Children's acquiescence to polysemous implicature questions about coaching: The role of parental support

2022 ◽  
Vol 78 ◽  
pp. 101370
Author(s):  
Breanne E. Wylie ◽  
Suzanne St. George ◽  
Kelly McWilliams ◽  
Angela D. Evans ◽  
Stacia N. Stolzenberg
Keyword(s):  
Parental Support

Child Sexual Abuse and Subsequent Adjustment: Role of Parental Support

2007 ◽  
Author(s):  
Natacha Godbout ◽  
Stephane Sabourin ◽  
Yvan Lussier
Keyword(s):  
Sexual Abuse ◽  
Child Sexual Abuse ◽  
Parental Support

scholarly journals The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging

2021 ◽  
pp. 082957352110347
Author(s):  
Luis Francisco Vargas-Madriz ◽  
Chiaki Konishi
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Parental Support ◽  
Critical Role ◽  
School Belonging ◽  
School Students ◽  
Academic Involvement ◽  
The Relationship

Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants ( N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

scholarly journals Students' engagement in school and family variables: A literature review

2016 ◽  
Vol 33 (2) ◽  
pp. 187-197 ◽  
Author(s):  
Feliciano Henriques VEIGA ◽  
Viorel ROBU ◽  
Joseph CONBOY ◽  
Adriana ORTIZ ◽  
Carolina CARVALHO ◽  
...  
Keyword(s):  
Parental Support ◽  
State Of The Art ◽  
Empirical Studies ◽  
Dropping Out ◽  
School Variables ◽  
Family Contexts ◽  
Perceived Parental Support ◽  
Family Variables ◽  
A Current

"Students' engagement in school" is regarded in the literature as a current and valued construct despite the lack of empirical studies on its relationship with specific family variables. The present research aimed to survey studies on the correlation between students' engagement in school and family contexts, specifically in terms of the following variables: perceived parental support, socioeconomic and sociocultural levels, perceived rights, and parental educational styles. In order to describe the state of the art of student's "engagement in school" and "family variables", a narrative review was conducted. The studies reviewed highlight the role of family as a context with significance in student's engagement in school. However, further research is needed to deepen the knowledge of this topic considering potential mediator variables, either personal or school variables. It was also found the need for a psychosocial intervention aimed at providing support for the students coming from adverse family contexts who exhibit low level of engagement associated with poor academic achievement and a higher probability of dropping out.

scholarly journals DUKUNGAN ORANG TUA DAPAT MENINGKATKAN PRESTASI SISWA BOARDING SCHOOL DI MI MAMBAUL ULUM POWAK TLONTO RAJA PASEAN PAMEKASAN

2020 ◽  
Vol 3 (2) ◽  
pp. 190-200
Author(s):  
Endang Fauziyah Susilawati ◽  
Abdan Syakura ◽  
Dinar Vincy Y.B
Keyword(s):  
Research Design ◽  
Parental Support ◽  
Analytical Study ◽  
Boarding School ◽  
Cross Sectional ◽  
Analytical Design ◽  
Is Research ◽  
Children's Achievement ◽  
Relationship Of

There are many parents who still didn’t know about the development of school model for children with elementary school levels. This condition clarified by the lack of socialization from government relate with the role of model in elementary. Research design that is use in this research is correlative cross sectional analytical study. Analytical design is research design that testing the correlation between variables which aims to find a relationship of  parental support and students achievement. The result of both variables tested by SPSS Rank Spearman. The population in this research is student’s family of MI Mambaul Ulum from 4-6 grade as many as 34 people. The result showed that sig 2 tailed is 0,001 < 0,05 so the hypothesis is accepted. It means that there is a correlation between parental support with students achievement at Mambaul Ulum boarding school Tlonto Raja Pasean sub-district, Pamekasan regency. The improving  of children’s achievement can increase prosperity in future, children are the next generation who will carry out the interests of nation especially for their area where their live. Keywords : Achievement, children, boarding school

Parental support and cytokine activity in childhood asthma: The role of glucocorticoid sensitivity

2009 ◽  
Vol 123 (4) ◽  
pp. 824-830 ◽  
Author(s):  
Gregory E. Miller ◽  
Alexandra Gaudin ◽  
Eva Zysk ◽  
Edith Chen
Keyword(s):  
Parental Support ◽  
Childhood Asthma ◽  
Glucocorticoid Sensitivity

Parental Suport for Female IT Career Interest and Choice

2011 ◽  
pp. 963-969 ◽  
Author(s):  
Peggy S. Meszaros ◽  
Anne Laughlin ◽  
Elizabeth G. Creamer ◽  
Carol J. Burger ◽  
Soyoung Lee
Keyword(s):  
Information Technology ◽  
Career Development ◽  
Career Choice ◽  
Parental Support ◽  
Female Children ◽  
Research Findings ◽  
Male Model ◽  
Development Literature ◽  
Career Advising

