Search

Despite reasons to believe that paternal incarceration has heterogeneous consequences for children, little research explores the processes underlying variation in children's responses to this adverse event. We use data from the Jail and Family Life Study, an in-depth interview study of incarcerated fathers and their family members (including their children), to understand the heterogeneous processes linking paternal incarceration to children's well-being. Children commonly reported that their father's incarceration restructured their lives by altering their emotional and instrumental responsibilities. Within each of these domains, though, children expressed considerable variation in their responses, with some children seamlessly stepping into new responsibilities stemming from paternal incarceration and other children, especially older children who had witnessed their fathers' frequent entanglements with the criminal legal system, consciously stepping away from these responsibilities. These findings illustrate the range of responses that children have to paternal incarceration, shedding light on processes that have not been observed in survey research.

Fathers make important contributions to children's learning and development; however, schools and community organizations consistently report challenges to engaging fathers in their work. As part of a larger community-based participatory research project, a local fatherhood coalition created and distributed a survey to learn how various organizations and programs supported or marginalized fathers in their work. A mixed methods analysis of survey data indicated that K-12 schools were significantly less father-friendly than social service organizations, with K-12 schools disclosing that little to no services targeted fathers and most family engagement efforts prioritized mothers or assumed father disinterest. Comparatively, some social service organizations reported father-specific programming or early efforts to change policies and practices that unjustly favored mothers. However, most organizations, including K-12 schools, needed greater guidance and resources to become more father-friendly. In this article, we describe how the fatherhood coalition utilized survey results to guide their efforts in supporting local fathers and transforming organizational practices to make family-related programming and activities more inclusive of fathers and other male caregivers.

The objective of the study was to evaluate the effects of fathers' participation in the Father Support Education Programme on their perception of their role as fathers and the development of play skills in their children. The study sample comprised 40 fathers whose children, aged 5 and 6, were enrolled in independent pre-schools located in the city centre of Bartin. The experimental design of pre-test and post-test control group was adopted to facilitate the study. All technical terms were defined when first used. The study comprised 20 fathers, who were divided into control and study groups. Fathers in the study group received the Father Support Education Program over a period of 10 weeks, while no education program was provided to the control group. Information was collected using the "Personal Information Form," "Father Role Perception Scale (FRPS)," and "Game Skills Assessment Scale (PSAS)." The research's quantitative data was analysed using the SPSS (Statistical Package for Social Sciences) programme for Windows 22.0. To compare continuous data between two independent groups, the t-test was employed. The analysis established that following the educational programme, fathers in the study group exhibited a significant difference between their pre-test and post-test mean scores for their roles in their children's play skills. It was found that the Father Support Education Programme had a positive impact on fathers' roles and the development of children's play skills.

Prior to the emergence of the coronavirus disease in 2019 (COVID-19), studies revealed lower involvement of fathers in the education of learners who are Deaf and Hard of hearing (LDHH). Although research evidence reveals that work structure and other commitments may be responsible for fathers' limited involvement in the education of their children, there is limited research evidence on the involvement of fathers of LDHH in remote education during the COVID-19 lockdowns. Based on the perceptions of mothers of LDHH, this study therefore explored fathers' involvement in the remote education of their LDHH. Hinged on the Theory of Planned Behaviour, two research questions were raised and answered in the study. Eight mothers of LDHH from KwaZulu-Natal province in South Africa participated in this qualitative study. Data was gathered via a semi-structured telephonic interview, and the collected data was analysed thematically. The findings revealed that: (1) the involvement of fathers in the remote education of LDHH saw a fair increase during the lockdowns when compared to the pre-COVID-19 era; (2) father-child communication approaches, technical devices needed for remote learning, and ability to intervene promptly when technical glitches arises were factors that influenced the perceptions of the fathers' involvement in the remote education of LDHH during the lockdowns. Based on the findings, appropriate recommendations were made for policy and practice.

Adolescents' interaction with their parents at home is pivotal for their physical and mental health, which can further influence their academic achievement at school. However, every culture has distinctive parenting elements which are distinguishable from other cultures. This study explored the influence of parenting styles on adolescents' academic achievement through the mediation role of learning engagement in a Chinese cultural context. A questionnaire was distributed among parents and students, and 1,557 valid responses were received and analyzed using SPSS software, PROCESS macro, Microsoft Excel, and JASP. The results indicated a positive and significant effect of parenting styles on students' academic achievement, with students' learning engagement partially mediating such relationship. Dimension-wise, parents' emotional acceptance positively influenced students' academic achievement, but rejecting and overprotecting them had negative repercussions. A comparison between fathers and mothers showed a higher effect of mothers' parenting styles compared to that of fathers. Generally, students' behaviors result from different forces which act in and outside them, making this study a wake-up call for cherishing collective efforts from parents, teachers, and students toward improving academic performance.

Educational process inequality is an important branch of higher education fairness and the role difference of student leaders is one of the important phenomena of educational process inequality. Based on the employment administrative data of 2018 college graduates in a province in central China, this paper investigates the relationship between family background factors and college students serving as student cadres by using Multiple Logit Regression. The results show that the father's work unit and the father's educational level have a significant impact on college students as student leaders. The students whose father works in a unit within the system and whose father has a college degree or above were more likely to be student cadres. However, the poor students with disadvantaged family economic resources are more likely to serve as student leaders, which is contrary to the expected conclusion. Scholastic attainment can effectively adjust the positive influence of family background factors on the experience of student cadres and promote the relative equality of education process.

