Children's Self-Esteem and Maternal Behavior in Three Low-Income Samples

1983 ◽  
Vol 52 (1) ◽  
pp. 79-86 ◽  
Author(s):  
Gary W. Peterson ◽  
Lois E. Southworth ◽  
David F. Peters
Keyword(s):  
Low Income ◽  
Sixth Grade ◽  
Self Esteem ◽  
Child Rearing ◽  
Self Concept ◽  
Parent Behavior ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Three Samples ◽  
Rural Appalachia

This study examined the relationships between children's perceptions of maternal child-rearing behavior and a measure of children's self-esteem within low-income samples. Three cohort samples of 2,194 fifth and sixth grade children from rural Appalachia were surveyed. Siegelman's analysis of the Bronfenbrenner Parent Behavior Questionnaire (Cornell Parent Behavior Inventory) was used to operationalize children's perceptions of maternal loving, demanding, and punishing behaviors. Children's self-esteem was measured with the Lipsitt Self-concept Scale. Multiple regression analysis was used to replicate the findings within each of the three samples. In general, the maternal loving and demanding dimensions exhibited positive relationships, while maternal punishment was negatively correlated with children's self-esteem.

Contextual variations in children’s perceptions of their peers as gender typical

2019 ◽  
Vol 43 (4) ◽  
pp. 309-313
Author(s):  
William M. Bukowski ◽  
Melisa Castellanos ◽  
Melissa Commisso ◽  
Ryan Persram ◽  
Luz Stella Lopez
Keyword(s):  
Middle Class ◽  
Multilevel Modeling ◽  
Primary Schools ◽  
Sixth Grade ◽  
Socioeconomic Differences ◽  
Cross Sectional ◽  
Lower Middle Class ◽  
Gender Typicality ◽  
Children's Perceptions ◽  
Children’S Perceptions

Cultural and socioeconomic differences in children’s perceptions of their peers as being typical members of the cis gender group were examined in a cross-sectional sample of 351 girls ( N = 164) and boys from 19 fifth- and sixth-grade classrooms (M age = 11.5) in three primary schools in Montréal ( N = 156) and two schools in Barranquilla. Multilevel modeling indicated that: (a) the overall level of perceived typicality was low; (b) boys perceived other boys to be more typical than girls, whereas girls perceived girls and boys to have the same level of typicality; (c) in Barranquilla perceptions of gender typicality were higher among upper-middle-class children than among lower-middle-class children, whereas no difference was observed with the children from Montréal.

Do You Hear What I Hear? Overweight Children’s Perceptions of Different Physical Activity Settings

2011 ◽  
Vol 30 (4) ◽  
pp. 393-409 ◽  
Author(s):  
Karen S. Meaney ◽  
Melanie A. Hart ◽  
L. Kent Griffin
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Low Income ◽  
Cognitive Theory ◽  
After School ◽  
Summer Program ◽  
Activity Settings ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
American Children

Social-Cognitive Theory (Bandura, 1986, 1999) served as the framework to explore overweight children’s perceptions of different physical activity settings. Participants were children (n = 67) enrolled in an after-school and summer program for overweight African-American and Hispanic-American children from low-income families. To gain insight into the children’s thoughts encompassing their participation in both the after school/summer program and their physical education classes at their respective elementary schools, all of the children individually participated in semistructured interviews. Children enjoyed their involvement in the after-school/summer program and described social, physical, and cognitive benefits related to their participation. Interview data also revealed children’s ideas and suggestions for adapting physical education to enhance participation in physical activity. Based on these results, instructional and management strategies focusing on promoting a nurturing environment in physical activity settings for all children (overweight and nonoverweight) are presented and discussed.

Do children's perceptions and attributions mediate the effects of mothers' child-rearing actions?

1999 ◽  
Vol 13 (4) ◽  
pp. 508-522 ◽  
Author(s):  
María J. Rodrigo ◽  
Jan M. A. M. Janssens ◽  
Esperanza Ceballos
Keyword(s):  
Child Rearing ◽  
Children's Perceptions ◽  
Children’S Perceptions

Children's Perceptions of Psychosocial Factors Related to Sickle Cell Disease

1997 ◽  
Vol 85 (3_suppl) ◽  
pp. 1409-1410 ◽  
Author(s):  
Betholyn F. Gentry ◽  
Lesley Varlik ◽  
Jess Dancery
Keyword(s):  
Sickle Cell Disease ◽  
Psychosocial Factors ◽  
Sickle Cell ◽  
Family Relationships ◽  
Self Esteem ◽  
Psychosocial Issues ◽  
Cell Disease ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Anxiety Depression

Few studies have examined psychosocial issues from the perspective of children who have sickle cell disease. In the present study psychosocial issues of self-esteem, social and family relationships, anxiety, depression, anger, denial, and knowledge were examined using a researcher-developed survey and 12 children with sickle cell disease as informants.

Developmental trends in children's perceptions of parental child-rearing behavior.

1975 ◽  
Vol 11 (3) ◽  
pp. 391-391 ◽  
Author(s):  
Gary K. Burger ◽  
Robert E. Lamp ◽  
Donald Rogers
Keyword(s):  
Child Rearing ◽  
Developmental Trends ◽  
Children's Perceptions ◽  
Children’S Perceptions

Evaluation of a Modified Bronfenbrenner Questionnaire Assessing Children's Perceptions of Teachers' Behaviors

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1247-1251 ◽  
Author(s):  
Elizabeth J. Koopman ◽  
Nancy Schroeder
Keyword(s):  
Principal Component Analysis ◽  
Principal Component ◽  
Component Analysis ◽  
Parent Behavior ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Research Technique ◽  
Female Children ◽  
Three Components ◽  
Perceptions Of Teachers

A modification of the Bronfenbrenner Parent Behavior Questionnaire was evaluated as a research technique for assessing children's perceptions of how their teachers treat them. The questionnaire was administered to 78 male and 61 female children in Grades 4 to 6. Test-retest reliabilities ranged from .69 for the power variable to .85 for the expressive rejection variable. Three components of teachers' behavior were derived from a varimax rotational principal-component analysis: “loving,” “punishing,” and “demanding.” These data complement and corroborate Siegelman's principal-component analysis of the Bronfenbrenner Parent Behavior Questionnaire.

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