The Influence of Parenting Attitudes and Conversation Hours Between Parent and Child on Children's Happiness
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The purpose of this study was to extend research on parenting styles and parent-child socialization beyond the dyadic relationships and toward inclusion of variables that give information about the couple's co-parenting, that is, the way they work together as parents. At the initial assessment, 45 predominantly middle-class families with a preschool-age child took part in a laboratory visit. Both parents completed questionnaires about their marital relationship, while raters evaluated each parent's relationship with the child d'iring laboratory play sessions. A total of 38 families took part in follow-up assessments 2 years later, in which kindergarten teachers evaluated each child's academic and social adaptation to school. Correlational and multiple regression analyses examined the extent to which marital quality, the quality of mothers' and of fathers' parenting during dyadic sessions, and the differences between mothers' and fathers' parenting styles helped predict children's academic and social adjustment. Results demonstrated that although the quality of mothers' and fathers' marital life and parenting was linked with some aspects of children's adjustment during kindergarten, in many instances, information about the co-parenting system helped predict children's adjustment over and above the contributions of marriage and parenting. (Author/MDM) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OP EDUCATION OF lice of Educabsnal Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) X jr.s documnt has been reproduced as eCeived from the poreOn or cwgsnrzahon onginating it 0 Minor changes have been mad* to rrnpfoyst reproduction oulity Points ot view or opinrons slated VI hIs docurnenl do not necessarily rptuint othcmI OE RI position or policy The Co-Parenting System: Longitudinal Effects for Kindergartners of Differences between Mothers' and Fathers' Parenting Styles Joan A. Kaplan Department of Psychology University of California, Berkeley Paper presented at the biennial meeting of the Society for Research in Child Development, New Orleans, LA, March 1993 ABSTRACT The purpose of this study was to extend research on parenting styles and parent-child socialization beyond the examination of dyadic relationships and toward the inclusion of variables that give information about the couple's co-parenting, that is the way they work together as parents. The longitudinal effects of one aspect of co-parenting differences between the parenting styles of preschool-age children's mothers and fathers -on children's functioning two years later are explored. It was hypothesized the similarities in parenting styles (positive co-parenting evaluations) during preschool would be predictive of children's adjustment during kindergartenThe purpose of this study was to extend research on parenting styles and parent-child socialization beyond the examination of dyadic relationships and toward the inclusion of variables that give information about the couple's co-parenting, that is the way they work together as parents. The longitudinal effects of one aspect of co-parenting differences between the parenting styles of preschool-age children's mothers and fathers -on children's functioning two years later are explored. It was hypothesized the similarities in parenting styles (positive co-parenting evaluations) during preschool would be predictive of children's adjustment during kindergarten At the initial assessment, forty-five families with a preschool age child took part in a laboratory visit, and both parents completed self-report questionnaires about their marital relationship. Raters evaluated each parent's emotional expression, responsiveness, limit setting, and structuring during parent-child play sessions in a laboratory playroom. The differences between each mother's and father's style on these dimensions were used to represent their co-parenting. Thirty-eight of the families took part in the follow-up assessment two years later in which kindergarten teachers evaluated each child's academic and social adaptation to school. Correlational and multiple regression analyses examined the extent to which marital quality, the quality of mothers' and of fathers' parenting during dyadic sessions, and the differences between mothers' and fathers' parenting styles helped predict children's academic and social adjustment during kindergarten. Results demonstrate that while the quality of mothers' and fathers' marital life and parenting is linked with some aspects of children's adjustment during kindergarten, in many instances, information about the co-parenting system helps predict children's adjustment over and above the contributions of marriage and parenting. However, contrary to hypotheses, the extent to which mothers' and fathers behave in similar ways was not always predictive of their child's adjustment. Differences in the affective aspects of parenting styles were generally predictive of teachers' perceptions of children as having more externalizingslifficulties but also as having fewer withdrawn, immature and internalizing problems than other children. These findings are examined from a contextual and family systems perspectives. Though at times contrary to hypotheses, the results suggest the importance of incorporating family interactions and systemic constructs in parenting research. VIZ PERMISSION TO REPRODUCE THIS 1%.1419 MATERIAL HAS BEEN GRANTED BY ?mai ZIK141 R i
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The trend of working mothers is not uncommon anymore, starting from a desire to improve the economic status of the families to the desire for self-actualization, combined with the increasing number of women with higher education. Malaysian women comprise 50% of the work force, and 70% of them are married working women (Sabil & Marican, 2010). Mother and child interaction is very important for the development of the child. Each of the working mothers’ parenting style chosen must be appropriate for their children, in accordance with the dual responsibilities or roles that she is juggling with. A working mother who is not able to guide and give full attention to their children might have a negative impact on the child’s developmental outcomes. Thus, this study aimed to look at the relationship between parenting satisfaction and parenting style of working mothers. This study was conducted with 62 working mothers in Sultan Idris Education University who work for an average of 15-32 hours per week. They were 22-40 years old with children under 15 years old. These mothers completed the Parenting Satisfaction Scale (PSS) as a measure of parenting satisfaction and the Parenting Style Dimensions Questionnaire (PSDQ) to measure their parenting styles. The results of this study indicated that the working mothers tended to adopt the authoritative parenting style in their parenting practice, and the majority reported moderate level of parenting satisfaction. The results also showed there were differential relationships between parenting style and parenting satisfaction in the working mothers.
