How Does Preschoolers’ Conformity Relate to Parental Style, Anonymous Sharing, and Obedience?

Children, just like adults, conform to peer testimony when making ostensibly easy decisions. Yet, some are more prone to conform than others and little is known about which factors contribute to this variability. In the current study, we aimed to investigate the reasons for individual differences in conformity by examining potential correlates of experimentally-elicited conformity in a sample of Swedish 3.5-year-olds (N = 55; 56%girls). Specifically, we asked whether conformity was socialized by parents via their parental style and whether conformity is correlated with the behaviors of anonymous sharing or obedience, which might each share a common motivation with conformity. Our data showed that children’s conformity was associated with fathers’, but not mothers’, authoritarian parental style and with anonymous sharing, but not obedience. The findings lend support to the notions that authoritarian parental style encourages conformist behavior, and that conformity is correlated with anonymous sharing behavior.

Cow’s milk protein allergy, quality of life and parental style

Introduction: Cow’s milk protein allergy requires changes in family habits to maintain children’s health. Objective: This study evaluated the effects of cow’s milk protein allergy on the health of children, the quality of life of parents and children, and the adopted parental styles. Methods: Control case study. The case group consisted of children with cow’s milk protein allergy, from eight months to five years old, and those guardians, and the Control Group, for healthy children of the same age group, and their parents. The quality of life of the child (TNO-AZL Preschool Children Quality of Life) and the caregiver (SF-36) were evaluated; parental style (Parental Beliefs and Care Practices Scale); and socioeconomic and health data of the child. The Mann-Whitney test was used to compare the groups (p <0.05). Results: 76 dyads from the case group and 44 from the control group participated. Children with cow’s milk protein allergy had a lower quality of life in the health dimension, worse nutritional status, followed up with a larger number of health professionals. Those in charge of the case group offered less body stimulation to the children. Those in the control group had a lower quality of emotional life. Conclusions: Cow’s milk protein allergy had an impact on the health and nutritional status of children, on the corporal stimulation received by the children, and on the quality of emotional life of those guardians.

GAMBARAN POLA ASUH ORANG TUA PADA ANAK DENGAN KECANDUAN GADGET

ABSTRAK Pendahuluan : Pola asuh orangtua dalam perkembangan teknologi dan informasi saat ini sangat diperlukan, agar anak dapat mengikuti perkembangan teknologi dengan positif. Untuk mendapatkan dampak positif dan menghindarkan anak dari dampak negatif, diperlukan upaya pengelolaan yang baik, tergantung pola asuh orang tua. Metode: Penelitian ini menggunakan desain kuantitatif dengan pendekatan cross sectional. Populasi pada penelitian ini sebanyak 160 siswa menggunakan teknik simple random sampling. Variabel independen dalam penelitian ini adalah pola asuh orang tua sedangkan variabel dependennya yaitu kecanduan gadget. Pengumpulan data dilakukan dengan menyebar secara langsung kuesioner kepada responden dengan menggunakan kuesioner PSDQ (Parental Style and Dimension Questionnaire) dan SAS (Smartphone Addiction Scale). Hasil: Dari 160 responden, didapatkan bahwa sebagian besar anak mendapatkan pola asuh authoritative dengan persentase 91,2% (146 responden) dengan tingkat adiksii yaitu, adiksi rendah dengan persentase 25,6% (41 responden), adiksi sedang dengan persentase 35,6 % (57 responden), dan adiksi tinggi dengan persentase 30,0 % ( 48 responden). Kesimpulan: Kecanduan gadget yang terjadi pada remaja dipengaruhi oleh jenis pola asuh yang didapatkan. Diharapkan orang tua menerapkan pola asuh yang benar dan sesuai agar anak tidak mengalami kecanduan gadget serta peneliti selanjutnya dapat memperhatikan faktor-faktor lain yang dapat mempengaruhi kecanduan gadget. Dapat juga memperluas populasi dan sampel untuk memperluas generelisasi. Kata kunci: pola asuh orang tua, kecanduan gadget ABSTRACT Introduction: Parenting parenting in the development of technology and information is now very necessary, so that children can follow the development of technology positively. To get a positive impact and prevent children from negative impacts, good management efforts are needed, depending on the parenting style. Method: This study used a quantitative design with a cross sectional approach. The population in this study were 160 students using simple random sampling technique. The independent variable in this study is parenting while the dependent variable is gadget addiction. Data collection was done by distributing questionnaires directly to respondents using the PSDQ (Parental Style and Dimension Questionnaire) and SAS (Smartphone Addiction Scale) questionnaires. Result: The results of this study indicate that the majority of children who are addicted to gadgets get authoritative parenting with a percentage of 91.2% (146 respondents), consisting of low addiction with a percentage of 25.6% (41 respondents), moderate addiction , 6% (57 respondents), and 30.0% (48 respondents). Conclusion: Gadgets addiction that occurs in adolescents is influenced by the type of parenting that is obtained. It is expected that parents apply appropriate and appropriate parenting so that children do not experience gadget addiction and researchers can then pay attention to other factors that can affect gadget addiction. Can also expand populations and samples to expand generalization.. Keywords: parenting style, smartphone addiction

