How Do Sport Parents Engage in Autonomy-Supportive Parenting in the Family Home Setting? A Theoretically Informed Qualitative Analysis

2020 ◽  
pp. 1-10
Author(s):  
Nicholas L. Holt ◽  
Helene Jørgensen ◽  
Colin J. Deal
Keyword(s):  
Qualitative Analysis ◽  
Autonomy Support ◽  
Three Dimensions ◽  
Theoretical Development ◽  
Emotional Climate ◽  
Home Setting ◽  
Supportive Parenting ◽  
Parents And Children ◽  
The Family ◽  
Family Home

The purpose of this study was to identify and examine how sport parents engage in autonomy-supportive parenting in the family home setting. A total of 44 parents and children from 19 families were initially interviewed. Data from these families were profiled to identify seven families that adopted a highly autonomy-supportive parenting style. The seven families’ data were then examined using a theoretically focused qualitative analysis using the three dimensions of autonomy-supportive parenting. Sport parents engaged in autonomy support (vs. control) through flexible conversations and supporting decision making. The themes of boundary setting and establishing expectations based on values were indicative of structure. The authors found high levels of involvement across contexts. These findings depict the nature and types of social interactions in the family home that created an autonomy-supportive emotional climate, which often extended to sport, providing a foundation for future theoretical development and applied research in sport.

scholarly journals KOMUNIKASI PADA ANAK PUTUS SEKOLAH (Studi Kasus Di Keluarga Nelayan Wonorejo Banyuputih)

2015 ◽  
Vol 9 (2) ◽  
pp. 221-248
Author(s):  
NUR AINIYAH
Keyword(s):  
Qualitative Analysis ◽  
Interpersonal Communication ◽  
Family Communication ◽  
Educational Communication ◽  
Social Reality ◽  
Communication Patterns ◽  
Communication Pattern ◽  
Parents And Children ◽  
The Social ◽  
The Family

This study is focusing on communication pattern of educational communication of fishermen children. The purpose of this study was to describe the education of fishermen children do not get stuck on dropout. So the focus (1) How does the social reality of fishing families in Wonorejo? (2) What are the perceptions of parents in regard to education for children? (3) How are the communication patterns of education in the family of fishermen to raise awareness of children in education? this research based on the qualitative analysis by reducing, observating, interviews and documents. The results of study that fishing are poor, that makes difficully to pursue their education to higher levels, it triggers the child has a "dropout". Second family communication is actually done intensely with the patterns of interpersonal communication. Third, the Communication to child in family occurs in three forms, between mother and father, parents and children and children with other children with social associative and dissociative.

scholarly journals Emotional Intelligence and Mental Health in the Family: The Influence of Emotional Intelligence Perceived by Parents and Children

2020 ◽  
Vol 17 (17) ◽  
pp. 6255 ◽  
Author(s):  
María Trinidad Sánchez-Núñez ◽  
Noelia García-Rubio ◽  
Pablo Fernández-Berrocal ◽  
José Miguel Latorre
Keyword(s):  
Mental Health ◽  
Emotional Intelligence ◽  
Family Members ◽  
Mediating Role ◽  
Parents And Children ◽  
The Family ◽  
Family Home ◽  
Mood Scale ◽  
The Relationship

Introduction: The relevant scientific literature has confirmed the relationship between emotional intelligence (EI) and mental health. In addition, previous studies have underlined the importance of perceived EI between family members in the construction of one’s own EI. Adolescence is considered to be a crucial stage in identity construction and a time when mental health is vulnerable. Objectives: To analyze the mediating role of self-reported EI on mental health of adolescents and young adults still living in the family home, we considered the relationship between perceived EI in parents and children. Method: The sample was comprised of 170 children and their respective fathers and mothers living in the same family home. Self-reported EI was evaluated using the Trait Meta-Mood Scale (TMMS-24), whereas perceived EI was evaluated via the Perceived Emotional Intelligence Scale-24 (PTMM-24) and mental health using the MH-5. Results: Parents’ perceived EI of their children also children’s perceived EI of their parents has a direct effect on children’s mental health and an indirect effect through the EI self-reported by children. We discuss the differences in the role of mothers and fathers in emotional education and its influence on the results. Conclusions: We highlight the importance of perceived EI among family members, over and above the self-reported EI of each member, for its predictive power on the mental health of children.

