The role of parents’ beliefs in students’ motivation, achievement, and choices in the STEM domain: a review and directions for future research

2020 ◽  
Vol 23 (3) ◽  
pp. 701-719
Author(s):  
Mara Šimunović ◽  
Toni Babarović
Keyword(s):  
Future Research ◽  
Role Of Parents

Parents’ Speech and Children’s Stuttering: A Critique of the Literature

1995 ◽  
Vol 38 (5) ◽  
pp. 978-989 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Mishelle Rudzinski
Keyword(s):  
Critical Review ◽  
Convincing Evidence ◽  
Future Research ◽  
Review Of The Literature ◽  
Speech Language Pathologists ◽  
Question Asking ◽  
Speech Behaviors ◽  
Role Of Parents ◽  
The Way

The role of parents in relation to their children’s stuttering has been of great interest to speech-language pathologists for more than 50 years. As part of treatment, speech-language pathologists frequently advise parents to modify their speech behaviors when talking with their children. For example, parents are often told to speak more slowly and to refrain from interrupting or questioning the child excessively. Given the commonness of this advice, it is important to examine the research upon which it is based. This article contains a critical review of the literature concerning the role of parents’ speech behaviors (e.g., rate, interruptions, question-asking) in relation to their children’s stuttering. Published studies are reported and analyzed in order to determine the extent to which parents may affect their children’s stuttering through their own speech behaviors. The review indicates that there is little convincing evidence to support the view that parents of children who stutter differ from parents of children who do not stutter in the way they talk with their children. Similarly, there is little objective support for the argument that parents’ speech behaviors contribute to children’s stuttering or that modifying parents’ speech behaviors facilitates children’s fluency. Implications for treatment and for future research are discussed.

scholarly journals Parental Influences on Children's Self-Regulation of Energy Intake: Insights from Developmental Literature on Emotion Regulation

2012 ◽  
Vol 2012 ◽  
pp. 1-12 ◽  
Author(s):  
Leslie A. Frankel ◽  
Sheryl O. Hughes ◽  
Teresia M. O'Connor ◽  
Thomas G. Power ◽  
Jennifer O. Fisher ◽  
...  
Keyword(s):  
Energy Intake ◽  
Parental Influence ◽  
Self Regulation ◽  
Parental Influences ◽  
Future Research ◽  
Parent Attachment ◽  
Children's Emotion ◽  
Sources Of Variation ◽  
Role Of Parents

The following article examines the role of parents in the development of children's self-regulation of energy intake. Various paths of parental influence are offered based on the literature on parental influences on children's emotion self-regulation. The parental paths include modeling, responses to children's behavior, assistance in helping children self-regulate, and motivating children through rewards and punishments. Additionally, sources of variation in parental influences on regulation are examined, including parenting style, child temperament, and child-parent attachment security. Parallels in the nature of parents' role in socializing children's regulation of emotions and energy intake are examined. Implications for future research are discussed.

scholarly journals Fathers perceptions and personal experiences of Complementary feeding of children 6 to 23 months in south-western Zimbabwe

2019 ◽  
Vol 10 (3) ◽  
pp. 51-66 ◽  
Author(s):  
Shamiso Alice Moyo ◽  
Nikki Schaay
Keyword(s):  
Young Child ◽  
Complementary Feeding ◽  
Future Research ◽  
Child Feeding ◽  
Young Child Feeding ◽  
Infant And Young Child ◽  
Father’S Role ◽  
Personal Experiences ◽  
Role Of Parents

Background: The role of fathers in infant and young child feeding has not been explored in Zimbabwe. To date, local research studies on the role of parents in infant and young child feeding have focused more on the mothers than the fathers, and more on breastfeeding than complementary feeding practices, which begin from 6 months of age. Purpose of study: To explore the knowledge and extent of involvement of fathers in the complementary feeding of children 6 to 23 months in Zimbabwe. Method: Through a qualitative approach, 10 fathers with children aged 6 to 23 months participated in the study. Local key informants were used to validate information given by fathers. Thematic analysis was used to identify emergent themes. Results: There has been a notable change in behaviour among the fathers in comparison to what they did 10 years ago. For example, they support their wives with household activities such as playing with the child, fetching water and firewood in bulk and cooking simple meals for their children, though the latter was generally reported as being done only during the mothers’ absence. Some of the fathers however, are still mindful of what the predominant culture defines as a father’s role in child feeding and thus only do selective activities. Major conclusion: This qualitative study, a first of its kind, delved into some of the experiences and perceptions of fathers in the complementary feeding of infants 6 to 23 months in Zimbabwe. Rich exploratory insights into the subject matter have been provided and can thus be expanded upon in future research.

