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This study aims to investigate the most prevalent and unacceptable classroom behavioral issues among public secondary school students in the Islamabad Capital Territory (ICT). Moreover, the study identified the reasons for these problem behaviors and ways to address these behaviors. The sample of the study was twenty-three (23) teachers (Female: 14 & Male: 09) having minimum sixteen years of education along with professional qualification. Teachers have wide experience of teaching ranging from 10-32 years and teach students aged between thirteen to fifteen years. In this qualitative research data was collected through semi-structured individualized interviews after getting consent from the Federal Directorate of Education and from study participants. Through thematic analysis, the main themes emerged were "lack of attention, creating a disturbance in the class, disobedience, and display of aggressive behaviors." The key causes of classroom problem behaviors were "parenting style, teachers' attitude/teaching strategies, society, home environment, and social media." Moreover, teachers also think that "lack of counseling" and "character building" along with "outdated teaching strategies and a boring classroom environment" were causes behavioral problems in the class. Teachers should incorporate student-centered teaching with engaging techniques, parents should pay attention in developing good relationship with children at home. Moreover, counseling facilities about psychological issues of teenage students' needs to be provided at school level. The limited yet empirical data can form a logical foundation for management to create a policy document addressing these issues in schools, offering guidance for parents and teachers to tackle student challenges effectively. [Note: The page range (107-128) shown on the PDF is incorrect. The correct page range is 107-129.]

This study examined the dynamic between perceived authoritarian parenting style (PAPS), and subjective wellbeing (SWB) among purposively recruited 423 college students in China. Expectancy value beliefs (EVB), fear of failure (FOF), and competitiveness were taken as mediators. The data were analyzed using Bootstrap method of 5000 sample and 95% confidence interval. The results revealed a significant negative total effect of PAPS on SWB. Additionally, two indirect paths were found to be significant: the mediation of FOF (Path 2) and the serial mediation of FOF and competitiveness (Path 6). These findings suggest that the perception of authoritarian parenting style is a negative predictor of students' happiness, and that FOF and competitiveness played important mediating roles in this relationship. These findings have important implications for educators, parents, and policymakers who aim to promote positive academic and personal outcomes for college students. The results suggest the need for interventions that address the negative impact of PAPS on students' wellbeing, and the importance of fostering positive beliefs about the value of education and academic achievement, as well as reducing FOF and promoting healthy competition.

This study explores the relationship between childhood trauma and malevolent creativity in college students and examines the chain mediation roles of positive parenting and resilience. Data is collected through survey questionnaires in a quantitative research approach. The SPSS macroprocess 4.2 and SPSS 27.0 are used for data analysis. The sample consists of 860 participants from eight universities and vocational colleges across four provinces in China. The findings indicate that childhood trauma significantly predicts malevolent creativity in college students. Positive parenting and resilience mediate this relationship forming a chain mediation effect. Positive parenting enhances resilience which in turn reduces malevolent creativity. The results highlight the importance of positive parenting and improved resilience in mitigating the negative impacts of childhood trauma. This study confirms the significant influence of childhood trauma on malevolent creativity and highlights the chain mediation roles of positive parenting and resilience. The findings provide valuable insights for developing interventions to promote mental health and prevent malevolent behaviors among college students.

Purpose: This study explores a nuanced understanding of tiger parenting by moving beyond cultural essentialist perspectives and an East (Chinese)-versus-West binary framework. Design/Approach/Methods: The study draws on data from 80 parents in Hong Kong SAR, an example of a culturally-hybrid East Asian metropolis. We applied maximum variation sampling to recruit participants with diverse school choices encompassing different education levels, occupations, social classes, and ethnicities. We used semi-structured interviews to investigate parental beliefs, practices, and understandings of tiger parenting. Findings: The findings suggest that tiger parenting is a cross-class and cross-culture phenomenon that would be more fruitfully analyzed by considering parental mindsets, educational structures, peer pressure, generational influences, cultural roots, class preferences, and global aspirations. We posit that tiger parenting and similar parenting practices are increasingly necessitated by fiercely competitive education systems, and becoming globalized across ethnic groups and social class spectrums. Originality/Value: This study contributes to the discussion on tiger parenting by highlighting previously understudied factors underpinning the concept. We argue that our analytical approach avoids the previous narrow and cultural essentialist understanding of tiger parenting, and advances the theoretical cogency of the concept.

Objective: The purpose of this study is to examine whether there is a significant relationship between mothers' perceived gender role and maternal gatekeeping behaviors. Method: In this study, in which mothers' perceived gender role and maternal gatekeeping behaviors were examined according to some variables, the relational survey model, which obtains information through comparison from quantitative research methods, was used. The study group of the research consists of 606 mothers with preschool children who were selected by simple random sampling method from many cities in Turkey. "Personal Information Form", "Bem Gender Role Inventory" and "Maternal Gatekeeping Scale" were used to collect the data. Findings: There is a significant positive correlation between the participants' femininity scores and Two-Fold Responsible Maternity (TFM), Over-Committed Maternity (OCM) and Traditional Maternity (TM) scores at a moderate level, and a significant positive correlation with the scores belonging to all of Maternity Gatekeeping at a low level. Masculinity scores have a significant negative correlation with OCM and TM scores at a moderate level, and a significant negative correlation with the scores belonging to the entire TFM and Maternal Gatekeeping Scale (MG) a low level. As a result of the tests conducted in the sub-dimensions of the study, while there was a difference between the TFM, OCM, TM and MG scores of the mothers according to their educational status, age, place of residence and socioeconomic level; there was no difference between the Modern Maternity (MM) and Indirect Maternity (IM) scores according to their educational status, age, place of residence and socioeconomic level. While there was a statistically significant difference between child gender and OCM scores, there was no difference between the scores obtained from MM, TFM , TM, and Indirect Maternity (IM) sub-dimensions. Conclusion: As a result of the analyses, a significant positive relationship was found between the gender roles of the study group and maternal gatekeeping behaviors. There were positive and negative significant relationships between the gender roles of the study group and maternity gatekeeping behaviors in sub-dimensions. According to these results, as the femininity scores of mothers with preschool children increased, their total maternal gatekeeping scores increased, and as their masculinity scores increased, their total maternal gatekeeping scores decreased.

