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Introduction: Evidence on parental educational level (PEL) as a risk factor for Eating Disorders (EDs) is mixed, and no study has assessed its role in relation to the compliance and outcomes of treatments in EDs. Further, no study differentiated from the educational level of mothers and fathers, nor considered the possible mediation of perfectionism in fostering EDs. Methods: A clinical sample of 242 first-ever admitted inpatients with EDs provided information on PEL and completed the following questionnaires: the Eating Disorder Examination Questionnaire (EDE-Q) and the Frost Multidimensional Perfectionism Scale (F-MPS). Clinicians also provided information on the Hamilton Rating Scale for Anxiety (HAM-A) and the Hamilton Rating Scale for Depression (HAM-D) for each participant. Results: Individuals with high PEL (whether mothers, fathers, or both parents) showed significantly higher scores on depressive symptoms and lower on parental criticism, were younger, had an earlier age of onset, had fewer years of illness, more were students and employed, and fewer had offspring. Individuals with fathers or both parents with high educational levels suffered more from Anorexia Nervosa rather than Bulimia Nervosa, had a longer length of stay during the current hospitalization, had less dietary restraint, and had higher personal standards. Individuals with mothers with high educational levels showed a lower rate of previous substance or alcohol addiction. Personal standards partially mediated the relationship between higher PEL and lower dietary restraint. Discussion: PEL emerged to be a twofold psychosocial risk factor, being associated with higher depressive symptoms and a longer length of stay, but also with a shorter duration of illness and better scholar and working involvement. Higher PEL was related to higher personal standards but not to global perfectionism. Patterns of eating psychopathology emerged based on the high PEL of mothers or fathers. [ABSTRACT FROM AUTHOR]

IntroductionEvidence on parental educational level (PEL) as a risk factor for Eating Disorders (EDs) is mixed, and no study has assessed its role in relation to the compliance and outcomes of treatments in EDs. Further, no study differentiated from the educational level of mothers and fathers, nor considered the possible mediation of perfectionism in fostering EDs.MethodsA clinical sample of 242 first-ever admitted inpatients with EDs provided information on PEL and completed the following questionnaires: the Eating Disorder Examination Questionnaire (EDE-Q) and the Frost Multidimensional Perfectionism Scale (F-MPS). Clinicians also provided information on the Hamilton Rating Scale for Anxiety (HAM-A) and the Hamilton Rating Scale for Depression (HAM-D) for each participant.ResultsIndividuals with high PEL (whether mothers, fathers, or both parents) showed significantly higher scores on depressive symptoms and lower on parental criticism, were younger, had an earlier age of onset, had fewer years of illness, more were students and employed, and fewer had offspring. Individuals with fathers or both parents with high educational levels suffered more from Anorexia Nervosa rather than Bulimia Nervosa, had a longer length of stay during the current hospitalization, had less dietary restraint, and had higher personal standards. Individuals with mothers with high educational levels showed a lower rate of previous substance or alcohol addiction. Personal standards partially mediated the relationship between higher PEL and lower dietary restraint.DiscussionPEL emerged to be a twofold psychosocial risk factor, being associated with higher depressive symptoms and a longer length of stay, but also with a shorter duration of illness and better scholar and working involvement. Higher PEL was related to higher personal standards but not to global perfectionism. Patterns of eating psychopathology emerged based on the high PEL of mothers or fathers.

