Maternal Parenting Stress, Mother-Child Interaction Activities, Maternal Parenting Behaviors, and Preschoolers’ School Readiness in Early Childhood: Longitudinal Effects on Children’s Academic Ability at School Entry

Objectives: The main purpose of this study was to explore the longitudinal effects of maternal parenting stress, mother-child interaction activities, maternal parenting behaviors, and preschoolers' school readiness on children's academic ability at school entry in early childhood.Methods: This study used data from the seventh (T1) and eighth (T2) wave (2014ㅡ2015) of the Panel Study on Korean Children. The participants of this study were 942 between 6 and 7-year-old children and their mothers. Data analysis was performed using structural equation modeling.Results: First, the relationship between maternal parenting stress and children's academic ability at school admission was sequentially mediated by mother-child interaction activities and preschoolers' school readiness. The higher the maternal parenting stress, the lower the mother-child interaction activities, and the lower the mother-child interaction activities, the lower the degree of preschoolers' school readiness. The poor degree of preschoolers' school readiness was related to the children's low academic ability at school entry. Second, the relationship between maternal parenting stress and children's academic ability at school entry was sequentially mediated by parenting behaviors and preschoolers' school readiness. The higher the maternal parenting stress, the less positive maternal parenting behaviors were, and the less positive maternal parenting behaviors were, the lower the level of preschoolers' school readiness, and the lower the children's academic performance at school entry.Conclusion: This study indicated that maternal parenting stress, mother-child interaction activities, maternal parenting behaviors, and preschoolers' school readiness in early childhood influenced firstgrade children's academic performance.

A Study on the Longitudinal Relation Between Maternal Parenting Stress, Warmth Parenting, and Children’s Aggressive Behavior Using Autoregressive Cross-Lagged Modeling : a Multigroup Analysis Across Income Levels

Objectives: This study aimed to analyze the longitudinal relationship between maternal parenting stress (MPS), warmth parenting (WP), and children’s aggressive behavior (CAB) in early childhood across income levels.Methods: An autoregressive cross-lagged model was used to assess the mothers and children of 723 families from the Panel Study on Korean Children across the sixth (age 5), seventh (age 6), and eighth (age 7) waves, and bootstrapping was conducted to examine the mediation effects. Further, a multigroup analysis was performed to assess the model’s hypothesized relationships for the low-income and middle-income groups. IBM AMOS 23.0 and SPSS Statistics 26 were used to analyze the data.Results: The results are summarized as follows: First, MPS, WP, and CABs remained unchanged over time. Second, MPS had a significantly negative impact on later WP, and WP negatively affected later MPS. Third, prior WP had a significantly negative impact on CAB. Furthermore, the relationship between MPS and CAB was mediated by WP. Lastly, during the study period, the multi-group analysis found no significant differences in the autoregressive cross-lagged model between the two income groups (the low-income and middle-income groups).Conclusion: The findings revealed that MPS reduced WP, which exacerbated CAB. By illustrating the link between MPS, WP, and CAB, it was highlighted that educational interventions for mothers to minimize parenting stress are likely to have a positive influence on children’s aggressive behavior. More implications are also discussed as a result of these findings.

Facilitative Parenting of Adolescent Self Disclosure

This study aims to find out empirically whether there is a relationship between facilitative parenting and adolescent self-disclosure. The hypothesis used is that there is a positive relationship between facilitative parenting and adolescent self-disclosure. Where the higher the level of concern, the higher the level of self-disclosure of adolescents when they are high and concern is low, the lower the self-disclosure of adolescents. The research subjects were students living with their parents, female and male and aged 15-18 years. The number of research subjects was 82 people, consisting of 35 women and 27 men. The adolescent self-disclosure scale that based on the theory of Buhrmester & Prager in Bauminger (2008). Parenting scale based on theory and Grolnick (2009). Method of data analysis using product moment correlation technique. The results of the analysis have a normal data distribution with a linear correlation. While the correlation coefficient between maternal parenting and adolescent self-disclosure to mothers is 0.494 and p = 0.000 (p <0.05) with an effective contribution of 0.244. While the father's self-disclosure analysis obtained the results of 0.727 and p = 0.000 (p <0.05) with an effective contribution of 0.529

Influences of Maternal Parenting Stress on Child Behavior Problems: Examining Harsh and Positive Parenting as Mediators

Extant research demonstrates associations between parenting stress and child internalizing and externalizing problems, with evidence that parenting behaviors may mediate these associations; however, few studies have been longitudinal. The current study tested whether harsh and positive parenting mediated associations between maternal parenting stress and child internalizing and externalizing problems. Data from the Fragile Families and Child Wellbeing Study were utilized, with 2,606 families who completed the year nine wave included (37% less than high school; 60.2% married/cohabitating; 50% Black, non-Hispanic; 24% Hispanic; and 26% White, non-Hispanic). Analyses revealed parenting stress at age three was significantly associated with higher child internalizing and externalizing problems at age nine. Further, positive but not harsh parenting mediated the link between parenting stress and externalizing problems. Parenting did not mediate the association between parenting stress and internalizing problems. Findings suggest harsh and positive parenting differentially explains associations between parenting stress and child internalizing and externalizing problems.

