Relevant bibliographies by topics / Parent socialization

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Parent socialization'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Parent socialization"

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Dorsch, Travis E., Alan L. Smith, and Meghan H. McDonough. "Parents' Perceptions of Child-to-Parent Socialization in Organized Youth Sport." Journal of Sport and Exercise Psychology 31, no. 4 (2009): 444–68. http://dx.doi.org/10.1123/jsep.31.4.444.

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The purpose of this study was to enhance understanding of how parents are socialized by their children's organized youth sport participation. Five semistructured focus groups were conducted with youth sport parents (N = 26) and analyzed using qualitative methods based on Strauss and Corbin (1998). Sixty-three underlying themes reflected parents' perceived socialization experiences resulting from their children's organized youth sport participation. Each theme represented 1 of 11 subcategories of parental change, which were subsumed within four broad categories of parent sport socialization (behavior, cognition, affect, relationships). Each category of parental change was interconnected with the other three categories. Moreover, six potential moderators of parent sport socialization were documented, namely, child age, parent past sport experience, parent and child gender, child temperament, community sport context, and type of sport setting (individual or team). Together, these findings enhance understanding of parent sport socialization processes and outcomes, thus opening avenues for future research on parents in the youth sport setting.
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Paat, Yok-Fong, Monica Chavira, Rosemarie De La Hoya, and Mitsue Yoshimoto. "Immigrant family socialization." Journal of Comparative Social Work 15, no. 1 (2020): 60–83. http://dx.doi.org/10.31265/jcsw.v15i1.320.

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Using convenient and purposive sampling augmented with snowball sampling, this study examines the perceptions of family socialization between two cultures, using in-depth interviews of 15 pairs of adult child-parent dyads (n=30) of Mexican origin in the United States. In sum, despite variations in the pace of acculturation, our study shows that both adult children and their parents proactively adopted compromising strategies (e.g. mutual respect, acceptance, openness, and realistic expectations) to bridge the differences in acculturation and reach common ground in family communication. Several core values and family practices, such as respect to family authority, family interdependence, retention/preservation of cultural heritage (e.g. language, customs, and identity), a strong work ethic, patriarchal gender norms, Mexican versus American parenting styles, and adult children striving for more freedom from traditional customs (e.g. conventional gender roles and living arrangements), were emphasized in Mexican immigrant family socialization in our study. Despite their differences in belief systems and ideologies, our study shows that family communication between the adult child-parent dyads was built on a set of implicit expectations that focus on minimizing family conflicts, yet providing a ‘culturally instrumental’ and supportive/caring context. In contrast to the postulation of the acculturation gap-distress model, our study found that discrepancies in acculturation between immigrant parents and their children were not necessarily associated with poorer family functioning and adjustment.
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Nelissen, S., L. Kuczynski, L. Coenen, and J. Van den Bulck. "Bidirectional Socialization: An Actor-Partner Interdependence Model of Internet Self-Efficacy and digital Media Influence Between Parents and Children." Communication Research 46, no. 8 (2019): 1145–70. http://dx.doi.org/10.1177/0093650219852857.

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Media researchers have studied how parents and children influence and guide each other’s media use. Although parent and child socialization and influence are thought to be bidirectional, they are usually studied separately, with an emphasis on parental socialization, influence, and guidance of the child’s media use. In this article, we present results from a study that investigates perceived bidirectional digital media socialization between parents and children from the same household ( N = 204 parent-child dyads). This study simultaneously tested parent-to-child and child-to-parent influence using the actor-partner interdependence model to examine the association between perceived Internet self-efficacy and perceived digital media influence. Although the results showed significant cross-sectional actor and partner effects for Internet self-efficacy and perceived digital media influence, these effects largely disappeared in a longitudinal setting.
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Russell, Cristel A., and L. J. Shrum. "The Cultivation of Parent and Child Materialism: A Parent–Child Dyadic Study." Human Communication Research 47, no. 3 (2021): 284–308. http://dx.doi.org/10.1093/hcr/hqab004.