This case study focused on middle school and high school teachers in an independent school to explore their perceptions of how overparenting influenced them in the classroom. A qualitative case study was conducted within an independent school in the southeast United States. Eleven middle school and high school teachers, which represented 52% of the full-time faculty at the school, participated in an online questionnaire and follow-up interviews regarding their experiences with overparenting. Findings revealed three themes: (a) teachers overwhelmingly associated parent--teacher interactions with conflict and confrontation, (b) teachers perceived overparenting influences teacher autonomy by forcing teachers to set boundaries, and (c) teachers experienced increased workloads. This study provides insight into how overparenting influences teachers, which may help teachers, administrators, and future educators prepare for this type of parent--teacher interaction.

This article presents a narrative inquiry of a Chinese heritage mother to theorize and explicate how historical, relational, and spatial processes impacted her negotiation with power and agency in relation to her own heritage language (HL) identity development. A narrative approach enables us to draw on participant counter-stories against master narratives that erase experiences of marginalization of Asians in Asian language education in the United States. We do this through a model of HL identity development (Zhou & Liu, 2022) supplemented by an AsianCrit lens (Iftikar & Museus, 2018). We show the importance of normalizing Chinese as a HL outside of the home in terms of language maintenance as well as the impact such normalization has on the development of an affirmative Chinese HL identity. We add that spaces for such identity development are deeply associated with language programs like dual language bilingual education (DLBE), especially as the number of DLBE opportunities grow in number and in popularity. Thus, language programs, including DLBE, have a responsibility to ensure that the language education they provide address the interests and investments of families with respect to their HL in order to decenter a primary focus on the interests of ethnolinguistic majoritized families.

The objective of this research is to construct a scale for assessing the extent of parents' 'sharenting' behavior and to assess its psychometric characteristics. The development of the Sharenting Scale commenced with a comprehensive review of relevant literature. Subsequently, a preliminary version of the scale was administered to 300 parents who utilize social media platforms. Exploratory Factor Analysis was conducted on the collected data, revealing a two-factor structure comprising nine items. The analysis indicated that the two-factor structure accounted for 66.51% of the total variance. Confirmatory Factor Analysis was conducted using data collected from 191 parents who completed the aforementioned scale. The goodness-of-fit indices indicated satisfactory fit values: X[superscript 2]/df= 2.06, RMSEA= 0.075, CFI= 0.96, IFI= 0.96, TLI= 0.95, GFI= 0.94, NFI= 0.93. The convergent validity of the scale was assessed through the calculation of Average Variance Extracted and Composite Reliability values. Furthermore, the internal consistency reliability of the Sharenting Scale was evaluated using Cronbach's Alpha coefficient, yielding a value of 0.82. Additionally, the stability of the scale was examined via a test-retest method, resulting in a correlation coefficient of 0.83. Based on these findings, it can be concluded that the Sharenting Scale demonstrates both validity and reliability as a measurement tool for assessing parents' 'sharenting' behavior.

Leveraging data from a longitudinal study of Chinese families (n = 364), this research aims to understand the role of secure base script knowledge as a cognitive mechanism by which early caregiving experiences inform adolescents' friendship quality and feelings of loneliness. Results showed that observed maternal sensitivity at 14 and 24 months old was negatively associated with adolescents' self-reported conflicts with close friends ([beta] = -0.17, p = 0.044) at 15 years old, and this association was partially mediated by their secure base script knowledge assessed at 10 years old. Further, secure base script knowledge moderated the link between adolescents' friend conflict and feelings of loneliness ([beta] = -0.15, p = 0.037). The results support a cognitive script perspective on the association between early caregiving experiences and later socio-emotional adjustment. Furthermore, this study adds to the developmental literature that has previously focused on more stringent and authoritarian aspects of parenting in Chinese families, thereby contributing to our understanding of how sensitive and supportive parenting practices contribute to socio-emotional development outside of Western contexts.

In this study, we investigate how the accumulation of stressful life events and chronic stressors experienced in adolescence predict young adults' future self-identification (i.e., connectedness, vividness, and valence of the future self) in a sample of 1482 Swiss youth. Furthermore, we investigate future self-identification as a source of resilience mediating the association between accumulated stressful life events on the one hand, and increased delinquency and less educational attainment on the other. In line with our hypothesis, we found that experiencing more stressful life events predicted reduced future self-connectedness. This was not the case for vividness and valence of the future self. Furthermore, we found that future self-connectedness partially mediated the association between stressful life events and low educational attainment. Lastly, latent class trajectories revealed that there was no association between the timing of stressful life events -- whether in early or late adolescence -- and future self-identification.

The present study investigated the longitudinal associations of self-control and parental involvement with prosociality and internalizing problems from early to mid-to-late adolescence, within a risk and resilience and a developmental cascade framework. We used a panel design (i.e., four measurement times at 2-year intervals from 2008 onwards) to examine data on 1523 Swiss adolescents when they were aged about 11, 13, 15, and 17. A cross-lagged analytical approach was used to respond to our purpose. Results showed that parental involvement promotes later levels of prosociality from early to mid-to-late adolescence. Furthermore, we observed that parental involvement predicted later improvements in self-control and that prosociality and internalizing problems mutually and positively predicted each other during the same period. Our findings suggest that interventions aimed at promoting positive parental involvement with their offspring may contribute to later adolescent prosociality and self-control and that health professionals should consider encouraging a healthy balance between self-interest and concern for others.

