Parental perceptions of gender differences in child technology use and cyberbullying     

Mallory Bolenbaugh  Megan Foley-Nicpon  Rachel Young  Melissa Tully  Nikki Grunewald  Marizen Ramirez 《Psychology in the schools》2020,57(11):1657-1679

Cyberbullying is a major health concern for today's youth and a pervasive stressor for adolescents and their families. This study offers qualitative insights into how parents perceive their children's technology use and engagement in cyberbullying based on gender. Eight focus groups were conducted with 48 parents of adolescents ages 10–17. Findings indicated parents perceived their children overuse technology and lack awareness of what cyberbullying is. Specific to gender, parents suggested their daughters use technology for social connection, and parents were more concerned about their daughter's technology use than their son's, which they believed was related to specific interests. In response to cyberbullying scenarios, parents encouraged females but not males to socialize with peers. This is the first qualitative study to obtain an in-depth understanding of the ways in which parents perceive and socialize their children in regard to technology use and cyberbullying scenarios. These results may help school systems, school psychologists, researchers, and parents gain awareness of the gender-stereotypical socialization process that unfolds in parental monitoring of technology use and cyberbullying situations. We conclude by offering suggestions for how school systems and personnel might intervene.  相似文献   

父母教养方式对大学生子女体重指数和身体活动行为的影响研究          下载免费PDF全文

尚博睿 《河北体育学院学报》2019,33(4):74-79

运用问卷调查法和数理统计法，对176名大学生及其父母的饮食、身体活动及教养方式进行调查分析。结果显示，子女同父母在体重指数（BMI）上具有显著正相关关系（r=19，P＜05），而在每周平均身体活动量上无显著相关（r=08，P=17）。回归分析表明，三类教养方式对子女BMI均无直接预测作用，然而专制型父母教养方式对父母与子女BMI的相关关系起间接调节作用（P＜01）；在子女身体活动行为方面，溺爱型父母教养方式更有可能导致子女的身体活动不足（P＜01）。研究结果表明，大学生离开家庭环境后，父母教养方式仍然对子女BMI和身体活动行为产生持续影响，父母与子女BMI方面存在相关关系。为今后在青少年肥胖干预及身体活动促进研究中纳入教养方式因素提供了实证依据。  相似文献   

中国古代家训的价值取向初探     

王学 《湖南师范大学教育科学学报》2005,4(1):66-70

中国古代家训滥觞于西周，发展于隋唐，完善于明清。它自始至终以修身、齐家、报国为主要内容，以“仁义”、“孝悌”、“忠敬”为价值取向。在当今家庭教育中仍应提倡“成人”教育，培植“家和”的人文精神，陶冶子女“心怀天下”的高尚情操。  相似文献   

Explaining parents' school involvement: The role of ethnicity and gender in the Netherlands     

Fenella Fleischmann  Annabel de Haas 《The Journal of educational research》2016,109(5):554-565

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Perceived Parental Influence on Mathematics Learning: A Comparison Among Students in China and Australia     

Zhongjun Cao  Alan Bishop  Helen Forgasz 《Educational Studies in Mathematics》2007,64(1):85-106

This paper explores the perceived parental influence (PPI) on mathematics learning among over 700 students across three year levels (Years 5, 7, 9) in China and Australia. It was found that the PPI of students was less strong as year levels increased in both countries. Students in China had stronger perceived parental encouragement and higher perceived parental educational expectation than students in Australia. The PPI of students from different home language backgrounds was also investigated. Students in China demonstrated stronger perceived parental encouragement and parental expectation than English speaking students and other language speaking students in Australia, and they also demonstrated stronger perceived parental expectation than Chinese speaking students in Australia, and similar perceived parental encouragement. Within the three groups of students in Australia, Chinese speaking students and other language speaking students demonstrated similar levels of perceived parental encouragement and expectation, but they both demonstrated a higher level of perceived parental encouragement and expectation than English speaking students. Possible reasons for the similarities and differences between the different groups of students were discussed.  相似文献   

Raising children’s self-efficacy through parental involvement in homework     

Keith Williams  Jennifer Swift  Hefin Williams  Victor Van Daal 《Educational research; a review for teachers and all concerned with progress in education》2017,59(3):316-334

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Parent question use during shared reading time: How does training affect question type and frequency?     

