Wellbeing in parents of children with picky eating and ARFID: associations with stress, parental self-regulation, and social support.

Appetite ◽  
2021 ◽  
pp. 105552
Author(s):  
Louise Cunliffe ◽  
Helen Coulthard ◽  
Vicki Aldridge ◽  
Iain Williamson
Keyword(s):  
Social Support ◽  
Self Regulation ◽  
Picky Eating

Predictors of College Success: A Comparison of Traditional and Nontraditional Age Students

NASPA Journal ◽  
2000 ◽  
Vol 38 (1) ◽  
Author(s):  
Tam M. Spitzer
Keyword(s):  
Social Support ◽  
Academic Performance ◽  
Career Development ◽  
Nontraditional Students ◽  
College Success ◽  
Self Regulation ◽  
Full Time ◽  
Academic Efficacy ◽  
Career Decidedness ◽  
Traditional Age

Traditional (age 23 and under) and nontraditional (age 25 and over) full-time undergraduates were assessed on five personal dimensions, two learning dimensions, and two collegiate goals (GPA and career decidedness). Multiple regression assessed which dimensions predicted the two collegiate goals. Significant predictors were generally the same for both traditional and nontraditional students. Academic efficacy, self-regulation, and social support were positive predictors of GPA. Career decisionmaking self-efficacy and social support were positive predictors of career decidedness. Nontraditional students and females had higher GPAs and greater decidedness. Academic performance and career development were seen as concurrent but largely separate processes.

scholarly journals Parental Participation in a Healthy Lifestyle Program for Middle Schoolers Improves Their Family Meal Patterns and Social Support and Self-Regulation for Healthy Eating (P16-041-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Henna Muzaffar ◽  
Cassandra Nikolaus ◽  
Sharon Nickols-Richardson
Keyword(s):  
Social Support ◽  
Healthy Lifestyle ◽  
Self Regulation ◽  
Parental Participation ◽  
Post Intervention ◽  
Meal Patterns ◽  
Family Meal ◽  
Lifestyle Program ◽  
Post Assessment ◽  
Healthy Lifestyle Program

Abstract Objectives The development and dissemination of appropriate integrated curricula for parents represent a critical need and a novel approach in the obesity prevention field. Our objective was to assess if parental participation in a healthy lifestyle program (PAWS [Peer-education About Weight Steadiness] Club) for middle school students would improve parental anthropometrics, social cognitive theory (SCT) mediators of dietary behavior, and family mealtime frequency and environment. Methods A total of 42 parents participated in five weekly 1.5-hour sessions, delivered four times from 2015–2017. The sessions were led by a trained research assistant; focused on family fitness, meal planning, family mealtimes, label reading, energy balance, making healthy choices and simple recipes, self-reflection and goal setting. Data on anthropometrics, blood pressure (BP), SCT mediators (social/family support, self-efficacy, self-regulation, and outcome expectations) of eating, and family meal patterns (frequency and environment) was collected from the parents at pre-and post-intervention. Wilcoxon Signed Rank test was used to determine any changes from baseline to post assessment for SCT mediators of dietary behavior and family meal patterns. Paired t-test was used to determine any changes from pre-to post-intervention for anthropometric and BP measurements. Significance was set at P < 0.05. Results Of the 42 participants, 67% were females (mothers); 33% self-reported White and 33% self-reported African American race/ethnicity. Participants significantly improved in their self-regulation for reducing unhealthy foods (P = 0.011), social support for balancing calories (P = 0.007), and family mealtime patterns (P = 0.003) from pre- to post-assessment. No significant changes were observed for anthropometric and BP measures. Conclusions Parental participation in a healthy lifestyle program can potentially improve family mealtime environment and frequency and increase self-regulation and social support for dietary behaviors of the family. These results have implications for planning future health programs with adolescents in schools. Funding Sources Supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, under award number 2012-68001-22032.

scholarly journals Social Support in the Structure of Personality Resources in Individuals with Disabilities

2015 ◽  
Vol 11 (3) ◽  
pp. 120-134 ◽  
Author(s):  
D.A. Leontyev ◽  
A.A. Lebedeva ◽  
T.A. Silantieva
Keyword(s):  
Social Support ◽  
Students With Disabilities ◽  
Self Regulation ◽  
Well Being ◽  
Psychological Resources ◽  
Subjective Well Being ◽  
Individuals With Disabilities ◽  
Distinctive Features ◽  
Developmental Conditions

