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It is a very important step to consider the variables that affect sibling relationships together. This study aimed to determine the effects of the variables Birth Order (First, Middle, and Last), Gender (Female, Male), and Number of Siblings ("two or three" and "four or more"), which have been suggested to affect sibling relationships in the literature, in young adults. The family is one of the essential components of society. What makes the family is the interaction and communication between mother, father, and children. Sibling relations are an essential part of these. Sibling relations play an important role in individuals' cognitive, mental and social development. It is the research defined to examine relationships. "Lifelong Sibling Relations Scale" was directed to 735 university students in the study. Data were collected from students attending a university in Turkey. The interaction of three variables for the sub-dimensions of the scale and the total scores obtained from the scale were examined separately. Aligned rank transformation ANOVA (ART anova) was used since there were three different independent variables in the study and the values did not show normal distribution. In order to carry out the research, it used the R statistics program and ARTool package. As a result of the research, while the median values of the scores in both the total and sub-dimensions of sibling relationships did not differ according to the interaction of the three variables, a significant difference was found in sibling relationships according to birth order, which is one of the main effects. When the three variables are considered together, it is observed that the highest sibling relationship for both the total score and the sub-categories belongs to female students who were born in the first place and have two or three siblings. It has been observed that individuals with four or more siblings born in the middle have the lowest scores in sub-dimensions except adult cognition. In this study, gender, birth order, and the number of siblings, which is seen to affect sibling relations of young adults in the literature, and the interactions of these variables are discussed. A scale consisting of six sub-dimensions and an overall score for lifelong sibling relations was used in the study. The differentiation of the total score obtained from the scale and its sub-dimensions according to the variables was analyzed.

Purpose: The present study investigates the influence of demographic factors on the demand for Technical and Vocational Education and Training (TVET) in Pakistan. The government of Pakistan has implemented various skill enhancement programs to harness the demographic dividend. However, only a small portion of the workforce receives any form of TVET, contributing to a shortage of skilled workers in the country. Many industries, particularly in manufacturing and mining, face deficits in the skilled labour. Consequently, this study aims to examine the role of demographic factors in shaping the demand for TVET within the Pakistani context. Methods: For the TVET demand's estimation, this study employed the Pakistan Social and Living Standard Measurement (PSLM) dataset of 2018-19 by using binary logistic regression analysis (BLRA). The demographic variables include the household's income, household head's education, household size, male proportion of the target age group, household head's age, and region of the household. Findings: The findings indicate that households in the higher income category do not demand TVET. Moreover, if the head of the household is highly educated, then the household is less likely to participate in TEVT. So, the higher the socio-economic status, the lower the probability of demand for TVET from the better-off students. Further, this study also indicates that boys are more likely to participate in TVET-related degrees, while females are less likely to participate in TVET due to the non-availability of institutes and hostel facilities, poor transportation, the limited number of trades available for females, and security issues. Conclusion: The findings provide insightful evidence to support the idea that the higher the socio-economic status of households, the lower the probability of demand for a TVET degree or diploma. Similarly, children of parents with university education are less likely to pursue TVET-related degrees. The reason is likely attributed to the perception that TVET-associated degrees and diplomas are considered inferior due to their lower standing and prestige as compared to general or professional degrees. This study suggests that the attractiveness of TVET can be enhanced by improving the quality of TVET, improving labour market outcomes, and creating a pathway to general education. Overall, this study not only contributes to empirical analyses of socio-economic determinants in TVET demand but also suggests that its findings can be applied not only to South Asian countries but also to other comparable nations with similar cultural ties and affinities.

The aim of this study was to examine the effects of gender, the number of siblings, and grade level on digital game playing motivation and addiction levels in secondary school students and to reveal the relationship between digital game motivation and addiction. A total of 394 students, 168 boys and 226 girls, participated in the study voluntarily. Personal Information Form, Digital Game Playing Motivation Scale, and Digital Play Addiction Scale for Children were used as data collection tools. Digital game playing situation (yes/no) was associated with gender and number of siblings (p<0.05) but not with grade level (p>0.05). The motivation and addiction levels for playing digital games are related to gender and grade level (p<0.05) but not to the number of siblings (p>0.05). There is a positive relationship between motivation and addiction to playing digital games (p<0.05). In light of these findings, more effort should be made to prevent digital addiction in males according to gender and in 8th graders according to grade level.

Existing qualitative research in higher education on students' work and family commitments already suggests that time as a resource for college is likely not distributed equitably by race/ethnicity or gender. However, the relationship between race/ethnicity, gender, and time as a resource for college has yet to be quantitatively measured in large-scale higher education research. This study explored whether gender or race/ethnicity correlated with differences in time as a resource for college; and further, the extent to which differences in time as a resource for college may be explained by other factors such as age, number of children, and access to childcare. Retrospective survey responses (n = 41,579) on self-reported time use were merged with institutional data records from students at the City University of New York (CUNY), a large diverse public university in the U.S. Women, Black, and Hispanic students were all significantly more time poor than male, White, or Asian students. Age accounted for significant portions of these differences, perhaps because it correlates with increased work and family responsibilities. Having children as well as a student's access to childcare also explained a significant portion of inequitable distributions of time as a resource for college.

To inform parent-mediated intervention models, this study assessed if family affectedness (i.e., elevated autism symptoms in more than one child) was associated with maternal self-reported social difficulties (as indexed by the Social Responsiveness Scale; SRS-2), and social interactions during play. As part of a prospective study, 71 mothers completed the SRS-2 and a play session. Interactions were coded for a range of prosocial behaviors, including gaze, positive affect, and vocalizations. Overall, mothers with multiple children exhibiting autism symptoms self-reported significantly more social difficulties on the SRS-2, when compared to mothers raising only typically developing children, or one child with autism. However, even with elevated SRS-2 scores, mothers with higher family affectedness demonstrated comparable social exchanges with their children during play.