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Abstract Research has shown that television viewing cultivates a materialistic worldview in children. However, other socialization factors may also influence children’s materialism. The current research tests two socialization pathways of parental influence: (a) an indirect path in which parents pass on their own materialism to their children, and the parent’s materialism is at least partly the result of a parent cultivation effect (parent cultivation); (b) an indirect path in which parents pass on their television viewing behavior to their children, which in turn positively predicts the children’s level of materialism (child cultivation). The results of two studies (initial study plus direct replication, N = 818) of U.S. parent–child dyads with 14- to 17-year-old children support the first path but not the second: The relation between parent TV viewing and child materialism is mediated through parent materialism. Child TV viewing is positively correlated with child materialism, but is nonsignificant when parent materialism is controlled.
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Pedraza, Francisco I., and Brittany N. Perry. "Validating a Measure of Perceived Parent–Child Political Socialization." Political Research Quarterly 73, no. 3 (2019): 623–37. http://dx.doi.org/10.1177/1065912919850632.

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A growing body of research in political science is influenced by conceptual advances in socialization theory which posit that children can influence adults’ learning across a wide range of topics. The concept of bidirectional influence describes socialization led by one’s parents and children. One outstanding need in the effort to import this concept to political socialization research is a measure that captures the influence of both parents and children. We meet this need with a measure of relative influence from both parents and children as sources for political learning. We provide evidence of measurement validity using separate samples of Asians, Blacks, Latinos, and Whites. Our findings suggest that our metric is portable across groups, and that the range of what individuals recall about their familial socialization experience includes more child-to-parent influence than existing studies suggest.
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Solberg, Janne. "Kindergarten Practice: The Situated Socialization of Minority Parents." Nordic Journal of Comparative and International Education (NJCIE) 2, no. 1 (2018): 39–54. http://dx.doi.org/10.7577/njcie.2238.

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Almost all parents in Norway use kindergarten and part of becoming a kindergarten parent is learning the routines of the particular institution. Thus, kindergarten parents go through a socialization process, learning amongst other how to deliver and pick up their children. Building on ten days observations of bringing and delivery scenes in a kindergarten, it is here suggested that this socialization process may have a racialized character. The kindergarten in question had special delivery routines, which the kindergarten staff expected parents to carry out, but not everybody did, and the article investigates how the staff reacted towards the three deviant cases observed. The bottom-up analysis of the social interaction between the parents and the staff is here supplied by the perspective of racialization, questioning the gaze of majority persons and their naturalized power to define non-complying parents as something other. The kindergarten staff did not overtly orient to the non-compliance as a problem in the case where the parent had a majority background, which was in much contrast to their conduct in the two other cases with minority parents. In these cases, the staff interacted in a unilateral manner by giving advice and even instructions, very much embodying what Palludan in her study of children-staff interaction calls the teaching tone.
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Lavin-Loucks, Danielle. "Socialization: Parent-Child Interaction in Everyday Life." Contemporary Sociology: A Journal of Reviews 46, no. 6 (2017): 685–87. http://dx.doi.org/10.1177/0094306117734868t.

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Lassbo, Göran. "Socialization in two-and one-parent families." International Journal of Early Childhood 26, no. 1 (1994): 11–18. http://dx.doi.org/10.1007/bf03174275.

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Sabri, Mohamad Fazli, Clinton G. Gudmunson, Timothy S. Griesdorn, and Lukas R. Dean. "Influence of Family Financial Socialization on Academic Success in College." Journal of Financial Counseling and Planning 31, no. 2 (2020): 267–83. http://dx.doi.org/10.1891/jfcp-18-00052.