Literature Review : Hubungan Pola Asuh Ibu Dengan Kejadian Stunting

The prevalences of stunting in Indonesia ranked third in Southeast Asia. The factors that causes stunting in the lack of nutritional intake. Malnutrition can occur during pregnancy and early after the baby is born. However, the stunting can be identified when the baby is two years old. Support for good nutritional intake needs to be supported by mother’s good parenting style. To describe the correlation between mother’s parenting style and the stunting. The research design used was a literature review with a correlation approach, with a literature search using Garba Garuda and Google Schoolar according to keywords and analyzed using JBI (Joanna Briggs Institute). The 940 sampels were obtained from 5 research articles. The results of the analysis of the 5 articles showed that good parenting was 491 (52,23%), poor parenting was 449 (47,77%) and stunting was 406 (43,18). The results of the chi-square test obtained p-value <0.01 which means that there is a significant relationship between maternal parenting and the incidence of stunting. OR value = 4,1 which means that poor parenting is at risk of stunting by 4,1 times compared to good parenting.Keywords: Parenting Style, Parenting, Stunting AbstrakTingginya prevalensi stunting di Indonesia menduduki peringkat ke tiga di Asia Tenggara. Faktor penyebab terjadinya stunting adalah kurangnya asupan gizi. Kekurangan gizi dapat terjadi sejak dalam kandungan dan masa awal setelah bayi lahir namun, stunting akan tampak setelah bayi berusia dua tahun. Dukungan asupan gizi yang baik perlu ditunjang dengan pola asuh ibu yang baik. Penelitian ini bertujuan untuk mengetahui hubungan pola asuh ibu dengan kejadian stunting. Desain penelitian yang digunakan adalah literature review dengan pendekatan korelasi, dengan pencarian literature menggunakan Garba Garuda dan Google Schoolar sesuai dengan kata kuncidan ditelaah menggunakan JBI (Joanna Briggs Institute). Sampel sejumlah 940, didapatkan dari 5 artikel penelitian. Hasil analisa dari kelima artikel didapatkan hasil pola asuh baik 491 ( 52,23%), pola asuh buruk 449 (47,77%) dan kejadian stunting 406 (43,18). Hasil uji chi-square diperoleh p-value <0.01 yang berarti ada hubungan yang signifikan pola asuh ibu dengan kejadian stunting. Nilai OR = 4,1 yang berarti bahwa pola asuh yang buruk beresiko mengalami stunting sebesar 4,1 kali dibandingkan dengan pola asuh yang baik.Kata kunci:Parenting Style, Pola Asuh, Stunting

The Effects of Maternal Parenting Behaviors and Middle School Students’ Self-Determination Motivation on Self-Regulated Learning

Objectives: This study aimed to examine the effects of maternal parenting behaviors and middle school students’ self-determination motivation on self-regulated learning. We also aimed to explore the mediating effects of self-determination motivation between maternal parenting behaviors and middle school students’ self-regulated learning.Methods: A total of 306 middle school students (91 males and 215 females) participated in this study. They responded to questions regarding their mothers’ parenting behaviors (i.e., warmth-rejection, autonomy support-coercion, and structure-chaos), their self-determination motivation and self-regulated learning (i.e., cognitive regulation, motivational regulation, and behavioral regulation). Data were analyzed using structural equation modeling. The bootstrapping method was used to examine whether the mediating effect of self-determination motivation was significant.Results: First, maternal parenting behaviors did not have a direct effect on middle school students’ self-regulated learning. Second, maternal parenting behaviors had an indirect effect on self-regulated learning through middle school students’ self-determination motivation. Consequently, the more positive the mother’s parenting behaviors were, the higher the middle school student’s self-determination motivation, which led to higher self-regulated learning.Conclusion: Findigns from this study highlight that in present society where pressure for academic achievement is great, voluntary participation with interest-based learning can result in increase of the efficiency and production of learning in middle school students. These findings can be utilized in a development of self-regulated learning programs for adolescents or parent education programs to improve the learning environment for students. This study contributed to the field by examining effects of both positive and negative parenting behaviors on cognitive, motivational, and behavioral aspects of self-regulated learning.