's reading and math performance from kindergarten to first grade. Secondary data on a sample of adopted children and nonadopted children were drawn from the Early Childhood Longitudinal Study-Kindergarten Class of 1998 to 1999 (ECLS-K). Weighted data on the children's reading performance were available for 13,900 children (181 were adopted); weighted data on the children's math performance were available for 14,128 children (184 were adopted). Descriptive data showed no group difference in reading scores at all 3 Waves but adopted children scored lower than nonadopted children in math at Wave 2 (Spring of kindergarten) and Wave 3 (Spring of first grade). However, controlling for 6 covariates, latent growth modeling showed that adoption status was unrelated to Wave 1 reading and math scores or subsequent growth rate. Rather, parents' beliefs on skills needed to succeed in kindergarten were a significant predictor of reading and math performance at Wave 1 and subsequent growth rates, and parents' educational expectation was a significant predictor of growth rate in reading and math. Our findings highlight the importance of parental involvement in adopted children's learning. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

[Parental beliefs on medication and satisfaction with child healthcare].

Science.gov (United States)

Fernández-Castillo, Antonio; Vílchez-Lara, María José

2015-01-01

The aim of this study is to explore a possible significant relationship between parental beliefs about medication and satisfaction with the medical care their children receive in two different healthcare settings. The study included a total of 1,517 parents whose children were being treated either in pediatric primary care or pediatric emergency centers in eastern Andalusia. Of these, 489 were men and 1,028 women. The research instruments used were the Beliefs about Medicines Questionnaire (BMQ) and the Scale of Satisfaction with Health Care Services. Our results indicate that high levels of negative beliefs about medication were significantly associated with lower levels of parent satisfaction with healthcare received. Satisfaction with pediatric healthcare depends on aspects relating to the healthcare system, but certainly personal psychological and social variables like beliefs and parent’s previous expectations may play an important role too.

Perceived Influence of Parenting Styles over Irrational Belief in Romantic Relations

Science.gov (United States)

Sardogan, Mehmet Emin

2014-01-01

The aim of this study is to investigate if perceived parenting styles have any influence on irrational belief in romantic relations among university students. To determine the students' irrational belief in romantic relations "Belief Inventory in Relations" by Kalkan and to determine their perception for parenting styles "Scale of…

Parenting Children with Developmental Delays: The Role of Positive Beliefs

OpenAIRE

PACZKOWSKI, EMILIE; BAKER, BRUCE L.

2008-01-01

Parents of children with developmental delays consistently report higher levels of child behavior problems and also parenting stress than parents of typically developing children. This study examined how mothers' positive beliefs influence the relation between children's behavior problems and mothers' parenting stress among families of children who are developmentally delayed (DD: n = 72) or typically developing (TD: n = 95) and assessed at ages 3, 5, and 7 years. Positive beliefs had a main ...

Parental responsibility beliefs: associations with parental anxiety and behaviours in the context of childhood anxiety disorders.

Science.gov (United States)

Apetroaia, Adela; Hill, Claire; Creswell, Cathy

2015-12-01

High levels of parental anxiety are associated with poor treatment outcomes for children with anxiety disorders. Associated parental cognitions and behaviours have been implicated as impediments to successful treatment. We examined the association between parental responsibility beliefs, maternal anxiety and parenting behaviours in the context of childhood anxiety disorders. Anxious and non-anxious mothers of 7-12 year old children with a current anxiety disorder reported their parental responsibility beliefs using a questionnaire measure. Parental behaviours towards their child during a stressor task were measured. Parents with a current anxiety disorder reported a greater sense of responsibility for their child's actions and wellbeing than parents who scored within the normal range for anxiety. Furthermore, higher parental responsibility was associated with more intrusive and less warm behaviours in parent-child interactions and there was an indirect effect between maternal anxiety and maternal intrusive behaviours via parental responsibility beliefs. The sample was limited to a treatment-seeking, relatively high socio-economic population and only mothers were included so replication with more diverse groups is needed. The use of a range of stressor tasks may have allowed for a more comprehensive assessment of parental behaviours. The findings suggest that parental anxiety disorder is associated with an elevated sense of parental responsibility and may promote parental behaviours likely to inhibit optimum child treatment outcomes. Parental responsibility beliefs may therefore be important to target in child anxiety treatments in the context of parental anxiety disorders. Copyright © 2015 The Authors. Published by Elsevier B.V. All rights reserved.

Beliefs about Parental Authority, Parenting Styles, and Parent-Adolescent Conflict among Iranian Mothers of Middle Adolescents

Science.gov (United States)

Assadi, Seyed Mohammad; Smetana, Judith; Shahmansouri, Nazila; Mohammadi, Mohammad

2011-01-01

Associations among parenting styles, parental authority beliefs, and adolescent-parent conflict were examined in 426 mothers of middle adolescents from 3 cities in Iran. Consistent with past research, mothers judged parental authority as less legitimate for personal than for conventional or prudential issues. Poorer, less educated mothers were…

Standing in the Gap: Parents Reading with Children.

Science.gov (United States)

McClain, Veda Pendleton; Stahl, Steven A.

A study focused on the parent-child interaction and reading issues such as the correction of children's oral miscues, comprehension, and questioning techniques as the children and parents either took turns reading or as the parent listened to the child read orally from six multicultural selections. Subjects were four African-American second…

Cambodian Parental Involvement: The Role of Parental Beliefs, Social Networks, and Trust

Science.gov (United States)

Eng, Sothy; Szmodis, Whitney; Mulsow, Miriam

2014-01-01

The role of social capital (parental beliefs, social networks, and trust) as a predictor of parental involvement in Cambodian children's education was examined, controlling for human capital (family socioeconomic status). Parents of elementary students (n = 273) were interviewed face to face in Cambodia. Teacher contact scored highest, followed by…

"Michael Can't Read!" Teachers' Gender Stereotypes and Boys' Reading Self-Concept

Science.gov (United States)

Retelsdorf, Jan; Schwartz, Katja; Asbrock, Frank

2015-01-01

According to expectancy-value theory, the gender stereotypes of significant others such as parents, peers, or teachers affect students' competence beliefs, values, and achievement-related behavior. Stereotypically, gender beliefs about reading favor girls. The aim of this study was to investigate whether teachers' gender stereotypes in relation to…

Child overweight in general practice - parents' beliefs and expectations - a questionnaire survey study.

Science.gov (United States)

Andersen, Merethe K; Christensen, Bo; Søndergaard, Jens

2013-10-11

Care for overweight children in general practice involves collaboration with parents. Acknowledging the parents' frames of references is a prerequisite for successful management. We therefore aimed to analyse parental beliefs about the presumed causes and consequences of overweight in children and expectations towards the GP. Moreover, we aimed at comparing the beliefs and expectations of parents of non-overweight children (NOWC) and parents of overweight children (OWC). A cross-sectional survey. Data were obtained from a questionnaire exploring parents' beliefs and expectations regarding overweight in children. The questionnaires were completed by parents following their child's participation in the five-year preventive child health examination (PCHE).Parental agreement upon statements concerning beliefs and expectations regarding overweight in children was measured on a Likert scale. Differences in levels of agreement between parents of non-overweight children and parents of overweight children were analysed using Chi-squared test and Fisher's exact test. Parents of 879 children completed and returned questionnaires. Around three fourths of the parents agreed that overweight was a health problem. A majority of parents (93%) agreed that the GP should call attention to overweight in children and offer counselling on diet and exercise. Almost half of the parents expected a follow-up programme. Parents of overweight children seemed to agree less upon some of the proposed causes of overweight, e.g. inappropriate diet and lack of exercise. These parents also had stronger beliefs about overweight disappearing by itself as the child grows up. According to parental beliefs and expectations, general practice should have an important role to play in the management of child overweight. Moreover, our findings suggest that GPs should be aware of the particular beliefs that parents of overweight children may have regarding causes of overweight in their child.

Reading Processes and Parenting Styles

Science.gov (United States)

Carreteiro, Rui Manuel; Justo, João Manuel; Figueira, Ana Paula

2016-01-01

Home literacy environment explains between 12 and 18.5% of the variance of children's language skills. Although most authors agree that children whose parents encourage them to read tend to develop better and earlier reading skills, some authors consider that the impact of family environment in reading skills is overvalued. Probably, other…

Protecting young children against skin cancer: Parental beliefs, roles, and regret.

Science.gov (United States)

Hamilton, Kyra; Kirkpatrick, Aaron; Rebar, Amanda; White, Katherine M; Hagger, Martin S

2017-12-01

To examine the role of parental beliefs, roles, and anticipated regret toward performing childhood sun-protective behaviours. Parents (N = 230; 174 mothers, 56 fathers), recruited using a nonrandom convenience sample, of at least 1 child aged between 2 and 5 years completed an initial questionnaire assessing demographics and past behaviour as well as theory of planned behaviour global (attitude, subjective norm, and perceived behavioural control) and belief-based (behavioural, normative, and control beliefs) measures, role construction, and anticipated regret regarding their intention and behaviour to protect their child from the sun. Two weeks later, participants completed a follow-up questionnaire assessing their sun protection of their child during the previous 2 weeks. Hierarchical multiple regression analysis identified attitude, perceived behavioural control, role construction, anticipated regret, past behaviour, and a normative belief ("current partner/other family members") as significant predictors of parents' intention to participate in sun-protective behaviour for their child. Intention and past behaviour were significant predictors of parents' follow-up sun-protective behaviour. The regression models explained 64% and 36% of the variance in intention and behaviour, respectively. The findings of this study highlight the importance of anticipated regret and role-related beliefs alongside personal, normative, and control beliefs in determining parents' intentional sun-protective behaviour for their children. Findings may inform the development of parent- and community-based sun protection intervention programs to promote parents' sun-safety behaviours for their children to prevent future skin cancer incidence. Copyright © 2017 John Wiley & Sons, Ltd.

Racial/Ethnic Differences in Kindergartners' Reading and Math Skills: Parents' Knowledge of Children's Development and Home-Based Activities as Mediators

Science.gov (United States)

Sonnenschein, Susan; Sun, Shuyan

2017-01-01

Despite the growing body of research on parents' beliefs and practices, relatively little is known about the relations between parents' knowledge of children's development, home-based activities, and children's early reading and math skills. This study used data from the Early Childhood Longitudinal Study-Birth Cohort to examine the differences in…

American Parents' Attitudes and Beliefs About Corporal Punishment: An Integrative Literature Review.

Science.gov (United States)

Chiocca, Ellen M

Research on American parents' beliefs about the use of corporal punishment (CP) shows widespread approval of this child-rearing practice. This review integrated 25 research articles to gain a better understanding of what American parents believe about the use of CP as a method of child-rearing, where they get their information about CP, and if American parents' beliefs about CP translate to the actual use of CP. The results showed that the main factors that influence a parent's endorsement of CP is the belief that CP is normative and expected when raising a child; is a necessary part of parenting, even for infants; and that certain stressors involving interactions between the parent, child, and environment can elicit the use of CP. Further research is needed to determine what methods are effective in changing parents' attitudes and beliefs about the use of CP. Copyright © 2016 National Association of Pediatric Nurse Practitioners. Published by Elsevier Inc. All rights reserved.

Pre-Service Early Childhood Teachers' Self-Efficacy Beliefs towards Parent Involvement

Science.gov (United States)

Alaçam, Nur; Olgan, Refika

2017-01-01

This study aimed to investigate the parent involvement self-efficacy beliefs held by pre-service early childhood teachers and their self-reported skills in implementing parent involvement strategies. Another aim was to examine the impact made on parent involvement self-efficacy beliefs by taking a course on parent involvement and by self-reported…

Parental practices and beliefs on motor development in the first year of life

Directory of Open Access Journals (Sweden)

Alcilene Maria Gomes

Full Text Available Abstract Introduction: In the child’s first year of life, motor development is critical for the other areas of child development. Beliefs and parenting practices influence the parents’ care and encouragement of their children, reflecting in their motor development; however, the Brazilian literature on this subject is scarce. Objective: to characterize the parental practices and beliefs associated with motor development in the first year of life; and to verify if practices and beliefs are interrelated. Methods: Two questionnaires were developed and applied, one about parenting practices and the other about parental beliefs on motor development in the first year life, to 27 caregivers of children between 12 and 24 months of age, who participated in an aquatic stimulation program. The agreement between practices and beliefs was verified by a graphical method, based on the transformation of ordinal scores to an interval scale using Rasch analysis. Results: The participants had higher levels of education and economic status. They reported a variety of practices focused on the motor development of their children, such as family interaction through playing, toy offers, lap time and free movement space. Conclusion: Most of the practices were based on parental beliefs, for some activities, however, beliefs and practices diverged, demonstrating the complexity inherent to the formation of parental beliefs.

The Development of Reading Skills in Kindergarten Influence of Parental Beliefs about School Readiness, Family Activities, and Children's Attitudes to School

Science.gov (United States)

Jung, Eunjoo

2016-01-01

Children's early home learning experiences are important influences on children's adjustment and achievement in the early years of school. This study explores the relationships between parental beliefs about school readiness, family engagement in home learning activities, on children's attitudes to school as reported by parents, and children's…

Warmth and legitimacy beliefs contextualize adolescents' negative reactions to parental monitoring.

Science.gov (United States)

LaFleur, Laura K; Zhao, Yinan; Zeringue, Megan M; Laird, Robert D

2016-08-01

This study sought to identify conditions under which parents' monitoring behaviors are most strongly linked to adolescents' negative reactions (i.e., feelings of being controlled and invaded). 242 adolescents (49.2% male; M age = 15.4 years) residing in the United States of America reported parental monitoring and warmth, and their own feelings of being controlled and invaded and beliefs in the legitimacy of parental authority. Analyses tested whether warmth and legitimacy beliefs moderate and/or suppress the link between parents' monitoring behaviors and adolescents' negative reactions. Monitoring was associated with more negative reactions, controlling for legitimacy beliefs and warmth. More monitoring was associated with more negative reactions only at weaker levels of legitimacy beliefs, and at lower levels of warmth. The link between monitoring and negative reactions is sensitive to the context within which monitoring occurs with the strongest negative reactions found in contexts characterized by low warmth and weak legitimacy beliefs. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Teacher Beliefs regarding Bilingualism in an English Medium Reading Program

Science.gov (United States)

Vaish, Viniti

2012-01-01

Reading classes in schools where English is the medium of instruction are increasingly servicing a linguistically diverse population; however, teacher-training for English teachers lacks a focus on bilingualism. Using the context of Singapore, this paper analyses beliefs on bilingualism of English teachers in an early intervention reading program.…

Development and Validation of the Family Beliefs Inventory: A Measure of Unrealistic Beliefs among Parents and Adolescents.

Science.gov (United States)

Roehling, Patricia Vincent; Robin, Arthur L.

1986-01-01

Evaluated the criterion-related validity of the Family Beliefs Inventory, a new self-report measure of unreasonable beliefs regarding parent-adolescent relationships. Distressed fathers displayed more unreasonable beliefs concerning ruination, obedience, perfectionism, and malicious intent than nondistressed fathers. Distressed adolescents…

Parental style and vulnerability to depression: the role of core beliefs.

Science.gov (United States)

Shah, R; Waller, G

2000-01-01

This study considers the potential role of core beliefs (unconditional schema-level representations) in the relationship between recalled parenting in childhood and major depression in adulthood, comparing a group of depressed outpatients (N = 60) with a healthy community sample (N = 67). The depressed group were differentiated by poorer perceived parenting (low care and high overprotection) and by three unhealthy core beliefs (defectiveness/shame, self-sacrifice, and insufficient self-control). Among nonclinical participants, it appears that vulnerability to harm beliefs act as a partial mediator of the relationship between poor paternal care and the development of depressive features. In contrast, a broader set of core beliefs appears to mediate the relationship of maternal bonding and paternal overprotection with depressive symptoms among the depressed group. The findings suggest that clinical work with adults with major depression might need to take account of parental style. Where parents are reported to be uncaring or overprotective, cognitive-behavioral therapy might need to include a schema-focused component.

Teachers’ Beliefs and Practices Regarding the Role of Executive Functions in Reading and Arithmetic

Directory of Open Access Journals (Sweden)

Shirley Rapoport

2016-10-01

Full Text Available The current study investigated early elementary school teachers’ beliefs and practices regarding the role of Executive Functions in reading and arithmetic. A new research questionnaire was developed and judged by professionals in the academia and the field. Reponses were obtained from 144 teachers from Israel. Factor analysis divided the questionnaire into three valid and reliable subscales, reflecting (1 beliefs regarding the contribution of executive functions to reading and arithmetic, (2 pedagogical practices, and (3 a connection between the cognitive mechanisms of reading and arithmetic. Findings indicate that teachers believe executive functions affect students’ performance in reading and arithmetic. These beliefs were also correlated with pedagogical practices. Additionally, special education teachers’ scored higher on the different subscales compared to general education teachers. These findings shed light on the way teachers perceive the cognitive foundations of reading and arithmetic and indicate to which extent these perceptions guide their teaching practices.

Teachers’ Beliefs and Practices Regarding the Role of Executive Functions in Reading and Arithmetic

Science.gov (United States)

Rapoport, Shirley; Rubinsten, Orly; Katzir, Tami

2016-01-01

The current study investigated early elementary school teachers’ beliefs and practices regarding the role of Executive Functions (EFs) in reading and arithmetic. A new research questionnaire was developed and judged by professionals in the academia and the field. Reponses were obtained from 144 teachers from Israel. Factor analysis divided the questionnaire into three valid and reliable subscales, reflecting (1) beliefs regarding the contribution of EFs to reading and arithmetic, (2) pedagogical practices, and (3) a connection between the cognitive mechanisms of reading and arithmetic. Findings indicate that teachers believe EFs affect students’ performance in reading and arithmetic. These beliefs were also correlated with pedagogical practices. Additionally, special education teachers’ scored higher on the different subscales compared to general education teachers. These findings shed light on the way teachers perceive the cognitive foundations of reading and arithmetic and indicate to which extent these perceptions guide their teaching practices. PMID:27799917

Teachers' Beliefs and Practices Regarding the Role of Executive Functions in Reading and Arithmetic.

Science.gov (United States)

Rapoport, Shirley; Rubinsten, Orly; Katzir, Tami

2016-01-01

The current study investigated early elementary school teachers' beliefs and practices regarding the role of Executive Functions (EFs) in reading and arithmetic. A new research questionnaire was developed and judged by professionals in the academia and the field. Reponses were obtained from 144 teachers from Israel. Factor analysis divided the questionnaire into three valid and reliable subscales, reflecting (1) beliefs regarding the contribution of EFs to reading and arithmetic, (2) pedagogical practices, and (3) a connection between the cognitive mechanisms of reading and arithmetic. Findings indicate that teachers believe EFs affect students' performance in reading and arithmetic. These beliefs were also correlated with pedagogical practices. Additionally, special education teachers' scored higher on the different subscales compared to general education teachers. These findings shed light on the way teachers perceive the cognitive foundations of reading and arithmetic and indicate to which extent these perceptions guide their teaching practices.

Parental and Professional Beliefs on the Treatment and Management of ADHD

Science.gov (United States)

Dryer, Rachel; Kiernan, Michael J.; Tyson, Graham A.

2012-01-01

Objective: This study examined parental and professional beliefs about the efficacy of various treatment strategies for ADHD. Method: Parents of children with and without ADHD and seven medical and nonmedical professional groups (N = 673) completed a questionnaire examining their beliefs about the efficacy of various treatment regimes. Results:…

Parental involvement in homework: relations with parent and student achievement-related motivational beliefs and achievement.

Science.gov (United States)

Gonida, Eleftheria N; Cortina, Kai S

2014-09-01

Parental involvement in homework is a home-based type of involvement in children's education. Research and theory suggest that it is beneficial for learning and achievement under certain conditions and for particular groups of individuals. The study examined whether different types of parents' involvement in homework (autonomy support, control, interference, cognitive engagement) (1) are predicted by their mastery and performance goals for their child and their beliefs of the child's academic efficacy, and (2) predict student achievement goal orientations, efficacy beliefs, and achievement. Grade-level differences were also investigated. The sample consisted of 282 elementary school (5th grade) and junior high school students (8th grade) and one of their parents. Surveys were used for data collection. Structural equation modelling was applied for data analysis. (1) Autonomy support during homework was predicted by parent mastery goal, parents' control and interference by their performance goal and perceptions of child efficacy, and cognitive engagement as supplementary to homework by parent perceptions of child efficacy. (2) Parental autonomy support, control, and interference were differentially associated with student mastery and performance goal orientations, whereas parent cognitive engagement was associated with student efficacy beliefs. (3) The structural model was the same for elementary and junior high school students but the latent means for a number of variables were different. Different types of parental involvement in homework were associated with different outcomes with parent autonomy support to be the most beneficial one. © 2014 The British Psychological Society.

Exploring Vaccine Hesitancy Through an Artist-Scientist Collaboration : Visualizing Vaccine-Critical Parents' Health Beliefs.

Science.gov (United States)

Koski, Kaisu; Holst, Johan

2017-09-01

This project explores vaccine hesitancy through an artist-scientist collaboration. It aims to create better understanding of vaccine hesitant parents' health beliefs and how these influence their vaccine-critical decisions. The project interviews vaccine-hesitant parents in the Netherlands and Finland and develops experimental visual-narrative means to analyse the interview data. Vaccine-hesitant parents' health beliefs are, in this study, expressed through stories, and they are paralleled with so-called illness narratives. The study explores the following four main health beliefs originating from the parents' interviews: (1) perceived benefits of illness, (2) belief in the body's intelligence and self-healing capacity, (3) beliefs about the "inside-outside" flow of substances in the body, and (4) view of death as a natural part of life. These beliefs are interpreted through arts-based diagrammatic representations. These diagrams, merging multiple aspects of the parents' narratives, are subsequently used in a collaborative meaning-making dialogue between the artist and the scientist. The resulting dialogue contrasts the health beliefs behind vaccine hesitancy with scientific knowledge, as well as the authors' personal, and differing, attitudes toward these.

Acculturation, cultural values, and Latino parental beliefs about the etiology of ADHD.

Science.gov (United States)

Lawton, Kathryn E; Gerdes, Alyson C; Haack, Lauren M; Schneider, Brian

2014-03-01

Attention-deficit/hyperactivity disorder (ADHD) is one of the most prevalent mental health disorders of childhood. Despite the availability of several evidence-based interventions, Latino children are more likely than non-minority children to have an unmet need for services related to ADHD. Given that parental beliefs about the etiology of ADHD likely influence service utilization, research needs to focus on cultural factors that may influence parental beliefs about the etiology of child behavior problems. Thus, the goal of the current study was to investigate the role of acculturation and cultural values of familism, respect, spirituality, and traditional gender roles in explaining parental etiological beliefs about ADHD in a sample of Latino parents. Findings suggest that behavioral acculturation was not significantly correlated with biopsychosocial or sociological/spiritual etiological beliefs; however, the cultural values of familism and traditional gender roles were positively correlated with sociological/spiritual beliefs. Further, exploratory analyses suggested that after controlling for SES, familism and traditional gender roles accounted for 30.5 % of the total variance in sociological/spiritual beliefs about ADHD. Finally, post hoc analyses revealed that cultural values were associated with several individual belief categories within the sociological/spiritual domain, including beliefs about friends, spirituality, and nature disharmony. The current study supports the inclusion of etiological beliefs and cultural factors in research examining help-seeking and access to mental health services among Latino families and suggests that the incorporation of alternative etiological beliefs about child behavior may be an important factor in culturally-appropriate mental health services.

Book reading styles in dual-parent and single-mother families.

Science.gov (United States)

Blake, Joanna; Macdonald, Silvana; Bayrami, Lisa; Agosta, Vanessa; Milian, Andrea

2006-09-01

Whereas many studies have investigated quantitative aspects of book reading (frequency), few have examined qualitative aspects, especially in very young children and through direct observations of shared reading. The purpose of this study was to determine possible differences in book-reading styles between mothers and fathers and between mothers from single- and dual-parent families. It also related types of parental verbalizations during book reading to children's reported language measures. Dual-parent (29) and single-parent (24) families were observed in shared book reading with their toddlers (15-month-olds) or young preschoolers (27-month-olds). Parent-child dyads were videotaped while book reading. The initiator of each book-reading episode was coded. Parents' verbalizations were exhaustively coded into 10 categories. Mothers completed the MacArthur Communicative Development Inventory, and the children were given the Bayley scales. All parents differentiated their verbalizations according to the age rather than the gender of the child, but single mothers imitated female children more than males. Few differences in verbalizations were found between mothers and fathers or between mothers from single- and dual-parent families. Fathers allowed younger children to initiate book-reading episodes more than mothers. For both age groups of children, combined across families, verbalizations that related the book to the child's experience were correlated with reported language measures. Questions and imitations were related to language measures for the older age group. The important types of parental verbalizations during shared book reading for children's language acquisition are relating, questions and imitations.

Child overweight in general practice - parents' beliefs and expectations - a questionnaire survey study

DEFF Research Database (Denmark)

Andersen, Merethe K; Christensen, Bo; Søndergaard, Jens

2013-01-01

Care for overweight children in general practice involves collaboration with parents. Acknowledging the parents' frames of references is a prerequisite for successful management. We therefore aimed to analyse parental beliefs about the presumed causes and consequences of overweight in children...... and expectations towards the GP. Moreover, we aimed at comparing the beliefs and expectations of parents of non-overweight children (NOWC) and parents of overweight children (OWC)....

A cross-cultural comparison of mothers' beliefs about their parenting very young children.

Science.gov (United States)

Senese, Vincenzo Paolo; Bornstein, Marc H; Haynes, O Maurice; Rossi, Germano; Venuti, Paola

2012-06-01

Parental beliefs are relevant to child development because they shape parenting behaviors and help to determine and regulate child cognitive and socioemotional growth. Here we investigated cross-cultural variation in Italian and U.S. mothers' parental beliefs about their social and didactic interactions with their young children. To compare parental beliefs, the Parental Style Questionnaire (PSQ) was administered to samples of 273 Italian mothers and 279 U.S. mothers of 20-month-olds (55% male). To conduct substantive cross-cultural comparisons of beliefs, the measurement invariance of the PSQ was first established by hierarchical multi-group confirmatory factor analyses. The PSQ was essentially invariant across cultures. Italian mothers reported that they engaged in both social and didactic behaviors with their young children less frequently than U.S. mothers. Results of our study confirm that mothers in different cultures differentially value parental stimulation and its relevance for early child development. Copyright © 2012 Elsevier Inc. All rights reserved.

Parent Scaffolding in Children's Oral Reading.

Science.gov (United States)

Evans, Mary Ann; Moretti, Shelley; Shaw, Deborah; Fox, Maureen

2003-01-01

Examined parental coaching strategies during shared book reading between parents and their first-grade children. Found that parents provided more feedback clues when their child was unsuccessful in rereading a word after initial feedback, causing children's success levels to rise. Children with weaker word recognition skill were offered feedback…

Current research on parenting styles, dimensions, and beliefs.

Science.gov (United States)

Smetana, Judith G

2017-06-01

For decades, parenting has been characterized in terms of broad global styles, with authoritative parenting seen as most beneficial for children's development. Concerns with greater sensitivity to cultural and contextual variations have led to greater specificity in defining parenting in terms of different parenting dimensions and greater consideration of the role of parenting beliefs in moderating links between parenting and adjustment. New research includes 'domain-specific' models that describe parents as flexibly deploying different practices depending on their goals, children's needs, and the types of behaviors towards which parenting is directed. These trends are described, and directions for future research are discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.

Child overweight in general practice ? parents? beliefs and expectations ? a questionnaire survey study

OpenAIRE

Andersen, Merethe K; Christensen, Bo; S?ndergaard, Jens

2013-01-01

Background Care for overweight children in general practice involves collaboration with parents. Acknowledging the parents? frames of references is a prerequisite for successful management. We therefore aimed to analyse parental beliefs about the presumed causes and consequences of overweight in children and expectations towards the GP. Moreover, we aimed at comparing the beliefs and expectations of parents of non-overweight children (NOWC) and parents of overweight children (OWC). Methods A ...

Parental beliefs and practices regarding childhood fever in Turkish ...

African Journals Online (AJOL)

Parental beliefs and practices regarding childhood fever in Turkish primary care. ... Log in or Register to get access to full text downloads. ... problem in pediatric age and is one of the most common reasons parents seek medical attention. ... Parents with a child with fever aged between 0 and 14 years were interviewed.

Epistemological and Reading Beliefs Profiles and Their Role in Multiple Text Comprehension

Science.gov (United States)

Mateos, Mar; Solé, Isabel; Martín, Elena; Castells, Nuria; Cuevas, Isabel; González-Lamas, Jara

2016-01-01

Introduction: The aim of this study was to analyse the role of epistemological beliefs and reading beliefs in the comprehension of multiple texts which presented conflicting positions about a controversial topic (nuclear energy). More specifically, we investigated the influence of the multidimensional configuration of epistemological and reading…

Parents' Knowledge and Beliefs about the Impact of Exposure to Media Violence on Children's Aggression.

Science.gov (United States)

Al-Ali, Nahla Mansour; Yaghy, Hadeel Said; Shattnawi, Khulood K; Al-Shdayfat, Noha M

2018-02-15

The current study aimed to assess Jordanian parents' knowledge and beliefs about the effects of violent media on children's aggressive behavior. A sample of 262 parents of children aged 6-11 years completed a Media Quotient questionnaire about children's media habits, media effects, and children's aggressive behavior. Parents reported that their children spend an average of 4.83 h (SD = 2.12) watching TV, 3.20 h (SD = 2.29) playing video games, 1.07 h (SD = 0.88) listening to music, and only 0.52 min (SD = 0.67) reading for pleasure per day. Parents have a moderate level of knowledge about the media effect (M = 15.49, SD = 3.439). Children of parents who have adequate knowledge about the media effect, spend less time watching TV (r = -.355, p violent content their children see in movies or on TV. Children who spend more time playing video games (r = -.201, p = .004) show aggressive relational behavior. This study suggests that increasing parents' knowledge of media of evidence-based programs may have a protective effect on children's behavior.

Ethnic Differences in Parental Beliefs of Attention-Deficit/Hyperactivity Disorder and Treatment

Science.gov (United States)

Pham, Andy V.; Carlson, John S.; Kosciulek, John F.

2010-01-01

Objective: A survey study was conducted to explore ethnic differences in parental beliefs about the causes and treatments of ADHD and whether these beliefs predicted treatment preference. Method: Ethnically diverse parents of 5- to 12-year-old children with ADHD (n = 58) and without ADHD (n = 61) completed a questionnaire developed by the authors…

A Cross-Cultural Exploration of Parental Involvement and Child-Rearing Beliefs in Asian Cultures

Science.gov (United States)

Frewen, A. R.; Chew, E.; Carter, M.; Chunn, J.; Jotanovic, D.

2015-01-01

Parental involvement (PI) and child-rearing beliefs were examined amongst parents whose children attended state-run kindergartens across Singapore. A total of 244 parents completed an online survey consisting of a Child-Rearing Beliefs Scale, a PI Scale, and demographic details. Results indicated respondents were generally low-income earners with…

Has Their Son Been Vaccinated? Beliefs About Other Parents Matter for Human Papillomavirus Vaccine.

Science.gov (United States)

Schuler, Christine L; Coyne-Beasley, Tamera

2016-07-01

The goal of this study was to determine if parents' beliefs about social norms of human papillomavirus (HPV) vaccination for sons were associated with knowledge of HPV, intention to vaccinate sons, or beliefs about side effects. A cross-sectional, survey-based study of parents with sons was performed in 2010. Fisher's exact tests were used to examine associations between demographics and responses about social norms. Multivariate logistic regression models examined beliefs about social norms of male HPV vaccination and primary outcomes. Few parents agreed that others were vaccinating sons (n = 31/267, 12%), including 1% responding strongly agree and 11% responding agree. Most parents, 52%, disagreed that others were vaccinating (40% disagree, 11% strongly disagree), and 37% chose prefer not to answer regarding others' vaccination practices. Hispanic parents and those with a high school education or less were significantly more likely to choose prefer not to answer than their respective counterparts regarding vaccination norms. In multivariate models, parents agreeing others were vaccinating sons had greater odds of having high knowledge of HPV (adjusted odds ratio [aOR] high vs low knowledge 3.15, 95% confidence interval [CI] 1.13, 8.77) and increased intention to vaccinate sons (n = 243, aOR = 4.41, 95% CI = 1.51, 12.89). Beliefs about side effects were not significantly associated with beliefs about social norms. Parents' beliefs about others' vaccination practices are important with regard to knowledge of HPV and intention to vaccinate sons. Studying how various public messages about HPV vaccine may influence normative beliefs could be relevant to improving vaccination coverage. © The Author(s) 2015.

Parental Beliefs about Autism: Implications for the Treating Physician

Science.gov (United States)

Harrington, John W.; Patrick, Patricia A.; Edwards, Karen S.; Brand, Donald A.

2006-01-01

This study investigated parental beliefs about the etiology, diagnosis, and treatment of autism spectrum disorders. Sixty-two families of affected children completed a questionnaire asking when the parent first noticed developmental or behavioral problems, when they were told the diagnosis, how confident they were about the ability of their…

Amor and Social Stigma: ASD Beliefs Among Immigrant Mexican Parents.

Science.gov (United States)

Cohen, Shana R; Miguel, Jessica

2018-06-01

This study examined cultural beliefs about ASD and its causes among Mexican-heritage families. In focus group interviews, we asked 25 immigrant parents of children with ASD to identify words they associated with ASD and its causes. Participants free-listed, ranked, and justified their responses. Mixed methods analyses utilized saliency scores to calculate responses. Deductive interview analyses justified participants' responses. Salient responses for ASD perceptions included specific characteristics about the child (e.g., loving) and perceptions about lack of resources. Salient responses for ASD causes were vaccines, genetics, and a combination of genetics and environment. Inductive analyses revealed distinct beliefs about social stigma, child characteristics, factors supporting development, and parents' emotional stress. Interpretations linked these beliefs to promising adaptations in diagnosis and treatment.

Toward a Tripartite Model of L2 Reading Strategy Use, Motivations, and Learner Beliefs

Science.gov (United States)

Matsumoto, Hiroyuki; Hiromori, Tomohito; Nakayama, Akira

2013-01-01

The present study proposes a tripartite model of L2 reading strategy use, reading motivations, and general learner beliefs by examining the relationships among them in an L2 context. Reading strategy instruction was performed for 360 first-year university students enrolled in a reading-based course, in expectation of affecting their motivations…

Cross-cultural differences in parental beliefs about infant motor development: A quantitative and qualitative report of middle-class Israeli and Dutch parents.

Science.gov (United States)

van Schaik, Saskia D M; Oudgenoeg-Paz, Ora; Atun-Einy, Osnat

2018-06-01

The present study explored cultural differences in parental beliefs about motor development across 2 Western cultures: Israel and the Netherlands. Can 2 cultural models be distinguished regarding infant motor development in Israel and the Netherlands or are parental beliefs about motor development similar across these cultures? Using a questionnaire containing closed and open questions, beliefs of 206 Israeli and 198 Dutch parents of first-born children between 2 and 7 months old were analyzed. Based on both quantitative and qualitative analyses, distinct cultural models were found showing that the Dutch attributed a bigger role to maturation and children's own pace than to stimulation. The Israeli parents found stimulation of motor development important and discussed active stimulation more elaborately. When discussing supportive activities, the Israeli parents mentioned specific activities, whereas the Dutch parents used more general, vague expressions about support. Moreover, the Israeli parents discussed the need for expert advice and advice from relatives and other parents more than the Dutch parents, who rely on their own observations, books, or websites more often. The cultural background was the strongest predictor of parental beliefs about motor development. Parental education, age, children's birth weight, gender, and having seen a physical therapist showed weaker relations with parental beliefs. Altogether, 2 distinguishing cultural models can be found, raising the question whether infant motor development can be approached similarly across Western cultures. Besides this implication for science, practitioners should also be aware of differences between cultures and between parents. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The Effects of Epistemic Beliefs in Science and Gender Difference on University Students' Science-Text Reading: An Eye-Tracking Study

Science.gov (United States)

Yang, Fang-Ying; Huang, Rui-Ting; Tsai, I-Ju

2016-01-01

The primary purpose of this study was to explore not only the effects of epistemic beliefs in science on science-text reading but also the gender differences in epistemic beliefs and the reading process. The interactions between gender and epistemic beliefs during reading were also explored. A total of 25 university students, 13 male and 12…

Teachers Engaging Parents as Tutors to Improve Oral Reading Fluency

Science.gov (United States)

Kupzyk, Sara S.

2012-01-01

This dissertation examined the application of evidence-based tutoring for oral reading fluency (ORF) to a natural setting, using teachers as parent trainers. Measures used to determine the impact of parent tutoring included treatment integrity, student reading outcomes, attitudes towards involvement and reading, and social validity. Six teachers…

Children's informal reasoning skills and epistemological beliefs within the family : the role of parenting practices, parental epistemological beliefs and family communication patterns

OpenAIRE

Chng, Grace Shiao En

2012-01-01

Objectives: The current work formulated theoretical models for empirical testing based on three objectives: 1) to explore the associations of familial variables, specifically with regards to parental socialization, with two cognitive aspects of good thinking in children - their informal reasoning skills and their epistemological beliefs, 2) to test the relation between these two competencies as epistemological beliefs have been found to enhance or constrain reasoning, and 3) to investigate...

'Both parents should care for babies': A cross-sectional, cross-cultural comparison of adolescents' breastfeeding intentions, and the influence of shared-parenting beliefs.

Science.gov (United States)

Swanson, Vivien; Hannula, Leena; Eriksson, Linda; Wallin, Malin Häggkvist; Strutton, Joan

2017-06-29

Many young men and women expect to co-parent their newborn infant. This may have a positive or negative impact on decisions to breastfeed, which is an important health behaviour, influenced by cultural and psycho-social norms. We investigated the relationship between shared parenting, infant feeding beliefs and intentions in male and female (non-parent) adolescents, comparing Nordic countries (Sweden, Norway, Finland) with high breastfeeding rates with others with low rates (Scotland, USA). We utilised cross-sectional surveys of male and female adolescents (n = 1064, age 12-18) administered directly in schools or via the internet. We assessed attitudes to breast and formula feeding and shared parenting, using a Theory of Planned Behaviour framework, assessing beliefs, attitudes, norms and control as predictors of intention. Male and female adolescents' breastfeeding intentions varied in line with national cultural norms. Young people from Nordic countries (high breastfeeding rates) were significantly more likely to intend to breastfeed than those from Scotland or the USA (low breastfeeding rates). Positive beliefs about breastfeeding, norms and 'exposure' to breastfeeding and feeding confidence were consistently stronger in Nordic countries, whereas young people in Scotland had more positive beliefs, norms and 'exposure' to formula feeding. Differences in parenting beliefs, norms and confidence were less consistent. In logistic regression, cultural group, positive breastfeeding beliefs and exposure, norms, and shared parenting beliefs were significant predictors of breastfeeding feeding intention. Positive beliefs about shared parenting and equal gender norms were related to future breastfeeding intentions for female and male adolescents. Health education programmes for young people could encourage positive breastfeeding choices by considering how this would fit with young people's ideal parenting roles, and by emphasising benefits of complementary maternal and

Paternal Attachment, Parenting Beliefs and Children's Attachment

Science.gov (United States)

Howard, Kimberly S.

2010-01-01

Relationships between fathers' romantic attachment style, parenting beliefs and father-child attachment security and dependence were examined in a diverse sample of 72 fathers of young children. Paternal romantic attachment style was coded based on fathers' endorsement of a particular style represented in the Hazan and Shaver Three-Category…

Parental discipline behaviours and beliefs about their child: associations with child internalizing and mediation relationships.

