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1.
Hüseyin Kotaman 《Teacher Development》2016,20(1):106-122
The current study explored Turkish prospective early childhood teachers’ emotional intelligence scores in order to determine whether levels indicated differentiations according to grade level, and parenting style. Participants responded to the Turkish version of the Parenting Style Inventory and Emotional Intelligence Scale (EIS). EIS also contains the Perception of Own Emotions (POE), Understanding Others’ Emotions (UOE) and Regulating Emotions (RE) subscales. Study findings revealed that participants had moderate scores on the POE, UOE, and RE subscales and for whole emotional intelligence. Significant differences in total emotional intelligence and some subscales were found among grade levels and parenting styles. However findings showed that prospective teachers’ EI level did not increase as their professional education level increases. Also, prospective teachers with neglecting parents obtained the lowest mean scores from the total scale and every subscale for EIS. The study concluded that teacher education programs should support emotional development too. 相似文献
2.
Tiina Onatsu-Arvilommi Jari-Erik Nurmi Kaisa Aunola 《European Journal of Psychology of Education - EJPE》1998,13(4):543-556
One-hundred and five 6- to 7-year-old children were given a test measuring their helplessness, failure expectations, task-irrelevant behaviour, lack of persistence and search for social support in a classroom setting in order to examine the impact of parental well-being and parenting styles on the children’s cognitive and behavioural strategies at school. Both parents were also asked to fill in scales measuring their depression, parenting stress and parenting styles. The results revealed that maternal depressive symptomatology was associated with their children’s use of maladaptive strategies, whereas paternal depression was not. Moreover, maternal authoritative parenting styles and authoritarian control, seemed to decrease their children’s use of maladaptive strategies. On the other hand, the more parenting stress reported by the fathers, the more their children showed the use of maladaptive strategies. 相似文献
3.
In this project upper primary school students were surveyed about their general liking for school, and reasons for going to
school. Their parents were asked to respond on a questionnaire indicating their restrictiveness and also support for their
child’s autonomy. Data were collected from 92 middle SES two-parent families and analysed using SmartPLS path modelling. It
was found that children of mothers high on autonomy support enjoyed school more, and endorsed cognitive learning reasons for
attending. Restrictive parenting (in either mothers or fathers) did not relate significantly to school affect, but was associated
with elevated levels of negative emotional symptoms, notably loneliness and unhappiness. 相似文献
4.
Marie Karlsson Annica Löfdahl Héctor Pérez Prieto 《British Journal of Sociology of Education》2013,34(2):208-224
This article aims to contribute to our understanding of how moral aspects of parents’ choices of preschool play a part in the processes of marketisation and privatisation of childcare in Sweden. The paper explores parents’ narratives of preschool choice as moral claims of parental identities. The analysed data are based on a study of how parents make sense of their preschool choice during life-story interviews. Our results point out good parenting as having to do with making distinctions between what is ‘good and bad’ and ‘right and wrong’ regardless of whether the choices concern preschools or the behaviour of preschool teachers and parents. Culturally available discourses become visible through the making of these distinctions in ways that ultimately point to the subject position of parents as particular choosers as related to a prevailing discourse of parental responsibility. 相似文献
5.
Past research has revealed direct effects of parental involvement and parenting style on children’s achievement goals separately, however, it is necessary to investigate the interactive mechanism in an integrated way. This study examined the relations between children’s perception of different dimensions of parental involvement (i.e. home-based involvement, school-based involvement and academic socialisation) and their achievement goals, and the moderating role of parenting style (i.e. parental autonomy support vs. psychological control). Participants were 614 Chinese fourth and fifth grades students. Results showed that home-based involvement was positively associated with performance-approach goals, school-based involvement was positively associated with mastery goals, and academic socialisation was positively associated with both mastery and performance-approach goals. Parental psychological control moderated the relationships between performance-approach goals and two types of parental involvement: Academic socialisation and home-based involvement. These findings underscored the need of taking a multidimensional approach in conceptualising parental involvement, and that parental involvement should be expressed in an appropriate context of parenting style. 相似文献
6.