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Explicit parent–child financial socialization is one way that parents may help children feel less stress in college and increase their academic performance. To test this assumption, we used family financial socialization theory to inform multivariate analysis of variance (MANOVA) and structural equation models (SEM). The results largely support the theory. Participants were 752 college students from a U.S. university. Specific findings indicate that students from more affluent families were more often taught to budget. Parent–child teaching/training was strongly associated with felt parental–financial influence and fewer worrisome academic behaviors because of economic pressure. Students who felt greater parent–financial influence and experienced fewer effects of economic pressure, achieved higher college grade point averages (GPAs). An implication of this study is the importance of strengthening support for financial learning in families.
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Johnson, Monica Kirkpatrick, Jeylan T. Mortimer, and Jutta Heckhausen. "Work Value Transmission From Parents to Children: Early Socialization and Delayed Activation." Work and Occupations 47, no. 1 (2019): 83–119. http://dx.doi.org/10.1177/0730888419877445.

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This study examines the transmission of work values from parents to children between mid-adolescence and early midlife. The authors propose that work-related values are transmitted from parents to children in two sequential and complementary processes stretched across adolescence and early adulthood. The first process of work value exposure and reception in the family context is captured by the socialization model. The second process is one of delayed value activation, long after initial socialization, when the young adult offspring engages with the demands and vicissitudes of their own emerging careers. The authors find evidence for family socialization in adolescence and also support for the delayed activation model during adulthood. Although parental values were measured more than two decades earlier, the authors find the strongest associations of parent and child values when the offspring were in their late 30s. In addition, parent–child value similarity is heightened when adult children navigate career uncertainty and change, consistent with a delayed activation process.
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Dissertations / Theses on the topic "Parent socialization"

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Wallace, Amy L. McLoyd Vonnie C. "Differences in parent and child experiences of parents' racial socialization practice." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,143.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.<br>Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Masters of Arts in the Department of Psychology (Clinical)." Discipline: Psychology; Department/School: Psychology.
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Cipriano, Christina. "Parent Educational Involvement and Student Achievement: Disentangling Parent Socialization and Child Evocative Effects Across Development." Thesis, Boston College, 2011. http://hdl.handle.net/2345/1825.

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Thesis advisor: Eric Dearing<br>Longitudinal structural equation models of parent educational involvement (PEI) and student mathematics and literacy achievement were examined for 1364 students, followed from 54 months through 8th grade. Path analyses revealed evidence of bi directionality between PEI and achievement and moderation by economic risk. Specifically, two pathways of association were analyzed: parent socialization and child evocative effects. Parent socialization pathways confirmed the positive association of PEI with both math and literacy achievement -increased parent involvement was significantly associated with increased achievement across development. No evidence of child evocative pathways was found for the full sample. Additionally, economic risk was found to moderate pathways of parent socialization between PEI and achievement. Parent socialization pathways suggested involvement was most strongly and positively associated with high achievement for children with greatest levels of economic risk across childhood. These results underscore the argument that parent educational involvement should be an important goal of practice and policy aimed at closing the achievement gap between lower and higher income children. Indeed, PEI does matter more for some children than others. National policies and school procedures should be geared towards promoting PEI early among the low income parents of underperforming children, for these children not only have the most to gain from having their parents engaged in their education, but also have the most to lose<br>Thesis (PhD) — Boston College, 2011<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Counseling, Developmental, and Educational Psychology
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Chen, Yan 1965. "Parental Socialization Value Change through Time and Space." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc501151/.

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Parental socialization values are compared over sixty years by using data from the Denton Parent Project collected in 1989 and from similar questions asked of parents in Middletowri in 1924 and 1978, The objectives of the study were as follows: how have parental socialization values changed through time since the 1920s; has the impact of parental social class status on parental socialization values decreased over time; compare Alwin's study on obedience and autonomy to see how trend has changed from 1978 Middletown to 1989 Denton; and, finally, look at certain family structure variables to determine their influence. Today's parents emphasize social acceptance and a sense of social responsibility in child training practice. Social class still has an impact on parental socialization values but not as great as expected.
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Fox, Glenn Elbert Jr. "Parents' Goals and Practices: To What Extent do Parental Goals for Socialization Relate to Their Practices?" Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/37921.

