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

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.

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

Early Child Development and Care ◽

10.1080/03004430.2019.1612385 ◽

2019 ◽

pp. 1-11 ◽

Cited By ~ 3

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

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

Child Language Teaching and Therapy ◽

10.1177/0265659020915943 ◽

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.

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ADULT CHILDREN’S JOB LOSS AND PARENT-CHILD RELATIONSHIP QUALITY: THE ROLE OF PARENTS’ EVALUATIONS

Innovation in Aging ◽

10.1093/geroni/igx004.733 ◽

2017 ◽

Vol 1 (suppl_1) ◽

pp. 192-192

Author(s):

D. Kim ◽

M. Gilligan

Keyword(s):

Relationship Quality ◽

Job Loss ◽

Parent Child Relationship ◽

Child Relationship ◽

Role Of Parents ◽

Parent Child

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Parent-Child Relationship Quality and Filial Obligation Among American and Korean College Students: The Moderating Role of children’s Gender

Journal of Comparative Family Studies ◽

10.3138/jcfs.49.3.271 ◽

2018 ◽

Vol 49 (3) ◽

pp. 271-294 ◽

Cited By ~ 2

Author(s):

Woosang Hwang ◽

Kwangman Ko ◽

Injee Kim

Keyword(s):

College Students ◽

Relationship Quality ◽

Parent Child Relationship ◽

Filial Obligation ◽

Child Relationship ◽

Korean College Students ◽

Moderating Role ◽

Parent Child

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

Frontiers in Psychology ◽

10.3389/fpsyg.2021.765444 ◽

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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