In response to the dearth of research focusing solely on immigrant fathers, we propose the Integrative Conceptual Model to investigate the psychological well-being of recent immigrant fathers from East Asia to the United States. This model addresses how multiple factors in the society (e.g., policy), work and community (e.g., employment), family (e.g., father-child and couple relationships), and individual (e.g., education) levels in the host and home countries are linked to East Asian immigrant fathers' adaptation to their new environment. More specifically, we focus on the unique risk factors and protective factors to their adjustment, which are vital to the psychological well-being of recent immigrant fathers from East Asia. The Integrative Conceptual Model contributes to the limited fatherhood literature to help understand the multifaceted nature of immigrant fatherhood. Implications include creating culturally sensitive education and intervention programs for East Asian immigrant fathers.

Father involvement is known as one of the most important issue in the family system for the healthy development of children almost all stages of development. Today there are a lot of studies indicating that positive and high levels of father involvement have a positive effect on children's social, cognitive, emotional and physical development. Fathers' active and positive participation to all kinds of child-related activities in the family as much as mother is required to support children's healthy development. Unfortunately, still most of the studies indicate that fathers do not participate in all child-related activities in the family as much as mothers if the society they lived does not support high and quality father involvement. Although this seems as a personal preference, it is not since today we clearly known that father's involvement can be encouraged through societal expectations and father-friendly social policies that encourages fathers' involvement. Strong and father-friendly social policies have the power to promote father involvement and egalitarian parental roles in the family. In Turkey, social structure and social policies are not so strong to support high father involvement. Instead, they encourage traditional gender roles that emphasize provider role of fathers and primary caregiver role of mothers. In this qualitative descriptive study, 20 biological-resident father of 4-6 years old children were asked to suggest social policies which they thought to promote fathers' high involvement. Fathers' answers are discussed in the context of Turkish social policies.

A family-skills program for Latino fathers and youth was implemented to prevent youth obesity. Lessons learned focused on practices to address barriers to engagement and retention among fathers and youth within the Latino community. Program development issues included selection of organizations, facilitators, language, and delivery methods. Implementation issues included timing and location. Cultural issues regarding learner needs, and teaching and implementation methods need to be considered. Using the lessons learned, Extension professionals can create impactful programs that engage and retain Latino fathers and youth.

This study aims to examine the relationship between the academic achievement of primary school students and their academic grit. It also tried to determine whether the academic grit of the students affected various variables. The research is a quantitative study based on the relational screening model. The study sample consists of 400 fourth-grade students in the center of Sivas, which was determined by the proportional stratified method. Personal information form and Academic Perseverance Scale were used as data collection tools. According to the study results, a significant relationship was found between academic achievement and academic grit. This relationship was found to be significant, moderate, and positive. In addition, the study determined that academic perseverance differed significantly according to gender, father's education status, socioeconomic status, and pre-school education status. However, it was observed that academic perseverance did not differ according to the number of siblings and the mother's educational status.

This community-based project explored levels of father-friendliness across local organizations, agencies, and schools. A community coalition of individuals from diverse backgrounds and roles created a community survey to gather quantitative and qualitative information from individuals who worked with children or families. An analysis of survey responses (N=122) led to descriptive and thematic results of how the community served or marginalized fathers. Results were used to guide efforts in father engagement across various professional sectors.

This study was conducted to examine the effect of parental attention on the self-regulation ability of children aged between 48 and 66 months who have just started their preschool education. For this purpose, an example of a training program to improve parental interest was prepared for the parents of the children participating in the study. The study group consisted of 40 children who attended an independent kindergarten affiliated to the Ministry of National Education in Nilüfer District of Bursa Province in the 2019-2020 academic year and their mothers (40) and fathers (40), totaling 120 people. The "Parental Interest Scale for Children" and the "Preschool Self-Regulation Scale (OÖDÖ)" have been used as data collection tools. In addition, the "General Information Form" was used to obtain information from the participants. The obtained data were analyzed with 'Statistical Package for Social Science (SPSS)' 26 package program. In light of the findings, it was seen that parental attention has an effect on the self-regulation ability of children aged between 48 and 66 months who have just started their preschool education, and this positively observed effect is due to an increase in parental interest. As a result, when the correlation test analyzes between parental interest scores and self-regulation skill scores are considered. Parental interest has a positive effect on the self-regulation skills of 48-66-month-old boys and girls who have just started preschool education. Training aimed at improving parental interest is effective in achieving this.

The aim of this study is to investigate the level of social acceptance of students with typical development in inclusive classes towards individuals with special needs in terms of certain variables. In this study, the screening model was used, which is one of the quantitative research methods. The reason for choosing the screening model in the research is to determine the relationship between different variables such as gender, parents' education level, and whether there is a person with disability in the student's immediate environment and the level of social acceptance. In the 2019-2020 academic year, 1083 6th, 7th, and 8th-grade students in inclusive classes in public secondary schools in Türkiye participated in the study. The Social Acceptance Scale was used in the study. The statistical package was used to analyze the data. The results of the study revealed that there was a significant difference in social acceptance levels of students with typical development towards their peers with special needs (p<0.001) according to the variables as gender, father's education level, grade level, Having a person with disability among relatives, previous attendance to kindergarten and nursery in the past, family status. However, it was found out that there was no statistically significant difference between the mother's level of education of the students with typical development and their social acceptance levels towards their peers with special needs. [Note: The page range (470-492) shown on the PDF is incorrect. The correct page range is 469-492.]

In this article we examine students' attitudes towards participation in higher education in Cameroon and consider the role of personal and socioeconomic factors in their post-school educational trajectories. The data were drawn from a questionnaire survey of 1,860 final-year secondary school students from Yaoundé, Cameroon, as well as supplementary interviews with 16 students. The findings show that the majority of respondents indicated a preference to continue their education after the end of secondary school and participate in some form of higher education. However, contrary to previous studies that identify gender or SES segregation in higher education participation, the findings in this study suggest that the influence of SES and gender on students' attitudes was minimised in the later stage of secondary schooling. Among the relatively minor external influences, institutional factors surpass family influence, and fathers' influence is stronger than that of mothers, echoing the patriarchal cultural background in Cameroon. Considering the positive attitudes revealed in this study, it is suggested that more external efforts could be made to respond to students' optimistic attitudes and smooth their transition processes. Higher education institutions should improve their capability to enrol and accommodate more students and patriarchal culture should also be challenged to boost women's educational opportunities.