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The purpose of this research was to examine the relationship between a parents' goals for their children and their parenting behaviors. An ecological framework (Bronfenbrenner, 1979, 1990) provides the primary theoretical basis for the study, locating the relationship between parent goals and parent practices within a network of other influences on parenting practices, such as family income, ethnicity, parent educational level, and the degree of similarity in temperament between parent and child. Three different types of parental goals were investigated, using the Parenting Goals Questionnaire (Martin, Halverson, & Hollett-Wright,1991); achievement, independence, and respect for parents. These goals were relevant to subscales of the Child Rearing Practices Questionnaire (Block, 1986). Results indicated partial support for a relationship between parenting goals and parenting practices. The hypothesized link was found for independence-oriented goals and practices, and for traditional goals and authoritarian behavior, but not for traditional goals and parental encouragement of emotional expression.<br>Ph. D.
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Cameron, Margaret Eileen. "Parent and Friend Emotion Socialization as Correlates of Adolescent Eating Behavior." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1530192721.

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Eating disorders and disordered eating affect about half a million teenagers in the United States. Restrained eating is a type of disordered eating behavior where individuals limit their food intake to avoid weight gain, maintain their current weight, or lose weight. Although researchers have examined numerous predictors of this eating style, there are gaps in the literature related to the role of emotion socialization on restrained eating. Parents and peers continually interact with adolescents; as such, both groups often witness adolescents’ emotion expressivity behaviors. They can respond supportively or unsupportively and these responses contribute to adolescents’ emotion regulation strategies. The current study examined parents’ and friends’ supportive and unsupportive emotion socialization behaviors as correlates of adolescents’ restrained eating directly and indirectly through emotion regulation strategies (i.e., inhibition, dysregulation, regulation cope). Since gender differences are typical in how emotions are socialized and in restrained eating behaviors, the role of gender was examined. Data were collected from 91 youth (Mage = 16.50 years; 56.0% female; 76.9% Caucasian) and their parents (Mage = 49.30 years; 91.2% mothers). Youth responded to the You and Your Friends Questionnaire which assessed best friends’ emotion socialization, the Children’s Emotion Management Scales, which assessed adolescents’ emotion regulation behaviors, and the Dutch Eating Behavior Questionnaire, which assessed adolescents’ restrained eating. Parents completed the Emotions as a Child Questionnaire, which asked about parents’ emotion socialization. Conditional process analyses and parallel mediations were conducted to examine the direct and indirect effects of emotion socialization on restrained eating through emotion regulation and as a function of gender. Results indicated that emotion inhibition mediated the effects of friend supportive and passive unsupportive responses on restrained eating. Additionally, friend passive unsupportive responses predicted higher levels of restrained eating in girls and lower levels of restrained eating in boys. Lastly, parent and friend active unsupportive responses predicted restrained eating in girls, but in different directions. Parents’ active unsupportive responses predicted lower levels of restrained eating in girls, whereas friends’ active unsupportive response predicted higher levels of restrained eating in girls. These findings demonstrate that during adolescence individuals, especially friends, influence adolescents’ restrained eating behaviors. Further, girls may be at greater risk of restrained eating compared to adolescent boys.
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Keyees, Angela Walter. "The Enhanced Effectiveness of Parent Education with an Emotion Socialization Component." ScholarWorks@UNO, 2004. http://scholarworks.uno.edu/td/212.

