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Prior research in non-U.S. samples has found a complex nonlinear relationship between loneliness and age. This research has shown that established predictors of loneliness--poor health, being unmarried, living alone, and having infrequent social interactions--help to explain age differences in loneliness. However, while some variables were found to be universal predictors of loneliness at all ages, others were relevant in specific age groups only. In this study, we describe age differences in frequency of loneliness from age 18 to 89+ years in the U.S. and examine age differences in predictors of loneliness from age-specificity and age-normative perspectives. We used cross-sectional nationally representative data from the General Social Survey (N = 2,477) and found a nonlinear relationship between age and loneliness that closely resembles prior research. However, we found no evidence for age-specific predictors of loneliness. Household income, household size, marital status, health, and frequency of socializing were "universal" predictors of loneliness; their associations with loneliness did not differ in strength with age. Our hypothesis that individuals who deviated from age-specific norms would experience more intense loneliness was not supported. Implications for research and loneliness interventions are discussed.

Expanded school-choice policies have weakened the traditional link between residence and school assignment. These policies have created new school options and new labor for families to manage and divide. Drawing on interviews with 90 mothers and 12 fathers of elementary-age children, I demonstrate that mothers across class, racial, and ethnic backgrounds absorb the labor of school decision-making. Working-class mothers emphasize self-sacrifice and search for schools that will keep their children safe. Middle-class mothers intensively research school information and seek niche school environments. Working-class and middle-class black and Latinx mothers engage in ongoing labor to monitor the racial climate within schools and to protect their children from experiences of marginalization. Partnered fathers and single primary-caregiver fathers invest less time and energy in the search for schools. These findings identify an important source of gender inequality stemming from modern educational policies and suggest new directions for research on school choice.

Background: The increased life expectancy of people with Down syndrome puts pressure on parents, who are usually the main caregivers but who find caring more difficult as they get older. The quality of the support provided by brothers and sisters depends on the intra-family relationships they build when growing up. Methods: 121 adult siblings of people with Down syndrome completed a questionnaire on their perceptions of their childhood relationships. Results: Brothers' and sisters' relationships with a sibling with Down syndrome were mostly (very) positive, but this was not always the case for their relationships with their parents and other siblings. Factors affecting these relationships include respondent's sex, number of siblings, and sibling position. Conclusions: In addition to simple risk and protective factors, we identified parameters that should be taken into account when providing support to siblings and parents of people with Down syndrome.

The coronavirus disease (COVID-19) pandemic and the resulting infringements of day-to-day life have affected families through school closures and home-learning. Yet, little research investigated how adolescents and their families could be supported during this time. Our two-wave study had three aims. First, we examined life satisfaction and academic self-efficacy trajectories among ethnic minority and majority adolescents. Second, we considered the role of the home learning environment (learning conditions and parental involvement) in explaining ethnic status group differences. Third, we studied pandemic-related familial factors that contributed to positive home learning environments. The sample comprised 121 ethnic minority (M[subscript age] = 14.04; SD = 1.25; 53% female) and 105 ethnic majority adolescents (M[subscript age] = 14.36; SD = 1.25; 59% female) in Germany. Results of repeated measures analyses of covariances (ANCOVAs) showed distinct trajectories in adolescents' adjustment (Time × Ethnic status group interaction: [partial eta-squared] = 0.02 for academic self-efficacy and [partial eta-squared] = 0.03 for life satisfaction). Whereas ethnic minority adolescents reported stable academic self-efficacy and a decrease in life satisfaction, ethnic majority adolescents reported stable life satisfaction and an increase in academic self-efficacy. Accounting for learning conditions reduced the differences between minority and majority adolescents to nonsignificance. Parental involvement did not explain these differences, although it was itself important for adjustment outcomes in both groups. Hierarchical regression analyses showed that good student-teacher communication, a positive family climate and fathers' short-time work contributed to the home learning environment. Findings highlight the decisive role of the family context during home-learning and the importance of learning conditions in overcoming educational disparities.