Science.gov (United States)

Laskey, B J; Cartwright-Hatton, S

2009-09-01

Internalizing disorders of childhood are a common and disabling problem, with sufferers at increased risk of subsequent psychiatric morbidity. Several studies have found associations between parenting styles and children's internalizing, although few have considered the role of parental discipline. Parental discipline style may exert an effect on children's internalizing symptoms. Anxiety and depression are reliably found to run in families and parental anxiety has been shown to effect parenting behaviour. This study set out to examine the links between parental anxiety, parental discipline style and child internalizing symptoms. Eighty-eight parents of children aged 4-10 years were recruited through primary schools. All parents completed questionnaires including measures relating to: adult anxiety (State-Trait Anxiety Inventory - Trait version, Penn State Worry Questionnaire), parental depression (Beck Depression Inventory - Fastscreen), parental discipline (The Parenting Scale), parenting-related attributions (Parenting Attitudes, Beliefs and Cognitions Scale) and child psychological morbidity (Child Behaviour Checklist 4-18 version). Significant correlations were found between both parental anxiety and child internalizing symptoms with ineffective discipline and negative beliefs about parenting. Particularly strong correlations were found between parental anxiety and child internalizing symptoms with harsh discipline. Parents of anxious/withdrawn children were more likely to hold negative beliefs about their child. The link between parental anxiety and child internalizing symptoms was mediated by harsh discipline. The link between parental anxiety and harsh discipline was mediated by parental beliefs about the child. Discipline style may be an important factor in the relationship between parent anxiety and child internalizing symptoms.

Parental Attitudes, Beliefs, and Understanding of Anxiety (PABUA): Development and Psychometric Properties of a Measure

Science.gov (United States)

Wolk, Courtney Benjamin; Caporino, Nicole E.; McQuarrie, Susanna; Settipani, Cara A.; Podell, Jennifer L.; Crawley, Sarah; Beidas, Rinad S.; Kendall, Philip C.

2016-01-01

The Parental Attitudes, Beliefs, and Understanding of Anxiety (PABUA) was developed to assess parental beliefs about their child’s anxiety, parents’ perceived ability to cope with their child’s anxiety and to help their child manage anxious symptoms, and to evaluate parents’ understanding of various parenting strategies in response to their child’s anxiety. The study evaluated the PABUA in mother-child dyads (N = 192) seeking treatment for youth anxiety. Exploratory factor analysis yielded a three-factor solution and identified PABUA scales of Overprotection, Distress, and Approach (with Cronbach’s alpha ranging from .67 to .83). Convergent and divergent validity of PABUA scales was supported by the pattern of associations with measures of experiential avoidance, beliefs related to children’s anxiety, empathy, trait anxiety, and depressive symptoms; parent-reported family functioning; parent- and youth-reported anxiety severity; and parent-reported functional impairment (n = 83). Results provide preliminary support for the PABUA as a measure of parental attitudes and beliefs about anxiety, and future studies that investigate this measure with large and diverse samples are encouraged. PMID:26970877

The Effects of a Growth Mindset Intervention on the Beliefs about Intelligence, Effort Beliefs, Achievement Goal Orientations, and Academic Self-Efficacy of LD Students with Reading Difficulties

Science.gov (United States)

Baldridge, Mary Caufield

2010-01-01

The overall purpose of this study was to examine the effects of a "growth mindset" intervention on the beliefs about intelligence, effort beliefs, achievement goals, and academic self-efficacy of learning disabled (LD) students with reading difficulties. The treatment group consisted of 12 high school LD students with reading difficulties. This…

Social Networks and Parent Motivational Beliefs: Evidence from an Urban School District

Science.gov (United States)

Curry, Katherine A.; Jean-Marie, Gaëtane; Adams, Curt M.

2016-01-01

Background: Despite devotion of substantial resources and effort to increase parent/school partnerships, gaps remain between policy rhetoric and practice, especially in high-poverty communities. Current research focuses on parent involvement or effects of parent motivational beliefs on parent choice for behavior; however, it does not address the…

The Relevance of Parents' Beliefs for Their Involvement in Children's School Life

Science.gov (United States)

Bubic, Andreja; Tošic, Antonela

2016-01-01

Parents play a very important role in all aspects of children's experiences, and parental involvement in children's school lives is associated with numerous educational outcomes. Therefore, the present study investigated the role of several parents' demographic characteristics, parental self-efficacy, as well as beliefs regarding the value of…

Latino Maternal Literacy Beliefs and Practices Mediating Socioeconomic Status and Maternal Education Effects in Predicting Child Receptive Vocabulary

Science.gov (United States)

Gonzalez, Jorge E.; Acosta, Sandra; Davis, Heather; Pollard-Durodola, Sharolyn; Saenz, Laura; Soares, Denise; Resendez, Nora; Zhu, Leina

2017-01-01

Research Findings: This study investigated the association between Mexican American maternal education and socioeconomic status (SES) and child vocabulary as mediated by parental reading beliefs, home literacy environment (HLE), and parent-child shared reading frequency. As part of a larger study, maternal reports of education level, SES, HLE, and…

Links between Chinese Mothers' Parental Beliefs and Responses to Children's Expression of Negative Emotions

Science.gov (United States)

Chan, Siu Mui

2012-01-01

This study investigated relations between parental beliefs and mothers' reported responses to their children's negative emotions. Altogether 189 Chinese mothers of children aged six to eight years were interviewed in group sessions using structured questionnaires. It was found that Chinese mothers endorsed Guan, the Chinese parental beliefs. They…

The Influence of Self-Efficacy Beliefs for Student Parents Attending University

Science.gov (United States)

van Rhijn, Tricia M.; Lero, Donna S.

2014-01-01

Student parents (i.e. students who have their own dependent children) are a specific subpopulation of adult learners. This study investigated the impact of self-efficacy beliefs on student parents' perceived capacity to manage multiple roles and their satisfaction with family, school and life. Survey data collected from 398 student parents enroled…

Attitudes, Motivations and Beliefs about L2 Reading in the Filipino Secondary School Classroom: A Mixed-methods Study

Directory of Open Access Journals (Sweden)

Andrzej Cirocki

2016-11-01

Full Text Available This study is a two-part investigation. The first part focuses on ESL learners' attitudes and motivations for reading in the target language. The second part deals with ESL teachers' beliefs about motivating L2 learners to read. The study involved 100 ESL learners (N=100 and 30 teachers (N=30 from rural schools in Mindanao, the Philippines. All the participants were recruited through convenience sampling. In other words, participants were selected based on their convenient accessibility and proximity. The current study is a mixed-methods project. Both quantitative and qualitative methods were employed to collect different types of data. The instruments used were: a L2 reading attitude survey, a questionnaire dealing with motivations for L2 reading, a survey on beliefs about motivating L2 learners to read in English, a semi-structured interview and a L2-reading-lesson observation. The quantitative data were statistically analysed. Whenever appropriate, the data were presented in tables and on graphs. The qualitative data were analysed through thematic coding and used to support the quantitative data. The findings show that students have both positive and negative attitudes towards various aspects of L2 reading. They also have different levels of motivation for reading in English, with female participants having higher scores than male participants. The teachers, on the other hand, hold diverse beliefs about motivating learners to read in English. No significant correlation was found between teacher beliefs and students' motivations for reading in English. After the findings have been described, implications for teacher education and instructional practice are offered.

Cross-Cultural Differences in Parental Beliefs About Infant Motor Development : A Quantitative and Qualitative Report of Middle-Class Israeli and Dutch Parents

NARCIS (Netherlands)

van Schaik, S.D.M.|info:eu-repo/dai/nl/357534689; Oudgenoeg-Paz, O.|info:eu-repo/dai/nl/341157627; Atun-Einy, Osnat

The present study explored cultural differences in parental beliefs about motor development across 2 Western cultures: Israel and the Netherlands. Can 2 cultural models be distinguished regarding infant motor development in Israel and the Netherlands or are parental beliefs about motor development

HPV vaccine for teen boys: Dyadic analysis of parents' and sons' beliefs and willingness.

Science.gov (United States)

Moss, Jennifer L; Reiter, Paul L; Brewer, Noel T

2015-09-01

Parents and adolescents often decide together whether the child should receive human papillomavirus (HPV) vaccine. However, few studies have investigated the dyadic nature of beliefs that affect this process. Data came from the 2010 HPV Immunization in Sons (HIS) Study, a national sample of 412 parents and their adolescent sons. We conducted dyadic multivariate logistic regression to examine the relationships between parents' and sons' HPV vaccine beliefs and their willingness to have the son receive the vaccine. Less than half of parents and sons were willing to have the sons receive HPV vaccine (43% and 29%, respectively). Willing parents and sons anticipated greater regret if the son did not receive HPV vaccine but later contracted an HPV infection (parent odds ratio [OR]=1.72, 95% confidence interval [CI]=1.24-2.40; son OR=1.51, 95% CI=1.04-2.19) (both pCommunication campaigns may be able to target these beliefs to increase parents' and sons' willingness to seek HPV vaccination. Copyright © 2015 Elsevier Inc. All rights reserved.

The Differential Effects of Labelling: How Do "Dyslexia" and "Reading Difficulties" Affect Teachers' Beliefs

Science.gov (United States)

Gibbs, Simon; Elliott, Julian

2015-01-01

This paper reports a survey of primary school teachers' beliefs about working with poor readers. The primary research question was "does the way difficulties with reading are labelled affect the teachers' beliefs about their ability to intervene effectively?" An opportunity sample of teachers was surveyed using 2 questionnaires. One…

Beliefs and practices of the parents of violent and oppositional adolescents: an ecological perspective.

Science.gov (United States)

Bradshaw, Catherine P; Glaser, Brian A; Calhoun, Georgia B; Bates, Jeffrey M

2006-05-01

Parenting is a transactional process, influenced by the child's behavior and the environmental context. The present study explores the beliefs and practices of parents of aggressive and oppositional adolescents to understand better the relation among parenting practices, context, and youth violence. Parents of juvenile offenders (N=203) completed assessments of youths' violent and oppositional behaviors, community violence exposure, and their own beliefs and parenting behaviors and perceptions of the juvenile justice system. Parents of youth with the highest levels of violent and oppositional behavior problems reported elevated feelings of hopelessness regarding the child's future, inadequacy as a parent, fear of physical harm by the child, anger toward the child, as well as difficulty monitoring the child. All parents reported relatively high levels of perceived support by the justice system. Parental stress was also examined as a possible influence on the parents' beliefs and behaviors regarding the child. Results suggest that parents' emotional and behavioral responses should be addressed when intervening with juvenile offenders. Editors' Strategic Implications: The authors present evidence to suggest that parents' perceptions of hopelessness/inadequacy and their fear for their child's safety are both by-products of life with an aggressive child as well as contributing factors to that aggressive behavior. Thus, successful interventions must both target the parents as change agents in the youth's life but also include a strong parental support component, so that parents will have an opportunity to orchestrate positive impacts in high-risk environments.

Parents' knowledge, beliefs, and acceptance of the HPV vaccination in relation to their socio-demographics and religious beliefs: A cross-sectional study in Thailand.

Science.gov (United States)

Grandahl, Maria; Chun Paek, Seung; Grisurapong, Siriwan; Sherer, Penchan; Tydén, Tanja; Lundberg, Pranee

2018-01-01

Thailand has one of the world's highest prevalence of cervical cancer, mainly caused by the human papillomavirus (HPV). HPV infections can successfully be prevented by vaccination, which is available at a cost but not yet implemented in the national vaccination program. Parents play a critical role in deciding whether to vaccinate their child against HPV. Thus, the aim was to examine the association between parents' knowledge, beliefs, and acceptance of the HPV vaccination for their daughters, considering their socio-demographics and religious beliefs. A cross-sectional design was used among three schools in Thailand: Nakorn Phatom province (suburban) and Bangkok (urban). Parents of 9-12-year-old daughters completed the questionnaires, guided by the Health Belief Model. In total, 359 parents completed the questionnaires; of those, 301 were included in the final analyses. The ordinary least squares (OLS) regression analysis showed that background knowledge of HPV and the HPV vaccine was positively related to knowledge of HPV and cervical cancer. For beliefs, knowledge was positively associated with susceptibility (i.e., parents' perceived risk of an HPV infection/ related disease), severity, and benefit. However, knowledge was not significantly related to barriers. For acceptance, higher susceptibility and benefit were related to higher acceptance, and greater knowledge was associated with higher acceptance. Thus, we found associations between parents' knowledge, beliefs, and acceptance of the HPV vaccination for their daughters, considering their socio-demographics and religious beliefs. Parents, who reported religion as important, as opposed to those who did not, were more favorable toward the HPV vaccination. Four out of ten mothers had never undergone a cervical cancer screening, but most had accepted previous childhood vaccinations for their daughters. The overall acceptance of the vaccine was high, and we believe our results are promising for future

Parents' knowledge, beliefs, and acceptance of the HPV vaccination in relation to their socio-demographics and religious beliefs: A cross-sectional study in Thailand.

Directory of Open Access Journals (Sweden)

Maria Grandahl

Full Text Available Thailand has one of the world's highest prevalence of cervical cancer, mainly caused by the human papillomavirus (HPV. HPV infections can successfully be prevented by vaccination, which is available at a cost but not yet implemented in the national vaccination program. Parents play a critical role in deciding whether to vaccinate their child against HPV. Thus, the aim was to examine the association between parents' knowledge, beliefs, and acceptance of the HPV vaccination for their daughters, considering their socio-demographics and religious beliefs. A cross-sectional design was used among three schools in Thailand: Nakorn Phatom province (suburban and Bangkok (urban. Parents of 9-12-year-old daughters completed the questionnaires, guided by the Health Belief Model. In total, 359 parents completed the questionnaires; of those, 301 were included in the final analyses. The ordinary least squares (OLS regression analysis showed that background knowledge of HPV and the HPV vaccine was positively related to knowledge of HPV and cervical cancer. For beliefs, knowledge was positively associated with susceptibility (i.e., parents' perceived risk of an HPV infection/ related disease, severity, and benefit. However, knowledge was not significantly related to barriers. For acceptance, higher susceptibility and benefit were related to higher acceptance, and greater knowledge was associated with higher acceptance. Thus, we found associations between parents' knowledge, beliefs, and acceptance of the HPV vaccination for their daughters, considering their socio-demographics and religious beliefs. Parents, who reported religion as important, as opposed to those who did not, were more favorable toward the HPV vaccination. Four out of ten mothers had never undergone a cervical cancer screening, but most had accepted previous childhood vaccinations for their daughters. The overall acceptance of the vaccine was high, and we believe our results are promising for

Reading Relationships: Parents, Adolescents, and Popular Fiction by Stephen King.

Science.gov (United States)

Chandler, Kelly

1999-01-01

Describes a collective case study of 12 high school juniors who identified themselves as avid readers of popular fiction. Finds strong reading relationships between parents and high school students. Describes the different roles that parents played in their adolescent children's reading lives. Looks at implications for secondary English classrooms…

Linking Illness in Parents to Health Anxiety in Offspring: Do Beliefs about Health Play a Role?

Science.gov (United States)

Alberts, Nicole M; Hadjistavropoulos, Heather D; Sherry, Simon B; Stewart, Sherry H

2016-01-01

The cognitive behavioural (CB) model of health anxiety proposes parental illness leads to elevated health anxiety in offspring by promoting the acquisition of specific health beliefs (e.g. overestimation of the likelihood of illness). Our study tested this central tenet of the CB model. Participants were 444 emerging adults (18-25-years-old) who completed online measures and were categorized into those with healthy parents (n = 328) or seriously ill parents (n = 116). Small (d = .21), but significant, elevations in health anxiety, and small to medium (d = .40) elevations in beliefs about the likelihood of illness were found among those with ill vs. healthy parents. Mediation analyses indicated the relationship between parental illness and health anxiety was mediated by beliefs regarding the likelihood of future illness. Our study incrementally advances knowledge by testing and supporting a central proposition of the CB model. The findings add further specificity to the CB model by highlighting the importance of a specific health belief as a central contributor to health anxiety among offspring with a history of serious parental illness.

The Effect of Four Different Approaches to Parent-Child Reading on Young Chinese Children's Reading

Science.gov (United States)

Yang, Feng

2016-01-01

Forty families with four- to five-year-old Chinese children were chosen as experiment participants and equally divided into four groups for an eight-week parent-child reading experiment in different reading modes. (1) Groups A, B, and C read one of three kinds of Chinese-English audio bilingual picture books respectively: touch reading books,…

Cultural orientations, parental beliefs and practices, and latino adolescents' autonomy and independence.

Science.gov (United States)

Roche, Kathleen M; Caughy, Margaret O; Schuster, Mark A; Bogart, Laura M; Dittus, Patricia J; Franzini, Luisa

2014-08-01

Despite the salience of behavioral autonomy and independence to parent-child interactions during middle adolescence, little is known about parenting processes pertinent to youth autonomy development for Latino families. Among a diverse sample of 684 Latino-origin parent-adolescent dyads in Houston, Texas, this study examines how parents' cultural orientations are associated directly and indirectly, through parental beliefs, with parenting practices giving youth behavioral autonomy and independence. Informed by social domain theory, the study's parenting constructs pertain to youth behaviors in an "ambiguously personal" domain-activities that adolescents believe are up to youth to decide, but which parents might argue require parents' supervision, knowledge, and/or decision-making. Results for latent profile analyses of parents' cultural identity across various facets of acculturation indicate considerable cultural heterogeneity among Latino parents. Although 43% of parents have a Latino cultural orientation, others represent Spanish-speaking/bicultural (21%), bilingual/bicultural (15%), English-speaking/bicultural (15%), or US (6%) cultural orientations. Structural equation modeling results indicate that bilingual/bicultural, English-speaking/bicultural, and US-oriented parents report less emphasis on the legitimacy of parental authority and younger age expectations for youth to engage in independent behaviors than do Latino-oriented parents. Parental beliefs endorsing youth's behavioral independence and autonomy, in turn, are associated with less stringent parental rules (parental report), less parental supervision (parental and youth report), and more youth autonomy in decision-making (parental and youth report). Evidence thus supports the idea that the diverse cultural orientations of Latino parents in the US may result in considerable variations in parenting processes pertinent to Latino adolescents' development.

Parental Beliefs on Children's Play: Comparison among Mainland Chinese, Chinese Immigrants in the USA, and European-Americans

Science.gov (United States)

Jiang, Shan; Han, Myae

2016-01-01

The current study surveyed parental play beliefs among the three groups of parents: the mainland Chinese, Chinese immigrants in the USA, and European-Americans. Limited comparison studies on parental play beliefs were previously reported for these three populations in the literature. Two measures, the Chinese child-rearing ideology and parental…

Visions for Literacy: Parents' Aspirations for Reading in Children with Down Syndrome

Science.gov (United States)

Ricci, Leila; Osipova, Anna

2012-01-01

Although children with Down syndrome (DS) can learn to read, few studies have explored parental perspectives on the reading development of this group of children. This article, written by Leila Ricci and Anna Osipova, from California State University, explores visions and expectations regarding reading held by parents of children with Down…

A comparison of Theory of Planned Behavior beliefs and healthy eating between couples without children and first-time parents.

Science.gov (United States)

Bassett-Gunter, Rebecca L; Levy-Milne, Ryna; Naylor, Patti Jean; Symons Downs, Danielle; Benoit, Cecilia; Warburton, Darren E R; Blanchard, Chris M; Rhodes, Ryan E

2015-01-01

To examine the relationship between Theory of Planned Behavior (TPB) beliefs and eating behavior, explore which beliefs have the greatest association with eating behavior, and explore differences between adults without children and first-time parents. Longitudinal evaluation via questionnaires and food records at baseline and 6 and 12 months. Couples without children (n = 72) and first-time parents (n = 100). fruit and vegetable consumption and fat consumption. TPB beliefs. Pearson correlations between TPB beliefs and eating behavior; exploratory data reduction via linear regression. Control beliefs were associated with eating behavior (r = .26-.46; P controlling for past behavior, control beliefs were associated with eating behavior for first-time parents only. Control beliefs regarding preparation and time had the strongest associations with fruit and vegetable consumption for mothers (β = .26; P control beliefs suggests room for improvement via intervention. Interventions guided by TPB should target control beliefs to enhance healthy eating among new parents. Strategies (eg, individual, environmental, policy) to enhance control beliefs regarding healthy eating despite limited time and opportunity for preparation may be particularly valuable. Copyright © 2015 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Towards a Typology of Parental Behaviors, Attitudes, and Beliefs about School

Science.gov (United States)

Pelletier, Daniel; Collerette, Pierre; Turcotte, Gilles; Beaulieu, Alexandre

2013-01-01

The social and academic experiences of children and adolescents in school are a major concern for parents and their characteristics as protection or risk factors for their children's adaptation has been extensively studied. However, few studies have dealt with the behaviors, attitudes and beliefs of parents about the schools their children are…

Relilgious beliefs and practices of Taiwanese parents of pediatric patients with cancer.

Science.gov (United States)

Yeh, C H

2001-12-01

The aim of this study was to increase understanding of religious beliefs and practices among Taiwanese parents of pediatric patients. Parents of 63 pediatric patients with cancer were interviewed to explore their related religious beliefs and practices, ie, worship at temple, drawing Chien, and divinations. Rituals were used to diminish the harmful effects of the child's disease, such as temple ceremonies, changing the child's name, and taking "Fu" water. Such practices were generally undertaken with a lack of medical guidance from oncologists largely because of poor interactions between parents and oncologists. The findings suggest that discovering a caregiver's worldview and cultural values is important to establish holistic nursing practices. Because immigrants increasingly move around the world, Taiwanese parents become a culturally diverse clientele for healthcare professionals who have to be aware of the existing cultural differences in healthcare values, patterns, and practices, particularly between Western and Eastern cultures.

Parental Book Reading and Social-Emotional Outcomes for Head Start Children in Foster Care.

Science.gov (United States)

Lee, Kyunghee; Lee, Jung-Sook

2016-01-01

This study examines the associations between parental book reading and social-emotional outcomes for Head Start children in foster care. Despite no main Head Start impact on parental book reading, subgroup effects were found. Foster parents in Head Start provided more book reading for children with disabilities but less for children with low preacademic scores. Head Start enhanced social-emotional outcomes for children in foster care. The positive impacts of Head Start on children's social-emotional outcomes were greater when parents read books frequently. Head Start should include more foster families and provided parenting skills to enhance social-emotional outcomes for children in foster care.

The Beliefs of Students, Parents and Teachers about Internal Factors of Academic Achievement

Directory of Open Access Journals (Sweden)

Helena Smrtnik Vitulić

2014-03-01

Full Text Available The main purpose of this paper was to determine the beliefs of students, teachers and parents about the internal factors of academic achievement and to verify whether their beliefs vary. In this paper the beliefs about the internal factors of academic achievement: personality traits, intellectual ability, language competence, interest in the subject and locus of control are thematised. The sample included 516 students from grades 5, 7 and 9 of 12 different basic schools in central Slovenia, 408 of their parents and 195 teachers. Amongst the broad range of personality traits in the survey questionnaire, parents selected openness and conscientiousness as the most important traits for academic success, while students selected openness and extroversion, and teachers selected agreeableness and emotional stability. In the opinion of the participants in the research, amongst other internal factors of academic success emphasised, those that have the greatest influence on academic achievement are interest in the subject and internal locus of control, while students’ intellectual ability and language competence are attributed slightly less importance. Beliefs regarding the individual factors of academic achievement vary between the groups of participants. In the future, it would be sensible to encourage students, teachers and parents to reflect on the meaning of the individual factors of academic achievement, and especially to speak with them about the factors on which each respective group can exert an influence in order to improve students’ academic achievement.

Validity of Measures Assessing Oral Health Beliefs of American Indian Parents.

Science.gov (United States)

Wilson, Anne R; Brega, Angela G; Thomas, Jacob F; Henderson, William G; Lind, Kimberly E; Braun, Patricia A; Batliner, Terrence S; Albino, Judith

2018-03-05

This aimed to validate measures of constructs included in an extended Health Belief Model (EHBM) addressing oral health beliefs among American Indian (AI) parents. Questionnaire data were collected as part of a randomized controlled trial (n = 1016) aimed at reducing childhood caries. Participants were AI parents with a preschool-age child enrolled in the Navajo Nation Head Start program. Questionnaire items addressed five EHBM constructs: perceived susceptibility, severity, barriers, benefits, and parental self-efficacy. Subscales representing each construct underwent reliability and validity testing. Internal consistency reliability of each subscale was evaluated using Cronbach's alpha. Convergent validity was assessed using linear regression to evaluate the association of each EHBM subscale with oral health-related measures. Internal consistency reliability was high for self-efficacy (α = 0.83) and perceived benefits (α = 0.83) compared to remaining EHBM subscales (α Parents with more education (p parents (ps = 0.02) and those with more education (ps oral health behavior. Female parents (p Parental knowledge was associated with all EHBM measures (ps  0.05). Parents with increased self-efficacy had greater behavioral adherence (p parents who reported higher perceived barriers (p oral health outcomes were associated with higher levels of self-efficacy (p < 0.0001) and lower levels of perceived severity (p = 0.02) and barriers (p = 0.05). Results support the value of questionnaire items addressing the EHBM subscales, which functioned in a manner consistent with the EHBM theoretical framework in AI participants.

Survey of Knowledge, Beliefs, and Behaviors of Migrant Vietnamese Parents Regarding Young Children's Oral Health.

Science.gov (United States)

Nguyen, Uyen N; Rowe, Dorothy J; Barker, Judith C

2017-04-01

Purpose: The purpose of this study was to investigate the oral health knowledge, beliefs, and behaviors of migrant Vietnamese parents of 1-5 year-olds in San Jose, California. Method: A verbally-administered survey was conducted with a convenience sample of 45 Vietnamese parents recruited at San Jose public libraries. Following preliminary screening, written informed consent was obtained from eligible individuals. A pre-tested, structured 94-item questionnaire was used to collect information regarding parent demographics, and the parent's knowledge, beliefs, and behaviors about children's oral health. Simple descriptive statistics were used to analyze the data. Results: Vietnamese parents acknowledged a number of basic concepts regarding early childhood caries (ECC), such as influences of sugar consumption, oral hygiene, and bottle use. Unlike other groups, they reported some familiarity with the role of bacteria in caries etiology. Oral health knowledge and beliefs, however, were not reflected in parental oral health behaviors such as supervision of children's brushing. Knowledge about the preventive role of fluoride was limited and varied among the population. Parental knowledge and behaviors did not vary by education level or length of residence in US. Conclusion: Vietnamese parents demonstrated reasonably good oral health knowledge, but poor behavioral guidance of their children's oral health, indicating the need for continued parental education emphasizing age-appropriate oral care and the preventative role of fluoride. Copyright © 2017 The American Dental Hygienists’ Association.

A Preliminary Investigation of the Relationship between Parenting, Parent-Child Shared Reading Practices, and Child Development in Low-Income Families

Science.gov (United States)

Dexter, Casey A.; Stacks, Ann M.

2014-01-01

This study examined relations between parenting, shared reading practices, and child development. Participants included 28 children (M = 24.66 months, SD = 8.41 months) and their parents. Measures included naturalistic observations of parenting and shared reading quality, assessments of child cognitive and language development, and home reading…

Reading Tips for Parents = Consejos practicos de lectura para los padres.

Science.gov (United States)

Partnership for Family Involvement in Education (ED), Washington, DC.

All parents want the best school experience for their children. This booklet, presented in both English and Spanish, offers parents specific strategies to provide their children a good foundation for beginning reading. The guide first answers the question, "How Can I Help My Child Be Ready To Read and Ready To Learn?" with emergent literacy…

Lay beliefs about emotional problems and attitudes toward mental health care among parents and adolescents: Exploring the impact of immigration.

Science.gov (United States)

Verhulp, Esmée E; Stevens, Gonneke W J M; Pels, Trees V M; Van Weert, Caroline M C; Vollebergh, Wilma A M

2017-04-01

Individuals' lay beliefs about mental health problems and attitudes toward mental health care are thought to be influenced by the cultural background of these individuals. In the current study, we investigated differences between immigrant Dutch and native Dutch parents and adolescents in lay beliefs about emotional problems and attitudes toward mental health care. Additionally, among immigrant Dutch parents, we examined the associations between acculturation orientations and lay beliefs about emotional problems as well as attitudes toward mental health care. In total, 349 pairs of parents and their adolescent children participated in our study (95 native Dutch, 85 Surinamese-Dutch, 87 Turkish-Dutch, 82 Moroccan-Dutch). A vignette was used to examine participants' lay beliefs. Immigrant Dutch and native Dutch parents differed in their lay beliefs and attitudes toward mental health care, whereas hardly any differences were revealed among their children. Turkish-Dutch and Moroccan-Dutch parents showed more passive and fewer active solutions to emotional problems compared to native Dutch parents. Additionally, Moroccan-Dutch and Surinamese-Dutch parents reported greater fear of mental health care compared to native Dutch parents. Furthermore, the results showed that immigrant Dutch parents who were more strongly oriented toward the Dutch culture reported less fear of mental health care. Our results showed clear differences in lay beliefs and attitudes toward mental health care between immigrant Dutch and native Dutch parents but not between their children. Substantial differences were also found between parents from different immigrant Dutch populations as well as within the population of immigrant Dutch parents. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Twins and Kindergarten Separation: Divergent Beliefs of Principals, Teachers, Parents, and Twins

Science.gov (United States)

Gordon, Lynn Melby

2015-01-01

Should principals enforce mandatory separation of twins in kindergarten? Do school separation beliefs of principals differ from those of teachers, parents of twins, and twins themselves? This survey questioned 131 elementary principals, 54 kindergarten teachers, 201 parents of twins, and 112 twins. A majority of principals (71%) believed that…

German and Korean mothers' sensitivity and related parenting beliefs

Science.gov (United States)

Ziehm, Jeanette; Trommsdorff, Gisela; Heikamp, Tobias; Park, Seong-Yeon

2013-01-01

This study contributes to a differentiated understanding of maternal sensitivity in cultural and situational context. We investigated differences and similarities in German and Korean mothers' maternal sensitivity. We interviewed 92 German and 100 Korean mothers of first graders about their preference for proactive (anticipating children's needs) or reactive sensitivity (responding to children's direct cues) in different scenarios. Related parenting beliefs were assessed by asking the mothers to explain the reasons why they would prefer specific parenting behaviors. Results revealed significant cultural differences in reactive vs. proactive sensitivity preferences. Overall, German mothers were more likely to indicate that a mother should respond reactively and less likely to report that a mother should act proactively than were Korean mothers. Korean mothers gave preference to both reactive and proactive sensitivity depending on the scenario. With regard to parenting beliefs, analyses revealed that German and Korean mothers who preferred reactive sensitivity mainly explained their choices as attempts to encourage children's development of independence. In contrast, Korean and German mothers with a preference for proactive sensitivity were more likely to report that mothers would assist their children due to their immaturity in dealing with emotional distress. Results are discussed in the framework of the different meanings and functions of maternal sensitivity for socialization in different cultural contexts. PMID:23986740

The role of parenting styles and teacher interactional styles in children's reading and spelling development.

Science.gov (United States)

Kiuru, Noona; Aunola, Kaisa; Torppa, Minna; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Niemi, Pekka; Viljaranta, Jaana; Lyyra, Anna-Liisa; Leskinen, Esko; Tolvanen, Asko; Nurmi, Jari-Erik

2012-12-01

This study examined the associations between parenting styles, teacher interactional styles, and children's reading and spelling skills. The sample consisted of 864 Finnish-speaking children and their parents (864 mothers, 864 fathers) and teachers (N=123). Children's risk for reading disabilities and reader status were assessed in kindergarten. Children were also tested on reading and spelling skills in Grades 1 and 2. Parenting styles and teacher interactional styles were measured using parents' and teachers' self-reports in Grade 1. First, the results indicated that both an authoritative parenting style and authoritative teacher interactional style positively predicted children's spelling skill development. Second, authoritative parenting was particularly beneficial for the spelling skill development of children who were at risk for reading disabilities. Third, authoritative teaching promoted spelling skill development particularly among children who were nonreaders in kindergarten but had no risk for reading disabilities. Finally, some evidence was found that authoritative teaching could compensate for the negative impact of nonauthoritative parenting on reading development among kindergarten nonreaders. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Parental knowledge, attitudes and beliefs on fever: a cross-sectional study in Ireland.

LENUS (Irish Health Repository)

Kelly, Maria

2017-07-09

Fever is a common symptom of mostly benign illness in young children, yet concerning for parents. The aim of this study was to describe parental knowledge, attitudes and beliefs regarding fever in children aged ≤5 years of age.

Parental knowledge, attitudes and beliefs regarding fever in children: an interview study

Directory of Open Access Journals (Sweden)

Maria Kelly

2016-07-01

Full Text Available Abstract Background Fever is one of the most common childhood symptoms. It causes significant worry and concern for parents. Every year there are numerous cases of over- and under-dosing with antipyretics. Caregivers seek reassurance from a variety of sources including healthcare practitioners. The aim of this study was to describe parental knowledge, attitudes and beliefs regarding management of childhood fever in children aged 5 years and under. Method Semi-structured interviews were conducted with 23 parents at six ante-natal clinics in the south west of Ireland during March and April 2015. The Francis method was used to detect data saturation and thereby identify sample size. Thematic analysis was used to analyse the data. Results Twenty-three parents participated in the study. Five themes emerged from the data: assessing and managing the fever; parental knowledge and beliefs regarding fever; knowledge source; pharmaceutical products; initiatives. Parents illustrated a good knowledge of fever as a symptom. However, management practices varied between participants. Parents revealed a reluctance to use medication in the form of suppositories. There was a desire for more accessible, consistent information to be made available for use by parents when their child had a fever or febrile illness. Conclusion Parents indicated that further initiatives are required to provide trustworthy information on the management of fever and febrile illness in children. Healthcare professionals should play a significant role in educating parents in how to manage fever and febrile illnesses in their children. The accessible nature and location of pharmacies could provide useful support for both parents and General Practitioners.

Parental knowledge, attitudes and beliefs regarding fever in children: an interview study.

Science.gov (United States)

Kelly, Maria; Sahm, Laura J; Shiely, Frances; O'Sullivan, Ronan; McGillicuddy, Aoife; McCarthy, Suzanne

2016-07-11

Fever is one of the most common childhood symptoms. It causes significant worry and concern for parents. Every year there are numerous cases of over- and under-dosing with antipyretics. Caregivers seek reassurance from a variety of sources including healthcare practitioners. The aim of this study was to describe parental knowledge, attitudes and beliefs regarding management of childhood fever in children aged 5 years and under. Semi-structured interviews were conducted with 23 parents at six ante-natal clinics in the south west of Ireland during March and April 2015. The Francis method was used to detect data saturation and thereby identify sample size. Thematic analysis was used to analyse the data. Twenty-three parents participated in the study. Five themes emerged from the data: assessing and managing the fever; parental knowledge and beliefs regarding fever; knowledge source; pharmaceutical products; initiatives. Parents illustrated a good knowledge of fever as a symptom. However, management practices varied between participants. Parents revealed a reluctance to use medication in the form of suppositories. There was a desire for more accessible, consistent information to be made available for use by parents when their child had a fever or febrile illness. Parents indicated that further initiatives are required to provide trustworthy information on the management of fever and febrile illness in children. Healthcare professionals should play a significant role in educating parents in how to manage fever and febrile illnesses in their children. The accessible nature and location of pharmacies could provide useful support for both parents and General Practitioners.

Influence of parents on the development of children's reading literacy

OpenAIRE

Žagar, Tanja

2013-01-01

The BA thesis explores how parents influence the development of children's literacy, how much attention is paid to the development of children's reading development and in what way and to what extent the parents’ education impacts the children's reading development. The theoretical part of the thesis defines the concept of literacy, types of literacy and the principles and factors of promoting it. In doing so, I highlighted the role of parents, the impact of the environment and the importance...

The Beliefs of Students, Parents and Teachers about Internal Factors of Academic Achievement

OpenAIRE

Helena Smrtnik Vitulić; Irena Lesar

2014-01-01

The main purpose of this paper was to determine the beliefs of students, teachers and parents about the internal factors of academic achievement and to verify whether their beliefs vary. In this paper the beliefs about the internal factors of academic achievement: personality traits, intellectual ability, language competence, interest in the subject and locus of control are thematised. The sample included 516 students from grades 5, 7 and 9 of 12 different basic schools in central Slovenia, 4...

Knowledge, attitudes and beliefs of parents regarding fever in children: a Danish interview study

DEFF Research Database (Denmark)

Sahm, Laura; Kelly, Maria; McCarthy, Suzanne

2016-01-01

AIM: Fever and febrile illness are some of the most common conditions managed by parents. The aim of this study was to examine the knowledge, attitudes and beliefs of parents around fever in children under five years of age. METHODS: Between July and August 2014, a convenience sample of parents...

Involving Parents in a Summer Book Reading Program to Promote Reading Comprehension, Fluency, and Vocabulary in Grade 3 and Grade 5 Children

Science.gov (United States)

Pagan, Stephanie; Sénéchal, Monique

2014-01-01

In this research, parents and children participated in a comprehensive book reading intervention designed to improve children's literacy. Over eight weeks during the summer, children in the intervention condition were encouraged to read one book weekly and parents were trained to foster reading comprehension. Forty-eight Grades 3 and 5 children…

Health professionals' beliefs related to parental involvement in ambulatory care: an international inquiry.

Science.gov (United States)

Tourigny, Jocelyne; Chartrand, Julie; Massicotte, Julie

2008-01-01

Changes in health care delivery in Canada and Europe, especially the shift to ambulatory care, have modified the care that children and parents receive and have prompted the need for a partnership alliance. The objectives of this exploratory study were to identify Canadian and Belgian health professionals' beliefs and attitudes towards parental involvement in their child's ambulatory care and to determine if these beliefs varied according to cultural background. Health professionals from both countries generally were in favor of parental involvement in their child's care, but are uncertain about its advantages and disadvantages. Facilitators and barriers mentioned by the health care providers were related to parents' abilities or their attitudes toward partnership, and they also expressed a need for more education on the subject. Results of this study indicate that health professionals working in ambulatory care are not fully ready to utilize parents as true partners in their interventions with children and families. Staff education is an important step towards the establishment and maintenance of a real partnership.

[Parental beliefs and child-rearing attitudes and mental health problems among schoolchildren].

Science.gov (United States)

Vitolo, Ymara Lúcia Camargo; Fleitlich-Bilyk, Bacy; Goodman, Robert; Bordin, Isabel Altenfelder Santos

2005-10-01

To verify the prevalence and identify the risk factors related to mental health problems among schoolchildren and its possible association with the beliefs and educational attitudes of parents/caretakers. Cross-sectional study with a stratified probabilistic sample (n=454) of first to third-graders from public and private schools in Southeastern Brazil. Standardized instruments were administered to parents/caretakers by trained interviewers, including screening questionnaires for mental health problems among children and parents/caretakers; a questionnaire on beliefs and attitudes; and a questionnaire for socio-economic status. Chi-square tests and logistic regression models were used for statistical analysis. We found 35.2% prevalence of clinical/borderline cases among students. Parents/caretakers that believed in corporal punishment as a child-rearing method used physical aggression towards their children more frequently (64.8%). Logistic regression models showed that the act of hitting the child with a belt was associated to conduct problems and to overall mental health problems among schoolchildren in the presence of other risk factors: child gender (male), parents/caretakers with mental health problems, and adverse socioeconomic conditions. The high prevalence of mental health problems among schoolchildren and its association with child-rearing methods and mental health problems among parents/caretakers indicate the need for psycho-educational interventions aimed to reduce physical abuse and mental health problems in childhood.

Effectiveness of Parental Skills Training on Worry, Anxiety and Self-Efficacy Beliefs of Single-Child and Multi-Child Parents

Directory of Open Access Journals (Sweden)

A Hajigholami Yazdi

2013-06-01

Full Text Available Introduction: Each family utilizes specific methods for personal and social education of their children. These methods that are called “Parenting style” are affected by various factors such as biological, cultural, social, political, and economic factors. The present study intends to investigate the effectiveness of parental skills training on worry, anxiety and self-efficacy beliefs of single-child and multi-child parents. Methods: In this experimental study, two private girls' school located in the city of Karaj, were randomly selected as the control and experimental groups. Parents of experimental group’s students (54 couples with a voluntary assignment participated in 8 training sessions. Data were obtained by General Self-efficacy Beliefs Questionnaire, Beck Anxiety Inventory (BAI, Penn State Worry Questionnaire (PSWQ which were then analyzed by t-test and ANOVA. Results: Results showed that there was not any significant difference in the pretest between single-child and multi-child parents. Regarding control and experimental groups, a significant difference has been detected between the pretest and posttest between two groups. Multifactor ANOVA test results also showed that the effect of parental skills training is significant on fear, anxiety and self-efficacy. But the number of children does not have any significant effect on the fear, anxiety and self-efficacy. Conclusion: Findings emphasize the necessity and importance of parental skills training to facilitate children nurture, decrease stress and worry resulting from parenting responsibility.