This study investigates the reasons behind the decision to send children aged under three to ECEC (Early Childhood Education and Care) and the causes that may explain why some families send their child to ECEC once they reach the age of two while others decide to do so at an earlier age. To answer the first question posed a probit model is used, while to answer the second query a Heckprobit model is estimated to take into account possible selection bias. The data for this study was taken from an unpublished database compiled by the Spanish National Institute for Educational Evaluation, which gathers information from 1,166 children schooled in the Infant Education stage. The results of our estimations show that the decision to enroll children under three in ECEC services depends fundamentally on the sociodemographic characteristics of the mother (educational level, employment situation and age), on household size (if it is a large family) and on the availability of ECEC services in the area in which the child lives. Our study has also shown that the only variable regarding factors that explain the differences in the age of access to ECEC services, two or under two, is the importance that parents place on their children developing empathy towards others. On the basis of our results, the study offers recommendations aimed at the progressive universalization of this initial educational stage.

Aim: The study aims to analyze the social factors influencing the students' reading habits: The educational sphere, academic performance, the availability of free time, their parent's level of education and the number of children in the family. Methods: Psychological and pedagogical literature was analyzed, and the main concepts of the study were revealed, a survey of students was conducted to determine social factors and the degree of their influence on reading habits. Results and conclusion: The study found that reading habits are developed in childhood under the influence of significant adults, primarily parents and secondary teachers, and the education of parents play an important role. The study also found that reading habits and academic performance are closely related, and people who maintain consistent reading habits tend to achieve high levels of educational success. Additionally, crises have a significant impact on the changes in the number of books read and digital literacy, which considerably increased. However, most respondents stated that they depend on external factors. Therefore, there is a need to look for methods for developing the reading habits of modern students. Cognitive value: The cognitive value of this research lies in its ability to shed light on how reading habits are formed and how they affect academic performance. This research contributes to understanding the social factors shaping reading habits. The findings are relevant to educators and parents, who can use them to develop strategies to promote reading habits.

The study aims to determine the socio-demographic and debt profile of the public-school teachers in the Schools Division of Aklan, Philippines, their reasons on acquiring debt and perceived ways to avoid debts. This study utilized descriptive correlational research design utilizing a researcher-made instrument on socio-demographic profile, pattern of expenditures, debt profile covering the type of debts, total cost of debts, reasons for having debts and perceived ways to manage debts. The data gathered were tabulated and analyzed using the IBM Statistical Package for Social Sciences (SPSS) version 26. The take-home pay of the teachers was only more than half of their gross income. Most of the spouses of the married teachers were employed but many of them have relatively lower income. Their monthly family income was higher than the reported average family income for 2022 and their expenditures are also relatively higher than the average family expenditures in provinces for 2022. Almost one-half of the income of the teachers was used to pay their debts -- both thru automatic payroll deduction and thru personal transactions. The bigger the household size, the higher the expenditure because there were more needs and there were many people consuming commodities. The higher the family income, the bigger the expenditure since lifestyle often adjusts with income. Young; married teachers; those occupying higher position and longer tenure have higher cumulative debts. Increase in family expenditure could cause increase in the number of debts as linked to the Theory of Reasoned Action and Theory of Planned Behavior. High regard for education, health, and safety triggered teachers to have debts, which can only be avoided thru better money and lifestyle management and having additional source of income.

The transition from preschool to primary school is a pivotal developmental period in children's and their families' lives. However, not all families have equal access to resources and some parents face additional barriers to the types of transition and school readiness activities they participate in compared families with higher social capital. Using quantitative data from the Children's School Lives (CSL) national longitudinal study of Irish primary schooling, we examined the relationship between social and cultural capital and parents' beliefs and participation in academic school readiness activities with their child. A multigroup structural equation model was estimated with online survey data collected from 477 parents to explore these relationships for first time parents and parents who previously experienced the transition with an older child. Results indicated that school connections through an older child may have an impact on parents' academic readiness beliefs and practices during the transition to primary school, particularly for non-native English speakers, and parents with lower levels of education or occupations. The study highlights the need for clear, culturally sensitive policies and information sharing between schools and first time families about school culture and expectations in order to support families during this crucial developmental period.

This study critically investigates the social economic predictors of parental involvement in rural schools in Kenya and its implications on teaching and learning. Education is a major foundation for socioeconomic growth and the provision of quality education. However, teaching and learning are affected by various socioeconomic factors that this study seeks to investigate. Among the social economic predictors, family size, household income level and parents' level of education were found to significantly influence teaching and learning outcomes in Kenya's rural schools. Large families with small household income face challenges in paying school-related levies; acquire learning and teaching materials, book for extra learning activities and support co-curricular activities for their children. The article also presents the policy implications of the study, particularly on issues related to family size and household income level in parents' level of education in rural school settings.

The emergence of a global emergency, COVID-19, forced social work programs to shift to virtual teaching, disrupting students' learning abruptly. Social work students reported negative impacts from the pandemic on academic functioning as well as financial and emotional wellbeing. This study examines the relationships between demographic predictors (age, race, type of social work program, caregiver status, first-generation college student, household size) and challenges (emotional, academic/professional, financial, technological) social work students experienced during the pandemic. Participants included 332 BSW and MSW students from an urban university. Binomial regressions were conducted to determine the significance between student demographics and types of challenges. A Poisson regression was performed to determine the significance between student demographics and the total number of challenges. Students living in larger households, students with greater caregiver demands, BSW students, and students of color reported a greater number of challenges related to juggling school with caregiver demands, job searching, managing finances, food and housing, coping with grief and loss, and feeling disconnected with school (ps <0.05). These findings contribute to the emerging body of literature on the impact of COVID-19 by informing ways social work schools can better address students' educational, professional, financial, and emotional wellbeing during times of worldwide crisis.