Research Findings: Since 2011, China has started to loosen its tight on the One-child Policy (OCP), which has impacted parent's child-rearing beliefs and the provision of home learning environment that constitutes family environment. Utilizing parent-reported data on 4,364 zero- to eight-year-olds from the China Family Panel Study (CFPS, wave 2014) nationwide survey, we examined the relations among family structure, family environment, and child social competence. Analysis indicated that there were significant differences between only- and non-only-child families in terms of their age, urbanicity, family income, and family environment. The three-step latent profile approach revealed two family environment profiles: "Modern Family Environment" (12.4%) and "Traditional Family Environment" (86.6%), and that child singleton status was a significant predictor of profile membership. Bootstrap mediation analysis revealed that family environment profile fully mediated the relation between family structure and child social competence. Practice or Policy: The results highlighted the importance of providing a stimulating and supportive family environment, especially in families with multiple children. It also informed policymakers and practitioners of possible pathways to support young children's development by enhancing the quality of the family environment.

Research Findings: This study explored the developmental pattern, latent profiles of young children's sympathy development, and the associated family factors. Altogether 1408 Shanghai parents completed the Children's Sympathy Assessment Scale-Parents (CSAS-P). The descriptive results indicated an age-related increase in sympathy and a significant gender difference, with girls having higher levels of sympathy than boys. The best-fit latent profile analysis model demonstrated four profiles: the "Low" (10%), "Middle" (36%), "Upper-Middle" (40%), and "High Sympathy Level Group" (14%). The multivariate logistic regressions results indicated that poor parent-child relationships, inconsistent parenting style, and singleton status would increase the likelihood of belonging to the low-profile group. Practice or Policy: Our results highlight the importance of family factors in the development of children's sympathy. Further, these findings can inform parents and practitioners of the specific family factors that can influence the development of children's sympathy.

Research Findings: The impact of the newly launched "two-child policy" on young children's social development has not been empirically studied. This study examined the possible mediating and moderating factors in the relationship between parenting styles and social competence in Chinese preschoolers. A sample of only children (N[subscript only-child] only-child = 352, M[subscript age] = 3.96, SD = 0.62,) and children with siblings (N[subscript child-with-siblings] = 552, M[subscript age] = 4.02, SD = 0.64) was recruited from Fuzhou, China. Their parents completed the Children's Behavior Questionnaire (CBQ), Social Competence and Behavior Evaluation (SCBE), and Parenting Style and Dimension Questionnaire (PSDQ). The results indicated that: (1) the only children were more likely to have parents of authoritative and permissive parenting styles than the children with siblings; (2) the children with siblings had higher levels of self-regulation than the only children; (3) self-regulation mediated the relations between all dimensions of parenting styles and children's social competence; (4) singleton (only children or not) moderated the mediating effect of self-regulation in the relationships between permissive parenting style and children's social competence after controlling for child age and gender. Practices and Policy: The results have demonstrated the influence of the "two-child policy" and how such macro-contextual change interacts with key microsystems such as the family and parenting behaviors in relation to early development. The findings have several practical implications for parent education and home intervention.

Picture books depicting LGBTI + families now form a significant sub-genre within children's literature. However, despite significant scholarship on representations of queer people in child and young adult literature generally, the way rainbow families are depicting in picture books, in particular, has received rather less attention. This paper seeks to address the need for further critical insight in this area. By undertaking a survey of approximately 60 different examples of children's picture books depicting rainbow families, key themes and representational strategies are identified in order to uncover how such families are represented, and the dominant discourses that attend them. Our contention is that while there is a significant number of children's picture books depicting rainbow families, only a relative few are consistently visible and discussed, so that stakeholders may find it challenging to access a diverse range of resources in this area. Nevertheless, we argue that because this sub-genre of children's literature is still developing, evidence suggests that there is also a small but important number of contemporary texts that have the potential to expand the ways in which LGBTIQ + families are depicted.

Emotion understanding develops rapidly in early childhood. Firstborn children (N = 231, 55% girls/45% boys, 86% White, 5% Black, 3% Asian, 4% Latinx, Mage = 29.92 months) were recruited into a longitudinal study from 2004 to 2008 in the United States and administered a series of tasks assessing eight components of young children's emotion understanding from ages 1 to 5. Cohort sequential analysis across three cohorts (1-, 2-, and 3-year-olds) demonstrated a progression of children's emotion understanding from basic emotion identification to an understanding of false-belief emotions, even after controlling for children's verbal ability. Emotion understanding scores were related to children's theory of mind and parent reports of empathy, but not emotional reactivity, providing evidence of both convergent and discriminant validity.