scholarly journals Everyday Family Experience: A Child’s Home Preparation for School

2017 ◽  
Vol 7 (2) ◽  
pp. 17-29
Author(s):  
Jana Majerčíková ◽  
Barbora Petrů Puhrová
Keyword(s):  
Family Life ◽  
School Attendance ◽  
Structured Interviews ◽  
Compulsory School ◽  
Home Setting ◽  
Parents And Children ◽  
The Family ◽  
Research Findings ◽  
Open Coding ◽  
Compulsory School Age

Abstract Introduction: The family life of a child of compulsory school age is influenced by the way that a child’s educational career is discussed and practically supported. This is transmitted into normal family life through the completion of the child’s homework and any other school-related responsibilities. The parent is considered an actor who contributes significantly to the supervision of the child’s homework. Methods: This research project explored how parents and children describe their experience of homework through semi-structured interviews with elementary school pupils and their parents. The results are presented in our study. Seven, mostly university-educated parents and six pupils were interviewed at the start of compulsory schooling, when the bonds and interaction are the most intensive between parents and children in the context of homework. The transcribed interviews were analysed using the technique of open coding. Codes identified were repeatedly read, reviewed and subsequently grouped into categories with the aim of description and explanation. Results: The survey revealed that the completion of homework in the parent - child interaction is an implicit part of everyday family life. Homework and advance home preparation are considered to be the responsibility of the parent as well as the child, on the other hand, the home preparation is also time-consuming and gendermarked. Limitations: The limitations of the study relate primarily to the construction of the research sample. The intentional sample of parents was determined by socioeconomic status and quantity and also by the parents’ willingness to share their parenting experience, and for the child by the extent of data gathered. In further research, this will be supported by observation in the home setting. Conclusions: The research findings contribute to a description of the child’s life in the family and confirm the importance of inevitable parental participation in their educational socialization at the beginning of compulsory school attendance.

Examining perceptions of stress, wellbeing and fear among Hungarian adolescents and their parents under lockdown during the COVID-19 pandemic

2020 ◽  
Author(s):  
Gabor Csikos ◽  
Krisztina Dr Törő ◽  
Judit Mokos ◽  
Sandor Rozsa ◽  
Hadházi Éva ◽  
...  
Keyword(s):  
Family Relationships ◽  
Parental Stress ◽  
Significant Negative Correlation ◽  
Post Traumatic Stress ◽  
Natural Catastrophes ◽  
Parents And Children ◽  
Wellbeing Index ◽  
The Family ◽  
Post Traumatic ◽  
Open Question

Intensified anxiety responses and even symptoms of post-traumatic stress are commonly observed under quarantine conditions. In this study, the effects on fear, anxiety and wellbeing of the recent pandemic caused by SARS-CoV-2 were investigated in a sample of otherwise healthy Hungarians. Taking the family as a microsystem, differences in gender, age, family relationships and time spent in isolation were the main focus of this investigation. 346 parent-child dyads were examined; the children were 11-17 years of age. Standard psychological questionnaires (Perceived Stress Scale, WHO Wellbeing Index), and an open question test (the Metamorphosis test) were used, and the results analysed with the aid of basic statistical methods. Stress levels and wellbeing displayed a significant negative correlation with each other in both parents and children. Parental stress and levels of wellbeing had a weak but significant impact on the wellbeing of their children. Among the demographic variables examined, none of them was found to explain the wellbeing or stress level of parents. Natural catastrophes, such as pandemics, create a stressful social environment for parents, and therefore directly impact the psychological wellbeing of all family members.