The aim of this study was to investigate the effect of a Father Training Program (FTP) on the social skills of pre-school children. The study was carried out in two preschools in the central province of Kilis in Turkey. A pretest-posttest control group experimental design was implemented in this study. Both the study group and the control group consisted of 40 preschool children and their fathers from different preschools. The FTP was implemented with fathers in the experimental group for twelve weeks, but the FTP was not applied to the fathers in the control group. In this study, Social Skills Assessment Scale (SSAS) was used. Data were collected by preschool teachers before and after FTP. Covariant analysis with one factor (ANCOVA) and t test were used to analyze the data. At the end of the FTP, it was observed that there were statistically significant differences between the children in the control group and experimental group in terms of their level of social skills (p<0.01). It was observed that the difference between the mean scores of post-test and retention tests of the children in the experimental group was insignificant and the effect of the FTP was continuing. This shows that training program including fathers has an effect on children's social skills.

Purpose: As part of a larger grant-funded project, a professional development (PD) series was conducted within the framework of a school-university partnership to improve teachers' capacity to meaningfully include fathers and father figures in the school environment, with a particular focus on fathers of children with disabilities. The authors sought to understand the extent to which a school-wide PD framed through the lens of a father of a child with a disability might inform practice with sustainable implementation. Due to the pandemic, the original format of the PD was redesigned for virtual delivery. Design/methodology/approach: A three-phase data collection and analysis approach included a pre-PD survey, a post-PD survey and a one-year follow-up survey. All surveys included both quantitative and qualitative self-report data components. Findings: Results suggest school personnel found the virtual PD valuable, gleaning several useful strategies for reflecting on their own practices, working to improve communication with families of children with disabilities and more meaningfully including fathers and father figures in future school-related activities and programing. Research limitations/implications: First, the sample size of the present study was small, and participation was variable across PD sessions. In addition, participants self-selected into the series, and therefore, they may be more likely to value father-figure involvement with or without participation in the PD series. The small sample size may minimize the generalizability of these results across other replicable settings and participants. Second, the results of the pre-PD survey could be positively skewed since the university partner's initial delivery of PD related to this topic began in 2018. In the pre-PD survey, the majority of respondents indicated, as an example, that they believed father involvement was correlated with higher academic achievement. It is not clear if respondents held these beliefs independently at the inception of the partnership or if they perhaps learned of these connections during an earlier PD offered by the authors. Practical implications: The current study offers a small glimpse into the world of a school-university partnership and its ability to actualize meaningful reflection on family engagement practices. Results also indicate a greater awareness of significant male figures/fathers and their needs. Content delivered during each PD supports capacity building in terms of teachers' ability to see fathers and father figures as meaningful contributors within the context of the school environment. Participants mentioned that the PD taught them ways to recognize and remediate some of the insidious communication barriers that exist. Social implications: Participants stated that they grew in their understanding of intentional connections with significant male figures, noting a concerted effort to ensure communication of information pertaining to school events, conferences and, in some cases, individualized educational programs (IEPs). Staff members also felt as though the pandemic fostered greater connections with fathers who were working at home and who were simultaneously helping their children access online learning platforms. However, it is noteworthy that the latter benefit was likely a positive side effect of mandatory home-based learning as opposed to a direct result of the present study. Socially, the authors all find ourselves embarking on a bit of social uncertainty, where perhaps it is no longer appropriate or significant to mention one's gender. Nonetheless, the research highlights the unique contributions that fathers and father figures can make to children's positive trajectory, and the authors espouse that the current study suggests that virtual PD sessions can help train school personnel to recognize and foster such relationships. Originality/value: The past few decades have ushered in an awareness of significant male involvement and its importance in the development of young children. Despite this surge of interest, the research on father/significant male involvement in the school context remains limited. Additionally, the implementation of virtual PD and its potential positive impacts remain largely unexplored, especially when the intersection with father engagement practices is considered. As such, the authors espouse that the present study reflects a unique combination of content and pedagogy.

Introduction: The study aims to investigate the perceived paternal attitudes of children aged between 9 and 17 years in relation to some variables such as child's gender, child's age, the number of siblings, father's working status, and father's level of education. Methods: The study used a survey design. The sample group consisted of 424 children aged between 9 and 17 years, including 233 girls and 191 boys. The data were collected using the Child Raising Styles Scale developed by Sümer and Güngör (1999), and a General Information Form. The data were analyzed using SPSS software. An independent samples t-test and one-way analysis of variance (ANOVA) were used to test whether there is a single significant difference in the dataset. The Scheffe test was used to determine the groups that caused the significant difference. Results: The level of significance was set at p<0.05 in all statistical analyses. There was no significant difference in father's acceptance/attention in terms of child's gender and the number of siblings, while a significant difference was found in terms of child's age, father's working status, and father's level of education. There was no significant difference in children's perceived paternal attitudes according to child's gender, child's age, number of siblings, father's working status, and father's level of education in the supervision/control dimension. On the other hand, there was a significant difference according to child's age, child's gender, number of siblings, father's working status, and father's level of education in the acceptance/attention dimension. Discussion: Taken together, the research results showed that fathers' child-raising attitudes vary. Some results are consistent with earlier studies, and some are contrast to earlier studies. A possible explanation for this might be factors such as place, time, sample, changes in parental attitudes, and socio-cultural changes. Limitations: The sample consisted of 424 children aged between 9 and 17 years including 233 girls and 191 boys. Conclusions: Parents' attitudes and behaviours in raising their children are different. These differences may result from parents' expectations of their children, parents' enjoyment of the parenting role, the number of children, children's birth order, children's gender, children's personality traits, parents' personality traits, and the interaction that parents had with their parents in their childhood. These factors have an impact on parents' attitudes and behaviours and determine the form and quality of the relationship between the mother, father, and child.

