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Parental Values (parental + value)

Distribution by Scientific Domains

Humanities and Social Sciences	60%

Selected Abstracts

Parenting and Adolescents' Accuracy in Perceiving Parental Values

CHILD DEVELOPMENT, Issue 2 2003
Ariel Knafo
What determines adolescents' accuracy in perceiving parental values? The current study examined potential predictors including parental value communication, family value agreement, and parenting styles. In the study, 547 Israeli adolescents (aged 16 to 18) of diverse socioeconomic backgrounds participated with their parents. Adolescents reported the values they perceive their parents want them to hold. Parents reported their socialization values. Accuracy in perceiving parents' overall value system correlated positively with parents' actual and perceived value agreement and perceived parental warmth and responsiveness, but negatively with perceived value conflict, indifferent parenting, and autocratic parenting in all gender compositions of parent,child dyads. Other associations varied by dyad type. Findings were similar for predicting accuracy in perceiving two specific values: tradition and hedonism. The article discusses implications for the processes that underlie accurate perception, gender differences, and other potential influences on accuracy in value perception. [source]

Sorting out successful failures: Exploratory analyses of factors associated with academic and behavioral outcomes of retained students

PSYCHOLOGY IN THE SCHOOLS, Issue 4 2001
Phillip Ferguson
This prospective longitudinal study followed a sample of 106 kindergarten students through 11th grade examining the effects of family characteristics, school readiness, socialization, and student demographics on academic achievement and behavioral adjustment outcomes. These educational outcomes were contrasted among four groups consisting of: 1) early grade retainees; 2) transitionally placed retained students; 3) students recommended for transitional placement, but promoted; and 4) regularly promoted students. While previous studies examining the efficacy of early grade retention focus exclusively on between-group comparisons, this study examines the family and individual characteristics of successful and unsuccessful retained students by including both between-group and within-group effects on academic and behavioral outcomes. The results of this study demonstrate that retained students' initial school readiness, socioeconomic status, mother's level of education, parental value of education, kindergarten personal-social functioning, and chronological age are distinctly associated with subsequent academic or behavioral outcomes. Variables associated with relative educational success following early failure are delineated and research implications are discussed. © 2001 John Wiley & Sons, Inc. [source]

Filial Piety, Modernization, and the Challenges of Raising Children for Chinese Immigrants: Quantitative and Qualitative Evidence

ETHOS, Issue 3 2004
ELI LIEBER
This study examines Chinese immigrant parents' perceptions of filial piety. The concept of filial piety is introduced and we discuss the impacts of modernization and immigration experience on the challenges faced by contemporary Chinese immigrants as they reconcile traditional values with the demands of sociohistorical change and child rearing in the United States. Factor analysis of a commonly applied scale demonstrates multiple aspects of filial piety and reflects modifications from traditional views. Interview results point to aspects of filial piety not fully represented in the quantitative scale and expose specific challenges in child rearing related to filial values. These findings suggest the evolution of expectations and strategies related to a cultural adaptation of filial piety. One key demand is for strategies consistent with parental values while maintaining respect for children's unique point of view. The conclusions focus on the development of approaches to understanding the evolving conceptualization and meaning of filial piety for contemporary immigrant Chinese. [source]

Relations of middle school students' perceptions of family and school contexts with academic achievement

PSYCHOLOGY IN THE SCHOOLS, Issue 6 2001
Gregory J. Marchant
The purposes of this study were to examine the relations of both family and school contexts on students' academic achievement and to explore the mediating effects of students' perceptions of their motivations and academic self-competence between the family and school contexts and achievement. Participants were 230 fifth- and sixth-grade students. Students' perceptions of parenting style (demandingness and responsiveness), parental involvement (parental values and involvement in school functions), teaching style (teacher control and responsiveness), and school atmosphere (school responsiveness and supportive social environment) significantly predicted their school achievement; however, students' motivations and self-competence mediated the relations between students' contexts and their academic achievement. Furthermore, parental values, teacher responsiveness, school responsiveness, and supportive social environment predicted students' motivations and academic competence above and beyond parenting style, parental involvement, and teacher control. The importance of students' supportive relationships and the internalization of the messages conveyed to them underscore the need for a contextual view by school psychologists when consulting with parents and education staff regarding achievement concerns. © 2001 John Wiley & Sons, Inc. [source]