Although adolescents become progressively independent from their parents in the high-school years, they continue to depend heavily on parents in the area of career development (Peterson, Stivers, & Peters, 1986; Sebald, 1989). The role of parental support in children’s career choice has been demonstrated empirically in the career-development literature (Altman, 1997; Fisher & Griggs, 1994; Ketterson & Blustein, 1997; Kracke, 1997; Way & Rossman, 1996). Researchers have found that parents impact career choice more than counselors, teachers, friends, other relatives, or people working in the field of interest (Kotrlik & Harrison, 1989), but are not adequately informed about how to help (Young, Friesen, & Borycki, 1994). Although parents hold a powerful role in the career advising of both their male and female children, most of the reported studies use a male model and focus. Researchers are beginning to develop a knowledge base for the career development of girls and the unique issues they face in deciding on a career. Greater understanding of these issues is urgent, especially as females are recruited into nontraditional fields like information technology. This article will review research on parental support for female career choice, including the research findings from the Women and Information Technology (WIT, 2002-2005) project funded by the National Science Foundation.

scholarly journals Practice and Innovations of Inclusive Education at School

2020 ◽  
Vol 9 (7) ◽  
pp. 176
Author(s):  
Larysa V. Kozibroda ◽  
Oksana P. Kruhlyk ◽  
Larysa S. Zhuravlova ◽  
Svitlana V. Chupakhina ◽  
Оlena M. Verzhihovska
Keyword(s):  
Inclusive Education ◽  
Parental Support ◽  
Meta Analysis ◽  
Local Level ◽  
Integrated Approach ◽  
Beliefs And Values ◽  
Teachers Beliefs ◽  
Severity Of Disability ◽  
Beliefs And Attitudes

The article has carried out a meta-analysis of the research concerning practice and innovations of inclusive education at school. Investigation of the practice of inclusive education at schools has been intensified since the 1990s, after identifying the need to implement inclusion strategies and concepts at the international level. The first studies of inclusive education (until the 2000s) concerned beliefs and values as a factor, influencing the effectiveness of inclusion, strategies of inclusive education. Investigations after the 2000s have been aimed at more focused subject matter of the research at the local level in different countries: principals’ beliefs, teachers’ self-efficacy, the role of parental support, school ideology, models of inclusion at private schools, the severity of disability as a factor determining teachers’ beliefs concerning inclusion. Various inclusive models have been formed as a practice result of implementing inclusion. Two key effective approaches to integration of inclusion have been highlighted: integrated and differentiated. An integrated approach involves the introduction of innovations in inclusive education in the following elements of the educational system, namely: the concept (strategy) that defines the model, external preconditions and stages of inclusion; a school that defines the internal prerequisites for inclusion; a community. A differentiated approach is used in combination with theintegrated one in order to identify the internal prerequisites for inclusion: values, beliefs and attitudes of teachers, the competence of educators.

scholarly journals Prenatal and Postnatal Predictive Factors for Children’s Inattentive and Hyperactive Symptoms at 5 Years of Age: The Role of Early Family-related Factors

2020 ◽  
Author(s):  
Hanna Huhdanpää ◽  
Isabel Morales-Muñoz ◽  
Eeva T. Aronen ◽  
Pirjo Pölkki ◽  
Outi Saarenpää-Heikkilä ◽  
...  
Keyword(s):  
Risk Factors ◽  
Parenting Style ◽  
Parental Support ◽  
Early Screening ◽  
Related Factors ◽  
Authoritarian Parenting ◽  
Hyperactivity Disorder ◽  
Potential Risk Factors ◽  
Authoritative Parenting Style

Abstract We examined several parent-reported prenatal and postnatal factors as potential risk factors for attention-deficit and hyperactivity disorder (ADHD) symptomatology in 5-year-old children. Our study is based on the CHILD-SLEEP birth cohort. Several parental questionnaires were collected prenatally (32nd pregnancy week) and postnatally (i.e. child aged 3, 8, and 24 months and at 5 years). At 5 years of age, ADHD symptoms were assessed using questionnaires. Our main results showed that being a boy, parental depressive symptoms, more negative family atmosphere or a child’s shorter sleep duration, and maternal authoritarian parenting style predicted inattentive/hyperactive symptoms. Maternal and paternal authoritative parenting style predicted less inattentive/hyperactive symptoms. Children with several risk factors together had the highest risk for inattentive/hyperactive symptoms. Our findings emphasise the need for early screening and treatment of parental mental health, and early evidence-based targeted parental support, to enable early intervention in those children at a risk of developing ADHD.

Sign in / Sign up

Export Citation Format

Share Document