The Growing Trend of Reading Movements in Japan: Animacion a la Lectura, Ten-Minutes Reading in the Morning, and Reading Aloud by Parents.

Science.gov (United States)

Adachi, Sachiko

This study examines the growing trend of reading movements in Japan and their origins. There are three main movements: Animacion a la Lectura; Ten-Minutes Reading in the Morning; and Reading Aloud by Parents in schools. This paper reports on the three movements from a review of the literature, personal observations, and practice. The paper…

Reading Tips for Parents = Consejos practicos de lectura para los padre.

Science.gov (United States)

Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs.

This booklet for parents, in both English and Spanish, offers suggestions for helping their young children develop and improve their reading skills. The booklet first presents tips for helping infants or preschoolers be ready to read and ready to learn. Suggestions include talking to the infant or toddler, reading aloud starting at 6 months,…

Enhancing Parent-Child Relationship through Dialogic Reading

Science.gov (United States)

Ganotice, Fraide A., Jr.; Downing, Kevin; Mak, Teresa; Chan, Barbara; Lee, Wai Yip

2017-01-01

Dialogic reading (DR) has been identified as an effective strategy for enhancing children's literacy skills in Western and Asian contexts. Given that storytelling is a shared experience between adults and children, parent-child relationships is hypothesised to be enhanced by DR. Despite this possibility, there has been no systematic attempt to…

Physical activity and parents of very young children: The role of beliefs and social-cognitive factors.

Science.gov (United States)

Cowie, Eloise; White, Katherine; Hamilton, Kyra

2018-05-14

Despite the unequivocal benefits of regular physical activity, many parents engage in lower levels of physical activity (PA) following the birth of a child. Drawing on the theory of planned behaviour (TPB) and health action process approach (HAPA), an integrative model was developed to examine variables predicting PA in parents of very young children. In addition, key beliefs related to PA intentions and behaviour among parents of very young children were investigated. A prospective-correlational design with two waves of data collection, spaced one week apart, was adopted. Parents (N = 297) completed an online- or paper-based questionnaire assessing TPB global constructs and belief-based items as well as family social support and planning from the HAPA. One week later, parents self-reported their PA behaviour. Data were analysed using latent variable structural equation modelling. Findings revealed the model was a good fit to the data, accounting for 62% and 27% of the variance in PA intentions and behaviour, respectively. Attitude, subjective norm, and perceived behavioural control predicted intentions. Family social support failed to predict both planning and intentions. Physical activity was predicted by planning only, with an indirect effect occurring from intentions to behaviour through planning. A number of key beliefs on intentions and behaviour were also identified. This formative research provides further understanding of the factors that influence the PA behaviour of parents of very young children. Results provide targets for future interventions to increase PA for parents in a transition phase where PA levels decline. Statement of Contribution What is already known on this subject? Despite physical activity benefits, many parents are inactive following the birth of a child Social-cognitive models have demonstrated efficacy in predicting physical activity Weaknesses are inherent in the use of single theories to explain behaviour What does this study

A Guide to Reading Tips for Parents.

Science.gov (United States)

Department of Education, Washington, DC.

The No Child Left Behind program changes the federal role in education by asking America's schools to describe their success in terms of what each student accomplishes. The information in this reading guide was developed by the United States Department of Education to assist parents, caregivers, and teachers in understanding the importance of…

Reading and Teaching in an Urban Middle School: Preservice Teachers' Self-Efficacy Beliefs and Field-Based Experiences

Science.gov (United States)

Rogers-Haverback, Heather; Mee, Molly

2015-01-01

The purpose of this study was to investigate middle level preservice teacher self-efficacy beliefs in general, as well as in the domain of reading. The participants were 8 middle school preservice teachers enrolled in a state-mandated reading methods course and student teaching over the course of a year. As part of the yearlong internship, the…

Evaluative beliefs as mediators of the relationship between parental bonding and symptoms of paranoia and depression.

Science.gov (United States)

Valiente, Carmen; Romero, Nuria; Hervas, Gonzalo; Espinosa, Regina

2014-01-30

This study was aimed to explore the distinct pathways that lead to depression and paranoia. We first examined the association of dysfunctional parenting experiences and negative self-evaluations in depression and paranoia. Furthermore, we also examined whether different self-evaluative beliefs could mediate the relationships between dysfunctional parenting experiences (i.e. parental overprotection or lack of care) and the development of depression and paranoia. A sample composed of 55 paranoid patients, 38 depressed patients and 44 healthy controls completed the Parental Bonding Instrument (PBI), the Evaluative Beliefs Scale (EBS) and some clinical scales. Our analyses revealed that lack of parental care and negative self-self evaluations were associated with depression symptoms. Analyses also revealed that parental overprotection and negative other-self evaluations were associated with paranoid symptoms. Furthermore, negative self-self and other-self evaluations fully mediated the relationship of parental overprotection and paranoia, whereas negative self-self evaluations partially mediated the relationship between lack of parental care and depression. These findings suggest that distinct patterns of parental practices may contribute to the development of different dysfunctional schemas which in turn may lead to either depression or paranoia. © 2013 Published by Elsevier Ireland Ltd.

Chinese Parents' Beliefs about the Importance and Feasibility of Quality Early Childhood Inclusion

Science.gov (United States)

Hu, Bi Ying; Mak, Miranda Chi Kuan; Zhang, Chun; Fan, Xitao; Zhu, Jieling

2018-01-01

This study aims to explore Chinese parents' understanding about the importance and feasibility of quality pre-school inclusion and how these beliefs are affected by their levels of education and the types of disabilities in the Chinese socio-cultural and policy contexts. Findings support parents are highly supportive of the philosophy of…

Parent-Toddler Behavior and Language Differ When Reading Electronic and Print Picture Books.

Science.gov (United States)

Strouse, Gabrielle A; Ganea, Patricia A

2017-01-01

Little is known about the language and behaviors that typically occur when adults read electronic books with infants and toddlers, and which are supportive of learning. In this study, we report differences in parent and child behavior and language when reading print versus electronic versions of the same books, and investigate links between behavior and vocabulary learning. Parents of 102 toddlers aged 17-26 months were randomly assigned to read two commercially available electronic books or two print format books with identical content with their toddler. After reading, children were asked to identify an animal labeled in one of the books in both two-dimensional (pictures) and three-dimensional (replica objects) formats. Toddlers who were read the electronic books paid more attention, made themselves more available for reading, displayed more positive affect, participated in more page turns, and produced more content-related comments during reading than those who were read the print versions of the books. Toddlers also correctly identified a novel animal labeled in the book more often when they had read the electronic than the traditional print books. Availability for reading and attention to the book acted as mediators in predicting children's animal choice at test, suggesting that electronic books supported children's learning by way of increasing their engagement and attention. In contrast to prior studies conducted with older children, there was no difference between conditions in behavioral or off-topic talk for either parents or children. More research is needed to determine the potential hazards and benefits of new media formats for very young children.

Successful Reading Strategies To Meet the Texas Reading Initiative Components: A Literary Review and Manual for Administrators, Teachers, and Parents.

Science.gov (United States)

Baker, Bridget; Karr-Kidwell, PJ

This paper provides a literary review and research-based techniques for teaching reading. The paper also examines the different philosophies of reading to ascertain beneficial commonalities. Based on the literature review, a manual was produced to support administrators, teachers, and parents in securing quality reading instruction. Appendix A…

Key beliefs influencing young drivers' engagement with social interactive technology on their smartphones: A qualitative study.

Science.gov (United States)

Gauld, Cassandra S; Lewis, Ioni M; White, Katherine M; Watson, Barry

2016-01-01

The main aim of this study was to identify young drivers' underlying beliefs (i.e., behavioral, normative, and control) regarding initiating, monitoring/reading, and responding to social interactive technology (i.e., functions on a Smartphone that allow the user to communicate with other people). This qualitative study was a beliefs elicitation study in accordance with the theory of planned behavior and sought to elicit young drivers' behavioral (i.e., advantages, disadvantages), normative (i.e., who approves, who disapproves), and control beliefs (i.e., barriers, facilitators) that underpin social interactive technology use while driving. Young drivers (N = 26) aged 17 to 25 years took part in an interview or focus group discussion. Though differences emerged between the 3 behaviors of initiating, monitoring/reading, and responding for each of the behavioral, normative, and control belief categories, the strongest distinction was within the behavioral beliefs category (e.g., communicating with the person that they were on the way to meet was an advantage of initiating; being able to determine whether to respond was an advantage of monitoring/reading; and communicating with important people was an advantage of responding). Normative beliefs were similar for initiating and responding behaviors (e.g., friends and peers more likely to approve than other groups) and differences emerged for monitoring/reading (e.g., parents were more likely to approve of this behavior than initiating and responding). For control beliefs, there were differences between the beliefs regarding facilitators of these behaviors (e.g., familiar roads and conditions facilitated initiating; having audible notifications of an incoming communication facilitated monitoring/reading; and receiving a communication of immediate importance facilitated responding); however, the control beliefs that presented barriers were consistent across the 3 behaviors (e.g., difficult traffic/road conditions). The

Parents' Play Beliefs and Engagement in Young Children's Play at Home

Science.gov (United States)

Lin, Xunyi; Li, Hui

2018-01-01

Play is a fundamental concept in early childhood development and education. As partners in the child's learning, parents play a crucial role in how play is defined, valued, and practised. The present study explores the constructs of parents' beliefs about and engagement in young children's play in two coastal cities in China. A sample of 483…

Beliefs about Parental Authority Legitimacy among Refugee Youth in Jordan: Between- and Within-Person Variations

Science.gov (United States)

Smetana, Judith G.; Ahmad, Ikhlas; Wray-Lake, Laura

2016-01-01

We examined within- and between-person variations in parental legitimacy beliefs in a sample of 883 Arab refugee youth (M[subscript age] = 15.01 years, SD = 1.60), 277 Iraqis, 275 Syrians, and 331 Palestinians, in Amman, Jordan. Latent profile analyses of 22 belief items yielded 4 profiles of youth. The "normative" profile (67% of the…

Parents' Beliefs and Commitments towards Formal Education and Participation in Book-Sharing Interactions amongst Rural Mayan Parents of First Grade Children

Science.gov (United States)

Nieto, Ana Maria

2016-01-01

As Western schooling continues to expand and reach remote communities, it is imperative to understand rural parents' beliefs about formal education and the ways in which they can support their children's schooling. Sociodemographic changes in rural communities have been connected to shifts in parents' cultural values and practices (Greenfield,…

"Emotions Are a Window into One's Heart": A Qualitative Analysis of Parental Beliefs about Children's Emotions across Three Ethnic Groups

Science.gov (United States)

Parker, Alison E.; Halberstadt, Amy G.; Dunsmore, Julie C.; Townley, Greg; Bryant, Alfred, Jr.; Thompson, Julie A.; Beale, Karen S.

2012-01-01

We conducted a qualitative study to explore parental beliefs about emotions in the family across three cultures (African American, European American, and Lumbee American Indian), using the underutilized yet powerful methodology of focus groups. The main goal of this monograph is to understand parents' beliefs about the role of emotions in the…

Religious and Political Conservatism and Beliefs About Same-Sex Parenting in Portugal

Directory of Open Access Journals (Sweden)

Pedro Alexandre Costa

2014-03-01

Full Text Available AimDuring the last decade, there have been political changes regarding the rights of Lesbian, Gay, Bisexual, and Transgender (LGBT individuals in Portugal, such as the right to marry. However, parenting by same-sex couples is not legally allowed. The purpose of this study was to assess Portuguese heterosexuals’ beliefs about same-sex parenting, and the role of religious and political conservatism in shaping these beliefs.MethodA total of 993 participants, aged between 18 and 69 years (M = 34; SD = 11, responded to one of three questionnaires that included a case vignette depicting a different-sex, a female same-sex, or a male same-sex couple wishing to adopt a child. Participants were then asked to evaluate whether the couple would be suitable to adopt a child, and whether they anticipated any social and emotional problems with the child.ResultsParticipants consistently anticipated more children’s social and emotional problems if they were adopted by a same-sex couple. Men evaluated same-sex couples less favourably than women, and even less so the male same-sex couple.ConclusionIt was found that both religious conservatism and right-wing political leaning were associated with more sexual prejudicial beliefs regarding same-sex couples.

Parental Beliefs and Experiences Regarding Involvement in Intervention for Their Child with Speech Sound Disorder

Science.gov (United States)

Watts Pappas, Nicole; McAllister, Lindy; McLeod, Sharynne

2016-01-01

Parental beliefs and experiences regarding involvement in speech intervention for their child with mild to moderate speech sound disorder (SSD) were explored using multiple, sequential interviews conducted during a course of treatment. Twenty-one interviews were conducted with seven parents of six children with SSD: (1) after their child's initial…

Parental Beliefs Concerning Development and Education, Family Educational Practices and Children's Intellectual and Academic Performances

Science.gov (United States)

Tazouti, Youssef; Malarde, Amelie; Michea, Aurelie

2010-01-01

The present study examines the relationships between parental beliefs relating to development and education, parenting practices, and the intellectual and academic performances of children. Data were collected for 128 families with a child in the second or third year of primary school. Investigations of the factors affecting the children's…

Activity-related parenting practices: development of the Parenting Related to Activity Measure (PRAM) and links with mothers' eating psychopathology and compulsive exercise beliefs.

Science.gov (United States)

Haycraft, Emma; Powell, Faye; Meyer, Caroline

2015-01-01

This is a two-study paper that developed a measure to assess parenting practices related to children's physical activity and explored maternal predictors of such parenting practices. Study 1: A self-report measure of parents' activity-related practices (the Parenting Related to Activity Measure) was developed, and a principal component analysis was carried out using data from 233 mothers of 4.5- to 9-year-old children. The results supported a six-factor model and yielded the following subscales: Responsibility/monitoring; Activity regulation; Control of active behaviours; Overweight concern; Rewarding parenting; and Pressure to exercise. Study 2: Mothers (N = 170) completed the Parenting Related to Activity Measure, alongside measures of eating psychopathology and compulsive exercise, to identify predictors of activity-related parenting practices. Mothers' eating psychopathology and exercise beliefs predicted activity parenting practices with their sons and daughters, but different predictors were seen for mothers of daughters versus sons. Mothers' eating and exercise attitudes are important predictors of their activity-related parenting practices, particularly with girls. Identifying early interactions around activity/exercise could be important in preventing the development of problematic beliefs about exercise, which are often a key symptom of eating disorders. Copyright © 2014 John Wiley & Sons, Ltd and Eating Disorders Association. Copyright © 2014 John Wiley & Sons, Ltd and Eating Disorders Association.

The Role of Parenting Styles and Teacher Interactional Styles in Children's Reading and Spelling Development

Science.gov (United States)

Kiuru, Noona; Aunola, Kaisa; Torppa, Minna; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Niemi, Pekka; Viljaranta, Jaana; Lyyra, Anna-Liisa; Leskinen, Esko; Tolvanen, Asko; Nurmi, Jari-Erik

2012-01-01

This study examined the associations between parenting styles, teacher interactional styles, and children's reading and spelling skills. The sample consisted of 864 Finnish-speaking children and their parents (864 mothers, 864 fathers) and teachers ("N" = 123). Children's risk for reading disabilities and reader status were assessed in…

More than pretty pictures? How illustrations affect parent-child story reading and children's story recall

Science.gov (United States)

Greenhoot, Andrea Follmer; Beyer, Alisa M.; Curtis, Jennifer

2014-01-01

Previous research showed that story illustrations fail to enhance young preschoolers' memories when they accompany a pre-recorded story (e.g., Greenhoot and Semb, 2008). In this study we tested whether young children might benefit from illustrations in a more interactive story-reading context. For instance, illustrations might influence parent-child reading interactions, and thus children's story comprehension and recall. Twenty-six 3.5- to 4.5-year-olds and their primary caregivers were randomly assigned to an Illustrated or Non-Illustrated story-reading condition, and parents were instructed to “read or tell the story” as they normally would read with their child. Children recalled the story after a distracter and again after 1 week. Analyses of the story-reading interactions showed that the illustrations prompted more interactive story reading and more parent and child behaviors known to predict improved literacy outcomes. Furthermore, in the first memory interview, children in the Illustrated condition recalled more story events than those in the Non-Illustrated condition. Story reading measures predicted recall, but did not completely account for picture effects. These results suggest that illustrations enhance young preschoolers' story recall in an interactive story reading context, perhaps because the joint attention established in this context supports children's processing of the illustrations. PMID:25101018

Do we see eye to eye? Chinese mothers' and fathers' parenting beliefs and values for toddlers in Canada and China.

Science.gov (United States)

Chuang, Susan S; Su, Yanjie

2009-06-01

This study explores maternal and paternal parenting practices (authoritative or authoritarian) and parental values and goals for toddlers among Chinese mothers and fathers in Canada and China. The participants included 126 families of 1-year-old toddlers (67 Chinese Canadians and 59 mainland Chinese). The findings revealed that Chinese Canadian parents were more supportive of authoritative practices, and Chinese parents were more likely to support authoritarian practices. Between mothers and fathers, gender differences were found within countries. Interparental agreement for parenting beliefs varied by infant gender and country. For parental values, parents generally endorsed self-confidence as the most important trait for their toddlers. Endorsement of other traits (collectivistic and individualistic) varied in importance. Links among parenting beliefs and desired personality traits for their children were also explored. Copyright 2009 APA, all rights reserved.

Beliefs and expectations of Canadian parents who bring febrile children for medical care.

Science.gov (United States)

Enarson, Mark C; Ali, Samina; Vandermeer, Ben; Wright, Robert B; Klassen, Terry P; Spiers, Judith A

2012-10-01

The purpose of this survey was to study the beliefs, expectations, and satisfaction of Canadian parents regarding fever and the treatment of their febrile children. A survey was developed exploring caregiver beliefs and treatment strategies, as well as expectations and satisfaction with medical care. Some items were modeled after previous studies to allow comparison. Caregivers with febrile children were recruited from 2005 to 2007 at 3 urgent care centers and emergency departments in Edmonton, Canada: a pediatric emergency department (n = 376), an urban urgent care center (n = 227), and a suburban urgent care clinic (n = 173). High and rapidly rising temperature, as well as physical symptoms associated with fever, caused concern in most parents surveyed. Seventy-four percent of parents felt that the elevated temperature from fever was dangerous and 90.3% always try to treat it. Forty degrees Celsius was the most commonly sited threshold for danger. Identifying the cause (80.6%) and seriousness (87.4%) of fever were the most com-mon stressors identified. Caregivers expected to receive information about the child's illness and appropriate treatment. The parents most often wanted information about febrile seizures and the potential dangers of febrile illness. Only 16.7% of caregivers expected anti-biotics. Nearly 92% of subjects were usually satisfied with medical care. Fever phobia continues to be a significant issue for Canadian parents. As a result, they treat fever aggressively and often seek medical attention. Good communication is important for medical staff caring for febrile children and typically leads to satisfied parents.

The role of parents in the ontogeny of achievement-related motivation and behavioral choices.

Science.gov (United States)

Simpkins, Sandra D

2015-06-01

Parents believe what they do matters. But, how does it matter? How do parents' beliefs about their children early on translate into the choices those children make as adolescents? The Eccles' expectancy–value model asserts that parents' beliefs about their children during childhood predict adolescents' achievement-related choices through a sequence of processes that operate in a cumulative, cascading fashion over time. Specifically, parents' beliefs predict parents' behaviors that predict their children's motivational beliefs. Those beliefs predict children's subsequent choices. Using data from the Childhood and Beyond Study (92% European American; N = 723), we tested these predictions in the activity domains of sports, instrumental music, mathematics, and reading across a 12-year period. In testing these predictions, we looked closely at the idea of reciprocal influences and at the role of child gender as a moderator. The cross-lagged models generally supported the bidirectional influences described in Eccles' expectancy-value model. Furthermore, the findings demonstrated that: (a) these relations were stronger in the leisure domains than in the academic domains, (b) these relations did not consistently vary based on youth gender, (c) parents were stronger predictors of their children's beliefs than vice versa, and (d) adolescents' beliefs were stronger predictors of their behaviors than the reverse. The findings presented in this monograph extend our understanding of the complexity of families, developmental processes that unfold over time, and the extent to which these processes are universal across domains and child gender.

Chinese and European American Mothers' Beliefs about the Role of Parenting in Children's School Success.

Science.gov (United States)

Chao, Ruth K.

1996-01-01

Compared 48 immigrant Chinese and 50 European American mothers of preschool-age children on their perspectives on the role of parenting in their children's school success. Findings reveal Chinese immigrants have a high regard for education and a belief in a strong parental role, while European Americans regard social skills and self-esteem of…

Gender Differences in How Family Income and Parental Education Relate to Reading Achievement in China: The Mediating Role of Parental Expectation and Parental Involvement

Directory of Open Access Journals (Sweden)

Xiaolin Guo

2018-05-01

Full Text Available The impact of social economic status (SES on children's academic outcomes has been well documented. However, the mechanisms underlying this relationship remain poorly understood. Furthermore, the process by which SES relates to academic achievement needs to be studied separately for boys and girls. Using a sample of 598 Chinese children (299 boys, 299 girls in grades 4 to 6 and their parents, this study examined the process of how family SES, specifically family income and parental education, indirectly relates to children's reading achievement through parental expectation and parental involvement and whether this process differs between boys and girls. The results revealed that parental expectation and specific parental involvement behaviors played critical mediating roles between family SES and reading achievement. Moreover, the exact nature of these links differed by the gender of children. For boys, both the effect of parental education and the effect of family income were partially mediated by parental expectation and parent-child communication orderly. For girls, the effect of parental education was partially mediated by three separate pathways: (1 home monitoring; (2 parent-child communication; and (3 parental expectation followed by parent-child communication, while the effect of family income was fully mediated by parent-child communication. These findings suggest a process through which SES factors are related to children's academic development and identify a context under which these associations may differ. The practical implications of these findings are discussed, along with possible future research directions.

Gender Differences in How Family Income and Parental Education Relate to Reading Achievement in China: The Mediating Role of Parental Expectation and Parental Involvement.

Science.gov (United States)

Guo, Xiaolin; Lv, Bo; Zhou, Huan; Liu, Chunhui; Liu, Juan; Jiang, Kexin; Luo, Liang

2018-01-01

The impact of social economic status (SES) on children's academic outcomes has been well documented. However, the mechanisms underlying this relationship remain poorly understood. Furthermore, the process by which SES relates to academic achievement needs to be studied separately for boys and girls. Using a sample of 598 Chinese children (299 boys, 299 girls) in grades 4 to 6 and their parents, this study examined the process of how family SES, specifically family income and parental education, indirectly relates to children's reading achievement through parental expectation and parental involvement and whether this process differs between boys and girls. The results revealed that parental expectation and specific parental involvement behaviors played critical mediating roles between family SES and reading achievement. Moreover, the exact nature of these links differed by the gender of children. For boys, both the effect of parental education and the effect of family income were partially mediated by parental expectation and parent-child communication orderly. For girls, the effect of parental education was partially mediated by three separate pathways: (1) home monitoring; (2) parent-child communication; and (3) parental expectation followed by parent-child communication, while the effect of family income was fully mediated by parent-child communication. These findings suggest a process through which SES factors are related to children's academic development and identify a context under which these associations may differ. The practical implications of these findings are discussed, along with possible future research directions.

Dysfunctional Relationship Beliefs in Parent-Late Adolescent Relationship and Conflict Resolution Behaviors

Science.gov (United States)

Hamamci, Zeynep

2007-01-01

The purpose of this study is to investigate the role of dysfunctional relationships beliefs on both the perceptions of their relationships with the parents and conflict resolution behaviors of late adolescence. The sample was consisted of 372 Turkish university students (248 women and 124 men). Interpersonal Cognitive Distortions Scale,…

Parents' beliefs about appropriate infant size, growth and feeding behaviour: implications for the prevention of childhood obesity

Directory of Open Access Journals (Sweden)

Swift Judy A

2010-11-01

Full Text Available Abstract Background A number of risk factors are associated with the development of childhood obesity which can be identified during infancy. These include infant feeding practices, parental response to infant temperament and parental perception of infant growth and appetite. Parental beliefs and understanding are crucial determinants of infant feeding behaviour; therefore any intervention would need to take account of their views. This study aimed to explore UK parents' beliefs concerning their infant's size, growth and feeding behaviour and parental receptiveness to early intervention aimed at reducing the risk of childhood obesity. Method Six focus groups were undertaken in a range of different demographic localities, with parents of infants less than one year of age. The focus groups were audio-recorded, transcribed verbatim and thematic analysis applied using an interpretative, inductive approach. Results 38 parents (n = 36 female, n = 2 male, age range 19-45 years (mean 30.1 years, SD 6.28 participated in the focus groups. 12/38 were overweight (BMI 25-29.99 and 8/38 obese (BMI >30. Five main themes were identified. These were a parental concern about breast milk, infant contentment and growth; b the belief that the main cause of infant distress is hunger is widespread and drives inappropriate feeding; c rationalisation for infants' larger size; d parental uncertainty about identifying and managing infants at risk of obesity and e intentions and behaviour in relation to a healthy lifestyle. Conclusions There are a number of barriers to early intervention with parents of infants at risk of developing obesity. Parents are receptive to prevention prior to weaning and need better support with best practice in infant feeding. In particular, this should focus on helping them understand the physiology of breast feeding, how to differentiate between infant distress caused by hunger and other causes and the timing of weaning. Some parents also need

Understanding Relations among Children's Shy and Antisocial/Aggressive Behaviors and Mothers' Parenting: The Role of Maternal Beliefs

Science.gov (United States)

Evans, Cortney A.; Nelson, Larry J.; Porter, Christin L.; Nelson, David A.; Hart, Craig H.

2012-01-01

This study assesses the relationships between children's shy and antisocial/aggressive behaviors and maternal beliefs, and concomitant parenting behaviors. Structural equation models examined 199 mothers' perceptions of aggression and shyness in their preschool-age children (average age = 59.63 months); maternal beliefs (i.e., locus of control,…

Communicating Risk with Parents: Exploring the Methods and Beliefs of Outdoor Education Coordinators in Victoria, Australia

Science.gov (United States)

Dallat, Clare

2009-01-01

This paper examines the risk communication strategies currently being employed by seven outdoor education co-ordinators in Government schools in Victoria, Australia. Of particular interest are the beliefs and assumptions held by these co-ordinators in relation to communicating risk with parents. Current policy stipulates that parents must be…

Parent-Child Aesthetic Shared Reading with Young Children

Science.gov (United States)

Chou, Mei-Ju; Cheng, Jui-Ching

2015-01-01

The participation of parents-shared reading with children is a topic that has generated a lot of attention among many researchers in the world. For the use of picture story books, which have caused positive impact on the child's learning process, has also been recommended as the best strategies to develop children's aesthetic ability. The purpose…

Individual Differences in Early Adolescents' Beliefs in the Legitimacy of Parental Authority

Science.gov (United States)

Kuhn, Emily S.; Laird, Robert D.

2011-01-01

Adolescents differ in the extent to which they believe that parents have legitimate authority to impose rules restricting adolescents' behavior. The purpose of the current study was to test predictors of individual differences in legitimacy beliefs during the middle school years. Annually, during the summers following Grades 5, 6, and 7, early…

Parents of preschoolers: expert media recommendations and ratings knowledge, media-effects beliefs, and monitoring practices.

Science.gov (United States)

Funk, Jeanne B; Brouwer, Jason; Curtiss, Kathleen; McBroom, Evan

2009-03-01

Given the increase in screen media targeted at the very young, the purpose of this study was to examine preschooler parents' knowledge about expert recommendations for young children's screen media experience, their knowledge of specific screen media ratings, their beliefs about screen media effects, and actual monitoring practices. Parents of 94 children education, age and gender of child, and parents' perceptions of their child's favorite television show and favorite video or computer game. Eleven multiple-choice questions assessed the respondent's knowledge of expert recommendations for screen media for preschoolers and the meaning of television and video game content ratings. Fourteen questions addressed the typical amount of their preschooler's screen media exposure, parental rules regarding screen media use, and parents' beliefs about appropriate use of screen media for preschoolers. Preschoolers were exposed to an average of approximately 12 hours of screen media in a typical week. Parents believe that media do have either short- or long-term effects on preschoolers. Performance on factual questions was poor (mean score: 2.83 of 11). In particular, only 34% of the parents correctly identified the expert recommendation for children >2 years of age. Parents should continue to be educated about the need for preschoolers to participate in activities that promote language development, socialization, imagination, and physical activity. Although professionals should work to improve the ratings, and ultimately to implement a universal ratings system for all screen media, parents need to be encouraged to improve their understanding of current recommendations for screen media exposure and television and video game ratings.

Evidence-Based Identification of Key Beliefs Explaining Infant Male Circumcision Motivation Among Expectant Parents in Zimbabwe: Targets for Behavior Change Messaging.

Science.gov (United States)

Montaño, Daniel E; Tshimanga, Mufuta; Hamilton, Deven T; Gorn, Gerald; Kasprzyk, Danuta

2018-02-01

Slow adult male circumcision uptake is one factor leading some to recommend increased priority for infant male circumcision (IMC) in sub-Saharan African countries. This research, guided by the integrated behavioral model (IBM), was carried out to identify key beliefs that best explain Zimbabwean parents' motivation to have their infant sons circumcised. A quantitative survey, designed from qualitative elicitation study results, was administered to independent representative samples of 800 expectant mothers and 795 expectant fathers in two urban and two rural areas in Zimbabwe. Multiple regression analyses found IMC motivation among fathers was explained by instrumental attitude, descriptive norm and self-efficacy; while motivation among mothers was explained by instrumental attitude, injunctive norm, descriptive norm, self-efficacy, and perceived control. Regression analyses of beliefs underlying IBM constructs found some overlap but many differences in key beliefs explaining IMC motivation among mothers and fathers. We found differences in key beliefs among urban and rural parents. Urban fathers' IMC motivation was explained best by behavioral beliefs, while rural fathers' motivation was explained by both behavioral and efficacy beliefs. Urban mothers' IMC motivation was explained primarily by behavioral and normative beliefs, while rural mothers' motivation was explained mostly by behavioral beliefs. The key beliefs we identified should serve as targets for developing messages to improve demand and maximize parent uptake as IMC programs are rolled out. These targets need to be different among urban and rural expectant mothers and fathers.

The Effects of Social Norms on Parents' Reading Behaviour at Home with Their Child

Science.gov (United States)

Colgate, Orla; Ginns, Paul

2016-01-01

Currently, parental involvement research considers parents as individuals, and gives little consideration to them as a collective body, including how, as a group, they might influence each other. This study examined the influence of parent social norms on parents' home reading behaviour with their child. Two quasi-experiments conducted in two…

Ethnic Group Differences in Early Head Start Parents Parenting Beliefs and Practices and Links to Children's Early Cognitive Development

Science.gov (United States)

Keels, Micere

2009-01-01

Data from the Early Head Start Research and Evaluation study were used to examine the extent to which several factors mediate between- and within-ethnic-group differences in parenting beliefs and behaviors, and children's early cognitive development (analysis sample of 1198 families). The findings indicate that Hispanic-, European-, and…

Parent--child joint picture-book reading among children with ADHD.

Science.gov (United States)

Leonard, Melinda A; Lorch, Elizabeth P; Milich, Richard; Hagans, Neomia

2009-01-01

Children with AD/HD exhibit two disparate areas of difficulty: disrupted interactions with parents and significant problems in story comprehension. This study links these two difficulties by examining parent-child joint picture-book reading to determine whether there were diagnostic group differences in parent and child storytelling. Parents of 25 children with ADHD and 39 comparison children (mean age = 7.5 years) told their children a story based on a wordless picture-book, and children then retold the story to an examiner from memory. Parents in both groups told stories of similar length and complexity and demonstrated similar affective and responsive quality. The length of the child's retell of the parent's story did not differ across groups but children with ADHD included fewer goal-based events. RESULTS are discussed in terms of implications for enhancing the quality and frequency of parent-child storytelling among children with ADHD.

The relation between perceived parental involvement and academic achievement: the roles of Taiwanese students' academic beliefs and filial piety.

Science.gov (United States)

Chen, Wei-Wen; Ho, Hsiu-Zu

2012-01-01

The excellent academic performance among East-Asian students has drawn international attention from educators and psychologists. However, the process that underlies student academic achievement for this particular group has rarely been documented. The present study examines how the relation between perceived parental involvement and Taiwanese students' academic achievement is mediated by student academic beliefs (i.e., beliefs about effort, academic self-concept, and perceived control). The study further explores whether this mediating effect varies with types of filial piety. Participants were 468 first-year students from colleges and universities in Taiwan. Multiple-group mediating models were analyzed using structural equation modeling (SEM). Results indicated that, for the Taiwanese sample, students' academic beliefs mediated the relation between perceived parental involvement and academic achievement. Furthermore, the mediational effect was significant for the reciprocal filial type, but not for the authoritarian filial type. The importance of the quality of the parent-child relationship and the internalization process related to children's assumptions of their parents' educational values indicate the need for a contextual view when examining predictors of student academic achievement.

More than pretty pictures? How illustrations affect parent-child story reading and children’s story recall

Directory of Open Access Journals (Sweden)

Andrea Follmer Greenhoot

2014-07-01

Full Text Available Previous research showed that story illustrations fail to enhance young preschoolers’ memories when they accompany a pre-recorded story (e.g., Greenhoot & Semb, 2008. In this study we tested whether young children might benefit from illustrations in a more interactive story-reading context. For instance, illustrations might influence parent-child reading interactions, and thus children’s story comprehension and recall. Twenty-six 3.5- to 4.5-year-olds and their primary caregivers were randomly assigned to an Illustrated or Non-Illustrated story-reading condition, and parents were instructed to read or tell the story as they normally would read with their child. Children recalled the story after a distracter and again after one week. Analyses of the story-reading interactions showed that the illustrations prompted more interactive story reading and more parent and child behaviors known to predict improved literacy outcomes. Furthermore,in the first memory interview, children in the Illustrated condition recalled more story events than those in the Non-Illustrated condition. Story reading measures predicted recall, but did not completely account for picture effects. These results suggest that illustrations enhance young preschoolers’ story recall in an interactive story reading context, perhaps because the joint attention established in this context supports children’s processing of the illustrations.

Impacts of a book reading club intervention on enhancing parents' positive thinking.

Science.gov (United States)

Hong, Zuway-R; Lin, Huann-shyang

2012-03-01

This study investigated the effects of participating in a book reading club on improving parents' positive interactions with children and positive thinking. A total of 85 parent volunteers were randomized into the experimental or comparison group. The Parent Questionnaire was used to measure positive thinking and interaction with children. Additionally interview results were used to triangulate and elucidate the findings. The findings revealed a positive impact on parents' positive thinking and interaction with children and that these were significant predictors of parents' positive thinking. Implications and recommendations are presented.

Urban-rural inequities in the parental attitudes and beliefs towards Human papillomavirus infection, cervical cancer and HPV vaccine in Mysore, India.

Science.gov (United States)

Degarege, Abraham; Krupp, Karl; Fennie, Kristopher; Li, Tan; Stephens, Dionne P; Marlow, Laura A V; Srinivas, Vijaya; Arun, Anjali; Madhivanan, Purnima

2018-03-26

The aim of this study was to compare the parental attitudes and beliefs about HPV, cervical cancer and HPV vaccine between urban and rural areas, India. Cross sectional SETTING: Mysore, India PARTICIPANTS: Parents of school going adolescent girls INTERVENTION: Parents completed a self-administered questionnaire MAIN OUTCOME MEASURES: : Attitudes and beliefs about HPV, cervical cancer and HPV vaccine RESULTS: A total of 1609 parents from urban (n=778) and rural (n=831) areas participated in this study. Majority of the parents had never heard about HPV (73.6%), did not know that their daughters could get an HPV infection (62.7%) or cervical cancer (64.1%) in the future, and believed that HPV vaccine was not effective (67.1%). Parents living in the urban area were more likely to believe that HPV infection (adjusted Odds Ratio [aOR] 2.69; 95%CI:1.43, 5.06) and cervical cancer (aOR 2.68; 95%CI:1.83, 3.91) could cause serious health problems than those living in the rural area. The odds of agreeing that HPV vaccination will make girls sexually active was lower among urban than rural parents (aOR 0.55; 95%CI:0.33, 0.94). There was no significant difference among parents in the urban and rural areas in their beliefs about susceptibility of their daughter to HPV infection or cervical cancer, and beliefs about the safety and ability of HPV vaccine to protect cervical cancer. Rural parents might be reluctant to recommend behaviors that can help prevent HPV infection and cervical cancer such as HPV vaccination for their daughters. Copyright © 2018. Published by Elsevier Inc.

Parental Educational Attainment and Offspring Subjective Well-being and Self-Beliefs in Older Adulthood.

Science.gov (United States)

Sutin, Angelina R; Stephan, Yannick; Terracciano, Antonio

2018-07-01

This research examines whether parental educational attainment and subjective childhood socioeconomic status (SES) is associated with adult offspring well-being and self-beliefs (broadly defined). Participants from the Health and Retirement Study were included if they completed the leave-behind questionnaire in 2006 or 2008 ( N =10,827; M age =68.38; SD =9.81; range=50-101). Participants reported on their own and both parents educational attainment, subjective childhood financial situation, and financial difficulties in childhood at study entry and on well-being in 2006/2008. Linear regression was used to examine the association between offspring education, parental education, childhood SES and three aspects of well-being and self-beliefs: positive affect (e.g., positive emotions, optimism), negative affect (e.g., loneliness, hostility), and cognitive evaluation (e.g., life satisfaction). Participants with more education reported higher well-being (median β=.12). Parental educational attainment, subjective childhood SES, and a significant financial event during childhood were associated with more positive affect, less negative affect, and higher life satisfaction (median β=.05); these associations held controlling for offspring education. The educational and financial environment of childhood may hamper well-being into older adulthood; the offspring's own experiences and achievements do not completely attenuate the association with these aspects of the childhood environment.

How Parents Read Counting Books and Non-numerical Books to Their Preverbal Infants: An Observational Study.

Science.gov (United States)

Goldstein, Alison; Cole, Thomas; Cordes, Sara

2016-01-01

Studies have stressed the importance of counting with children to promote formal numeracy abilities; however, little work has investigated when parents begin to engage in this behavior with their young children. In the current study, we investigated whether parents elaborated on numerical information when reading a counting book to their preverbal infants and whether developmental differences in numerical input exist even in the 1st year of life. Parents and their 5-10 months old infants were asked to read, as they would at home, two books to their infants: a counting book and another book that did not have numerical content. Parents' spontaneous statements rarely focused on number and those that did consisted primarily of counting, with little emphasis on labeling the cardinality of the set. However, developmental differences were observed even in this age range, such that parents were more likely to make numerical utterances when reading to older infants. Together, results are the first to characterize naturalistic reading behaviors between parents and their preverbal infants in the context of counting books, suggesting that although counting books promote numerical language in parents, infants still receive very little in the way of numerical input before the end of the 1st year of life. While little is known regarding the impact of number talk on the cognitive development of young infants, the current results may guide future work in this area by providing the first assessment of the characteristics of parental numerical input to preverbal infants.

Children with paralytic poliomyelitis: a cross-sectional study of knowledge, attitudes and beliefs of parents in Zamfara state, Nigeria.

