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Journal articles on the topic 'Guidance parentale'

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Published: 4 June 2021
Last updated: 30 January 2023

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1

Duffour-Nikolov, Catherine, and Marco Vannotti. "Guidance parentale et respect de l'intimité." Thérapie Familiale 32, no. 1 (2011): 129. http://dx.doi.org/10.3917/tf.111.0129.

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2

Coulon, S. "Guidance parentale: ses limites — ses possibilités." Journal de Pédiatrie et de Puériculture 1, no. 5 (July 1988): 301–4. http://dx.doi.org/10.1016/s0987-7983(88)80141-5.

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3

Métral, Corinne. "Un centre associatif dédié à la guidance parentale." Cahiers de la Puéricultrice 52, no. 283 (January 2015): 20–21. http://dx.doi.org/10.1016/j.cahpu.2014.11.004.

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4

Sanchez, Alexandrine. "La guidance parentale : un travail sur les compétences des parents." Le Journal des psychologues 265, no. 2 (2009): 51. http://dx.doi.org/10.3917/jdp.265.0051.

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5

Laupies, Vincent. "La guidance parentale : ses liens avec la psychothérapie et la bientraitance." Thérapie Familiale 25, no. 4 (2004): 521. http://dx.doi.org/10.3917/tf.044.0521.

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6

Dumaret, Annick-Camille. "Soins précoces et guidance parentale : le point de vue des familles." Dialogue 162, no. 4 (2003): 9. http://dx.doi.org/10.3917/dia.162.0009.

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7

Brault, Marion. "La protection du jeune enfant : limites de la guidance parentale et perspectives d’évolution." Empan 121, no. 1 (March 23, 2021): 142–50. http://dx.doi.org/10.3917/empa.121.0142.

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8

Goldman, Caroline. "Doit-on tout dire aux parents ? Le bilan psychologique au service de la guidance parentale." Le Carnet PSY 176, no. 9 (2013): 22. http://dx.doi.org/10.3917/lcp.176.0022.

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9

Bali, Julie, Antoine Rosier, and Stéphane Marret. "Développement de programmes de guidance parentale dans le champ des troubles du neurodéveloppement en Normandie orientale." Contraste N° 56, no. 2 (September 9, 2022): 193–213. http://dx.doi.org/10.3917/cont.056.0193.

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Sinclair, Francine, and Jacques Naud. "Soutien social et émergence du sentiment d’efficacité parentale :une étude pilote de la contribution du programme ÉcoFamille." Santé mentale au Québec 30, no. 2 (January 25, 2006): 193–208. http://dx.doi.org/10.7202/012145ar.

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Résumé Cet article examine la contribution du programme de soutien ÉcoFamille, à l’émergence du sentiment d’efficacité chez des parents de jeunes enfants. Les propositions pratiques du programme sont posées en termes d’illustrations et d’analyse de la diversité dynamique, plutôt qu’en termes de solutions à des problèmes. Suivant la participation au programme, les analyses non paramétriques sur les résultats à l’Échelle de provisions sociales des parents, montrent une augmentation significative du niveau d’intégration sociale, de la réassurance sur les compétences, de même que sur les dimensions guidance et sentiment de compétence parentale. La discussion aborde l’importance pour l’intervention, de miser sur le potentiel adaptatif, individuel et collectif, plutôt que de proposer des solutions limitées et spécifiques à des problèmes.
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Wendland, J., L. Camon-Sénéchal, C. Dubois, V. Combette-Javault, C. Garelli, and D. Rabain. "« S’attacher pour bien grandir » : résultats préliminaires d’un groupe thérapeutique de guidance parentale et de mise en situation centré sur l’attachement." Neuropsychiatrie de l'Enfance et de l'Adolescence 68, no. 6 (October 2020): 281–87. http://dx.doi.org/10.1016/j.neurenf.2020.08.002.

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12

Ring, Judith. "Parental guidance." Nursing Standard 22, no. 42 (June 25, 2008): 62–63. http://dx.doi.org/10.7748/ns2008.06.22.42.62.p4174.

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13

Ring, Judith. "Parental guidance." Nursing Standard 22, no. 42 (June 25, 2008): 62. http://dx.doi.org/10.7748/ns.22.42.62.s43.