While education is recognized as a fundamental human right and an important factor in improving economic and social conditions, child schooling rates in Burundi show that there are still children of school-age who are not attending school and those who drop out very prematurely. This scientific study aims to highlight the relationship between household size and access to education in Mutaho commune (rural Burundi) by documenting the socio-demographic factors of the head of household likely to influence the schooling status of children aged 7-17. The hypothesis put forward in this study is that children's schooling is influenced by household size. Data from a survey of 215 households in the Mutaho commune were analyzed using binomial logistic regression. The analysis shows that a large household size (OR = 5.463; p < 0.05; 95% CI: 1.311-22.771) is negatively associated with the education of children aged 7-17 living in Mutaho commune. Reducing fertility should be an integral concern for all those involved in the fields of population, education, and development.

Research Findings: Research with older children and adults reliably demonstrates that individuals raised in poverty tend to evaluate concerns related to moral concerns (i.e., related to harm, welfare, and justice) differently than do wealthier individuals. However, little work has examined these patterns in young children. Children (N=214, Mage = 53.30 months, SD = 18.3 months) completed tasks regarding accidental and prototypic moral transgressions, and a standard verbal assessment. Parents reported family size and household income, which were used to compute individuals' income-to-needs ratio (INR) compared to federal standards. Using generalized linear mixed modeling (GLMM), a repeated-measure analysis, results indicate that children in low-income families (INR < 2.0) were more lenient in how they evaluate both accidental and prototypic issues, compared to more affluent children. Moreover, they were more likely to evaluate issues based on communal welfare (e.g., equitable resource distribution), whereas more affluent children were more likely to reference psychological harm. Practice or Policy: Practitioners and researchers of early childhood should be cognizant and sensitive to differences in children's social understanding. We encourage scholars to use a strength-based, adaptive approach in future research on children's cognition, particularly involving SES, class, and the like.

The number of U.S. children living in households with extended families has greatly increased in the last 4 decades. This demographic shift calls for a reevaluation of the impact of household size on children's development. Household density (HHD), measured as the ratio of people to bedrooms in a home, has been shown to negatively relate to children's language. Here, we propose that while greater HHD may result in poorer language abilities, more adults in relation to the number of children in the home may have a positive impact on children's language. To test this hypothesis, we studied relations between HHD and adult-to-child ratio with children's vocabulary scores, as well as whether maternal education and household chaos accounted for these associations. Participants included families from a range of socioeconomic and ethnic backgrounds (N = 275; M[subscript age] = 10.85; 51% female; 51% Hispanic; annual income range less than $10,000-over $100,000). In general, higher HHD was related to lower child vocabulary scores. Conversely, higher adult-to-child ratio was related to higher child vocabulary and lower household chaos. These patterns were primarily driven by effects in Hispanic families. Our results suggest that a reevaluation of household size is needed, as more adults in the home can be protective for children's language development in larger families, an effect that may vary by culture.

Analyzing three sets of video data collected in one Maya community, we examined apprenticeship and learning of backstrap loom weaving over three generations spanning the years 1970 to 2012. Like many cultural groups, the Maya of Chiapas are experiencing rapid sociodemographic shifts. Three generations of girls (N = 134) were observed at their looms: in the 1970 subsistence economy; in the transition to a commercial economy in the 1990s; and in 2012, when the commercial economy required formal education. Multilevel models showed that intergenerational sociodemographic change -- increased time in school, greater involvement in the money economy, and decreased family size -- changed weaving apprenticeship, which, in turn, was related to changes in characteristics of learners. In 2012, weaving learners received more explanations, praise, and body instruction from their teachers. Learners, in turn, asked more questions. However, these changes came at a cost -- the gradual loss of weaving as an everyday subsistence practice and art form. Tracing intergenerational change over three generations, this study makes a unique contribution to an understanding of cultural evolution.

The main goal of this study is to examine the differences between school-aged children with different chronotypes who are only children or have a sibling in the household, regarding their sleeping habits and performance in intelligence tasks. The main measures used were Chronotype Questionnaire for Children and Raven's Coloured Progressive Matrices. This study analysed 46 Portuguese children (Mean=8.67; SD=1.034, range 7-11 years of age) without sleep or educational/psychological disturbances, attending the first grade. The differences regarding chronotype and whether they were only children or not were examined. Then the performance of the sample in the Raven's Progressive Matrices tests was evaluated. The Mann-Whitney U test showed that 'only' children had higher fluid intelligence scores only in the afternoon. The chronotype did not differentiate this population and it is concluded that the type of household is the main moderator: Not being an only child was, in general, the best predictor in the test. Results suggest that different sleeping times (e.g., bedtime and wake-up time) and different chronotypes did not have different effects. However, having siblings proved to be an advantage regarding the child's performance. Re-education of sleeping practices, especially examining the influence of co-sleeping in families, is essential for the intellectual development of children.