The objective of this research is to examine the social behaviours of 4 age group pre-school children whose parents are married and divorced according to teacher opinions. Screening model method has been used at this research which is one of the descriptive research methods. The study group of this research was created totally 691 children. As a result of the study, it was found that the children whose parents were divorced had higher levels of physical aggression, relational aggression and depressive emotions, and their positive social behaviour levels were lower than the children whose parents were married. It is recommended that parents' education gets stronger in pre-school education programmes and that prospective teachers are provided with quality learning environments. Thus, it will be possible to integrate the necessary opportunities into the teaching practice in the education process.

The main aim of this research was to reveal relationship between distress tolerance levels of university students according to different variables. The study sample consisted of 600 students in 2017-2018 academic years at Ataturk University in Erzurum, Turkey. In the study the "Distress Tolerance" Scale was conducted. It was developed by Simons et al. (2005) and its verification and validation in Turkish was conducted by Sargin et al (2012). SPSS 21 package program was used to analyze the data. In the analysis of data; frequency distribution was used in determination of demographic characteristics, the Independent Samples T test was used in examination of relationship between two independent variables and distress tolerance level, the one way ANOVA analysis test was used in examination of relationship between more than two variables and the distress tolerance levels. All these tests were analyzed in SPSS 21 package program and the significance was evaluated at p <0.05 level. According to the findings, it was determined that there was a significant difference between the students' distress tolerance levels and sports activity. It was observed that the students who were doing sports activities have higher distress tolerance level than those were not doing sportive activities. No significant difference was found between the distress tolerance level and gender, grade level and family structure. As a result of the fact that sports activities have a positive effect on the distress tolerance level, it is recommended that students be given opportunity to make different sports activities, by raising their awareness about the sports activity in order to increase the distress tolerance in learning process or the course of life However, it is also recommended to carry out studies to identify different variables that may have an impact on distress tolerance.

This study is an attempt to explore the perceptions of the public on women in higher education and employment, using data from the World Value Survey, had 90,350 respondents, of which 48.03% are male (N=43,391) and 51.87% are female (N=46,878). This study indicated that women, younger people, upper class people, religious people, and married people are more likely to have strong views against women's education and employment.

This study investigated the experiences and coping strategies of adolescent girl learners from child-headed families in the Shiselweni region of Swaziland. Forty (40) girls whose ages ranged from 13-18 years were participants in the study and were selected through purposive sampling in five selected rural schools. Data were collected on the experiences and coping strategies of adolescent girl learners through focus group discussions and individual interviews. The data were thematically analysed. The findings suggest that these girls experience lack of food security, poverty and strained extended family relations. The girls have also shown resilience despite their adversities which they indicated have been achieved through family unity, prayer and church support as coping strategies.

A teacher should be just and compassionate to be a good teacher. If there is weakness in these two, what a pity for those children who are trained by that teacher! Because one of the biggest diseases of this time is that mercilessness and unjustness are the raising trends. The purpose of this study is to analyze the mercy levels of the classroom teachers in terms of different variables. The study was conducted on 227 classroom teachers, 132 females and 95 males, working in Agri Province, Turkey in 2017. In the study, the Compassion Scale (CS) developed by Pommier (2011) and adapted to Turkish by Seher Akdeniz and Mehmet Engin Deniz was applied to the teachers. A statistical program was used to analyze the data. Frequency distribution to determine demographic characteristics, t test to analyze the relationship between compassion level and two independent variables, and ANOVA variant analysis to analyze the relationship between compassion level and variables more than two were used in the analyses of the data. The difference between the variables was interpreted on the basis of p0.05 significance level. According to the findings, it was determined that there is a significant difference between the level of compassion of the teachers and the gender, the settlement they work in, and their term of office. It was determined that the mean scores of male teachers were higher than the female teachers in the dimensions of indifference, disconnection and intercourse in the sub-dimensions of compassion level, the mean scores of the teachers working in the village in the sub-dimension of being aware of the sharing is higher than the teachers working in the city, and the mean scores of the teachers with 6-10 years of period of office is higher than those with 16 years of period of office in the sub-dimension of being aware of the sharing and the mean scores of the teachers with 5 years and below of period of office is higher than those with 6-10 years of period of office in the sub-dimension of disengagement. It can be recommended that increasing the compassion levels of the teachers in social and school life will have a positive effect on their relationships with students. It is also of higher importance to analyze other variables which are thought to positively affect compassion.