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14

Iglesias, Jorge. "Parental Guidance." Chesterton Review 44, no. 3 (2018): 555–62. http://dx.doi.org/10.5840/chesterton2018443/487.

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15

Harbaoui, A., S. Benalaya, W. Homri, A. Bannour, and R. Labbene. "Interrelation entre les troubles psychiatriques de l’enfant et la santé mentale de la mère : étude dans une population clinique tunisienne." European Psychiatry 28, S2 (November 2013): 69. http://dx.doi.org/10.1016/j.eurpsy.2013.09.181.

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IntroductionLa question d’une transmission ou d’une influence des troubles mentaux des parents sur la santé mentale de leurs enfants, a pris un essor considérable en raison du développement de la génétique et des notions de vulnérabilité ou d’interactions gène–environnement. Les interactions précoces mère–enfant influencent de façon directe le développement psychoaffectif de l’enfant. Les troubles mentaux de l’enfant sont à leur tour générateur ou parfois révélateur d’une pathologie psychiatrique chez les parents, surtout la mère. Cette « boucle » dans laquelle la santé mentale de l’enfant et de la mère sont en perpétuelle interaction, nécessite une intervention spécialisée aussi bien sur l’un et l’autre mais aussi sur la dyade. Objectif.–Le but de ce travail est de faire le lien entre les troubles retrouvés des enfants suivis en pédopsychiatrie et leurs mères qui bénéficient d’une prise en charge en psychiatrie. Décrire le profil des mères dont les enfants sont suivis à la consultation de pédopsychiatrie de l’hôpital Razi et qui sont elles-mêmes suivies pour un trouble psychiatrique. Le recueil de données s’est fait à partir des dossiers médicaux des patientes.RésultatsNous avons recueilli dix dossiers de patientes suivies à la consultation de psychiatrie. Sur nos résultats préliminaires, la dépression maternelle est le trouble le plus fréquemment observé. Le travail est en cours de réalisation. Nous prévoyons d’élargir la population d’étude.ConclusionLa mise en place d’une guidance parentale repose sur le dépistage des troubles psychiatriques chez les parents et surtout la mère. Ce travail est une ébauche d’une perspective de collaboration entre psychiatres et pédopsychiatres.
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16

Scarbrough, Amanda W., Yue Xie, and Steve R. Shelton. "Parental Guidance Required." Journal of Physician Assistant Education 28, no. 3 (September 2017): 153–55. http://dx.doi.org/10.1097/jpa.0000000000000138.

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17

MARSCHALL, LAURENCE A. "Parental Guidance Suggested." Sciences 38, no. 6 (November 12, 1998): 44–45. http://dx.doi.org/10.1002/j.2326-1951.1998.tb03678.x.

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18

Lizzeri, Alessandro, and Marciano Siniscalchi. "Parental Guidance and Supervised Learning*." Quarterly Journal of Economics 123, no. 3 (August 2008): 1161–95. http://dx.doi.org/10.1162/qjec.2008.123.3.1161.

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19

Chalker, Douglas L. "Transgenerational Inheritance: Parental Guidance Suggested." Current Biology 28, no. 12 (June 2018): R702—R704. http://dx.doi.org/10.1016/j.cub.2018.05.041.

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20

PREDA, Oana. "Parent counselling and parental education for families with disabled children." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare VIII, no. 2 (October 31, 2022): 83–92. http://dx.doi.org/10.26744/rrttlc.2022.8.2.09.

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Parent counselling and parental education for families with disabled children. Generally, parental counseling and parental education is meant to develop parents’ potential to apply education methods in a personalized fashion in order to foster the social adaptation of children with disabilities as well as their school adaptation. For instance, as part of parental counselling, the speech-therapist is attentive for elaborate and propose on interactive guidance and on intervention techniques that allow them to observe parent-child interaction in various contexts where verbal communication is stimulated. Through such guidance, it is hoped that parents will develop their corrective-formative educational competences. Many researchers advocate for the establishment of the interactive guidance and the personalized programs for parental counselling and parental education, based on the “integrative ecological approach”.
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21

Irving, Barrie. "Parental Participation: Essential Partners in Guidance." Pastoral Care in Education 15, no. 1 (March 1997): 6–9. http://dx.doi.org/10.1111/1468-0122.00042.

