Relationship between Perceived Parental Behaviors and the Self-Esteem of Gifted Children

This pilot study sought to investigate parent-child interactions which influenced self-esteem in a sample of gifted children. 13 gifted children, aged 6 to 10 yr., who were enrolled in a private elementary school, were tested on the Coopersmith Self-esteem Inventory and the Parent Practices Questionnaire (PPQ). Significant correlations obtained between (1) each of four maternal PPQ variables (physical punishment, consistency of expectations, principled discipline, and support) and (2) one paternal PPQ variable (deprivation of privileges) with the total self-esteem score. Maternal variables and dimensions, more than paternal, appear to influence self-esteem in these subjects. Explanations for these findings are proposed along with recommendations for study.

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The Interaction Between Evaluator and Program: Lessons from an Evaluation of a Parent Resource Centre

Canadian Journal of Community Mental Health ◽

10.7870/cjcmh-1985-0014 ◽

1985 ◽

Vol 4 (2) ◽

pp. 44-55

Author(s):

Gary Resnick

Keyword(s):

Social Support ◽

Program Implementation ◽

Social Supports ◽

Self Esteem ◽

Education Programs ◽

Program Impact ◽

Resource Center ◽

Developmental Progress ◽

Parent Child Interactions ◽

Parent Child

This paper reports the results of an evaluation of a parent-child resource center in a suburb of Toronto. The resource centre was designed as a prevention program to strengthen and support mothers with young children by offering social support, recreational and education programs for both parent and child. The findings suggest that the program was effective in improving the mother's self-esteem and social supports, and enhancing the child's developmental progress. However, there was no evidence of program impact on parent-child interactions, and improvements were not correlated with frequency of attendance at the Centre. This study is a case example of the constraints placed on evaluations by program considerations, especially during the formative stages of program implementation.

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Parent-child cohesion, self-esteem, and academic achievement: The longitudinal relations among elementary school students

Learning and Instruction ◽

10.1016/j.learninstruc.2021.101467 ◽

2021 ◽

Vol 73 ◽

pp. 101467

Author(s):

Yanhui Wang ◽

E. Scott Huebner ◽

Lili Tian

Keyword(s):

Academic Achievement ◽

Elementary School ◽

Elementary School Students ◽

Self Esteem ◽

School Students ◽

Parent Child

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Izvori samopoštovanja kod djece u ranom djetinjstvu

Papers on Philosophy Psychology Sociology and Pedagogy ◽

10.15291/radovifpsp.2685 ◽

2018 ◽

Vol 29 (6) ◽

Author(s):

Katica Lacković-Grgin ◽

Nadežda Litrić

Keyword(s):

Theoretical Approach ◽

Self Esteem ◽

Demographic Characteristics ◽

The Self ◽

General Support ◽

Parent Child

The atithots Investigated Ihe sources of sell-esteem with the question: Who likes you? (n-60), that is. with the question: Who are those that like you? (n-90). The investigation was done with the children who attended the kindergarten for at least a year and who were equal in some relevant socio-demographic characteristics and in intelligence.The established sources of self-esteem are in frequency and the order of importance different from those that Kirchner and Vondraek got with the American children.The obtained sources of self-esteem show the consistency through different situations of investigation and the results in general support the theoretical approach that in earliy development the self-esteem is centered around the parent-child relation.

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