The aim of this study is to analyse the changes in nutrition knowledge and attitudes of secondary school students depending on certain socio-demographic factors. The universe of the study is composed of 521 students, including 142 female and 379 male students studying in the secondary school and the sampling group in Konya province private and state central secondary education schools. The "Nutrition Knowledge and Attitude Scale", developed by Ertürk (2010), was used for nutrition attitude and knowledge and personal information form to acquire socio-demographic information. Descriptive statistics of the data were made, variance and homogeneity were tested, independent sample t test was used for binary comparisons, One Way Anowa was utilized for multiple comparisons, and Tukey test was benefitted to determine difference sources. Nutrition knowledge of students in state schools was found to be lower than that of students in private schools and this gap was identified to be statistically significant (P <0.05). Nutritional knowledge and attitudes of female students were determined to be higher than males' and this difference was found to be statistically significant (P <0.05). Nutritional knowledge and attitudes of students who received elective nutrition classes were found to be higher than those who did not have nutrition classes and this change was again found to be statistically significant (P <0.05). The number of siblings and education status of parents were found to be statistically significant variants (P <0.05). As a result, the high level of nutrition knowledge and attitudes of female students compared to male students, the status and role of cultural transfer and social structure featured on male and female can be seen as the reason for that matter. It can be said that taking a nutrition class has a positive influence on nutrition knowledge and attitude, and that private school students have more nutrition knowledge yet similar nutrition attitudes with those in state schools.

In this study, 5-6-year-old children who attend to kindergarten were researched if there is a difference in their level of social skills according to their mothers' attitudes, their gender, mother's employment status, the number of the children in the family, and to the caretaker. The study group was formed of 354 children who attend to kindergarten in the city centre of Mersin, Turkey and their mothers. "Social skills evaluation scale on children" developed by Atas, Efe- Cinar and Tatar (2016) was used to evaluate social skills of the children and "parents' attitude scale" developed by Karabulut, Demir and Sendil (2008) was used to evaluate mothers' child bringing-up attitudes. Dual variance analyse was used to understand if children's social skill level becomes different or not according to their mothers' attitudes, their gender, employment status, the number of the children in the family, and to the caretaker. The source of the meaningful difference among groups as a result of the variance analyse was examined via Tukey HSD test. Level of significance in the research was accepted as 0,05. According to research result, general social skills become different according to mothers' attitudes. The children whose mothers are democratic and permissive seem to have higher social skills than the children whose mothers are authoritative and protective.

This paper examines the influence of single parenthood on children's academic achievement in Japan. While some studies have examined the academic achievement gap associated with family structure, a limitation of existing research is the focus on differences between the mean levels of academic achievement of children in single-parent and two-parent families. Using data from the Programme for International Student Assessment (PISA) conducted by the Organisation for Economic Co-operation and Development (OECD) in 2012, this paper investigates the effects of single parenthood across the entire distribution of children's academic achievement by using quantile regression techniques. The results of quantile regression analyses indicated that the magnitude of the academic achievement gap between children in single-parent and two-parent families was not equal for each quantile of the conditional distribution of children's academic achievement. The negative effect of single motherhood on children's academic achievement was more profound at lower quantiles, whereas the negative effect of single fatherhood was more profound at the median level. Furthermore, the extent to which parents' education levels accounted for the negative effects of single parenthood was not equal for each quantile of the conditional distribution of children's academic achievement. The effects of single parenthood at lower quantiles were not well explained by parents' education levels, and this tendency was especially obvious in the academic achievement of children in single-father families. This result suggests that low academic achievement of children in single-mother families may be caused by the mothers' low education levels and accompanying low income, whereas poor academic achievement of children in single-father families is likely to be mainly due to the absence of mothers rather than the fathers' low education levels. Based on the empirical evidence obtained in this paper, policy implications regarding the significance and limitations of economic support for single-parent families in terms of reducing educational inequality are discussed.