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22

Rubuļņika, Līga. "CAREER GUIDANCE FOR WOMAN AFTER PARENTAL LEAVE." Education Reform: Education Content Research and Implementation Problems 1 (July 1, 2022): 80–95. http://dx.doi.org/10.17770/er2022.1.6804.

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Often, the return of woman to work after parental leave gives many reflections and emotional experiences on how to reconcile the balance between work and private life. Becomes important still woman, after long absences, is able to compete qualitatively on the labor market.The mother's competencies, professional knowledge, qualifications and compliance with job responsibilities and requirements are important in order to be able to adapt to new social roles.Fundamentally, whether and to what extent, woman needs career support.The mission of a career counselor in a conversation with a mother after parental leave is to guide her to possible strategies for action. It is important to raise a woman's awareness of her desires, skills, strengths, opportunities for her success in her career development. The study, on career support for mothers after parental leave, involved 190 mothers who answered 40 questionnaire questions. The study was conducted with the aim of clarifying how existing career support can help mothers to return to the labor market after parental leave. The results of the study show that most mothers need career support after parental leave. Career support would be more demanding if information on career support services was available in one place for this target group. The most frequently mentioned troublesome conditions for career development are work and private life disbalance, lack of time, unavailability of childcare services, finance.
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23

Muhammad Shofi Al Amin, Muh. Amiruddin Salem, and Rahmad Bala. "Parental Guidance, Teacher Performance and Learning Achievement." Journal of Pedagogy and Education Science 1, no. 1 (August 3, 2022): 39–46. http://dx.doi.org/10.56741/jpes.v1i1.8.

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Guidance is one factor that can support the smooth learning of a child. Another factor that is also important in a child's learning process is the teacher's performance. If it can be done well, the level of student achievement will also be good. This study aims to analyze the influence of parental and teacher performance on student achievement, either partially or jointly. This type of research is ex post facto analysis, which is done to find out what had happened and then pulled back through the data to determine the factors that precede or the causes of the incident. This study uses a quantitative approach that is research that requires the respondent to be made objects on the questionnaire, and the results will be analyzed using statistics—analysis of data using multiple regression analysis. The study's results generally showed that parental and teacher performance significantly influences student achievement. In particular, the results of the research show that the guidance of parents does not have a significant effect on student achievement. In contrast, teacher performance has a significant impact on student achievement. With these results, it can be argued that collectively, parental and teacher performance substantially affects student achievement.
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24

Cavanaugh, Robert M., Marie Hastings-Tolsma, Deirdre Keenan, and Bess Buser. "Anticipatory guidance for the adolecent: Parental concerns." Journal of Adolescent Health 13, no. 1 (January 1992): 68. http://dx.doi.org/10.1016/1054-139x(92)90309-y.

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25

Bellofatto, Vivian, and Jeffrey Wilusz. "Transcription and mRNA Stability: Parental Guidance Suggested." Cell 147, no. 7 (December 2011): 1438–39. http://dx.doi.org/10.1016/j.cell.2011.12.002.

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26

Lina, Virgilius Bate, and Berty Sadipun. "Pengaruh Bimbingan Orang Tua Terhadap Minat Membaca Peserta Didik Kelas IV di SDK Ndona 2 Kecamatan Ndona Kabupaten Ende." Cetta: Jurnal Ilmu Pendidikan 4, no. 3 (September 5, 2021): 370–80. http://dx.doi.org/10.37329/cetta.v4i3.1393.