Depression is a major global health concern, especially among mothers of young children in low- and middle-income countries (LMICs). While various risk and protective factors have been well-established, the role of fathers in potentially mitigating maternal depression remains understudied. This study aimed to investigate the association between father involvement and maternal depressive symptoms in rural Western Kenya. We used cross-sectional baseline data collected in February-March 2023 from a cluster-randomized controlled trial evaluating the effectiveness of a community-based parenting program for improving early childhood development. Primary caregivers with children 0-18 months of age were enrolled into the trial across 51 villages in Nyamira and Vihiga counties. We analyzed data from 413 mothers who were in a relationship with a male partner (i.e., father of the young child). Maternal depressive symptoms were measured using the CESD-10. Father involvement was reported using a multidimensional measure of men's engagement in childcare activities, household chores, early learning activities, and affection towards their child. We used multilevel regression models to estimate the adjusted associations between father involvement (overall score and by specific domains) and maternal depressive symptoms. We also conducted exploratory subgroup analyses to assess whether this association differed by child age. Overall, greater father involvement was associated with fewer maternal depressive symptoms. Specifically, fathers' engagement in household chores and childcare activities had the strongest protective associations. Exploratory subgroup analyses revealed larger associations for mothers with younger children under 6 months. Our findings suggest that father involvement is a protective factor for maternal mental health. Engaging fathers in early childhood interventions and encouraging men's involvement in caregiving activities may potentially benefit maternal well-being.

This study was conducted to determine the situation in Türkiye in terms of fathers looking after their children in public settings. For this purpose, natural observations of parents who came to playgrounds, movie theaters, stores, toy stores, and restaurants with their children aged 3-5 years were made in the study. Observational data were collected from 522 children and parents who came to the shopping mall with their children in Ankara, the capital of Türkiye. The study found that mothers looked after their children in public settings more than fathers did. However, fathers spending time with the child varied depending on whether it was the weekend or a weekday. Fathers look after their children more on weekends than on weekdays. In the study, it was determined that the gender of children was influential in parents looking after them and that fathers mainly looked after boys and mothers mainly looked after girls, but the children's age had no effect. These results are significant in that they show that fathers in Türkiye maintain their traditional understanding of looking after their children less while looking after their sons more than mothers; however, they are experiencing a shift toward the new paternal role during weekends.

The relationship between parents and children is important for realizing developmental tasks, intra-family, and peer relationships. Self-concept and self-esteem are closely related to a person's personality and identity. This study examined the relationship between 5th grade primary school students' secure attachment to their mothers and their self-perceptions. The study group consisted of 431 5th grade students in a secondary school, aged 12-13 years. Piers Harris' Child Self-Concept Scale (PHCSCS) and Kerns Secure Attachment Scale-KSS were used to collecting data. The correlation coefficient and the decision tree CHAID algorithm, one of the classification techniques, were used to estimate data trends in the data analysis. The CHAID analysis was used to decide whether demographic characteristics and secure attachment to the mother, which are independent variables, affect self-perception, the dependent variable, and the extent of this effect. Finally, secure attachment to the mother and self-perception in middle childhood were related to the father's occupation; family structure, birth order, and gender were important variables in the child's self-perception. It was found that the mother-child secure attachment pattern in middle childhood affected the development of high self-perception. It is foreseen that the consequences of the study will provide to the literature.

This study examines secondary school students' attitudes towards robotics, self-regulation skills, and meta-cognition awareness. The research was conducted in the correlational research model, one of the general survey models. The research sample comprised 68 secondary school students who attended a robotic course for two terms. The research data were collected using online data collection tools consisting of two parts. The first part is demographic questions, and the second contains attitudes towards robotics, self-regulation skills, and meta-cognition awareness Scale items. Descriptive statistics, ANOVA, T-Test, and Pearson Correlation analyses were used to analyze the data. While there was no significant difference between students' attitudes towards robotic activities, self-regulation skills, and metacognitive skills according to their education level of mother and father, a statistically significant difference was found between self-regulation skills and grade level. The self-regulation scores of fifth and sixth grade students are significantly higher than those of seventh grade students. Finally, a high positive correlation was found between students' attitudes towards robotic activities and their self-regulation and metacognitive skills.

Findings from a research synthesis of the relationships between family needs and parent, family, and child functioning are reported. The synthesis included 31 studies conducted in 12 different countries. The studies were conducted between 1987 and 2021 and included 4,543 participants. Eight different family needs scales or adaptations of the scales were completed by the study participants (mothers, fathers, or grandmothers of children with developmental disabilities, autism spectrum disorders, or medical conditions). The outcome measures included caregiver psychological health, parenting stress, parenting burden, parenting beliefs, family coping strategies, family functioning, family support, and child functioning. The correlations between family needs and the outcome measures were used as the sizes of effects for evaluating the strength of the relationships between measures. Results showed that unmet family needs were associated with more negative and less positive family and family member functioning and fewer unmet family needs were associated with more positive and less negative family and family member functioning. The sizes of effect for parenting stress and burden were larger than were the sizes of effects for each of the other outcome measures. Child condition and study quality moderated the relationship between family needs and parenting stress and burden but not the other outcome measures. The results are discussed in terms of one component of family systems intervention models.

