Parental playfulness and children’s emotional regulation: the mediating role of parents’ emotional regulation and the parent–child relationship

2019 ◽  
pp. 1-11 ◽  
Author(s):  
Maayan Shorer ◽  
Ori Swissa ◽  
Pedut Levavi ◽  
Anael Swissa
Keyword(s):  
Emotional Regulation ◽  
Parent Child Relationship ◽  
Mediating Role ◽  
Child Relationship ◽  
Role Of Parents ◽  
Parent Child

scholarly journals ROLE OF PARENT’S ATTRIBUTIONAL STYLE AND PARENT-CHILD RELATIONSHIP IN INCREASING SELF-ESTEEM OF CHILDREN WITH DYSLEXIA

2019 ◽  
Vol 4 (32) ◽  
pp. 328-337
Author(s):  
Hilwa Abdullah @ Mohd. Nor ◽  
Diana Johan
Keyword(s):  
Attributional Style ◽  
Significant Relationship ◽  
Personal Control ◽  
Self Esteem ◽  
External Control ◽  
Parent Child Relationship ◽  
Child Relationship ◽  
Role Of Parents ◽  
Parent Child

Dyslexia is a specific learning disorder due to difficulties in phonological processing that impacts on the fluency and reading comprehension ability. The aim of this research is to identify the role of parents’ attributional style and parent-child relationship in determining the level of self-esteem in children with dyslexia. There are 24 respondents who consist of the parent or the caregiver of children with dyslexia along with the child were invited to participate in this research. The method used in this research is a cross-sectional study design using a quantitative approach. The researcher used three different tests to measure the variables involved. Tests used in this research consist of Causal Dimensional Scale II, Parent-Child Relationship Inventory and Rosenberg’s Self Esteem Scale. Results showed there is a significant relationship between parents’ attributional style and level of self-esteem in children with dyslexia. Attributional style measured in this research consists of four dimensions namely, locus of causality, external control, stability, and personal control. However, only two of the dimensions mentioned above are significantly related to the level of self-esteem in children with dyslexia. The two dimensions are external control (r = 0.408, p > 0.05) and personal control (r = 0.557, p > 0.05). Whereas, results showed there is no significant relationship between the parent-child relationship and the level of self-esteem of children with dyslexia. In a nutshell, the role of parents’ attributional style in determining the level of self-esteem in children with dyslexia is notably significant while the relationship of parent-child does not influence the level of self-esteem in children with dyslexia.

scholarly journals Parent-Child Relationship and Smoking Among College Students: Role of Parents in Females’ and Males’ Smoking Behavior

2017 ◽  
Vol 5 (2) ◽  
pp. 81-90 ◽  
Author(s):  
Mahsa Mojallal ◽  
◽  
Abbas Ali Hosseinkhanzadeh ◽  
Mahboobe Taher ◽  
Aida Yahyazadeh ◽  
...  
Keyword(s):  
College Students ◽  
Smoking Behavior ◽  
Parent Child Relationship ◽  
Child Relationship ◽  
Role Of Parents ◽  
Parent Child

scholarly journals Factors Influencing Children’s Appraisals of Interparental Conflict: The Role of Parent-Child Relationship Quality

2020 ◽  
Vol 41 (11) ◽  
pp. 2022-2044
Author(s):  
Şule Selçuk ◽  
Zülal İşcanoğlu ◽  
Melike Sayıl ◽  
Nebi Sümer ◽  
Sibel Kazak Berument
Keyword(s):  
Psychological Control ◽  
Interparental Conflict ◽  
Attachment Security ◽  
Parent Child Relationship ◽  
Self Blame ◽  
Mediating Role ◽  
Child Relationship ◽  
Threat Appraisals ◽  
Parent Child

The cognitive contextual model proposes that children’s appraisals of interparental conflict (IPC) can influence their adjustment. In addition, previous research revealed that interparental disputes may reflect on parent-child relationship that is linked with children’s self-blame and threat appraisals concerning IPC. However, there is a scarcity of research directly addressing the intervening role of the parent-child relationship on children’s appraisals of IPC. Thus, we investigated the mediating role of different aspects of the parent-child relationship (i.e., psychological control, warmth, and attachment security) in the link between IPC and self-blame and threat appraisals. Participants were 1,309 children, their mothers, and their fathers. SEM analyses indicated that higher IPC was related to higher parental psychological control and lower child attachment security, which in turn was associated with higher self-blame or threat appraisals. The pattern of relationships was similar across child and parent gender.