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The objectives of this study were: (1) To determine parental guidance on reading interest of fourth grade students at SDK Ndona 2, Ndona District, Ende Regency. (2) This is to determine the reading interest of fourth grade students at SDK Ndona 2, Ndona District, Ende Regency after receiving guidance from parents. (3) To determine the effect of parental guidance on reading interest of fourth grade students in SDK Ndona 2, Ndona District, Ende Regency. This type of research used in this research is a type of quantitative correlation research with the research approach used is descriptive statistics. Research on the effect of parental guidance on students' reading interest was carried out at SDK Ndona 2, Ndona District, Ende Regency. The research subjects were all fourth grade students at SDK Ndona 2. The variables and indicators in this study were the independent variables or influence variables, namely parental guidance and the dependent variable or the affected variable, namely reading interest. Data collection techniques using a questionnaire (questionnaire) and documentation. The data analysis technique used in testing the hypothesis is the product moment correlation technique. The results of the research from the calculation of the correlation using the product moment correlation technique between the X and Y variables, namely the magnitude of the influence of parental guidance on reading interest from the results. The R Square value of 0.939 is between 0.80 - 1,000, so the effect of parental guidance on students' reading interest is very strong. . If interpreted as percentage it is 93.9% while the rest is 6.1% which is influenced by other factors outside the parental guidance variable. So the hypothesis which says that there is an effect of parental guidance on reading interest of grade IV students in SDK Ndona 2 is accepted. Thus it is suggested for parents of students to better supervise and take the time to guide students to learn to read at home and limit the playing hours of students so that more time is spent learning to read at home, so as to increase students' reading interest.
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27

Lina, Virgilius Bate, and Berty Sadipun. "Pengaruh Bimbingan Orang Tua Terhadap Minat Membaca Peserta Didik Kelas IV di SDK Ndona 2 Kecamatan Ndona Kabupaten Ende." Cetta: Jurnal Ilmu Pendidikan 4, no. 3 (September 5, 2021): 370–80. http://dx.doi.org/10.37329/cetta.v4i3.1393.

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The objectives of this study were: (1) To determine parental guidance on reading interest of fourth grade students at SDK Ndona 2, Ndona District, Ende Regency. (2) This is to determine the reading interest of fourth grade students at SDK Ndona 2, Ndona District, Ende Regency after receiving guidance from parents. (3) To determine the effect of parental guidance on reading interest of fourth grade students in SDK Ndona 2, Ndona District, Ende Regency. This type of research used in this research is a type of quantitative correlation research with the research approach used is descriptive statistics. Research on the effect of parental guidance on students' reading interest was carried out at SDK Ndona 2, Ndona District, Ende Regency. The research subjects were all fourth grade students at SDK Ndona 2. The variables and indicators in this study were the independent variables or influence variables, namely parental guidance and the dependent variable or the affected variable, namely reading interest. Data collection techniques using a questionnaire (questionnaire) and documentation. The data analysis technique used in testing the hypothesis is the product moment correlation technique. The results of the research from the calculation of the correlation using the product moment correlation technique between the X and Y variables, namely the magnitude of the influence of parental guidance on reading interest from the results. The R Square value of 0.939 is between 0.80 - 1,000, so the effect of parental guidance on students' reading interest is very strong. . If interpreted as percentage it is 93.9% while the rest is 6.1% which is influenced by other factors outside the parental guidance variable. So the hypothesis which says that there is an effect of parental guidance on reading interest of grade IV students in SDK Ndona 2 is accepted. Thus it is suggested for parents of students to better supervise and take the time to guide students to learn to read at home and limit the playing hours of students so that more time is spent learning to read at home, so as to increase students' reading interest.
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28

Vandermaas-Peeler, Maureen, Erin Way, and Jennifer Umpleby. "Parental guidance in a cooking activity with preschoolers." Journal of Applied Developmental Psychology 24, no. 1 (April 2003): 75–89. http://dx.doi.org/10.1016/s0193-3973(03)00025-x.

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29

Kiger, Derick, and Dani Herro. "Bring Your Own Device: Parental Guidance (PG) Suggested." TechTrends 59, no. 5 (August 12, 2015): 51–61. http://dx.doi.org/10.1007/s11528-015-0891-5.

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30

Fitri, Lidia, and Vevi Sunarti. "HUBUNGAN ANTARA BIMBINGAN ORANG TUA DENGAN MINAT BELAJAR REMAJA DI KAMPUNG MELAYU KEC. LUBUK BASUNG KAB. AGAM." Jurnal Family Education 2, no. 1 (February 3, 2022): 92–102. http://dx.doi.org/10.24036/jfe.v2i1.36.