Science.gov (United States)

Ogwumike, Omoyemi O; Kaka, Bashir; Adeniyi, Ade F

2012-10-22

Nigeria is one of the major African countries in which incidences of polio infection persist in spite of several eradication efforts. The preponderance of paralytic poliomyelitis particularly in the northern part of Nigeria raises the question as to whether parents of children affected with polio know how polio is contracted and spread, whether having a disabled child affects the parents' attitude towards these children, and what they believe about poliomyelitis in view of their socio-cultural and belief system in the sub-region. Zamfara State, in the north-west of Nigeria is one of the endemic areas where resistance to the global campaign on polio eradication was very high. Therefore this study was conducted to investigate the knowledge, attitudes and beliefs of parents/primary caregivers of children affected with paralytic poliomyelitis in Zamfara State. This study is a cross-sectional survey in which the multistage probability sampling technique was used to randomly select two local government areas in Zamfara State where consenting parents/primary caregivers of children with paralytic poliomyelitis were purposively selected. The knowledge, attitudes and beliefs of parents were assessed with the aid of a 4-part 52-item structured researcher administered questionnaire and the data obtained were analyzed. Two hundred and seventeen parents/primary caregivers participated in the study. One hundred and forty-two, (65.4%) reported good, 51 (23.8%) reported fair, while 24 (11%) of participants reported poor knowledge of paralytic poliomyelitis. More respondents 120 (55.3%) showed a positive attitude towards children with paralytic poliomyelitis. Younger age (P=0.016) and paid employment (P=0.020) were positively associated with good knowledge of paralytic poliomyelitis. Female gender (P=0.020), higher educational level (P=0.015), being employed (P=0.010) and having from middle to high household income (P=0.016) were positively associated with a positive attitude toward

Do changes in socialization lead to decline in reading level? How parents, literary education, and popular culture affect the level of books read

NARCIS (Netherlands)

Verboord, Marc; Rees, Kees van

2003-01-01

The influence of reading socialization on the level of books read in adult life was investigated for birth cohorts who finished secondary education between 1975 and 1998. Three forms of reading socialization were taken into account: socialization in the parental home, literary socialization at

Peer Status in Boys With and Without Attention-Deficit Hyperactivity Disorder: Predictions from Overt and Covert Antisocial Behavior, Social Isolation, and Authoritative Parenting Beliefs.

Science.gov (United States)

Hinshaw, Stephen P; Zupan, Brian A; Simmel, Cassandra; Nigg, Joel T; Melnick, Sharon

1997-10-01

Because of the centrality of peer relationship difficulties for children with attentiondeficit hyperactivity disorder (ADHD), we investigated behavioral (overt and covert antisocial activity), internalizing (self-reports and observed social isolation), and familial (authoritative, authoritarian, and permissive parenting beliefs) predictors of peer sociometric nominations among previously unfamiliar, ethnically diverse ADHD (N=73) and comparison (N=60) boys, aged 6-12 years. Authoritative maternal parenting beliefs and negatively weighted social isolation explained significant variance in positive peer regard; aggression, covert behavior, and authoritative parenting beliefs were the independent predictors of both negative peer status and peer social preference. We extended such predictions with statistical control of (1) child cognitive variables, (2) maternal psychopathology, and (3) ADHD boys, but authoritative parenting beliefs were stronger predictors in ADHD than in comparison youth. We discuss family-peer linkages regarding peer competence.

Using the Health Belief Model to Explain Mothers? and Fathers? Intention to Participate in Universal Parenting Programs

OpenAIRE

Salari, Raziye; Filus, Ania

2016-01-01

Using the Health Belief Model (HBM) as a theoretical framework, we studied factors related to parental intention to participate in parenting programs and examined the moderating effects of parent gender on these factors. Participants were a community sample of 290 mothers and 290 fathers of 5- to 10-year-old children. Parents completed a set of questionnaires assessing child emotional and behavioral difficulties and the HBM constructs concerning perceived program benefits and barriers, percei...

Parents' job insecurity affects children's grade performance through the indirect effects of beliefs in an unjust world and negative mood.

Science.gov (United States)

Barling, J; Mendelson, M B

1999-10-01

The authors postulated a model in which children's perceptions of their parents' job insecurity indirectly affect their grade performance through the effects of beliefs in an unjust world and negative mood. A total of 127 undergraduate students (55 male, 72 female) completed questionnaires on their perceptions of their parents' job insecurity and their own beliefs in an unjust world and negative mood. The parents reported on their own job insecurity. In addition, students provided their course grades from the previous semester 3 months after completing the questionnaires. Support for the proposed model was provided using LISREL 8.

Parental beliefs and practices regarding childhood fever in Turkish primary care.

Science.gov (United States)

Yavuz, E; Yayla, E; Cebeci, S E; Kırımlı, E; Gümüştakım, R Ş; Çakır, L; Doğan, S

2017-01-01

Fever is a very common problem in pediatric age and is one of the most common reasons parents seek medical attention. We aimed to investigate beliefs, habits, and concerns of Turkish parents regarding their children's fever. We performed a cross-sectional survey which was conducted as face-to-face interviews by family physicians from April to June 2014 in family healthcare centers in nine different cities in Turkey. Parents with a child with fever aged between 0 and 14 years were interviewed. The participants were asked questions about sociodemographic data, the definition and measurement of fever, antipyretics, and other interventions used to reduce fever before presenting to the primary care center. A total of 205 parents participated in this study. Ninety-four parents (45.8%) measured fever with a thermometer prior to presentation. Only 36 parents (38%) used the thermometer correctly. Thirty-eight parents (18.5%) knew the correct temperature definition of fever for the measured site. A mercury-in-glass thermometer was the choice for most parents (78%) and preferred site for measurement was axillary region (85%). The fever was treated prior to arrival by 171 parents (83.4%). Paracetamol was the most frequently used antipyretic. Fifty-four parents (31.5%) failed to administer the correct antipyretic dose, and 73 parents (42.6%) failed to give the antipyretics at proper intervals. One hundred and fifty-three parents (67%) believed that if not treated fever could cause convulsions. We conclude that parents share important misconceptions about definition, treatment, and consequences of childhood fever and tend to treat fever before seeking medical care with a substantial rate of wrong doses and wrong intervals.

Parents' knowledge, attitudes and beliefs regarding sun protection in children: a qualitative study.

Science.gov (United States)

Littlewood, Zoe; Greenfield, Sheila

2018-02-01

Childhood is a critical period for sun protection, when the skin is particularly susceptible to the carcinogenic effects of ultraviolet radiation. Children are dependent upon parents to implement sun protective measures. Existing qualitative research exploring parents' attitudes and beliefs underpinning children's sun protection is from Australia, which has the highest melanoma incidence rates globally, and thus benefits from widespread sun protection awareness campaigns. Parents' sun protective behaviour may, therefore, differ between Australia and the UK. This study investigates the topic in a UK context, using qualitative methodology to gain detailed insights into a relatively under-researched area. The aim of the study was to explore parents' knowledge and understanding of sun protection in children, and factors that motivate and challenge them in this area. Finally, it aimed to determine if and how ethnicity and skin type influence these attitudes and beliefs. Twenty-two semi-structured individual interviews were carried out with parents of children aged 5 years or younger, recruited from local nurseries. Transcripts were analysed using thematic analysis. Four overarching themes emerged, each incorporating two to three sub-themes. 'Attitudes towards children's sun protection' refers to the fact that parents considered sun protection to be important for children, a finding which was consistent between different skin types. 'Sun protection practices' brings together several protective behaviours adopted in children and, to a lesser degree, in parents, and their associated disadvantages. 'Sun safety knowledge' refers to parents' awareness of the risks of sun exposure and the need for protection, and illustrates where gaps in knowledge exist, such as regarding the need for vitamin D, and the importance of vigilant sun protection even in the UK. Finally, 'motivating and facilitating factors' highlights motivations for sun protection in children, and factors that

Latina Mothers' Cultural Beliefs about Their Children, Parental Roles, and Education: Implications for Effective and Empowering Home-School Partnerships

Science.gov (United States)

Durand, Tina M.

2011-01-01

Parents' cultural beliefs about children, education, and their caregiving roles can influence both the parent-child and parent-school relationships. Given the centrality of the mother-child relationship in Mexican families, mothers were situated as experts in their children's development and education in the present investigation. Specifically,…

Identifying parents' perceptions about physical activity: a qualitative exploration of salient behavioural, normative and control beliefs among mothers and fathers of young children.

Science.gov (United States)

Hamilton, Kyra; White, Katherine M

2010-11-01

Drawing on the belief-based framework of the Theory of Planned Behaviour, this study employs qualitative methodology involving individual and group interviews to examine the beliefs associated with regular physical activity performance among parents of young children (N = 40). The data were analysed using thematic content analysis. A range of advantages (e.g. improves parenting practices), disadvantages (e.g. interferes with commitments), barriers (e.g. time), and facilitators (e.g. social support) to performing physical activity are identified. Normative pressures are also identified as affecting parents' activity behaviour. These identified beliefs can be used to inform interventions to challenge inactivity among this at-risk group.

Parental Support for Language Development during Joint Book Reading for Young Children with Hearing Loss

Science.gov (United States)

DesJardin, Jean L.; Doll, Emily R.; Stika, Carren J.; Eisenberg, Laurie S.; Johnson, Karen J.; Ganguly, Dianne Hammes; Colson, Bethany G.; Henning, Shirley C.

2014-01-01

Parent and child joint book reading (JBR) characteristics and parent facilitative language techniques (FLTs) were investigated in two groups of parents and their young children; children with normal hearing (NH; "n" = 60) and children with hearing loss (HL; "n" = 45). Parent-child dyads were videotaped during JBR interactions,…

Parents Helping Their Children Learn to Read: The Effectiveness of Paired Reading and Hearing Reading in a Developing Country Context

Science.gov (United States)

Shah-Wundenberg, Mihika; Wyse, Dominic; Chaplain, Roland

2013-01-01

This paper reports research that investigated parental support for children's reading of English in an inner-city school in the developing country context of an Indian city, Ahmedabad. Children had oral proficiency in the regional language but were beginning to acquire conventional forms of literacy in English. Sociocultural mediation theory…

Ready, set, stop: mismatch between self-care beliefs, transition readiness skills, and transition planning among adolescents, young adults, and parents.

Science.gov (United States)

Sawicki, Gregory S; Kelemen, Skyler; Weitzman, Elissa R

2014-10-01

Health care transition (HCT) from pediatric to adult-focused systems is a key milestone for youth. Developing self-care skills and HCT planning are key elements. In a survey at 4 pediatric specialty clinics to 79 youth aged 16 to 25 years and 52 parents, skill-based HCT readiness was assessed using the Transition Readiness Assessment Questionnaire (TRAQ). Multivariable logistic regression evaluated the association between TRAQ scores and self-care beliefs. In all, 70% of youth and 67% of parents believed that they/their child could manage their care. Only 38% of youth and 53% of parents reported thinking about HCT; only 18% of youth and 27% of parents reported having a HCT plan. Youth with higher TRAQ scores were more likely to believe they could manage their care, controlling for age and gender (adjusted odds ratio = 4.0, 95% confidence interval = 1.7-9.5). Transition readiness skills are associated with self-care beliefs. However, a mismatch exists between high reported self-care beliefs and low levels of transition planning. © The Author(s) 2014.

Explaining academic-track boys' underachievement in language grades: Not a lack of aptitude but students' motivational beliefs and parents' perceptions?

Science.gov (United States)

Heyder, Anke; Kessels, Ursula; Steinmayr, Ricarda

2017-06-01

Boys earn lower grades in languages than girls. The expectancy-value model by Eccles et al. (, A series of books in psychology. Achievement and achievement motives. Psychological and sociological approaches, W.H. Freeman, San Francisco, CA, 76) is a comprehensive theoretical model for explaining gender differences in educational outcomes. In the past, most studies have focused on girls' disadvantage in math and science and on the role of the students' motivational beliefs. We aimed to explain boys' lower language grades by applying the expectancy-value model while taking into account students' motivational beliefs as well as their aptitude, prior achievement, and socializers' beliefs. In addition, we aimed at exploring the incremental contribution of each potential mediator. Five hundred and twenty German students (age M = 17 years; 58% female) and 374 parents (age M = 47 years). Student-reported ability self-concept (ASC) and task values, parents' perceptions of students' ability, students' prior achievement as reported by schools, and students' verbal intelligence test scores were all tested as mediators of the effect of gender on grades in German while controlling for parents' socioeconomic status. Single-mediator models and a multiple-mediator model were estimated using structural equation modelling. All variables proved to be relevant for explaining boys' underachievement in language grades. Whereas students' ASC, task values, prior achievement, and parents' perceptions mediated the gender effect, verbal intelligence was identified as a suppressor variable increasing the gender effect. Our results challenge the stereotypic belief that boys' lower grades are due to lower verbal aptitude. Rather, students' motivational beliefs and parents' perceptions seem critical factors. Implications for both future research and practice are discussed. © 2017 The British Psychological Society.

Parents Reading with Their Toddlers: The Role of Personalization in Book Engagement

Science.gov (United States)

Kucirkova, Natalia; Messer, David; Whitelock, Denise

2013-01-01

The aim of this study was to investigate the effects of personalized books on parents' and children's engagement during shared book reading. Seven native English parents and their children aged between 12 and 33 months were observed at home when sharing a book made specifically for the child (i.e. a personalized book), a comparable book with no…

The Relationship between Parenting Styles and Students' Attitude toward Leisure Time Reading

Science.gov (United States)

Rena, Syahidah; Abedalaziz, Nabeel; Leng, Chin Hai

2013-01-01

The main purpose of this study was to state the relationship between the parenting style and students' attitude toward leisure reading. A total of 147 (65 male and 82 female) students from two classes (class five, 80 and class six, 67) were participated in the present study. The Parental Authority Questionnaire (PAQ) and the Elementary Reading…

Intergenerational Support and Marital Satisfaction: Implications of Beliefs About Helping Aging Parents

Science.gov (United States)

Polenick, Courtney A.; Zarit, Steven H.; Birditt, Kira S.; Bangerter, Lauren R.; Seidel, Amber J.; Fingerman, Karen L.

2016-01-01

Everyday support given to aging parents is a salient aspect of married life that may have implications for marital quality. Among 132 middle-aged couples drawn from Wave 1 of the Family Exchanges Study, we examined the moderating effects of each spouse’s normative and motivational beliefs about helping parents on associations between the frequency of everyday support that wives and husbands gave to their own parents and marital satisfaction. Husbands' more frequent provision of support was linked to wives' greater marital satisfaction when reports of personal rewards linked to helping parents were high for wives or low for husbands. Conversely, wives’ more frequent provision of support was linked to husbands’ lower marital satisfaction when reports of filial obligation were low for husbands or high for wives. Findings highlight the interdependence within couples, and indicate that both spouses' perceptions are important in understanding linkages between intergenerational support and marital satisfaction. PMID:28154427

Parental Mediation of the Internet Use of Primary Students: Beliefs, Strategies and Difficulties

Science.gov (United States)

Bartau-Rojas, Isabel; Aierbe-Barandiaran, Ana; Oregui-González, Eider

2018-01-01

The use of the Internet by children at an increasingly early age today constitutes a major challenge for families and schools, as well as affecting educational and social policy. This is a qualitative piece of research that analyzes parents' beliefs, everyday practices and the difficulties they face in teaching their children the benefits and…

How Parents Read Counting Books and Non-Numerical Books to Their Preverbal Infants: An Observational Study

Directory of Open Access Journals (Sweden)

Alison Goldstein

2016-07-01

Full Text Available Studies have stressed the importance of counting with children to promote formal numeracy abilities; however little work has investigated when parents begin to engage in this behavior with their young children. In the current study, we investigated whether parents elaborated on numerical information when reading a counting book to their preverbal infants and whether developmental differences in numerical input exist even in the first year of life. Parents and their 5-10 month old infants were asked to read, as they would at home, two books to their infants: a counting book and another book that did not have numerical content. Parents’ spontaneous statements rarely focused on number and those that did consisted primarily of counting, with little emphasis on labeling the cardinality of the set. However, developmental differences were observed even in this age range, such that parents were more likely to make numerical utterances when reading to older infants. Together, results are the first to characterize naturalistic reading behaviors between parents and their preverbal infants in the context of counting books, suggesting that although counting books promote numerical language in parents, infants still receive very little in the way of numerical input before the end of the first year of life. While little is known regarding the impact of number talk on the cognitive development of young infants, the current results may guide future work in this area by providing the first assessment of the characteristics of parental numerical input to preverbal infants.

Changes in parents' spanking and reading as mechanisms for Head Start impacts on children.

Science.gov (United States)

Gershoff, Elizabeth T; Ansari, Arya; Purtell, Kelly M; Sexton, Holly R

2016-06-01

This study examined whether Head Start, the nation's main two-generation program for low-income families, benefits children in part through positive changes in parents' use of spanking and reading to children. Data were drawn from the 3-year-old cohort of the national evaluation of the Head Start program known as the Head Start Impact Study (N = 2,063). Results indicated that Head Start had small, indirect effects on children's spelling ability at Age 4 and their aggression at Age 4 through an increase in parents' reading to their children. Taken together, the results suggest that parents play a role in sustaining positive benefits of the Head Start program for children's behavior and literacy skills, one that could be enhanced with a greater emphasis on parent involvement and education. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Parental Attitudes and Beliefs Regarding the Nine-Valent Human Papillomavirus Vaccine.

Science.gov (United States)

Fontenot, Holly B; Domush, Vanessa; Zimet, Gregory D

2015-12-01

The purpose of the study was to explore parents' attitudes and beliefs about the nine-valent human papillomavirus vaccine (HPV9). Online focus groups were conducted in January, 2015. The U.S. national sample of parents was recruited to four groups: (1) two groups of parents of HPV unvaccinated daughters aged 9-12 years and (2) two groups of parents of vaccinated daughters aged 11-17 years. Participants were 43 parents of vaccinated daughters and 38 parents of unvaccinated daughters. Results indicated low and variable levels of knowledge about HPV, related cancers, and vaccination (e.g., parents unaware vaccine is recommended for boys). Parents were encouraged that HPV9 covered more types, and many said they want the "better" vaccine. Parents of unvaccinated girls wondered whether they should delay vaccination until HPV9 was available, whereas parents of vaccinated girls wondered whether their daughters could be revaccinated with HPV9. Concerns were related to adverse reactions and side effects, whether another new vaccine will be released after HPV9, HPV mutation (i.e., will HPV types change over time--thereby necessitating multiple vaccines?), and cost. Physician recommendation was identified as the most important facilitator of vaccination, with participants wanting providers to exhibit high levels of confidence in and knowledge about HPV vaccines. Last, parents also viewed the prospective idea of a 2-dose HPV9 vaccine as positive. HPV9 recently became available in the United States and has the potential to offer greater cancer prevention if widespread acceptance and uptake occur. Understanding parental perceptions and questions about HPV9 will be important for clinical messaging about this vaccine. Copyright © 2015 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Discrepancies between parent and adolescent beliefs about daily life topics and performance on an emotion recognition task.

Science.gov (United States)

De Los Reyes, Andres; Lerner, Matthew D; Thomas, Sarah A; Daruwala, Samantha; Goepel, Katherine

2013-08-01

Parents and children and adolescents commonly disagree in their perceptions of a variety of behaviors, including the family relationship and environment, and child and adolescent psychopathology. To this end, numerous studies have examined to what extent increased discrepant perceptions-particularly with regard to perceptions of the family relationship and environment-predict increased child and adolescent psychopathology. Parents' and children and adolescents' abilities to decode and identify others' emotions (i.e., emotion recognition) may play a role in the link between discrepant perceptions and child and adolescent psychopathology. We examined parents' and adolescents' emotion recognition abilities in relation to discrepancies between parent and adolescent perceptions of daily life topics. In a sample of 50 parents and adolescents ages 14-to-17 years (M = 15.4 years, 20 males, 54 % African-American), parents and adolescents were each administered a widely used performance-based measure of emotion recognition. Parents and adolescents were also administered a structured interview designed to directly assess each of their perceptions of the extent to which discrepancies existed in their beliefs about daily life topics (e.g., whether adolescents should complete their homework and carry out household chores). Interestingly, lower parent and adolescent emotion recognition performance significantly related to greater parent and adolescent perceived discrepant beliefs about daily life topics. We observed this relation whilst accounting for adolescent age and gender and levels of parent-adolescent conflict. These findings have important implications for understanding and using informant discrepancies in both basic developmental psychopathology research and applied research in clinic settings (e.g., discrepant views on therapeutic goals).

Home Parental Assistance for Underachieving Readers in Third Grade Using Read-at-Home Program Kits.

Science.gov (United States)

Izzo, Theresa Eleanor

Sixty-four third-grade pupils who were underachieving in reading participated in a study to determine the effect of parental home instruction in reading. A four-cell experimental design was used with two treatment factors: programmed home reading instruction given by mothers trained to administer the program versus no instruction, and mother's…

Gender Differences in the Relations among Patriarchal Beliefs, Parenting and Teen Relationship Violence in Mexican Adolescents

Science.gov (United States)

Espinoza, Guadalupe; Hokoda, Audrey; Ulloa, Emilio C.; Ulibarri, Monica D.; Castaneda, Donna

2012-01-01

Teen relationship violence is a global phenomenon associated with adverse outcomes. As in other countries, teen relationship violence is of concern in Mexico. However, few studies have examined the risk and protective factors of teen relationship violence among Mexican adolescents. The current study examined whether patriarchal beliefs and exposure to authoritarian parenting among Mexican adolescents are associated with perpetration and victimization of physical and verbal-emotional teen relationship violence. Two hundred and four students (15 – 18 years old) from Monterrey, Mexico completed questionnaires. Hierarchical regression analyses controlling for age revealed that among girls, authoritarian parenting was associated with physical and verbal-emotional victimization and verbal-emotional violence perpetration. Among boys, higher endorsement of patriarchal beliefs was associated with lower reports of physical perpetration and physical victimization. PMID:23277734

Cultural Beliefs about Autism in Indonesia

Science.gov (United States)

Riany, Yulina Eva; Cuskelly, Monica; Meredith, Pamela

2016-01-01

Cultural beliefs about parenting have an important influence on parenting behaviours, including considerations about appropriate ways to parent children with autism. Although Indonesia has one of the largest and most ethnically diverse populations in the world, little is known about cultural beliefs regarding children with autism within Indonesian…

Influence of Acculturation on Parents' Readings of and Expectations for Physical Education

Science.gov (United States)

George, Meredith; Cutner-Smith, Matthew D.

2018-01-01

Purpose: The purpose of this study was to examine the influence of acculturation on parents' readings of and expectations for physical education. Method: Participants were 39 parents of pupils enrolled at one public middle school. Data were collected with an open-ended questionnaire and follow-up formal interviews. They were analyzed using…

Enhancing Parent-Child Shared Book Reading Interactions: Promoting References to the Book's Plot and Socio-Cognitive Themes

Science.gov (United States)

Aram, Dorit; Fine, Yaara; Ziv, Margalit

2013-01-01

The study examined the efficacy of an intervention designed to promote parents' and preschoolers' references to storybooks' plot and socio-cognitive themes during shared reading within a sample of 58 families from low-SES background. All parents were given four books, one new book weekly, and were instructed to read each book four times per week…

Treating the Cause of Illness Rather than the Symptoms: Parental Causal Beliefs and Treatment Choices in Autism Spectrum Disorder

Science.gov (United States)

Dardennes, Roland M.; Al Anbar, Nebal N.; Prado-Netto, Arthur; Kaye, Kelley; Contejean, Yves; Al Anbar, Nesreen N.

2011-01-01

Objectives: To explore the relationship between causal beliefs on autism (CBA) and treatment choices. Design and methods: A cross-sectional design was employed. Parents of a child with autism spectrum disorder (ASD) were asked to complete the Lay-Beliefs about Autism Questionnaire (LBA-Q) and answer questions about treatments used. Only items…

Gender, Parental Beliefs and Children's Mathematics Performance: Insights from the Longitudinal Study of Australian Children

Science.gov (United States)

Carmichael, Colin

2014-01-01

With reports of declining participation in mathematics related careers and low female participation rates, the issue of gender differences in mathematics remains relevant. This study seeks to examine the relationship between: children's sex, parents' beliefs regarding their children's education, and, the children's mathematics performance. Through…

Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities

OpenAIRE

Susan Sonnenschein; Claudia Galindo; Shari R. Metzger; Joy A. Thompson; Hui Chih Huang; Heather Lewis

2012-01-01

This study explored associations between parents’ beliefs about children’s development and children’s reported math activities at home. Seventy-three parents were interviewed about the frequency of their children’s participation in a broad array of math activities, the importance of children doing math activities at home, how children learn math, parents’ role in their children’s math learning, and parents’ own math skills. Although the sample consisted of African Americans, Chinese, Latino, ...

Emotions are a window into one's heart”: a qualitative analysis of parental beliefs about children's emotions across three ethnic groups.

Science.gov (United States)

Parker, Alison E; Halberstadt, Amy G; Dunsmore, Julie C; Townley, Greg; Bryant, Alfred; Thompson, Julie A; Beale, Karen S

2012-09-01

We conducted a qualitative study to explore parental beliefs about emotions in the family across three cultures (African American, European American, and Lumbee American Indian), using the underutilized yet powerful methodology of focus groups. The main goal of this monograph is to understand parents’ beliefs about the role of emotions in the family and how cultural or ethnic background may influence those beliefs. Based on philosophical traditions and previous research, three dimensions of parental beliefs were predicted: Value of Emotion, Socialization of Emotion, and Controllability of Emotion. We expected new themes to emerge during the focus groups.Twelve focus groups were conducted with 87 parents from the three cultural groups mentioned above. Groups met for two sessions scheduled 2 weeks apart. Focus group discussions were led by same-ethnicity moderators. Aninductive analysis was conducted; key themes and subthemes were identified.All three theoretically derived dimensions were well represented in each focus group. Cultural similarities in themes within these dimensions included children’s appropriate expression of negative emotions, role of emotion in the home, children’s capacity for controlling emotions, and parents’ role in socialization of emotion. Cultural variations included concern about parents’ expression of negative emotion, children’s modulation of positive emotion, the role emotions play in behavior, and choice in emotional experience. Two new dimensions also emerged: Relational Nature of Emotions and Changeability of Emotions. Cultural similarities in themes within these dimensions included emphasis on emotional connections with children, emotional contagion in families, developmental change in children’s emotions, and intergenerational change in emotion socialization. Cultural variation included discussion of emotions as guides for action and children’s emotional privacy. Dimensions and the themes and subthemes within them

Role of Islamic religious and cultural beliefs regarding intellectual impairment and service use: a South Asian parental perspective.

Science.gov (United States)

Kaur-Bola, Kulwinder; Randhawa, Gurch

2012-01-01

Empirical research has shown that some South Asian families from Muslim backgrounds may use fewer additional support services for their severely impaired children compared to other non-Muslim families. Often this has been attributed to socioeconomic factors and stereotypical views such as "the family's faith prohibits the use of specific services". This paper focuses on clarifying what Islam purports to say about impairment and considers how cultural influences may inadvertently influence some South Asian parents' decisions to use services for their severely impaired children. This work aims to improve professional-parent/patient communication by enhancing better understanding of Islam on impairment, and supporting non-Muslim professionals to appreciate the differences between Islamic religion and general South Asian cultural beliefs regarding disability. Fourteen parents from ten Pakistani and Bangladeshi families took part in semi-structured open-ended interviews. Grounded theory was used to analyse the data. The emerging theory suggested most first generation Muslim families from rural villages were unable to distinguish between Islamic religious and cultural beliefs on impairment, and risked missing out on essential services due to poor professional-parent/patient communication.

Supporting Preschool Dual Language Learners: Parents' and Teachers' Beliefs about Language Development and Collaboration

Science.gov (United States)

Sawyer, Brook E.; Manz, Patricia H.; Martin, Kristin A.

2017-01-01

Guided by Bronfenbrenner's bio-ecological theory of human development and Moll's theory of funds of knowledge, the aim of this qualitative study was to examine the beliefs of parents and early childhood teachers on (a) the language development of Spanish-speaking preschool dual language learners (DLLs) and (b) how they can collaborate to support…

Hispanic parents' reading language preference and pediatric oral health-related quality of life.

Science.gov (United States)

Yazicioglu, Iffet; Jones, Judith A; Cortés, Dharma; Rich, Sharron; Garcia, Raul

2013-01-01

This study compared scores and psychometric properties from self-identified Hispanic parents who completed Pediatric Oral Health-related Quality of life (POQL) parent report-on-child questionnaires in Spanish or English. The study hypothesized that there were no differences in psychometric properties or POQL scores by parent reading language preference, controlling for dental needs, child's place of birth, age, insurance and use of care. POQL scores were computed, and the internal consistency, feasibility, factor structure and construct validity of the Spanish language version assessed. Hispanic parents (N = 387) of 8-14 year old children (mean age 10.2) completed the survey; 237 in Spanish and 150 in English. Internal consistency scores were higher (Cronbach α range = .86-.93) among Hispanic parents who completed the questionnaire in Spanish than in English (.66-.86). POQL scores from parents who completed questionnaires in Spanish were higher (worse) overall (6.03 vs. 3.82, P = 0.022), as were physical (11.61 vs. 6.54, P = 0.001) and role functioning domains (1.87 vs. 0.82, P = 0.029). Items for crying, pain, and eating were higher (P parent reports of dental visit in the last year (P = 0.05) and worse oral health than a year ago (P = 0.002), controlling for reading language (not significant) and visit in last year in the final multivariate linear regression. © 2013 American Association of Public Health Dentistry.

Parenting Styles and Beliefs about Parental Authority.

Science.gov (United States)

Smetana, Judith G.

1994-01-01

Suggests that models of parenting style, such as Baumrind's popular model, are insensitive to variations in parenting resulting from characteristics of the different situations in which the parenting is expressed. Argues that considering parenting in context adds greater specificity to the model and enhances the potential for predicting child…

Is There Concordance in Attitudes and Beliefs between Parents and Scientists about Autism Spectrum Disorder?

Science.gov (United States)

Fischbach, Ruth L.; Harris, Mark J.; Ballan, Michelle S.; Fischbach, Gerald D.; Link, Bruce G.

2016-01-01

There is no reported investigation comparing concordance in attitudes and beliefs about autism spectrum disorder between parents of children with autism spectrum disorder and scientists who research autism spectrum disorder. To investigate the level of concordance between these groups on causes of autism, priorities of research, perceived stigma,…

It Takes Two to Read: Interactive Reading with Young Deaf and Hard-of-Hearing Children.

Science.gov (United States)

Dirks, Evelien; Wauters, Loes

2018-04-04

Interactive storybook reading is an important activity to enhance the emergent literacy skills of young deaf and hard-of-hearing (DHH) children. Parents have a crucial role to play in promoting their children's literacy development. However, parents often do not read in an interactive way; therefore guidance is recommended in applying these interactive reading strategies. In the present study we examined how parent reading behavior was affected by implementing an interactive reading training program for parents of young DHH children. Parents of 18 DHH toddlers in the Netherlands participated in a series of group training sessions and their interactive reading behavior was compared to that of 10 parents who did not participate. The results showed that parents' interactive reading behavior tended to increase after they participated in the interactive reading program. After the program, they applied the interactive reading strategies more often than parents who had not participated in the program. The findings suggest that interactive reading programs should be incorporated into early intervention programs for DHH children.

To read or not to read

NARCIS (Netherlands)

Mol, Suzanne Elizabeth

2010-01-01

There is a widely held belief that reading (story)books makes us smarter and helps promote success in life. Does scientific evidence support this notion? The three meta-analyses in this thesis comprise 146 studies between 1988 and 2010 (N=10,308 participants) that addressed the role of book reading

Maternal and paternal beliefs, support and parenting as determinants of sport participation of adolescents with asthma

NARCIS (Netherlands)

Tiggelman, D.; Ven, M.O.M. van de; Schayck, C.P. van; Engels, R.C.M.E.; Sluijs, E.M.F. van

2015-01-01

RATIONALE: Few studies have examined determinants of physical activity in patients with chronic illnesses, like asthma. The aim of this study was to examine whether baseline maternal and paternal beliefs, support and parenting were associated with changes in sport participation of adolescents with

A Comparison of Preschool Children's Discussions with Parents during Picture Book and Chapter Book Reading

Science.gov (United States)

Leech, Kathryn A.; Rowe, Meredith L.

2014-01-01

Discussions that occur during book reading between parents and preschool children relate to children's language development, especially discussions during picture books that include extended discourse, a form of abstract language. While a recent report shows increased chapter book reading among families with preschool children, it is unknown…

Correlates of Healthy Lifestyle Beliefs and Behaviors in Parents of Overweight or Obese Preschool Children Before and After a Cognitive Behavioral Therapy Intervention With Text Messaging.

Science.gov (United States)

Militello, Lisa K; Melnyk, Bernadette Mazurek; Hekler, Eric; Small, Leigh; Jacobson, Diana

2016-01-01

Significant gaps exist in the published literature regarding the treatment of overweight/obesity in preschool-aged children, especially in primary care settings. Parental influence plays an important factor in the development of healthy behaviors in children, yet there is no consensus about why some behavior change intervention strategies for parents of young children are more influential and effective than others. The purpose of this secondary data analysis was to assess correlations among the study variables (healthy lifestyle beliefs, perceived difficulty, and healthy lifestyle behaviors) in parents of overweight/obese preschool children. A second aim explored if the parent's level of cognitive beliefs and perceived difficulty of engaging in healthy lifestyle behaviors correlated with text messaging cognitive behavioral support. Fifteen preschool-parent dyads from primary care clinics completed a 7-week cognitive behavioral skills building intervention. Beck's Cognitive Theory guided the intervention content, and Fogg's Behavior Model guided the implementation. The intervention was delivered using a combination of face-to-face clinic visits and ecological momentary interventions using text messaging. Supported are the interconnected relationships among the study variables, that is, parental healthy lifestyle beliefs, thoughts, and behaviors. At baseline, parental healthy lifestyle belief scores significantly correlated with perceived difficulty (rs = 0.598, p behaviors (rs = 0.545, p cognitive behavioral skills building and tailored text messaging, the need for general support via text messaging lessened, warranting additional research. Published by Elsevier Inc.

Parents' Emotion-Related Beliefs, Behaviours, and Skills Predict Children's Recognition of Emotion

Science.gov (United States)

Castro, Vanessa L.; Halberstadt, Amy G.; Lozada, Fantasy T.; Craig, Ashley B.

2015-01-01

Children who are able to recognize others' emotions are successful in a variety of socioemotional domains, yet we know little about how school-aged children's abilities develop, particularly in the family context. We hypothesized that children develop emotion recognition skill as a function of parents' own emotion-related beliefs,…

Parent Beliefs about the Causes of Learning and Developmental Problems among Children with Autism Spectrum Disorder: Results from a National Survey

Science.gov (United States)

Zuckerman, Katharine E.; Lindly, Olivia J.; Sinche, Brianna

2016-01-01

This study aimed to assess variation in parent beliefs about causes of learning and developmental problems in U.S. children with autism spectrum disorder, using data from a nationally representative survey. Results showed that beliefs about a genetic/hereditary cause of learning/developmental problems were most common, but nearly as many parents…

Continuity and Variability in the Parental Involvement and Advocacy Beliefs of Latino Families of Young Children: Finding the Potential for a Collective Voice

Science.gov (United States)

Durand, Tina M.; Perez, Nicole A.

2013-01-01

Parental involvement is an important component of children's school success. Although the literature on parental involvement among Latino families is growing and moving from deficit-based perspectives, very few studies have examined the parental involvement beliefs and practices of Latino families who vary across demographic and sociocultural…

Ontological confusions but not mentalizing abilities predict religious belief, paranormal belief, and belief in supernatural purpose.

Science.gov (United States)

Lindeman, Marjaana; Svedholm-Häkkinen, Annika M; Lipsanen, Jari

2015-01-01

The current research tested the hypothesis that the abilities for understanding other people's minds give rise to the cognitive biases that underlie supernatural beliefs. We used structural equation modeling (N=2789) to determine the roles of various mentalizing tendencies, namely self-reported affective and cognitive empathy (i.e., mind reading), actual cognitive and affective empathic abilities, hyper-empathizing, and two cognitive biases (core ontological confusions and promiscuous teleology) in giving rise to supernatural beliefs. Support for a path from mentalizing abilities through cognitive biases to supernatural beliefs was weak. The relationships of mentalizing abilities with supernatural beliefs were also weak, and these relationships were not substantially mediated by cognitive biases. Core ontological confusions emerged as the best predictor, while promiscuous teleology predicted only a small proportion of variance. The results were similar for religious beliefs, paranormal beliefs, and for belief in supernatural purpose. Copyright © 2014 Elsevier B.V. All rights reserved.

The relationship between parental literacy involvement, socio-economic status and reading literacy

NARCIS (Netherlands)

Hemmerechts, K.; Agirdag, O.; Kavadias, D.

2017-01-01

In this article, we explore the relationship between parental literacy activities with the child, socio-economic status (SES) and reading literacy. We draw upon the Bourdieusian theory of habitus development to explore this relationship. Multilevel analyses of a survey of 43,870 pupils (with an

Masculine beliefs, parental communication, and male adolescents' health care use.

Science.gov (United States)

Marcell, Arik V; Ford, Carol A; Pleck, Joseph H; Sonenstein, Freya L

2007-04-01

Male adolescents frequently become disconnected from health care, especially as they get older, which limits physicians' abilities to address their health needs and results in missed opportunities to connect them to the health care system as they enter adulthood. In this study we tested the ability of modifiable (beliefs about masculinity, parental communication, sex education, and health insurance) and nonmodifiable (age, race/ethnicity, and region of residence) factors to prospectively predict health care use by male adolescents. We conducted a prospective analysis of data from 1677 male participants aged 15 to 19 years who completed the National Survey of Adolescent Males, a household probability survey conducted throughout the United States in 1988 (wave 1, participation rate: 74%) and in 1990-1991 (wave 2, follow-up rate: 89%). We present percentages and adjusted relative risks of the factors that predict male adolescents' self-report of a physical examination by a regular provider in the past year measured at wave 2. On average, 1067 (66%) of 1677 male adolescents at wave 2 reported having a physical examination within the last year. Factors associated with a lower likelihood of a physical examination included living in the South, Midwest, and West; being older in age; and holding more traditional masculine beliefs. Factors associated with a higher likelihood of a physical examination included communicating about reproductive health with both parents and being insured. Male adolescents who were sexually active or engaged in > or = 2 other risk behaviors had neither a higher nor lower likelihood of a physical examination. Efforts to enhance male adolescents' health through health care should include work to modify masculine stereotypes, improve mothers' and fathers' communication about health with their sons, expand health insurance coverage, and identify interventions to connect male adolescents at increased risk for health problems with health care.

The Cross-Lagged Relations between Children's Academic Skill Development, Task-Avoidance, and Parental Beliefs about Success

Science.gov (United States)

Magi, Katrin; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Nurmi, Jari-Erik

2011-01-01

This longitudinal study investigated the cross-lagged associations between children's academic skill development, task-avoidant behaviour in the context of homework, and parental beliefs about their child's success from kindergarten to Grade 2. The participants were 1267 children. The children's pre-skills were assessed at the end of the…

"Hows" and "Whys" of Parental Involvement in a National "Neoliberal Laboratory": Aspirations, Values and Beliefs in Relation to Children's Education among Chilean Urban Lower-Middle-Class Parents

Science.gov (United States)

Ramos Arellano, Marcela

2017-01-01

This paper sought to shed light on the beliefs, aspirations and values in relation to education that shape parental ways of involvement among Chilean urban lower-middle-class parents. Using the capability approach as the main theoretical framework and a critical epistemology, the discussion focuses on the way in which the pre-eminence of…

"Child Divorce": A Break from Parental Responsibilities and Rights Due to the Traditional Socio-Cultural Practices and Beliefs of the Parents

Directory of Open Access Journals (Sweden)

M Bekink

2012-03-01

Full Text Available In a recent ground-breaking case the South African courts were for the first time requested to use their discretion to interfere in the parent-child relationship due to the traditional socio-cultural beliefs of the parents. In what has been described as "every parent's nightmare; the fancy of many teenagers", a 16 year-old schoolgirl from Milerton in the Western Cape asked to be "freed" from her parents to live semi-independently from them because of her unhappiness with the conservative manner in which her parents treated her. After considering the matter the judge assigned to the case granted her request to live semi-independently with a school friend and her family (called by the judge the host family until she reaches the age of 18 (her majority. Her parents were accorded permission to have limited contact with her. This case represents an example of the difficulties involved when balancing the rights of a teenager against those of the parents in matters of socio-cultural practice and belief. In a multi-cultural society such as South Africa the case raises numerous serious questions for other families. For instance, what standards will a court use to determine if parents are too conservative in bringing up their children and what factors will be taken into account? How much freedom and autonomy should children be given? How will courts prevent children from misusing the system just to get what their friends have, and - the ultimate question - are the rights of children superior to the traditional rights of parents in matters of socio-cultural practice, with specific reference to their upbringing? In this context it is the aim of this contribution to focus primarily on the questions asked above. Possible solutions for striking a balance between the rights of children and their parents are explored. The submission is made that the best interests principle is still the most important factor to be taken into account when balancing or weighing

Urban Extension's New Nontraditional Offering: Parent-Child Reading Enhancement Program

Science.gov (United States)

Brandon, Dorothy P.; Tsamaase, Marea; Humphrey, Ronnie; Crenshaw, Kevin

2018-01-01

Urbanization is causing a major shift in Extension's programming throughout the United States. We present results of a nontraditional urban program (the Parent-Child Reading Enhancement Program) that is being implemented by Alabama Cooperative Extension System's Urban Affairs and New Nontraditional Programs unit. Findings suggest that this…

Beliefs About Sex and Parent-Child-Church Sex Communication Among Church-Based African American Youth.