Success is a concept that is desired by everyone. In the Turkish education system, Anatolian high schools are considered one of the most prestigious schools which accept students via national central exams. The purpose of this study is to reveal indicators explaining the placement into Anatolian high schools, which is an important sign of success, in socioeconomically different regions. Logistic regression analyses were used as a prediction design. Data was collected from the 1049 10th grade high school students in Istanbul. According to findings, the indicators affecting the probability of studying in Anatolian high school differ between the low life quality indexed region (LLQR) and the high life quality indexed region (HLQR). In LLQR GPA, gender, number of people in the household, and mother's monetary contribution were found as significant indicators. In HLQR GPA, father's income and mother's education level were found as significant indicators. These results are discussed using the main theories of educational sociology.

This study examined the relationship between young children's cognitive development and fathers' engagement in early childhood. The study examined fathers' home engagement patterns based on literacy, play, and caregiving activities when their children were 9-month-old and these patterns of engagement in 9-month-old were related to children's cognitive development in preschool. Latent class analysis (LCA) procedure was used to create subgroups/classes of fathers based on their actual engagement. The study employed multiple data sources from Early Childhood Longitudinal Study-Birth Cohort (ECLS-B). The data sources include a self-administered resident father survey, direct child assessment, and parent interviews. The results of the study suggested that there were five distinct classes of fathers based on their actual engagement. A total of 6.200 fathers were included in the analysis to create father classes. In the regression analysis, a total of 4.800 children were included. Although father classes were mostly similar, there were two distinct father classes with different actual engagement patterns based on child's gender. Although, the class of fathers with the highest likelihood of engaging their infant girls had a negative effect on girls' literacy and mathematics scale score in preschool, the results regarding children's later educational outcomes were mixed.

The aim of this research is to examine the philanthropy tendencies of university students in terms of whether they have received sports education or not and some variables. Survey model, one of the quantitative research methods, was used in the research. SPSS 26 statistical program was used for the analysis of the data. Descriptive statistics of the obtained data were made, and z-test was applied to measure whether the data showed normal distribution. Independent samples T test from paired comparison tests, One Way Analysis of Variance (ANOVA) test from multiple comparison tests, Post Hoc (Tukey) test to determine from which group the results arise in case of difference between groups were applied to the groups that were found to have normal distribution. When the research findings are evaluated, according to the age of the university students, whether they have received sports education or not, success grade, class level, income level, membership in student societies, non-governmental organizations, taking part in social projects, taking community service practices, doing licensed sports, doing regular sports. It was seen that there was no significant difference in philanthropy tendencies in terms of the number of sports and sports days. On the other hand, it was determined that there was a significant difference in the variables of gender and father's education level. In this respect, it can be said that female university students have higher philanthropy tendencies than males, and university students with low father education level have higher philanthropy tendencies.

This study adopts a conversation analytic approach to present a close analysis of the sequential organisation of a parent-child homework activity in a Swedish-English bi-national family. Families formed within migration contexts are increasingly common in an ever-globalised world, but current research has not fully investigated how parent-child homework practices are affected by parents who possess differing levels of expertise in the societal language. This article examines a number of episodes where the progressivity of a homework activity is halted due to language-related epistemic issues. More specifically, these halts in progressivity are caused due to the homework tasks being written in Swedish in combination with the English mother's lack of language expertise in Swedish. The episodes exemplify how these epistemic deadlocks are resolved through the mobilisation of a more knowledgeable party, the Swedish father, who orients to translation as a trouble resolution tool which facilitates epistemic progression and the progressivity of the homework activity.

Poor academic performance is challenging for students, parents, and teachers. This cross-sectional study aimed to determine the factors associated with the poor academic performance of 661 undergraduate students who scored CGPA [less than or equal to]2.5 from a selected private university of Dhaka City, Bangladesh, using a simple random sampling technique. Data were collected using a pretested and self-administered questionnaire. Of the study participants, male preponderance (88.4%) was found, and 77.9% of them selected the study programs by themselves. Poor academic performance was found significantly correlated with irregular class attendance (p=0.003), father's low education level (p<0.003), partial family cooperation (p=0.020), use of social media (p=0.006), and excessive time spent for gossiping (p=0.030). There is a need for implementing an appropriate counseling strategy to follow up the academic performance of the poor performing students.

The aim of the study is to examine and determine the thoughts of recycling of the situations (gender, grade level, educational status of parents) that affect the recycling attitudes of secondary school students. Explanatory design has been preferred among the mixed method research designs in which both quantitative and qualitative approaches are used together in the research. The study group of the quantitative part of the research consists of 700 students studying in secondary schools and the study group of the qualitative part consists of 30 students identified as selected. The data of the research were obtained with the "Recycling Scale" and "Image Form". In order to compare the scale scores related to gender variable, Whitney U Test was used; in order to compare the scale scores related to grade level, maternal education and paternal education status variables, Kruskal Wallis Test was used. The qualitative data obtained from the students' drawings were analyzed by content analysis. According to the results obtained from the research, students' attitudes towards recycling are high in a positive way; it has been determined that there is no difference according to gender and education level of their mothers. It has been determined that there is a difference in the attitudes of the students towards recycling according to the grade level and educational status of their fathers. It is seen that students include elements such as people, trees, garbage, factory, cloud and garbage boxes in the paintings related to recycling. In this context, it can be said that student perceptions about recycling include recycling components.

The interest in fathers as active parents has increased dramatically over the past 30 years among researchers and the popular press with considerable attention given to direct child-rearing activities; however, mothers continue to be the most likely participants in early intervention (EI) services. Using thematic analysis, we explored providers' perceptions (N = 511) of father involvement in EI regarding (a) the impact of increased father involvement, (b) how father involvement could be increased, and (c) the role of culture in father involvement. Providers believed more involvement was better and identified several ways in which fathers made a difference. Some providers believed it was not in their hands to increase involvement; however, other providers identified systems-level and direct approaches. Providers preponderantly reported culture as a barrier to involvement but there were notable exceptions. We recommend providers receive professional development to support family-centered philosophies and practices that are inclusive of fathers.