Parenting programs aim to improve parenting quality, which may, in turn, support various aspects of child development, including behavior and mental health. However, parenting interventions show considerable heterogeneity in response patterns across different families, demonstrating that they are not one-size-fits-all programs. This variability points to a need for greater understanding of which families benefit most from these interventions and how to improve response among those who do not. Following this literature gap, this study employed a person-centered approach to identify different parenting profiles associated with heterogeneity in treatment responses to a family-based prevention interventions adapted for military families. This study used data from a randomized controlled trial of the ADAPT intervention for 336 US military families in which at least one parent had deployed to war. Latent profile analyses revealed three unobserved parenting profiles among mothers and fathers, reflecting "High positive," "Moderate positive," and "Coercive" parenting styles. Latent transition analysis (LTA) suggested that the ADAPT program led to improvements in parenting, particularly among mothers who began the program with moderate or typical levels of parenting skills, and that these positive changes in parenting may help to decrease child externalizing problems. For fathers, the ADAPT program was most effective in preventing declines in positive parenting among those with initially typical levels of positive parenting. Overall, study findings demonstrate considerable heterogeneity in parenting behavior among a sample of military families that is associated with variability in parent responses to the evidence-based parenting program.

This study aims to determine whether parents' media mediation roles are related to their early childhood children's digital game addiction tendencies. In addition, it examines whether these variables are related to the child's and parent's digital device usage habits and whether they differ according to various sociodemographic variables and digital device usage habits. In this context, we collected data from 433 parents (mother = 336, father = 97) with children aged 3-6. We analyzed the data using correlation analysis, one-way ANOVA, and t-test. Active-supportive, restrictive-supportive, active-limiting, restrictive-limiting, and active-interpreter roles of parents were negatively related to children's digital game addiction tendencies. In addition, parents' and children's digital device screen time was negatively associated with parents' media mediation roles and positively with children's digital game addiction tendencies. Mothers found their children more likely to have digital game addiction than fathers. Children of parents who play digital games have higher digital game addiction than those of parents who do not play, male children than female, children who have their own digital devices than those who do not, and children who only watch YouTube videos than those who only watch television channels for kids. Finally, we observed that mothers are more active in media mediation roles than fathers and that parents behave more restrictive toward their daughters.

Children's use of the Internet comes with both risks and opportunities. To minimize risks and maximize opportunities, parents may choose to observe, enable, and/or restrict their children's Internet use. However, parents' high confidence in their children's online safety can itself be a risk factor inhibiting parental awareness of online risks. This research aims to test whether confident parents are accurately aware of how frequently their child has experienced risks online. To this end, construct validity and reliability of scales measuring parental self-efficacy, restrictive-enabling-observant mediation, awareness, and Internet use were established first. Next, a conceptual model of parental awareness was proposed. These results were based on a two-parameter-logistic-model of item response theory, minimum-rank factor analysis, and parallel-mediation analysis of self-reports by a convenience sample of 388 parents in Ireland (Autumn 2019). Confident parents mostly reported their child experienced no online risk in the past couple of months, whereas unconfident parents reported their child experienced an online risk once, twice, or more times. Results of the mediation analysis indicated that confident parents likely underestimated, whereas unconfident parents overestimated, how frequently their child experienced an online risk. The accuracy of parental awareness depended on their mediation strategies, particularly restrictive mediation. Further research is needed to test whether training parents on self-efficacy and mediation of children's Internet use raises their awareness of the children's online risks.

Prolonged digital use is prevalent among young children. Still, it is unclear which parental risk factors contribute to this and whether cultural background (western vs. non-western) and parental role (mother vs. father/parents) could moderate this impact. A systematic literature search identified 52 empirical studies with 54,334 children in a random-effects meta-analysis. The analysis revealed that preschoolers' prolonged digital use was significantly associated with parental digital use (r = 0.24, 95%CI [0.17, 0.30]), low socioeconomic status (r = 0.10, 95%CI [0.08, 0.13]), and passive parenting behavior (r = 0.17, 95%CI [0.10, 0.25]), and significantly but weakly correlated with psychological distress (r = 0.15, 95%CI [0.07, 0.23]). There were effect size differences between the sub-items in both passive parenting behavior and psychological distress factors. In addition, cultural background moderated the associations between preschoolers' digital use and parents' digital use (Q = 8.38, p < 0.01) and passive parenting behaviors (Q = 3.32, p = 0.06). In contrast, the moderating effects of the parental role were not significant (Qs < 4.16, ps > 0.13). These findings suggest that specific items of parental factor, particularly those related to parenting practices, should be considered as the risks of preschoolers' prolonged digital use. Future studies should pay more attention to cultural differences and the roles of fathers.

This study investigates the interrelationships among cyberbullying severity, online disinhibition, and parental online discipline styles and further predicts 189 Chinese ethnic minority undergraduate students' helping behaviors in various cyberbullying incidents. The t test analysis showed that females judged cyberbullying behaviors viewed from the victim's perspective as more harmful than males and were more willing to reach out to victims of specific cyberbullying incidents (outing and trickery and flaming). In contrast, males perceived a stronger toxic disinhibition effect and stronger technical intervention and monitoring from parents. The correlation analysis indicated that the perceived severity of cyberbullying from the two perspectives and the toxic disinhibition effect were correlated with all helping behaviors. Finally, the regression analysis revealed that gender, the perceived severity of cyberbullying from the two perspectives, the online disinhibition effect, and the parental online discipline style jointly predict students' helping behaviors with a moderate level of predictive power. Furthermore, perceived severities from both the bully and victim perspectives were common determinants for predicting students' helping behaviors. This study confirms the utility of perceived severity and determines the impact of research factors on minority bystanders' helping behaviors in cyberbullying, thereby addressing the research gaps in previous studies.