Examining the Relationship among Internet Parental Style, Personality, and Cyberbullying/Victimization

The aim of this study is to examine the effect of internet parental style on cyberbullying and cyber victimization of high school students and the relationship between big five personality traits, cyber bullying and cyber victimization. In accordance with this aim, 467 students studying in various high schools in Sakarya in autumn semester of 2014-2015 education year were selected as sample. 244 (52.1%) of the students are males, 223 (47.8%) of them are females. Cyber Bully/Victim Questionnaire, Internet Parental Style Scale and Big Five Personality Inventory were used as data collecting instruments in the research. In the research cyber bullying and cyber victimization were selected as dependent variables, big five personality traits (extraversion, agreeableness, conscientiousness, neuroticism and openness), internet parental style (parental control and parental warmth), gender and age variables were considered as predictive variables. To examining these relationships regression analysis was conducted. As a result of regression analysis agreeableness, parental control and gender were found as the predictors of cyber bullying. Second result of regression analysis showed that, gender and parental control were found as predictors of cyber victimization. The findings were discussed in the light of related literature.

Ατομικισμός – Συλλογικότητα και σχολικός εκφοβισμός

The relationship between bullying at school and cultural value orientation constitutes one of the most interesting topics in the international literature during the recent years. Media in Western countries, where individualist cultural values prevail, present collectivist societies as less sensitive towards individual freedom and individual needs. For this reason, they postulate that phenomena such as peer violence and bullying at school are more frequent and more intense in societies where individuals are subordinated to the coercion and expectations of the group. Some recent studies confirm the above rationale and attribute it to the authoritarian parental style that such societies adopt. however, some other studies support the idea that collectivism is a cultural orientation that aims to prevent individuals from getting involved in violent actions against the powerless. Power distance, a cultural dimension referring to the way that power is allocated among people, with either individualist or collectivist cultural values, seems to be the key for the clarification of this issue. Both individualism and collectivism can have a horizontal and a vertical dimension of power distance. horizontal power distance fosters equality and cooperation, whereas vertical power distance underlines hierarchy and submission to the directives of authority. The current paper aims to explore the relationship between the above variables presentingfindings from empirical research.

Σχολικός εκφοβισμός και θυματοποίηση: Ατομικές και οικογενειακές παράμετροι

The present paper aims at describing the factors that contribute in thedevelopment of bullying and victimization at school. Prior research has identified three distinct groups of children participating in the above phenomenon: bullies, passive victims and aggressive victims (or bully-victims). These groups have different profiles in their intraindividual(personal), as well as their family environments. The most important personal characteristics refer to their temperament, the degree of psycho-pathology issues, gender and age. Further, differences havebeen found in terms of attitudes such as attributions, and in terms of being different in a way that sets the individual apart from a mainstream group. Regarding family parameters, factors such as parentalinvolvement and parental style, as well as parental depression have been shown to be related to child bullying and victimization at school. Among the many explanatory models that have been suggested, verypopular are recently the transactional models, proposing that a bi-directional influence exists between parents and children.

Academic Achievement of Primary School Pupils: Investigating Home Environment Factors Contributing to Low Academic Performance

Home environment factors affect the mental and psychological capability of the learner to attain academic feats. This study investigated home environment factors contributing to low academic performance in primary school pupils in Ghana focusing on the Kwame Nkrumah University of Science and Technology (KNUST) Primary School in Kumasi. Home environment factors include socio-economic status, parental style and family size. Qualitative and quantitative data were collected from 120 learners and 60 parents of the institution using questionnaires and interview respectively. The results revealed that a significant number of pupils described their homes as not conducive for learning and this was largely attributed to the parental socio-economic status. Again, lack of parental involvement negatively influences the academic work of learners. The study concluded that parents should be encouraged to participate in regular Parent-Teacher Association (PTA) meetings to learn more about parental styles and strategies to be more involved in their children’s education. Keywords: Home environment factors, academic achievement, academic performance, socioeconomic status, parental style.

Indiscipline in South African Schools: the Parental / Community Perspective

South Africa is struggling with the problem of indiscipline in schools. The issue of indiscipline in South African schools has been subjected to research for almost two decades. This research has revealed that learner (in)discipline in a school is related to six sets of factors, namely learner-related factors, teacher-related factors, school-related factors, education system-related factors, parent-related factors, and society-related factors. All of these factors have now been researched in respect to the situation in South Africa, with the exception of the parent / community factor. The aim of this article is to report on research that was done regarding this outstanding factor with regard to learner (in)discipline in South African schools. The constructivist-interpretivist approach was employed, in order to recast information gleaned from available international literature into a theoretical framework. The South African context was then analysed by using the theoretical framework. It was found that within the parental-community factor in determining the state of learner-discipline in schools four sub-factors can be distinguished, namely parental style, parental model for example, family stress and parent-school relations. These have definite life-philosophical underpinnings, which are also outlined in analysing and interpreting the South African situation.