Introduction

2018 ◽  
Author(s):  
Bernard Capp
Keyword(s):  
Sibling Relationship ◽  
King Lear ◽  
As You Like It ◽  
Parents And Children ◽  
The Family

This chapter introduces the issues, surveys briefly the existing literature, and sets out the scope of the book. It summarizes contemporary views on the appropriate relationship between siblings, especially the rights and responsibilities of an elder brother towards his sisters and younger brothers. Contemporaries saw these as grounded in both nature and scripture, but recognized too the strength of sibling rivalries and resentments over favouritism and inheritance. These were often explored in contemporary drama, such as Shakespeare’s As You Like It and King Lear, and in social commentaries and polemic. The imagery of brotherhood and sisterhood pervaded the language as well as literature of the period, both as tokens of friendship and (in the case of elder/younger brothers) of oppression within the family. In language as in life, the sibling relationship was a heated and divisive issue for both parents and children.

scholarly journals Examining Reciprocal Links between Parental Autonomy-Support and Children’s Peer Preference in Mainland China

Children ◽  
2021 ◽  
Vol 8 (6) ◽  
pp. 508
Author(s):  
Na Hu ◽  
Muzi Yuan ◽  
Junsheng Liu ◽  
Robert J. Coplan ◽  
Ying Zhou
Keyword(s):  
Middle Schools ◽  
Peer Relationships ◽  
Autonomy Support ◽  
Chinese Culture ◽  
Mainland China ◽  
Supportive Parenting ◽  
Parental Autonomy Support ◽  
Parental Autonomy ◽  
Peer Preference ◽  
Peer Nominations

The present study examined the longitudinal relations between child perceptions of parental autonomy-support and peer preference in mainland China. Participants were N = 758 children (50.8% boys; Mage = 10.78 years, SD = 1.03 at Wave 1; Mage = 11.72 years, SD = 1.11 at Wave 2; Mage = 12.65 years, SD = 0.95 at Wave 3) from elementary and middle schools in Shanghai, P.R. China. Children were followed over three years from Grades 4–6 to Grades 6–8. Each year, children reported their perceived maternal/paternal autonomy-support and peer preference (being well-liked among peers) was measured via peer nominations. Among the results, peer preference positively predicted later perceptions of maternal and paternal autonomy-supportive parenting, whereas autonomy-supportive parenting did not significantly predict later peer preference. Results are discussed in terms of the interactions between parental autonomy-supportive parenting and children’s peer relationships in Chinese culture.

Grandmother-Grandchild Contact: The Mediating Influence of the Middle Generation Following Marriage Breakdown and Remarriage

1989 ◽  
Vol 8 (4) ◽  
pp. 355-365 ◽  
Author(s):  
James W. Gladstone
Keyword(s):  
Qualitative Analysis ◽  
Adult Children ◽  
Direct Influence ◽  
Face To Face ◽  
The Family ◽  
Middle Generation

ABSTRACTThis paper focuses on ways that adult children and children-in-law mediate contact between grandmothers and grandchildren, following marriage breakdown and remarriage in the middle generation. A qualitative analysis of face-to-face contact between 110 grandmother-grandchild pairs was conducted. Findings showed that adult children have a more direct influence on visiting, by arranging or obstructing visits between grandmothers and grandchildren. The influence of first or second children-in-law was found to be more indirect. By preventing an estranged spouse from seeing his or her child, custodial children-in-law could also be preventing a grandmother's access to her grandchild, if she depended on her noncustodial child to bring the grandchild to see her when he or she exercised visiting rights. Children-in-law could also act as intermediaries through their absence as well as through their presence. These findings, as well as ways that grandparents can negotiate relationships with adult children and children-in-law, are discussed. Especially noted is the value of monitoring communication exchanges, maintaining friendly relationships with children-in-law and step-grandchildren, and acting as resources to the family.

scholarly journals Infant temperament, early-childhood parenting, and early-adolescent development: Testing alternative models of Parenting × Temperament interaction

