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Introduction: Lack of physical activity (PA) is associated with obesity, diabetes, hypertension, cardiovascular diseases, and cancer. Parenting practices influence PA in young children. However, there is little evidence available for adolescents. We examined whether parenting practices were associated with out-of-school PA (OSPA) in US adolescents. Methods: This cross-sectional 2019 study analyzed data from the 2014 FLASHE study, a web-based, quota-sampled survey of parent–adolescent dyads. Inclusion required survey completion and parents to live with their teen (ages 12–17 y old). Physically limited adolescents were excluded. Dyads were stratified by teen age. Exposures included parental modeling, monitoring, facilitation, restriction, guided choice, and pressure. The outcomes of interest were OSPA Youth Activity Profile scores. Odds ratios (ORs) with 95% confidence intervals (CI) were calculated using adjusted logistic regressions. Results: A total of 1109 dyads were included. Guided choice increased odds of OSPA for 15- to 17-year-olds (OR = 2.12; 95% CI, 1.17–3.84). Facilitation increased odds of OSPA for 12- to 14-year-olds (OR = 2.21; 95% CI, 1.13–4.33). Monitoring decreased odds of OSPA for 15- to 17-year-olds (OR = 0.34; 95% CI, 0.20–0.57) and 12- to 14-year-olds (OR = 0.45; 95% CI, 0.27–0.74). Friend support increased odds of OSPA in 15- to 17-year-olds (OR = 4.03; 95% CI, 2.29–7.08) and 12- to 14-year-olds (OR = 3.05; 95% CI 1.69–5.51). Conclusion: Future interventions should prioritize (1) shared decision making for older teens, (2) access to PA opportunities for younger adolescents, and (3) promoting peer PA and friend support for everyone. [ABSTRACT FROM AUTHOR]

In December of 2019, COVID-19 began spreading globally. As a result, many youth sport organizations were forced to halt programming. While unfortunate, this imposed disengagement from youth sport provided an opportunity to explore what youth sport means to parents, being that this was the first time many were without it. As such, researchers aimed to explore the attitudes and perceptions of youth sport parents regarding their child's sport participation in its absence. Semistructured interviews were conducted to explore these perceptions, and three themes were constructed through thematic analysis. Findings suggest that sport parents miss their experiences as "live-in" sports fans of their child's sport participation due to the absence of their spectator experiences, social opportunities, and feelings of success, which drive their motivation for continued involvement. Understanding parental motivations to support youth sport participation may lead future researchers to uncovering the influences of parental behavior in the youth sport context. [ABSTRACT FROM AUTHOR]

This study sought to identify factors that reduce parental concern of concussion risks for children who play youth tackle American football. Interviews were conducted with parents who allowed children between the ages of 10 and 15 years to play on tackle football teams. Factors that reduced parental concern included advances in equipment safety and helmet technology, active parental monitoring and relationship building with coaches, and social comparisons to other youth athletes regarding their own child's athleticism and ability to avoid injury. Although these factors reduced parents' concern for concussion risks, the findings highlight biases that influence parental risk judgments, suggest that interventions to reduce concussions must account for competing narratives of concussion prevention, and offer recommendations for improving education efforts focused on player safety in contact sports. [ABSTRACT FROM AUTHOR]

Social–emotional competencies, a crucial non-academic factor for K-12 students to be competent 21st century citizens, are receiving increasing research attention. Based on the 2,801 self-reports of grades 4–8 students from four schools in China, this study scrutinized the associations between adolescents' five core competencies and their interpersonal relationships. Results indicated that five competencies acted as mediators between parent–child relationships and students' relationships with teachers and peers. In addition to the girls' advantage in five competencies, the results also demonstrated the gender and grade differences in the association. Boys had more indirect links and girls had both direct and indirect associations. There were grade differences in the mediating role of social awareness. The study's findings may advance our understanding of the parental influence on Chinese students' social–emotional competencies and provide a more nuanced picture of the conditions and interplay that foster or hinder students' proficiency in these competencies in schools and families. [ABSTRACT FROM AUTHOR]

Background: Infantile Colic (IC) poses a significant challenge for parents as it manifests through repeated and extended episodes of fussiness, crying, or irritability occurring before the age of 5 months. The precise cause of IC is currently unknown. The association between IC, a family history of atopy, and the development of individual atopy in the future remains uncertain, given conflicting findings from prior studies. Objectives: This study aimed to investigate the impact of parental atopy on IC severity and the effectiveness of the mother's hypoallergenic Dairy-Free Diet in alleviating pain in infants with colic. Methods: This non-randomized trial conducted at Amirkabir Hospital in Arak, Iran, from January 2023 to October 2023, involving 206 eligible IC patients non-randomly assigned to two groups based on parental atopy history. Breastfed infants were prescribed a dairy-free diet, involving the removal of dairy products from the mother's diet. Pain severity was assessed using the FLACC scale at baseline and after one-month of intervention. Results: The research initially involved 206 subjects with an average age of 28.77 ± 9.99 days, evenly distributed based on parental atopy history. However, there was a 28.6% loss to follow-up, resulting in a final analyzed population of 147 individuals. The intervention, a maternal dairy-free diet, demonstrated a significant reduction in pain symptoms within both groups and overall (P = 0.001), with no significant difference in efficacy between infants with and without parental atopy history (P = 0.219). Parental history of atopy did not exhibit a significant association with colic pain severity (P = 0.404). The study revealed that the impact of the diet on colic severity varied, with more pronounced effects observed in cases of severe and moderate colic compared to mild cases. Conclusions: Adopting a Dairy-Free Diet significantly reduced colic symptoms, irrespective of parental atopy history. The severity of colic appears unrelated to parental atopy, and the observed improvement with a Dairy-Free diet is potentially attributed to milk intolerance rather than milk allergy. [ABSTRACT FROM AUTHOR]

In this study, we aimed to determine the role of parental praise and child affect in the neural processes underlying parent‐child interactions, utilizing functional near‐infrared spectroscopy (fNIRS) hyperscanning. We characterized the dynamic changes in interpersonal neural synchrony (INS) between parents and children (4–6 years old, n = 40 dyads) during a cognitively challenging task. We then examined how changes in parent‐child INS are influenced by parental feedback and child affect. Parent‐child INS showed a quadratic change over time, indicating a decelerated decline during the interaction period. The relationship of parental praise, in the form of positive feedback, to change in INS was contingent upon the child's positive affect during the task. The highest levels of INS were observed when praise was present and child affect was positive. The left temporo‐parietal regions of the child and the right dorsolateral prefrontal and right temporo‐parietal regions of the parent demonstrated the strongest INS. The dynamic change in INS during the interaction was associated with children's independent performance on a standardized test of visuospatial processing. This research, leveraging fNIRS hyperscanning, elucidates the neural dynamics underlying the interaction between parent praise and child positive affect, thereby contributing to our broader understanding of parent‐child dynamics. Research Highlights: The level of interpersonal neural synchrony between parents and children dynamically varies during a cognitively challenging (tangram) task.The left temporo‐parietal regions of the child and the right dorsolateral prefrontal and right temporo‐parietal regions of the parent demonstrate the strongest parent‐child neural synchrony.The relationship between parental praise (positive feedback) and parent‐child neural synchrony is contingent upon child positive affect during the task.Change in parent‐child neural synchrony relates to children's performance on an independent visuospatial processing measure. [ABSTRACT FROM AUTHOR]