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This research is motivated by the low of parental guidance on adolescent learning interest in the Melayu Village, Lubuk Basung District, Agam Regency. aims to see a picture of adolescent learning interest, a picture of parental guidance and see the relationship between parental guidance and adolescent learning interest.This type of research is using a quantitative with a correlational approach. The population in this study were all teenagers in the Malay Village, Lubuk Basung District as many as 21 people. Sample was taken as much as 50% of the population of 11 people. The results of this study indicate that parenting still low, adolescent learning interest is still lacking; and there is a significant relationship between parental guidance and adolescent learning interest in the Melayu Village, Lubuk Basung District, Agam Regency. It is recommended for parents to be able to provide encouragement and motivation for children to further improve and be more active in learning activities, as well as be a guide for further researchers. keywords: parental guidance and interest in learning
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31

Sisni, Nia Yan, and Setiawati Setiawati. "The Relationship Between Parental Guidance And Student Learning Discipline During Pandemic Covid-19." SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) 10, no. 1 (February 10, 2022): 119. http://dx.doi.org/10.24036/spektrumpls.v10i1.114934.

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The background of this research is the low discipline of students during online learning during the COVID-19 pandemic at SMA Pertiwi 1 Padang. Allegedly caused by the lack of parental guidance for children when studying from home, this study aims to: 1) describe parental guidance; 2) describe student learning discipline; 3) see the relationship between parental guidance and student learning discipline during the covid 19 pandemic.This research is a quantitative correlational study. The population in this study were all students of SMA Pertiwi 1 Padang in class X and class XI, which amounted to 521 students and 78 students were used as research samples using stratified random sampling technique. The data collection technique used a questionnaire, the data obtained were analyzed using descriptive analysis and the product moment correlation formula.The results of this study indicate: 1) parental guidance is categorized as low dominant 2) student discipline is categorized as low; 3) there is a significant relationship between parental guidance and student learning discipline during the covid 19 pandemic at Pertiwi 1 Padang High School. The research suggestions are: 1) it is hoped that formal school educators will pay more attention to student learning activities while online 2) it is expected that parents can guide their children in studying at home so that children can obtain maximum learning outcomes; and 3) it is hoped that further researchers will find or examine other variables that affect learning discipline, especially when studying from home.Keywords: Parental Guidance, Tutoring
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Susanto, Ahmad. "The Effect of Parental Guidance and Emotional Intelligence on Learning Achievement in Social Science." Journal of Family Sciences 4, no. 2 (February 17, 2020): 120–29. http://dx.doi.org/10.29244/jfs.4.2.120-129.

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The purpose of this study was to determine the effect of parental guidance and emotional intelligence on student learning achievement in social science. The research method was a descriptive survey method. Data collection was done by questionnaires. Data analysis involved descriptive statistical method to find partial and multiple correlation coefficient with ttest. The result showed: 1) there was a significant effect of parental guidance and emotional intelligence together on student learning achievement in social science. Parental guidance and emotional intelligence contributed 64.2% to the student learning achievement in social science; 2) there was a significant effect of parental guidance on student learning achievement in social sciences. This is evidenced by the acquisition of sig= 0.037<0.05 and tcount=2.114; 3) There is a significant effect of emotional intelligence on learning achievement in social sciences. This is evidenced by the p<0.05 and tcount of 6.336.
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Embriani, Hartin, Wirdatul Aini, and Ismaniar Ismaniar. "The Relationship between Parental Guidance and Youth Willingness of Learning." SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) 8, no. 3 (September 30, 2020): 365. http://dx.doi.org/10.24036/spektrumpls.v8i2.104881.

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This research background by the low willingness of adolescent learning at Jorong Galagah, subdistrict Lembah Gumanti, of Solok district. This is condition think because still low guidance from parents. So this research aims to describe parent guidance, describe the willingness of adolescents to learn, and then look correlation between parent guidance with the willingness of adolescents learning. This research is quantitative with correlation type. The sampling technique used in this research is stratified random sampling. The data collection tool used is a questionnaire and using product moment formula to look correlation between parent guidance with the willingness of adolescents learning. The result of research point out that: (1 ) parental guidance on adolescents at Jorong Galagah, subdistrict Lembah Gumanti, of Solok district is still very low. (2) the willingness of adolescent learning at Jorong Galagah, subdistrict Lembah Gumanti, of Solok district classified in the low category. (3) there is a significant correlation between parent guidance with the willingness of adolescents learning at Jorong Galagah, subdistrict Lembah Gumanti, of Solok district. Suggested to parents to further improve their guidance to adolescents in learning, furthermore, adolescents are expected to increase their willingness to learn.Keywords: Parental Guidance, Willingness to Learn
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Putri, Ida Ayu Sasmitha, Putu Ngurah Suyatna Yasa, and Ni Luh Anik Puspa Ningsih. "The Influence of Teacher Teaching and Guidance of Parents on Student Achievement with Mediation of Learning Motivation in Santo Yoseph Denpasar." Jurnal Ekonomi & Bisnis JAGADITHA 7, no. 2 (September 30, 2020): 138–47. http://dx.doi.org/10.22225/jj.7.2.2498.138-147.