The metamorphosis of core sexual practices and sexual orientation norms resulting from the acculturation of U.S. native and non-native residents remains an enigma. A convenience sample from a metropolitan community college was drawn to describe the consequences of acculturation on U.S. international students' core sexual practices and sexual orientation. Findings include: (1) observed differences in male international student sexual practices to that of the native male population were attributed to social opportunity and not the immigrant paradox, and (2) female international students' core sexual practices and sexual orientation shifted over time to the higher risk sexual practices of the native female population. The U.S. needs to commit resources including qualified health educators, to support state mandated public school and undergraduate sex education for U.S. juveniles and young adults.

This article develops insights and generates new lines of inquiry into young children's digital lives in China and Australia. It brings to dialogue findings from a national study of young children's digital media use in urban settings in China with findings from studies in Australia. This is not presented as a direct comparison, but rather as an opportunity to shed light on children's digital lives in two countries and to account for the impact of context in relatively different social and cultural circumstances. The article outlines findings from a study of 1,171 preschool-aged children (3 to 7-year-olds) in six provinces in China, including the frequency of their use of television, early education digital devices, computers, tablet computers and smartphones, music players, e-readers and games consoles. It also focuses on various activities such as watching cartoons, using educational apps, playing games and participating in video chat. Methods included a multistage sampling process, random selection of kindergartens, a weighted sampling process, the generation of descriptive data and the use of linear regression analysis, and a chi-square test. The study demonstrates the significance of a range of factors that influence the amount of time spent with digital media. The contrast with Australian studies produces new insights and generates new research questions.

In this study, it was aimed to analyze the multi-cultural characteristics of the pre-service teachers and the values they have in terms of various variables, and it was aimed to determine the relationship between these values. Descriptive survey model, one of the quantitative research methods, was used in the study. The population of the study consisted of the pre-service teachers studying in different departments in the Faculty of Education, Ibrahim Çeçen University of Agri in 2017-2018 academic years. The sample of the study consisted of 341 pre-service teachers selected with random sampling method. "Multicultural Personality Questionnaire" developed by Oudenhoven and Zee (2002) and adapted into Turkish by Polat (2009) and "Values Scale" developed by Dilmac et al. (2014) were used as data collection tool in the study. According to the results obtained from the study, it was determined that the value preferences of the pre-service teachers and their multicultural personality characteristics showed a significant difference in terms of gender, undergraduate program, educational background of the mother, having social media account and daily internet use variables; however, there was not a significant difference in terms of family structure, the place s/he grew up, educational background of the father and monthly income variables. As the data collection tools are formed of several sub-dimensions, the abstract does not include information about which groups are favored for the difference in the variables and in which sub-dimensions, but detailed information is given in the following sections of the study.

High school physics enrollment in the United States of America is low compared to other science disciplines. Since physics is a requirement for most STEM related degrees, not having experience in this discipline in high school can affect how well a student adjusts to science related majors during college. Taking physics during high school benefits students because it gives them the fundamental conceptual knowledge for science and engineering. However, data obtained from a study by Heitin shows that two out of five high schools in the U.S do not offer physics. This is of great concern, because with the recent push for a more scientifically literate population through many STEM initiatives around the country, increasing the number of students who enroll in high school physics courses is of paramount importance. This study aimed to explore factors related to high school students' decisions regarding enrolling in physics courses. Data for this study were gathered by an electronic survey of high school seniors in a select district in the Southeastern U.S. The findings were explored to identify ways to increase enrollment in physics courses within the district. Results suggest that external factors such as family structure, employment outside school, peer support, future plans for after high school, and academic influences such as guidance counseling influenced students' decision to take physics during high school. The findings of the study implicates there needs to be more effort from personnel in school districts such as school administrators and guidance counselors to encourage more students to enroll in physics courses while in high school.

In this study, it is aimed to analyze the correlation between depression levels and the attitudes towards addictive substances of the students participating and not participating in sports who live in Hendek district of Sakarya province and to determine if sports have an effect on depression and attitudes towards addictive substances. Also by using Vocational and Technical High schools and Anatolian High schools, it became possible to see the effect of school type. Furthermore, the effect of sociodemographic variables such as sex, grades, marital status of parents, and branch of sports, duration and frequency of participation in sports, income level, and number of siblings was researched. The study group consists of 326 students and "Demographic Information Form" developed by the researcher, "Beck Depression Inventory" and "Attitude towards Addictive Substances Scale" were used as data collection tools. The obtained data was statistically analyzed by using SPSS 25.00 program. While no difference was observed in depression symptoms for the individuals participating and not participating in sports in the general frame, it is determined that the individuals participating in sports has a higher interest in addictive substances when compared to their peers who do not participate in sports. Moreover, this negative attitude towards addictive substances is higher in male students and in the students who study at Vocational and Technical High schools.