Science.gov (United States)

Moore, Erin; Berkley-Patton, Jannette; Bohn, Alexandria; Hawes, Starlyn; Bowe-Thompson, Carole

2015-10-01

Parent-child sex communication has been shown to be protective against sexual risk among African American youth. The current study sought to use the theory of planned behavior as a framework for focus group discussions (N = 54 youth participants aged 12-19 years) to explore church youths' (a) sex beliefs and values (attitudes), (b) sources and evaluation of sex communication and education (subjective norms), (c) facilitator/barriers to adolescent sexual risk reduction and communication behaviors (perceived behavioral control), and (d) intentions to engage in these behaviors. Additionally, participants identified strategies for consideration in developing tailored parent-child-church sex communication education programs for use in African American churches. Themes suggested both positive and negative attitudes toward premarital sex and parents and churches as key sources of sex education and communication. Strategies to enhance parent-child-church sex communication are discussed in the context of these findings.

"Set in Stone" or "Ray of Hope": Parents' Beliefs about Cause and Prognosis after Genomic Testing of Children Diagnosed with ASD

Science.gov (United States)

Reiff, Marian; Bugos, Eva; Giarelli, Ellen; Bernhardt, Barbara A.; Spinner, Nancy B.; Sankar, Pamela L.; Mulchandani, Surabhi

2017-01-01

Despite increasing utilization of chromosomal microarray analysis (CMA) for autism spectrum disorders (ASD), limited information exists about how results influence parents' beliefs about etiology and prognosis. We conducted in-depth interviews and surveys with 57 parents of children with ASD who received CMA results categorized as pathogenic,…

Intergenerational Transmission of Maternal and Paternal Parenting Beliefs: The Moderating Role of Interaction Qualit

OpenAIRE

Erzinger Andrea B.; Steiger Andrea E.

2014-01-01

The finding that values, attitudes, and behaviour can be transmitted across generations is long standing. However, the role of fathers in this process has been underinvestigated. Furthermore, many researchers have not tested moderation effects. We extended the literature by investigating maternal and paternal transmission of harsh parenting beliefs to their children 23 years later. Furthermore, we examined the moderating role of interaction quality and included gender and socioeconomic status...

Parent-child reading interactions among English and English as a second language speakers in an underserved pediatric clinic in Hawai'i.

Science.gov (United States)

Kitabayashi, Kristyn M; Huang, Gary Y; Linskey, Katy R; Pirga, Jason; Bane-Terakubo, Teresa; Lee, Meta T

2008-10-01

The purpose of this study was to compare reading patterns between English-speaking and English as a Second Language (ESL) families in a health care setting in Hawai'i. A cross-sectional study was performed at an underserved pediatric primary care clinic in Hawai'i. Caregivers of patients between the ages of 6 months to 5 years were asked questions regarding demographics and parent-child reading interactions. Respondents were categorized into English-speaking or ESL groups based on primary language spoken at home. Pearson chi2 tests and Fisher exact tests were performed to compare demographic differences, reading frequency, and reading attitudes between groups. One-hundred three respondents completed the survey Fifty percent were ESL. All ESL respondents were of Asian-Pacific Islander (API) or mixed Asian ethnicity. All Caucasians in the study (n = 9) were in the English-speaking group. Between the English-speaking (n = 52) and ESL (n = 51) groups, there were no significant statistical differences in age or gender of the child, reading attitudes, or parent's educational status. Parents in the ESL group read to their children significantly fewer days per week than their English-speaking counterparts, had significantly fewer books in the home, and lived significantly fewer years in the United States. The findings suggest that API immigrant families share similar attitudes about reading as English-speaking families in Hawai'i but have significantly fewer books in their household and read significantly less frequently Physicians working with API populations should be aware that immigrant children may have fewer reading interactions and should counsel parents on the importance of reading daily.

Investigating Parental Beliefs Concerning Facilitators and Barriers to the Physical Activity in Down Syndrome and Typical Development

Directory of Open Access Journals (Sweden)

Marianna Alesi

2017-01-01

Full Text Available Family is a crucial factor to determine the amount, the duration, and the complexity of children’s sport activities. This study aims at comparing the beliefs concerning the involvement in sport activities among parents of children with Down syndrome (DS and parents of typically developing children (TDC. A phenomenological theoretical framework was adopted to realize semistructured interviews with the parents. The participants were 35 parents: 19 with children and adolescents with DS and 16 with TDC. The main facilitation/barrier themes identified by the parents of children with DS were the family and the expert at Adapted Physical Activity (APA instructors. Conversely, the parents of TDC identified social factors related to family as the only barrier. One of the issues that emerge from this study is the lack of home-based physical activity (PA intervention programs aimed at involving families and children.

Charting the Eccles' Expectancy-Value Model from Mothers' Beliefs in Childhood to Youths' Activities in Adolescence

Science.gov (United States)

Simpkins, Sandra D.; Fredricks, Jennifer A.; Eccles, Jacquelynne S.

2012-01-01

The Eccles' expectancy-value model posits that a cascade of mechanisms explain associations between parents' beliefs and youths' achievement-related behaviors. Specifically, parents' beliefs predict parents' behaviors; in turn, parents' behaviors predict youths' motivational beliefs, and youths' motivational beliefs predict their behaviors. This…

Food allergy knowledge, attitudes and beliefs: Focus groups of parents, physicians and the general public

Directory of Open Access Journals (Sweden)

Barnathan Julia A

2008-09-01

Full Text Available Abstract Background Food allergy prevalence is increasing in US children. Presently, the primary means of preventing potentially fatal reactions are avoidance of allergens, prompt recognition of food allergy reactions, and knowledge about food allergy reaction treatments. Focus groups were held as a preliminary step in the development of validated survey instruments to assess food allergy knowledge, attitudes, and beliefs of parents, physicians, and the general public. Methods Eight focus groups were conducted between January and July of 2006 in the Chicago area with parents of children with food allergy (3 groups, physicians (3 groups, and the general public (2 groups. A constant comparative method was used to identify the emerging themes which were then grouped into key domains of food allergy knowledge, attitudes, and beliefs. Results Parents of children with food allergy had solid fundamental knowledge but had concerns about primary care physicians' knowledge of food allergy, diagnostic approaches, and treatment practices. The considerable impact of children's food allergies on familial quality of life was articulated. Physicians had good basic knowledge of food allergy but differed in their approach to diagnosis and advice about starting solids and breastfeeding. The general public had wide variation in knowledge about food allergy with many misconceptions of key concepts related to prevalence, definition, and triggers of food allergy. Conclusion Appreciable food allergy knowledge gaps exist, especially among physicians and the general public. The quality of life for children with food allergy and their families is significantly affected.

Beliefs about the Role of Parenting in Feeding and Childhood Obesity among Mothers of Lower Socioeconomic Status

Science.gov (United States)

Kalinowski, Alison; Krause, Kylene; Berdejo, Carla; Harrell, Kristina; Rosenblum, Katherine; Lumeng, Julie C.

2012-01-01

Objective: To examine beliefs about the role of parenting in feeding and childhood obesity among mothers of lower socioeconomic status. Methods: Individual semistructured, audiotaped interview with 91 mothers of preschool-aged children (49% of mothers obese, 21% of children obese) in the midwestern United States. Participant comments were…

Parent-Child Book-Reading Styles, Emotional Quality, and Changes in Early Head Start Children's Cognitive Scores

Science.gov (United States)

Cline, Keely D.; Edwards, Carolyn Pope

2017-01-01

Research Findings: The objective of this study was to understand how instructional book-reading style and emotional quality of reading interact and relate to cognitive skills in a sample of at-risk infants and toddlers. Participants were 81 parents and their children participating in Early Head Start programs in the rural Midwest. Correlation and…

Eating habits and physical activity of adolescents in Katowice--the teenagers' declarations vs. their parents' beliefs.

Science.gov (United States)

Bąk-Sosnowska, Monika; Skrzypulec-Plinta, Violetta

2012-09-01

To analyse eating and physical activity preferences among adolescent school children and to compare the teenagers' lifestyle declarations with their parents' beliefs. Unfavorable behavior in eating habits and physical activity may result in serious dysfunctions and diseases, such as eating disorders and incorrect body mass. A retrospective cross-sectional study conducted in 2010-2011. The data was collated from 711 pupils and 266 parents. The survey included questions on: breakfast consumption, types of food eaten for breakfast, time of supper, the daily number of meals, the quantity of fruit and vegetables, food products purchased in the school shop, as well as the type and level of physical activity. In the population of children aged 14-15 years, 10% do not eat 1st breakfast and 15% do not eat 2nd breakfast, 50% eat dairy products for 1st breakfast, 70% have sandwiches for 2nd breakfast, 45% most frequently buy snacks in the school shop, 65% prefer physical activity in the form of team games, and 90% willingly participate in PE classes. The parents' beliefs differ from their children's declarations with regard to: breakfast consumption, the number of meals a day, the quantity of fruit, and participation in PE classes. The lifestyle of the studied adolescents is within the norms recommended for their age group, although there is a tendency to skip breakfast. A positive aspect is the adolescents' engagement in physical activity. Parents underestimate their children's level of physical activity and overestimate their daily number of meals. The study confirms the validity of conducting health education, addressed to both children and their parents, with regard to correct eating habits and physical activity, as well as prevention of eating disorders. © 2012 Blackwell Publishing Ltd.

Parents' and children's beliefs about science and science careers

Science.gov (United States)

Telfer, Jo Ann

Science has become an essential part of our cultural, social and technological lives. Around the world economic policies are giving high priority to the production of new knowledge generated by scientists. Unfortunately, gender equality in science-related careers has not been achieved. Women who possess high intellectual and personal abilities are succeeding in many occupational areas previously closed to all but the most impervious women, but females are still largely underrepresented in physical science and mathematics related careers. The purpose of the current study was to examine the reasons for this underrepresentation of women in science-related careers. Participants included a subset of mothers (n = 174), fathers (n = 132) and children (n = 186) from a larger study at the University of Calgary entitled Gender Differences in Student Participation and Achievement in the Sciences: Choice or Chance ? Telephone interview and survey questionnaire data were examined for gender and achievement level differences, focusing on high achieving girls who are most likely to succeed in science-related careers. Relationships between parents' and children's responses were also examined using the theoretical construct of Eccles' Model of Achievement Related Choices. Gathered data were studied using factor analysis, multivariate analysis of variance, analysis of variance as well as categorical analysis of qualitative results. Girls and boys achieved similar grades on all academic measures except the Alberta Science Achievement Test, where boys scored significantly higher than girls. Mothers, fathers, and children indicated positive attitudes towards science, no gender stereotyping about science and science careers, and gender neutral beliefs about science achievement. Gender differences were found in expressed possibility of future career choice. Science/Professional Careers were viewed as male occupations by mothers and children, but as gender neutral occupations by fathers

Beliefs about the role of parenting in feeding and childhood obesity among mothers of lower socioeconomic status.

Science.gov (United States)

Kalinowski, Alison; Krause, Kylene; Berdejo, Carla; Harrell, Kristina; Rosenblum, Katherine; Lumeng, Julie C

2012-01-01

To examine beliefs about the role of parenting in feeding and childhood obesity among mothers of lower socioeconomic status. Individual semistructured, audiotaped interview with 91 mothers of preschool-aged children (49% of mothers obese, 21% of children obese) in the midwestern United States. Participant comments were transcribed and common themes were identified using the constant comparative method and NVivo software. Mothers often described their parents' feeding style as authoritarian or neglectful, and their own current style as comparatively indulgent and better. Mothers described parents of overweight children as inept or neglectful, but they never described their own parenting as such. Encouraging mothers to reflect on how they were fed as children, how it may influence their current parenting, and how the relationship between mothering and child obesity is complex are important nutrition education opportunities. Copyright © 2012 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Iraqi, Syrian, and Palestinian Refugee Adolescents' Beliefs About Parental Authority Legitimacy and Its Correlates.

Science.gov (United States)

Smetana, Judith G; Ahmad, Ikhlas; Wray-Lake, Laura

2015-01-01

This study examined intra- and interindividual variations in parental legitimacy beliefs in a sample of 883 Arab refugee adolescents (M(age) = 15.01 years, SD = 1.60), 277 Iraqis, 275 Syrians, and 331 Palestinians in Amman, Jordan. Confirmatory factor analyses showed distinct latent factors for moral-conventional, prudential, and personal legitimacy items. Older adolescents rated legitimacy lower for personal issues, but higher for prudential issues. Beliefs were associated with socioeconomic status (fathers' education, family size), particularly for personal issues, but were more pervasively associated with displacement-related experiences. Greater war trauma was associated with less prudential legitimacy for all youth and more authority legitimacy over moral-conventional issues for Syrian youth. Greater hopefulness was associated with more authority legitimacy over all but personal issues. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.

Multisyllabic Word-Reading Instruction with and without Motivational Beliefs Training for Struggling Readers in the Upper Elementary Grades: A Pilot Investigation

Science.gov (United States)

Toste, Jessica R.; Capin, Philip; Vaughn, Sharon

2017-01-01

This randomized controlled trial focused on 59 struggling readers in the third and fourth grades (30 female, 29 male) and examined the efficacy of an intervention aimed at increasing students' multisyllabic word reading (MWR). The study also explored the relative effects of an embedded motivational beliefs (MB) training component. Struggling…

Change in Parents’ Monitoring Knowledge: Links with Parenting, Relationship Quality, Adolescent Beliefs, and Antisocial Behavior

OpenAIRE

Laird, Robert D.; Pettit, Gregory S.; Dodge, Kenneth A.; Bates, John E.

2003-01-01

A longitudinal prospective design was used to examine antisocial behavior, two aspects of the parent–child relationship, inept parenting, and adolescents’ beliefs in the appropriateness of monitoring as predictors of parents’ monitoring and change in monitoring during the high school years. 426 adolescents provided reports of their parents’ monitoring knowledge during four yearly assessments beginning the summer before entering grade 9. Greater concurrent levels of monitoring knowledge were a...

What can Parents' Self-report of Reading Difficulties Tell Us about Their Children's Emergent Literacy at School Entry?

Science.gov (United States)

Esmaeeli, Zahra; Lundetrae, Kjersti; Kyle, Fiona E

2018-02-01

Research has linked family risk (FR) of reading difficulties (RD) with children's difficulties in emergent literacy development. This study is the first to apply parents' self-report of RD as a proxy for FR in a large sample (n = 1171) in order to test group differences in children's emergent literacy. Emergent literacy, the home literacy environment and children's interest in literacy and letters were compared across different groups of FR children around the school entry. The FR children performed lower in emergent literacy compared with not-FR children. Furthermore, when comparing FR children with one parent reporting RD and children with both parents reporting RD, moderate group differences were found in Emergent Literacy. Finally, parents' self-report of RD was a significant contributor of emergent literacy after controlling for the home literacy environment, children's gender, their interest in literacy and letters, months in kindergarten, vocabulary and parents' education. Our findings suggest that schools should monitor the reading development of children with parents self-reporting RD closely - especially if both parents self-report RD. © 2017 The Authors. Dyslexia published by John Wiley & Sons Ltd. © 2017 The Authors. Dyslexia published by John Wiley & Sons Ltd.

How Parents Read Counting Books and Non-Numerical Books to Their Preverbal Infants: An Observational Study

OpenAIRE

Alison Goldstein; Thomas Cole; Sara Cordes

2016-01-01

Studies have stressed the importance of counting with children to promote formal numeracy abilities; however little work has investigated when parents begin to engage in this behavior with their young children. In the current study, we investigated whether parents elaborated on numerical information when reading a counting book to their preverbal infants and whether developmental differences in numerical input exist even in the first year of life. Parents and their 5-10 month old infants wer...

Parenting and socialization of only children in urban China: an example of authoritative parenting.

Science.gov (United States)

Lu, Hui Jing; Chang, Lei

2013-01-01

The authors report a semistructured interview of 328 urban Chinese parents regarding their parenting beliefs and practices with respect to their only children. Statistical analyses of the coded parental interviews and peer nomination data from the children show none of the traditional Chinese parenting or child behaviors that have been widely reported in the literature. The parenting of only children in urban China was predominantly authoritative rather than authoritarian. The parenting strategies and beliefs were child-centered, egalitarian, and warmth-oriented rather than control-oriented. Chinese parents encouraged prosocial assertiveness and discouraged behavioral constraint and modesty. The parenting of only children was also gender egalitarian in that there were few gender differences in child social behaviors and little gender differential parenting and socialization of these only children. Together with other recent studies, these findings and conclusions challenge the traditionalist view of Chinese parenting and beliefs and behaviors about child socialization.

Parental knowledge, attitudes and cultural beliefs regarding oral health and dental care of preschool children in an Indian population: a quantitative study.

Science.gov (United States)

Chhabra, N; Chhabra, A

2012-04-01

Preschool children are dependent upon their parents for their dental care. The aim of this study was to assess the knowledge, attitude and beliefs of parents towards oral health and dental care of their children aged 1-4 years in an Indian population. Parents of 620 preschool children, who visited Krishna Dental College and Hospital, Ghaziabad, India for dental treatment were recruited into this study and completed a self administered questionnaire. It was revealed that the lack of knowledge and awareness of importance of the primary teeth, dental fear of the parents and the myths associated with dental treatment, created barriers to early preventive dental care of preschool children. The oral hygiene and feeding practices were found to be disappointing and the knowledge about the essential role of fluoride and transmission of Streptococcus mutans bacteria was found to be limited. The elders in the family, especially grandparents, highly influenced the decisions of the parents regarding dental treatment of their children. Parents' knowledge, attitudes and beliefs about the importance of dental health need to be improved. Coordinated efforts by paediatricians, paediatric dentists and other health professionals are required to impart dental health education about oral hygiene, feeding practices, importance of the primary dentition and to promote preventive dental programmes.

Beliefs and practices regarding solid food introduction among Latino parents in Northern California.

Science.gov (United States)

Beck, Amy L; Hoeft, Kristin S; Takayama, John I; Barker, Judith C

2018-01-01

Latino children are more likely to be obese than non-Hispanic white children, and feeding patterns that begin in infancy may contribute to this disparity. The objective of this study was to elucidate beliefs and practices related to the introduction of solids and solid food feeding in the first year of life among low-income Latino parents residing in Northern California. We conducted 26 semi-structured interviews that explored the timing of introduction of solids, selection of foods to serve to infants, feeding strategies, sources of information on solid food feeding and concerns about infant weight. We found that most parents relied on traditional practices in selecting first foods for infants and had a strong preference for homemade food, which was often chicken soup with vegetables. Parents generally described responsive feeding practices; however a minority used pressuring practices to encourage infants to eat more. Very few parents practiced repeated gentle introduction of unfamiliar food to increase acceptance. High calorie low nutrient foods were typically introduced at around 12 months of age and parents struggled to limit such foods once children were old enough to ask for them. Parents were concerned about the possibility of infants becoming overweight and considered health care providers to be an important source of information on infant weight status. The results of this study can be used to inform the development of interventions to prevent obesity in Latino children with similar demographics to our study population. Copyright © 2017 Elsevier Ltd. All rights reserved.

The attitudes, knowledge and beliefs of Arab parents in Kuwait about stuttering.

Science.gov (United States)

Al-Khaledi, Maram; Lincoln, Michelle; McCabe, Patricia; Packman, Ann; Alshatti, Tariq

2009-03-01

An Arabic version of the Public Opinion Survey of Human Attributes Inventory [POSHA-E; St Louis, K. O. (2005), a global instrument to measure public attitudes about stuttering. (The ASHA Leader, 22, 2-13)] was administered to 424 Arab parents of preschool and school age children in 18 government schools across all six governorates in Kuwait. The survey questions pertained to and investigated attitudes, knowledge and beliefs towards stuttering as well as comparative attitudes toward several other conditions. The aim was to identify whether potential barriers existed that might hinder the establishment and conduct of treatment programs for stuttering within Kuwait. These potential barriers might be negative stereotypes, misconceptions about stuttering, cultural beliefs as well as lack of awareness of the disorder within Kuwaiti society. The instrument successfully sampled a variety of beliefs, reactions and emotions that identified cultural beliefs, societal ignorance and confusion about the disorder. It was found that although stuttering appears to be a disorder that most people in Kuwait are aware of and familiar with, their level of knowledge about stuttering in general and about some specific aspects of the disorder was limited. This indicates a need to disseminate scientific information about stuttering in Kuwait and possibly other Arabic speaking countries. Readers will be able: (1) to evaluate the status of speech-language pathology in Kuwait and the Middle East and compare it to that in other countries, such as Australia and the United States; (2) to list similarities in the stereotypes and attitudes towards stuttering cross-culturally. Readers will also be able to: (3) discuss the differences in knowledge and attitudes according to age, gender and educational level in Kuwait; (4) discuss public awareness and knowledge of stuttering among Arabs in Kuwait specifically.

Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention With and Without Motivational Beliefs Training for Struggling Readers.

Science.gov (United States)

Toste, Jessica R; Capin, Philip; Williams, Kelly J; Cho, Eunsoo; Vaughn, Sharon

2018-05-01

This randomized control trial examined the efficacy of an intervention aimed at improving multisyllabic word reading (MWR) skills among fourth- and fifth-grade struggling readers ( n = 109, 48.6% male), as well as the relative effects of an embedded motivational beliefs training component. This study was a closely aligned replication of our earlier work. The intervention was replicated with a three-condition design: MWR only, MWR with a motivational beliefs component, and business-as-usual control. Students were tutored in small groups for 40 lessons (four 40-min lessons each week). When we combined performance of students in both MWR conditions, intervention students significantly outperformed controls on proximal measures of affix reading and MWR, as well as standardized measures of decoding, spelling, and text comprehension. Furthermore, there was a noted interaction between English learner status and treatment on spelling performance. There were no statistically significant main effects between the MWR groups on proximal or standardized measures of interest. Findings are discussed in terms of their relevance to MWR instruction for students with persistent reading difficulties and considerations for future research related to the malleability of motivation.

Non-syndromic sensorineural prelingual deafness: the importance of genetic counseling in demystifying parents' beliefs about the cause of their children's deafness.

Science.gov (United States)

Rodrigues, Fidjy; Paneque, Milena; Reis, Cláudia; Venâncio, Margarida; Sequeiros, Jorge; Saraiva, Jorge

2013-08-01

Recent advances in molecular genetics have allowed the determination of the genetic cause of some childhood non-syndromic deafness. In Portugal only a small proportion of families are referred to a clinical genetics service in order to clarify the etiology of the deafness and to provide genetic counseling. Consequently, there are no published studies of the prior beliefs of parents about the causes of hereditary deafness of their children and their genetic knowledge after receipt of genetic counseling. In order to evaluate the impact of genetic counseling, 44 parents of 24 children with the diagnosis of non-syndromic sensorineural prelingual deafness due to mutations in the GJB2 (connexin 26), completed surveys before and after genetic counseling. Before counseling 13.6 % of the parents knew the cause of deafness; at a post-counseling setting this percentage was significantly higher, with 84.1 % of the parents accurately identifying the etiology. No significant differences were found between the answers of mothers and fathers either before or after genetic counseling. Parents' level of education was a significant factor in pre-test knowledge. After genetic counseling 95.5 % of the parents stated that the consultation had met their expectations, 70.5 % remembered correctly the inheritance pattern, and 93.2 % correctly recalled the chance of risk of deafness. These results underline the importance of genetic counseling in demystifying parents' beliefs about the etiology of their children's deafness.

Literary socialization and reading preferences: Effects of parents, the library, and the school

NARCIS (Netherlands)

Kraaykamp, G.L.M.

2003-01-01

In this article, I study the long-term effects of reading socialization in the parental home, the use that is made of the extensive supply of books in the library, and the cultural encouragement that takes place in secondary school. Employing representative data for the Netherlands in 1998 (N=1762),

Literary socialization and reading preferences : Effects of parents, the library, and the school

NARCIS (Netherlands)

Kraaykamp, Gerbert

2003-01-01

In this article, I study the long-term effects of reading socialization in the parental home, the use that is made of the extensive supply of books in the library, and the cultural encouragement that takes place in secondary school. Employing representative data for the Netherlands in 1998 (N=1762),

Why Are Home Literacy Environment and Children's Reading Skills Associated? What Parental Skills Reveal

NARCIS (Netherlands)

van Bergen, Elsje; Van Zuijen, Titia L.; Bishop, Dorothy; de Jong, Peter F.

2017-01-01

Associations between home literacy environment and children's reading ability are often assumed to reflect a direct influence. However, heritability could account for the association between parent and child literacy-related measures. We used data from 101 mother/father/child triads to consider the

Consejos para los Padres Sobre la Lectura: Informacion e Ideas para Ayudar a los Ninos Desde la Infancia Hasta Octavo Grado a Tener Exito en la Lectura (Tips for Parents about Reading: Information and Ideas for Helping Children through Grade Eight Succeed with Reading).

Science.gov (United States)

Davis, Deborah; Lewis, Jan Patricia

Noting that all parents want the best school experience for their children, this booklet, in Spanish, gives parents some ideas about what to expect at different ages and stages of reading development, suggestions for what parents can do at home, and a list of favorite books parents can find in most libraries for parents and children to read.…

The parent/child/teacher reading relation

Directory of Open Access Journals (Sweden)

Myrna Machet

2008-08-01

Full Text Available Becoming a reader involves gaining the meaning of the activities involved which includes the purposes, values and roles that are part of the activity. At home literacy is contextualised and a child becomes aware of the uses and practises of reading in his or her culture. This home based literacy is a more natural form of literacy and must be distinguishedfrom school based literacy which is a more organised, systematic literacy. Teachers need to be aware of the important role that preliteracy experience plays in a child's ability to learn to read successfully. They can then provide experiences that will help those children who come to school without the prerequisite emergent literacy skills to become good readers. Teachers will benefit from being aware of family literacy practices and encouraging parents to become involved in their children's reading, because this will help children to make reading and general literacy activities more meaningful. Children who become successful readers associate books with enjoyment and are therefore willing to make the effort to become readers. This is more likely to happen with the support from the family. Research indicates that a key predictor of student success is family involvement in children's education (Ginsburg, 1999:3. Om 'n leser te word, hou in dat betekenis gevorm moet word van die aktiwiteite wat by lees betrokke is, nl die doel, waardes en rolle wat deel van die aktiwiteite. Geletterdheid word by die huis gekontekstualiseer en 'n kind word bewus van die gebruike van en praktyke vir lees in sy of haar kultuur. Hierdie huisgebaseerde geletterdheid is die natuurlikste vorm van geletterdheid en moet onderskei word van skoolgebaseerde geletterdheid wat 'n meer georganiseerde sistematiese soort geletterdheid is. Onderwysers moet bewus wees van die belangrike rol wat voor-geletterdheidervaring speel in In kind se vermoe om suksesvol te leer lees. Hulle kan dan geleenthede organiseer wat daardie kinders

Development and Initial Validation of a Questionnaire to Assess the Reading Beliefs of Undergraduate Students: The "Cuestionario de Creencias Sobre la Lectura"

Science.gov (United States)

Lordán, Eva; Solé, Isabel; Beltran, Francesc S.

2017-01-01

The aim of this research was to develop a new questionnaire for exploring the reading beliefs of undergraduate students, because the only currently available instrument has conceptual and methodological limitations. The paper describes the process of developing the instrument and presents a range of psychometric data obtained from a sample of 558…

Leyendo con tu hijo: Consejos practicos para los padres... (Reading with Your Child: Practical Advice for Parents...).

Science.gov (United States)

Colorado State Dept. of Education, Denver.

This brochure (in Spanish) offers some practical tips for Spanish-speaking parents who wish to read to their young children. The brochure first provides general tips, such as "Lea a su hijo en voz alto por lo menos unos 15 minutos todos los dias" (Read to your child aloud for at least 15 minutes daily), and "Estabeleza una rotina y…

Iranian EFL and Indian ESL College Students' Beliefs about Reading Strategies in L2 (Creencias de estudiantes universitarios iraníes EFL e hindúes ESL acerca de las estrategias de lectura en L2)

Science.gov (United States)

Karbalaei, Alireza

2010-01-01

The notion of "learner beliefs" has garnered much attention in the field of second language acquisition. Although different studies have been conducted to study learners' beliefs about language learning, little research has looked into the issue of L2 readers' beliefs and their relations to reading strategies. This study investigated…

Family Connections: The Importance of Prison Reading Programs for Incarcerated Parents and Their Children

Science.gov (United States)

Blumberg, Daniel M.; Griffin, Dawn A.

2013-01-01

This article introduces a successful reading program, Family Connections, for incarcerated parents and their children. A comprehensive review of the literature supports the need to implement prison programs from an ecological perspective, in which the needs of inmates and their families are considered. More specifically, the benefits of directing…

Lay beliefs about emotional problems and attitudes toward mental health care among parents and adolescents : Exploring the impact of immigration

NARCIS (Netherlands)

Verhulp, Esmée E.; Stevens, Gonneke W.J.M.; Van Weert, Caroline M.C.; Pels, Trees V.M.; Vollebergh, Wilma A.M.

2017-01-01

Individuals' lay beliefs about mental health problems and attitudes toward mental health care are thought to be influenced by the cultural background of these individuals. In the current study, we investigated differences between immigrant Dutch and native Dutch parents and adolescents in lay

Lay Beliefs About Emotional Problems and Attitudes Toward Mental Health Care Among Parents and Adolescents : Exploring the Impact of Immigration

NARCIS (Netherlands)

Verhulp, Esmée E.; Stevens, Gonneke W J M; Pels, Trees V M; Van Weert, Caroline M C; Vollebergh, Wilma A M

Objective: Individuals' lay beliefs about mental health problems and attitudes toward mental health care are thought to be influenced by the cultural background of these individuals. In the current study, we investigated differences between immigrant Dutch and native Dutch parents and adolescents in

The C.R.E.A.T.E. Approach to Primary Literature Shifts Undergraduates’ Self-Assessed Ability to Read and Analyze Journal Articles, Attitudes about Science, and Epistemological Beliefs

Science.gov (United States)

Hoskins, Sally G.; Lopatto, David; Stevens, Leslie M.

2011-01-01

The C.R.E.A.T.E. (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) method uses intensive analysis of primary literature in the undergraduate classroom to demystify and humanize science. We have reported previously that the method improves students’ critical thinking and content integration abilities, while at the same time enhancing their self-reported understanding of “who does science, and why.” We report here the results of an assessment that addressed C.R.E.A.T.E. students’ attitudes about the nature of science, beliefs about learning, and confidence in their ability to read, analyze, and explain research articles. Using a Likert-style survey administered pre- and postcourse, we found significant changes in students’ confidence in their ability to read and analyze primary literature, self-assessed understanding of the nature of science, and epistemological beliefs (e.g., their sense of whether knowledge is certain and scientific talent innate). Thus, within a single semester, the inexpensive C.R.E.A.T.E. method can shift not just students’ analytical abilities and understanding of scientists as people, but can also positively affect students’ confidence with analysis of primary literature, their insight into the processes of science, and their beliefs about learning. PMID:22135371

Child overweight in general practice – parents’ beliefs and expectations – a questionnaire survey study

Science.gov (United States)

2013-01-01

Background Care for overweight children in general practice involves collaboration with parents. Acknowledging the parents’ frames of references is a prerequisite for successful management. We therefore aimed to analyse parental beliefs about the presumed causes and consequences of overweight in children and expectations towards the GP. Moreover, we aimed at comparing the beliefs and expectations of parents of non-overweight children (NOWC) and parents of overweight children (OWC). Methods A cross-sectional survey. Data were obtained from a questionnaire exploring parents’ beliefs and expectations regarding overweight in children. The questionnaires were completed by parents following their child’s participation in the five-year preventive child health examination (PCHE). Parental agreement upon statements concerning beliefs and expectations regarding overweight in children was measured on a Likert scale. Differences in levels of agreement between parents of non-overweight children and parents of overweight children were analysed using Chi-squared test and Fisher’s exact test. Results Parents of 879 children completed and returned questionnaires. Around three fourths of the parents agreed that overweight was a health problem. A majority of parents (93%) agreed that the GP should call attention to overweight in children and offer counselling on diet and exercise. Almost half of the parents expected a follow-up programme. Parents of overweight children seemed to agree less upon some of the proposed causes of overweight, e.g. inappropriate diet and lack of exercise. These parents also had stronger beliefs about overweight disappearing by itself as the child grows up. Conclusions According to parental beliefs and expectations, general practice should have an important role to play in the management of child overweight. Moreover, our findings suggest that GPs should be aware of the particular beliefs that parents of overweight children may have regarding causes

Serious physical violence among Arab-Palestinian adolescents: The role of exposure to neighborhood violence, perceived ethnic discrimination, normative beliefs, and, parental communication.

Science.gov (United States)

Massarwi, Adeem Ahmad; Khoury-Kassabri, Mona

2017-01-01

This study adopted a social-ecological perspective to exploring perpetration of serious physical violence against others among Arab-Palestinian adolescents. A total of 3178 adolescents (aged 13-18) completed anonymous, structured, self-report questionnaire, which included selected items from several instruments that measured variables relating to the constructs examined in the study. We explored the association of individual characteristics (age, gender, normative beliefs about violence, and perceived ethnic discrimination), familial characteristics (parent-adolescent communication and socioeconomic status), and contextual characteristics (exposure to community violence in the neighborhood) with perpetration of serious physical violence against others. A moderation-mediation model was tested, and 28.4% of the adolescents reported that they had perpetrated serious physical violence against others at least once during the month preceding the study. The findings also show that exposure of youth to violence in their neighborhood correlated significantly and positively with their perpetration of serious physical violence against others. A similar trend was revealed with respect to personal perceptions of ethnic discrimination. These correlations were mediated by the adolescents' normative beliefs about violence. Furthermore, the correlation of direct exposure to violence in the neighborhood and normative beliefs about violence with perpetration of serious physical violence against others was stronger among adolescents who have poor communication with their parents than among those who have strong parental communication. Copyright © 2016 Elsevier Ltd. All rights reserved.

How parents of children receiving pediatric palliative care use religion, spirituality, or life philosophy in tough times.

Science.gov (United States)

Hexem, Kari R; Mollen, Cynthia J; Carroll, Karen; Lanctot, Dexter A; Feudtner, Chris

2011-01-01

How parents of children with life threatening conditions draw upon religion, spirituality, or life philosophy is not empirically well described. Participants were parents of children who had enrolled in a prospective cohort study on parental decision-making for children receiving pediatric palliative care. Sixty-four (88%) of the 73 parents interviewed were asked an open-ended question on how religion, spirituality, or life philosophy (RSLP) was helpful in difficult times. Responses were coded and thematically organized utilizing qualitative data analysis methods. Any discrepancies amongst coders regarding codes or themes were resolved through discussion that reached consensus. Most parents of children receiving palliative care felt that RSLP was important in helping them deal with tough times, and most parents reported either participation in formal religious communities, or a sense of personal spirituality. A minority of parents, however, did not wish to discuss the topic at all. For those who described their RSLP, their beliefs and practices were associated with qualities of their overall outlook on life, questions of goodness and human capacity, or that "everything happens for a reason." RSLP was also important in defining the child's value and beliefs about the child's afterlife. Prayer and reading the bible were important spiritual practices in this population, and parents felt that these practices influenced their perspectives on the medical circumstances and decision-making, and their locus of control. From religious participation and practices, parents felt they received support from both their spiritual communities and from God, peace and comfort, and moral guidance. Some parents, however, also reported questioning their faith, feelings of anger and blame towards God, and rejecting religious beliefs or communities. RSLP play a diverse and important role in the lives of most, but not all, parents whose children are receiving pediatric palliative care.

RELATIONSHIP BETWEEN PARENTS' MOTIVATION FOR PHYSICAL ACTIVITY AND THEIR BELIEFS, AND SUPPORT OF THEIR CHILDREN'S PHYSICAL ACTIVITY: A CLUSTER ANALYSIS.

Science.gov (United States)

Naisseh, Matilda; Martinent, Guillaume; Ferrand, Claude; Hautier, Christophe

2015-08-01

Previous studies have neglected the multivariate nature of motivation. The purpose of the current study was to first identify motivational profiles of parents' own physical activity. Second, the study examined if such profiles differ in the way in which parents perceive their children's competence in physical activity and the importance and support given to their children's physical activity. 711 physically active parents (57% mothers; M age = 39.7 yr.; children 6-11 years old) completed the Situational Motivation Scale, the Parents' Perceptions of Physical Activity Importance and their Children's Ability Questionnaire, and the Parental Support for Physical Activity Scale. Cluster analyses indicated four motivational profiles: Highly self-determined, Moderately self-determined, Non-self-determined, and Externally motivated profiles. Parents' beliefs and support toward their children's physical activity significantly differed across these profiles. It is the first study using Self-Determination Theory that provides evidence for the interpersonal outcomes of motivation.

Preschool Children's Exposure to Story Grammar Elements during Parent-Child Book Reading

Science.gov (United States)

Breit-Smith, Allison; van Kleeck, Anne; Prendeville, Jo-Anne; Pan, Wei

2017-01-01

Twenty-three preschool-age children, 3;6 (years; months) to 4;1, were videotaped separately with their mothers and fathers while each mother and father read a different unfamiliar storybook to them. The text from the unfamiliar storybooks was parsed and coded into story grammar elements and all parental extratextual utterances were transcribed and…

Exploring Teacher Beliefs and Classroom Practices through Reflective Practice: A Case Study

Science.gov (United States)

Farrell, Thomas S. C.; Ives, Jessica

2015-01-01

This article presents a case study that explored and reflected on the relationship between the stated beliefs and observed classroom practices of one second language reading teacher. The findings of this study revealed that this particular teacher holds complex beliefs about teaching reading that were evident to some extent in many of his…

The Connections between Family Characteristics, Parent-Child Engagement, Interactive Reading Behaviors, and Preschoolers' Emergent Literacy

Science.gov (United States)

Moss, Katie Marie

2016-01-01

This study examined the relationship of family characteristics (i.e., SES and race), parent-child engagement, and interactive reading behaviors on preschooler's emergent literacy scores. This study used a structural equation model to examine variables that impact emergent literacy development by evaluating data from the Early Childhood…

Educational status and beliefs regarding non-communicable diseases among children in Ghana.