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The study aims to determine the influence of teacher teaching methods on student achievement, the influence of teacher teaching methods on the motivation of Learning, the influence of parental guidance on the motivation of Learning, the influence of parental guidance on student achievement, the influence of motivation to learn to students ' achievements, how the motivation to learn to influence teacher teaching methods on student achievement. This study was conducted on the SMAK of Santo Yoseph Denpasar. In this research student achievement is influenced by teacher teaching methods, parental guidance and motivational learning. The respondent in this study was 120 students of SMAK Santo Yoseph Denpasar. Data analysis is done using PLS (partial least square). The results showed that teacher teaching methods are positively and significantly impactful to student achievement. Then, teacher teaching methods have positive and significant influence on student achievement, proven. Furthermore, parental guidance positively and insignificant towards learning motivation, on student achievement, not proven. Learning motivation positive and significant impact on student achievement. The motivation to learn to process the relationship between teacher teaching methods to student achievement, is not proven. The motivation to learn to publish the relationship between parents ' guidance on student achievement, proven.
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35

Brenner, Louisa Dru, Risa Brudney, Jason Castaneda, Asher Liu, Megan E. Reyna, Kristin R. Leffel, and Dana Suskind. "Using Human-Centered Design in Personalized Anticipatory Guidance: Enriching Anticipatory Guidance on Early Cognitive and Language Development." Clinical Pediatrics 60, no. 13 (October 27, 2021): 528–42. http://dx.doi.org/10.1177/00099228211051198.

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In this study, we aimed to create a novel tool to assist providers at 2 Chicago-area Federally Qualified Health Centers in giving guidance on early cognitive and language development during well-child visits. We utilized a human-centered design (HCD) process to address specific barriers to providing this guidance and create a tool shaped by the needs of providers and parents. Phase I involved collaborative prototype design; phase II involved implementation, feedback gathering, and responsive iterations of the tool; and phase III involved a collective review of the HCD process. The final version of the tool was a concise, colorful, and parent-accessible “Brain Building Guide” intended for interactive provider and parent use. It featured personalized information about parental knowledge and suggested areas for guidance. It was both satisfactory to stakeholders and efficacious in improving parental knowledge immediately post-visit and 1 month out. It should be further evaluated in a randomized controlled trial.
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A. M. Sirera, Merecia, and Margaret Mwenje. "Effects of alcohol abuse on parental guidance of children." IOSR Journal of Humanities and Social Science 19, no. 8 (2014): 15–23. http://dx.doi.org/10.9790/0837-19861523.

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37

Gauvain, Mary, Jennifer L. de la Ossa, and Maria T. Hurtado-Ortiz. "Parental guidance as children learn to use cultural tools." Cognitive Development 16, no. 1 (January 2001): 551–75. http://dx.doi.org/10.1016/s0885-2014(01)00049-1.

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38

Szechter, Lisa E., and Lynn S. Liben. "Parental Guidance in Preschoolers' Understanding of Spatial-Graphic Representations." Child Development 75, no. 3 (May 2004): 869–85. http://dx.doi.org/10.1111/j.1467-8624.2004.00711.x.

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39

Cheng, Jennifer K., Renata L. Koziol, and Elsie M. Taveras. "Parental Guidance Advised: Associations Between Parental Television Limits and Health Behaviors Among Obese Children." Academic Pediatrics 15, no. 2 (March 2015): 204–9. http://dx.doi.org/10.1016/j.acap.2014.08.007.