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

This study aimed to identify the psychological and social effects of distance education from the viewpoints of students' guardians in Jordan. The study sample comprised 1206 guardians, of whom 71% have completed their undergraduate studies or a higher level. Furthermore, 62% of participants aged more than 35 years. Results also indicated that 34% of participants have children studying in primary education, 21.9% have children studying in primary and secondary education, and 13.4% have children studying in all levels of education. The researchers developed the 'psychological and social effects of distance education' scale. After being measured, the scale was electronically sent to the study sample. Findings showed that the psychological and social effects of distance education on guardians were significant. Moreover, students' level of social activity was moderate, they have become less active, and their use of social media sites has increased. In addition, results indicated that the psychological and social impact significantly differs in terms of parents' level of education. Results also showed that the psychological and social effects of distance education on students' guardians do not differ in terms of the number of schoolchildren. Instead, all guardians, with any number of schoolchildren, were negatively affected.

The purpose of this research is to reveal what kind of reactions academic mothers get from having a only child and their thoughts on having a child again. In this study, descriptive phenomenology design, one of the qualitative research designs, was used. The study group of research was composed of 9 academician mothers (32-51 age range; age range at marriage: 22-35; duration of the marriage; between 7-23 years) with an only child (5-25 age range), using the criterion sampling method, which is one of the purposive sampling methods. Inclusion criteria for the research; They are academicians who have a child of at least 5 years old and have only child. A semi-structured interview was used to collect the data. Content analysis was used to analyze the data collected. As a result of the analysis, the theme of "I wish he had a brother" was reached. As a result, it has been seen that academic mothers with one child are supported by their spouses to have one child; however, most of them want to have a second child. tap here to enter text.

Purpose: This study examines the effect of sibling size on children's educational attainment in Indonesia. Design/Approach/Methods: To establish causality, it exploits the exogenous variation of sibling size caused by twin birth in families. Findings: Results of instrumental variable (IV) estimation support a traditional wisdom of quantity-quality trade-off, where sibling size is negatively correlated with the completed years of schooling, educational levels, and likelihood of school attendance. Building on this, the subsample analysis reveals that the negative effect is larger for Muslim children, children with less educated mothers, and children belonging to earlier birth cohorts. Originality/Value: These findings provide insights into both population and education policymaking in developing countries.

Over the past few years, teaching and learning of statistics have been influenced by the emergence of the reform movement in education such as the K-12 basic education curriculum. Those of statistics concepts have changed both elementary and secondary level. Considering the educational reform in the Philippines, the study was conducted to determine whether there are significant differences of the determinants such as gender, type of school, parent's educational level, family monthly income, family size and Senior High School track preference to students' self-efficacy beliefs, attitudes towards Statistics, and performance in Statistics. The causal-comparative research design was used for comparing two or more groups to find the differences or determine whether the independent variable influences the dependent variable. The data were gathered from 570 senior high school students of both public and private schools in Mindanao, Region XI. The study adopted the questionnaires on self-efficacy beliefs and attitude towards Statistics while it utilized a researcher-made questionnaire for performance in Statistics. Multivariate Analysis of Variance (MANOVA) was used to determine whether multiple levels of independent variables on their own or in combination with one another influence the dependent variables. The findings revealed that among the demographic factors, only type of school has a significant difference to the self-efficacy beliefs, attitudes towards Statistics, and performance of senior high students in Statistics. Implications from the findings of this study might suggest that improving of K-12 school facilities by the school public administrators and collaborative effort of teachers to enhance the students' self-efficacy, attitudes towards statistics and teaching statistics reveals optimistic results. Also, school administrators may provide opportunities for Statistics teachers to hone their pedagogical skills in promoting and building students' self-confidence and interest in the subject.

The modern era allows a reexamination of parental involvement in their children's education as a function of family size. Israel encourages childbirth. 'Children are joy' -- Indeed? Is this merely a sectorial-religious outlook? Is this outlook relevant in an era when the dominant values are the individual and excellence? This article presents a case study of whether parents in multi-child families in Israel, with four or more children, are less involved in their children's studies than parents in small families. Not every parent can be truly invested in his or her children's life due to a lack of time, lack of pedagogic skill, fatigue, work pressures, and more. The more children in the family, the more children-consumers share the parents' attention. This means that each child receives a smaller 'slice' of the 'pie' of capabilities and resources, and vice versa, in families with few children each child receives a larger 'slice of the pie'. Is this indeed true? The research findings showed a significant correlation between parental involvement and the size of the family unit, namely, the more children there are the less the parental involvement. The research findings illuminate a topic that occupies researchers from different disciplines, as it has economic, social, and ethical, educational, and global implications.

Using the Descriptive-correlation research design, this study aimed to assess the students' perception on Self-Learning Module in determining the English proficiency of Grade 8 students of Adelina I National High School. Random sampling was used in this study to identify the number of Grade 8 respondents. Mean and standard deviation as well as Pearson's r correlation were used to treat the data. Findings revealed that the extent of students' perception on the use of self-learning module in determining their reading, speaking, and writing skills were all high. Moreover, the level of students' English Proficiency in reading gain satisfactory while very satisfactory performance was observed in writing and speaking skill. Also, the age, number of siblings, and educational attainment has no direct relationship to the students' perception on self-learning module in determining their English proficiency. While the gender and time spent in studying has a low to moderate relationship to the self-learning module in determining their English proficiency in terms of reading skill, speaking skill, and writing skill. Results further revealed that there is a significant relationship on the students' perception on self -learning module in determining the English proficiency of Grade 8 public junior high school students at 0.05 level of significance.