Learning safe versus dangerous cues is crucial for survival. During development, parents can influence fear learning by buffering their children's stress response and increasing exploration of potentially aversive stimuli. Rodent findings suggest that these behavioral effects are mediated through parental presence modulation of the amygdala and medial prefrontal cortex (mPFC). Here, we investigated whether similar parental modulation of amygdala and mPFC during fear learning occurs in humans. Using a within‐subjects design, behavioral (final N = 48, 6–17 years, mean = 11.61, SD = 2.84, 60% females/40% males) and neuroimaging data (final N = 39, 6–17 years, mean = 12.03, SD = 2.98, 59% females/41% males) were acquired during a classical fear conditioning task, which included a CS+ followed by an aversive noise (US; 75% reinforcement rate) and a CS−. Conditioning occurred once in physical contact with the participant's parent and once alone (order counterbalanced). Region of interest analyses examined the unconditioned stress response by BOLD activation to the US (vs. implicit baseline) and learning by activation to the CS+ (vs. CS−). Results showed that during US presentation, parental presence reduced the centromedial amygdala activity, suggesting buffering of the unconditioned stress response. In response to learned stimuli, parental presence reduced mPFC activity to the CS+ (relative to the CS−), although this result did not survive multiple comparisons' correction. These preliminary findings indicate that parents modulate amygdala and mPFC activity during exposure to unconditioned and conditioned fear stimuli, potentially providing insight into the neural mechanisms by which parents act as a social buffer during fear learning. Research Highlights: This study used a within‐participant experimental design to investigate how parental presence (vs. absence) affects youth's neural responses in a classical fear conditioning task.Parental presence reduced the youth's centromedial amygdala activation to the unconditioned stimulus (US), suggesting parental buffering of the neural unconditioned response (UR).Parental presence reduced the youth's mPFC activation to a conditioned threat cue (CS+) compared to a safety cue (CS−), suggesting possible parental modulation of fear learning. [ABSTRACT FROM AUTHOR]

Parent emotion socialization has long been studied in relation to children's socioemotional adjustment. Little attention has been paid to how parents' socialization responses are shaped by youth characteristics over time, such as emotional lability. The present study explored the mutual influence between parent emotion socialization and adolescent emotional lability. Participants were 87 adolescents (M = 14.23 years old, SD =.50; 50 girls) and their parents, who completed questionnaires at three time points from 8th grade through 10th grade. Hierarchical linear modeling demonstrated mutual influences between parent emotion socialization and adolescent emotional lability, with relations moderated by adolescent gender. Increases in parents' reward of negative emotion predicted decreased emotional lability in girls. Parents' increased magnification of negative emotions corresponded to decreased emotional lability in boys. Boys' increases in emotional lability predicted decreased parental magnification of negative emotions over time. Increases in parents' magnification of negative emotions predicted increased emotional lability in girls. Girls' increases in emotional lability corresponded to increased parental magnification over time. There were no longitudinal effects of adolescent emotional lability on parents' reward, override, and punishment of negative emotions. Future directions and clinical applications are discussed. [ABSTRACT FROM AUTHOR]

This study assesses heavy metal (HM) concentrations and ecological risks in soils derived from granite (GrS), basalt (BtS), and amphibolite (AmS) rocks in southern Bundelkhand, central India. HM analysis reveals substantial variations, with Cr, Mn, Co, Ni, Zn, and Cd exhibiting higher concentrations in AmS, followed by BtS and GrS. Mn and Co content exceeds the Indian limit for soil (IS) and European Union (EU) guidelines for most samples. The geo-accumulation index shows high pollution levels of Cd in all soil types. Enrichment factor (EF) assessment reveals significant enrichment of Cd in GrS and BtS (mean 12.53, 6.91, respectively), and Cr, Ni, and Cd in AmS. The potential contamination index (Cp) and pollution load index (PLI) confirm Cd as the most significant contaminant in all soil types, with AmS exhibiting the highest pollution levels (29.31 and 650.68, respectively). The potential ecological risk (RI) assessment identifies Cd as the major contributor to ecological risk in all soil groups, with GrS and BtS displaying low to moderate risk, and AmS posing high to very high ecological risk. Our study highlights the influence of parent material on soil heavy metal concentrations, potentially leading to groundwater contamination and posing risks to human health. [ABSTRACT FROM AUTHOR]

Promoting science, math, engineering, and technology (STEM) skills for young children provides foundation for and interest in later STEM learning, making early childhood an important time to develop these competencies. Young children also spend increasing amounts of time with media, and thus it is important to understand if children are accessing STEM content and what factors may determine this access. The current survey study of parents of three- to seven-year olds assesses how parents' science self-efficacy and parents' scientific literacy relate to children's STEM media use. Results demonstrate positive relations between parent self-efficacy and child STEM media use (aligned with self-efficacy theory), but results also demonstrate no significant relation between parent scientific literacy and child STEM media use. We conclude that parent self-efficacy is an important social susceptibility for young children's STEM media use and that future research should continue exploring potential interventions for promoting parents' self-efficacy related to teaching their children science. Impact Summary: Prior State of Knowledge: Little research has examined the relations between parents' perceived beliefs that they can teach their children science and children's engagement with STEM media. Children spend increasing time with media; thus, we should understand how to leverage this time for learning. Novel Contributions: The current study demonstrates that parents' beliefs that they can teach their children science are positively associated with children's STEM media use. However, parents' scientific literacy was not associated with children's STEM media use. Practical Implications: To get children to use more STEM media, interventions should focus on parents' beliefs that they can teach their children STEM concepts, such as science. Parents influence children's media use, and intervening with parents can help shape children's media diets in positive ways. [ABSTRACT FROM AUTHOR]

With the widespread use of digital media in our deeply mediatized society, parental mediation can be viewed as a dynamic and processual media practice that is integrated into everyday family life. We therefore advocate that parental mediation should be seen as part of the socialization that changes over time due to an ongoing stream of negotiations, instead of focusing purely on strategies. It is particularly important to us to show that this process is not only situational and procedural, but also relational. In the text, we present four case studies that illustrate how these aspects influence parental mediation. The cases were chosen from a longitudinal qualitative panel study with three survey waves. They were analyzed from the perspective of parents and children. The study itself focused on the process of socialization and its transformation through mediatization. On this basis we demonstrate that parental mediation is a relational process that is influenced by parents' own biography, by other parents, friends or the wider family context as well as by negotiations with the affected children and their media repertoires. Impact Summary: Prior State of Knowledge: Although a majority of studies analyze parental mediation, literature lacks the perspective of children on the topic. Further, there are almost no longitudinal studies on the subject. Novel Contributions: The article shows that parental mediation can only be fully understood as an element of socialization that is situational, dynamic, processual and repeatedly negotiated. It emphasizes relationality, as parental mediation depends on the biographies of the parents, people outside the family and the children involved. Practical Implications: Since parental mediation is not trivial, parents should be encouraged to seek support in this task. In addition, practitioners should take into account the relationality of mediation practices rather than pointing to an ideal way of parental mediating. [ABSTRACT FROM AUTHOR]

The invasion of minors’ online privacy has become increasingly prevalent in recent years. Examining the disclosure and protection behaviours of minors about online privacy provides a theoretical basis for the development of educational activities aimed at safeguarding minors’ privacy. This study utilised visual analysis tools and content analysis of literature to systematically map out the research hotspots and evolution in this field. The findings revealed that (1) research in this area is thriving and interdisciplinary, (2) existing studies primarily focus on minors aged 12–18 and their active privacy disclosure behaviour in social media and other scenarios, as well as key influencing factors, (3) these studies not only examine the influence of minors themselves but also the influence of parents and peers on minors’ online privacy behaviours, and (4) most minors adopt avoidance strategies such as privacy settings and alternative websites to protect their online privacy. Further research could expand the research context, resolve controversial factors, use multiple methods, and explore additional privacy behaviours. This literature review plays a crucial role in generating academic discourse and provides valuable insights for developing privacy protection policies tailored to minors. [ABSTRACT FROM AUTHOR]