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40

Uminingsih, Uminingsih. "PENGARUH BIMBINGAN ORANGTUA TERHADAP PRESTASI BELAJAR IPA SISWA KELAS VI SDN 004 BONTANG." CENDEKIA: Journal of Education and Teaching 10, no. 1 (April 8, 2016): 55. http://dx.doi.org/10.30957/cendekia.v10i1.82.

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This study is intended to see the role of parental guidance to improve students’ achievement in IPA. The study took place in the sixth grade students of SDN 004 Bontang Utara. This study used correlational design. This study assigned 68 students as the respondents. Data of this study were collected from questionnaire and documents. This study revealed that parental guidance significantly improves students’ achievement in IPA. The higher the guidance is provided, the better the achievement in IPA the students gain.
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Khasanah, Noor, Nur Arifin, Sri Listianah, and Noor Malihah. "BIMBINGAN DAN PENDAMPINGAN ORANGTUA DALAM PROSES PEMBELAJARAN JARAK JAUH BAGI SISWA MI PADA MASA PANDEMI COVID-19." Pamomong: Journal of Islamic Educational Counseling 2, no. 2 (December 10, 2021): 102–14. http://dx.doi.org/10.18326/pamomong.v2i2.102-114.

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The purpose of this study is to describe the process of parental guidance and assistance for the Islamic Elementary School (Madrasah Ibtidaiyah or MI) students during the covid-19 pandemic and the benefits of parental guidance and assistance while learning at home. This research is descriptive qualitative in nature. The data were collected through observation, interview and documentation. The results of this study indicate that: 1) parental guidance and assistance is needed in online learning which is carried out by utilizing technology using networks because it is carried out online from their respective homes. Parents (family) are the first place where children get education. In connection with distance learning, the task of people increases as a substitute for teachers at home to provide online guidance, supervision, and direction for student learning. The success of children's education cannot be separated from the role of parents as the first teachers to introduce education. 2) parental guidance and assistance for students in online learning has a positive impact for both the parents themselves and the students. Parents become more aware of students' learning progress directly, become more patient, and also gain knowledge because they can learn together with their children. For students, they know more about their responsibilities as students, namely learning, completing assignments from the teachers and being more active in learning.
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42

Pujilestari, Siska, Muhammad Sayuti, and Fatwa Tentama. "The Influence of Parental Guidance, Group of Peers, School Promotion, and Career Information on Course Preference Decision Class X SMK Muhammadiyah in Bantul." Journal of Vocational Education Studies 4, no. 1 (May 31, 2021): 11. http://dx.doi.org/10.12928/joves.v4i1.2073.

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The purpose of the study was to analyze the influence of parental guidance, peer group, school promotion, and career information on course preference decision. This study applied a mixed-method with quantitative (multiple regression) followed by the qualitative stage. The quantitative analysis technique is done by a regression test and continued with qualitative. The results showed that partially and simultaneously, the variables of parental guidance, peer groups, school promotion, and career information affected the decision making in choosing the competency of students of SMK Muhammadiyah in Bantul. Career information factors of 12.98% most influence students' decision making in choosing expertise competencies. School promotion contributed 8.20% of the decision. The peer factor contributes to 4.78% of the students’ choices. The last of these factors was parental guidance, which provided 4.43%.
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Her, Pa, and Julie C. Dunsmore. "Parental beliefs about emotions are associated with early adolescents’ independent and interdependent self-construals." International Journal of Behavioral Development 35, no. 4 (May 3, 2011): 317–28. http://dx.doi.org/10.1177/0165025410397644.

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We assessed linkages between parents’ beliefs and their children’s self-construals with 60 7th and 8th graders. Early adolescents completed an open-ended, Self-Guide Questionnaire and an independent and interdependent reaction-time measure. The self-guide responses were coded for independent and interdependent traits. Parents reported beliefs about the danger of emotions and parental guidance of emotions. When parents were high in beliefs about danger of emotions, and about parental guidance, early adolescents more rapidly responded to traits, especially interdependent traits. When parents were low in beliefs about both danger of emotions and parental guidance, daughters, but not sons, included fewer independent and interdependent traits in their self-construals. Girls responded faster to interdependent traits and included more interdependent and fewer independent traits in their self-construals than boys.
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Todd, Peter M., and Geoffrey F. Miller. "Parental Guidance Suggested: How Parental Imprinting Evolves Through Sexual Selection as an Adaptive Learning Mechanism." Adaptive Behavior 2, no. 1 (June 1993): 5–47. http://dx.doi.org/10.1177/105971239300200102.