Science.gov (United States)

Badasu, Delali M; Abuosi, Aaron A; Adzei, Francis A; Anarfi, John K; Yawson, Alfred E; Atobrah, Deborah A

2018-03-05

Increasing prevalence of non-communicable diseases (NCDs) has been observed in Ghana as in other developing countries. Past research focused on NCDs among adults. Recent researches, however, provide evidence on NCDs among children in many countries, including Ghana. Beliefs about the cause of NCDs among children may be determined by the socioeconomic status of parents and care givers. This paper examines the relationship between educational status of parents and/or care givers of children with NCDs on admission and their beliefs regarding NCDs among children. A total of 225 parents and/or care givers of children with NCDS hospitalized in seven hospitals in three regions (Greater Accra, Ashanti and Volta) were selected for the study. Statistical techniques, including the chi-square and multinomial logistic regression, were used for the data analysis. Educational status is a predictor of care giver's belief about whether enemies can cause NCDs among children or not. This is the only belief with which all the educational categories have significant relationship. Also, post-secondary/polytechnic (p-value =0.029) and university (p-value = 0.009) levels of education are both predictors of care givers being undecided about the belief that NCDs among children can be caused by enemies, when background characteristics are controlled for. Significant relationship is found between only some educational categories regarding the other types of beliefs and NCDs among children. For example, those with Middle/Juniour Secondary School (JSS)/Juniour High School (JHS) education are significantly undecided about the belief that the sin of parents can cause NCDs among children. Education is more of a predictor of the belief that enemies can cause NCDs among children than the other types of beliefs. Some categories of ethnicity, residential status and age have significant relationship with the beliefs when background characteristics of the parents and/or care givers were controlled

Ethnic differences and parental beliefs are important for overweight prevention and management in children: a cross-sectional study in the Netherlands

NARCIS (Netherlands)

Kocken, P.L.; Schönbeck, Y.; Henneman, L.; Janssens, C.J.; Detmar, S.

2012-01-01

Background. The prevalence of obesity and overweight is highest among ethnic minority groups in Western countries. The objective of this study is to examine the contribution of ethnicity and beliefs of parents about overweight preventive behaviours to their child's outdoor play and snack intake, and

Ethnic differences and parental beliefs are important for overweight prevention and management in children: a cross-sectional study in the Netherlands

NARCIS (Netherlands)

Kocken, P.L.; Schonbeck, Y.; Henneman, L.; Janssens, A.; Detmar, S.B.

2012-01-01

Background: The prevalence of obesity and overweight is highest among ethnic minority groups in Western countries. The objective of this study is to examine the contribution of ethnicity and beliefs of parents about overweight preventive behaviours to their childs outdoor play and snack intake, and

Using the Health Belief Model to Explain Mothers' and Fathers' Intention to Participate in Universal Parenting Programs.

Science.gov (United States)

Salari, Raziye; Filus, Ania

2017-01-01

Using the Health Belief Model (HBM) as a theoretical framework, we studied factors related to parental intention to participate in parenting programs and examined the moderating effects of parent gender on these factors. Participants were a community sample of 290 mothers and 290 fathers of 5- to 10-year-old children. Parents completed a set of questionnaires assessing child emotional and behavioral difficulties and the HBM constructs concerning perceived program benefits and barriers, perceived child problem susceptibility and severity, and perceived self-efficacy. The hypothesized model was evaluated using structural equation modeling. The results showed that, for both mothers and fathers, perceived program benefits were associated with higher intention to participate in parenting programs. In addition, higher intention to participate was associated with lower perceived barriers only in the sample of mothers and with higher perceived self-efficacy only in the sample of fathers. No significant relations were found between intention to participate and perceived child problem susceptibility and severity. Mediation analyses indicated that, for both mothers and fathers, child emotional and behavioral problems had an indirect effect on parents' intention to participate by increasing the level of perceived benefits of the program. As a whole, the proposed model explained about 45 % of the variance in parental intention to participate. The current study suggests that mothers and fathers may be motivated by different factors when making their decision to participate in a parenting program. This finding can inform future parent engagement strategies intended to increase both mothers' and fathers' participation rates in parenting programs.

Theory of mind in schizophrenia: exploring neural mechanisms of belief attribution.

Science.gov (United States)

Lee, Junghee; Quintana, Javier; Nori, Poorang; Green, Michael F

2011-01-01

Although previous behavioral studies have shown that schizophrenia patients have impaired theory of mind (ToM), the neural mechanisms associated with this impairment are poorly understood. This study aimed to identify the neural mechanisms of ToM in schizophrenia, using functional magnetic resonance imaging (fMRI) with a belief attribution task. In the scanner, 12 schizophrenia patients and 13 healthy control subjects performed the belief attribution task with three conditions: a false belief condition, a false photograph condition, and a simple reading condition. For the false belief versus simple reading conditions, schizophrenia patients showed reduced neural activation in areas including the temporoparietal junction (TPJ) and medial prefrontal cortex (MPFC) compared with controls. Further, during the false belief versus false photograph conditions, we observed increased activations in the TPJ and the MPFC in healthy controls, but not in schizophrenia patients. For the false photograph versus simple reading condition, both groups showed comparable neural activations. Schizophrenia patients showed reduced task-related activation in the TPJ and the MPFC during the false belief condition compared with controls, but not for the false photograph condition. This pattern suggests that reduced activation in these regions is associated with, and specific to, impaired ToM in schizophrenia.

The relationship between media exposure and antifat attitudes: the role of dysfunctional appearance beliefs.

Science.gov (United States)

Lin, Linda; Reid, Kathleen

2009-01-01

This study examined the relationship between media exposure, antifat attitudes, and body dissatisfaction, as well as the mediating effect of dysfunctional appearance beliefs. A sample of 112 women completed surveys measuring media exposure, antifat attitudes, body dissatisfaction, and dysfunctional beliefs about appearance. It was found that time spent reading fashion magazines was positively correlated with antifat attitudes and that this relationship was mediated by dysfunctional beliefs about appearance. Measures of antifat attitudes and body dissatisfaction were both found to be correlated with endorsement of dysfunctional beliefs about appearance and body mass index. Results suggest that time spent reading fashion magazines may be related to antifat attitudes through dysfunctional appearance beliefs.

Parents' Interactions with Preschoolers during Shared Book Reading: Three Strategies for Promoting Quality Interactions

Science.gov (United States)

Han, Jisu; Neuharth-Pritchett, Stacey

2014-01-01

Research shows that home environments play a critical role in developing children's early literacy skills. Given the importance of developing early literacy skills to bolster children's chances for subsequent academic success, this article highlights the role of parent-child shared book reading. Summarizing research on different types of…

Overweight and obesity among Malay primary school children in Kota Bharu, Kelantan: parental beliefs, attitudes and child feeding practices.

Science.gov (United States)

Wan, Abdul Manan W M; Norazawati, A K; Lee, Y Y

2012-04-01

The increasing prevalence of overweight and obesity among children has become a major public health problem in Malaysia. Parents play an important role in child feeding especially among younger children. A study was conducted to evaluate the beliefs, attitudes and practices in child feeding among parents of normal weight, as well as overweight and obese primary school children in Kelantan using the Child Feeding Questionnaire (CFQ). This cross-sectional study was carried out on 175 Malay children from three schools in Kota Bharu district in Kelantan. This study showed that 13.1% of the children were overweight and obese. Scores for perceived parent weight (p parents of overweight and obese children compared to parents of children with normal body weight. However, the score for pressure to eat among parents of overweight and obese children was significantly lower (p parents of normal weight children. The perceived child weight (r = 0.468, p parental weight (r = 0.190, p children's body mass index (BMI), whereas pressure to eat factor (r = -0.355, p children's body mass index (BMI). The findings showed that parental feeding practices were linked to children's weight status and childhood obesity. Therefore parents should be given education and guidance on appropriate child feeding practices to maintain their child's nutritional status on a healthy weight range.

Child physical abuse: prevalence, characteristics, predictors, and beliefs about parent-child violence in South Asian, Middle Eastern, East Asian, and Latina women in the United States.

Science.gov (United States)

Maker, Azmaira H; Shah, Priti V; Agha, Zia

2005-11-01

The present study examined the prevalence, characteristics, beliefs, and demographic predictors of parent-child physical violence among South Asian, Middle Eastern, East Asian, and Latina women in the United States. Two hundred fifty-one college-educated women from a middle to high SES (South Asian/Middle Eastern, n = 93; East Asian,n = 72; Latina,n = 86) completed a self-report survey on childhood experiences and beliefs regarding physical abuse. Seventy-three percent of the South Asian and Middle Eastern sample, 65% of the East Asian sample, and 78% of the Latina sample reported experiencing at least one type of physical abuse. Significant differences in characteristics and perpetrators of abuse were found across groups. Demographic factors did not predict physical abuse. Experiencing physical abuse was the only predictor for acceptance of physical discipline and as a parental privilege or right across groups. Implications of alternate cultural models of family violence based on beliefs and exposure to violence are discussed.

INTEREST AND READING MOTIVATION

Directory of Open Access Journals (Sweden)

Alhamdu Alhamdu

2016-05-01

Full Text Available The purpose of this study is to examine the relationship between interest and reading motivation based on literature review. The concept of the interest portrayed as a psychological state that occurs during interaction between individual and specific topic, object or activity including process of willingness, increased attention, concentration and positive feeling to the topic, object or activity. Meanwhile reading motivation emphasized to mental readiness, willingness and refers to beliefs and perception of individual to engage in reading activity. Some researchers were identified factors that influenced reading motivation such as intrinsic and extrinsic factors, self-concept and value of reading, and interest. In general, the literature review described that have positive relationship between interest and reading motivation.

Differences in beliefs and home environments regarding energy balance behaviors according to parental education and ethnicity among schoolchildren in Europe: the ENERGY cross sectional study.

Science.gov (United States)

Brug, Johannes; Uijtdewilligen, Léonie; van Stralen, Maartje M; Singh, Amika S; ChinAPaw, Mai J M; De Bourdeaudhuij, Ilse; Lien, Nanna; Bere, Elling; Maes, Lea; Fernández-Alvira, Juan M; Jan, Nataša; Kovacs, Eva; Dössegger, Alain; Manios, Yannis; te Velde, Saskia J

2014-06-17

To explore differences in personal and home environmental factors that are regarded as determinants of energy balance-related behaviors (EBRBs) according to parental education and ethnic background among 10-12 year old schoolchildren across Europe. A school-based survey among 10-12 year olds was conducted in eight countries across Europe. A range of personal and home environment variables relevant for soft drink consumption, daily breakfast, sport participation and TV time was assessed by means of child report. Personal factors included attitude, health beliefs, and preference/liking. Home environment factors included parental subjective norm, modeling, support, practices and home availability. Children were classified based on parental education (i.e., low vs. high) and ethnic background (i.e., native vs. non-native). Data from 6018 children originating from 83 schools were included in the analyses. Multilevel logistic regression analyses showed that the majority of the factors tested -and especially home environment variables- were more favorable among children from higher educated parents and from native ethnicity. None of the personal and home environment factors was found to be more favorable among children from lower educated parents or non-native ethnicity. The present study indicates that schoolchildren from lower educated and non-native parents across Europe have EBRB-related beliefs and are exposed to home environments that are less favorable for engagement in healthy EBRBs.

Academic Optimism: An Individual Teacher Belief

Science.gov (United States)

Ngidi, David P.

2012-01-01

In this study, academic optimism as an individual teacher belief was investigated. Teachers' self-efficacy beliefs were measured using the short form of the Teacher Sense of Efficacy Scale. One subtest from the Omnibus T-Scale, the faculty trust in clients subtest, was used to measure teachers' trust in students and parents. One subtest from the…

The Role of Science Teachers' Beliefs in International Classrooms

DEFF Research Database (Denmark)

for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all...... of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process....

Parental Belief and Parental Engagement: How Do They Interact?

Science.gov (United States)

Goodall, Janet

2013-01-01

Previous literature has shown the importance of parental engagement for children's outcomes; a largely separate body of literature has shown that there are clear effects on children's outcomes related to parental religion. This article is a literature review of these two fields, with the aim of relating them to each other. The article suggests two…

"It Depends on What You Mean by 'Disagree'": Differences between Parent and Child Perceptions of Parent-Child Conflict.

Science.gov (United States)

De Los Reyes, Andres; Thomas, Sarah A; Swan, Anna J; Ehrlich, Katherine B; Reynolds, Elizabeth K; Suarez, Liza; Dougherty, Lea R; MacPherson, Laura; Pabón, Shairy C

2012-09-01

We examined a new structured interview of parent-child conflict that assesses parent and child perceptions of behavioral conflict about daily life topics (e.g., doing chores, homework), and whether discrepancies exist on beliefs about these topics. In a sample of 100 parents and children ages 10 to 17 years ( M =13.5 years, 52 males, 57 % African-American), informants could reliably distinguish between perceived behavioral conflicts and perceived discrepant beliefs about topics. These scores were also significantly related to questionnaire reports of parent-child conflict. Parent and child questionnaire reports did not significantly differ, yet on the structured interview, parents reported significantly greater levels of perceived conflict and discrepant beliefs relative to child reports. Additionally, structured interview reports of conflict demonstrated incremental validity by relating to child self-reports of delinquent behaviors, when accounting for questionnaire conflict reports. The findings have implications for increasing understanding of the links between parent-child conflict and psychosocial outcomes.

The effects of parental reading socialization and early school involvement on children's academicperformance : a panelstudy of primary school pupils in the Netherlands.

NARCIS (Netherlands)

Notten, N.; Tolsma, J.; Kraaykamp, G.; Kloosterman, R.

2010-01-01

This study examines the extent to which parental reading socialization and early school involvement account for performance differences between low-status and high-status children in successive primary school grades. It investigates not only the direct effects of these parental practices on

Parents' Responses to a Kindergarten-Classroom Lending-Library Component Designed to Support Shared Reading at Home

Science.gov (United States)

Meyer, Lori E.; Ostrosky, Michaelene M.; Yu, SeonYeong; Favazza, Paddy C.; Mouzourou, Chryso; van Luling, Lisa; Park, Hyejin

2016-01-01

Teachers often recommend that families engage their children in shared book reading to support literacy learning at home. When teachers purposefully provide families with home literacy activities there are benefits for everyone involved. The purpose of this article is to report the findings of a study that examined parental participation and…

Determinants of harsh parenting in Mexico.

Science.gov (United States)

Frías-Armenta, M; McCloskey, L A

1998-04-01

This paper presents a structural model of the determinants of harsh parenting among Mexican mothers. One hundred five mothers (46 from the community; 59 referred to agencies for child maltreatment) were recruited from Sonora (Northern) Mexico and interviewed. In this model the use of physical punishment was explained by (1) authoritarian parenting style (mothers' beliefs concerning the effective use of physical punishment and mothers' lack of disciplinary skills) and (2) family dysfunction (a latent variable constructed from reports of interspousal violence and the parents' use of alcohol and drugs). In addition, the indirect effects of demographic and historical variables on harsh parenting was included. The findings show that the most important factor influencing the use of physical punishment in these families was authoritarian parenting style, exerting a significant direct effect on the mothers' reports of their use of harsh punishment. Family dysfunction had an indirect effect through parenting style. Some sociodemographic variables also indirectly influenced the use of beliefs maternal punishment It is concluded that cultural beliefs play a major role in parenting within the framework of Mexican family relations.

Effects of Diagnostic Label and Disease Information on Emotions, Beliefs, and Willingness to Help Older Parents with Osteoarthritis

Science.gov (United States)

Thomas, Kali S.; McIlvane, Jessica M.; Haley, William E.

2012-01-01

We studied the impact of the diagnostic label of osteoarthritis and educational information on family members' attributions, perceptions, and willingness to help older parents with pain. Undergraduate students (N = 636) were randomly assigned to one of three conditions where they read vignettes about an older mother with chronic pain, which varied…

The effect of consanguineous marriage on reading disability in the Arab community.

Science.gov (United States)

Abu-Rabia, Salim; Maroun, Lateefeh

2005-02-01

The present study examined the effect of consanguineous marriage in the Arab community on reading disabilities of offspring. It examined whether the rate of reading disabilities was higher among offspring of first-cousin parents than offspring of unrelated parents; and whether reading-disabled children of first-cousin parents were more disabled in phonological awareness and phonological decoding than reading-disabled children of unrelated parents and normally reading younger children. These questions were investigated among 814 pupils of the 4th, 5th, and 6th grades, using word recognition and reading comprehension tests. Two experimental groups were chosen from this population. These were a reading-disabled group of 22 pupils who were children of first-cousin marriages and 21 pupils who were children of unrelated parents. A control group was also selected, consisting of 21 younger normally reading pupils at the same reading level. All the groups were tested on non-words, real words, phonological, orthographic and working memory measures. The results indicated that the rate of reading disabilities among children of first-cousin parents was higher than that of with children of second-cousin parents, distantly related parents, or unrelated parents. Further, no differences were found in phonological awareness and decoding between the two reading-disabled groups. Moreover, the results indicate a significant advantage of the younger normal readers over the reading-disabled children in the measures of phonological awareness, decoding, and orthographical knowledge that requires spelling. However, in reading common words and choosing words in context, the performance of the reading-disabled groups and the normally reading group were similar. It has been suggested that further research is needed to evaluate the role of intelligence, nevertheless our results provide new evidence for a genetic basis to reading disabilities.

Validation of the vaccine conspiracy beliefs scale.

Science.gov (United States)

Shapiro, Gilla K; Holding, Anne; Perez, Samara; Amsel, Rhonda; Rosberger, Zeev

2016-12-01

Parents' vaccine attitudes influence their decision regarding child vaccination. To date, no study has evaluated the impact of vaccine conspiracy beliefs on human papillomavirus vaccine acceptance. The authors assessed the validity of a Vaccine Conspiracy Beliefs Scale (VCBS) and determined whether this scale was associated with parents' willingness to vaccinate their son with the HPV vaccine. Canadian parents completed a 24-min online survey in 2014. Measures included socio-demographic variables, HPV knowledge, health care provider recommendation, Conspiracy Mentality Questionnaire (CMQ), the seven-item VCBS, and parents' willingness to vaccinate their son at two price points. A total of 1427 Canadian parents completed the survey in English (61.2%) or French (38.8%). A Factor Analysis revealed the VCBS is one-dimensional and has high internal consistency (α=0.937). The construct validity of the VCBS was supported by a moderate relationship with the CMQ (r=0.44, pparents' willingness to vaccinate their son with the HPV vaccine at both price points ('free' or '$300') after controlling for gender, age, household income, education level, HPV knowledge, and health care provider recommendation. The VCBS is a brief, valid scale that will be useful in further elucidating the correlates of vaccine hesitancy. Future research could use the VCBS to evaluate the impact of vaccine conspiracies beliefs on vaccine uptake and how concerns about vaccination may be challenged and reversed. Copyright © 2016. Published by Elsevier B.V.

Prepare Your Child For Reading Tests: Tips for Parents = Prepare a sus hijos para tomar pruebas de lectura: Ideas para padres.

Science.gov (United States)

Bachman, Tori Mello

Parents can help their children prepare for reading tests in a number of ways, not only just before the test, but also with everyday activities. There are generally two types of reading tests given to students: tests given by teachers throughout the year to see what information students have retained, and more formal, often standardized, tests…

Pre-school reading badge called "Iridescent Little Fish" and its impact on reading habits later in life

Directory of Open Access Journals (Sweden)

Slavka Kristan

1997-01-01

Full Text Available The project called Footsteps to the Book is being carried out at the youth department of the Library Miran Jarc in Novo mesto; in it, preschool children from the municipalities Novo mesto, Šentjernej and Škocjan participate. The child wins the reading badge - Iridescent Little Fish with a pin - by telling four stories (or poemsin the library that havebeen told or read to him by his parents. Family appreciation can be won by both parents and children. The project has been started with the intention of lessening the impact of media upon children, and of strengthening the spiritual bondage among parents and children through reading. The purpose of the above mentioned activity is to develop and enrich child's language and thinking and help h im form positive self esteem. Through family reading, we tried to attract to the library not only small children but also their parents and to get them accustomed to the regular use of library materials. The opinions of parents,librarians, teachers and educators are very encouraging and the cooperation of children is better each year.

Vitamin D Beliefs and Associations with Sunburns, Sun Exposure, and Sun Protection

Science.gov (United States)

Kim, Bang Hyun; Glanz, Karen; Nehl, Eric J.

2012-01-01

The main objective of this study was to examine certain beliefs about vitamin D and associations with sun exposure, sun protection behaviors, and sunburns. A total of 3,922 lifeguards, pool managers, and parents completed a survey in 2006 about beliefs regarding vitamin D and sun-related behaviors. Multivariate ordinal regression analyses and linear regression analysis were used to examine associations of beliefs and other variables. Results revealed that Non-Caucasian lifeguards and pool managers were less likely to agree that they needed to go out in the sun to get enough vitamin D. Lifeguards and parents who were non-Caucasian were less likely to report that sunlight helped the body to produce vitamin D. A stronger belief about the need to go out in the sun to get enough vitamin D predicted more sun exposure for lifeguards. For parents, a stronger belief that they can get enough vitamin D from foods predicted greater sun protection and a stronger belief that sunlight helps the body produce vitamin D predicted lower sun exposure. This study provides information regarding vitamin D beliefs and their association with certain sun related behaviors across different demographic groups that can inform education efforts about vitamin D and sun protection. PMID:22851950

Social normative beliefs about smoking among Vietnamese adolescents.

Science.gov (United States)

Page, Randy M; Huong, Nguyen Thanh; Chi, Hoang Khanh; Tien, Truong Quang

2012-01-01

Tobacco-related deaths in Vietnam are forecast to climb from 40 000 annually to 70 000 by 2030. Previous research in Western nations has found social factors to be important determinants of adolescent smoking. Because these factors remain unexplored in Vietnamese youth, the purpose of this study was to examine social normative beliefs regarding smoking in a school-based sample of North Vietnamese adolescents and the association of these factors with smoking behavior and susceptibility to smoking. Three measures of normative beliefs regarding smoking were evaluated in cross-sectional surveys of secondary students. Of the 3 measures, parent/peer disapproval was the most consistent normative belief associated with smoking behavior and susceptibility to smoking. Youth smoking prevention programs should consider assessing and taking into account normative beliefs and develop strategies that provide accurate information about the actual prevalence of smoking, the types of individuals who smoke, and approval/disapproval of smoking by parents and peers.

Engaging Struggling Early Readers to Promote Reading Success: A Pilot Study of Reading by Design

Science.gov (United States)

Mendez, Linda M. Raffaele; Pelzmann, Catherine A.; Frank, Michael J.

2016-01-01

In this study, we piloted a Tier 2 intervention designed to improve reading skills among struggling early readers using an intervention that included SRA Reading Mastery, listening-while-reading activities, strategies to increase motivation and engagement in reading, and parent involvement in reading homework. The study included 6 students in…

Pupil's motivation in the 3. grades for required reading and The Reading Badge

OpenAIRE

Logar, Renata

2013-01-01

Reading is extremely important for pupils and their development. The pupil with reading habits riches his vocabulary and gaining knowledge. On the other hand the pupil through reading entry into the world of imagination and stories. Major role in motivating students to read have parents and teachers. In this graduation thesis I was interested in how third grade teachers motivate their pupils to read. In doing so, I was focused mainly to reading for required reading and The Reading Badge. ...

Reading behaviour from adolescence to early adulthood: A panel study of the impact of family and education on reading fiction books

NARCIS (Netherlands)

Nagel, I.; Verboord, M.

2012-01-01

In this article we study how the frequency of book-reading - a form of legitimate culture - develops in the period from adolescence to young adulthood and how it is influenced by parents' education, parental reading socialization climate, school and their interactions. In disentangling parental and

Normative beliefs and self-efficacy for nonviolence as moderators of peer, school, and parental risk factors for aggression in early adolescence.

Science.gov (United States)

Farrell, Albert D; Henry, David B; Schoeny, Michael E; Bettencourt, Amie; Tolan, Patrick H

2010-01-01

This study examined the direct effects of beliefs about aggression and nonviolence on physical aggression and their role as protective factors that buffer adolescents from key risk factors in the peer, school, and parenting domains. Multilevel analyses were conducted on data from 5,581 adolescents representing two cohorts from 37 schools in four communities collected at the beginning and end of the sixth grade and at the end of the following 2 school years. Individual norms for aggression at Wave 1 moderated relations of delinquent peer associations and parental support for fighting with physical aggression. Self-efficacy for nonviolence at Wave 1 moderated relations of school risk, delinquent peer associations and parental support for fighting with physical aggression. There was clearer evidence for protective effects for self-efficacy for nonviolence for girls than for boys.

Gender bias in beliefs on physical activity: Buffering effects of sport participation among girls

Science.gov (United States)

The purpose of this study was to determine effects of child gender on parental and child beliefs and evaluate competitive sport participation as a modifier of child beliefs. Two age-groups of children and parents completed measures on child athletic appearance, competence, importance of physical act...

Jordanian Parents' Beliefs about the Causes of Disability and the Progress of Their Children with Disabilities: Insights on Mainstream Schools and Segregated Centres

Science.gov (United States)

Al-Dababneh, Kholoud Adeeb; Al-Zboon, Eman K.; Baibers, Haitham

2017-01-01

This study aims to identify the beliefs of Jordanian parents of children with disabilities (CWD), including intellectual disabilities, specific learning disorders and Autism Spectrum Disorder: both in terms of the causes of these disabilities, and the ability of their children to make progress. A qualitative interpretive methodology was employed.…

Filipino Mothers’ Self-Efficacy in Managing Anger and in Parenting, and Parental Rejection as Predictors of Child Delinquency

Science.gov (United States)

Daganzo, Mary Angeline A.; Peña Alampay, Liane; Lansford, Jennifer E.

2015-01-01

The authors tested a model in which Filipino mothers’ self-efficacy in managing anger/irritation influenced child delinquency via two parenting variables: parental self-efficacy and parental rejection. Structured interviews were conducted with 99 mothers twice with an interval of one year with efficacy beliefs and rejection measured in the first year and child delinquency data collected in the following year. Path analyses showed that self-efficacy in managing anger/irritation negatively predicted child delinquency indirectly through the sequential mediation of parental self-efficacy and parental rejection. Results provided further evidence for the importance of efficacy beliefs, particularly self-efficacy in managing anger/irritation and parental self-efficacy, in the domain of child development. PMID:26635423

Parenting and Socialization of Only Children in Urban China: An Example of Authoritative Parenting

Science.gov (United States)

Lu, Hui Jing; Chang, Lei

2013-01-01

The authors report a semistructured interview of 328 urban Chinese parents regarding their parenting beliefs and practices with respect to their only children. Statistical analyses of the coded parental interviews and peer nomination data from the children show none of the traditional Chinese parenting or child behaviors that have been widely…

The effects of parental reading socialization and early school involvement on children's academic performance: A panel study of primary school pupils in the Netherlands

NARCIS (Netherlands)

Kloosterman, J.G.; Notten, N.J.W.R.; Tolsma, J.; Kraaykamp, G.L.M.

2011-01-01

This study examines the extent to which parental reading socialization and early school involvement account for performance differences between low-status and high-status children in successive primary school grades. It investigates not only the direct effects of these parental practices on

The effects of parental reading socialization and early school involvement on children's academic performance: a panel study of primary school pupils in the Netherlands

NARCIS (Netherlands)

Kloostermann, R.; Notten, N.; Tolsma, J.; Kraaykamp, G.

2011-01-01

This study examines the extent to which parental reading socialization and early school involvement account for performance differences between low-status and high-status children in successive primary school grades. It investigates not only the direct effects of these parental practices on

Multifaceted Impact of Self-Efficacy Beliefs on Academic Functioning.

Science.gov (United States)

Bandura, Albert; And Others

1996-01-01

Analyzed the psychosocial influences through which efficacy beliefs affect academic achievement. Found that parents' sense of academic efficacy and aspirations for their children, children's beliefs in their efficacy to regulate their own learning and academic attainments, children's perceived social efficacy and ability to manage peer pressure,…

Reading to young children : A head-start in life?

NARCIS (Netherlands)

Kalb, G.; van Ours, J.C.

This paper investigates the importance of parents reading to their young children. Using Australian data we find that parental reading to children at age 4–5 has positive and significant effects on reading skills and cognitive skills (including numeracy skills) of these children at least up to age

Reading to Young Children : A Head-Start in Life?

NARCIS (Netherlands)

Kalb, G.; van Ours, J.C.

2013-01-01

Abstract: This paper investigates the importance of parents reading to their young children. Using Australian data we find that parental reading to children at age 4 to 5 has positive and significant effects on reading skills and cognitive skills of these children at least up to age 10 or 11. Our

Maternal Reading Self-Efficacy Associated with Perceived Barriers to Reading

Directory of Open Access Journals (Sweden)

Joyce Lin

2015-01-01

Full Text Available Although early reading practices impact a host of child literacy, language, and school outcomes, many parents do not read to their young children. One possible explanation for this lack of early literacy practices is mothers’ feelings about their ability to successfully read to their children. A series of multiple regressions were used to explore whether new mothers’ reading self-efficacy predicted their perceived barriers to reading to their 18-month-old children. Findings suggest that self-efficacy buffers against mother-centered (e.g., too tired, child-centered (e.g., toddler fussy, and structural (e.g., environmental distractions barriers to reading. Given the importance of early literacy and that not all mothers read to their toddlers, increasing reading self-efficacy may offer a way to reduce perceived barriers to early literacy practices.

Summer Reading Adventure! Tips for Parents of Young Readers = La lectura...Una aventura para el verano: Ideas para padres de ninos que apenas comienzan a leer.

Science.gov (United States)

Moss, Jeanette

Over the summer, many children lose ground in the reading skills they are building at school. Weave reading into the family's summer, and children will go back to school refreshed, excited, and ready to pick up where he or she left off. Advice for parents and caregivers includes: seek out books and reading materials that tie into children's summer…

Young drivers' engagement with social interactive technology on their smartphone: Critical beliefs to target in public education messages.

Science.gov (United States)

Gauld, Cassandra S; Lewis, Ioni M; White, Katherine M; Watson, Barry

2016-11-01

The current study forms part of a larger study based on the Step Approach to Message Design and Testing (SatMDT), a new and innovative framework designed to guide the development and evaluation of health communication messages, including road safety messages. This four step framework is based on several theories, including the Theory of Planned Behaviour. The current study followed steps one and two of the SatMDT framework and utilised a quantitative survey to validate salient beliefs (behavioural, normative, and control) about initiating, monitoring/reading, and responding to social interactive technology on smartphones by N=114 (88F, 26M) young drivers aged 17-25 years. These beliefs had been elicited in a prior in-depth qualitative study. A subsequent critical beliefs analysis identified seven beliefs as potential targets for public education messages, including, 'slow-moving traffic' (control belief - facilitator) for both monitoring/reading and responding behaviours; 'feeling at ease that you had received an expected communication' (behavioural belief -advantage) for monitoring/reading behaviour; and 'friends/peers more likely to approve' (normative belief) for responding behaviour. Potential message content targeting these seven critical beliefs is discussed in accordance with the SatMDT. Copyright © 2016 Elsevier Ltd. All rights reserved.

Skepticism: Genuine unbelief or implicit beliefs in the supernatural?

Science.gov (United States)

Lindeman, Marjaana; Svedholm-Häkkinen, Annika M; Riekki, Tapani

2016-05-01

We examined whether skeptics hold implicit supernatural beliefs or implicit cognitive underpinnings of the beliefs. In study 1 (N=57), participants read a biological or a religious story about death. The story content had no effect on skeptics' (or believers') afterlife beliefs. Study 2 examined the relationships between religious and non-religious paranormal beliefs and implicit views about whether supernatural and religious phenomena are imaginary or real (n1=33, n2=31). The less supernatural beliefs were endorsed the easier it was to connect "supernatural" with "imaginary". Study 3 (N=63) investigated whether participants' supernatural beliefs and ontological confusions differ between speeded and non-speeded response conditions. Only non-analytical skeptics' ontological confusions increased in speeded conditions. The results indicate that skeptics overall do not hold implicit supernatural beliefs, but that non-analytically thinking skeptics may, under supporting conditions, be prone to biases that predispose to supernatural beliefs. Copyright © 2016 Elsevier Inc. All rights reserved.

Beliefs about family-school relationships. Changes in pre-service teachers after receiving specific training

Directory of Open Access Journals (Sweden)

Cristina Vázquez

2014-12-01

Full Text Available Teachers’ beliefs about family-school relationship vary in a continuum according to the role that parents and teachers have, and the power that they hold. Pre-service teachers also have beliefs about this relationship and their own competence to develop it. Two groups of pre-service teachers (second year students participated in this study. One group received specific training on family-school relationship and its improvement (116 students attending a degree in Early Childhood Education, who constituted the experimental group, EG. The other group was not trained (92 students attending a degree in Primary Education, who made up the control group, CG. The Beliefs about family-school Questionnaire (CCR was developed and applied before and after the EG was trained. Results show that students in the EG increased their beliefs about family-school collaboration in the post-test and decreased their beliefs about parental subordination to teachers’ authority and parents’ carelessness. Students in the CG kept their beliefs unchanged, which were significantly more prone to support teachers’ authority and parental subordination and parents’ carelessness compared to the EG.. Perceived competence for family-school relationship did not change significantly in either group. However, significant correlations between beliefs and perceived competence were found, pointing out the importance of working pre-service teachers’ beliefs about family-school collaboration.

Ethnic differences and parental beliefs are important for overweight prevention and management in children: a cross-sectional study in the Netherlands

Science.gov (United States)

2012-01-01

Background The prevalence of obesity and overweight is highest among ethnic minority groups in Western countries. The objective of this study is to examine the contribution of ethnicity and beliefs of parents about overweight preventive behaviours to their child’s outdoor play and snack intake, and to the parents’ intention to monitor these behaviours. Methods A cross-sectional survey was conducted among parents of native Dutch children and children from a large minority population (Turks) at primary schools, sampled from Youth Health Care registers. Results Native Dutch parents observed more outdoor play and lower snack intake in their child and had stronger intentions to monitor these behaviours than parents of Turkish descent. In the multivariate analyses, the parents’ attitude and social norm were the main contributing factors to the parental intention to monitor the child’s outdoor play and snack intake. Parental perceived behavioural control contributed to the child’s outdoor play and, in parents who perceived their child to be overweight, to snacking behaviour. The associations between parents’ behavioural cognitions and overweight related preventive behaviours were not modified by ethnicity, except for perceived social norm. The relationship between social norm and intention to monitor outdoor play was stronger in Dutch parents than in Turkish parents. Conclusions As the overweight related preventive behaviours of both children and parents did differ between the native and ethnic minority populations of this study, it is advised that interventions pay attention to cultural aspects of the targeted population. Further research is recommended into parental behavioural cognitions regarding overweight prevention and management for different ethnicities. PMID:23057582

What Predicts Children's Fixed and Growth Intelligence Mind-Sets? Not Their Parents' Views of Intelligence but Their Parents' Views of Failure.

Science.gov (United States)

Haimovitz, Kyla; Dweck, Carol S

2016-06-01

Children's intelligence mind-sets (i.e., their beliefs about whether intelligence is fixed or malleable) robustly influence their motivation and learning. Yet, surprisingly, research has not linked parents' intelligence mind-sets to their children's. We tested the hypothesis that a different belief of parents-their failure mind-sets-may be more visible to children and therefore more prominent in shaping their beliefs. In Study 1, we found that parents can view failure as debilitating or enhancing, and that these failure mind-sets predict parenting practices and, in turn, children's intelligence mind-sets. Study 2 probed more deeply into how parents display failure mind-sets. In Study 3a, we found that children can indeed accurately perceive their parents' failure mind-sets but not their parents' intelligence mind-sets. Study 3b showed that children's perceptions of their parents' failure mind-sets also predicted their own intelligence mind-sets. Finally, Study 4 showed a causal effect of parents' failure mind-sets on their responses to their children's hypothetical failure. Overall, parents who see failure as debilitating focus on their children's performance and ability rather than on their children's learning, and their children, in turn, tend to believe that intelligence is fixed rather than malleable. © The Author(s) 2016.

Una Guia de Consejos Practicos Sobre la Lectura para los Padres (A Guide to Reading Tips for Parents).

Science.gov (United States)

Department of Education, Washington, DC.

The No Child Left Behind program changes the federal role in education by asking America's schools to describe their success in terms of what each student accomplishes. The information in this reading guide, presented in Spanish, was developed by the United States Department of Education to assist parents, caregivers, and teachers in understanding…

Maternal HIV Serostatus, Mother–Daughter Sexual Risk Communication and Adolescent HIV Risk Beliefs and Intentions

Science.gov (United States)

Hutchinson, M. Katherine; Duan, Lei; Jemmott, Loretta S.

2012-01-01

Daughters of HIV-positive women are often exposed to the same factors that placed their mothers at risk. This cross-sectional study (N = 176 dyads) examined HIV status, parent-teen sexual risk communication (PTSRC), and daughters’ abstinence and condom use beliefs and intentions. Maternal HIV status was not associated with PTSRC. Path analyses show that maternal depression was associated with PTSRC behavioral and normative beliefs; relationship satisfaction was associated with PTSRC normative and control beliefs. Control beliefs were solely predictive of maternal PTSRC intention. PTSRC was associated with adolescent behavioral and normative beliefs. Abstinence beliefs were associated with abstinence intentions; condom beliefs were associated with condom use intentions. Relationship satisfaction was associated with adolescent control beliefs about both abstinence and condom use. There is a need for interventions that help HIV-positive mothers recognize their daughter’s HIV risk and provide them with relationship building and parent process skills to help reduce these risks. PMID:22677973

Maternal HIV serostatus, mother-daughter sexual risk communication and adolescent HIV risk beliefs and intentions.

Science.gov (United States)

Cederbaum, Julie A; Hutchinson, M Katherine; Duan, Lei; Jemmott, Loretta S

2013-09-01

Daughters of HIV-positive women are often exposed to the same factors that placed their mothers at risk. This cross-sectional study (N = 176 dyads) examined HIV status, parent-teen sexual risk communication (PTSRC), and daughters' abstinence and condom use beliefs and intentions. Maternal HIV status was not associated with PTSRC. Path analyses show that maternal depression was associated with PTSRC behavioral and normative beliefs; relationship satisfaction was associated with PTSRC normative and control beliefs. Control beliefs were solely predictive of maternal PTSRC intention. PTSRC was associated with adolescent behavioral and normative beliefs. Abstinence beliefs were associated with abstinence intentions; condom beliefs were associated with condom use intentions. Relationship satisfaction was associated with adolescent control beliefs about both abstinence and condom use. There is a need for interventions that help HIV-positive mothers recognize their daughter's HIV risk and provide them with relationship building and parent process skills to help reduce these risks.

School Success for Kids with Dyslexia and Other Reading Difficulties

Science.gov (United States)

Dunson, Walter E.

2012-01-01

"School Success for Kids With Dyslexia and Other Reading Difficulties" provides parents and teachers with goals that will meet the needs of students who are struggling with reading, leading them to work through their difficulties and enjoy reading. It includes information, assessments, and techniques that parents, teachers, and school…

Acculturation and adjustment among immigrant Chinese parents: mediating role of parenting efficacy.

Science.gov (United States)

Costigan, Catherine L; Koryzma, Céline M

2011-04-01

This study examined parenting efficacy beliefs as a mediator of the association between acculturation and adjustment. The sample consisted of 177 immigrant Chinese mothers and fathers with early adolescent children in Canada. Acculturation was assessed bidimensionally as Canadian and Chinese orientations. A latent psychological adjustment variable was composed of symptoms of depression, feelings of self-esteem, and life satisfaction. Results showed that relations between Canadian orientation and psychological adjustment were partially mediated by parenting efficacy. As expected, the more parents were oriented toward Canadian culture, the more efficacious they felt in their parenting, which in turn was associated with better psychological adjustment. In contrast, mediation of relations between Chinese orientation and psychological adjustment was not supported, as Chinese orientation was not associated with parenting efficacy and was positively associated with psychological adjustment for mothers only. Similar results were found when the meditational model was extended to evaluate parenting practices as an outcome (i.e., warmth, reasoning, and monitoring). That is, parenting efficacy mediated the relation between higher Canadian orientation and more positive parenting practices, whereas Chinese orientation was unrelated to parenting practices. Invariance testing suggested that the models were similar for mothers and fathers. Results support the theory that higher orientation to Canadian culture may advance feelings of parenting efficacy because parents have the cultural knowledge and skills to feel confident parenting in a new intercultural context. Further, they support the expectation that parenting efficacy beliefs, in turn, are important determinants of psychological adjustment and effective parenting for immigrant parents. 2011 APA, all rights reserved

Challenging Normative Sexual and Gender Identity Beliefs through Romeo and Juliet

Science.gov (United States)

Ressler, Paula

2005-01-01

Paula Ressler, an English teacher, suggests unconventional ways to work with William Shakespeare's "Romeo and Juliet" in the secondary school English curriculum to challenge normative sexual and gender identity beliefs. Reading queerly to explore non-normative sex and gender identities and reading for social justice have the potential to…

The Relationships among Early Childhood Educators' Beliefs, Knowledge Bases, and Practices Related to Early Literacy.