This article investigates the frequency of what we define as supportive and unsupportive parental behaviors and whether there is a statistically significant difference in the frequency of parental behaviors in reference to different parental characteristics (level of education, employment status, socio-economic status). This research involved a sample of 3500 parents of children aged 5 and 6. The results show that such supportive parental behaviors are used more frequently than unsupportive ones. Still, approximately 25% of parents implement modes of behavior that the literature suggests hinders children's optimal development, whereas for 10% the frequency of such behaviors is very high. The results confirm that the level of education, employment status, and socio-economic family status represent significant factors in the quality of parental care. Moreover, these can enhance the risk factors in given familial contexts. In the process of creating support programs and finding ways of strengthening family resilience, and other public policies and strategies to prevent risks of social exclusion caused by familial factors, it is important to bear in mind the heterogeneity of the risks of social exclusion within the family and to respond to the specific needs and challenges of different parents and children. When it comes to developing policy, a one-size-fits all approach should, be avoided.

This study investigated child-reported family obligation values (FOVs) in early adolescence as a moderator for associations between mother-, father-, and child-reported parental psychological control (PC) in early adolescence and child-reported internalizing and externalizing symptoms in middle and late adolescents in the Philippines. Data were drawn from three waves of a larger longitudinal study, when the Filipino youth were in late elementary grades (age M = 12.04, SD = 0.58; N = 91), in junior high school (age M = 15.03, SD = 0.59; N = 80), and in senior high school (age M = 17.00, SD = 0.59, N = 75). Results revealed that high levels of FOV buffered the positive associations between mother-reported PC and internalizing symptoms in late adolescence, and between child-reported PC and internalizing symptoms in middle and late adolescence, as well as externalizing symptoms in late adolescence. Conversely, low levels of FOV exacerbated the associations between mother- and child-reported PC on externalizing symptoms in late adolescence. Findings suggest that FOV may shape the meaning and influence of PC for children and adolescents in contexts where familial obligations are normative and important.

This study compared parenting across four non-Western cultures to test cross-cultural commonality and specificity principles in three aspects: measurement properties, parenting normativeness, and their associations with child outcomes. Both mothers and fathers (N = 1509 dyads) with preschool-aged children (M = 5.00 years; 48% girls) from urban areas of four countries (Malaysia, N = 372; China, N = 441; Turkey, N = 402; and Japan, N = 294) reported on four parenting constructs (authoritative, authoritarian, group harmony socialization, and intrusive control) and their sub-dimensions using modified culturally relevant measures. Teachers reported on children's internalizing, externalizing, and prosocial behaviors. The commonality principle was supported by two sets of findings: (1) full measurement invariance was established for most parenting constructs and sub-dimensions, except that intrusive control only reached partial scalar invariance, and (2) no variations were found in associations between parenting and any child outcomes across cultures or parent gender at the construct level for all four parenting constructs and at the sub-dimensional level for authoritarian and intrusive control sub-dimensions. The specificity principle was supported by the other two sets of findings: (1) cross-cultural differences in parenting normativeness did not follow the pattern of economic development but yielded culture-specific patterns, and (2) at the sub-dimensional level, the authoritative parenting and group harmony socialization sub-dimensions were differently associated with child outcomes across cultures and/or parent gender. The findings suggested that examining specific dimensions rather than broad parenting constructs is necessary to reflect cultural specificities and nuances. Our study provided a culturally-invariant instrument and a three-step guide for future parenting research to examine cross-cultural commonalities/specificities.

Childcare services are widely used by families and thereby exert an important influence on many young children. Yet, little research has examined whether childcare may impact the development of child executive functioning (EF), one of the pillars of cognitive development in early childhood. Furthermore, despite persisting hypotheses that childcare may be particularly beneficial for children who have less access to optimal developmental resources at home, research has yet to address the possibility that putative associations between childcare and EF may vary as a function of family factors. Among a sample of 180 mostly White middle-class families (91 girls), we examined if childcare participation in infancy was related to two aspects of EF (Delay and Conflict) at 3 years, and whether two aspects of maternal parenting behavior (sensitivity and autonomy support) moderated these associations. The results showed positive associations between participation in group-based childcare and Delay EF specifically among children of relatively less autonomy-supportive mothers. These findings suggest that out-of-home childcare services may play a protective role for children exposed to parenting that is less conducive to their executive development.

Relationships that involve a physician and a non-physician professional spouse face many challenges that are similar to those experienced by dual career marriages. However, there are unique demands that are associated with physicians who are married to other professionals. One such challenge is the task of navigating their multiple familial and professional roles. This present study explores how physicians who are married to other professionals confront and navigate the complex environment that is often characteristic of work-family issues in this population. Employing an exploratory qualitative design, 34 heterosexual individuals (17 couples) completed in-depth qualitative interviews. These dyadic interviews included 10 male physicians and 7 female physicians. A multisystemic approach was employed to explore themes that emerged. One major theme, contextual appreciation of the physician's work demands, and three sub-themes: familial support, non-traditional parenting and domestic roles, and paid help, emerged. These data provide important information for the medical education of physicians with specific emphasis on navigating multiple familial and professional roles when part of dual career marriages. Findings provide implications for physician vitality/health, medical education, and continuing education with a focus on physician marriages.

School burnout is a growing problem among university students. This two-wave longitudinal study examined the mediating effects of academic self-efficacy, grit, and academic resilience in the relationship between academic perfectionism and helicopter parenting, and school burnout in university students based on the "Theory of Self- vs." Externally-Regulated Learning (SRL vs. ERL), and Social Cognitive Theory (SCT). A total of 481 college students completed measurements at Time 1 (T1) and Time 2 (T2) (M[subscript age] = 22.2; 61.5% female, 38.5% male). For analysis, the SPSS version 26 and Mplus version 7.0 were used. The results reveal that academic self-efficacy, grit, and academic resilience at Time 2 mediate the relationship between academic perfectionism and helicopter parent attitude at Time 1 and school burnout at Time 2. These findings reveal the key role of self-efficacy, grit, and academic resilience in reducing school burnout.