Temporal variation in resource availability, amplified by global change, may have strong impacts on species breeding at temperate and high latitudes that cue their reproduction to exploit seasonal resource pulses. This study examines how resource availability and parental care influence niche partitioning between and within age classes in the rufous‐collared sparrow, which provides extensive parental care. We hypothesized juveniles would exhibit narrower niches focused on high‐quality resources compared to adults, regardless of resource availability. We used stable isotope analysis to quantify individual and population niches in juveniles and adults across the breeding season in two cohorts experiencing contrasting resource landscapes. Contrary to our initial hypothesis, juveniles exhibited greater among‐individual diet variation and smaller total niche widths (i.e. higher levels of individual specialization, IS) during periods of high food availability in comparison to periods of food scarcity. Interestingly, total niche width and IS of adults remained stable across seasons despite a shift in trophic level, highlighting their potential role in providing a consistent diet for their young. These findings reveal a dynamic interplay between resource availability, parental care, and IS, with important implications for understanding population resilience under variable resource scenarios. The study also suggests that adult sparrows modify their provisioning strategies based on resources, potentially buffering offspring from environmental fluctuations. Understanding age‐specific responses to resource variation is crucial for predicting species responses to ecological conditions, particularly in regions like central Chile where seasonal resource limitation is expected to become more variable in response to climate change. [ABSTRACT FROM AUTHOR]

Introduction: Early signs of mental health issues may develop into severe mental illnesses over time. The influence of parental emotional support on adolescent mental health problems is well acknowledged. However, prior research has predominantly focused on psychological symptoms, often neglecting the somatic symptoms associated with mental health. Additionally, there has been insufficient exploration of the mediating role of self-efficacy and the relationship between socioeconomic status (SES) and adolescent mental health, particularly within the context of Hong Kong. Methods: Using data from 3,613 adolescents aged 15 years from 109 schools in Hong Kong who participated in the Programme for International Student Assessment 2018, this study explored the relationship between parental emotional support and two dimensions of adolescent mental health symptoms (psychological and somatic symptoms), and the mediating effect of self-efficacy and the moderating role of SES. Results: We found that parental emotional support significantly reduced psychological and somatic symptoms, primarily by enhancing self-efficacy. MoreovSES moderated these relationships, with the impact of parental emotional support on psychological symptoms being more pronounced among adolescents from lower SES backgrounds. Discussion: This study deepens the understanding of the mechanisms underlying adolescent mental health in Hong Kong. By highlighting the importance of parental emotional support and self-efficacy, as well as the moderating effect of SES, the findings offer valuable insights for effective interventions aimed at improving adolescent mental health. [ABSTRACT FROM AUTHOR]

This study investigates whether parental supportive (following) and intrusive (redirecting child's attention) verbal directives are influenced by parent gender and birth status, and whether any associations between parental supportive/intrusive directives and developmental outcomes are moderated by birth status. Seventeen preterm and 31 full-term toddlers took part with both parents. Parental directives were coded using transcriptions of dyadic free-play interactions. Toddlers' cognitive, language, and social-emotional skills were assessed via the Bayley-III scales and executive function skills were measured via parental report. 2 × 2 mixed design ANOVAs showed no significant effect of parent gender, birth status, or interaction, on parental directives. Moderation analyses demonstrated significant associations between fathers', but not mothers', intrusive directives and toddlers' cognitive and expressive language scores for preterm, but not full-term, toddlers. Although parents of preterm and full-term toddlers used similar supportive/intrusive directives, fathers of preterm toddlers who exhibited poorer expressive language and cognitive skills used more intrusive directives. [ABSTRACT FROM AUTHOR]

Background: Parental drinking can cause harm to the offspring. A parent's diagnosis of alcohol-related liver disease (ALD) might be an opportunity to reach offspring with preventive interventions. We investigated offspring risk of adverse health outcomes throughout life, their association with their parent's educational level and diagnosis of ALD. Methods and findings: We used nationwide health registries to identify offspring of parents diagnosed with ALD in Denmark 1996 to 2018 and age- and sex-matched comparators (20:1). We estimated the incidence rate ratios (IRRs) of hospital contacts with adverse health outcomes, overall and in socioeconomic strata. We used a self-controlled design to examine whether health outcomes were more likely to occur during the first year after the parent's ALD diagnosis. The 60,804 offspring of parents with ALD had a higher incidence rate of hospital contacts from age 15 to 60 years for psychiatric disease, poisoning, fracture or injury, alcohol-specific diagnoses, other substance abuse, and of death than comparators. Associations were stronger for offspring with low compared to high socioeconomic position: The IRR for admission due to poisoning was 2.2 versus 1.0 for offspring of an ALD parent with a primary level versus a highly educated ALD parent. Offspring had an increased risk for admission with psychiatric disease and poisoning in the year after their parent's ALD diagnosis. For example, among offspring whose first hospital contact with psychiatric disease was at age 13 to 25 years, the IRR in the first year after their parent's ALD diagnosis versus at another time was 1.29 (95% CI 1.13, 1.47). Main limitation was inability to include adverse health outcomes not involving hospital contact. Conclusions: Offspring of parents with ALD had a long-lasting higher rate of health outcomes associated with poor mental health and self-harm that increased shortly after their parent's diagnosis of ALD. Offspring of parents of low educational level were particularly vulnerable. This study highlights an opportunity to reach out to offspring in connection with their parent's hospitalization with ALD. Leveraging registry data, Peter Jepsen and colleagues explore the risk of adverse health outcomes among offspring and associations with diagnosis of alcohol-related liver disease of one or both parents and parents' education level. Author summary: Why was this study done?: Young offspring of parents with alcohol use disorder have higher rates of poor mental health, and substance misuse and many of them have not received professional help in relation to their parent's alcohol misuse. It has not been investigated whether these higher rates of adverse health outcomes continue throughout adulthood are influenced by their parent's diagnosis of alcohol-related liver disease (ALD) and the influence of parental socioeconomic position has not been thoroughly investigated. The temporal relationship between a parent's diagnosis of ALD and an offspring's adverse health outcomes may show us an opportune time to offer support to the offspring in the clinical setting, hopefully preventing future adverse outcomes. What did the researchers do and find?: This was an exploratory study of adverse health outcomes in 60,804 offspring of patients with ALD compared to 1.2 million matched controls, based on Danish nationwide health registries 1996 to 2018. Offspring of 15 to 60 years had higher rates of hospital contacts due to psychiatric disease, poisoning, fracture or injury, alcohol-specific diagnoses, other substance abuse, and of death than comparators had. Offspring of parents of low compared to higher educational level had the highest rates of hospital contacts. In the year after the parent's diagnosis of ALD, offspring experienced an increase in hospitalization due to outcomes associated with self-harm (e.g., poisoning) and poor mental health (e.g., psychiatric disease). What do these findings mean?: Preventive interventions are needed to help offspring of parents with alcohol use disorder, and a parent's hospital admission for ALD is a window of opportunity for healthcare professionals to reach out. The main study limitation was inability to include adverse health outcomes not involving hospital contacts leading to an underestimated burden of adverse health outcomes in offspring of parents with ALD. [ABSTRACT FROM AUTHOR]

Research has demonstrated that many elements of the family context can play a significant role in the development of anxiety in adolescents. Some work suggests that parent‐adolescent attachment may serve as an antecedent of adolescent anxiety problems, but there remains a gap in research that examines both the mother‐adolescent and father‐adolescent attachment relationship and its impact on adolescent anxiety. Evidence suggests that parent‐child attachment security may provide a context for the development of emotion regulation skills; if an adolescent lacks these important regulatory capabilities in a time of stressful transitions, this may be related to increased feelings of anxiety. However, little is known about the particular effects of father‐adolescent attachment on anxiety, especially in early to mid‐adolescence. The present study addresses parental influences on the development of adolescent anxiety in a sample of 295 mothers, fathers, and adolescents studied across three years. Two dyadic growth‐curve models were specified: one for mother‐adolescent dyads and the other for father‐adolescent dyads. Results indicated that linear increases in adolescent reports of secure attachment with their fathers were predictive of linear decreases in adolescent reports of anxiety. Interestingly, there were no significant effects for the mother‐adolescent model. The results call attention to the developmental significance of attachment to fathers in buffering adolescents from emerging anxiety in this developmental period. The present study contributes to a growing body of research that highlights the importance of the father‐child relationship in adolescence. [ABSTRACT FROM AUTHOR]