This study was conducted in order to compare loneliness and social skill levels of children with specific learning disabilities in terms of participation in sports. For this study, a screening model was used. The study group was composed of 56 children who were aged between 7 and 14 years and diagnosed with a specific learning disability (30 boys and 26 girls). "Personal Information Form", "Children's Loneliness Scale", "Matson Evaluation of Social Skills with Youngsters (MESSY)" were used in this study. For the data processes and data analyses, SPSS 22 was used. According to the test of normality, non-parametric tests were employed for those data that did not follow a normal distribution and the correlations among variables were tested with correlation analysis at p < 0.05 while differences among variables were tested with Mann-Whitney U and Kruskal-Wallis tests at p < 0.05. According to the findings obtained in this study, there were no significant differences in terms of sex, the number of family members and the number of brothers and sisters while there were significant correlations in terms of age, sports status, MESSY-subscales and loneliness. In sum, it may be concluded that sports played a positive role in social skill and loneliness levels among children with specific learning disabilities.

The aim of this study was to investigate the aggression levels of university students in different departments in terms of sport and other variables. The population of the study consists of university students studying at Kocaeli University; the sample group consists of a total of 700 students, 378 male and 322 female, studying in the Faculty of Sports Sciences, Faculty of Communication and Faculty of Education of Kocaeli University. A screening model was used in this survey. A Personal Information form developed by the investigator and a Turkish-adapted Buss-perry aggression scale was utilized to determine the aggressive attitudes of the individuals. The frequency distribution specified the demographic features and analyzed the data; the T-test examined the relationship between the two independent variables; ANOVA Variance was used to review the connections between more than one variable. Finally, the significance level is accepted as p<0.05. According to the findings of the research, there are statistically significant differences (p<0.05) in terms of gender, family structure, school department, family attitude, mother still living, sporting situation, kind of sport performed, reason for involvement in sport, cigarette-alcohol abuse and income level. We can state that sport positively affects the aggression levels of university students. Sport also varies by the gender variable, and males are more aggressive than females. It can also be pointed out that aggression varies by the school department, family attitude, cigarette-alcohol abuse, mother still living, reason for playing sport and income level.

This study was carried out to investigate family dynamics and parenting problems of secondary school students in Uyo Metropolis of Akwa Ibom State. Three research questions and three null hypotheses were formulated to guide the study. The survey design was adopted for the study. The population of 7412 students (2016/2017 academic session) with a sample of 200 students selected from 4 public secondary schools within the study area. A researcher -- made questionnaire called "Family Dynamics and Parenting Problems of Secondary School Students Questionnaire (FDPPSSQ)" was used to elicit data from respondents. The research instrument has a 4-point rating scale. The Pearson Product Moment (PPM) Correlation Coefficient of 0.87 ascertained the reliability of instrument for use in the study. After the administration, scoring and collation of the instrument, the data obtained were subjected to Independent t-test. All the null hypotheses were tested at 0.05 level of significance. Based on the result of this study, it is concluded that Secondary School students' in Uyo Metropolis Area differ significantly in terms of parenting problem based on parent-child relationship, parent level of education and family size of students. It is recommended that Seminars, workshops, and symposia on family size should be organized for parents. This will make them aware of family size as it influences secondary school students, thus parents will also control the family size through birth control mechanisms.

Feeling good and living well are the self and social dynamics of mental well-being representing the hedonics and eudaemonic perspective of life. Several researchers endorse the psychological flourishing as a state encapsulating the high levels of mental well-being and high levels of social-psychological well being. The present study aims to examine the influence of demographic school and economic-related variables on psychological flourishing of higher secondary teachers using the Flourishing Scale. The survey research method was used in the present study. Using the stratified random sampling technique, 300 higher secondary teachers (152 male and 148 female) were selected from few schools in and around Chennai district. The mean, standard deviation, 't' test, and one-way ANOVA were used to analyze the data with the help of Statistical Package for the Social Sciences (SPSS) (version 20.0). On the analysis of hypothesis framed, it is shown that the psychological flourishing of the male and female teachers is similar but not high; urban teachers are having significantly higher psychological flourishing than rural teachers; it is observed that the psychological flourishing of teachers belonging to joint family is significantly higher than the teachers belonging to nuclear family; the psychological flourishing of teachers working in government, government aided, and self-financing higher secondary schools are not differing significantly; the psychological flourishing of teachers earning more than $25,000 are significantly higher than the other groups.