Objective: This study aimed to investigate the mediating role of food parenting practices (FPP), including home availability of different types of foods and drinks, parental modelling of fruit intake, permissiveness and the use of food as a reward in the relationship between parental education and dietary intake in European children. Design: Single mediation analyses were conducted to explore whether FPP explain associations between parents' educational level and children's dietary intake measured by a parent-reported FFQ. Setting: Six European countries. Participants: Parent–child dyads (n 6705, 50·7 % girls, 88·8 % mothers) from the Feel4Diabetes-study. Results: Children aged 8·15 ± 0·96 years were included. Parental education was associated with children's higher intake of water, fruits and vegetables and lower intake of sugar-rich foods and savoury snacks. All FPP explained the associations between parental education and dietary intake to a greater or lesser extent. Specifically, home availability of soft drinks explained 59·3 % of the association between parental education and sugar-rich food intake. Home availability of fruits and vegetables was the strongest mediators in the association between parental education and fruit and vegetable consumption (77·3 % and 51·5 %, respectively). Regarding savoury snacks, home availability of salty snacks and soft drinks was the strongest mediators (27·6 % and 20·8 %, respectively). Conclusions: FPP mediate the associations between parental education and children's dietary intake. This study highlights the importance of addressing FPP in future interventions targeting low-educated populations. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Trauma & Emergency Surgery / Ulusal Travma ve Acil Cerrahi Dergisi is the property of KARE Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to begin accounting for variation in parents' perceptions concerning CLIL at a particular context by focusing on a major component of socioeconomic status: education level. The study is set in Andalusia, a Spanish region with an ongoing bilingual CLIL programme that, according to official estimates, will reach 1,573 schools by 2020. A questionnaire was designed to obtain information on perceptions about the teaching and learning of Natural Science and Social Sciences in English. A total of 200 parents from three primary schools participated in the study. Findings indicate that educational attainment has a differential effect on parents' perceptions on the bilingual programme, on its impact on student learning, on their own capacity to help their children's school learning and on children's need for out-of-school support. The lowest educated parents are the most satisfied with the programme and the least concerned about its potential detrimental effect on content learning even though they find that their children are struggling in English-taught subjects the most. Findings suggest that this group in particular may associate English with upward social mobility more strongly than the others. Implications of findings concerning egalitarianism in CLIL education are also discussed. [ABSTRACT FROM AUTHOR]

The L2 motivational self system (L2MSS) theory (Dörnyei, 2005) has been the dominant theory in L2 motivation research for over a decade now, yet it has been scarcely investigated in the Greek education context. The present study explores the ideal L2 self, the ought-to L2 self, instrumentality promotion and instrumentality prevention aspects of Greek junior high school students (N=598) in relation to demographic variables such as gender, school grade, self-reported competence, extra language classes and parental educational level. The results indicated the following order of frequencies in the motivational variables in descending order: instrumentality promotion, ideal L2 self, ought-to L2 self, and instrumentality prevention. The anova results indicated that females and students who have higher perceived level of competence, attend extra language classes and whose parents' are more educated demonstrate statistically significantly higher scores in ideal l2 self and instrumentality promotion. The results are discussed in relation motivation enhancement teaching interventions. (151 words) [ABSTRACT FROM AUTHOR]

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite evidence that socioeconomic inequalities impact health, studies on adolescents are limited and often show contradictory results depending on the measures employed to evaluate socioeconomic position. Little research has focused on the differential impact of each indicator on adolescent health, and few measures have been developed that provide a global evaluation. In this research, the relationship between classic socioeconomic indicators (education and occupation) and others that have been proposed more recently (family affluence scale and subjective family wealth) is analysed. A composite global score of socioeconomic position is also presented, based on the principal objective dimensions: parental education, parental occupation and family material wealth. Data were collected in Spain, in 2014, within the framework of the Health Behaviour in School-aged Children study, from a representative national sample of 8739 adolescents aged between 11 and 16 (mean = 13.72, SD = 1.71). The results contribute to resolving methodological difficulties associated with the evaluation of adolescent socioeconomic position, showing the unidimensionality of a global measure of objective wealth and demonstrating it to be a useful instrument for assessing the socioeconomic position in health inequalities research. The subjective perception of wealth presented a similar, and even higher, association with health than the objective measures. However, low correlations between perceived family wealth and the objective socioeconomic indicators (oscillating between.110 and.299) proved to measure a different construct, and thus was not included in the composite measure for assessing the adolescents’ objective socioeconomic position. Results highlighted the importance of including different indicators for measuring socioeconomic inequalities in adolescent health. [ABSTRACT FROM AUTHOR]

Due to the rapid growth in early socioemotional skills during the first three years of life, significant variations in socioemotional development begin early and increase with time. Family competences as sensitivity and mentalization, contribute to differences among children of the same age. This study examines whether the level of socioemotional skills is stable or changes between 12 and 30 months of age, and whether primary caregiver sensitivity and mentalization, as well as educational level, are associated with changes in the level of socioemotional skills. One hundred and three Chilean children were evaluated. The results showed a significant change in socioemotional level between 12 and 30 months. Primary caregivers' sensitivity was associated with socioemotional skills at 12 months of age, and caregivers' educational levels was the strongest predictor. At 30 months, caregivers' sensitivity and educational level did not contribute additional influence, and only child socioemotional skills reported at 12 months acted as a predictor. Results indicate that family competences contribute to infants' socioemotional development in the first year of life, which subsequently influences their later skills. [ABSTRACT FROM AUTHOR]