The present study aimed to examine the relationship between parental structure, parental chaos, and homework anxiety among elementary school students, as well as the mediating roles of autonomous and controlled motivation in relation to homework. A total of 1,118 elementary school students from grades 4 to 6 completed the Parents as Social Context Questionnaire, Homework Anxiety Scale, and Homework Motivation Scale. Results indicated that parental structure was negatively associated with homework anxiety in elementary school students, while parental chaos exhibited a positive correlation with such anxiety; furthermore, both homework autonomous and controlled motivation mediated the relationship between parental structure and chaos with homework anxiety. Specifically, a structured parenting environment could mitigate homework anxiety by enhancing students' autonomous motivation; conversely, chaotic parenting environments were associated with increased homework anxiety through heightened controlled motivation while simultaneously diminishing autonomous motivation. These findings offer novel insights into alleviating homework-related anxiety among elementary school students and provide empirical support for developing educational interventions focused on parenting practices. [ABSTRACT FROM AUTHOR]

Social-emotional competencies, a crucial non-academic factor for K-12 students to be competent 21st century citizens, are receiving increasing research attention. Based on the 2,801 self-reports of grades 4-8 students from four schools in China, this study scrutinized the associations between adolescents' five core competencies and their interpersonal relationships. Results indicated that five competencies acted as mediators between parent-child relationships and students' relationships with teachers and peers. In addition to the girls' advantage in five competencies, the results also demonstrated the gender and grade differences in the association. Boys had more indirect links and girls had both direct and indirect associations. There were grade differences in the mediating role of social awareness. The study's findings may advance our understanding of the parental influence on Chinese students' social-emotional competencies and provide a more nuanced picture of the conditions and interplay that foster or hinder students' proficiency in these competencies in schools and families. [ABSTRACT FROM AUTHOR]

BackgroundMethodsResultsConclusionParental stress significantly impacts the well-being of families, and necessitates culturally sensitive tools for its assessment. The Parental Stress Scale, widely used in diverse cultural settings, lacks a validated Arabic version suitable for the Lebanese context, where unique sociopolitical and economic factors might influence parental stress differently. This study aimed to translate, culturally adapt, and validate the scale in Arabic among a Lebanese sampleFollowing the Snowball sampling method, participants (n = 502) were adult Lebanese parents who answered demographic questions and completed the Arabic version of the Parental Stress Scale and the Depression, Anxiety, and Stress Scale-8.Confirmatory Factor Analysis showed a two-factor model of the Parental Stress Scale (CFI = 0.956). We found adequate composite reliability for both the ‘Parental Stress’ (ω = 0.91/α = 0.91) and ‘Parental satisfaction’ (ω = 0.94/α = 0.94) subscales. Convergent validity and concurrent validity were demonstrated through positive correlations with measures of depression, anxiety and stress. Our translation of the scale was shown to be invariant across sexes, with fathers scoring significantly higher than mothers.Our validated Arabic version of the Parental Stress Scale offers a culturally sensitive instrument for assessing parental stress in Lebanon. This tool enables healthcare providers and researchers to identify stressors affecting Lebanese families, facilitating the development of targeted interventions to support parental mental health. [ABSTRACT FROM AUTHOR]

The study examines how family dynamics impact the career choices of students in the Accountancy, Business, and Management (ABM) track, highlighting the role of familial support and guidance in achieving quality education and informed career decisions. It examined the relationship between family influence and career decisions within the context of Sustainable Development Goal (SDG) number four, focusing on Quality Education, among 161 ABM students at Tacurong National High School. It utilized a non-experimental quantitative research design employing descriptive-correlational techniques. Mean, Pearson Product-Moment Correlation and Multiple Regression analysis were employed for data interpretation. Results revealed high levels of family influence and career decisions. Specifically, indicators such as parental engagement and cultural values received high ratings for family influence, while parental support obtained a very high rating and career actions received a high-rating for-career decision. A moderate positive correlation was observed between family influence and career decisions among ABM students. Furthermore, both domains of family influence, parental engagement, and cultural values, significantly influenced the career decisions of ABM students. Consequently, it is suggested that prioritizing initiatives aimed at enhancing parental engagement and fostering cultural values within the educational setting can effectively bolster the career decisions of ABM students at Tacurong National High School, aligning with the objectives of SDG4. [ABSTRACT FROM AUTHOR]

Child's learning acquisition is greatly influence by parental involvement and mechanisms. Parental involvement is a multifaceted activity which represents many different parental behaviors and parenting practices such as parental aspiration for their child's academic achievement, parental communication with their children about school, parental participation in school activities, parental communications with teachers about their child, and parental rules at home which are considered education related. Republic Act No. 9155 otherwise known as the Governance of Basic Education Act of 2001 under section 1.2 stated that the parents and the community shall be encouraged for active involvement in the education of the child. This study works on determining the relationship of parental involvement and mechanisms on child's learning outcomes through the collection of data using survey questionnaire and utilization of descriptive correlational research design. Moreover, Pearson's R was used in treating the data collected. It was revealed that a significant relationship among variables were observed however weak relationship between learning at home with creativity and presentation was determined. Moreover, indirect relationship between parental mechanisms and quarterly tests was revealed. Additionally, no significant relationship between learning outcomes and self-confidence was seen. Lastly, a weak to moderate significant relationship between self-confidence and parental involvement and parental mechanisms was exhibited. This led to the idea that variables have little to negative relationships especially parental mechanisms an quarterly scores results as well as learning outcomes and selfconfidence. Due to this, it is recommended that strong connection between parents and child should be established to strengthen and further increase the positive learning outcomes. Monitoring of student success in doing their work is also encouraged to be practiced by parents to build child support and confidence. [ABSTRACT FROM AUTHOR]

This study aimed to explore the influence of parents' expectation on primary school students' test anxiety, the mediating role of primary school students' self-expectation and the moderating role of gender. 571 primary school students in Jinan City completed The Parents' Expectation Scale, Test Anxiety Self-Report Scale, and Self-Expectation Questionnaire. The results showed that (1) there were significant correlations among parents' expectation, test anxiety, self-expectation, respectively; (2) self-expectation played a mediating role in the relationship between parents' expectation and test anxiety; (3) gender moderated the first half of the mediation process. This study revealed the influence mechanism of parents' expectation and self-expectations on test anxiety, which provided new ideas for preventing and intervening in primary school students' test anxiety. [ABSTRACT FROM AUTHOR]

Introduction Methods Results Conclusions PLAIN LANGUAGE SUMMARY Participation in personally significant occupations often contributes to quality of life. Parenting a child with difficulties in sensory processing may present challenges that can affect subjective and objective components of parental participation, thus possibly decreasing their quality of life. This study aimed to compare these components between mothers of children with and without difficulties in sensory processing and explore their relationship with maternal quality of life.Seventy mothers of children aged 3–8 years with (50%) and without difficulties in sensory processing completed questionnaires measuring subjective occupational experience, objective frequency of participation in health promoting activities, and quality of life. No consumer or community involvement occurred.Satisfaction with participation competence as well as objective frequency of participation in health promoting activities among mothers from the study group was found to be significantly lower than the control group. Additionally, a significant moderately strong correlation was found between these variables and the quality of life of all mothers.Subjective and objective participation in health promoting activities is lower in mothers of children with difficulties in sensory processing. Additionally, the quality of life in all mothers was linked to their perceived capability and frequency of engagement in health‐promoting activities. Raising awareness to the experience of mothers of children with challenges in sensory processing may help bring to attention the importance of enhancing mothers' engagement in health‐promoting activities.Mothering a child with difficulties in sensory processing can influence parents' emotional states and sense of competence, affecting how mothers take part in activities that support their health and quality of life. In this study, 70 mothers of children aged 3–8, with and without difficulties in sensory processing, were asked about how often they participate in activities that promote their health, their experiences, and about their quality of life. The mothers of children with difficulties in sensory processing felt less confident in their abilities and did fewer activities that support their health. Also, in all the mothers, their quality of life was related to how competent they feel and how often they performed these types of activities. This shows how important it is to support mothers of children with sensory processing difficulties helping them feel confident and join in activities that support their health. It is a reminder that family‐focussed intervention is key to making sure mothers are doing well too. [ABSTRACT FROM AUTHOR]