The paper focuses on the issues of social support of individuals with disabilities and describes its role in the development and maintenance of subjective well-being of persons in situations of disability. A special external resource for overcoming unfavorable developmental conditions, social support is interlocked in a continuous relationship with psychological resources of personality. One of its distinctive features is that it implies the subject's activity aimed at overcoming difficult life situation on his/her own. When the person's bodily resources are insufficient (as it happens in situations of physical disabilities), the role of macro- and microso¬cial resources in supporting his/her well-being naturally increases. However, when both social and bodily resources are scarce, it is the individual's personality that stands in the gap. The research described in the paper explored the relationship between microsocial resources (support of family and friends, satisfaction with this support) and psychological resources of resistance and self-regulation of personality. The sample consisted of 210 subjects (48 students with disabilities, 162 healthy subjects). The outcomes revealed certain differences between the subsamples with low and high rates of social support which suggest that the subjects' perceptions and evaluations of the support contribute to their psychological resources of coping and self-regulation, acti¬vating and/or reinforcing the existing potential of their personalities.

The Forensic Symptoms Inventory—Revised (FSI-R Adults): Measurement and Structural Invariance Across Gender and Age Groups

2017 ◽  
Vol 121 (3) ◽  
pp. 566-594 ◽  
Author(s):  
Joan E. van Horn
Keyword(s):  
Social Support ◽  
Self Regulation ◽  
Age Groups ◽  
Specific Treatment ◽  
Self Report ◽  
Confirmatory Factor Analyses ◽  
Problematic Substance Use ◽  
Gender And Age ◽  
Problematic Substance ◽  
Structural Invariance

This article investigates the measurement and structural invariance of a newly developed self-report questionnaire, the Forensic Symptoms Inventory-Revised, aimed at measuring eight cognitive, emotional, and behavioral deficits (aggression, lack of social support, problematic substance use, lack of concentration, anger, poor self-regulation, impulsivity, and sexual problems) among adult forensic outpatients. The sample consisted of 716 outpatients (603 males, 113 females) with a mean age of 38.19 (SD = 12.47). Multi-Group Confirmatory Factor Analyses supported the measurement and structural invariance with respect to gender and age groups (18–23 years and ≥24 years). Between-group comparisons revealed that, compared to females, male outpatients reported more substance related problems, as well as incapacities to control verbal and/or physical aggression. Compared to adults, young adults displayed more inadequate self-regulation skills and reported more social support. These findings may promote the formulation of gender- and age-specific treatment goals.

scholarly journals Structural Models of Self-Efficacy of Filipino Radiologic Technology Educators, Current Learners, and Prospective Students in the Senior High School

2020 ◽  
Author(s):  
Mark Alipio
Keyword(s):  
Social Support ◽  
High School ◽  
Self Efficacy ◽  
Help Seeking ◽  
Self Regulation ◽  
Senior High School ◽  
Prospective Students ◽  
Radiologic Technology ◽  
Technology Students ◽  
Technology Educators

This study aims to explore three different structural models of self-efficacy for Filipino Radiologic Technology educators, current learners, and prospective students in the senior high school. Subjects were 256 Radiologic Technology educators (102 males and 154 females) and 2,451 Radiologic Technology students (1,525 males and 926 females), randomly selected from 22 Radiologic Technology schools in the Philippines. A total of 4,263 prospective Radiologic Technology students from the 30 senior high schools in the Philippines were also sampled as respondents. Six instruments were used to measure help-seeking, self-esteem, social support, motivation, self-regulation, and self-efficacy. Path analysis was utilized to identify the best fitting model. The best fit models of self-efficacy for Filipino Radiologic Technology educators and learners showed that help-seeking, self-esteem, social support, motivation, and self-regulation positively influenced self-efficacy, with social support exerting the greatest causal effect. The best fit model of self-efficacy for prospective Radiologic Technology students from senior high school reported that social support completely mediates the effects of help-seeking, self-esteem, motivation, and self-regulation on self-efficacy. The study highlights different results that could be arrived depending on whether future researchers decide to use the self-efficacy models for Filipino Radiologic Technology educators, current learners, and prospective students in the senior high school. The provision of highly supportive environment for Radiologic Technology educators, current learners, and prospective students in the senior high school is essential to increase self-efficacy, thereby improving their capabilities to hurdle the challenges in the academic milieu.

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