Guided by developmental models examining the legacy of childhood caregiving environments, we examined the longitudinal pattern of associations between harsh parenting and children's internalizing and externalizing symptoms across late childhood to late adolescence. Participants included 199 youth (48.7% female, 65.3% White, 32.2% Black, 2.5% biracial) and their mothers and fathers from a diverse range of socioeconomic backgrounds. The study utilized a multi-informant, longitudinal design including five waves of data (youths' mean ages were 9, 10, 11, 17, and 18 across waves). Harsh parenting at Age 9 predicted higher levels of (a) externalizing symptoms at Ages 11, 17, and 18 and (b) internalizing symptoms at Ages 17 and 18. Developmental sensitivity analyses revealed that the magnitude of the more distal association between early harsh parenting and later internalizing and externalizing symptoms was statistically stronger as compared to more proximal associations. Bidirectional analyses revealed that externalizing symptoms at Age 9 predicted harsh parenting at Ages 9, 10, 11, 17, and 18. Whereas links between harsh parenting and internalizing symptoms were consistent with a sleeper effects model, links between harsh parenting and externalizing symptoms provided some support for both enduring and sleeper effects models. Findings inform an understanding of youth developmental sensitivity to harsh parenting and the downstream consequences of harsh parenting. Results have important translational implications, including testing the long-term efficacy of therapeutic programs.

Parents' socialization beliefs have implications for the psychological adjustment of their children through their parenting behaviors; however, such pathways have rarely been established among Chinese American families. The present study examined how Chinese American parents' goals for their children to take on bicultural values and behaviors (i.e., bicultural socialization beliefs) influenced their child's level of depressive symptoms in emerging adulthood through their parenting behaviors and the level of parent-child alienation. Data came from Waves 2 (adolescence) and 3 (emerging adulthood) of a longitudinal study of 444 Chinese American families. Mothers' reports of their bicultural socialization beliefs positively predicted adolescents' reports of mothers' autonomy-supporting behaviors and interdependence-focused shaming behaviors. In addition, there was a significant and negative indirect effect of mothers' bicultural socialization beliefs on emerging adult depressive symptoms through adolescents' reports of mothers' autonomy-supporting behaviors and emerging adults' reports of alienation to their parents. In contrast, there was a significant and positive indirect effect from fathers' reports of their bicultural socialization beliefs to emerging adult depressive symptoms, through emerging adults' reports of alienation only. Findings contribute to our understanding of bicultural processes in Chinese American families and establish that parents' beliefs have significant implications for the psychological adjustment of Chinese American youth.

Parents' involvement in homework can enhance children's self-efficacy, self-regulation, and autonomous motivation for learning. Regrettably, in practice, parental involvement often contains intrusive, controlling, and discouraging behaviors that can curtail benefits. The present study sought to identify parenting characteristics that may contribute to counterproductive parental homework involvement. Two central mechanisms were examined: parental emotion dysregulation and low parental mentalization. We hypothesized that difficulties regulating negative affect would contribute to negative and hostile parental behavior during homework (but not to controlling behavior), whereas difficulties in parental mentalization would contribute to increased controlling parental practices (but not to parental negativity). The sample included 101 Israeli parents and their elementary school children (M = 8.32, SD = 1.77, 51.5% girls). Parent-child interaction during homework was videotaped at a home visit and subsequently coded to reflect the levels of control and negativity shown by the parent. Parental emotion dysregulation was assessed using a self-report questionnaire (the difficulties in emotion regulation scale), and parental capacity for mentalization was coded from interviews using the reflective functioning manual. Consistent with hypotheses, parental mentalization difficulties were linked to increased parental control, whereas parental emotion dysregulation was linked to parental negativity. These associations persisted even after controlling for children's externalizing problems and children's homework performance, as reported by parents. The findings highlight the differential paths by which parents' diminished emotion regulation and decreased mentalization can foster counterproductive involvement in their children's homework. We discuss the implications of the findings for parents' homework involvement and teachers' support of positive parental involvement.

Objective: The concept of the "helicopter parent" was popularized in the 2000s and 2010s by Western culture, and it has recently begun to be examined by researchers to describe parental over-involvement and intrusive behavior that impedes transition into adulthood. Research has yet to investigate the viability of this construct for adolescents when parenting is needed to facilitate the development of autonomy. The present study examined the psychometric structure of a modified "helicopter parenting" measure adapted for use in a sample with increased likelihood of highly involved parenting: adolescents with ADHD. Methods: Adolescents (n = 333; age 13-18 years; 25% female) and their parents (n = 341, 91% female) completed a survey for a study on provider training in stimulant diversion prevention in 2016 and 2017. We modified a previously validated measure of "helicopter parenting" for young adults. Other previously established parenting measures were included. We conducted principal component analysis for both informants' reports of the modified measure. We examined associations between the components and informants' demographic characteristics and parenting measures to begin to examine convergent and discriminant validity. Results: Two components were identified for adolescent and parent reports and labeled parental Intervention and Day-to-day Monitoring and Planning. These components were differentially associated with demographic characteristics and other measures of parenting. For example, across reporters, parents exhibited less Day-to-Day Monitoring and Planning for older adolescents. Racially/ethnically minoritized parents and male adolescents reported more Intervention parenting. Modest-sized statistically significant associations were found between these indicators of highly involved parenting and the other measures of parenting. Conclusion: Findings provide initial evidence of construct validity. Future work with more heterogeneous samples should examine if this measure captures adaptive parenting, or behaviors that interfere with developing independence, for adolescents with ADHD and neurotypically developing adolescents.

We investigated the effects of perceived parenting styles, causal attributions for academic success/failure, and perceived school performance (PSP) on adolescents' psychological well-being (PWB). Participants were 200 Brazilian adolescents who answered the Parenting Styles & Dimensions Questionnaire, the Psychological Well-Being Scale, and the Rating Scale of Causal Attributions for Academic Success/Failure (RSCA). The results showed that adolescents' PWB was predicted by authoritative parenting style (APS), internal and controllable attributions (appropriate motivations to cope with academic success/failure; ICASF), and PSP. In addition, we tested a mediation model showing that the ICASF mediated the relationship between APS and PSP, which in turn led to better PWB. These results highlighted the relevance of parenting styles and school-based causal attributions for the understanding of adolescents' mental health. Our findings can support interventions that enable more effective teaching-learning processes, which are associated with higher levels of mental health for the adolescent population.