The current study used meta-analysis to ask whether age differences, sex differences, and family size are linked to differences in parental treatment, as well as whether effect-sizes were moderated by the way parental differential treatment (PDT) was measured, who reported on the PDT, and the domain of PDT. Between August 2015 and November 2020, PsycINFO, Google Scholar, and PubMed Central were searched for articles relating to parental differential treatment; additionally, 13 sibling relationship scholars were contacted to collect unpublished analyses or unused data. Multilevel data came from 13,628 unique participants across 1,388 effect sizes nested within 66 sources (articles/raw data sets), nested within 23 unique samples (74% from North America; 26% from Western Europe). Multilevel meta-analysis conducted in R with the metafor package showed greater differences in parental treatment when siblings were further apart in age or a different sex. The main effects for age spacing, however, were moderated by several factors, particularly the domain of parenting. Specifically, age spacing was linked only to PDT based on control or autonomy granting, meaning when siblings were further apart in age, parents granted more autonomy to one sibling over another. Results were limited, however, by limited sample sizes at the sample level. Overall, findings suggest that parents may, in part, treat siblings differently because they are different to begin with.

Background: In this article, an analysis is done of the out of school factors of Foundation Phase learners that could influence the proper development of these learners' language abilities. Specific reference is made to the home environment of Foundation Phase learners in rural Mpumalanga. Aim: This article aims to draw attention to the fact that there are many factors in the out-of-school environment of Foundation Phase learners that could influence the young learners' ability to develop their language skills and language abilities well. Setting: This article relates to the out-of-school environment of Foundation Phase learners with specific reference to the influence of the environment at home of Foundation Phase learners in four schools in rural Mpumalanga. Bronfenbrenner's ecological system's theory is incorporated as it explains the home environment as the microsystem in a child's life. The home is the place where a child's first and vital education takes place and where the acquisition of language skill begins. Methods: In this article, sections from a qualitative research project, as well as a literature review were used. Results: The results show that there are many factors in the out-of-school environment of Foundation Phase learners that could influence the development of the learners' language skills and language abilities. Conclusion: The authors argue that if teachers and other school staff members are aware of the many aspects arising from the out-of-school environment that could influence young learners' well-being and progress, especially with regard to language abilities at school, they could help to address and overcome the unconstructive language influences in the lives of their young custodians.

The aim of this research was to determine whether the attitudes and behaviors of helicopter parents of secondary school students differ according to gender, grade level, family income level, parental education level, and parental income level. The participants of the research consisted of randomly selected 374 girls, 301 boys; 675 students in total. In the research, helicopter parent scale and personal information form were used as the data collecting tools. Relational survey model was utilized, and the data were analyzed via t-test and ANOVA as statistical methods. At the end of the research it was found out that helicopter parental attitudes affected children's school lives. Along with that, it was stated that students' perception level towards helicopter parent attitudes varied depending on gender and class. The child's life experiences were linked to the conditions and approaches of the family. It was also determined that helicopter parent attitudes resembled each other, and that the socio-economic competence of the parents, age groups, education levels and the number of individuals in the family were some of the determining factors in the students' life and learning life.

Family and work are fundamental aspects of life, and an individual must find a balance between both. Prioritizing one over the other can cause distress in one's life. Every individual plays an important role in their work and non-work/personal life with the aim of fulfilling their needs, but it's not always easy to find a balance, which may cause a conflict. The reasons behind this conflict vary according to different professional constraints such as working hours, work environment, nature of job, and interpersonal relations. Non-work and personal factors such as: marital status, number of children, home environment, age, gender, and location may also contribute. This paper aims to study the importance of work-life balance in reducing role conflict among academic staff in the Middle Eastern region.

There is an increasing interest in predicting the contribution level of open and distance learning to students' career, in order to perceive the pathway for higher quality standards. For this purpose, Anadolu University Faculty of Open Education, which can be considered a leader in its field, to learners' professions and their career goals, organized a research project in which a questionnaire was conducted involving approximately 17,000 associate and undergraduate students to build a database of responses. The data was used to determine the contribution level of the open education programs. The five ordered-level contributions were recorded to a response variable. Demographical, educational and economic variables were successfully used in mapping the categorical responses using the ordinal logistic regression analysis method (OLR). The results, unlike other studies, indicate that there is a positive relationship between family size and the contribution level of distance education on students' preparation for the professions. In a novel way, the socioeconomic level of the students is considered in the OLR model as an economic factor. As a consequence, the students with moderate and higher socioeconomic levels demonstrated superior levels of contribution.

Purpose: This research aimed to define the factors that may impact the effectiveness of online architectural education during COVID-19 and to examine the degree of students' and instructors' satisfaction with these factors among Jordanian governmental universities. Further, the research examines the relationships/interrelationships between the degree of their satisfaction with these factors and the students' and instructors' age, gender, education level, home size, and family size. Design/methodology/approach: Different research methods were used to achieve the research purposes, including semi-structured interviews, online questionnaires and reviewing recent literature. This research used descriptive statistics and Pearson product-moment correlation coefficient (Pearson r) to analyze the data. Findings: This research found that online architectural education during COVID-19 was stressful. It was ineffective in teaching practical architectural courses like design and negatively affected the architectural learning process and outcomes. In contrast, the online teaching of architectural theoretical courses was reliable and convenient if the students and instructors had intentional, sufficient technological and appropriate resources. Online architectural education negatively affected the students' design ability and skills, peer review, intended learning outcomes (ILOs) achievements, the quality of feedback, workload, interaction mode, participation, collaboration, productivity and increased cheating on online exams. The home environment was unsuitable for online architectural education. Family interventions, privacy, home size and family size significantly influence online architectural education's effectiveness. Originality/value: Students' and instructors' satisfaction determines the continuity of using online teaching mode, which depends on information quality, system quality, service quality, perceived ease of use, perceived usefulness, achieved intended learning outcomes, cognitive absorption, skills, motivation, engagement, implementing resources and strategies and positive emotions as hope and enjoyment. Students' and instructors' satisfaction reflects how they view their learning experience, which is crucial in assessing the effectiveness of online education quality that focuses on the context, input, process and product, which is still not clearly understood, particularly for developing countries.