scholarly journals How Parents Support Children’s Informal Learning Experiences with Robots

2020 ◽  
Vol 6 (1) ◽  
pp. 39-51
Author(s):  
Emily Relkin ◽  
Madhu Govind ◽  
Jaclyn Tsiang ◽  
Marina Bers
Keyword(s):  
Informal Learning ◽  
Stem Education ◽  
Small Groups ◽  
Learning Experiences ◽  
Future Research ◽  
Play Session ◽  
Asking Questions ◽  
Role Of Parents ◽  
Scaffolding Strategies

Coding and robotic technologies are becoming more prominent in early childhood STEM education. Parents, who are key facilitators of children’s early educational experiences, are increasingly invited to engage with their children in collaborative robotics activities. Few studies have focused on the ways in which parents support young children’s informal learning experiences involving robots. This paper presents two different approaches to exploring how parents support young children’s engagement. Both studies involve KIBO, a screen-free robot programmed with tangible wooden blocks. The first approach brought together children ages 5-7 with their parents in small groups for 1-2-hour “KIBO Family Day” workshops. Findings from parent surveys (N = 51) indicated that these workshops significantly enhanced families’ interest in coding. Parents also reported engaging as coaches, whereas children engaged as playmates and planners. To further explore the role of parents as coaches, three parent-child dyads were invited to participate in a 20-minute videotaped KIBO play session. Findings indicated that parents predominantly used cognitive scaffolding strategies, such as asking questions, offering suggestions, and verbally acknowledging their child’s actions. Affective and technical scaffolding strategies were used less frequently. Study limitations and implications for practice and future research are discussed.

Traditional and Culture-Specific Parenting of Prosociality in US Latino/as

2019 ◽  
pp. 246-266
Author(s):  
Gustavo Carlo ◽  
L. Diego Conejo Bolanos
Keyword(s):  
Cultural Values ◽  
Future Research ◽  
Fourth Section ◽  
The Third ◽  
Prosocial Development ◽  
Developmental Theories ◽  
History Of ◽  
Role Of Parents ◽  
Related Stress

This chapter provides an overview of theory and research on parenting and moral development in US Latino/a populations, including acculturation and enculturation, ethnic identity, and exposure and responses to discrimination and culture-related stress experiences. First, we briefly review traditional theories on the influence of parents in children’s prosocial development. Second, broad ecological and developmental theories that speak to the role of culture-related processes are covered. The third section presents a brief history of US Latino/as and highlights cultural values and characteristics relevant to understand the role of parents in US Latino/a children’s prosocial development. The fourth section presents an integrative cultural stress-based model of US Latino prosocial development and summarizes supporting research. Finally, the authors identify gaps in the existing literature and directions for future research.

scholarly journals authenticity as an inarticulate ideal in the contemporary discourse of good childhoods

2021 ◽  
Vol 17 ◽  
pp. 01-28
Author(s):  
Luiz Miranda
Keyword(s):  
Future Research ◽  
Central Theme ◽  
Personal Projects ◽  
Initial Investigation ◽  
Parallel Dynamics ◽  
Role Of Parents

This paper consists of an initial investigation about the meaning of a good childhood following the ethical ideal of authenticity. In this introduction to a philosophy of childhood and authenticity, the central theme is to investigate how the authenticity ideal is already presupposed in the contemporary discourse on what constitutes a good childhood. In the emerging field of philosophy of childhood, the capacities of children for agency, autonomy, and committing and the fundamental role of parents in guaranteeing possibilities to exercise them are being increasingly highlighted, together with a discourse that there are some intrinsic goods of childhood. These developments parallel contemporary reconstructions of authenticity as an ethical ideal. Current debates emphasize the importance of a person finding, creating and constructing their originality, and how to realize it. At the same time, this search must recognize demands emanating from something more than human desires: from one’s culture and community. The parallel dynamics between these two discourses - children-parent and individual-society - point to a direction that applying the concept of authenticity to the construction of novel interpretations and practices of a good childhood can bring fruitful results. After examining such parallels, some of these practices that emerge from the analysis of good childhoods as authentic childhood are pointed out, such as the importance of cultivating children’s moments of caring and committing, and the development of personal projects. The paper concludes by exploring some limitations of the applied methodology and how it can be a strength in future research on this topic.