Educationalists lament the resilience of the so-called ‘boy crisis’, despite research that demonstrates only some boys are in crisis, as well as some girls. The boy crisis in New Zealand shows no sign of abating, partly due to popular rhetorical literature in the form of parenting advice books. In particular, authors Celia Lashlie and Nigel Latta have garnered a strong following among parents and educators. In this article we argue their texts not only continue to inflame the boy crisis, they are harmful in the ways they inform narrow ‘de facto’ education policies and practices focused on boys. Our analysis of He’ll be ok and Mothers raising sons found each author privileged particular combinations of classic rhetorical strategies with discourses of essentialist masculinity and mother blame to position their parenting advice as common sense. Our critique highlights the vital importance of examining intersections between parenting advice books and education. 相似文献
7.
Although researchers have examined the potential contribution of harsh parenting to child aggression, they have rarely explored how one parent’s harsh discipline could interact with warmth by another parent to affect child aggression. We sought to clarify whether the impact of harsh parenting by one parent on child effortful control could be buffered by warmth of the other parent, further reducing the likelihood of child aggression. 867 adolescents were chosen from two public middle schools situated in Jinan, the provincial city in Northern China. Data were gathered with adolescents reporting effortful control, their parents reporting harsh parenting, and their classmates nominating aggressive peers. A moderated mediation model was used to test the mediating and moderating hypotheses. Results indicated that adolescent effortful control partially mediated the relation of harsh fathering to adolescent aggression and completely mediated the relation of harsh mothering to adolescent aggression. Moreover, harsh fathering was only negatively associated with effortful control among adolescents with low maternal warmth and harsh mothering was only negatively associated with effortful control among adolescents with low paternal warmth, thus lowering the risk for aggression. The main conclusion is that harsh parenting by one parent could only indirectly impact on adolescent aggression via the mediator of effortful control only for adolescents with low warmth by the other parent. Our findings add to extant understandings on how different parenting practices by both parents may interact to influence children’s aggressive behaviors. 相似文献
8.
Dimitra Hartas 《牛津教育评论》2013,39(6):763-783
Using a longitudinal, UK representative sample from the Millennium Cohort Study, the present study examined the effects of socio-economic factors on mother- and teacher-rated behaviour, and the unique and cumulative contribution of both risk and protective factors inherent in children’s proximal and distal influences to behaviour during the toddler years and at school entry. The findings showed that although family income, parental employment and maternal education had a significant moderate impact on child problem behaviour as rated in the home and school, when considered in the context of child characteristics and family processes their contribution was negligible, especially for income. In contrast, parenting practices and parental well-being emerged as good predictors of behavioural difficulties and prosocial behaviour at school entry, pointing to the importance of supporting parents in order to promote social competence in young children. These findings have implications for family policy. 相似文献
9.
Based on the Social Information Processing model of parenting risk for child abuse, the present study examined the associations between mothers’ and fathers’ perception of child behavior and child abuse potential, as well as whether parenting stress mediates the association between these constructs. Two hundred and fifty-nine mother-father couples raising preschool children answered the Child Behavior Checklist (CBCL), the Parenting Stress Index (PSI), and the Child Abuse Potential Inventory (CAPI). The results of dyadic path analysis showed that perception of child behavior was related to heightened parenting stress and abuse potential in both mothers and fathers. Concerning partner effects, we found that mothers’ perception of child behavior problems was positively associated with fathers’ parenting stress and that the higher the mothers’ distress, the higher the fathers’ risk of physical abuse. Finally, parenting distress partially mediated the association between parents’ perception of child behavior and child abuse potential, with mothers’ perception of their children as problematic showing a significant indirect effect through distress on their own abuse risk and on fathers’ CAP as well. These findings suggest that parental distress may represent a critical mechanism by which parents’ negative views of their children contribute to abuse potential. Moreover, mothers seem to influence fathers’ tendency towards abusive behaviors. 相似文献
10.
《Critical Studies in Education》2013,54(1):73-90
Abstract This article reports on aspects of the pilot phase of a continuing study of pregnant and parenting young people and their movements in and out of school (and other educational) settings. It presents an overview of the methodological approach employed, data collected and readings of that data. The article draws on one specific case to identify how young people engage with school during this phase of their lives. This case represents one instance of how young people can see themselves becoming somebody in and around other identity work they engage in while pregnant and parenting at school. An insight into the dilemmas encountered in the interpretation of data and the construction of research accounts is provided through a window on researcher reflections and research team discussions. 相似文献
11.