Early adolescent children communicate on smartphones and social media, resulting in online sexual risks and potential adverse health outcomes. This study investigated parents' awareness of early adolescent engagement in online sexual risks on smartphones and social media and the protective practices used to mitigate these risks. Semi-structured interviews were conducted with 15 English-speaking parents of early adolescent children 11-14 years old in North and South Carolina. Data were analyzed using a qualitative descriptive approach and thematic analysis. Parents expressed awareness of online sexual risks on smartphones and social media and engaged in protective practices to mitigate online risks, including communication and restrictions tailored to accessed content and social connections with unknown individuals online. Professionals can support parents through education targeted to risks and protective measures associated with these online devices and platforms.

This study investigates the consumer socialization practices of parents in single versus multi-child and nuclear versus extended families in an emerging market. Previous consumer socialization research has focused primarily on western cultures. We examine parenting in a developing market and suggest that single-child families are more nurturant and maintain greater control of their children's media exposure than multi-child families. The findings indicate that Modal Indian consumer socialization practices may be shifting from an Authoritarian to an Authoritative parental style with greater maternal intervention in media exposure and support for regulating children's advertising. Implications for marketers, consumer educators, and public policy makers are discussed.

This study utilised the Early Growth and Development Study (N = 561 adoptive children; 57.2% male, 55.3% White), a study of children adopted at birth, to examine heritable (birth parent psychopathology) and prenatal risk (prenatal maternal distress and smoking during pregnancy), infant negative affectivity, adoptive parent over-reactivity and warmth as independent predictors of childhood externalising symptoms. The current study evaluated if: (1) infant negative affectivity and over-reactive parenting are candidate mediators for the effects of heritable and prenatal risk on externalising symptoms and (2) parental warmth weakens the influence of heritable risk, prenatal risk, negative affectivity and over-reactive parenting on externalising symptoms. There were main effects of heritable risk, infant negative affectivity and over-reactive parenting on child externalising symptoms. The study found no support for the hypothesised mediation and moderation effects, suggesting that targeting parental over-reactivity rather than warmth would be more effective in reducing the risk for childhood externalising symptoms.

Children whose families experience socioeconomic disadvantage are at risk for poor sustained attention, a foundational skill related to goal-oriented behaviour, self-regulation and kindergarten readiness. Maternal parenting behaviours and parenting stress are theorised developmental pathways linking socioeconomic status (SES) to children's sustained attention. However, research has yet to empirically test for these indirect pathways, thus limiting the relevance of extant findings to inform targets of parent-mediated programmes addressing attentional disparities at school entry for low-income children. Using a sample of mostly low-income children from the Future of Families and Child Wellbeing Study (N = 2214) and the process of parenting model, this study tested whether maternal parenting stress, harsh parenting and cognitive stimulation uniquely explained associations between SES and child sustained attention at age 5 years. Results from structural equation modelling revealed that SES was positively and directly associated with child sustained attention. Some of these effects were indirectly transmitted through the pathway of maternal cognitive stimulation; however, neither harsh parenting nor parenting stress helped to explain the relationship between SES and child sustained attention. Implications of the findings are explored in the context of early childhood prevention and promotion programmes serving low-income families.

In this study, maternal socialization goals in early childhood were linked to qualities of children's self in middle childhood, while also considering maternal education and child gender. Estonian mothers (N = 209; M[subscript age] = 33.6; 52.2% had university education) provided ratings of their socialization goals for children (52.2% girls; M[subscript age] = 6.2), children's self was gauged 4 years later. The more mothers endorsed social conformity-related socialization goals, the fewer different autonomy-related ([beta] = -0.15) and relatedness-related qualities of self ([beta] = -0.21) their children had in their descriptions of themselves and their autobiographical memories. Mothers' self-maximization socialization goals were not linked to the qualities of children's self. Mothers without a university degree endorsed social conformity-related socialization goals more than mothers with a university degree ([beta] = -0.20). Girls referred to more relatedness-related qualities than boys ([beta] = 0.23). The results show that maternal socialization goals do not always have a straightforward effect on different qualities of children's self. Yet, conformity-related goals by mothers predict the qualities of children's later self.

Over a 12-year period, this study examined the effects of the Family Check-Up preventive intervention model on both observed and self-reported parenting behaviors of mothers and fathers as well as how those parenting behaviors were associated with young adult antisocial behavior. Teachers identified 641 early adolescent youth from school settings to be at elevated risk for the development of externalizing behavior and/or substance use. These youth and their families were randomly assigned to the Family Check-Up intervention model (consisting of an adaptive, multi-tiered model of support, including a school-based family resource room, the Family Check-Up, and targeted follow-up services) or a control condition. Using an intent-to-treat approach, the Family Check-Up intervention model positively impacted mothers' observed parenting approximately 5 years later in middle adolescence but was not associated with changes in fathers' observed or self-reported parenting. Mothers' observed adaptive parenting and fathers' self-reported adaptive parenting in middle adolescence were associated with lower risk for young adult antisocial behavior. The cascading effects of brief, family-focused interventions are discussed along with implications for the measurement of parenting in mothers and fathers in the context of preventive intervention trials.

This study examined mothers' tendency to base their self-esteem on their children's accomplishments (i.e., child-based worth) and its potential implications for their parenting practices. Child-based worth was assessed in three domains of development: virtue, academic competence, and physical appearance. Participants were 302 mothers (age range: 21-69) of early to middle adolescents (age range: 10-17; 59% girls) in the United States. Mothers completed a survey about their child-based self-worth and use of autonomy-supportive and controlling practices. Results showed that mothers of adolescents tended to base their self-worth on children's academic competence to a greater extent, compared to virtue and physical appearance. Child-based worth in virtue and physical appearance were associated with heightened psychological control, after adjusting for covariates. In addition, mothers who based their self-worth on their children's physical appearance tended to show dampened autonomy support. Findings suggest that the implications of mothers' child-based worth for their parenting practices may vary depending on the domain of children's development.