Perceived quality of parent–child relationships by Chinese primary school students: The role of parents’ education and parent–child literacy activities

2020 ◽  
Vol 36 (2) ◽  
pp. 79-89
Author(s):  
Shifeng Li ◽  
Nan Nan ◽  
Qiongying Xu ◽  
Jiayue Li
Keyword(s):  
Educational Level ◽  
Perceived Quality ◽  
Parent Child Relationship ◽  
School Students ◽  
Literacy Activities ◽  
Child Relationship ◽  
Role Of Parents ◽  
Parent Child

Previous studies have revealed that the perceived quality of the parent–child relationship is essential for both physical health and psychological well-being. However, most studies have treated the perceived quality of this relationship as an independent variable. In this study, we considered it a dependent variable and examined the role of parents’ education and parent–child literacy activities on children’s perceived quality of the parent–child relationship. One hundred and eighty-six Chinese primary school students and their parents from low socioeconomic backgrounds participated in this study. Parents’ educational level and the parent–child literacy activity status were assessed based on parents’ reports, whereas parent–child relationships were assessed based on children’s reports. Results showed that parents’ educational level positively correlated with the frequency of parent–child literacy activities and children’s perceptions of the quality of the parent–child relationship. There was also a significant positive correlation between the frequency of parent–child literacy activities and children’s perceptions of the quality of the parent–child relationship. Further analyses showed that the frequency of parent–child literacy activities mediated the connection between parents’ educational level and children’s perceived quality of the parent–child relationship. These results suggest that boosting the frequency of parent–child literacy activities may be a useful strategy for facilitating the parent–child relationship.

scholarly journals Parents’ work-family experiences and children’s problem behaviors: The mediating role of the parent–child relationship.

2016 ◽  
Vol 30 (4) ◽  
pp. 419-430 ◽  
Author(s):  
Joana M. Vieira ◽  
Marisa Matias ◽  
Tiago Ferreira ◽  
Frederick G. Lopez ◽  
Paula Mena Matos
Keyword(s):  
Problem Behaviors ◽  
Parent Child Relationship ◽  
Family Experiences ◽  
Mediating Role ◽  
Child Relationship ◽  
Work Family ◽  
Parent Child

scholarly journals The Promotion of Creativity of Vocational College Students: The Role of Parent-Child Relationship, Emotional Intelligence, and Grit

2021 ◽  
Vol 12 ◽  
Author(s):  
Yushen Wu ◽  
Yubin Wu ◽  
Daohan Chong ◽  
Wen Zhang
Keyword(s):  
College Students ◽  
Emotional Intelligence ◽  
Direct Effects ◽  
Parent Child Relationship ◽  
Vocational College ◽  
Mediating Role ◽  
Child Relationship ◽  
The Relationship ◽  
Parent Child

Objective: To examine whether emotional intelligence played a mediation role in the association between parent-child relationship and vocational college student’s creativity, and whether grit moderated this mediating process.Methods: 663 vocational college students participated in this study and completed four questionnaires at three time points, which included measures of parent-child relationship, creativity, emotional intelligence, and grit.Results: (1) Emotional intelligence mediated the relationship between parent-child relationship and vocational college student’s creativity; (2) grit moderated the mediating role of emotional intelligence between parent-child relationship and vocational college student’s creativity.Conclusion: Parent-child relationship had both direct effects on vocational college student’s creativity and indirect effects through emotional intelligence. Grit moderates the effect of emotional intelligence on vocational college student’s creativity.

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