Sikiö Riitta Siekkinen Martti Holopainen Leena Silinskas Gintautas Lerkkanen Marja-Kristiina Nurmi Jari-Erik 《European Journal of Psychology of Education - EJPE》2018,33(2):235-250
The aim of this study was to examine the role of mothers’ (language minority mothers, LM, n = 49, and Finnish-speaking mothers, MP, n = 368) parenting styles and maternal help with their children’s homework in the children’s (mean age 11.43 years) literacy skills at fourth grade in Finland. In addition, the moderating effect of a child’s gender on this relationship was investigated. The results showed that the LM mothers used psychological control more than MP mothers. Furthermore, the more LM mothers used warmth and psychological styles of parenting, the more they helped their daughters, not sons, with homework. MP mothers’ parenting styles did not relate to their children’s reading and spelling skills. LM maternal behavioral control parenting styles were positively related, and psychological control was negatively related to children’s reading skills through help with homework. Maternal help negatively related to children’s reading skills in both groups. This research provides also new information to teachers and educators who work in multicultural teams. Because our findings could be applied in the educational settings of multilingual students, they are likely to be of great interest to the visionary scientists, researchers, teachers, and trainees.
相似文献12.
Background: Experiences of childhood adversity are consistently associated with compromised behavioral health later in life. Less clear is the intergenerational influence of maternal childhood adversity on developmental outcome in children. Completely unknown are the mechanisms linking teen mother’s childhood adversity to child developmental outcomes.Objective: The present study tested whether aspects of parenting (parenting stress, physical discipline, and disagreement with grandparents) served as the pathways between teen mother’s childhood adversity and the externalizing behaviors of their offspring at age 11, by gender.Participants and setting: Data were from a longitudinal panel study of teen mothers and their children, the Young Women and Child Development Study (N = 495; 57% male).Methods: The pathways from teen mother’s childhood adversity to their offspring’s externalizing behavior were tested by two subscales: rule-breaking behavior and aggressive behavior. In addition, multiple-group analysis was examined for potential gender differences.Results: Teen mother’s childhood adversity was positively associated with greater use of parenting stress (β = 0.16, p < .01) and physical discipline (β=0.11, p < .05). In addition, parenting stress, physical discipline, and disagreement with grandparent were all associated with increased rule-breaking and aggressive behaviors in children. Multiple group analysis revealed that the path between physical discipline and externalizing behavior differed by gender, with the path only significant for girls.Conclusions: These findings have implications for early intervention efforts that emphasize the need to intervene with children and parents, particularly helping teen mothers gain knowledge and skills to offset the impact of their experiences of childhood adversity on their parenting behaviors. 相似文献
13.
BackgroundExperiences of intimate partner violence (IPV) victimization negatively impact maternal parenting. However, little is known about the association between fathers’ perpetration of IPV and paternal parenting.ObjectiveTo examine associations between fathers’ IPV perpetration against the child’s mother and fathers’ stimulation and spanking practices with their young child.Participants and SettingWe used two waves of data from the Fragile Families and Child Wellbeing Study in the United States. The analytic sample comprised of 2,257 biological fathers who had been in a romantic relationship with the child’s mother.MethodsFathers’ IPV perpetration at year 1 and 3 was measured based on maternal report. Fathers were categorized into: never perpetrators (no IPV at either year), persisters (IPV at both years), desisters (IPV at year 1 only), and emergers (IPV at year 3 only). Fathers’ parenting at year 3 was measured based on self-reported stimulation (e.g., reading books, playing games, telling stories) and spanking.ResultsApproximately one-third of fathers never perpetrated IPV, 35.8% were persisters, 14.4% were desisters, and 16.9% were emergers. For stimulation, persisters (β=-0.16, 95% CI: -0.25, -0.06) and emergers (β=-0.25, 95% CI: -0.36, -0.14), but not desisters (β=-0.02, 95% CI: -0.14, 0.11), were less engaged in stimulation than fathers who never perpetrated IPV. However, for spanking, there were no differences in the associations by father IPV profiles.ConclusionsFindings suggest that fathers’ perpetration of IPV is related to their stimulation practices. Partner-abusive men and their children may benefit from parenting programs that promote engagement in stimulation and improve the quality of parent-child relationships. 相似文献
14.
Isabelle Roskam Jean Christophe Meunier 《European Journal of Psychology of Education - EJPE》2009,24(1):33-47
How do parenting concepts vary within and between the families? The present study regards parenting as a complex family process by considering three concepts of parenting: styles, differential treatment and coparenting consistency. A main question was addressed: whether and how these parenting concepts vary within the families towards siblings or between the two parents, and between the families according to the child's, the parent's and the family's characteristics? The parenting concepts were computed from the EPEP questionnaire (Meunier &; Roskam, 2007) in a sample of 101 non-divorced families: 101 mothers and 101 fathers of two siblings from 6- to 12-years-old. The parenting concepts were found to vary within the families towards two siblings and between the mother and the father. They were also found to vary between the families according to the child's age and personality traits as well as a function of the parent's educational level and the number of siblings. 相似文献
15.