This study examines romantic and instrumental partner preferences in contact adverts from two Dutch newspapers, the Arnhemsche Courant (N = 283) and the Provinciale Drentsche en Asser Courant (N = 231) between 1900 and 1955. With the spread of the newspaper, contact adverts became a new meeting place. By means of short messages, people could make known that they were looking for a partner to get acquainted or even to marry and describe how their desired person should look like. By analysing how advertisers described themselves and their sought-after partners, insights into the motivations behind partner choice were gained. We identified a number of terms in the ads that could indicate romantic partner preferences, such as age homogamy, openness to regional or social heterogamy, and preferences indicating attraction, personality, and appearance. Similarly, instrumental partner preferences could be gathered from phrases expressing social homogamy (marrying into one's own social class), parental influences, and the importance of wealth or possessions. The results show that romantic and instrumental considerations in partner preferences co-existed, but that their relative occurrence changed over time. Moreover, differential considerations in partner preference existed according to region, urban or rural residence, social class, religion, and gender. For instance, women's partner preferences were more instrumental than those of men, while urban women were more likely to place contact adverts than rural women. Widows, widowers, and the divorced more often expressed romantic rather than instrumental partner preferences compared to unmarried men and women. [ABSTRACT FROM AUTHOR]

This study delves deeply into the impact of parents' childhood experiences on their current parenting attitudes and behaviors from a life course perspective. The primary objective of the study is to understand how individuals' experiences during their own childhood shape their parenting approaches. In this context, a qualitative methodology was adopted, utilizing a semi-structured interview form as the data collection tool. The interviews aim to comprehensively reveal the participants' past experiences, their practices in parenting roles, and their attitudes toward their children. The research was conducted with the participation of 23 parents with various demographic characteristics. The study focuses on how the emotional and behavioral legacies inherited from the participants' childhoods shape their own parenting approaches and how these legacies are transmitted to their children. By evaluating both positive and negative childhood experiences, the research highlights how these experiences influence parenting styles. The findings suggest that positive childhood experiences help parents adopt supportive and reassuring attitudes towards their children, whereas negative experiences prompt parents to be more conscious and avoid restrictive behaviors. Specifically, the study reveals that parents who experienced pressure and restrictions during their own childhoods strive to provide a more liberating environment for their children. These results underscore the importance of considering parents' childhood experiences in parenting interventions and highlight the significance of these experiences in shaping parenting practices. [ABSTRACT FROM AUTHOR]

Aim: Children of parents with psychiatric illness have a higher risk of developing psychiatric disorders. This is particularly the case for psychoses and the evolution of these disorders could likely differ. The aim of this study was to study the impact of a first‐degree and second‐degree family history of psychiatric disorders (FHPD) on the characteristics of patients with early psychosis in a specialized programme. Method: This research is a prospective study based on 408 patients aged 18–35 years enrolled in the Treatment and Early Intervention in Psychosis Program (TIPP) with a three‐years follow‐up. Various characteristics were compared between patients with first‐degree‐FHPD and those without, then between patients with 2nd degree‐FHPD and those without. The influence of the number of parents with first or second degree FHPD on clinical characteristics was also studied. Results: Our results showed an influence of FHPD on the characteristics of patients presenting a first episode of psychosis. Over the 3 years of follow‐up, patients with at least one second‐degree relative showed more negative and depressive symptoms and poorer general functioning than patient who did not. The number of parents with first or second degree FHPD was also negatively associated with several clinical variables. Conclusion: The results of this study confirm the existence of a distinct premorbid profile and a different evolution in patients with FHPD, which is not limited to first‐degree relatives. This suggests the importance of specific needs that should be addressed during treatment. [ABSTRACT FROM AUTHOR]

Body size and growth rate can influence individual and population success by mediating fitness. Understanding the factors that influence growth can be difficult to disentangle, however, because growth can be shaped by environmental conditions recently experienced, as well as legacy effects from conditions experienced earlier in life and by parents (via parental effects).To improve understanding of growth among annual cohorts (1982–2015) of Lake Erie Walleye (Sander vitreus), a species with life‐history and growth characteristics similar to many other long‐lived, iteroparous fishes, we determined the role of the following hypothesised factors: (H1) recent environmental conditions; (H2) traits and experiences of the cohort, including growth, in the previous year; (H3) early‐life cohort density; (H4) early‐life body size; and (H5) parental composition and environment. We evaluated the relative importance of these hypothesised factors using piecewise structural equation modelling in an information‐theoretic framework.Our results indicated that cohort‐specific growth of Lake Erie Walleye was most strongly influenced by traits (growth) and experiences of the cohort during the previous year (H2) and parental composition and environment (H5). The observed negative relationship with growth during the previous year may indicate that Walleye exhibit compensatory growth. The relationships with parental sizes and environments may mean that parental contributions to offspring affects cohorts into adulthood, with serious implications for the effects of climate change. Warm winters appear to negatively influence offspring growth performance for many years.Legacy effects had a stronger influence on cohort growth than recent environmental conditions, providing new understanding of how somatic growth is regulated in Lake Erie's Walleye population. Specifically, the parental composition and environment appear important via epigenetic and/or egg‐provisioning legacies, with carryover effects modifying growth among years. Ultimately, our findings demonstrate that understanding recent growth in animal populations similar to Lake Erie Walleye may require knowledge of past conditions, including those experienced by parents. [ABSTRACT FROM AUTHOR]

Objectives: The fertility health of the migrating population has attracted significant attention. This article examines the impact of parental retirement on the fertility intentions of the offspring among the internal migrant population. Methods: This study utilizes the mandatory retirement age system as an exogenous shock within a fuzzy regression discontinuity (FRD) experimental design to investigate the influence of parents' retirement on the fertility intentions of their migrant offspring and potential mechanisms. Results: The research findings indicate that parents' retirement significantly reduces the fertility intentions of the migrant population by 34.4%. Mechanism analysis attributes this adverse effect to the reduction in intergenerational wealth transfer due to parent's retirement. As the family's economic situation worsens, the negative impact of retirement on fertility intentions becomes more pronounced. The childcare support mechanism provided by retired grandparents can partially offset the adverse effects of the income mechanism. Conclusions: This study provides recommendations for enhancing policies related to delaying retirement age and childcare. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the associations between contextual and demographic factors influencing parental involvement in education and the levels of parent involvement in education, specifically addressing the possible mediating roles of parental role activity and self-efficacy beliefs for helping the child succeed in school. A total of 1,402 parents of preschoolers between 36 and 72 months in Turkey voluntarily participated in the study. Using a correlational research design, a model was tested via path analysis to inspect the associations among study variables. In general, the study results revealed that role activity and self-efficacy beliefs either fully or partially mediated the relationships between contextual variables and parent involvement in education, meaning the existence of relationships, either in total or in part, depends on parents' role activity and self-efficacy beliefs. Overall, the study concluded that parents' role activity and self-efficacy beliefs are two essential factors associated with parent involvement level because they enhance the relationship of the contextual factors with parent involvement, even they activate the relationship between some contextual factors and parent involvement level. [ABSTRACT FROM AUTHOR]

This study explores the association between youth antisocial behavior outcomes and predictors including individual factors (youth attitudes) and interpersonal factors (friends and parents) in a low income, immigrant, and ethnic community in Pomona, California USA. Social cognitive theory is used in a cross sectional design to perform correlation and multiple regression analysis on survey data from 2,693 high school students. While factors related to youths and their best friends were associated with youth antisocial behavior outcomes, parental factors did not show any association with youth antisocial behavior outcomes in both correlation and regression analysis. These results conflict with dominant trends in the literature and underscore the need for at risk communities such as Pomona to develop their own community data so that intervention programs can respond to their unique circumstances. The following intervention strategies are recommended for youth program designers in Pomona: prioritize individual youth and friends in intervention activities; develop intervention strategies to grow parental influence on youth antisocial behavior such as integrating engagement tools which immigrant, minority, and low income parents could use to counter antisocial risk factors and enhance protective factors. Future research should investigate the factors that drive the influence of best friends on youth antisocial behavior particularly how these trump parental influence in Pomona and other disadvantaged environments. The research findings should shape the intervention strategies recommended above. [ABSTRACT FROM AUTHOR]