The changing structure of the society and the increase in the number of working women has been influential on the relationship between the child and the parent. Today, the woman, who is responsible for the nutrition and care of the child according to the traditional point of view, can perform these duties not on her own but with her husband and the basic needs of the child can be provided by the parents together. Therefore, the role of fatherhood has changed and fathers have become more involved in meeting the basic needs of the child. This study aims to explore how men perceive fatherhood and how mothers perceive their husband's fatherhood. 15 fathers and 15 mothers were included in the study. Mothers and fathers were interviewed to collect the data and the data were examined under the main categories of "Fatherhood self-assessment" and "Fatherhood role perception." The results provide insight into how fathers parenting children between the ages of 3 and 6, how they perceive their fatherhood and how mothers perceive their husband's fatherhood. Furthermore, results were obtained about how parents define fatherhood and which roles they associate fatherhood with. In conclusion it was found that fathers have a traditional perception on fatherhood, and the results were discussed in this context. As it is one of the first studies on fatherhood conducted in the TRNC, this study has importance and similar studies are suggested to carried out.

The aim of this multivariate study is to examine the role as a teacher played by the parents of preschool children in their education. The descriptive survey model, a form of quantitative research, was used in this study. The study's population consisted of the parents of children aged 60-72 months attending official independent preschool education institutions affiliated to the Ministry of National Education in the Kars and Nigde provinces. The sample group consisted of 114 parents from the same provinces. The "Parent as Teacher Inventory" was used as a data collection tool and proof of its validity and reliability has been provided. The variables used to examine the parents as teachers were gender, age, father's education level, and mother's education level. While no significant difference found between the education levels of the fathers, a significant difference was found between those of the mothers. Furthermore, parents in all age groups demonstrated similar levels of participation in activities for their children's education. The results of the study have been discussed in the light of the related literature and recommendations have been made accordingly, such as developing education programs that include teaching roles for parents. The limitations of the study, both practical and methodological, have been stated and information that could help future studies has also been shared.

The aim of this study is to investigate parents' relationships with their children during the pandemic period. The study is a qualitative research study and was conducted with a case study design. The study group of this research consisted of 19 parents. The study group was selected using the criterion sampling method of purposive sampling. The criteria specified in this research were that parents should have a child attending preschool and at least a secondary school level of education. The research data were gathered during the 2019-2020 academic year via interviews conducted with parents having at least one child who was still receiving preschool education, using a semi-structured interview form. The study variables were age, occupation, education level, number of children, and cohabitation status of the parents. The data obtained from the interviews were analysed using the content analysis method. Accordingly, the researcher aimed to assess, through content analysis, the reasons for directly unobservable or non-quantifiable behaviours of the parents by conducting interviews. The research findings revealed that the positive aspects of the parent-child relationship during the pandemic were stated to be spending time together, sharing, doing activities, and communication, while the negative aspects were reported as social isolation, domestic conflicts, and mobile phone addiction. Changes in the mother-child relationship during the pandemic were revealed to be related to knowing each other, spending time together, conflicts, and obeying rules, while in terms of the father-child relationship, changes were seen in communication, doing activities and sense of responsibility. While participants evaluated domestic relationships positively with regard to being together, being supportive and positive communication, they regarded them negatively in terms of conflicts, communication problems and boredom. Lastly, participants stated that educational activities, playing games, watching educational videos and preparing food were the activities on which the most time was spent.

This article discusses an innovative family literacy project that was implemented in a community setting. Male trios consisting of a male significant figure, a struggling reader in elementary school, and a pre-service teacher were created. The goal was (a) to develop the student's motivation to read by using a male reading role model and allowing the student to read what he truly enjoys in a non-school environment and (b) document reading practices as trios. To document the progression of four trios, we used a semi-directed interview, a focus group, and a logbook. The results of this multiple-case research study showed an improvement regarding the student's motivation to read in the context of male trios, different reading practices inside the trios, and a positive evolution in the relationship between the student and participating male relative.

The phenomenon of teenage motherhood is a major concern worldwide. The teenage mothers endure many challenges that could affect their academic goals and successes if there is insufficient support. However, some teenage mothers manage to develop certain forms of flexibility to manage these adversities. This study explored the teenage mothers' resiliency in overcoming adversities in pregnancy and early motherhood at a rural high school in South Africa. Within the Interpretative Phenomenological qualitative paradigm, an exploratory case study research design was adopted. 10 participants (N=10) were selected from a rural high school district using a purposive sampling technique. The study employed semi-structured interviews to collect data. The findings demonstrated that teenage mothers were resilient to continuing and completing their schooling by adopting self-motivation and school and family support. This study suggested that the South African Department of Education should develop a training programme for teenage mothers on psychosocial adjustment mechanisms to help them cope with their situations.

The study of the role of a father in the life of the younger generation is becoming relevant in the world community. This topic is discussed by psychologists, educators, philosophers, and sociologists, and contemporary authors invisibly join this discussion. The purpose of the article is to explore what influence fathers have on the formation of children-heroes and to analyze the socio-psychological types of paternal images in the pages of modern prose. This study used a content analysis design and qualitative approach to analyze data. In addition, quantitative analysis was also used to visualize qualitative data using numerical values and fix elements of text content (frequency of different types of fathers). Seven literary works were used as data sources. Results show images of fathers who, due to their work, neglect raising their children, or hero-fathers who are edifying, demanding, and suppress individuality, but there are also fathers who are loving, caring, and who have a beneficial effect on children. In addition, socio-psychological analysis reveals three types of "literary images": the not-at-home father, father-judge, and father-friend. The authors show that modern writers of prose for adolescents are reflecting on the influence of paternity on children, and they confirm the opinion of researchers that the social environment changes the types of fathers both in life and in literature. The type of the not-at-home father has become widespread. This socio-psychological type of a father forms such traits in the child as irritability, vulnerability, excessive emotionality, and shame for the father.