We examined parent activation in families with autistic children over time. Activation is one's belief, knowledge, and persistence in obtaining and managing one's care (e.g., patient activation) and others (e.g., parent activation) and is associated with better outcomes. Four aims were examined: the associations between baseline parent activation and follow up treatment/outcome, between changes in activation and changes in treatment/outcome, differences in activation and treatment/outcome across demographic groups (e.g., gender, race, ethnicity, and income) and comparison of results using three different assessment approaches of parent activation, the Guttman scale (standard approach) and two factor subscales (Yu et al., in J Autism Dev Disord 53:110-120, 2023). The first factor tapped into behaviors aligned with highly active, assertive parental actions (Factor 1: Activated). The second tapped into behaviors representative of uncertainty, passivity, being overwhelmed, with growing awareness of the need for activation (Factor 2: Passive). Findings varied with assessment methods applied. The two subscales assessment approach produced the strongest effect sizes. Baseline activation was related to "improved" child outcomes at follow-up for Factor 1: Activated and to "poorer" child outcomes at follow-up for Factor 2: Passive. Changes in activation were unrelated to changes in treatment/outcomes. Outcomes differed based on the activation assessment approach used. Against expectations, activation remained the same over time. Further, no differences in outcomes were observed based on race, ethnicity, or family income. The results suggest that parent activation may behave differently than patient activation based on prior studies. More research is warranted on activation of parents of autistic children.

To revise the Parental Autonomy Support Scale (PASS) and to validate its psychometric properties in Chinese college students, this study recruited 738 Chinese college students, with 72 of them retested four weeks later. The Parental Psychological Control Scale (PPCS) and the Self-Esteem Scale (RSES) were used to evaluate the validity of the PASS. Results showed that the revised PASS contained a total of nine items measuring three dimensions: autonomous decision-making, transpositional thinking, and willingness to respect. Results showed that the three-factor ESEM model fitted the data well (TLI = 0.981, CFI = 0.994, RMSEA = 0.046). The PASS showed a significant negative correlation between the total score of the PASS and the total score of the PPCS (r = -0.344, p < 0.001), and a significant positive correlation of the PASS with the total score of the RSES (r = 0.297, p < 0.001). The composite reliability coefficient was 0.913 for the total score. The test-retest reliability coefficients were 0.827 for the total score and ranged from 0.626 to 0.744 for the three dimensions. The revised PASS is shown to have sound psychometric properties and thus can be used as a tool to measure the level of parental autonomy support among Chinese college students.

This study investigated Hmong American adolescents' perceptions of their mother as helping them understand race as Asian American youths in an urban context. Twenty-four Hmong American adolescents ages 14 to 18 (M = 15.8; 67% female; 54% U.S. born, 46% born in Southeast Asia) participated in semi-structured interviews, following approval of the Institutional Review Board. Directed content analysis revealed three themes of racial, ethnic, and neutral socialization practices. Frequently, responses reflected the categories of racism awareness, racial group identification, and diversity awareness, as well as no discussion of race (racial socialization theme). Although the study asked specifically about racial socialization, some responses indicated that mothers engaged in cultural practices that included cultural markers and ethnic group identification (ethnic socialization theme). A few responses also represented neutral socialization that emphasized good behavior. Emergent categories included intra-racial discrimination and bicultural socialization. More frequently than girls, boys reported having discrimination experiences without discussing race with mothers. Girls reported more intra-racial discrimination messages, as well as bicultural and neutral messages than boys. These findings can help Hmong American adolescents and their families continue to build successful strategies for dealing with racism and discrimination, and support understanding how Asian Americans address racialized experiences in the U.S.

This study examined parental romantic attachment security as a mediator of prospective associations between hostile interparental conflict and parental discipline (i.e., power-assertive, permissive, and inductive discipline) for mothers and fathers of young children. Furthermore, this study utilized a novel, automatic assessment of romantic attachment security in examining whether romantic attachment assessed at controlled (i.e., self-reported) and automatic (i.e., a rapid word-sorting task) levels of representation differentially serve as spillover mechanisms. Participants included 235 mothers (62% White), fathers (55% White), and a target child between the ages of 2 and 4 (M[subscript age] = 2.97; 55% girls) recruited from a moderate-sized metropolitan area in the Northeastern United States. Families were assessed annually across three waves of data collection. Results from autoregressive structural equation model analyses revealed that romantic attachment operated as spillover mechanism for mothers. In particular, hostile interparental conflict was associated with power-assertive discipline through changes in mothers' automatic romantic attachment security. We also found that hostile interparental conflict was associated with inductive discipline through changes in mothers' romantic attachment avoidance. Neither controlled nor automatic romantic attachment representations served as spillover mechanisms for fathers. Findings are discussed within family systems and attachment frameworks.

Young people with developmental language disorder (DLD) often have poorer mental health compared to those without DLD. However, not all young people with DLD experience such difficulties. Two hundred and eighty-one young people at risk of DLD (45% Female; 53% White British) were identified from a UK based population-cohort. Main caregivers completed questionnaires about their early life (<5 years) and their mental health (at 14 years). Parent-child conflict was revealed to be an early risk factor for all mental health outcomes, at age 14. Additionally, harsh discipline and second-hand smoke predicted worse externalising problems, and gender differences predicted worse internalising problems. Further findings demonstrated that, as the number of risk factors increased, so did the severity of mental health difficulties.