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Oomen, Annemarie. "Parental involvement in career education and guidance in secondary education." Journal of the National Institute for Career Education and Counselling 37, no. 1 (October 1, 2016): 39–46. http://dx.doi.org/10.20856/jnicec.3707.

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Pölkki, Tarja. "Nurses’ perceptions of parental guidance in pediatric surgical pain relief." International Journal of Nursing Studies 39, no. 3 (March 2002): 319–27. http://dx.doi.org/10.1016/s0020-7489(01)00026-8.

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Miller, Patrick, and Martin Plant. "Parental guidance about drinking: Relationship with teenage psychoactive substance use." Journal of Adolescence 33, no. 1 (February 2010): 55–68. http://dx.doi.org/10.1016/j.adolescence.2009.05.011.

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Stickler, Gunnar B., and Patricia S. Simmons. "Pediatricians' Preferences for Anticipatory Guidance Topics Compared with Parental Anxieties." Clinical Pediatrics 34, no. 7 (July 1995): 384–87. http://dx.doi.org/10.1177/000992289503400709.

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Sampurna, Rani Budiwati, Muncarno Muncarno, and Ryzal Perdana. "Pengaruh Bimbingan Orang Tua melalui Aktivitas Belajar dan Motivasi terhadap Hasil Belajar Siswa." Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 4, no. 2 (April 27, 2022): 1–11. http://dx.doi.org/10.37680/scaffolding.v4i2.1392.

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The problem in this research was the low mathematics learning outcomes of grade V SD Kecamatan Labuhan Ratu. This research aimed to 1) analyze the effect of parental guidance on students mathematics learning outcomes, 2) analyze the effect of learning motivation on students mathematics learning outcomes, and 3) analyze the effect of parental guidance and learning motivation on students mathematics learning outcomes. The data in this research was analy by using quantitative research. This type of this research was ex post facto. The population of this research was 502 students and the total sample was 84 students which waswereken from SD Negeri 2 Labuhan Ratu dan SD Negeri 2 Sepang Jaya. The sampling technique in this research was cluster sampling which was part of the probability sampling technique. Questionnaire and documentation were used as data colletechniqueshnique. Data analysis used a simple linear regression and multiple linear regression formulas. The results showed that there was a significant effect between parental guidance to learn mathematics which was indicated by tFountunt ≥ Ftable (4,55 ≥ 3,95); there was a significant effect between motivation to learn mathematics which was indicated by the Fcount ≥ Ftable (5,90 ≥ 3,95); there was a significant effect between parental guidance and motivation to learn mathematics in grade V SD Kecamatan Labuhan Ratu, which was indicated by the Fcount ≥ Ftable (4.04≥ 3.10).
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Akhlis, Nor, Hari Wahyono, and Siti Aisyah. "PENGARUH POLA PEMBIMBINGAN ORANG TUA TERHADAP CAPAIAN KOMPETENSI KOGNITIF DAN AFEKTIF SISWA SD KELAS RENDAH PADA MASA BELAJAR DARI RUMAH." JURNAL ILMIAH EDUNOMIKA 6, no. 1 (April 16, 2022): 568. http://dx.doi.org/10.29040/jie.v6i1.3820.

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The aims of this research were (1) to determine the effect of parental guidance patterns on the achievement of low-grade students' cognitive and affective competencies during the study period from home (2) how much the influence of parental guidance patterns have on the achievement of low-grade students' cognitive and affective competencies during learning from home. This study uses quantitative research methods. The population of this study were 1.096 students A sample of 284 students was taken. The research instrument used was a random sampling. The data analysis method used a questionnaire, and data analysis using the Parson model correlation. Based on the results of the analysis (1) is the best mentoring pattern during learning from home, (2) The pattern of parental guidance partially affects the achievement of cognitive competence of low-grade elementary school students during learning from home. This is based on the results of the t-test that the value of tstatistic > ttable (13.375 > 1.976) or a significance value of
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