This study examined the influence of parental cognition, including attitudes, beliefs, and understanding of anxiety, on emotion dysregulation in children with anxiety disorder. A total of 47 clinically anxious children (6–17 years old) and their parents were involved in the current study. The mothers and fathers separately completed a self-reported questionnaire assessing their attitudes, beliefs, and understanding of their children's anxiety, while the children completed a self-report questionnaire assessing emotion dysregulation. Pearson correlation and hierarchical regression analyses were used for data analysis. The results indicated that only fathers' higher levels of unhelpful attitudes, beliefs, and understanding of anxiety were positively and significantly associated with greater emotion regulation (ER) difficulties in anxious children. Furthermore, fathers' unhelpful cognitions regarding anxiety uniquely predicted their children's emotion regulation difficulties. These findings highlight the importance of including fathers in preventive and therapeutic interventions in promoting ER abilities in children with anxiety disorder. [ABSTRACT FROM AUTHOR]

Currently, the issue of educational equity and balanced regional educational development for minority groups is receiving enormous attention. This study explored the influence of parental science expectations on science interests and related mediating effects on Yi junior high school students in China's largest Yi-inhabited region. The results of the study found that parental science expectations significantly predicted the science interests of Yi junior high school students; science interests, science experience, and science self-efficacy played a chain mediating role between parental science expectations and science interests; minority areas are likely to suffer from a lack of science resources due to economic and environmental factors, parents' failure to properly understand the value of science, and students' lack of extracurricular science experiences, thereby resulting in minority students' loss of interest in science. Therefore, there is a strong need to improve the science expectations of parents of minority students for their children, increase opportunities for minority students to participate in hands-on science activities and gain access to science media, and enhance their sense of science self-efficacy. These efforts are conducive to promoting increased interest in science among minority middle school students and enhancing educational equity and sustainable social development. [ABSTRACT FROM AUTHOR]

This study examined sociodemographic factors that influence parental involvement in children's education among recently resettled refugees in the U.S. Data came from the 2018 Annual Survey of Refugees (ASR). A sample of 1007 refugees aged 16 years or older was analyzed using chi-square tests to obtain the prevalence estimates and multiple logistic regression to predict an association between independent and dependent variables. The results indicate that females, married parents, those aged 25–29, and with good English proficiency were associated with higher odds of being involved in children's education. However, unmarried refugees aged 55 or older were associated with lower odds of being involved in children's education. Therefore, addressing existing gender disparities, language and cultural barriers, providing cultural orientation programs, encouraging parent-teacher communication, offering empowerment workshops, and increasing social support systems can help facilitate parental involvement in their children's education. Further implications for practice and policy are discussed. [ABSTRACT FROM AUTHOR]

This article examines how teachers engage in symbolic institutional work to address client influence, and how this impacts teacher professionalism. The study delves into an intriguing empirical field, using the Swedish school system as an illustrative case for studying the development of professionalism within a highly marketized context. The research employed interviews, observations, and shadowing, enabling a deeper understanding of the symbolic institutional work in a complex institutional environment where market and professional logic collide. The findings demonstrate how teachers utilize a narrative of a threatening and demanding client, which helps them distance themselves from market logic and resist adapting to it in their professionalism. However, there are also indications of a different narrative, where some teachers embrace and integrate client influence as a natural part of their professionalism. Additionally, there is also a form of ambivalence, where teachers are moving between different narratives. By investigating how professionals engage in these narratives, the article provides insights into understudied dimensions within the concept of professionalism. While the existence of different narratives highlights the complexity and fragility of institutional work, the inclination towards distancing from clients illustrates a preservation of traditional professionalism rather than a shift towards the 'new professionalism' described in previous literature. [ABSTRACT FROM AUTHOR]

Parental brood care greatly affects offspring's fitness, but the specific effects of care on the collective behaviour of independent offspring are less well understood. It has been suggested that the loss of care induces increased sibling cooperation to compensate parental contributions. However, the empirical evidence is ambiguous. Here, we examined how the loss of early parental care affects the collective behaviour, i.e. shoaling performance of independent juveniles in a genetically heterogeneous lab-population of the biparental cichlid fish Pelvicachromis pulcher. Applying a split-clutch design, we reared in- and outbred offspring with or without parents. In the experiment, we examined shoal density (inter-individual distance) in relation to body size of the shoaling fish. Dense shoaling reduces predation risk and small fish may benefit strongest because they are particularly vulnerable to predation by gape-limited predators. Juveniles reared without parents formed denser shoals and they adjusted shoaling behaviour depending on own body size compared to juveniles reared with parents; especially smaller fish formed dense shoals. Inbreeding did not significantly affect shoaling performance. This indicates that juveniles compensate missing parental care by adjusting their shoaling behaviour depending on own vulnerability. Our study contributes to the understanding of the co-evolution of brood care and sibling cooperation. Significance statement: Living in groups reduces individual predation risk and in fishes, tighter shoals provide better protection than more lose shoals. Here, we examined how the loss of parental care influences the shoaling behaviour of the independent juveniles in the biparental cichlid fish Pelvicachromis pulcher. We show that juveniles that were reared without parents, and especially the most vulnerable, small fish, formed denser shoals compared to juveniles that received care. The results suggest that parental deprivation leads to more pronounced shoaling in the offspring, which may contribute to compensate missing care. [ABSTRACT FROM AUTHOR]

This study examines the mediating effects of parental attributions of children's academic failures in the relationship between maternal failure mind-sets and their parenting styles. Participants were 323 preschool children aged 4–6 years old, with their mothers completing online questionnaires on failure mind-sets, parenting styles, and attribution of children's academic failures. Research Findings: The results indicated that: (1) a failure-enhancing mindset was positively related to authoritative parenting and showed no significant correlation with authoritarian parenting. Conversely, a failure-debilitating mindset was negatively correlated with authoritative parenting and positively correlated with authoritarian parenting; (2) the mediating role of attribution varied depending on the mindsets. Effort attribution did not mediate the association between failure-enhancing mind-set and authoritative parenting. However, ability attribution played a significant role in mediating the relationship between failure-debilitating mind-set and authoritarian parenting. Mothers with a failure-debilitating mind-set tended to attribute children's academic failures to a lack of ability, which subsequently increased maternal authoritarian parenting. Practice or Policy: These results provide valuable insights into the factors in influencing parenting styles, emphasizing the role of cognitive factors such as failure mind-sets and attributions of children's academic failures. The findings suggest that cognitive interventions targeting parental beliefs, including failure mind-sets and attributions, could be crucial for improving parenting style. [ABSTRACT FROM AUTHOR]

Prematurity can disrupt the psychological transition to parenthood, with the unfamiliar environment of the Neonatal Intensive Care Unit (NICU) often exacerbating parental concerns about their baby’s health and survival. This study explores factors influencing parental coping mechanisms during their NICU stay, focusing on gender differences and parental perceptions of staff support. Sixteen Italian parents of preterm infants (born before 37 weeks of gestation and hospitalized for at least 10 days) participated in remote narrative interviews. Thematic analysis revealed key differences in the emotional experiences and care participation between mothers and fathers, shaped by traditional Italian gender norms and further impacted by COVID-19 restrictions limiting fathers’ access to the NICU. Additionally, parents who were more involved in their infant’s recovery through interactions with doctors reported higher levels of personal well-being. These findings highlight the importance of fostering parent-staff communication and support, particularly during times of crisis, to promote positive outcomes in the parent-infant relationship and enhance parental well-being. Recommendations include tailored interventions to ensure mothers and fathers are actively engaged in their infant’s care. [ABSTRACT FROM AUTHOR]