Jamie Zibulsky  Christine Casbar  Tamar Blanchard  Chelsea Morgan 《Psychology in the schools》2019,56(2):206-219

This study was designed to examine whether participation in a shared reading workshop alters the frequency with which parents ask their children questions during book reading sessions, particularly questions designed to strengthen component reading skills that they may not have known about before training. Participants in the reading workshop series (N = 57) were taught strategies for asking questions about story content and word structure to build children's language and literacy skills. Findings suggest that parents may be somewhat familiar with traditional dialogic reading strategies focused on story content and utilize them without instruction, whereas parents may be less knowledgeable about sound or print‐focused skills and do not employ strategies focused on word structure until instructed to do so. It is also notable that parents do not use all story content prompts equally. This information can be used by school psychologists to refine the messages educators share with parents about how to best support their children's reading development.  相似文献   

Mothers’ and Fathers’ Roles in Caring for an Adult Child with an Intellectual Disability     

Michelle Rowbotham  Monica Cuskelly 《International Journal of Disability, Development & Education》2011,58(3):223-240

To date, there have been few studies of mothers’ and fathers’ roles in caring for their adult children with intellectual disabilities. The present study investigated the care-giving roles of mother and father couples caring for their adult offspring with an intellectual disability, their psychological health, and the demands and satisfaction of their care-giving roles. Twelve Anglo-Australian middle-aged mother and father couples with an adult child with intellectual disability (mean age?=?24 years) participated in semi-structured interviews about their care-giving roles and completed a series of questionnaires pertaining to care-giving difficulties and satisfaction, hassles and uplifts, and general health. Findings indicated that an extremely high proportion of both mothers and fathers were in the clinical range for social dysfunction, anxiety/insomnia, and somatic complaints, although levels of depression were relatively low. The present study found that mothers undertake more daily care-giving tasks than fathers, but that the range of tasks is similar. Mothers also reported significantly more care-giving difficulties and satisfaction than fathers. Associations between measures differed somewhat for the two parent groups, indicating the need for further exploration of both mothers’ and fathers’ experiences.  相似文献   

Choosing schools,choosing selves: exploring the influence of parental identity and biography on the school choice process in Delhi,India     

Eleanor Gurney 《International Studies in Sociology of Education》2017,26(1):19-35

Drawing on qualitative interview data from a group of lower income parents in Delhi, India, this paper focuses on the dynamic relationship between parental choice of a particular school and parents’ own identity construction. The data indicate that choice of school is for some parents a symbolic expression of identity, influenced by family dynamics and parents’ educational biographies. The paper outlines the concept of ‘forging solidarities’ and proposes it as an alternative way of understanding school enrolment decisions that recognises the social significance of such choices for the wider family unit. More generally, as school choice mechanisms in various forms become an increasingly important part of the educational landscape in many countries, the findings draw attention to the sociocultural nature of choice in real-world market settings and the contribution of schooling choices to processes of social and educational segregation.  相似文献   

The Experiences of Low-Income Latina/o Families in an Urban Voucher,Parochial School     

Tatiana Joseph  William Vélez 《Journal of Latinos & Education》2017,16(2):143-155

Catholic schools have become a popular choice for many low income families Latino/a families. Families enrollment in these schools are often faced with the mandate to participate. However, regardless of the mandate, some schools often experience low parental participation. The purpose of this study is to document the experiences of low income, Latino/a families around parental involvement in hopes of understanding the reasoning for participating (or not) in their child’s school. The researchers conclude that families do not participate for a number of reasons including lack of opportunities, and an unwelcoming environment. The implications for Latina/o urban education are discussed.  相似文献