This paper examines the different forms of family capital in the context of parental involvement in children's schooling. This paper has three-fold goals. First, it ascertains the level of parental involvement of Filipino parents as perceived by the parents themselves and their children. Second, it investigates the impacts of various forms of capital on parental involvement. Third, it determines which type of capital will have a significant impact on parental involvement. This paper is based on a survey among elementary and secondary students and their parents of purposively selected 29 elementary and secondary schools in the Philippines. These schools were selected as they were part of a corporate social responsibility project. This paper concludes that parental involvement among parents from low-income households is generally low. Parents are relatively more involved in parenting for education. Results of the multiple regression analysis reveal that membership in CCT (Conditional Cash Transfer), participation in community activities, parent's level of education, and family size predicted parental involvement. The results point to the idea that parents with better social and human capital are likely the ones who will be more involved in their children's education.

Parental involvement is considered to be a key element in the success of programs for children with intellectual disabilities (ID). This study investigated parental involvement in school- and home-based activities within a sample of parents of students with ID. The effects of parents' demographic characteristics on parental involvement were also investigated. The sample consisted of 208 parents of elementary school-aged children with ID in Riyadh, Saudi Arabia. All participants completed an online survey and were asked to rate their involvement in home- and school-based educational activities. The results of the web-based survey revealed a relatively low mean level of parental involvement within the sample. Additionally, the results revealed significant subgroup differences in parental involvement. Mothers were more involved than fathers, just as non-working parents were more involved than working parents. Significant differences were noted among income, education, and family-size subgroups; some of these differences varied between home- and school-based involvement scores. Implications and suggestions for further research are discussed.

Maternal and paternal involvement are an important predictor of child development. In the current study, we describe the cognitive and affective involvement of parents with their three-year-old children in a sample of 115 Chilean parents of medium/low socioeconomic status. Additionally, we analysed differences in the level of involvement of mothers and fathers and examined the relationship between depressive symptoms, parental stress, number of children, level of parental education, gender of the child and parental involvement. We performed a descriptive, correlational and regression analysis. The results revealed that mothers and fathers report higher levels of affective than cognitive involvement. When comparing mothers and fathers, mothers reported higher levels of cognitive and affective involvement. Paternal stress and depressive symptoms were negatively associated with cognitive and affective involvement with their children. In mothers, more children and stress were associated with lower levels of cognitive involvement with their children.

In this research, Emotional Quotient (EQ) levels of 3rd grade primary school students are investigated with respect to a number of psycho-social variables. The EQ level is examined according to the income status of the family, education level and professions of parents and etc. Whether its environment makes a significant difference on eq when these variables are limited is examined. Target population of the study consists of 3rd grade primary school students who are registered to five middle socio-economic status schools in the city center and two townships' schools in the countryside within Izmir city borders in the 2015-2016 academic term. Sample group consists of randomly selected 167 students who are 3rd graders studying in the same classes in mentioned schools. Research is designed in relational screening model. In this research, personal information form and EQ scale for children both developed by researcher are used as data collection tools. For the statistical analysis of the collected data, independent samples t test, one-way analysis of variance, Kruskal Wallis, Mann Whitney U tests are used. According to the search results, EQ levels of 3rd grade students vary significantly with respect to family income, mother's and father's profession, mother's and father's educational level, household size and preschool experience. There are significant differences according to family income levels, mothers' professions and education levels, fathers' professions and education levels, the number of members of the students' families and whether students continue their pre-school education. The results are discussed on the basis of the literature and suggestions are presented.

In this study, the degree of predicting depression of university students' emotional intelligence and emotional expression was investigated. For this purpose, the sub-dimensions of the research, the differentiation of depression level according to some demographic variables and the relationship between depression level and emotional intelligence and emotional expression were also examined. The participants of the study were 370 students who studying at Biruni University. To the participants, prepared by the researcher; Personal Information Form; including gender, number of siblings, parental status or separation, faculty and grade level was applied. In addition, Beck Depression Scale (Hisli, 1988), Emotional Intelligence Feature Scale (TEIQue-SF) Short Form (Deniz et al., 2013) and Emotional Expression Questionnaire (Kuzucu, 2006) were applied. In the study, no significant difference was found between depression and the demographic variables of the study. In the results related to depression and emotional intelligence; emotional intelligence and depression of students were negatively related. Accordingly, as students' emotional intelligence increases, their depression levels decrease. In addition, it was found that students' emotional intelligence significantly predicted their depression levels. According to this result, it may be possible to estimate the depression levels by looking at the emotional intelligence levels of the students. In the results related to depression and emotional expression, positive emotional expression and proximity expression were found to be negatively related to depression. In addition, there is a positive relationship between negative emotion expression and depression. Accordingly, as the students' proximity expression and positive emotional expression increase, their depression levels decrease and as negative emotional expression increase, their depression levels increase. At the same time, it was determined that students' emotional expression significantly predicted depression. Accordingly, it may be possible to predict depression levels by looking at students emotional expression.

