Differential effects of parental involvement on cognitive and behavioral outcomes by socioeconomic status

2001 ◽  
Vol 30 (2) ◽  
pp. 171-179 ◽  
Author(s):  
Ralph B McNeal
Keyword(s):  
Socioeconomic Status ◽  
Parental Involvement ◽  
Behavioral Outcomes ◽  
Differential Effects

Resources for health: Differential effects of optimistic self-beliefs and social support according to socioeconomic status.

2011 ◽  
Vol 30 (3) ◽  
pp. 326-335 ◽  
Author(s):  
Ina Schöllgen ◽  
Oliver Huxhold ◽  
Benjamin Schüz ◽  
Clemens Tesch-Römer
Keyword(s):  
Social Support ◽  
Socioeconomic Status ◽  
Differential Effects

scholarly journals Educational Social Skills of parents of children with and without Intellectual Disability

Psico-USF ◽  
2020 ◽  
Vol 25 (3) ◽  
pp. 415-424
Author(s):  
Priscila Benitez ◽  
Luziane de Fátima Kirchner ◽  
Giovan Willian Ribeiro ◽  
Daniely Ildegardes Brito Tatmatsu
Keyword(s):  
Socioeconomic Status ◽  
Intellectual Disability ◽  
Social Skills ◽  
Parental Involvement ◽  
Adaptive Behavior ◽  
Educational Level ◽  
Socioeconomic Level ◽  
Lower Socioeconomic

Abstract Intellectual disability (ID) affects the functioning of adaptive behavior and social skills (SS). One way to increase SS can be through parental involvement, as long as parents have sufficient educational social skills (ESS) to favor SS teaching. The objective was to evaluate and compare the ESS of parents of children with and without ID, and to investigate correlations between ESS and age, schooling of the child/parent, and socioeconomic status. Participants included a total of 52 parents of children (26 in each group). Parents responded to the ESS Inventory. The analysis identified that the higher the educational level of the children with ID, the greater the general score and the ability of parents to talk and dialogue with them. The results identified statistically significant differences (p < 0.01) between the ESS repertoire of parents of children with and without ID, suggesting necessary interventions with parents of children with ID, especially for parents with a lower socioeconomic level.

A Meta-Analysis on the Relationship Between Prayer and Student Outcomes

2020 ◽  
Vol 52 (8) ◽  
pp. 1223-1237 ◽  
Author(s):  
William Jeynes
Keyword(s):  
Socioeconomic Status ◽  
Urban Schools ◽  
Student Outcomes ◽  
Meta Analysis ◽  
Behavioral Outcomes ◽  
High Quality ◽  
Race And Gender ◽  
And Gender ◽  
The Relationship

A meta-analysis, including 13 studies, was undertaken on the relationship between the exercise of student prayer and academic and behavioral outcomes in urban schools. Analyses both with and without sophisticated controls (e.g., socioeconomic status, race, and gender) were used. Additional analyses were done to determine whether the effects of prayer differed by the quality of the study. The results indicated that the exercise of prayer is associated with better levels of student outcomes. Moreover, the effects of prayer were greater for high-quality studies. The significance of these results is discussed.

Feeling correct is feeling prejudiced: The differential effects of attitude correctness and attitude clarity on evaluations of outgroups

2020 ◽  
pp. 136843022097275
Author(s):  
Zachary C. Roth ◽  
Kimberly Rios
Keyword(s):  
Conflict Resolution ◽  
Behavioral Outcomes ◽  
Negative Attitudes ◽  
Group Boundaries ◽  
Differential Effects ◽  
Religious Attitude ◽  
Attitude Certainty ◽  
Relationship Study

Global attitude certainty consists of two subconstructs: attitude clarity—certainty that one is aware of one’s true attitudes—and attitude correctness, certainty that one’s attitudes are morally correct and valid. Attitude correctness is more often associated with group-related psychological and behavioral outcomes than attitude clarity. As such, we expected that attitude correctness, but not attitude clarity, would be associated with more negative attitudes toward outgroups when group boundaries are defined by attitudes. Across four studies, greater attitude correctness related to more negative attitudes toward attitudinal outgroups regardless of context (e.g., political, religious); attitude clarity’s relationship to prejudice was inconsistent (Studies 1a and 2: positive or no relationship; Study 3: negative; Studies 1b and 4: no relationship). In Studies 2 and 3, mediational analyses showed that greater attitude correctness was associated with stronger beliefs that group boundaries are sharp and distinct (i.e., discreteness beliefs), which in turn was associated with greater prejudice. Finally, Study 4 demonstrated that the attitude correctness–prejudice link was associated with greater intention to engage in competitive behaviors in a conflict resolution scenario with an outgroup member.

Choice, Empowerment, and Involvement: What Satisfies Parents?

1993 ◽  
Vol 15 (4) ◽  
pp. 396-409 ◽  
Author(s):  
Ellen B. Goldring ◽  
Rina Shapira
Keyword(s):  
Socioeconomic Status ◽  
Public Schools ◽  
School Choice ◽  
Parental Involvement ◽  
Parent Satisfaction ◽  
School Program ◽  
Schools Of Choice

School choice advocates maintain that parents who choose their schools will be satisfied with those schools. This study examines the nature of the interrelationships between parents’ satisfaction with public schools of choice and (a) parents’ empowerment, (b) parental involvement, and (c) the congruence between what parents expected of the school when deciding to enroll their child and the actual school program. Findings from a study of school choice in Israel reveal that socioeconomic status is a major factor in understanding the relationships between parent satisfaction and choice.

Approach or Avoid? Exploring Overall Justice and the Differential Effects of Positive and Negative Emotions

2012 ◽  
Vol 40 (7) ◽  
pp. 1857-1898 ◽  
Author(s):  
Laurie J. Barclay ◽  
Tina Kiefer
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Behavioral Outcomes ◽  
Field Studies ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Differential Effects ◽  
Overall Justice ◽  
The Relationship ◽  
Positive And Negative Emotions

As empirical research exploring the relationship between justice and emotion has accumulated, there have been key questions that have remained unanswered and theoretical inconsistencies that have emerged. In this article, the authors address several of these gaps, including whether overall justice relates to both positive and negative emotions and whether both sets of emotions mediate the relationship between overall justice and behavioral outcomes. They also reconcile theoretical inconsistencies related to the differential effects of positive and negative emotions on behavioral outcomes (i.e., performance, withdrawal, and helping). Across two field studies (Study 1 is a cross-sectional study with multirater data, N = 136; Study 2 is a longitudinal study, N = 451), positive emotions consistently mediated the relationship between overall justice and approach-related behaviors (i.e., performance and helping), whereas negative emotions consistently mediated the relationship between overall justice and avoidance-related behaviors (i.e., withdrawal). Mixed results were found for negative emotions and approach-related behaviors (i.e., performance and helping), which indicated the importance of considering context, time, and target of the behavior. The authors discuss the theoretical implications for the asymmetric and broaden-and-build theories of emotion as well as the importance of simultaneously examining both positive and negative emotions.

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