Introduction: A considerable body of evidence has shown that the parental educational level (PEL) as well as health status in early childhood play a significant role in child dental caries. A multicentric European Longitudinal Study of Pregnancy and Childhood (ELSPAC) conducted also in Brno collected a great amount of data from clinical and socio-economic areas related to children's general health. Aim: To assess the relationship between caries experience and gingivitis manifestation in 13-years-olds to 15-years-olds and the PEL of their parents in a retrospective case-series study. Methods: Randomly selected children from an ELSPAC cohort in Brno (n = 780) were orally examined and their dental status (D3MFT [WHO criteria]) and gingivitis were recorded. Data on the PEL were retrieved from the ELSPAC database. Correlations between both DMFT and GI vs PEL were calculated using ANOVA and χ2-test. (Statistica v. 8.0., Statsoft Inc., Tulsa, USA.) Results: Mothers' (but not fathers') educational level significantly negatively correlated with D3MFT scores of children (p < 0.05). Similar correlation between GI and PEL was not found. Conclusion: The study confirmed a significant correlation of the educational level of mothers and caries experience in children (p < 0.05), while the correlation between GI and PEL was not significant.

Background Interest on the impact of socioeconomic differences on youth's health is growing. The aim of the present study was to examine the association of parental educational level with psychological positive health and health complaints in Spanish children and adolescents. Methods Parental educational level, psychological positive health indicators (perceived health status, life satisfaction, quality of family relationships, quality of peer relationships and academic performance) and health complaint index (headache, stomach ache, backache, feeling low, irritability or bad temper, feeling nervous, difficulties getting to sleep, feeling dizzy) were self-reported using the Health Behavior in School-aged Children questionnaire in 685 (366 boys and 319 girls) children and adolescents. Results Children reporting parents with non-university studies (father, mother or both) had significantly higher odd ratio of having lower academic performance, lower life satisfaction, perceiving their health status as otherwise (vs. excellent) and having health complaints sometime than their counterparts reporting parents with university studies (father, mother or both). Conclusion Current results provide evidence that children having parents with a university degree (father, mother or both) are more likely to have higher psychological positive health and lower health complaints than children reporting parents with non-university studies. This is particularly important for the welfare policy that must pay attention for implementing programs for helping population to access to university studies by their impact on youth health. [ABSTRACT FROM AUTHOR]

ObjectiveTo examine which factors act as mediators between parental educational level and children's fruit and vegetable (F&V) intake in ten European countries.DesignCross-sectional data were collected in ten European countries participating in the PRO GREENS project (2009). Schoolchildren completed a validated FFQ about their daily F&V intake and filled in a questionnaire about availability of F&V at home, parental facilitation of F&V intake, knowledge of recommendations about F&V intake, self-efficacy to eat F&V and liking for F&V. Parental educational level was determined from a questionnaire given to parents. The associations were examined with multilevel mediation analyses.SettingSchools in Bulgaria, Finland, Germany, Greece, Iceland, the Netherlands, Norway, Portugal, Slovenia and Sweden.SubjectsEleven-year-old children (n 8159, response rate 72%) and their parents.ResultsIn five of the ten countries, children with higher educated parents were more likely to report eating fruits daily. This association was mainly mediated by knowledge but self-efficacy, liking, availability and facilitation also acted as mediators in some countries. Parents’ education was positively associated with their children's daily vegetable intake in seven countries, with knowledge and availability being the strongest mediators and self-efficacy and liking acting as mediators to some degree.ConclusionsParental educational level correlated positively with children's daily F&V intake in most countries and the pattern of mediation varied among the participating countries. Future intervention studies that endeavour to decrease the educational-level differences in F&V intake should take into account country-specific features in the relevant determinants of F&V intake. [ABSTRACT FROM PUBLISHER]

Early childhood education is intended to further cognitive and general development. Studies on the impact of regular crèche (preschool for children under age 3) attendance outside the U.S. are rare. Two complementary studies conducted in Austria are presented: In Study 1, 62 kindergarten children (aged 4–6years) who previously attended crèche were matched to kindergarten children who had not attended crèche. Crèche attendance was strongly and positively associated with cognitive ability (10 IQ points), social–emotional and motor development, but negatively associated with behavior rated by kindergarten teachers. In Study 2 with 118 fourth graders (aged 8–10years), the association between crèche attendance and cognitive ability was weaker than in Study 1 at kindergarten age and was masked by a negative correlation with learning behaviors. A path model indicated direct positive (3 IQ points) and indirect negative effects (−1 IQ point) via learning behaviors on intelligence at primary school age. [ABSTRACT FROM AUTHOR]