Background: This study aimed to investigate the associations of oral health literacy (OHL), sense of coherence (SOC) and other covariates with self-reported school performance (SRSP) in adolescents enrolled in public schools in Brazil. Methods: This was a cross-sectional study conducted with adolescents aged from 14 to 18 years enrolled in 6 public schools in Piracicaba, São Paulo, Brazil. Researchers carried out data collection at schools using a self-administered structured questionnaire. The dependent variable was SRSP. The explanatory factors included were sociodemographic characteristics, OHL, SOC, self-rated oral health, health behaviors, and experience of bullying. Analyses included simple and multiple logistic regression models. Results: The final sample consisted of 385 adolescents with a mean age of 16 years. Poor school performance was associated (95%CI) with being male, with more than 1 sibling, individual whose last visit to the dentist was due to dental pain, with a lower level of OHL and SOC. Conclusions: OHL and SOC were important factors associated with SRSP performance together with other sociodemographic and oral health-related variables in high school students. Our findings reinforce the importance of intersectoral actions between the health and education sectors to promote better school performance among adolescents, including actions to improve OHL and SOC.

While it has been stressed repeatedly that academics nowadays have come to face extensive pressure, the extent and distribution of pressure to publish and to secure third-party funding has not been systematically investigated on a large scale. Based on the Zurich Survey of Academics, a representative large-scale web survey among academics working at universities in Germany, Austria, and Switzerland (DACH region), which measures perceived pressure using six-point Likert scales, this article examines the extent and distribution of pressure to publish and to attract external funding. Specifically, we examine differences in perceived pressure across countries, disciplines, types of higher education institutions, sociodemographic characteristics (academic status, age, gender, relationship status, number of children), and working conditions (non-tenured/tenured, time available for research). It is shown that researchers in the DACH region feel a high level of pressure, with the pressure to publish being slightly greater than the pressure to attract external funding. The results also suggest that perceived pressure is not evenly distributed among countries and groups of academics. Specifically, the results suggest that (1) more secure and permanent (tenured) positions should be created and (2) the high-performance culture should be addressed in at least some disciplines if excessive pressure is to be alleviated. The findings also suggest that further investments should be made (3) to promote equal career opportunities for women and men and (4) to ensure that scientists have sufficient time for their research and are not too occupied with other responsibilities, such as teaching or administrative duties.

There are contrasting results of the association between center-based care attendance and child development, mainly related to how the time of entry and permanence in the program relates to developmental outcomes. Using latent class analysis in a nationally representative sample of Chilean children between 6 and 35 months old (n = 3,992), and controlling for the child's age, maternal education, mother's marital status, and household income, we identify three different timings of entrance in center-based care programs. The three timings of entrance were defined as "early-entry" (16%), those children who are more likely to enter before they are 6 months old; "middle-entry" (16%), those who are more likely to enter when they are between 6 and 18 months old; and "late-entry" (68%), those children with a low probability of enrollment any time before they are 35 months old. We found that children from the "early"- and "middle-entry" classes had higher language development when compared with children from the "late-entry" class. Still, only those from the "middle-entry" class showed higher general development in the Battelle test. In contrast, children in the "early"- and "middle-entry" classes presented higher scores in the Child Behavior Checklist's externalizing behavior scale than children in the "late-entry" class. Our findings highlight the existence of a likely linkage between the timing of entry to center-based care and child development. It is essential to understand the potential advantages of center-based care in younger children, especially in enhancing their vocabulary and general development, and the potential negative association of early-entry with problematic behavior.

Life Satisfaction is an important element of an individual's sense of well-being in general. University students have problems with life satisfaction from time to time. University years are a period in which students try their adult roles, prepare for working life and idealize their values more. The aim of this study is to examine the life satisfaction levels of university students according to gender, class, place of residence, income level, number of siblings, education level of parents and whether or not parents are alive. The research was carried out with 550 students in Kyrgyzstan-Turkey Manas University's various faculties of the ongoing 229 male, 321 famele and in 2017-2018 academic year. To determine the level of life satisfaction of students developed by Diener, Emmons, Laresen and Griffin (1985) in order to The Life Satisfaction Scale adapted to Turkish by Köker (1985) and the Personal Information Form developed by the researcher were used to obtain information about independent variables. According to the results of the research, life satisfaction levels of university students vary according to income levels and place variables. Results in accordance with the findings and recommendations were made.

The main purpose of this study was to examine whether or not assertiveness predicted adjustment to university by determining university students' adjustment levels to university. The study was conducted with first-year students who were attending a university in Central Anatolia in 2018. A total of 438 students, 322 females and 116 males, participated in the study. The data were collected using the University Life Scale, the Assertiveness Scale and the Personal Information Form developed by the researcher. For data analysis, t-test was employed for binary variables, and one-way ANOVA was employed for multiple variables. Whether or not students' assertiveness predicted adjustment to university was determined by regression analysis. The study findings revealed that students' sex, high school they graduated from, the number of their siblings, their source of income, social activity they engaged in prior to university and their accommodations did not have effect on their adjustment to university. However, choosing their major willingly, perceiving their income as sufficient, the city they lived in and perception of their economic situation had effects on their adjustment to university. Furthermore, the study determined that the university students' assertiveness total scores predicted their adjustment to university, emotional adjustment, personal adjustment, adjustment to the opposite sex, social adjustment, academic adjustment and total adjustment scores.