scholarly journals Influence of Parenting Style on Children’s Behaviour

2016 ◽  
Vol 3 (2) ◽  
pp. 222 ◽  
Author(s):  
Samiullah Sarwar
Keyword(s):  
Parenting Style ◽  
Parenting Styles ◽  
Delinquent Behavior ◽  
Future Research ◽  
Children's Behavior ◽  
The Future ◽  
Role Of Parents ◽  
Authoritative Parenting Style ◽  
Children’S Behaviour

<p>This research determined the influence of parents and their<br />parenting styles on children’s behavior. The author examined<br />different parenting styles to understand which style leads the<br />children to be juvenile delinquent, that ultimately makes the<br />children low academic achievers. In this paper, the researcher<br />attempts to bring an original contribution through the identification<br />of what is missing in the literature thus offering recommendations for<br />future research on the role of parents in shaping the future of<br />their children. Much research has been done on the role of<br />parents in shaping the future of their children; however, more<br />comprehensive research needs to be conducted on the role of<br />parents and different parenting styles on their children’s behavior. A<br />qualitative paradigm was preffered using in-depth interviews<br />with two mothers of children with delinquent behavior. The<br />findings revealed that authoritarian parenting style leads the<br />children to become rebellious and adopt problematic behavior<br />due tomore than necessary power exercised on children by<br />parents. In contrast, authoritative parenting style is effective for<br />children, as it encourages moderate parenting style. There is a<br />demonstrated need reported in the literature that parents who<br />spend maximum time with their children reduce the probability of<br />developing delinquent behavior among their children. Spending<br />more time together with the adolescents reciprocate through</p>

scholarly journals The Role of Parents in Talented Youth Sport. Does Context Matter?

2013 ◽  
Vol 20 (2) ◽  
pp. 117-122 ◽  
Author(s):  
Márcio Domingues ◽  
Carlos E. Gonçalves
Keyword(s):  
Young People ◽  
Sport Participation ◽  
Youth Sport ◽  
Future Research ◽  
Structured Interviews ◽  
Personal Variables ◽  
Competitive Environments ◽  
Role Of Parents ◽  
And Behavior

Abstract Introduction. The present study investigates the characteristics of the environmental factors that influence the structure of sport amongst young people; alongside this, the study also attempts to describe the influential role of parents in the development of sporting talent; finally, the study emphasizes the significance of parents' educational beliefs concerning the acquisition of life-long social skills through participation in sport in demanding competitive environments. Material and methods. 8 semi-structured interviews and 3 unstructured interviews were conducted among young people participating in a semi-professional club at national competitive level. A field diary was also collected. Results. Qualitative analysis revealed that: a) structural and organizational aspects, as well as the overall climate of the club, shape the behavior of young people in relation to social goals; b) parents play an important role as socializers in competitive environments; c) parents display a solid awareness of their own influence on the attitudes and behavior of young people. Conclusions. The findings highlight the important role of parents in sport participation in highly competitive environments. The study also shows contextual factors as predictors of the degree of youngsters' social and personal variables in performance levels. Implications for parental involvement in youth sport as well as future research directions are further discussed.

Coping Humor as a Mediator Between Emotional Intelligence and Job Satisfaction

2017 ◽  
Vol 16 (3) ◽  
pp. 155-159 ◽  
Author(s):  
Peizhen Sun ◽  
Jennifer J. Chen ◽  
Hongyan Jiang
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Future Research ◽  
Satisfaction Scale ◽  
Primary School Teachers ◽  
Mediating Role ◽  
Regulation Of Emotion ◽  
The Relationship ◽  
Overall Job Satisfaction

Abstract. This study investigated the mediating role of coping humor in the relationship between emotional intelligence (EI) and job satisfaction. Participants were 398 primary school teachers in China, who completed the Wong Law Emotional Intelligence Scale, Coping Humor Scale, and Overall Job Satisfaction Scale. Results showed that coping humor was a significant mediator between EI and job satisfaction. A further examination revealed, however, that coping humor only mediated two sub-dimensions of EI (use of emotion and regulation of emotion) and job satisfaction. Implications for future research and limitations of the study are discussed.

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