This study aimed to investigate the mediating role of social self-efficacy in the relationship between parental control and social anxiety. The study population comprised all first and second-year high school students studying in Ahvaz County during the academic year 2020 to 2021. A total of 373 (53.08% female and 46.92% male) students were selected using multistage cluster sampling. The mean age ("SD") of the participants was 15.06 (2.4) years. The data were collected using the Parental Psychological Control Scale (PPCS), the Social Anxiety Scale for Adolescents (SAS-A), and the Self-Efficacy for Social Situations Scale (SESS). The reliability of the research tools was assessed using Cronbach's alpha method, and path analysis was used to analyze the data. The results showed that both achievement-oriented and dependency-oriented parental control was directly related to social self-efficacy, which, in turn, was significantly related to social anxiety. Moreover, social self-efficacy completely mediated the relationships between achievement-oriented and dependency-oriented parental control with social anxiety. Therefore, reducing parental psychological control can increase adolescents' level of social self-efficacy, which can subsequently decrease their social anxiety.

Purpose: This qualitative study examines autistic adolescents' perception of the quality of their relationship with their parent using the Three Minute Speech Sample. Methods: Twenty autistic youth (13-17 years; 83% male) spoke, uninterrupted, for three minutes about their thoughts and feelings regarding their mothers. Audio-recorded speech samples were transcribed and coded for emergent themes. Results: Adolescents highlighted emotional support and acceptance in the context of their relationship, support mothers provide for mental health, love and caring, efforts to build the relationship through shared activities, and areas of adolescent-parent conflict. Conclusion: The TMSS is a low cost, low burden method by which autistic adolescents can comfortably and effectively self-report the quality of their relationship with their parent/caregiver.

The purpose of this study was to investigate parenting styles and practices, strategies and resources used to develop a child's potential, and family-school relationships. Nine families with gifted and talented students participated. The instruments used were a sociodemographic questionnaire, a parenting style scale, and a semistructured interview. The results indicated that the authoritative style was the most representative of parenting practices of this sample. The interviews generated six themes: (a) parental practices, (b) strategies and resources for student development, (c) family-school relationship, (d) challenges, (e) learning, and (f) advice. The findings suggested that parents were concerned not only with developing children's talents but also with promoting their well-being. If schools were opposed to meeting their children's needs, parent took their own initiative in meeting these needs. Seeking support from expert professionals in the field and other parents of gifted children was highlighted by the participants.

Parents and teachers play a key role in developing students' self-regulated learning (SRL), which is closely linked to academic achievement and acts as a protective factor for students from low socioeconomic backgrounds. Research has shown that authoritative parenting style, parental responsiveness, emotional warmth, behavioural control, and autonomy support are associated with better academic performance. In addition, studies have shown that the quality of the teacher-student relationship plays an important role in the development of SRL. However, there is limited research on the relationship between school and home environmental factors, student characteristics, and SRL, especially in primary school. The present study examined the relationship between parenting styles, teaching styles, student characteristics, and SRL. The sample included 328 ninth-grade students in Slovenian primary schools. SRL, parenting styles, and teaching styles were assessed using student self-reports. Using latent profile analysis, three subtypes of parenting styles (discipline-oriented parenting, democratic parenting, and responsive parenting) and three subtypes of teaching styles (autonomy-supportive teaching, diverse teaching, and directive teaching) were identified. Results indicate that students who perceive autonomy-supportive teaching and responsive parenting styles exhibit higher levels of SRL. Autonomy-supportive teaching was positively associated with student achievement. This study highlights the importance of an authoritative parenting and teaching style for the development of SRL in primary school.

This paper shares the results of a meta-analysis on the parental-relational component of parental-involvement and its association with the academic and behavioral outcomes of urban students. This meta-analysis includes 76 quantitative studies. The results indicated that statistically significant effects emerged across students of different backgrounds, including differences by age groups, race, gender, and nationality. The results were also substantial in the highest quality studies. The significance of these results is discussed.

Indigenous knowledge systems evolve and sometimes can be repurposed to address the challenges of living in an interconnected world. Despite the impact of globalization and the spread of Western ideas, such knowledge systems can still play a vital role in Indigenous societies. This ethnographic research examines the moral values and virtues college-educated Maasai parents instill in their children, enabling them to flourish in the global market economy.

High levels of Internet usage are prevalent among young people. Alongside this increased use, dangerous attitudes and practices among students have been observed. This study aimed to analyse the use of Information and Communication Technologies (ICT) among high school students, their attitudes, and the relationship with gender. A sample of 869 participants aged 11 to 18 was selected, and we developed the Internet Use and Attitudes Scale for Virtual Social Networks (VSN). This scale comprises subscales assessing VSN dependence, parental control, enhancement of social relationships, and engagement in violent behaviour and consumption of inappropriate content. After validating this scale, we employed latent profile analysis to discern unique behavioural and attitudinal profiles among the students. The analysis yielded three distinct groups. The majority (66%) fell into the "Positive Attitude" group (52% female, 48% male). The "Negative Attitude" group represented 29% (49.5% female, 50.5% male), and the "Dangerous Attitude" group comprised 5% (28.3% female, 71.7% male). The "Dangerous Attitude" profile exhibited the highest levels of VSN dependency, violence, and inappropriate content consumption. Males were overrepresented in this category. These findings provide greater insight into problematic Internet use among students, revealing gender disparities. Males were more likely to engage in dangerous online activities like cyberbullying and accessing inappropriate content. Targeted interventions addressing negative attitudes and violent cyberbehaviours are needed, especially for male students. This research enriches our understanding of youth's online habits, attitudes, and risks.

This study examines the moment-to-moment within-person associations between maternal and child behaviors during a challenging puzzle task and compares these associations between mother--child dyads from the United States (n = 99, 52 boys, M[subscript child age] = 56.05 months, SD = 6.44) and China (n = 101, 46 boys, M[subscript child age] = 57.41 months, SD = 6.58). Maternal autonomy support and intrusive control and child agency and defeat were rated in 15-s intervals by native and bicultural coders. Country was examined as a moderator of the moment-to-moment within-person associations between maternal and child behaviors. The results showed that for both U.S. and Chinese dyads, increases in maternal intrusive control predicted subsequent decreases in child agency, and increases in child defeat predicted subsequent increases in maternal autonomy support. Furthermore, increases in maternal autonomy support predicted subsequent increases in child defeat, but for the Chinese dyads only.