Intergenerational downward social mobility is an issue of growing relevance, but there are still very few studies examining possible risk factors for dropping down the occupational hierarchy. On the basis of unique longitudinal interview and register data from Sweden, this study analyses the roles played by parental upward mobility and parental levels of education in downward mobility. Elements from cultural capital theory (CCT) are investigated as possible mechanisms for explaining the relationship between independent and dependent factors. Whereas the study fails to find support for the role of parental mobility, the parents' level of education turns out to be a powerful predictor of downward mobility. And whereas the measure of cultural capital presents a weak or non-existent relationship with the dependent variable, two attitudinal variables, employed as indicators of habitus and a possible don Quixote effect, do present a significant relationship with the risk for downward mobility. However, while the study hypothesized these attitudes to be mediating mechanisms that might explain the relationship between parental educational level and downward mobility, in the multivariate analyses the attitudinal measures instead turn out to have an independent effect in addition to the parental level of education. [ABSTRACT FROM AUTHOR]

Although several established theories of crime often suggest an association between socioeconomic background and youth criminal involvement, the empirical evidence for such claims diverges considerably. The aim of this paper is to re-investigate the relationship between family income and criminal charges using Norwegian register data. The longitudinal data sources used in the study encompass the entire resident population from five birth cohorts, and allow us to identify youths charged with crime from 1992 to 2005. We link information on these youths with information on family earnings for several years. We find that family academic resources are more important than family income for onset of offending. This applies to all kinds of offences, except for serious theft. [ABSTRACT FROM PUBLISHER]

Copyright of Sciences de l'Education pour l'ere Nouvelle is the property of Universite de Caen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Throughout the world, home mechanical ventilation (HMV) is being increasingly employed to treat patients suffering from chronic respiratory failure. This present study aimed to examine the characteristics and outcomes of 27 children seen in our department over a four-year period who were treated with HMV. The causes of chronic respiratory failure were as follows: 16 (59.3%) neuromuscular disease, 6 (22.2%) primary respiratory diseases, 3 (11.1%) congenital heart disease, and 2 (7.4%) storage disease. The mean age was 59.4 months (1 day-15 years); mean follow-up for invasive ventilation was 356 (0-1200) days and for non-invasive HMV was 517 (30-1440) days. With respect to maternal educational level, 13 had graduated from elementary school and 14 from high school or university. Nine of our patients resided in Ankara, while 18 lived in rural areas of Turkey. Eleven of the 27 patients died during the HMV period (1-36 months) at home. Five patients were weaned from HMV between 1-19 months. Our experience showed that HMV can be applied successfully in chronic respiratory failure patients in Turkey. Length of the follow-up period and mortality rate were not affected by the patient's place of residence (city center or rural) or maternal level of education. [ABSTRACT FROM AUTHOR]

The study discussed herein assessed the prevalence of bullying and analysed possible predictors for bullying in a sample of urban primary school-age children. Factors considered were students' gender and age differences as well as parents' educational level and migration backgrounds. Using a cross-informant approach (self- and teacher-reports), bullying was assessed among 550 children between the ages of 6.5 and 10.8 years attending 12 regular primary schools in Bremen and Lower Saxony, Germany. Overall, 10 percent of children were classified as bullies, 17.4 percent as victims and 16.5 percent as bully/victims, with boys being bullies and bully/victims more often than girls. Direct bullying was more likely directed at, and employed by, boys. Indirect/relational bullying occurred less frequently and mainly within same-gender groups. Results from logistic regression analyses showed that, apart from age and gender, low parental educational levels were a significant predictor for a child's bullying status (bully, victim, bully/victim). Implications for bullying assessment, prevention and intervention programs are discussed. [ABSTRACT FROM AUTHOR]

The factors affecting the mastery of the host country's language by the children of immigrants are important in the study of immigration-related issues. This exploratory study analyses the possible link between parental socio-linguistic background factors (parent-child language choice, parental proficiency in L2, educational level, socio-economic status, and the length of residence in the host country) and the children's social milieu on the one hand and children's lexical knowledge of L2 on the other among Russian-Jewish immigrants to Israel. Participants in the study were 70 Russian-Hebrew speaking children with a mean age of 7 years 2 months and their parents, all Russian-Jewish immigrants in Israel. After investigating the factors that influence Hebrew (L2) vocabulary knowledge, we constructed a composite measure of Hebrew lexical knowledge. In addition, structured questionnaires for parents and children were developed to collect data on target socio-linguistic factors. The findings showed that variability in children's L2 lexical knowledge can be understood, to some extent, by three background factors: parents' educational level, parents' educational experience in the host country, and the length of family residence in the host country. At the same time, the role of parent-child language choice, parental L2 proficiency, and children's social milieu was found to be insignificant. These data are discussed in the context of the distinctive socio-cultural characteristics of the Russian-Jewish immigrant community in Israel. [ABSTRACT FROM AUTHOR]