Linguistic verbal arts deals with the use of chants, statements and verses of oral and written materials in expressing feelings using one language or the other. Among the challenges militating against expected human and material development in many African countries is population explosion. Available social infrastructures can no longer adequately satisfy the needs of the people. At present, in Nigeria compared with what obtained many years ago, religious practices are taken as excuses for marrying many wives when in the actual sense, there are often misinterpretations of the doctrines of the religions. The findings of this paper is that though many Nigerians are either Muslims or Christians with few number of traditional religious faith, the lust for marrying more than one wife did not make them obey the doctrines of their religious practices. This paper derives its strength from collation of verbal arts as expressed in the Holy Books of the Muslims, Christians and Ifa´ Oracle, one of the African traditional religions. The paper posits that no religion in Nigeria advocates for many wives and many children. The implication of this paper among others is that it provides valuable information on Nigerian population particularly as this concept remains a great troubling issue for Nigerian and many African governments. It is yet an attempt aimed at discouraging Africans from creating more problems for themselves and the continent through production of more children than they can cater for.

The purpose of this study was to examine the psychological resilience of fathers with mentally handicapped children. The study utilized the relational survey model, which is one of the quantitative research models. The unit of analysis of the study was the fathers of children with special educational needs. "The Resilience Scale for Adults" was implemented to construct survey questionnaire and measure the psychological resilience of fathers, as the data collection tool. The study findings depict that the fathers with mentally handicapped children have the highest social competence among the 26-35 age group. The results provide that the group with the highest level of psychological resilience is the group having college or vocational school graduation grade in terms of the educational status of the participants. As for the variable of the job status of fathers, the findings postulate that the future perception level of the employed group is higher than the non-employed group. As a result of the analysis, no statistically significant relationship was found between the psychological resilience levels of total and other sub-dimensions and the total number of children in the family.

Research on bullying and victimization has largely focused on univariate analyses on older children. Little is known regarding the bullying and victimization experience of young children with a person-centered approach, especially in Chinese affordable kindergarten settings. The purpose of this study was to investigate the prevalence and underlying profiles of bullying and victimization experiences. The study was based on a sample of 92,528 children aging from 2 to 6 years old enrolled in 582 Chinese affordable kindergartens. Latent profile analysis (LPA) was conducted to identify latent profiles of participants based on their bullying-victimization characteristics. The results suggested that the most common bullying form was physical bullying, followed by verbal bullying, and social bullying. A three-class model was identified from the involved participants: not involved class, physical bully-victim class, and verbal-physical victim class. Male children were more likely to be in the "physical bully-victim" and "verbal-physical victim" class than female children. Children with one or more siblings were more likely than children with no sibling to be in the "physical bully-victim" and "verbal-physical victim" class. Our study suggests that bullying may be prevalent in affordable kindergarten and it is urgent to create a policy framework to identify, intervene and prevent bullying behaviors.

The purpose of this study was to examine factors that may influence the projected career plans of elementary general music teachers. Survey participants (N = 972) completed a questionnaire designed to elicit responses about multiple factors and projected career plans in 1 year and in 5 years. The vast majority of participants planned to remain in their position the following year, yet a little under half of them planned on remaining in their positions in 5 years. The variables associated with teacher migration or attrition in 5 years were issues of teacher support (i.e., participation in a mentoring program and recognition in the form of teaching awards), student race, and family responsibilities (i.e., number of children at home). Movers were also more likely to have received a teaching award than those who intended to stay in their current positions or those who planned to leave the profession. Implications for the profession as well as for practice and future research are discussed.

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 investigates the ideal and realistic second-child fertility willingness of Chinese parents and the associated factors. Altogether 4,510 Chinese parents of only-child (ages 3-6 years) were sampled and surveyed online. The descriptive and logistic regression analyses indicated that: (1) about 74.1% of the parents were ideally willing to have two children and preferred a female second-child, but less than one-third of them reported having definite fertility intentions and plans; (2) the ideal pattern of second-child fertility willingness was positively associated with family income, whereas a V-shaped relationship was found between fertility intentions and plans and family income levels after realistic consideration; (3) the child-rearing pressure has caused a gap between the ideal and realistic perspectives of fertility willingness, with parental fertility beginning to transition toward a contemporary individual preference-centered orientation. Practice or Policy: The findings imply that policy attention should be paid to the pressure and needs of family fertility by linking fertility policies with providing adequate support to parents.

Research Findings: Few studies have examined second-born preschool children's empathy development under China's universal two-child policy. The purpose of this study was to explore the differences in empathy between Chinese preschool children with one older sibling and without siblings. A total of 180 children were purposively sampled from 14 preschools in Beijing to participate in the study, including 90 only children and 90 second-born children. We conducted tasks with children individually to assess their emotional empathy. The results suggest that second-born children exhibited higher levels of empathy than only children after controlling for demographic characteristics. Specifically, empathy of second-born children was significantly higher than that of only children in response to three emotions (i.e., sadness, fear, and anger). Practice or Policy: This study highlights the benefit of growing up with siblings. Interactions and relationships with siblings can enhance children's empathy. We should provide more opportunities and intentional instructions for only children to interact with and get along with peers.

Research Findings: As China scrapped its decades-old one-child policy, the present study examined how family socioeconomic status was linked to preschoolers' self-regulated learning through parental educational expectation and home-based involvement in one- and multi-child families in mainland China. Based on a sample of 1,363 preschoolers involved in the 2018 wave of the China Family Panel Studies, the results showed that Chinese parents of only children exhibited higher levels of home-based involvement in their children's education than did parents with two or more children. Structural equation modeling analyses suggested that parental educational expectation and home-based involvement fully mediated the connections between parental education and self-regulated learning of young children. Moreover, the exact nature of these links differed across one- and multi-child families, which were more complex for children who had at least one sibling. The effect of home-based parental involvement was stronger in multi-child families than in one-child families. Practice or Policy: Findings from this study support the importance of parental involvement in supporting children's learning in the home environment. Further, the findings suggest family support programs should be tailored to the characteristics and needs of the target families in the Chinese sociocultural context.