In this qualitative study aiming to identify the opinions of postgraduate students studying in Izmir, Turkey about the schooling practices of Roma children from social justice perspective, case study design was used. The study group included 46 post graduate students. As result of the study, it was identified that most of the participants agreed that the Roma children have limited access to schooling for such reasons as economics, Roma culture and the family structure, exclusion practices towards them, lack of social state and learned desperateness and made some suggestions accordingly. It can be argued that the disadvantaged status of Roma children and the inequities they exposed to manifest themselves as economic, cultural and thus participative injustices in education. Accordingly, improving the socio-economic conditions of Roma families thus children, valuing the culture of Roma and including Roma families and children in the education system were recommended.

This study examines the influence of select demographic variables like Family type, Work experience and Dependent care on Work-Life Balance among the School teachers. In this Survey method, 172 Teachers from two private schools in Chennai were chosen. The tools used to collect the data were Work-life balance Scale by Udai Pareek & Surabhi Purohit (2010). For statistical analysis t-test, ANOVA and Tukey B post-hoc test were used to analyze the results. The findings show that there is no significant difference between the Family type and Work experience of teachers and their work-life balance whereas there is a significant difference between the Dependent care of teachers and their Work-life balance.

How did political factors and public health affect state and local education decisions during the COVID-19 pandemic, especially the continuation of in-person schooling? Using an original data set of state policies, we find that governors ordered school closures in spring 2020 but left decisions to districts in the fall, regardless of partisanship. Analyzing local district reopening plans, however, we find that decisions were more tied to local political partisanship and union strength than to COVID-19 severity. Republicans in the public were also more favorable than Democrats toward in-person learning. States' decisions to leave reopening plans to their districts opened the way for the influence of local partisanship.

Attachment studies mostly follow the Western middle-class model in theory and methods. To demonstrate that the assessment of children's caregiving context is an often neglected, but crucial prerequisite for attachment studies, we (a) conducted a literature analysis of attachment research in non-Western contexts and (b) empirically investigated the caregiving arrangements and cultural concepts of attachment figures in three cultural groups in Costa Rica: rural Guanacaste, urban San José, and rural indigenous Bribri. All persons involved in caring for 65 infants (7-20 months) participated in the study, resulting in a total of 179 semistructured interviews. The samples showed differences in caregiving practices, with the urban sample resembling Western middle-class contexts emphasizing the maternal importance; the two rural samples showing extensive caregiving networks; however, differently composed. Moreover, the three samples revealed culturally specific concepts of potential attachment figures. The study emphasizes the need for culturally sensitive conceptual and methodological approaches in attachment research.

This qualitative study utilized purposive sampling across the state of North Carolina to examine the practices of early childhood administrators in creating centers that were inclusive to gay and lesbian headed families. Data from four open-ended questions were analyzed to consider the use of picture books, promotional materials, and training for staff that were lesbian and gay parent focused. As well, a fourth question that asked for any feedback the participants wished to share revealed underlying beliefs and values of the NC administrators. Results indicated a continuum of practices that tended toward heterosexism and homophobia with limited lesbian and gay affirming practices reported. Implications include the need to increase training availability, increase LGBT content in early childhood preparation programs, and creation of policies that are inclusive to lesbian and gay headed families in early childhood settings.

Although parental monitoring often reduces youth risk behaviors, some research on bullying perpetration has found that parental monitoring deters bullying while other research has found a null effect or a positive effect. We investigated the bidirectional relationships of bullying perpetration and parental monitoring from age 11 to 18 years, leveraging data from four middle and six high schools in the Midwest (N = 3,549 students). We observed within-student stability in bullying perpetration and parental monitoring across time. Bullying perpetration had a prospective, negative association with parental monitoring from ages 11 to 12. However, parental monitoring predicted lower levels of bullying perpetration from ages 13 to 14. In early adolescence, youth who bully may be emboldened by a lack of perceived parental monitoring. Parental monitoring through establishment of house rules and awareness of risk during early to middle adolescence may deter bullying perpetration.

