The Effects of Parenting Using Flipped Learning and Distance Education on Early Childhood Pre-Service Teacher’s Parent-Child Relationship, Cooperative Self-Efficacy, and Collective Self-Esteem

This study aimed to examine the ability of a new clinician-report tool, the Parent-Child Relationship Scale (P-CRS), to assess the individual contributions that parents and their children make within the parent-child relationship, as well as interactions between parents and children in terms of developmental psychopathology. As clinical diagnoses in early childhood is both important and difficult, it is necessary to identify tools that can effectively contribute to evaluating parent-child relationships during the diagnostic process. A sample of 268 mother-child dyads, taken from both public and private clinical settings, was assessed. Clinicians were asked to assess these dyads using the P-CRS after four to five sessions of clinical evaluation. The results indicated that the three areas assessed by the P-CRS—“Interaction”, “Child” and “Parent”—could have different impacts on the various aspects of the parent-child relationship within distinct diagnostic groups. Thus, our findings support the use of the P-CRS to assist with clinical diagnosis during early childhood.

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

International Journal of Education, Psychology and Counseling ◽

10.35631/ijepc.4320028 ◽

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.

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The Relationship between Smartphone Addiction, Parent–Child Relationship, Loneliness and Self-Efficacy among Senior High School Students in Taiwan

Sustainability ◽

10.3390/su13169475 ◽

2021 ◽

Vol 13 (16) ◽

pp. 9475

Author(s):

Yao-Chung Cheng ◽

Tian-Ai Yang ◽

Jin-Chuan Lee

Keyword(s):

High School ◽

High School Students ◽

Self Efficacy ◽

Senior High School ◽

Smartphone Addiction ◽

Parent Child Relationship ◽

School Students ◽

Child Relationship ◽

Senior High School Students ◽

Parent Child

This study explores the link between smartphone addiction in senior high-school students, parent–child relationship, loneliness, and self-efficacy on the basis of the theory of planned behavior (TPB) and social cognitive theory (SCT). A survey of 2172 students (1205 female students, 966 male students; mean age = 16.58 years, SD = 0.78) from 32 senior high schools in Taiwan was conducted. Moderation mediation analysis was performed using Model 14 of SPSS PROCESS-macro to test the hypotheses of this study. The result showed that the parent–child relationship was negatively related both to smartphone addiction and loneliness, which mediated the link between parent–child relationship and smartphone addiction. Self-efficacy was also found to moderate the level of loneliness related to smartphone addiction. Specifically, loneliness will ease when the parent–child relationship improves, and smartphone addiction will accordingly lessen. It was also discovered that the elevation of self-efficacy could mitigate the level of addiction. Lastly, this study provided parents, education agencies, and other policymakers in the education sector with implications based on these findings. Preventive measures for smartphone addiction and recommendations for future investigations are also given.

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