Change and stability in the association of parents' education with children's intelligence

Intelligence ◽  
2022 ◽  
Vol 90 ◽  
pp. 101597
Author(s):  
Sophie Nicole Cave ◽  
Megan Wright ◽  
Sophie von Stumm
Keyword(s):  
Parents Education

Parents’ education and the risk of major depression in early adulthood

2013 ◽  
Vol 48 (11) ◽  
pp. 1829-1839 ◽  
Author(s):  
Alison L. Park ◽  
Rebecca Fuhrer ◽  
Amélie Quesnel-Vallée
Keyword(s):  
Major Depression ◽  
Early Adulthood ◽  
Parents Education

scholarly journals Parents’ Education, Personality, and Their Children’s Disruptive Behaviour

2017 ◽  
Vol 10 (3) ◽  
pp. 227-240
Author(s):  
Purwati Purwati ◽  
◽  
Muhammad Japar ◽  
Keyword(s):  
Disruptive Behaviour ◽  
Parents Education

scholarly journals Apert syndrome: factors involved in the cognitive development

2005 ◽  
Vol 63 (4) ◽  
pp. 963-968 ◽  
Author(s):  
Adriano Yacubian-Fernandes ◽  
Aristides Palhares ◽  
Alcir Giglio ◽  
Roberto C. Gabarra ◽  
Silvio Zanini ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Family Environment ◽  
Mental Development ◽  
Apert Syndrome ◽  
Social Classification ◽  
Brain Malformations ◽  
Time Of Operation ◽  
Parents Education

Apert syndrome is characterized by craniosynostosis, symmetric syndactyly and other systemic malformations, with mental retardation usually present. The objective of this study was to correlate brain malformations and timing for surgery with neuropsychological evaluation. We also tried to determine other relevant aspects involved in cognitive development of these patients such as social classification of families and parents’ education. Eighteen patients with Apert syndrome were studied, whose ages were between 14 and 322 months. Brain abnormalities were observed in 55.6% of them. The intelligence quotient or developmental quotient values observed were between 45 and 108. Mental development was related to the quality of family environment and parents’ education. Mental development was not correlated to brain malformation or age at time of operation. In conclusion, quality of family environment was the most significant factor directly involved in mental development of patients with Apert syndrome.

scholarly journals Wybrane rodzinne uwarunkowania tożsamości społeczno-kulturowej studentów w wymiarze religijnym

2021 ◽  
Vol 20 (2) ◽  
pp. 7-25
Author(s):  
Mirosław Sobecki
Keyword(s):  
Cultural Identity ◽  
Family Environment ◽  
Childhood And Adolescence ◽  
Independent Variables ◽  
Number Of Children ◽  
Religious Dimension ◽  
The Family ◽  
The Relationship ◽  
Parents Education

The article contains selected results of research from spring 2020 among students of universities in Białystok. The author distinguished 9 types of socio-cultural identity in the religious dimension. He also made an attempt to establish a relationship between these types and selected features of the family environment. The following were used as independent variables: the level of parents’ education, opinions of the surveyed students on the level of parents’ religiosity and the relationship between the respondents and their parents in childhood and adolescence. The relationship between the number of children in the respondent’s family and the type of social and cultural identity in the religious dimension were also analyzed.

scholarly journals THE INFLUENCE OF SOCIAL FACTORS ON STUDENTS’ ACHIEVEMENT IN LEARNING ENGLISH

2018 ◽  
Vol 4 (2) ◽  
pp. 53-75
Author(s):  
Suci Farianti
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Factors ◽  
Foreign Language Learning ◽  
Education Level ◽  
Economic Level ◽  
The Social ◽  
Occupation Level ◽  
Parents Education ◽  
Learning English

The research focused on the social factors which can influence the students’ achievement in learning English. Social factors are believed as the factors which play a crucial role in language learning and it can give impacts on foreign language learning. In this case, this research was conducted to investigate the impacts of social factors of parents’ economic level, Parents’ education level, parents’ occupation level and the environment on students’ achievement in learning English as a foreign language. The objects of the research were 10 students with special need and their parents at the eighth grade of SLB Negeri Pembina Aceh Tamiang. In conducting the data, the test and the questionnaire were designed. The twenty question items of the test were given to the students and an eighteen item of questionnaire were given to the parents’ to find out the require information on the social factors. In addition, in analyzing the data, all available data were processed by SPSS 17.0 for descriptive, correlation, ANOVA, and predictive analysis. Furthermore, based on the finding and the result of the research, the hypothesis (H0) of the research was rejected. In other word, there was no a significant correlation between social factors namely parents’ economic level, parents’ education level, parent’s  occupation level and environment on students’ achievement in learning English. Therefore, it can be stated that the variety of the students’ scores were not influenced by the social factors discussed on this research in which it was probably influenced by other factors such as the personality of the students, the students’ disability, etc.

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