Parents can influence sons' body image and eating behaviors both directly (e.g., through comments) and/or indirectly (i.e., through modeling). However, available studies still lack in addressing parents' influence on their sons. This study aimed to explore parental indirect influence by investigating the associations between mothers' and fathers' body dissatisfaction, disordered eating, and corresponding dimensions in their sons. Moreover, we examined the relation between mothers' and fathers' social anxiety symptoms, low self-esteem, and perfectionistic traits, and their sons' body dissatisfaction and disordered eating. Group differences (sons, mothers, and fathers) in the above-mentioned variables were also investigated. A hundred and twenty-eight Italian males (Mage = 23.88 years ± 3.13, range 18–31) from various regions of Italy and their parents completed questionnaires investigating the above-mentioned variables. Analyses of Covariances were conducted, controlling for participants' age. Group differences emerged in relation to body dissatisfaction and disordered eating. Multiple regressions showed that sons' drive for thinness and body dissatisfaction were associated with mothers' body dissatisfaction, dysfunctional eating behaviors, and perfectionism, while bulimic symptoms were associated with fathers' perfectionism and with the living condition of sons (i.e., living with their parents). The present findings underscore the significant role that mothers may play in shaping their sons' body- and eating-related behaviors, as mothers' behavioral and cognitive dimensions related to body dissatisfaction and disordered eating are shown to be more strongly associated with their sons' body dissatisfaction and drive for thinness than fathers' dimensions. Moreover, our findings highlighted that fathers' influence might be limited to sons' bulimic symptoms, as fathers' perfectionism and the living condition of sons (i.e., sharing the house with parents) emerged as associated with sons' bulimic symptoms. This study further supports the importance of considering the parental role when addressing men's body image and eating behaviors. [ABSTRACT FROM AUTHOR]

Background: Adolescents are often sensitive to emotions and vulnerable to psychiatric issues, including suicidal tendencies. Emotional intelligence is believed to play a significant role in resilience, which acts as a protective factor for mental well-being. The study investigated the level of emotional intelligence, resilience, depression, and anxiety in Sudanese adolescents and the relationship between these factors. Methods: A cross-sectional study was conducted among four high schools and included a total of 392 adolescents who completed a self-administered questionnaire consisting of the 30-item trait; Emotional Intelligence Questionnaire- short form (TEQ-SF), Brief Resilience Scale-6 (BRS-6) and Patient Health Questionnaire-4 (PHQ-4). Results: Emotional intelligence levels were moderate to high (M = 131.53 ± SD 22.16). While resilience levels were low to normal (M = 3.20 ± SD 0.51). Levels of anxiety were present in 89% of students while levels of depression were present in 78% of students and both were positively correlated (r = 0.540). Emotional intelligence and resilience were positively correlated (r = 0.272, p < 0.0005). Also, Resilience was positively correlated with levels of anxiety (r = 0.105) and the latter had a significant negative association with academic performance (r = − 0.102). Parents' status significantly contributed to predicting resilience levels (p-value = 0.011), with an unstandardized beta coefficient of 0.368. The mothers' unemployment (r = − 0.100) and the father's employment (r = 0.105) were significantly linked to lower anxiety levels. Conclusion: The high prevalence of anxiety and depression levels among Sudanese adolescents is influenced by parental separation and employment. Improving students' mental health is crucial as it is linked to enhancing their academic performance. This underscores the importance of addressing mental well-being alongside educational outcomes. [ABSTRACT FROM AUTHOR]

Background: The emergence and growth in antibiotic resistant bacteria is a critical public health problem exacerbated by the misuse of antibiotics. Children frequently succumb to illness and are often treated with antibiotic medicines which may be used improperly by the parent. There is limited evidence of the factors influencing parental decision-making about the use of antibiotics in low-resource contexts. The aim of this systematic review was to understand and describe how parents living in rural and remote locations make choices about their children's antibiotic use. Method: The CINAHL, Web of Science, Medline, Scopus and Academic Search Premier databases were systematically searched from 31 January until 28 June in 2023. No date restrictions were applied and additional search methods were utilised to identify further studies that met inclusion criteria. Eligibility criteria included studies which reported on factors contributing to parental decisions about their children's use of antibiotics in rural and remote settings. The Joanna Briggs Institute Critical Appraisal Checklists were employed to evaluate studies. Characteristics and findings were extracted from studies, and data was synthesised descriptively and presented in summary tables. Results: A total of 3827 articles were screened and 25 worldwide studies comprising of quantitative, qualitative and prospective designs were included in the review. Studies that reported the number of rural caregivers consisted of 12 143 participants. Data analysis produced six broad themes representing the mechanisms that influenced parents in their access and use of antibiotics: the child's symptoms; external advice and influences; parent-related determinants; barriers to healthcare; access to antibiotics; and socio-demographic characteristics. Conclusions: A number of factors that influence parents' prudent use of antibiotics in rural contexts were identified. In seeking to enhance appropriate use of antibiotics by parents in rural and remote settings, these determinants can serve to inform interventions. However, the identified studies all relied upon parental self-reports and not all studies reviewed reported survey validation. Further research incorporating validated measures and intervention strategies is required. Registration details: Should my child be given antibiotics? A systematic review of parental decision making in rural and remote locations; CRD42023382169; 29 January 2023 (date of registration). Available from PROSPERO. [ABSTRACT FROM AUTHOR]

The parent–offspring conflict in avian species encompasses resource allocation and a balance necessary for survival for both parties. Parental investment is modulated according to various factors, among which begging is important. Endogenous hormones, particularly corticosterone (CORT), play a role in modulating begging behavior. However, most studies on hormonal regulation of begging behavior induced elevated hormone levels in the offspring through feeding or injections, thus, limiting our knowledge of the evolution of the parent–offspring conflict under natural conditions. In this study, we aimed to identify the key signals that parents respond to during interactions with their nestlings in the wild, considering factors such as endogenous hormone CORT, nestling age, and brood size, which may affect nestling begging behavior. Begging performance was evaluated by measuring the begging frequency and score of the red‐whiskered bulbul (Pycnonotus jocosus), along with assessing CORT levels in feathers. CORT levels were significantly correlated with both the begging frequency and score of nestlings, while variables such as body mass and tarsus length did not influence parental feeding frequency. Additionally, factors such as the number of nestlings (brood size), age, and begging frequency were predictors of parental feeding frequency. Our findings indicate that begging frequency, nestling age, and brood size are signals that help navigate the intricacies of the parent–offspring conflict and that parents may rely on these key signals from the range of begging cues exhibited by nestlings to adjust their feeding strategies. [ABSTRACT FROM AUTHOR]

Objective Background Method Results Conclusions The goal of this study was to examine dual trajectories of supportive coparenting and father involvement across the transition to parenthood into early childhood.During the transition to parenthood, families adapt to new dynamic family subsystems. Drawing on family systems theory, we investigated the influence of supportive coparenting (mother–father subsystem) and father involvement (father–child subsystem) on child development.Longitudinal data from the Future of Families and Child Wellbeing Study collected at the child's birth and ages 1, 3, and 5 years included a sample of predominantly unmarried disadvantaged couples (N = 856) living in diverse couple relationship configurations. Group‐based modeling was used to identify interfamilial variations in dual trajectories and how these trajectory groups were associated with parental predictors and child behavior outcomes.Three classes were identified: High‐Slow Decreasing Supportive Coparenting and Father Involvement (Class 1, 78%), High‐Rapid Decreasing Supportive Coparenting and Father Involvement (Class 2, 12%), and Low‐Increasing Supportive Coparenting and Low‐Stable Father Involvement (Class 3, 10%). Class 3 showed greater couple supportiveness than the other classes. Couples in committed partner relationships were more likely to be in Class 1 or Class 2 than Class 3. Children of Class 1 displayed fewer behavioral problems than the other classes.Findings emphasize the value of jointly considering coparenting and father involvement in targeted interventions to strengthen child development and family functioning among economically disadvantaged families. [ABSTRACT FROM AUTHOR]