The aim of the study was to investigate the association between exposure to environmental tobacco smoke of 6-year-old children and parental educational level in Germany under the changing socioeconomic conditions after reunification. Logistic regression was used to examine the relationship between tobacco smoke exposure of children (current environmental tobacco smoke, maternal smoking during pregnancy, environmental tobacco smoke during the first 3 years of the child’s life) and the determinants parental educational level, time and region. In Germany, the risk of environmental tobacco smoke exposure among 6-year-old children was strongly associated with parental educational level (odds ratio: ≥2 ‘low’/‘middle’ versus ‘high’ parental educational level). In West Germany, environmental tobacco smoke exposure generally exhibited a decreasing trend of about 20%. In contrast, in East Germany the environmental tobacco smoke exposure was only decreasing for children of parents with higher education. The gap between low and high parental educational level with respect to current children’s tobacco smoke exposure has increased from 1991 to 2000 in East Germany. A considerable fresh increase of maternal smoking during pregnancy could be observed around 1991 in both parts of Germany. In East Germany, the transition from a socialist economic system to a market economy after reunification might in part explain the increased gap of tobacco smoke exposure between children of parents with lower and higher educational levels. [ABSTRACT FROM AUTHOR]

Interventions promoting young children's healthy energy balance-related behaviours (EBRBs) should also examine changes in the family environment as this is an important determinant that may affect the effectiveness of the intervention. This study examines family environmental effects of the Increased Health and Wellbeing in Preschools (DAGIS) intervention study, and whether these effects differed when considering three parental educational level (PEL) groups. The DAGIS intervention was conducted in preschools and involving parents in Southern Finland from September 2017 to May 2018. It was designed as a randomised trial, clustered at preschool-level. Parents of 3–6-year-olds answered questionnaires recording PEL, parental role modelling for EBRBs, and the family environment measured as EBRBs availability and accessibility. Linear Mixed Models with Repeated Measures were used in order to detect intervention effects. Models included group by time interactions. When examining intervention effects separated by PEL groups, models with three-level interactions (group × time-points × PEL) were evaluated. There was an interaction effect for the availability of sugary everyday foods and drinks (p = 0.002). The analyses showed that the control group increased availability (p = 0.003), whereas in the intervention group no changes were detected (p = 0.150). In the analysis separated by PEL groups, changes were found only for the accessibility of sugary treats at home; the high PEL control group increased the accessibility of sugary treats (p = 0.022) (interaction effect: p = 0.027). Hence, results suggest that the DAGIS multicomponent intervention had a limited impact on determinants for children's healthy EBRBs, and no impact was found in the low PEL group. [ABSTRACT FROM AUTHOR]

The study examines the effects of a preschool-based family-involving multicomponent intervention on children's energy balance-related behaviors (EBRBs) such as food consumption, screen time and physical activity (PA), and self-regulation (SR) skills, and whether the intervention effects differed among children with low or high parental educational level (PEL) backgrounds. The Increased Health and Wellbeing in Preschools (DAGIS) intervention was conducted as a clustered randomized controlled trial, clustered at preschool level, over five months in 2017–2018. Altogether, 802 children aged 3–6 years in age participated. Parents reported children's consumption of sugary everyday foods and beverages, sugary treats, fruits, and vegetables by a food frequency questionnaire, and screen time by a 7-day diary. Physical activity was assessed by a hip-worn accelerometer. Cognitive and emotional SR was reported in a questionnaire by parents. General linear mixed models with and without repeated measures were used as statistical methods. At follow-up, no differences were detected in EBRBs or SR skills between the intervention and control group, nor did differences emerge in children's EBRBs between the intervention and the control groups when stratified by PEL. The improvement in cognitive SR skills among low PEL intervention children differed from low PEL control children, the significance being borderline. The DAGIS multicomponent intervention did not significantly affect children's EBRBs or SR. Further sub-analyses and a comprehensive process evaluation may shed light on the non-significant findings. [ABSTRACT FROM AUTHOR]