OBJECTIVE: In a previous study, we found that new mothers could and would express concerns about their parenting, including concerns about maltreatment and poor care. In this study, we examine the utility of early maternal concerns for predicting parenting stress in the first year. Parenting stress is important because it has been shown to be related to maltreatment and poor parent-child relationships. METHOD: A sample of 246 mothers were interviewed shortly after delivery in a publicly funded hospital about their parenting concerns, and 93% were reinterviewed in their homes about their parenting when the infants were 6 to 12 months old. Standardized measures with demonstrated psychometric properties were employed, including a measure of parenting stress due to the demands of the parenting role, characteristics of the child that make him or her difficult to care for, and stress due to difficult interactions. RESULTS: Multiple regression results indicate that both mothers concerns at delivery and sociodemographic variables are significant predictors of all three types of parenting stress in infancy. Maternal concerns were more powerful than sociodemographics in predicting stress related to the demands of parenting, while sociodemographics were more powerful for the prediction of stress related to difficult child characteristics and difficult mother-infant interaction. CONCLUSIONS: These findings suggest that knowledge of new mothers' parenting concerns might be useful for predicting parenting problems, as well as for engaging mothers' in and enhancing the effectiveness of parenting services. 相似文献
16.
Exposure to multiple forms of violence is common amongst adolescents from socioeconomically disadvantaged communities in South Africa. Adolescents’ exposure to violence at home, in school and in their communities can lead to detrimental outcomes in education. In particular, adolescents who are more frequently exposed to multiple forms of violence are at risk of school delay. This paper investigates the potential for supportive parenting to protect against adolescents’ school delay in this context. With this aim, this paper applies structural equation modelling to a sample of 503 adolescents exposed to multiple forms of violence from 40 socioeconomically disadvantaged communities. Adolescents’ self-report data on child abuse in the family, school and community, and adolescents’ perceptions of positive parenting, consistent discipline, good monitoring, parental involvement and social support were analyzed. Results showed that perceptions of more positive parenting and consistent discipline moderated the relationship between more frequent exposure to multiple forms of violence and school delay. Our findings suggest that supportive parenting has the potential to protect against school delay for poly-victimized adolescents in South Africa. 相似文献
17.
无锡是江苏省语文教学水平普遍比较高的一个市,其原因有很多,如重视语文学习的社会风气和教育传统,如长期积累并继承下来的好的教法和学法,等等。早在上世纪八十年代,我曾去过无锡的天一中学和梅村中学参观,有一件事至今仍然记得非常清楚,那就是恰逢两校学生的作业展览。他们每学期到一定时段,按年级顺序展出作业,为期半周（那时,周六也上课）,已经成为长效制度。 相似文献
18.
The present study examined the associations between authoritarian parenting beliefs, attributions of hostile intent, negative affect, and harsh parenting practices. General population parents (N = 183; 31.1% fathers) completed self-report measures of authoritarian parenting beliefs and read vignettes describing children engaging in transgressions. Following each vignette, parents indicated the extent to which they would attribute hostile intent to the child, feel negative affect, and respond with harsh parenting practices (e.g., yelling, hitting). As hypothesized, parents who subscribed to higher levels of authoritarian beliefs attributed more hostile intent to the child and expected to feel more negative affect in response to the transgressions. In turn, higher levels of hostile attributions and negative affect were associated with increased likelihood of harsh parenting practices. Results from a path analysis revealed that the association between authoritarian parenting beliefs and harsh parenting practices was fully explained by attributions of hostile intent and negative affect. 相似文献
19.
Text-messaged-based parenting curricula can be effective in supporting positive parenting practices. This study compares weekday to weekend delivery of such a program focused on early childhood development. Weekend texts are, on average, more beneficial to children's literacy and math development for initially lower-achieving children. The weekday texts show benefits for higher-achieving children on higher-order skills. These results are consistent with the hypothesis that lower-educated parents and parents of lower-achieving students face such high barriers during weekdays that light-touch supports cannot consistently overcome them, while during weekends barriers to parenting are well-suited to being addressed by these behavioral approaches. 相似文献