Introduction: Numerous studies have focused on the mental and behavioral problems or negative emotions of adolescents when examining the impact of parental control. However, limited research has explored the relationship between parental control and adolescents' future planning, neglecting the distinctions between parental psychological and behavioral control, as well as the significant roles of personal growth initiative and meaning in life. The present study aims to investigate the differential effects of parental psychological control and behavioral control on the future planning of rural adolescents in China. Methods: A sample of 909 individuals (13.60±0.93 years old, 470 boys and 439 girls) completed a self-report questionnaire anonymously. The study utilized the Adolescent Future Orientation Questionnaire, Parental Control Questionnaire, Adolescents' Personal Growth Initiative Scale, and Meaning in Life Questionnaire. Results: The findings revealed that parental control significantly influenced the future planning of Chinese rural adolescents, with psychological control and behavioral control exerting distinct impacts in this process. Specifically, parental psychological control was found to have a direct negative effect on adolescents' future planning, while also exhibiting a positive influence due to the masking effect of meaning in life; it did not negatively affect adolescents' future planning through their personal growth initiative. On the other hand, parental behavioral control was observed to directly and positively impact adolescents' future planning, as well as positively influence it through the mediating role of personal growth initiative and the chain mediating role of personal growth initiative and meaning in life. Discussion: These results suggest that the influence of parental control on adolescents' future planning is not a simple, singular mechanism, but rather a multi-layered and complex process, yielding mixed outcomes as a result of psychological control, behavioral control, and other factors. This complexity should be taken into consideration in educational practices and future research endeavors. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, the online delivery model became the primary mode of education. With multiple pressures on society and families, mental health issues for parents have become particularly pronounced. Most of the current research has focused on the psychological state of education practitioners and children, with little attention to parents' mental health issues. Therefore, this study explored the attitudes and coping styles of parents who experienced the process of their children being taught online over a long period and the factors influencing their mental health. This cross-sectional study was conducted between November 2021 and January 2022, using an anonymous online questionnaire to survey 1500 parents with children aged 6–13 years. The Chinese versions of the Patient Health Questionnaire Depression Scale (PHQ-9), the Parenting Stress Scale (PSS), the General Mental Health Questionnaire (GHQ-12), and the Brief Coping Style Scale (SCSQ), and a related factors questionnaire were used to survey the subjects. The normal distribution of the data was examined using the Shapiro–Wilk method. A multivariate regression analysis was conducted to identify factors significantly associated with parental mental health during the COVID-19 pandemic. Only 30.24% of parents agreed with online classes during the pandemic, and 52.28% used positive coping methods during stressful situations. Multivariate regression models identified significant factors associated with parental mental health: parent's gender, child's grade level, perceived stress about online classes, whether the child has ADHD, positive or negative coping styles, and subjective attitudes of support for online classes or not. The results of the study suggest that as online classes become more socially acceptable, it is necessary to be concerned about the risk of mental illness for parents and develop policies and interventions, especially for parents who adopt negative coping styles and endorse online classes. The focus should be on the stress of online classes on parents, improving the acceptance of online classes and psychological well-being, regulating the way parents deal with their children, and targeting subgroups of children with ADHD symptoms during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Every parent desires their child to engage in both play and learning. Often, parents find themselves attributing any challenges to perceived shortcomings in their parenting and struggle to leverage digital media effectively. This research endeavors to examine the fundamental psychological needs - autonomy, competence, and relationship - in relation to parenting strategies for children vulnerable to Internet Gaming Disorder. Employing an analytical cross-sectional design, the study focused on parents with children aged 8 to 12 years in Gresik City, East Java, Indonesia. A purposive sample of 125 participants was selected. The research employed the satisfaction and frustration of the Basic Psychological Needs (BPN) questionnaire along with a parenting strategy scale. Descriptive statistical tests and multiple linear regression were utilized to analyze the BPN and parenting strategies. Simultaneously, BPN significantly influenced parental strategies (p=0.026, which is ≤0.05). In terms of effective contributions, autonomy, competence, and relationship collectively accounted for 7.3%, with individual effects of 1.82%, 5.56%, and 0.04%, respectively. Parents whose BPN were fulfilled exhibited effective parenting strategies, reducing the risk of Internet Gaming Disorder. Consequently, there is a crucial role for nurses and healthcare professionals in educating parents about preventing Internet Gaming Disorder in children. [ABSTRACT FROM AUTHOR]

In the social context of the "Educational Involution", the educational expectations of parents have a potential influence on the development of children. High parental educational expectations create parental anxiety, which in turn results in a rise in parental involvement and eventually promotes the growth and progress of children. The current study administered an electronic questionnaire to 891 parents of young children in four provinces of China. The questionnaire included the Parental Educational Expectations Scale, the Educational Anxiety Scale, the Parental Involvement Scale, and the Child Development Scale. This study used SPSS 27.0 for statistical data analysis and the SPSS macro program PROCESS to explore the mediation role. We found that (1) educational anxiety plays a mediating role between parental educational expectations and child development; (2) parental involvement has a mediating effect between parental educational expectations and child development; and (3) educational anxiety and parental involvement play a chain mediating role between parental educational expectations and child development. In conclusion, parental educational expectations appear to contribute to child development, and this effect may be mediated individually and sequentially by educational anxiety and parental involvement. [ABSTRACT FROM AUTHOR]

In 2010, Chinaʼs government promulgated policies that, within a decade, saw early childhood education universalised across China. In this mixed‐method study, we examine how a preschool advocacy coalition convinced the government to embrace these policies at a time when China was classified as a low and middle‐income country by the World Bank. We posit that, in large part, this was because advocates combined both moral and economic development arguments and, by so doing, built a coalition that included educators, parents and actors with the influence and political skills required to provide coordinated leadership and governance. [ABSTRACT FROM AUTHOR]

Background/Objectives: The literature reports that emotional disorders in asthmatic children and their parents may affect asthma control. This research explores the baseline psychological well-being of asthmatic children and their mothers' and fathers' psychological functioning, focusing on the influence of the parents' anxiety and separation anxiety on children's asthma. Methods: In this cross-sectional study, we enrolled children with non-severe asthma and their parents, and a group of healthy children and their parents. The asthmatic children underwent anamnestic investigation, including asthma control and spirometry. Then, both the asthmatic and control triads filled a survey assessing their psychological functioning. Results: Among the 40 asthmatic children enrolled (8–18 years old), most had good clinical control maintained with GINA (Global Initiative for Asthma) therapy step 1–2 (14 patients, 35%) or step 3–4 (26 patients, 65%); 12 patients (30%) had at least one steroid course in the year before enrollment. They exhibited normal psychological adjustment but elevated levels of general (U = 179,500; p < 0.001) and state anxiety (U = 170,000; p < 0.001) compared to healthy peers. Additionally, the asthmatic children's mothers displayed higher levels of separation anxiety compared to the fathers (t = −2.865, p = 0.006). Increased separation anxiety in the mothers corresponded to a history of at least one exacerbation in the previous year. Conclusions: The asthmatic children exhibited normal psychological adjustment with higher general and state anxiety. Also, their mothers showed greater levels of separation anxiety compared to their fathers. Lastly, higher mothers' separation anxiety corresponded to a history of at least one exacerbation in the previous year. The influence of the parents' psychological well-being on the children's asthma control was previously unexplored. [ABSTRACT FROM AUTHOR]

Although parents have been shown to be key to children's motivation and learning, little is known regarding the specific ways in which parents might influence their children's academic outcomes. The present study aimed to explore the direct effect of parents' failure beliefs on children's math achievement as well as the mediating effects of children's math self-efficacy, responses to failure and intelligence mindset in this context. The participants included 451 Chinese fifth-grade children and their parents. The results of this research revealed that (a) parents' failure beliefs were directly and positively associated with children's math achievement; (b) parents' failure beliefs affected children's math achievement through the chain mediating effects of children's responses to failure and math self-efficacy as well as the chain mediating effects of children's failure beliefs and intelligence mindset; and (c) children's responses to failure played fully mediating roles in the relationship between parents' failure beliefs and children's intelligence mindset as well as in the relationship between parents' failure beliefs and children's math self-efficacy. All of these findings can guide parents in their attempts to support their children's education most effectively. [ABSTRACT FROM AUTHOR]