Science.gov (United States)

Islam, Chhanda

A study was conducted to determine and compare the literacy beliefs, knowledge bases, and practices of early childhood educators who espouse emergent literacy and reading readiness philosophies; to explore the relationship among beliefs, knowledge bases, and practices; and to examine the degree to which beliefs, knowledge bases, and practices were…

Factors influencing beliefs about intimate partner violence among adults in South Korea.

Science.gov (United States)

Han, Young Ran; Jeong, Geum Hee; Kim, Shin-Jeong

2017-09-01

This study aimed to identify factors influencing beliefs about intimate partner violence among Korean adults. This is a cross-sectional descriptive study that analyzed data from 466 adults. Beliefs about intimate partner violence were measured using a self-report questionnaire with a total of 28 items consisting of four subscales: perpetrator's justification for beating women, blaming women for violence against them, perpetrator's responsibility for violence, and giving help to victims. Men and women had significantly different beliefs about intimate partner violence (t = -7.19, p partner violence. Four variables-gender, age, educational level, and witnessing parental violence-had an explanatory power of 20% with regard to beliefs about IPV (F = 10.50, p = .000). In South Korea, men, older individuals, and those with less formal education or who have witnessed parental violence need education to foster healthier beliefs about intimate partner violence. Nurses can play a vital role in efforts to decrease intimate partner violence. © 2017 Wiley Periodicals, Inc.

Language-Related Values, Reading Amount, and Reading Comprehension in Students with Migration Backgrounds

Science.gov (United States)

El-Khechen, Wahiba; Ferdinand, Hanna D.; Steinmayr, Ricarda; McElvany, Nele

2016-01-01

Background: Although various studies on general language performance have investigated determinants of students' reading comprehension (e.g., reading amount), they have paid insufficient attention to how students perceive parental values influence their language-related values and behaviour--and, as a consequence, their performance. This is…

Student-Perceived Mothers' and Fathers' Beliefs, Mathematics and English Motivations, and Career Choices.

Science.gov (United States)

Lazarides, Rebecca; Watt, Helen M G

2017-12-01

According to Eccles and Jacobs' (1986) parent socialization model, parents' gendered ability and value beliefs influence girls' and boys' interpretations of those beliefs, and hence students' domain-specific valuing of tasks and competence beliefs and subsequent career plans. Studies have rarely analyzed how both student-perceived mothers' and fathers' beliefs affect girls' and boys' task values, success expectancies, and career plans across domains. This study analyzed survey data of 459 students (262 boys) assessed through Grades 9, 10, and 11 from three coeducational secondary schools in Sydney, Australia. Longitudinal structural equation models revealed gendered value transmission pathways for girls in mathematics. Although mathematics test scores did not vary statistically significantly, girls reported statistically significantly lower mothers' ability beliefs for them in mathematics than boys at Time 1, which led to their statistically significantly lower mathematics intrinsic value at Time 2 and mathematics-related career plans at Time 3. Such gendered pathways did not occur in English. Matched same-gender effects and gendered pathways in parent socialization processes were evident; perceived mothers' value beliefs were more strongly related to girls' than boys' importance values in English. Student-perceived fathers' ability beliefs positively predicted boys', not girls', importance value in mathematics. Implications for educational practice emphasize the need to target girls' and boys' interest when aiming to enhance their mathematical career motivations. © 2017 The Authors. Journal of Research on Adolescence © 2017 Society for Research on Adolescence.

IGNORING CHILDREN'S BEDTIME CRYING: THE POWER OF WESTERN-ORIENTED BELIEFS.

Science.gov (United States)

Maute, Monique; Perren, Sonja

2018-03-01

Ignoring children's bedtime crying (ICBC) is an issue that polarizes parents as well as pediatricians. While most studies have focused on the effectiveness of sleep interventions, no study has yet questioned which parents use ICBC. Parents often find children's sleep difficulties to be very challenging, but factors such as the influence of Western approaches to infant care, stress, and sensitivity have not been analyzed in terms of ICBC. A sample of 586 parents completed a questionnaire to investigate the relationships between parental factors and the method of ICBC. Data were analyzed using structural equation modeling. Latent variables were used to measure parental stress (Parental Stress Scale; J.O. Berry & W.H. Jones, 1995), sensitivity (Situation-Reaction-Questionnaire; Y. Hänggi, K. Schweinberger, N. Gugger, & M. Perrez, 2010), Western-oriented parental beliefs (Rigidity), and children's temperament (Parenting Stress Index; H. Tröster & R.R. Abidin). ICBC was used by 32.6% (n = 191) of parents in this study. Parents' Western-oriented beliefs predicted ICBC. Attitudes such as feeding a child on a time schedule and not carrying it out to prevent dependence were associated with letting the child cry to fall asleep. Low-sensitivity parents as well as parents of children with a difficult temperament used ICBC more frequently. Path analysis shows that parental stress did not predict ICBC. The results suggest that ICBC has become part of Western childrearing tradition. © 2018 Michigan Association for Infant Mental Health.

Parent-child conflict and psychological maladjustment: a mediational analysis with reciprocal filial belief and perceived threat.

Science.gov (United States)

Yeh, Kuang-Hui; Tsao, Wei-Chun; Chen, Wei-Wen

2010-04-01

Empirical research has shown that parent-child conflict is positively related to poor adjustment in adolescents; however, the underlying processes have not been adequately examined. To explore the possible mediating pathways, reciprocal filial belief and perceived threat were chosen to represent two likely mechanisms accounting for how parent-child conflict harms adolescents' perceptions of their relationship with their parents and their self-perceptions within their cognitive-appraisal framework. The former operates by attenuating children's affection towards their parents and the latter by lowering their self-perceptions. This study also distinguishes internalizing from externalizing problems in order to examine whether lower reciprocal filial belief more strongly mediates the relation between conflict with parents and adolescents' externalizing problems and whether perceived threat more strongly mediates the relation between conflict with parents and adolescents' internalizing problems. Hypotheses are as follows: (1) the more parent-child conflict adolescents report, the less reciprocal filial belief they recognize, which, in turn, leads to more maladjustments, especially externalizing ones; (2) the more parent-child conflicts adolescents report, the more threat they perceive, which, in turn, leads to more maladjustments, especially internalizing ones. Participants consisted of 603 Taiwanese adolescents (226 males and 377 females) aged 15 to 19 (average age = 16.95; SD = 0.78). Structural equation modelling analyses confirmed the hypotheses. However, the three direct effects of conflict on internalizing problems, aggression, and deviant behaviour were still significant. In addition, a greater effect of the paternal than the maternal role on the link between conflict and attenuated reciprocal filial belief, and between perceived threat and internalizing problems, was identified. Implications for understanding the mediation processes responsible for all indirect

Ethnic differences and parental beliefs are important for overweight prevention and management in children: a cross-sectional study in the Netherlands

Directory of Open Access Journals (Sweden)

Kocken Paul L

2012-10-01

Full Text Available Abstract Background The prevalence of obesity and overweight is highest among ethnic minority groups in Western countries. The objective of this study is to examine the contribution of ethnicity and beliefs of parents about overweight preventive behaviours to their child’s outdoor play and snack intake, and to the parents’ intention to monitor these behaviours. Methods A cross-sectional survey was conducted among parents of native Dutch children and children from a large minority population (Turks at primary schools, sampled from Youth Health Care registers. Results Native Dutch parents observed more outdoor play and lower snack intake in their child and had stronger intentions to monitor these behaviours than parents of Turkish descent. In the multivariate analyses, the parents’ attitude and social norm were the main contributing factors to the parental intention to monitor the child’s outdoor play and snack intake. Parental perceived behavioural control contributed to the child’s outdoor play and, in parents who perceived their child to be overweight, to snacking behaviour. The associations between parents’ behavioural cognitions and overweight related preventive behaviours were not modified by ethnicity, except for perceived social norm. The relationship between social norm and intention to monitor outdoor play was stronger in Dutch parents than in Turkish parents. Conclusions As the overweight related preventive behaviours of both children and parents did differ between the native and ethnic minority populations of this study, it is advised that interventions pay attention to cultural aspects of the targeted population. Further research is recommended into parental behavioural cognitions regarding overweight prevention and management for different ethnicities.

Maternal reading fluency is positively associated with greater functional connectivity between the child's future reading network and regions related to executive functions and language processing in preschool-age children.

Science.gov (United States)

Horowitz-Kraus, Tzipi; Hutton, John S; Phelan, Kieran; Holland, Scott K

2018-03-01

The role of the parent or educator in a child's learning is a key feature in child development. Evidence supports the impact of early language exposure for future language and cognitive abilities and of home reading environment on neural circuits supporting language and reading. As shared parent-child reading is largely contingent on the reading ability of the parent, the aim of the current study was to explore association of parental reading ability on functional connectivity of brain networks involved with reading acquisition in their children. Twenty-two 4-year-old girls and their mothers participated in the current study. Maternal reading fluency was applied as predictors of functional connectivity analyses of a stories-listening functional MRI task. Results indicate a positive association between maternal fluency scores and greater functional connectivity between regions in the future reading network and brain regions supporting language and cognitive control in the children. Maternal reading fluency is important in facilitating development of a child's reading network. Implications regarding shared reading are discussed, and an extended ecological model for child language and literacy development is proposed. Copyright © 2018 Elsevier Inc. All rights reserved.

Promoting parent academic expectations predicts improved school outcomes for low-income children entering kindergarten.

Science.gov (United States)

Loughlin-Presnal, John E; Bierman, Karen L

2017-06-01

This study explored patterns of change in the REDI (Research-based Developmentally Informed) Parent program (REDI-P), designed to help parents support child learning at the transition into kindergarten. Participants were 200 prekindergarten children attending Head Start (55% European-American, 26% African American, 19% Latino, 56% male, M age =4.45years, SD=0.29) and their primary caregivers, who were randomized to a 16-session home-visiting intervention (REDI-P) or a control group. Extending beyond a prior study documenting intervention effects on parenting behaviors and child kindergarten outcomes, this study assessed the impact of REDI-P on parent academic expectations, and then explored the degree to which intervention gains in three areas of parenting (parent-child interactive reading, parent-child conversations, parent academic expectations) predicted child outcomes in kindergarten (controlling for baseline values and a set of child and family characteristics). Results showed that REDI-P promoted significant gains in parent academic expectations, which in turn mediated intervention gains in child emergent literacy skills and self-directed learning. Results suggest a need to attend to the beliefs parents hold about their child's academic potential, as well as their behavioral support for child learning, when designing interventions to enhance the school success of children in low-income families. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

How Does Parental Reading Influence Children's Reading? A Study of Cognitive Mediation

Science.gov (United States)

van Bergen, Elsje; Bishop, Dorothy; van Zuijen, Titia; de Jong, Peter F.

2015-01-01

Cognitive processes underlying a behavioural outcome (like reading ability) and the impact of familial risk (e.g., for dyslexia) have been studied in isolation. We present a novel design, linking the two avenues. How do familial influences impact on children's cognitive skills, which subsequently underlie reading development? Participants from the…

Kids & Family Reading Report™. 5th Edition

Science.gov (United States)

Scholastic Inc., 2015

2015-01-01

This report presents the 5th Edition of Scholastic's biannual study of children's and parents' attitudes and behaviors about reading. The latest research touches on reading aloud to children of all ages, the impact of reading independently for fun at school and at home, the importance of frequent reading, and the books children want most to read.…

Remembering sacrifices: attitude and beliefs among second-generation Korean Americans regarding family support.

Science.gov (United States)

Yoo, Grace J; Kim, Barbara W

2010-06-01

Korean immigration peaked in the mid-1980s, so that large cohorts of post-1965 immigrants are now approaching or entering retirement. As the baby boomer generation ages, few studies have examined how the lack of retirement savings and eldercare plans combined with cultural expectations such as filial piety may pose challenges for aging Korean immigrants and their adult children. This exploratory study examines attitudes and beliefs among 1.5 and 2nd generation Korean American adults regarding filial expectations and support for aging immigrant parents. In-depth interviews conducted with 124 adult children of immigrants show that their attitudes and beliefs around filial care were primarily motivated by feelings of gratitude and a strong sense of responsibility toward their parents. In addition, because Korean immigrant parents often face language and financial barriers, adult children were preparing themselves for future support of their parents' finances, health care and long-term care needs. Although both adult sons and daughters expressed a desire to care for their parents, adult daughters often discussed in detail their concerns and worries about future care of their parents. The findings of this paper illustrate how the intersections of gender, culture, and class inform attitudes and beliefs regarding aging and family support among Korean American families.

National context, parental socialization, and religious belief: Results from 15 nations

NARCIS (Netherlands)

Kelley, J.; Graaf, N.D. de

1997-01-01

How much does a nation's religious environment affect the religious beliefs of its citizens? Do religious nations differfrom secular nations in how beliefs are passed on from generation to generation? To find out, we use data from the 1991 International Social Survey Programme collected in 15

Parents' Goals for and Perceptions of Alphabet Books

Science.gov (United States)

Nowak, Sarah N.; Evans, Mary Ann

2013-01-01

This study examined parents' goals for reading ABC books with their children and their perceptions of page features. Factor analysis of a questionnaire answered by 225 parents of junior and senior kindergarten students revealed four goals for reading alphabet books. In order of importance as rated by parents the goals were: Learning to Read,…

How Readable Are Parenting Books?

Science.gov (United States)

Abram, Marie J.; Dowling, William D.

1979-01-01

The author's style of writing has implications for the ease with which the written material can be read. Using the Flesch Reading Ease Formula, the mean readability score, the standard deviation, and range are given for 50 parenting books. Discussion suggests how the list might be used by parent educators. (Author)

Influence of Clinical Communication on Parents' Antibiotic Expectations for Children With Respiratory Tract Infections.

Science.gov (United States)

Cabral, Christie; Ingram, Jenny; Lucas, Patricia J; Redmond, Niamh M; Kai, Joe; Hay, Alastair D; Horwood, Jeremy

2016-03-01

The purpose of this study was to understand clinicians' and parents' perceptions of communication within consultations for respiratory tract infections (RTI) in children and what influence clinician communication had on parents' understanding of antibiotic treatment. We video recorded 60 primary care consultations for children aged 3 months to 12 years who presented with RTI and cough in 6 primary care practices in England. We then used purposive sampling to select 27 parents and 13 clinicians for semistructured video-elicitation interviews. The videos were used as prompts to investigate participants' understanding and views of communication within the consultations. We analyzed the interview data thematically. While clinicians commonly told parents that antibiotics are not effective against viruses, this did not have much impact on parents' beliefs about the need to consult or on their expectations concerning antibiotics. Parents believed that antibiotics were needed to treat more severe illnesses, a belief that was supported by the way clinicians accompanied viral diagnoses with problem-minimizing language and antibiotic prescriptions with more problem-oriented language. Antibiotic prescriptions tended to confirm parents' beliefs about what indicated illness severity, which often took into account the wider impact on a child's life. While parents understood antimicrobial resistance poorly, most held beliefs that supported reduced antibiotic prescribing. A minority attributed it to resource rationing, however. Clinician communication and prescribing behavior confirm parents' beliefs that antibiotics are needed to treat more severe illnesses. Interventions to reduce antibiotic expectations need to address communication within the consultation, prescribing behavior, and lay beliefs. © 2016 Annals of Family Medicine, Inc.

Effectiveness of a comprehensive psychoeducational intervention with pregnant and parenting adolescents: a pilot study.

Science.gov (United States)

Thomas, Deborah V; Looney, Stephen W

2004-01-01

Little is known about the effectiveness of a comprehensive psychoeducational intervention on depression, self-esteem, and parenting attitudes/beliefs of at-risk pregnant and parenting adolescents. Adolescents (N = 41) attending either a residential treatment facility (RTF) or a rural alternative school (RAS) participated in a psychoeducational parenting group using Bavolek's Nurturing Program during Phase I. Phase II included health promotion issues, infant massage, and CPR. Using the Parenting Semantic Differential and the AAPI-2, there was significant improvement in parenting attitudes and beliefs. No significant change was found in self-esteem. A comprehensive psychoeducational parenting group can be effective in changing parenting attitudes and beliefs, which suggests an ultimate improvement in health promotion and disease prevention in adolescent women and their children.

Belief Reasoning and Emotion Understanding in Balanced Bilingual and Language-Dominant Mexican American Young Children.

Science.gov (United States)

Weimer, Amy A; Gasquoine, Philip G

2016-01-01

Belief reasoning and emotion understanding were measured among 102 Mexican American bilingual children ranging from 4 to 7 years old. All children were tested in English and Spanish after ensuring minimum comprehension in each language. Belief reasoning was assessed using 2 false and 1 true belief tasks. Emotion understanding was measured using subtests from the Test for Emotion Comprehension. The influence of family background variables of yearly income, parental education level, and number of siblings on combined Spanish and English vocabulary, belief reasoning, and emotion understanding was assessed by regression analyses. Age and emotion understanding predicted belief reasoning. Vocabulary and belief reasoning predicted emotion understanding. When the sample was divided into language-dominant and balanced bilingual groups on the basis of language proficiency difference scores, there were no significant differences on belief reasoning or emotion understanding. Language groups were demographically similar with regard to child age, parental educational level, and family income. Results suggest Mexican American language-dominant and balanced bilinguals develop belief reasoning and emotion understanding similarly.

Youth's Causal Beliefs About Success: Socioeconomic Differences and Prediction of Early Career Development.

Science.gov (United States)

Kay, Joseph S; Shane, Jacob; Heckhausen, Jutta

2017-10-01

Youth's career attainment is associated with socioeconomic background, but may also be related to their beliefs about causes of success. Relationships between 17-year-olds' socioeconomic status (SES) and causal beliefs about success, and whether these beliefs predict career attainment after completing a vocational or university degree were examined using data from the German Socio-Economic Panel Study (n = 997, 48.5% female). Youth with higher SES parents and those who attended higher levels of high schools were less likely to believe that success in society is due to external causes, but SES was unrelated to the belief that success is due to personal merit or ability. Youth who believe that success is due to external causes attained lower income, occupational prestige, and job autonomy, and slower increases in income over time. There were also significant indirect effects of youth's parents' SES and their own high school levels on career attainment through such external causal beliefs; merit beliefs, by contrast, were largely unrelated to career attainment. These results suggest that beliefs about external causes of success may uniquely contribute to the transmission and maintenance of SES across generations and over time.

The Politics of the Teaching of Reading

Science.gov (United States)

Soler, Janet

2016-01-01

Historically, political debates have broken out over how to teach reading in primary schools and infant classrooms. These debates and "reading wars" have often resulted from public concerns and media reportage of a fall in reading standards. They also reflect the importance placed on learning to read by parents, teachers, employers, and…

Parental Involvement in Cognitive-Behavioral Intervention for Anxious Children: Parents' In-Session and Out-Session Activities and Their Relationship with Treatment Outcome.

Science.gov (United States)

Pereira, Ana Isabel; Muris, Peter; Mendonça, Denisa; Barros, Luisa; Goes, Ana Rita; Marques, Teresa

2016-02-01

The present study explored the role of parents' in-session and out-session involvement in CBT for anxious children. Fifty 8- to 12-year-old children with a principal DSM-IV anxiety disorder participated in a group CBT program. Parental involvement in the therapy was assessed by the clinician and the children and parents completed a standardized anxiety scale as the main therapy outcome measure, at pre- and post-intervention. In addition, the parents completed questionnaires to evaluate a number of possible correlates of parental involvement, namely, child's anxiety symptoms intensity and interference, parental beliefs about anxiety, expectancies regarding the efficacy of the intervention, and parental anxiety. The results indicated that the parents were moderately involved in the therapy and that socio-economic status and parental beliefs about anxiety were significant correlates of parental involvement. Finally, partial support was found for the idea that parents' involvement in the therapy might have a positive impact on therapy outcome.

Combination of interventions can change students’ epistemological beliefs

Directory of Open Access Journals (Sweden)

Calvin S. Kalman

2015-12-01

Full Text Available This study was based on the hypothesis that students’ epistemological beliefs could become more expertlike with a combination of appropriate instructional activities: (i preclass reading with metacognitive reflection, and (ii in-class active learning that produces cognitive dissonance. This hypothesis was tested through a five-year study involving close to 1000 students at two institutions, in four physics courses. Using an experimental design, data from student interviews, writing product assessments, and the Discipline-Focused Epistemological Beliefs Questionnaire (DFEBQ we demonstrate that the beliefs of novice science learners became more expertlike on 2 of the 4 DFEBQ factors. We conclude that a combination of an activity that gets students to examine textual material metacognitively (Reflective Writing with one or more types of in-class active learning interventions can promote positive change in students’ epistemological beliefs.

Parent involvement in beginning primary school: Correlates and changes in involvement across the first two years of school in a New Zealand sample.

Science.gov (United States)

McDowall, Philippa S; Taumoepeau, Mele; Schaughency, Elizabeth

2017-06-01

This study described the relations of parents' and teachers' beliefs and attitudes to forms of parents' involvement in children's first two years of primary school. Parents of children in their first year of primary school (age 5) were recruited from 12 classrooms within four schools in New Zealand; 196 families participated in their child's first year, and 124 families continued to participate in their child's second school year. Parents completed the Family-Involvement Questionnaire, New Zealand, and we archivally collected parent-documented children's oral reading homework. Teachers' rated helpfulness of parents' involvement at school (level 2) and parents' rated teacher invitations to be involved and their perceived time and energy (level 1) contributed to school-based involvement in Year 1 in multilevel models, with parents' rated teacher invitations for involvement also found to predict Year 1 home-school communication in regression analyses. Contributors to Year 1 child-parent reading in multilevel models included level 1 predictors of two or more adults in the home and parents' perceived time and energy. Longitudinal analyses suggested both consistency and change in each form of involvement from Year 1 to Year 2, with increases in each form of involvement found to be associated with increases in parents' and/or teachers' views about involvement in Year 2 in cross-sectional time-series analyses. Implications for schools wanting to engage families are that parents' involvement in children's schooling may be influenced by parents' perceptions of their capacity, teachers' engagement efforts, and the school's climate for involvement. This is a special issue paper "Family Engagement in Education and Intervention". Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Man's Best Friend as a Reading Facilitator

Science.gov (United States)

Shaw, Donita Massengill

2013-01-01

The purpose of this manuscript was to describe information about an animal-assisted therapy, specifically the Reading Education Assistance Dog (R.E.A.D.) program. In this manuscript I provide information about R.E.A.D. programs in general. Next, I share perspectives solicited from R.E.A.D. participants, specifically teachers, parents, students and…

The Role of Parents' Educational Level and Centre Type in Parent Satisfaction with Early Childhood Care Centres: A Study in Greece

Science.gov (United States)

Kelesidou, Sofia; Chatzikou, Maria; Tsiamagka, Evmorfia; Koutra, Evangelia; Abakoumkin, Georgios; Tseliou, Eleftheria

2017-01-01

This research examines specific facets of parent satisfaction with childcare centres, namely satisfaction with parent-centre communication and the educational services they provide, as well as respective parent beliefs. These were investigated in relation to centre type (private vs public) and parents' education. Parents of different educational…

Counterdependence at Work: Relationships with Social Support, Control Beliefs, and Self-Monitoring

Science.gov (United States)

Gianakos, Irene

2013-01-01

Although styles of self-reliance theoretically arise from early attachments, other research suggests the influence of attachment operates indirectly through internalized but modifiable beliefs about the self and others. The present study examined the relative contribution of parental attachment, social support perceptions, control beliefs, and…

EFL Prospective Teachers’ Competency in Phonological Awareness: Impact on Teaching English Reading

Directory of Open Access Journals (Sweden)

Yousef Alshaboul

2018-03-01

Full Text Available Deficits in EFL teachers’ proficiency have surfaced recently as one of the possible factors contributing to children’s reading problems at their early encounters with literacy. Phonological awareness (PA has dominated specialists’ interests well-timed with escalating reports containing more provoking evidence connecting children's reading disability with deficiencies in PA. This paper aims at investigating the impact of perceived proficiency, GPA, and gender of prospective teachers on shaping their future reading instruction detectable by prospective teachers' PA beliefs, awareness and knowledge. Towards this end, a four-section survey was administered to 158 pre-service EFL teachers. Results confirmed significant differences related to knowledge and beliefs at the expense of awareness.

Female adolescents' perceptions, beliefs, motivations, and attitudes in the negotiation of science texts

Science.gov (United States)

Bennett, Camille

This study was an investigation of female adolescents' perceptions, attitudes, and beliefs towards science and reading science-related texts. Three surveys were used to collect data from 253 middle school students in Grade 7 and Grade 8 and six interviews were conducted with students. The interviews allowed a deeper analysis of the value students placed on science and on reading science-related texts. The quantitative data were collected through the following surveys: Test of Science Related Attitudes, Motivation for Reading Informational Books in School adapted, and Metacognitive Awareness Reading Strategies Inventory adapted. The purpose of the surveys was to provide a comprehensive picture of students' self-reported perceptions, attitudes, and beliefs towards science and the motivation to engage. Literacy processes and practices make engagement and learning in science possible; however, intrinsic motivation and cognitive strategies are critical influential components that educators cannot overlook. The female adolescents in this study expressed greater competence when involved in learning science through inquiry experimentation integrated with literacy presented in different formats.

Parent-Teacher-Student Discrepancies in Academic Ability Beliefs: Influences on Parent Involvement

Science.gov (United States)

Patel, Nimisha; Stevens, Sharon

2010-01-01

Most studies examining influences on parent involvement focus on common demographic factors, such as social class or gender, and on elementary grades. In the present study, we investigated a more malleable influence, perceptions of ability, in the context of middle school. We examined how perceptions held by parents, teachers, and students…

Parental management of peer relationships and early adolescents' social skills.

Science.gov (United States)

Mounts, Nina S

2011-04-01

Despite a growing body of research on parental management of peer relationships, little is known about the relationship between parental management of peers and early adolescents' social skills or the precursors to parental management of peer relationships. The goals of this short-term longitudinal investigation were to examine the relationship between parental management of peers (consulting and guiding), conflict about peers, and adolescents' social skills (cooperation, assertion, responsibility, empathy, and self-control) and to examine potential precursors (goals of improving peer relationships and beliefs about authority over peer relationships) to parental management of peer relationships. A predominantly White sample (71%) of 75 seventh-graders (57% female) and their primary caregivers participated in the 9-month investigation. Caregivers completed questionnaires regarding goals of improving their adolescents' peer relationships, beliefs about parental authority over peer relationships, parental management of peers, and adolescents' social skills. Adolescents completed questionnaires regarding their social skills. Path analyses suggest that a greater number of caregivers' goals of improving peer relationships and higher beliefs about parental authority over peers were related to higher levels of consulting, guiding, and conflict about peers. Higher levels of conflict about peers in conjunction with higher levels of consulting were related to lower levels of assertion and responsibility in peer relationships over time. When parents reported having a greater number of goals of improving peer relationships, adolescents reported higher levels of cooperation, assertion, empathy, and self control over time. Findings suggest that caregivers' goals and beliefs are important in predicting parental management of peer relationships and adolescents' social skills over time, and that conflict about peers undermines caregivers' efforts to be positively involved in

Sanctification of Parenting, Moral Socialization, and Young Children's Conscience Development.

Science.gov (United States)

Volling, Brenda L; Mahoney, Annette; Rauer, Amy J

2009-02-01

Religion is important to most U.S. families, but is often overlooked in research on children's development. This study examined parental religious beliefs about the sanctification of parenting, parental disciplinary strategies, and the development of young children's conscience in a sample of 58 two-parent families with a preschool child. Fathers were more punitive and used less induction when disciplining their children than did mothers. Maternal and paternal reports of the sanctification of parenting were positively related to positive socialization/praise and the use of induction. When mothers and fathers in the family were both using induction, children had higher scores on moral conduct. Parents' use of positive socialization combined with a belief in the sanctification of parenting predicted children's conscience development.

Some Fantasy Characters of Young Children: An Examination of Children's Beliefs in Santa Claus, the Tooth Fairy, and the Easter Bunny.

Science.gov (United States)

Manosevitz, Martin; Prentice, Norman M.

This study examined children's beliefs in Santa Claus, the Easter Bunny, and the Tooth Fairy as well as the effects of parental encouragement or support of these fantasy characters upon the children's beliefs. Subjects were 60 children aged 4, 6 and 8 years and their parents. Measures included a parental questionnaire and child interviews. Partial…

Social normative beliefs regarding cigarette smoking in Hungarian adolescents.

Science.gov (United States)

Page, Randy M; Piko, Bettina F; Balazs, Mate A; Struk, Tamara

2011-10-01

Hungary will continue to experience a high burden of disease and death from lung cancer and other tobacco-induced disease unless there is a significant reduction in youth smoking. Social factors have been found to be among the most important determinants of adolescent smoking, yet few studies have investigated social normative beliefs in Hungarian youth. The purpose of the current study was to investigate three measures of smoking normative beliefs thought to influence adolescent smoking: perceived prevalence of smoking; perceived popularity of smoking among successful/elite elements of society; and perceived disapproval by friends and family. A cross-sectional school-based survey of eighth grade (n = 258) and 12th grade (n = 288) students in Mako, Hungary was conducted to assess social normative beliefs about smoking, current smoking, ever smoking, and susceptibility to smoking. The association of the normative beliefs with the smoking behavior variables was examined through logistic regression analysis, and the underlying factor structure of the normative belief items in the current sample was determined through factor analysis. The percent of boys reporting current smoking was 40.5% in 12th grade and 27.0% in eighth grade. Among girls, the percent was 44.0% of 12th graders and 29.1% of eighth graders. Parent/peer disapproval was the most consistently associated normative belief with smoking behavior and susceptibility to smoking across both samples. Youth smoking prevention programs should consider assessing and taking into account normative beliefs and develop strategies that provide accurate information about the actual prevalence of smoking, the types of individuals who smoke, and approval/disapproval of smoking by parents and peers. © 2011 The Authors. Pediatrics International © 2011 Japan Pediatric Society.

Designing an Educational Application of Parental-Mediated Intervention and Its Effectiveness to Promote Reading Skills Among Slow-Paced Students with Down Syndrome

Directory of Open Access Journals (Sweden)

Kosar Bereyhi

2017-02-01

Full Text Available Objectives This study aimed to design an educational application of parental-mediated intervention and its effectiveness to promote reading skills in students with Down syndrome. Methods This applied semi-experimental study is a pre-test- and post-test project, follow-up with the test and control groups which was conducted on twenty slow-paced students with Down syndrome in the range of 5 to 12 years old. Patients were randomly selected and classify into two groups; test and control. Wechsler IQ test, TOLD test and peabody picture vocabulary test (PPVT were performed for students in the pre-test however; TOLD test was conducted as the post-test and a half month at 15-day after follow-up stage. Results results showed α > 0.001 for reading skills between test and control groups; however the difference is remained sustainable in follow-up stage. Conclusions Education with new educational technologies that focused on software may be helpful for children with Down syndrome and should be seriously considered. Family- centered parental-mediated intervention in order to promote reading skills application can be used for teaching children, families and educators.

Parent Voices Guide Smoking Intervention Development

Science.gov (United States)

Johnston, Robyn; Hearn, Lydia; Cross, Donna; Thomas, Laura T.; Bell, Sharon

2015-01-01

Purpose: While parents' influence on their children's smoking behaviour is widely recognised, little is known about parents of four to eight year olds' attitudes and beliefs around smoking cessation and how they communicate with their children about smoking. The purpose of this paper is to explore parents' perceptions of quitting smoking and their…

Child Physical Abuse Prevalence, Characteristics, Predictors, and Beliefs about Parent-Child Violence in South Asian, Middle Eastern, East Asian, and Latina Women in the United States

Science.gov (United States)

Maker, Azmaira H.; Shah, Priti V.; Agha, Zia

2005-01-01

The present study examined the prevalence, characteristics, beliefs, and demographic predictors of parent-child physical violence among South Asian, Middle Eastern, East Asian, and Latina women in the United States. Two hundred fifty-one college-educated women from a middle to high SES (South Asian/Middle Eastern, n = 93; East Asian, n = 72;…

Father Beliefs as a Mediator between Contextual Barriers and Father Involvement

Science.gov (United States)

Freeman, Harry; Newland, Lisa A.; Coyl, Diana D.

2008-01-01

Fathers' beliefs were examined as mediators between multiple risk factors and involvement practices with children age zero to five enrolled in Head Start or Early Head Start. A diverse sample of 101 fathers, living in rural Midwestern communities of the USA completed questionnaires assessing "mediators" (i.e. parenting efficacy, role beliefs, and…

Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading related motivation and skills

OpenAIRE

Wolter, Ilka; Braun, Edith; Hannover, Bettina

2015-01-01

According to gender stereotypes, reading is for girls. In this study, we investigated the role of preschool teachers in transmitting such gendered expectations. We suggest that boys are less motivated to read in preschool, and less competent in reading 1 year later in primary school, if their preschool teacher holds a traditional gender role attitude than if the teacher has egalitarian beliefs. In 135 independent dyads of a female preschool teacher (N = 135) and one boy (n = 65) or one girl (...

Adolescent-parent relations in Hong Kong: parenting styles, emotional autonomy, and school achievement.

Science.gov (United States)

McBride-Chang, C; Chang, L

1998-12-01

This 4-phase study of Hong Kong Chinese adolescent-parent relationships (906 adolescents and 1,091 parents) revealed the following: (a) Adolescents and their parents differ in their perceptions of parenting style. (b) Autonomy is negatively associated with parents' perceived authoritative parenting style and school achievement. (c) Neither parenting style nor measures of parents' beliefs in training their children (R. Chao, 1994) are associated with self-reports of school achievement. However, (d) parents of students from the highest (Band 1) academically oriented schools in Hong Kong rated themselves as higher in authoritativeness and lower in authoritarianism than parents of adolescents from the lowest academically oriented (Band 5) schools. Findings are discussed in relation to posited differences in adolescent-parent relationships in Western and Chinese cultures.

Factors associated with parent support for condom education and availability.

Science.gov (United States)

AugsJoost, Brett; Jerman, Petra; Deardorff, Julianna; Harley, Kim; Constantine, Norman A

2014-04-01

Expanding condom-related knowledge and skills and reducing barriers to condom use have the potential to help reduce pregnancies and sexually transmitted infections among youth. These goals are sometimes addressed through condom education and availability (CEA) programs as part of sexuality education in school. Parents are a key constituency in efforts to implement such programs. A representative statewide sample of households with children (N = 1,093) in California was employed to examine parent support for CEA and the potential influences of demographics (gender, age, and Hispanic ethnicity), sociodemographics (education, religious affiliation, religious service attendance, and political ideology), and condom-related beliefs (belief in condom effectiveness and belief that teens who use condoms during sex are being responsible) on parent support for CEA. The parents in our sample reported a high level of support for CEA (M = 3.23 on a 4-point scale) and believing in a high level of condom effectiveness (M = 3.36 on a 4-point scale). In addition, 84% of the parents agreed that teens who use condoms during sex are being responsible. Hierarchical regression analyses showed that parents who were younger, Hispanic, with a lower educational attainment, without a religious affiliation, less religiously observant, and politically liberal were more supportive of CEA. After controlling for these demographic and sociodemographic factors, condom effectiveness and responsibility beliefs each added independently to the predictability of parent support for CEA. These findings suggest that parent education related to condom effectiveness could help increase support for school-based CEA programs.

Realizing the American Dream: A Parent Education Program Designed to Increase Latino Family Engagement in Children's Education

Science.gov (United States)

Walker, Joan M. T.

2016-01-01

Grounded in Hoover-Dempsey and Sandler's parent involvement process model, the Realizing the American Dream (RAD) parent education program targets Latino parents' involvement beliefs and knowledge to enhance their involvement behaviors. Comparison of more than 2,000 parents' self-reported beliefs, knowledge, and behavior before and after RAD…

Validation of the vaccine conspiracy beliefs scale

Directory of Open Access Journals (Sweden)

Gilla K. Shapiro

2016-12-01

Full Text Available Background: Parents’ vaccine attitudes influence their decision regarding child vaccination. To date, no study has evaluated the impact of vaccine conspiracy beliefs on human papillomavirus vaccine acceptance. The authors assessed the validity of a Vaccine Conspiracy Beliefs Scale (VCBS and determined whether this scale was associated with parents’ willingness to vaccinate their son with the HPV vaccine. Methods: Canadian parents completed a 24-min online survey in 2014. Measures included socio-demographic variables, HPV knowledge, health care provider recommendation, Conspiracy Mentality Questionnaire (CMQ, the seven-item VCBS, and parents’ willingness to vaccinate their son at two price points. Results: A total of 1427 Canadian parents completed the survey in English (61.2% or French (38.8%. A Factor Analysis revealed the VCBS is one-dimensional and has high internal consistency (α=0.937. The construct validity of the VCBS was supported by a moderate relationship with the CMQ (r=0.44, p<0.001. Hierarchical regression analyses found the VCBS is negatively related to parents’ willingness to vaccinate their son with the HPV vaccine at both price points (‘free’ or ‘$300′ after controlling for gender, age, household income, education level, HPV knowledge, and health care provider recommendation. Conclusions: The VCBS is a brief, valid scale that will be useful in further elucidating the correlates of vaccine hesitancy. Future research could use the VCBS to evaluate the impact of vaccine conspiracies beliefs on vaccine uptake and how concerns about vaccination may be challenged and reversed. Keywords: Cancer prevention, Conspiracy beliefs, Human papillomavirus, Vaccine hesitancy, Vaccines, Vaccine Conspiracy Belief Scale

Factors Influencing Parents' Preferences and Parents' Perceptions of Child Preferences of Picturebooks

Science.gov (United States)

Wagner, Laura

2017-01-01

This study examined factors influencing parents' preferences and their perceptions of their children's preferences for picturebooks. First, a content analysis was conducted on a set of picturebooks (N = 87) drawn from the sample described in Wagner (2013); Then, parents (N = 149) rated the books and several content properties were examined for their ability to predict parents' preferences and their perception of their children's preferences. The initial content analysis found correlated clusters of disparate measures of complexity (linguistic, cognitive, narrative) and identified a distinctive sub-genre of modern books featuring female protagonists. The experimental preference analysis found that parents' own preferences were most influenced by the books' age and status; parents' perceptions of their children's preferences were influenced by gender, with parents perceiving their sons (but not daughters) as dis-preferring books with female protagnoists. In addition, influences of the child's reading ability and the linguistic complexity of the book on preferences suggested a sensitivity to the cultural practice of joint book-reading. PMID:28919869

READ – developing literacy together

DEFF Research Database (Denmark)

Christensen, Mette Vedsgaard

2015-01-01

-home literacy-intervention throughout a school year. The children in the intervention group (1500 children in year 2 and 3) received reading materials and their parents were informed about how to talk about texts, language and knowledge with their children through specially developed tools such as “reading...

The relationship between perceived parenting style, filial piety, and life satisfaction in Hong Kong.

Science.gov (United States)

Chen, Wei-Wen

2014-06-01

This study examined the relationship between perceived parenting style, filial piety, and life satisfaction among Chinese young adults. A survey was administered to 395 university students in Hong Kong on their perceptions about their parents' parenting practices, filial piety beliefs, and life satisfaction. The results suggest that perceived authoritative parenting is associated with reciprocal filial piety and contributes positively to the young adults' life satisfaction. Both perceived authoritative and authoritarian parenting were associated with authoritarian filial piety, but authoritarian filial piety was not associated with young adults' life satisfaction. Due to the familial interdependence emphasized in the Chinese cultural context, Chinese adolescents' filial beliefs are related to the parenting they have experienced, and these beliefs may be associated with their psychosocial outcomes. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Learning to Read and the Preschool Years

Science.gov (United States)

Wilson, Lorraine

2012-01-01

You have young preschool children. You think ahead to when they will begin school, and wonder what you might do to make it easy for your children to learn to read. This article offers some hints for parents and caregivers about learning to read: (1) Reading can begin at birth; (2) When reading aloud to an infant, make the experience a warm, loving…

Effects of Online Reciprocal Teaching on Reading Strategies, Comprehension, Self-Efficacy, and Motivation

Science.gov (United States)

Huang, Ching-Ting; Yang, Shu Ching

2015-01-01

This study examines the effects of two types of online remedial reading interventions on the reading strategy and comprehension, motivational beliefs, and self-efficacy of 36 low-achieving students (explicit teaching before reciprocal teaching [ET-RT] vs. direct instruction [DI]). We designed a 10-unit online remedial English reading program based…

Parent Expectancies and Preferences for Mental Health Treatment: The Roles of Emotion Mind-Sets and Views of Failure.