The aim of the study is to investigate the effects of gender, type of the school attended and mother/father's educational background on middle school students' problem-solving, science process skills and learning styles. The population of the present study consists of all the 4th-grade students in the secondary schools in the city of Mugla in the 2012-2013 school year while the sample consists of 569 middle school fourth grade students. As the data collection tools, "The Problem-Solving Inventory", "The Science Process Skills Test", "The Kolb Learning Styles Inventory" and a student information form were used. The data were analyzed by using a variety of statistical techniques such as descriptive statistics, independent sample t-test, One way ANOVA and Chi-Square test. As a result of the study were found that middle school students mostly use the "Avoidance" sub-dimension. Also, there isn't any difference was found between problem-solving skills and gender, the school attended, mother and father's education level. Also, it was found that the students frequently used "Basic Science Process Skills" and that there is not any statistically significant difference between science process skills and gender and maternal education level yet there is a significant difference between science process skills and the school attended and father's education level and "Integrated Process Skills" were found to be correlated with father's education level. On the other hand, learning styles were found to be varying significantly depending on the school attended but not depending on gender and maternal education level and father's education level and it was also found that the highest number of students has the "Diverging" learning style while the lowest number of students has the "Accommodating" learning style. Thus, it can be said that planning instructional and educational activities in such a way as to give feedbacks to individual students can increase efficiency of learners.

This research aimed to describe and formulate the models of early childhood parenting in families whose mothers were factory workers. In this case study an explorative descriptive qualitative research method was used. The participants of the study, who were selected using random sampling and snowball methods, were composed of 1230 families having 0-4 years old children, and 123 children whose mothers were workers in wig and fake eyelashes factory in Padamara, Purbalingga District. The data were collected via interview, observation, and documentation techniques, and were analyzed through content analysis and comparative analysis techniques. The results showed that there were two types of early childhood parenting models, first, family-based parenting model, and second, parenting model by alternative caregivers. The family-based parenting model consisted of two subtypes of parenting models, namely (1) parenting by the nuclear family; in this model, the child was raised by the father; (2) parenting by extended family; in this model, there were two models of parenting being the model of parenting by the grandmother, and that by the relatives (aunt). As for the model of parenting by alternative caregivers, children were taken care of by babysitters who were living around the children's residence. Each parenting model represented different parenting styles. The model of parenting by the grandmother represented permissive parenting style; the model of parenting by babysitters represents semi permissive-semi authoritative parenting style; the model of parenting by the relatives (aunt) represented semi authoritative parenting style; the model of parenting by fathers represented authoritative with tendencies semi-authoritarian parenting style.

Due to COVID-19, which emerged in 2019 and had an impact all over the world, many people started working from home and schools started to provide distance education. Therefore, parents had to spend more time at home with their children. Hence, communication between parents and children at home has become even more important. This study aims to examine the communication of parents with children in the preschool period at home during the COVID-19 pandemic period with their children. In this context, relational research model, one of the quantitative research methods, was used in the research. Data was gathered in Turkey in 2020, from forty-eight seventy-two-month-old children and from 146 mothers/fathers. Demographic information form and "Parent-Child Communication Assessment Tool" were used to collect data. The measurement tool was delivered to the participants in the form of an online link and they were asked to fill in, taking into account their communication with their children during the pandemic period. The data were analyzed and it was observed that the communication of the children at home with their parents differs according to their preschool education status, the number of siblings and the educational level of the father, but not according to the education level of the mother.

This study aims to examine the irrational beliefs of Turkish and Syrian parents about parenting behaviors. The study was conducted with 22 mothers and eight fathers whose children are in kindergarten. Content analysis method was used for the analysis of the data acquired within the scope of the study. Four different cases were presented to the mothers and fathers in the study that they can encounter while raising their children. They were asked questions on their beliefs, emotions, and behaviors when faced with these circumstances. The first result obtained from the study findings is that the mothers made more irrational evaluations in all four scenarios than the fathers. Another finding from the study is the similarity of responses to all scenarios from Turkish and Syrian mothers. In summary, in line with the ranking of gender inequality in Turkey, fathers may have identified with a more masculine role and therefore tend not to see themselves as responsible for the care, upbringing and possible problems related to their children.

This study examined the effect of fathers' perceptions of fatherhood through online meetings with fathers who have preschool children between 3-6 years of age. A total of 42 fathers (21 fathers in the experimental group and 21 fathers in the control group) took part in the study. The research design with a pretest and posttest control group was used in the research. The "Fatherhood Role Perception Scale" developed by Kuzucu (1999) was used for data collection. Within the scope of the research, online fathers meet-up training was held for the experimental group once a week throughout 11 weeks. The data were analysed using the Mann Whitney U and Wilcoxon Signed Ranks Test (nonparametric tests). According to the data obtained in the research, it was concluded that the online fathers' meet-up training was significantly effective on fathers' perceptions of the fatherhood role. The study's findings were discussed, and suggestions were listed for future studies in the relevant literature.

The purpose of this study is to analyze the name writing skills, print knowledge, phonological awareness, and letter knowledge skills of preschool Turkish children of different socioeconomic levels concerning various variables. This study also analyzes the predictiveness of name writing in supporting early literacy skills of children. The study included 357 preschoolers, which were 60 to 72 months old, with a mean age of 64,5 months. Name writing, phonological awareness, print awareness, and alphabet knowledge skills were compared to socioeconomic levels using the MANOVA analysis. The multivariate linear regression analysis was performed to predict the name writing variable using alphabet knowledge, print awareness, and phonological awareness variables of preschool children with different socioeconomic levels. The results of the study pointed to significant differences among all skills concerning socioeconomic status (SES). Low SES children got lower scores in all sub-skills. The study also compared early literacy performances of children based on the educational level of mothers, and significant differences were found among groups in all sub-skills. As the educational level of mothers increased, the scores of children out of all sub skills also increased. Another result got by the study is that the name writing skills of children have a significant predictive effect on print knowledge, alphabet knowledge, and phonological awareness. This study is important as it indicates about the early writing skills in a language like Turkish, which has transparent orthography, and it can pave the way for future research on the subject.