A reliable autism spectrum disorder (ASD) diagnosis can occur as early as 18 months; however, the average age at diagnosis in the United States is over 2 years later. While there are numerous well-known barriers to seeking an ASD diagnosis, no research has examined if separation between a child's biological parents affects timing of ASD diagnosis for their child. Data for this study were obtained from 561 children (M age = 5.4 years, SD = 3.9 years) referred to an urban, outpatient ASD specialty clinic for their first ASD evaluation. Biological parents self-reported their relationship status during the evaluation, which was then categorized as either "together" (married or living together but not married) or "not together" (separated, divorced, or never married). An inverse-probability of exposure weighted linear regression model, which adjusted for 16 different child, family, and sociodemographic variables, was utilized to assess differences in child age of ASD diagnosis between groups. At the time of diagnosis, most children's biological parents were together (69%) versus not together (31%). In the fully adjusted model, children of parents who were together were diagnosed 1.4 years earlier than those who were not together (p < 0.001). Strategies for supporting these families and reducing age disparities are indicated.

In a previous study, reactive criminal thinking or cognitive impulsivity mediated the relationship between parental knowledge and delinquency. This study sought to determine whether cognitive impulsivity also mediated the relationship between parental knowledge and childhood aggression. A path analysis was performed on a sample of 438 early adolescent boys (n = 206) and girls (n = 232) from the Illinois Study of Bullying and Sexual Violence using three waves of non-overlapping data. As predicted, cognitive impulsivity mediated the relationship between parental knowledge and childhood aggression, but cognitive insensitivity did not. The results of this study provide ongoing support for the general conceptual argument that childhood aggression parallels delinquency in certain respects and that parental knowledge deters both future delinquency and childhood aggression by reducing the cognitive impulsivity that is central to the behavioral patterns of delinquency and childhood aggression.

An underexamined consequence of childhood obesity is caregivers' missed work attributed to child absence from school due to a health condition. This secondary analysis (N = 123) reported the frequency of missed work among caregivers of children with a body mass index (BMI) at or above the 75th percentile and examined associations with select child, parent, and household characteristics. Caregivers missed work 1.3 (SD = 1.2) times in the past year with 41% reporting 2 or more times. A child visiting a health-care provider 2 or more times in the past year and parent perception of their child's health as good/fair/poor were significantly associated with caregivers' missing work 2 or more times in a year (OR = 5.8 and OR = 3.0, respectively). A significant association between children's physical and psychosocial well-being and caregivers' missed work emphasizes the school nurse role working with children with high BMI and families to address student absenteeism and caregivers' missed work.

This study examined the psychometric properties of the Risk Assessment and Distress Recovery (RADR) Scale--a new self-report psychological screening tool for high school students that explores risk factors related to mental health characteristics of students who have engaged in school violence. The sample consisted of 1093 high school students from all four regions of the United States. A four-factor model consisting of coping skills, depression, suicidal ideation, and narcissism demonstrated good fit. Results of confirmatory factor analysis and measurement invariance, as well as internal consistency estimates, provide initial evidence for reliability and validity of the RADR. Exploratory analyses between the RADR and characteristics of past school shooters are also presented. Students with disabilities self-reported significantly greater risks for mental health concerns across all four constructs, with small (0.15) to large (0.80) effect sizes.

There are no nationally representative estimates of the prevalence of dating abuse-related stalking and harassment. We analyzed data collected from 320 twelve- to 18-year-old U.S. youth. Youth with dating experience were asked whether a dating partner had ever spied on or followed them, damaged something that belonged to them, or gone through their online accounts. The prevalence of lifetime stalking and harassment victimization was 48% and the prevalence of perpetration was 43%. Latinx boys were at elevated risk for dating abuse-related stalking and harassment perpetration and victimization. Among girls, younger age, being marijuana use and living in a neighborhood with an elevated crime rate were associated with perpetration, and younger age, being Black, and marijuana use were associated with victimization. Interventions that prevent less severe and indirect forms of dating abuse are warranted.