Science.gov (United States)

Schleider, Jessica L; Weisz, John R

2018-01-24

Because parents are primary gatekeepers to mental health care for their children, parental expectations that mental health treatment is ineffective may undermine treatment seeking, retention, and response. Thus, a need exists to understand parents' expectations about treatment and to develop scalable interventions that can instill more favorable views. We examined parents' treatment expectancies and preferences for their offspring and themselves in relation to two global beliefs: mind-sets (malleability beliefs) of emotions and anxiety, and views of failure as enhancing versus debilitating. Study 1 (N = 200; 49.5% fathers; 70.4% Caucasian) examined associations among parents' emotion mind-sets, anxiety mind-sets, failure beliefs, and treatment expectancies and preferences. Study 2 (N = 430; 44.70% fathers; 75.80% Caucasian) tested whether online inductions teaching "growth emotion mind-sets" (viewing emotions as malleable), adaptive failure beliefs, or both improved parents' treatment expectancies and hypothetical preferences for treatment (vs. no-treatment). Participants received one of three 8- to 15-min inductions or a psychoeducation control, rating treatment expectancies. and preferences pre- and postinduction. In Study 1, fixed emotion mind-sets and failure-is-debilitating beliefs were associated with lower parent psychotherapy expectancies for offspring and themselves and stronger "no-treatment" preferences for offspring. In Study 2, inductions teaching (a) growth emotion mind-sets only and (b) growth emotion mind-sets and failure-is-enhancing beliefs improved parents' psychotherapy expectancies for themselves (ds = .38, .51) and offspring (ds = .30, .43). No induction increased parents' hypothetical preferences for treatment (vs. no-treatment). Findings suggest scalable strategies for strengthening parents' psychotherapy effectiveness beliefs for themselves and their children.

Why Do Drivers Use Mobile Phones While Driving? The Contribution of Compensatory Beliefs

Science.gov (United States)

Zhou, Ronggang; Yu, Mengli; Wang, Xinyi

2016-01-01

The current study is the first to investigate the contribution of compensatory beliefs (i.e., the belief that the negative effects of an unsafe behavior can be "neutralized" by engaging in another safe behavior; e.g., "I can use a mobile phone now because I will slow down ") on drivers’ mobile phone use while driving. The effects of drivers’ personal characteristics on compensatory beliefs, mobile phone use and self-regulatory behaviors were also examined. A series of questions were administered to drivers, which included (1) personal measures, (2) scales that measured compensatory beliefs generally in substance use and with regard to driving safety, and (3) questions to measure drivers’ previous primary mobile phone usage and corresponding self-regulatory actions. Overall, drivers reported a low likelihood of compensatory beliefs, prior mobile phone use, and a strong frequency of self-regulatory behaviors. Respondents who had a higher tendency toward compensatory beliefs reported more incidents or crash involvement caused by making or answering calls and sending or reading messages. The findings provide strong support for the contribution of compensatory beliefs in predicting mobile phone usage in the context of driving. Compensatory beliefs can explain 41% and 43% of the variance in the active activities of making calls and texting/sending messages compared with 18% and 31% of the variance in the passive activities of answering calls and reading messages. Among the regression models for predicting self-regulatory behaviors at the tactical or operational level, compensatory beliefs emerge as significant predictors only in predicting shorter conversations while on a call. The findings and limitations of the current study are discussed. PMID:27494524

Why Do Drivers Use Mobile Phones While Driving? The Contribution of Compensatory Beliefs.

Directory of Open Access Journals (Sweden)

Ronggang Zhou

Full Text Available The current study is the first to investigate the contribution of compensatory beliefs (i.e., the belief that the negative effects of an unsafe behavior can be "neutralized" by engaging in another safe behavior; e.g., "I can use a mobile phone now because I will slow down " on drivers' mobile phone use while driving. The effects of drivers' personal characteristics on compensatory beliefs, mobile phone use and self-regulatory behaviors were also examined. A series of questions were administered to drivers, which included (1 personal measures, (2 scales that measured compensatory beliefs generally in substance use and with regard to driving safety, and (3 questions to measure drivers' previous primary mobile phone usage and corresponding self-regulatory actions. Overall, drivers reported a low likelihood of compensatory beliefs, prior mobile phone use, and a strong frequency of self-regulatory behaviors. Respondents who had a higher tendency toward compensatory beliefs reported more incidents or crash involvement caused by making or answering calls and sending or reading messages. The findings provide strong support for the contribution of compensatory beliefs in predicting mobile phone usage in the context of driving. Compensatory beliefs can explain 41% and 43% of the variance in the active activities of making calls and texting/sending messages compared with 18% and 31% of the variance in the passive activities of answering calls and reading messages. Among the regression models for predicting self-regulatory behaviors at the tactical or operational level, compensatory beliefs emerge as significant predictors only in predicting shorter conversations while on a call. The findings and limitations of the current study are discussed.

Why Do Drivers Use Mobile Phones While Driving? The Contribution of Compensatory Beliefs.

Science.gov (United States)

Zhou, Ronggang; Yu, Mengli; Wang, Xinyi

2016-01-01

The current study is the first to investigate the contribution of compensatory beliefs (i.e., the belief that the negative effects of an unsafe behavior can be "neutralized" by engaging in another safe behavior; e.g., "I can use a mobile phone now because I will slow down ") on drivers' mobile phone use while driving. The effects of drivers' personal characteristics on compensatory beliefs, mobile phone use and self-regulatory behaviors were also examined. A series of questions were administered to drivers, which included (1) personal measures, (2) scales that measured compensatory beliefs generally in substance use and with regard to driving safety, and (3) questions to measure drivers' previous primary mobile phone usage and corresponding self-regulatory actions. Overall, drivers reported a low likelihood of compensatory beliefs, prior mobile phone use, and a strong frequency of self-regulatory behaviors. Respondents who had a higher tendency toward compensatory beliefs reported more incidents or crash involvement caused by making or answering calls and sending or reading messages. The findings provide strong support for the contribution of compensatory beliefs in predicting mobile phone usage in the context of driving. Compensatory beliefs can explain 41% and 43% of the variance in the active activities of making calls and texting/sending messages compared with 18% and 31% of the variance in the passive activities of answering calls and reading messages. Among the regression models for predicting self-regulatory behaviors at the tactical or operational level, compensatory beliefs emerge as significant predictors only in predicting shorter conversations while on a call. The findings and limitations of the current study are discussed.

Cultural influences on parental bereavement in Chinese families.

Science.gov (United States)

Ho, Sio-Wa; Brotherson, Sean E

2007-01-01

The purpose of this study was to explore the bereavement experiences of parents who had experienced the death of a child in Chinese families. In-depth interviews were conducted with 10 bereaved parents in Macau, China. Narrative accounts of Chinese parents' experience in the loss of a child were explored to understand how their connection to the deceased child and their worldview were influenced by cultural beliefs and values. Study themes related to parental connections with the deceased child included the use of object linking, memorializing acts, and avoidance of traditional funeral processes, with clear patterns of Chinese cultural influence. Additionally, themes related to impacts on parental worldview included use of the concept of fate as a rationale for child loss and influences on religious orientation. The influence of cultural beliefs and background on Chinese parents as they deal with the issue of a child's death was apparent. Further research is needed and will benefit our understanding of parental bereavement in Chinese families.

Hmong American Parents' Views on Promoting Adolescent Sexual Health

Science.gov (United States)

Meschke, Laurie L.; Peter, Christina R.

2014-01-01

Parents play an important role in the promotion of adolescent sexual health, but little is known about parents' attitudes and beliefs in immigrant families. We examine Hmong American parents' attitudes about adolescent sexual health using survey data from 202 parents of adolescents with attention to parental gender differences. Breaking from…

Conflicting belief systems: some implications for education

Directory of Open Access Journals (Sweden)

E.J. van Niekerk

1999-03-01

Full Text Available In this article the conceptions of knowledge and time within Christianity, secular humanism and traditional African religion are juxtaposed. In order to emphasise the vital role o f belief systems in the field of education, some educational implications are inferred from these different conceptions of knowledge and time. The need to create enough space within the South African education system so that parents will be able to send their children to schools where education is conducted according to their particular belief systems is also foregrounded.

Chinese parenting and children's compliance to adults: a cross-cultural comparative study

OpenAIRE

Huang, Ching-Yu Soar

2013-01-01

The current study examined the parenting beliefs and practices of Taiwanese, Chinese immigrant (all first-generation immigrants in the UK) and English mothers, and the compliance of their young children (aged 5–7), in order to elucidate the effects of child temperament, culture and acculturation strategies on reported parenting beliefs and practices, observed parental behaviour, child behaviour, mother–child interaction dynamics and children’s compliance. The data were colle...

Reading books with young deaf children: strategies for mediating between American Sign Language and English.

Science.gov (United States)

Berke, Michele

2013-01-01

Research on shared reading has shown positive results on children's literacy development in general and for deaf children specifically; however, reading techniques might differ between these two populations. Families with deaf children, especially those with deaf parents, often capitalize on their children's visual attributes rather than primarily auditory cues. These techniques are believed to provide a foundation for their deaf children's literacy skills. This study examined 10 deaf mother/deaf child dyads with children between 3 and 5 years of age. Dyads were videotaped in their homes on at least two occasions reading books that were provided by the researcher. Descriptive analysis showed specifically how deaf mothers mediate between the two languages, American Sign Language (ASL) and English, while reading. These techniques can be replicated and taught to all parents of deaf children so that they can engage in more effective shared reading activities. Research has shown that shared reading, or the interaction of a parent and child with a book, is an effective way to promote language and literacy, vocabulary, grammatical knowledge, and metalinguistic awareness (Snow, 1983), making it critical for educators to promote shared reading activities at home between parent and child. Not all parents read to their children in the same way. For example, parents of deaf children may present the information in the book differently due to the fact that signed languages are visual rather than spoken. In this vein, we can learn more about what specific connections deaf parents make to the English print. Exploring strategies deaf mothers may use to link the English print through the use of ASL will provide educators with additional tools when working with all parents of deaf children. This article will include a review of the literature on the benefits of shared reading activities for all children, the relationship between ASL and English skill development, and the techniques

Young Adults from Single versus Two-Parent Households: Attitudes toward Maternal Employment and Quality of Current Relationships with Parents.

Science.gov (United States)

Farrell, Debi; Thomas, Amy; Johnson, Lisa; Arena, Jordan; Weiner, Stacie; Nyce, Susan; Lang, Allison; Alvazian, Casey; Szuchyt, Jamie; Cane, Susan; Gelband, Amy; Zohe, Dorothy; Chambliss, Catherine

To identify the attitudes towards maternal employment of undergraduates reared in single-parent families compared to those in dual-parent households, 717 undergraduates were surveyed. Subjects were divided into two groups based on number of household parents. Between group t-tests revealed a significant effect on the Beliefs about the Consequences…

The views of parents who experience intergenerational poverty on parenting and play: a qualitative analysis.

Science.gov (United States)

Smith, R L; Stagnitti, K; Lewis, A J; Pépin, G

2015-11-01

There is minimal literature on how parents experiencing intergenerational poverty view their role as parents and the value they place on children's play. The objective of this study was to examine how these parents view their parenting role and their beliefs about children's play. Thirteen mothers of preschool-aged children who experienced intergenerational poverty were recruited to the study. Semi-structured interviews were conducted and were analysed using interpretive phenomenological analysis. Parents described their role as guiding their children to become 'good' people, to teach them skills and provide a routine within the home. There were two disconnections in the data including the view that whilst parenting was hard and lonely, it was also a private matter and participants preferred not to seek support. A second disconnection was in terms of their beliefs about play. Parents believed that whilst play was valuable to their child's development, it was not their role to play with children. However, if parents did play with their child, they noticed positive changes in their child's behaviour. The views of parents who experienced intergenerational poverty were similar to other reported findings in parenting studies. However, the current sample differed on not seeking help for support as well as not seeing their role as playing with their children, even though occasions of joining their child in play were associated with a positive change in their relationship with their child. This has implications for communicating about parenting issues with parents who have experienced intergenerational poverty. © 2015 John Wiley & Sons Ltd.

You Are What You Read: The Belief Systems of Cyber-Bystanders on Social Networking Sites.

Science.gov (United States)

Leung, Angel N M; Wong, Natalie; Farver, JoAnn M

2018-01-01

The present study tested how exposure to two types of responses to a hypothetical simulated Facebook setting influenced cyber-bystanders' perceived control and normative beliefs using a 4 cyberbully-victim group (pure cyberbullies, non-involved, pure cyberbullied victims, and cyberbullied-victims) × 2 condition (offend vs. defend) experimental design. 203 Hong Kong Chinese secondary school and university students (132 females, 71 males; 12 to 28; M = 16.70; SD = 3.03 years old) were randomly assigned into one of two conditions. Results showed that participants' involvement in cyberbullying significantly related to their control beliefs about bully and victim assisting behaviors, while exposure to the two different conditions (offend vs. defend comments) was related to both their control and normative beliefs. In general, the defend condition promoted higher control beliefs to help the victims and promoted higher normative beliefs to help the victims. Regardless of their past involvement in cyberbullying and exposure to offend vs. defend conditions, both cyber-bullies and cyber-victims were more inclined to demonstrate normative beliefs to help victims than to assist bullies. These results have implications for examining environmental influences in predicting bystander behaviors in cyberbullying contexts, and for creating a positive environment to motivate adolescents to become "upstanders" in educational programs to combat cyberbullying.

You Are What You Read: The Belief Systems of Cyber-Bystanders on Social Networking Sites

Directory of Open Access Journals (Sweden)

Angel N. M. Leung

2018-04-01

Full Text Available The present study tested how exposure to two types of responses to a hypothetical simulated Facebook setting influenced cyber-bystanders’ perceived control and normative beliefs using a 4 cyberbully-victim group (pure cyberbullies, non-involved, pure cyberbullied victims, and cyberbullied-victims × 2 condition (offend vs. defend experimental design. 203 Hong Kong Chinese secondary school and university students (132 females, 71 males; 12 to 28; M = 16.70; SD = 3.03 years old were randomly assigned into one of two conditions. Results showed that participants’ involvement in cyberbullying significantly related to their control beliefs about bully and victim assisting behaviors, while exposure to the two different conditions (offend vs. defend comments was related to both their control and normative beliefs. In general, the defend condition promoted higher control beliefs to help the victims and promoted higher normative beliefs to help the victims. Regardless of their past involvement in cyberbullying and exposure to offend vs. defend conditions, both cyber-bullies and cyber-victims were more inclined to demonstrate normative beliefs to help victims than to assist bullies. These results have implications for examining environmental influences in predicting bystander behaviors in cyberbullying contexts, and for creating a positive environment to motivate adolescents to become “upstanders” in educational programs to combat cyberbullying.

You Are What You Read: The Belief Systems of Cyber-Bystanders on Social Networking Sites

Science.gov (United States)

Leung, Angel N. M.; Wong, Natalie; Farver, JoAnn M.

2018-01-01

The present study tested how exposure to two types of responses to a hypothetical simulated Facebook setting influenced cyber-bystanders’ perceived control and normative beliefs using a 4 cyberbully-victim group (pure cyberbullies, non-involved, pure cyberbullied victims, and cyberbullied-victims) × 2 condition (offend vs. defend) experimental design. 203 Hong Kong Chinese secondary school and university students (132 females, 71 males; 12 to 28; M = 16.70; SD = 3.03 years old) were randomly assigned into one of two conditions. Results showed that participants’ involvement in cyberbullying significantly related to their control beliefs about bully and victim assisting behaviors, while exposure to the two different conditions (offend vs. defend comments) was related to both their control and normative beliefs. In general, the defend condition promoted higher control beliefs to help the victims and promoted higher normative beliefs to help the victims. Regardless of their past involvement in cyberbullying and exposure to offend vs. defend conditions, both cyber-bullies and cyber-victims were more inclined to demonstrate normative beliefs to help victims than to assist bullies. These results have implications for examining environmental influences in predicting bystander behaviors in cyberbullying contexts, and for creating a positive environment to motivate adolescents to become “upstanders” in educational programs to combat cyberbullying. PMID:29740362

Parent-Adolescent Sexual and Reproductive Health Communication Is Very Limited and Associated with Adolescent Poor Behavioral Beliefs and Subjective Norms: Evidence from a Community Based Cross-Sectional Study in Eastern Ethiopia.

Directory of Open Access Journals (Sweden)

Yadeta Dessie

Full Text Available While parent-adolescent sexual and reproductive health (SRH communication is one potential source of SRH information for adolescents, it appears to be inadequately practiced in Ethiopia. This study was designed to investigate the factors that limit or improve parent-adolescent SRH communication in Harar, Eastern Ethiopia.A community based cross-sectional study was done on 4,559 adolescents of age 13-18. SRH communication was measured using a nine-item scale whose response ranged from "not at all" to "always." Summated composite score ranging from 0-36 was generated; higher score indicates high SRH communication. A median value of the composite score was 4 out of the possible 36 with an Interquartile Range (IQR of 7. Respondents were ranked as very poor, poor and satisfactory communicators based on 33rd and 67th percentiles values. Generalized ordered logit model was applied to investigate the factors associated with SRH communication.Results showed that the adolescents who were more likely to practice poor-very poor/very poor SRH communication were those who had poor behavioral beliefs on and poor subjective norms of communicating sexual issues with parents and those who perceived their parents' reproductive health (RH knowledge as poor. Nonetheless, the probability of poor-very poor/very poor SRH communication was less with high adolescent-parent communication quality, television co-viewing and discussions, and self-disclosure.Curtailing the adolescents' underlying poor beliefs and norms, and improving adolescent-parent communication quality, self-disclosure, and television co-viewing and discussions are essential to engage the parents in sexual and reproductive health education of the adolescents.

HPV vaccine knowledge and beliefs among Cambodian American parents and community leaders.

Science.gov (United States)

Do, Hoai; Seng, Paularita; Talbot, Jocelyn; Acorda, Elizabeth; Coronado, Gloria D; Taylor, Victoria M

2009-01-01

The cervical cancer incidence rate among Cambodian American women is 15.0 per 100,000, compared to 7.7 per 100,000 among non-Latina white women. HPV infection has been identified as a universal risk factor for cervical cancer. The HPV vaccine was recently approved in the United States for females aged 9-26 years. There is little information about HPV vaccination knowledge and beliefs in Southeast Asian communities. We conducted 13 key informant interviews with Cambodian community leaders, as well as four focus groups with Cambodian parents (37 participants). Two of the focus groups included fathers and two of the focus groups included mothers. Interview and focus group questions addressed HPV vaccine barriers and facilitators. Participants had limited knowledge about HPV infection and the HPV vaccine. Barriers to HPV vaccination included a lack of information about the vaccine, as well as concerns about vaccine safety, effectiveness, and financial costs. The most important facilitators were a health care provider recommendation for vaccination and believing in the importance of disease prevention. Future cervical cancer control educational programs for Cambodians should promote use of the HPV vaccine for age-eligible individuals. Health care providers who serve Cambodian communities should be encouraged to recommend HPV vaccination.

Predictors of parents' intention to limit children's television viewing.

Science.gov (United States)

Bleakley, Amy; Piotrowski, Jessica Taylor; Hennessy, Michael; Jordan, Amy

2013-12-01

Scientific evidence demonstrates a link between viewing time and several poor health outcomes. We use a reasoned action approach to identify the determinants and beliefs associated with parents' intention to limit their children's television viewing. We surveyed a random sample of 516 caregivers to children ages 3-16 in a large Northeastern city. Multiple regression analyses were used to test a reasoned action model and examine the differences across demographic groups. The intention to limit viewing (-3 to 3) was low among parents of adolescents (M: 0.05) compared with parents of 3-6 year olds (M: 1.49) and 7-12 year olds (M: 1.16). Attitudes were the strongest determinant of intention (β = 0.43) across all demographic groups and normative pressure was also significantly related to intention (β = 0.20), except among parents of adolescents. Relevant beliefs associated with intention to limit viewing included: limiting television would be associated with the child exercising more, doing better in school, talking to family more and having less exposure to inappropriate content. Attitudes and normative pressure play an important role in determining parents' intention to limit their child's television viewing. The beliefs that were associated with parents' intention to limit should be emphasized by health professionals and in health communication campaigns.

How to Read a Nutrition Facts Label

Medline Plus

Full Text Available ... Educators Search English Español How to Read a Nutrition Facts Label (Video) KidsHealth / For Parents / How to Read a Nutrition Facts Label (Video) Print en español Cómo leer ...

Efficacy of oral health promotion in primary care practice during early childhood: creating positive changes in parent's oral health beliefs and behaviors.

Science.gov (United States)

Mattheus, Deborah J

2014-06-01

Nurse practitioners frequently provide care to children suffering from poor oral health. Creative approaches to impacting dental disease are needed due to the current lack of traditional dental providers. This study investigated the effects of oral health promotion provided by primary care providers on parental oral health beliefs and behaviors. Participants receiving standard oral care during two well child visits and two additional enhanced oral health visits (n=44) were compared to participants receiving standard oral care during two well child visits alone (n=40). Results revealed changes in parent's perception of the importance of oral care for their children's primary teeth compared to general healthcare needs (pbrushing their children's teeth (pbrushing their teeth (pbrushing (pimportant study shows that oral health programs in primary care can produce changes that can improve oral health outcomes. Parents and children exposed to oral health programs during their frequent well child care visits in the first years of life may help decrease the rate of early childhood caries and improve their quality of life.

Childhood sexual trauma and subsequent parenting beliefs and behaviors.

Science.gov (United States)

Zvara, B J; Mills-Koonce, W R; Appleyard Carmody, K; Cox, M

2015-06-01

Using propensity-matched controls, the present study examines the long-term adjustment of women reporting childhood sexual trauma (CST) at or before the age of 14 in terms of parenting efficacy and parenting behavior. Data for these analyses were obtained from mother reports and from observational protocols from a longitudinal study of low-income, rural families. The novel use of propensity-matched controls to create a control group matched on family of origin variables provides evidence that when women with CST are compared with the matched comparison women, females who experienced CST show poorer functioning across multiple domains of parenting (sensitivity, harsh intrusiveness, boundary dissolution), but not in parenting efficacy. Follow-up moderation analyses suggest that the potential effects of trauma on parenting behaviors are not attenuated by protective factors such as higher income, higher education, or stable adult relationships. Implications for interventions with childhood sexual trauma histories and directions for future study are proposed. Copyright © 2015 Elsevier Ltd. All rights reserved.

Parents of elementary school students weigh in on height, weight, and body mass index screening at school.

Science.gov (United States)

Kubik, Martha Y; Fulkerson, Jayne A; Story, Mary; Rieland, Gayle

2006-12-01

School-based body mass index (BMI) screening and parent notification programs have been recommended as a childhood overweight prevention strategy. However, there are little empirical data available to guide decision making about the acceptability and safety of programs. A pilot study was conducted using a quasiexperimental research design. In fall 2004, children in 4 suburban elementary schools (kindergarten to sixth grade) in the St Paul/Minneapolis, MN, metropolitan area completed height/weight screening. The following spring, parents in 2 schools received letters containing height/weight and BMI results. A self-administered post-only survey examined parents' opinions and beliefs regarding school-based BMI screening and parent notification programs (response rate: 790/1133 = 70%). The chi2 test of significance was used to examine differences in program support by treatment condition, child's weight status, and sociodemographic characteristics. Among all parents, 78% believed it was important for schools to assess student's height/weight annually and wanted to receive height, weight, and BMI information yearly. Among parents receiving the letter, 95% read most/all of the letter. Most parents (80%) and children (83%) reported comfort with the information in the letter. Parents of overweight children were more likely to report parental discomfort as well as child discomfort with letter content. There was considerable parental support for school-based BMI screening and parent notification programs. Programs may be a useful overweight prevention tool for children. However, continued attention to how best to support parents and children affected by overweight is required.

Parental Influence on Physical Activity of Children with Disabilities

Science.gov (United States)

Siebert, Erin A.; Hamm, Jessica; Yun, Joonkoo

2017-01-01

The purpose of this study was to identify parental influences on physical activity behaviours of children with disabilities. One hundred and forty-eight parents of children with disabilities responded to a survey about factors related to parent and child physical activity, parental support and belief in their child's abilities regarding physical…

Longitudinal Associations between Parenting and Youth Adjustment in Twelve Cultural Groups: Cultural Normativeness of Parenting as a Moderator

Science.gov (United States)

Lansford, Jennifer E.; Godwin, Jennifer; Al-Hassan, Suha M.; Bacchini, Dario; Bornstein, Marc H.; Chang, Lei; Chen, Bin-Bin; Deater-Deckard, Kirby; Di Giunta, Laura; Dodge, Kenneth A.; Malone, Patrick S.; Oburu, Paul; Pastorelli, Concetta; Skinner, Ann T.; Sorbring, Emma; Steinberg, Laurence; Tapanya, Sombat; Alampay, Liane Peña; Uribe Tirado, Liliana Maria; Zelli, Arnaldo

2018-01-01

To examine whether the cultural normativeness of parents' beliefs and behaviors moderates the links between those beliefs and behaviors and youths' adjustment, mothers, fathers, and children (N = 1,298 families) from 12 cultural groups in 9 countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and the United States) were…

Depressive symptoms among children whose parents have serious ...

African Journals Online (AJOL)

Background. Sixty-eight per cent of women and 57% of men with mental illness are parents. There is increasing evidence of adverse psychosocial impact of parental mental illness on their children. However, among children whose parents have mental illness, the potential contribution of the children's beliefs about mental ...

Children Reading Fiction Books Because They Want To

NARCIS (Netherlands)

van Ours, J.C.

2006-01-01

This paper investigates the reading of fiction books by 15-year-olds in 18 OECD countries.It appears that girls fiction books more often than boys, whereas boys read comic books more often than girls.The intensity by which children read fiction books is influenced by parental education, family

Maternal Beliefs and Parenting Practices Regarding Their Preschool Child's Television Viewing: An Exploration in a Sample of Low-Income Mexican-Origin Mothers.

Science.gov (United States)

Thompson, Darcy A; Polk, Sarah; Cheah, Charissa S L; Vandewater, Elizabeth A; Johnson, Susan L; Chrismer, Marilyn Camacho; Tschann, Jeanne M

2015-08-01

To explore maternal beliefs about television (TV) viewing and related parenting practices in low-income Mexican-origin mothers of preschoolers. Semistructured interviews were conducted with 21 low-income Mexican-origin mothers of preschoolers. Interviews were audio recorded and analyzed using a theoretically based thematic analytic approach. Mothers described strong beliefs about the positive and negative impact of TV content. Mothers emphasized the educational value of specific programming. Content restrictions were common. Time restrictions were not clearly defined; however, many mothers preferred short versus long episodes of viewing. Mothers spoke positively about family viewing and the role of TV viewing in enabling mothers to accomplish household tasks. These findings have implications for intervening in this population. Interventionists should consider the value mothers place on the educational role of TV viewing, the direct benefit to mothers of viewing time, the lack of clear time limits, and the common practice of family co-viewing. © The Author(s) 2015.

Change over time in parents' beliefs about and reported use of corporal punishment in eight countries with and without legal bans.

Science.gov (United States)

Lansford, Jennifer E; Cappa, Claudia; Putnick, Diane L; Bornstein, Marc H; Deater-Deckard, Kirby; Bradley, Robert H

2017-09-01

Stopping violence against children is prioritized in goal 16 of the Sustainable Development Goals adopted by the United Nations General Assembly in 2015. All forms of child corporal punishment have been outlawed in 50 countries as of October 2016. Using data from 56,371 caregivers in eight countries that participated in UNICEF's Multiple Indicator Cluster Survey, we examined change from Time 1 (2005-6) to Time 2 (2008-13) in national rates of corporal punishment of 2- to 14-year-old children and in caregivers' beliefs regarding the necessity of using corporal punishment. One of the participating countries outlawed corporal punishment prior to Time 1 (Ukraine), one outlawed corporal punishment between Times 1 and 2 (Togo), two outlawed corporal punishment after Time 2 (Albania and Macedonia), and four have not outlawed corporal punishment as of 2016 (Central African Republic, Kazakhstan, Montenegro, and Sierra Leone). Rates of reported use of corporal punishment and belief in its necessity decreased over time in three countries; rates of reported use of severe corporal punishment decreased in four countries. Continuing use of corporal punishment and belief in the necessity of its use in some countries despite legal bans suggest that campaigns to promote awareness of legal bans and to educate parents regarding alternate forms of discipline are worthy of international attention and effort along with legal bans themselves. Copyright © 2016 Elsevier Ltd. All rights reserved.

Teacher beliefs, teacher characteristics, and school contextual factors: what are the relationships?

Science.gov (United States)

Rubie-Davies, Christine M; Flint, Annaline; McDonald, Lyn G

2012-06-01

There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes. The purpose of this research was to explore relationships between the teacher characteristics of gender and teaching experience, school contextual variables (socio-economic level of school and class level), and three teacher socio-psychological variables: class level teacher expectations, teacher efficacy, and teacher goal orientation. The participants were 68 male and female teachers with varying experience, from schools in a variety of socio-economic areas and from rural and urban locations within New Zealand. Teachers completed a questionnaire containing items related to teacher efficacy and goal orientation in reading. They also completed a teacher expectation survey. Reading achievement data were collected on students. Interrelationships were explored between teacher socio-psychological beliefs and the teacher and school factors included in the study. Mastery-oriented beliefs predicted teacher efficacy for student engagement and classroom management. The socio-economic level of the school and teacher gender predicted teacher efficacy for engagement, classroom management, instructional strategies, and a mastery goal orientation. Being male predicted a performance goal orientation. Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes. ©2011 The British Psychological Society.

Relations of Perceived Parent and Friend Support for Recreational Reading with Children's Reading Motivations

Science.gov (United States)

Klauda, Susan Lutz; Wigfield, Allan

2012-01-01

This study examined elementary school students' perceived support for recreational reading from their mothers, fathers, and friends. Participants, including 130 fourth graders and 172 fifth graders, completed the researcher-developed Reading Support Survey, which assesses how often children experience and how greatly they enjoy multiple types of…

Understanding "Tiger Parenting" Through the Perceptions of Chinese Immigrant Mothers: Can Chinese and U.S. Parenting Coexist?

Science.gov (United States)

Cheah, Charissa S L; Leung, Christy Y Y; Zhou, Nan

2013-03-01

How Chinese immigrant mothers perceive "Chinese" and "U.S." parenting and changes in their parenting postmigration remains unclear, despite recent interest in Chinese parenting particularly in response to A. Chua's (2011) controversial book on "Tiger Mothers". The present study addressed this issue by examining the parenting beliefs and practices of Chinese immigrant mothers through qualitative interviews. Participants included 50 first-generation Chinese immigrant mothers (mean age = 38.39 years; SD = 5.19) with a 3- to 6-year-old child. Mothers had been in the U.S. for an average of 10.20 years and were interviewed regarding their perceptions of the contrasts between typical Chinese and U.S. parenting, the strengths of Chinese and U.S. parenting, and what changes (if any) occurred in their own parenting after they migrated to the U.S. Mothers identified key differences between the parenting in the 2 cultures across 4 themes. Importantly, mothers endorsed different aspects of parenting from both cultures and attempted to achieve a balance between supporting their child's development of autonomy and individuality versus maintaining a sense of relatedness and familism in their parenting, contrary to Chua's (2011) portrayal of rigid "Chinese parenting." With regard to their parenting acculturation, mothers discussed having to be flexible across different areas of their parenting in order to accommodate the cultural values of the larger societal context and promote their child's development in the U.S. These complex dynamics highlighted the challenges that Chinese immigrant mothers face as they adapt and adjust to the new cultural context, and how their parenting beliefs and practices acculturate.

Attitudes towards same-sex parenting in Italy: the influence of traditional gender ideology.

Science.gov (United States)

Ioverno, Salvatore; Baiocco, Roberto; Lingiardi, Vittorio; Verrastro, Valeria; D'Amore, Salvatore; Green, Robert-Jay

2018-04-20

This study aimed to examine the role of gender ideology, religiosity and political conservatism on attitudes toward same-sex parenting in Italy at a time when same-sex parent families are undergoing attacks from ideological campaigns opposing non-traditional gender roles and families. We collected data from 4,187 heterosexual respondents about attitudes towards two-father and two-mother parenting, homonegativity, attitudes toward traditional masculinity and femininity, religious involvement and political conservatism. We conducted multiple group structural equation model analyses to test whether sex moderated any of the estimated associations among variables. Results showed that traditional beliefs about femininity were directly associated with negative attitudes towards two-mother and two-father parenting, while traditional beliefs about masculinity had a significant direct effect only on two-father parenting. Homonegativity partially mediated the association between religiosity, political conservatism and traditional beliefs about masculinity and femininity on negative attitudes toward both types of same-sex parenting. Gender differences were found for the indirect effects of political conservatism and religiosity on attitudes towards same-sex parenting. The theoretical contributions and implications of the findings are discussed.

Parents of children with dyslexia: cognitive, emotional and behavioural profile.

Science.gov (United States)

Bonifacci, Paola; Montuschi, Martina; Lami, Laura; Snowling, Margaret J

2014-05-01

Within a dimensional view of reading disorders, it is important to understand the role of environmental factors in determining individual differences in literacy outcome. In the present study, we compared a group of 40 parents of children with dyslexia (PDys) with a group of 40 parents of typically developing children. The two parent groups did not differ in socioeconomic status or nonverbal IQ. Participants were assessed on cognitive (IQ, digit span) and literacy (reading fluency and accuracy) tasks, phonological awareness and verbal fluency measures. Questionnaires addressed reading history, parental distress, family functioning, anxiety and depression. The PDys group performed worse in all literacy measures and more frequently reported a history of poor reading; they also showed more parental distress. There were no differences between the two groups in depression or family functioning and no differences between mothers and fathers. Findings indicate that PDys show a cognitive profile consistent with the broader phenotype of dyslexia (i.e. reading impairment and poor phonological awareness), whereas, considering the emotional profile, the impact of dyslexia on the family system is limited to parental distress associated with the perception of having a child with specific needs. Copyright © 2013 John Wiley & Sons, Ltd.

Beliefs and perceived norms concerning body image among African-American and Latino teenagers.

Science.gov (United States)

Barroso, Cristina S; Peters, Ronald Joseph; Johnson, Regina Jones; Kelder, Steven H; Jefferson, Troy

2010-09-01

Focus groups, utilizing the Theory of Planned Behavior, examined the beliefs and perceived norms regarding body image in a sample of urban African-American and Latino teenagers (N = 83, 18-19 years old) from Texas. Cultural eating (behavioral belief) explained the acceptance and tolerance of overweight. Popularity of hip-hop fashion and limited income explicated peer and familial normative beliefs, respectively. Thinness equated HIV infection in African-Americans (parental normative belief). Barriers to healthy eating and active living (control beliefs) included willpower, laziness, fast food, and excessive work. Findings can guide the development and implementation of culturally appropriate obesity interventions for African-American and Latino adolescents.

Parents’ Emotion-Related Beliefs, Behaviors, and Skills Predict Children's Recognition of Emotion

Science.gov (United States)

Castro, Vanessa L.; Halberstadt, Amy G.; Lozada, Fantasy T.; Craig, Ashley B.

2015-01-01

Children who are able to recognize others’ emotions are successful in a variety of socioemotional domains, yet we know little about how school-aged children's abilities develop, particularly in the family context. We hypothesized that children develop emotion recognition skill as a function of parents’ own emotion-related beliefs, behaviors, and skills. We examined parents’ beliefs about the value of emotion and guidance of children's emotion, parents’ emotion labeling and teaching behaviors, and parents’ skill in recognizing children's emotions in relation to their school-aged children's emotion recognition skills. Sixty-nine parent-child dyads completed questionnaires, participated in dyadic laboratory tasks, and identified their own emotions and emotions felt by the other participant from videotaped segments. Regression analyses indicate that parents’ beliefs, behaviors, and skills together account for 37% of the variance in child emotion recognition ability, even after controlling for parent and child expressive clarity. The findings suggest the importance of the family milieu in the development of children's emotion recognition skill in middle childhood, and add to accumulating evidence suggesting important age-related shifts in the relation between parental emotion socialization and child emotional development. PMID:26005393

Psychological Stress and Parenting Behavior among Chinese Families: Findings from a Study on Parent Education for Economically Disadvantaged Families

Science.gov (United States)

Lam, Ching Man

2011-01-01

With the recognition of the crucial role of family and with the belief that parents have the greatest influence on a child's life, family and parent education has been widely practiced in Hong Kong and many other countries as measure for poverty alleviation. A study, employed quantitative method of a cross-sectional parent survey (N = 10,386) was…

Information Seeking about Global Climate Change among Adolescents: The Role of Risk Perceptions, Efficacy Beliefs and Parental Influences

Science.gov (United States)

Mead, Erin; Roser-Renouf, Connie; Rimal, Rajiv N.; Flora, June A.; Maibach, Edward W.; Leiserowitz, Anthony

2012-01-01

Global climate change is likely to have significant impacts on public health. Effective communication is critical to informing public decision making and behavior to mitigate climate change. An effective method of audience segmentation, the risk perception attitude (RPA) framework has been previously tested with other health behaviors and classifies people into 4 groups on the basis of their perceptions of risk and beliefs about personal efficacy. The 4 groups – indifference (low risk, weak efficacy), proactive (low risk, strong efficacy), avoidance (high risk, weak efficacy), and responsive (high risk, strong efficacy) – are hypothesized to differ in their self-protective behaviors and in their motivations to seek information. In this paper, we extend the RPA framework in two ways. First, we use it at the household level to determine whether parental classifications into the 4 groups are associated with their teenage children’s classification into the same 4 groups. Second, we predict adolescent information-seeking behaviors on the basis of their and their parents’ membership in the 4 RPA groups. Results (N = 523 parent-adolescent pairs) indicated that parental membership in the 4 RPA groups was significantly associated with children’s membership in the same 4 groups. Furthermore, the RPA framework was a significant predictor of adolescent information-seeking: those in the responsive and avoidance groups sought more information on climate change than the indifference group. Family communication on global warming was positively associated with adolescents’ information-seeking. Implications for interventions are discussed. PMID:22866024

The effectiveness of narrative versus informational smoking education on smoking beliefs, attitudes and intentions of low-educated adolescents.

Science.gov (United States)

de Graaf, Anneke; van den Putte, Bas; Nguyen, Minh-Hao; Zebregs, Simon; Lammers, Jeroen; Neijens, Peter

2017-07-01

This study tests the effectiveness of narrative versus informational smoking education on smoking beliefs, attitudes and intentions of low-educated adolescents. A field experiment with three waves of data collection was conducted. Participants (N = 256) were students who attend lower secondary education. At the first and third waves, they completed a questionnaire. At the second wave, 50.8% of the participants read a smoking education booklet in narrative form and 49.2% read a booklet in informational form. After reading, all participants also completed a questionnaire at wave 2. Beliefs about negative consequences of smoking, attitudes towards smoking and intentions to smoke were measured. Repeated measures analyses with time as a within-subjects factor and condition as a between-subjects factor showed that beliefs about smoking were more negative at Wave 2 compared to Wave 1, irrespective of condition. However, attitudes towards smoking were more positive at Wave 3 compared to Wave 1 when participants had read the narrative version. These results show that narrative smoking education is not more effective than informational smoking education for low-educated adolescents and can even have an unintended effect for this target group by making attitudes towards smoking more positive.