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The purpose of the researcher was to investigate attitudes toward parenting. The following independent variables were investigated: gender of the parent, age of the parent, number of children, ages of children, and marital status of parent. Dependent variables were scores from the following subscales of the Parental Attitudes toward Child Rearing Questionnaire: Warmth, Encouragement of Independence, Strictness, and Aggravation. The sample consisted of 95 usable copies of the questionnaire. Five composite null hypotheses were tested, employing a three-way analysis of variance (general linear model). A total of 68 comparisons were made, plus 68 recurring. Of the 68 comparisons, 20 were for main effects and 48 were for interactions. Of the 20 main effects, 8 were statistically significant at the .05 level. Of the 48 interactions, 7 were statistically significant at the .05 level. The results of the present study appeared to support the following generalizations: 1. female parents value warmth more than male parents, 2. female parents are more concerned with aggravation than male parents, 3. Parents of children age birth to 5 years value warmth more than parents of children age 6 to 10 years, and 4. significant interactions for gender of parent, age of parent and Encouragement of Independence; age of parent, number of children and Encouragement of Independence; number of children, age of children and Encouragement of Independence: age of parent, marital status of parent and warmth : age of parent, marital status of parent and Encouragement of Independence; gender of parent, age of parent and Strictness; and gender of parent, marital status of parent and Strictness.
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Three hundred sixty-five 2-parent families from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development were rated by trained observers on their parenting behavior at 6 assessments ranging from 6 months after the child's birth to when the child was in fifth grade (M = 10.4 years old at fifth grade). Across assessments, parents reported on their parenting beliefs and mothers reported on the child's externalizing behavior problems. Parenting beliefs predicted change in parenting behavior, and to a lesser degree parenting behavior predicted change in parenting beliefs. Parenting behavior and parenting beliefs both showed reciprocal effects between coparents, after controlling for child externalizing behavior and parent education. (PsycINFO Database Record
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The relationship between maternal employment and maternal and paternal parenting styles is investigated in this study. Subjects included 117 two-parent families with elementary school children. Responses were obtained from 111 mothers and 24 fathers. The survey was conducted by a telephone interview lasting 10-15 minutes in duration. Questions concerned: (1) parental employment status; (2) si)ousal relationship; (3) parent-child relationship; (4) and parenting practices. Results showed that nonemployed mothers were most likely to have perceived high spousal support of their parenting. No significant differences were found between families with employed and unemployed mothers for frequency of children's baths, a specific parent preferred for comfort, or the number of breakfasts and dinners the family shared together. Few significant parenting styles emerged. Results suggested that in response to the child pushing another child, nonemployed mothers were more likely to use vrrbal interventions, whereas employed mothers were more likely to use behavioral and control interventions. Contains 11 references. (SR) *****************************u***************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** The Relationship Between Parenting Style and Maternal Employment in Families with Elementary School Students Kelly Brown, Tara Cope, Tara Oberholtzer, Suzanne Rojas, Robin Scheideler, and Dr. Catherine Chambliss U S DEPARTMENT OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) CI This document has teen I eploduced as received horn the person or organization CI Minor changes have been made to rrnprove reproduchon quality Pornis ol vim% or oprnrons stated In Ihrs decumen do not necessarily represent cAoatOEMmsdloomtrolIcy Ursinus College
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The present research examined the relationship between parenting practices and children's characteristics. Specifically, the study focused on the children's characteristics, such as age, gender, birth order, and family structure, which influence parenting practices and have an impact on children's family relations, school performance, social competence, and children's self-esteem. The sample consisted of 336 Greek-speaking parents who had children age six up to twelve years old. Most of the participating parents were mothers (77%), with an average age of 35,7 +5,18. A large majority of the participants (75%) were a part of two parents-family, and 25% were a one parent-family. Parents answered four self-report questionnaires: Α Personal Information Form (PIF) was used to collect information about family and children's characteristics, the Parental Acceptance-Rejection Questionnaire (PARQ-mother and father version), the Parental Authority Styles (PAQ) Questionnaire and the Children's Family Relations, School Performance, Social Competence, and Self-Esteem Questionnaire. Research results showed that children's characteristics (gender, age, and birth order) are significantly related to parents' parenting styles. Furthermore, the family structure (one or two parents - family) was statistically significant in parenting practices. As a result, parenting practices affected children's family relations, social competence, school performance, and self-esteem.
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Introduction: The aim of the present study was to explore the relationship between testanxiety and parenting style.
Method: Democratic attitude of parents, acceptance of parents bythe child, parental attitude regarding academics, parental expectations and gender stereotypedperceptions of parents regarding academics were evaluated in the domain of parenting style in aconvenience sample of 207 students and 200 mothers.
Results: A statistically significantnegative correlation was observed between test anxiety and democratic attitude of parents andacceptance of parents by the child.
Conclusion: Inculcating a democratic style of parenting andgreater acceptance of parents among children may prevent or ameliorate test anxiety.
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