This research was conducted to examine 8th grade students' learning strategies based on self-regulation in physical education and sports class. The suitability of self-regulated learning scores to the normal distribution in groups in motor skills was investigated with the Kolmogorov-Smirnov test. Mann-Whitney U test statistics for groups with two categories, to compare self-regulated learning scores in groups without normal distribution (p <0.05) in motor skills; In case the groups had more than two categories, it was studied with Kruskal Wallis test statistics. The statistical importance level was taken as p <0.05. analyzed with. In motor skills, descriptive statistics of self-regulated learning scores in the groups are given as mean ± standard deviation and median. In the research, it was concluded that there was a statistically remarkable differentiation in the type of school, the educational status of the father, the income level of the family, the frequency of doing sports and the participation in competitions in any branch of school sports, and the self-regulated learning scores of the students in their variables. It was concluded that there was no statistically remarkable differentiation between the other variables and self-regulated learning scores in motor skills.

Students' attitudes toward mathematics play a key role in their academic achievements. Still, concerns regarding the low grades in mathematics tests of engineering students have raised questions about the reasons for their poor performance. Prior research has mentioned the impact of engineering students' attitudes on their grades. Few studies have attempted to explore the factors that influence and form engineering students' attitudes toward mathematics. The current study aims to investigate the factors that affect freshman engineering students' attitudes toward mathematics using a qualitative research design. Interviews with 26 participants enrolled at Imam Abdulrahman Bin Faisal University (IAU) in Saudi Arabia provided insight into the students' experiences through survey questions. Thematic content analysis was used in this study to analyze the interviews. The results of the interview indicate that the freshman engineering students' attitudes are most affected by their fathers and their teachers. The causes that form students' attitudes toward mathematics can be divided into two parts: internal and external. The internal causes result from the students themselves, which include practice and preparation, assessments and grades, effect of English proficiency, and time management. The external causes include teachers' characteristics and parental support.

Purpose: The present study aims to examine to what extent the group guidance program affects the levels of couple burnout, occupational burnout and work engagement of fathers with children with autism spectrum disorder (ASD). Research Methods: In this research, a random pattern with a pre-test post-test control group in a quasi-experimental design was used. The research group of this study consisted of 22 fathers whose children attended the Education Foundation in a provincial center in Central Anatolia and volunteered to participate in the group work. With the random assignment method, 11 fathers were assigned to the experimental group and 11 fathers to the control group. The Couple Burnout Measure-Short Version (CBMS), the Burnout Measure-Short Version (BMS), the Utrecht Work Engagement Scale (UWES) and the Personal Information Form designed by the researcher were used as the data collection tools in this study. A group guidance program of 10 sessions, once a week for ten weeks, was applied to the experimental group. Shapiro-Wilk test was used in data analysis, and the Levene test was used to test the homogeneity of variances. The pre-test and post-test scores of the fathers in the experimental and control groups were compared with the t-test for dependent and independent groups. Findings: As a result of the analysis of the data, there was a significant difference between pre-test and post-test mean scores of both couple burnout and occupational burnout, while there was no significant difference between work engagement post-test and pre-test mean scores. Implications for Research and Practice: Since it has been determined that the group guidance program is effective in reducing couple and occupational burnout scores of fathers with children with ASD, this program may be useful to be implemented by psychological counselors. In addition, group psychological counseling activities using psychological intervention strategies for parents can be conducted.

Recent literature draws attention to the fact that problematic Internet use is a growing health issue among adolescents worldwide. This study aimed to find the potential demographic, physical and psychopathological risk factors associated with severe problematic Internet use of adolescents. A total of 1,347 adolescents (45.1% males) were recruited from five high schools in three settlements. Students completed an online questionnaire and provided data about socio-demographics, physical activity, physical and psychopathological health, as well as about their Internet use habits (Problematic Internet Use Questionnaire). 1.9% of the respondents appeared to be severe, 20.4% moderate problematic Internet users. The complexity of the problem is manifested in the multifaceted relationships of factors. The multinomial regression analysis identified four significant risk factors for severe problematic internet use, namely depressive symptoms, loneliness, low level of father's education level and low level of physical activity. The real severe problematic Internet use is not so common in adolescent students, however, together with moderate problematic Internet users, this number has significance. Psychopathological factors such as elevated depressive symptoms and loneliness should be considered when preventive programs are implemented and more attention should be taken on physical activity as an effective tool against addictive behavior.

The coronavirus disease (COVID-19), which affected the whole world and caused millions to be locked at their homes, brought many difficulties in domestic life. Especially, women are the leading group that has been affected the most negatively due to the workload during the days staying at home and experiencing the constraints of traditional roles. In this study, in which descriptive phenomenology analysis was used, the aim was to reveal how mothers working as psychological counselors in schools experienced motherhood during the days staying at home during the epidemic, and how their professional skills reflected on their role as mothers. In this study, in which the criterion sampling was used, semi-structured interviews were conducted with 15 mothers who are school psychological counselors and could not continue their work since schools shut down during the pandemic. The data were analyzed by Giorgi's descriptive phenomenological method. Analysis results revealed six main themes that define the experiences of the participants: adaptation to the new order, parenting codes, introspection during the pandemic, distribution of parenting roles, professional reflections in motherhood, and complex motherhood experiences. It is believed that the results obtained from this study conducted with psychological counselor mothers will contribute to parenting practices and to the content of in service trainings for school psychological counselors.