2021 ◽  
pp. 1-12
Author(s):  
Xiaoya Zhang ◽  
Kristina Sayler ◽  
Sarah Hartman ◽  
Jay Belsky
Keyword(s):  
Early Childhood ◽  
Differential Susceptibility ◽  
Early Adolescent ◽  
Emotional Symptoms ◽  
Supportive Parenting ◽  
Parents And Children ◽  
Parameterized Model ◽  
Using Data ◽  
Childhood Parenting ◽  
Avon Longitudinal Study

Abstract Here we evaluate whether infant difficult temperament (6 months) functions as a vulnerability or more general plasticity factor when investigating effects of early-childhood parenting (8–42 months) on both positive and negative early-adolescent socioemotional development (age 8–11 years). Using data from the Avon Longitudinal Study of Parents and Children (ALSPAC, N = 14,541) and a re-parameterized model-testing approach to distinguish alternative person × environment conceptual models, results indicated that temperament × parenting interacted in predicting externalizing (i.e., hyperactivity, conduct problems), but not other behavior (i.e., emotional symptoms, peer problems), in a (weak) differential susceptibility manner. While more and less supportive parenting predicted, respectively, fewer and more behavior problems, it did so more strongly for children who were more difficult as infants.

Individual and Family Correlates of Community Living Options Among Adults With Intellectual and Developmental Disabilities

Inclusion ◽  
2017 ◽  
Vol 5 (4) ◽  
pp. 279-292 ◽  
Author(s):  
Meghan M. Burke ◽  
Chung eun Lee ◽  
Moon Y. Chung ◽  
Kristina Rios ◽  
Catherine K. Arnold ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Independent Living ◽  
Group Homes ◽  
Community Living ◽  
Intellectual And Developmental Disabilities ◽  
Functional Abilities ◽  
Future Planning ◽  
Adults With Disabilities ◽  
The Family ◽  
Family Home

Abstract With recent policy changes and case-law decisions, there are more opportunities for adults with intellectual and developmental disabilities (IDD) to live independently in inclusive settings. It is necessary to identify malleable correlates of community living options to develop interventions to increase inclusive, independent living. To this end, 546 parents and siblings of adults with IDD responded to a national survey. According to parent and sibling report, adults with IDD were more likely to live outside of the family home when the family engaged in future planning, the individual had more informal supports and more functional abilities and had parents with fewer caregiving abilities. Among the 187 adults with IDD who lived outside of the family home, individuals with more problem behaviors and fewer functional abilities were more likely to live in larger group homes (versus independently with or without supports). Further, when the family engaged in more future planning activities, adults with disabilities were more likely to live in a group home (versus independently). When parents had fewer caregiving abilities, adults with disabilities were more likely to live in bigger group homes (versus independently). Implications for policymakers, practitioners, and research are discussed.

scholarly journals Rethinking student-teacher relationships in higher education: a multidimensional approach

2021 ◽  
Author(s):  
Roland Tormey
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Student Teacher ◽  
Three Dimensional ◽  
Three Dimensions ◽  
Theoretical Development ◽  
Multidimensional Model ◽  
Three Dimensional Model ◽  
Teacher Relationships ◽  
Student Teacher Relationships

AbstractStudent-teacher relationships play an important role in both teacher and student experiences in higher education and have been found to be linked to learning, classroom management, and to student absenteeism. Although historically conceptualised in terms of immediacy or distance and measured with reference to behaviours, the growing recognition of the role of emotions and of power—as well as the development of a range of multidimensional models of social relationships—all suggest it is time to re-evaluate how student-teacher relationships are understood. This paper develops a theoretical model of student-teacher affective relationships in higher education based on three dimensions: affection/warmth, attachment/safety, and assertion/power. The three-dimensional model was tested using the Classroom Affective Relationships Inventory (CARI) with data from 851 students. The data supported the use of this multidimensional model for student-teacher relationships with both two- and three-dimensional models of relationships being identified as appropriate. The theoretical development of a multidimensional model and the empirical development of an instrument with which to explore these dimensions has important implications for higher education teachers, administrators and researchers.

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