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Parent education programs were introduced nearly 30 years ago with a primary focus on teaching parents strategies to identify and reduce incidences of noncompliance in their children, and have been the single most successful treatment approach for reducing problem behavior. However, few parent education programs address emotion regulation and its role in children's development despite the fact that research has consistently demonstrated that children who are unable to successfully regulate emotions are more likely to develop behavioral problems. Specifically, most programs fail to address the concepts of effortful control and negative affectivity, two important components of child temperament, and their effects on children's behavior. Research has suggested that children who are emotionally regulated develop greater social competence, resulting in better, more positive, relationships. Thus, parents who teach their children to express and regulate their emotions in socially appropriate ways promote the development of prosocial behaviors in their children. In response, the goal of this study was to examine whether adding an emotion component aimed at teaching parents successful strategies for socializing children's emotions would affect overall parenting and children's emotion regulation above and beyond a traditional behavioral model. Twenty-five parents participated in a three-week parent education program. Parents learned strategies for managing their children's misbehavior. Moreover, parents learned about temperament, how these dispositional traits affect children's behavior, and successful strategies for aiding children in emotion management. At each session, parents completed measures designed to assess their children's temperament and behavior. Additionally, parents completed measures regarding their parenting practices and styles as well as feelings of parental efficacy. Repeated measures ANOVAs were run to determine whether changes in children's temperament or parenting emerged over time. Hierarchical multiple regressions were also computed to determine the effects of parents' practices, styles and efficacy on change in children's levels of effortful control and negative affectivity. Results suggest that parents' choice of disciplinary strategies affects children's ability to regulate their emotions, and that participation in the emotion module positively affected overall parenting and children's emotion regulation.
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Mangleburg, Tamara F. "A socialization model of children's perceived purchase influence : family type, hierarchy, and parenting practices /." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-08222008-063056/.

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Sanders, Wesley Mark. "Parental Emotion Socialization and its Associations to Internalizing Symptoms: The Influence of Parent Gender and Emotion Understanding." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539626673.

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Cole, Nathasha. "The Effects of Racial Socialization and Parent-Child Relationship Quality on Emerging Adult Reports of Racial Discrimination to Parents." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3435.

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The effects of parent-child relationship quality and racial socialization on reports of racial discrimination to parents are examined in an African American emerging adult population. The effects of parent-child relationship quality and racial socialization on reports of racial discrimination to parents are also considered. The influences of demographic characteristics on reports of racial discrimination are also assessed. The purpose of this study is to examine if there are relationships between cultural origin, gender, socio-economic status and reports of racial discrimination to parents. The study also aims to determine if parent-child relationship quality has an effect on whether or not black youth report experiences of racial discrimination to their parents. The study included 133 emerging adult participants between the ages of 18-25, and 33 didactic pairs of parents and their emerging adult children. Via electronic surveys, young adults answered questions about their relationships with their parents, while the parents answered questions about their racial socialization strategies. The results indicated that cultural origin, gender, and SES did not have a relationship with reports of racial discrimination to parents. However, analyses suggested that having a low or working SES has a relationship with reporting racial discrimination to parents. Findings also showed that racial socialization along with parent-child relationship quality had an effect on reports of discrimination. Implications of these findings and future directions are discussed.
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Davis, Bowman Jennifer. "Parent Experiences with Child Social Interventions and their Perception of Bibliotherapy." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367937741.

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Books on the topic "Parent socialization"

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Wyatt, Gary. Family ties: Relationships, socialization, and home schooling. University Press of America, 2008.

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Camus, Jean Le. Les racines de la socialité: Une approche éthopsychologique. Centurion, 1989.

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Centre, Comparative Education Research, ed. Childhood socialization: Comparative studies of parenting, learning, and educational change. Comparative Education Research Centre, University of Hong Kong, 2003.

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Auswirkungen der Arbeitsbedingungen auf die familiale Erziehungssituation: Eine empirische Untersuchung zur schichtspezifischen Sozialisation auf der Basis differentieller Schichtmodelle. P. Lang, 1986.

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Eltern und Freunde: Soziale Entwicklung im Jugendalter. H. Huber, 1998.

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Hendry, Joy. Becoming Japanese: The world of the pre-school child. University of Hawaii Press, 1986.

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Boehnke, Klaus. Prosoziale Motivation, Selbstkonzept und politische Orientierung: Entwicklungsbedingungen und Veränderungen im Jugendalter. P. Lang, 1988.

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Hendry, Joy. Becoming Japanese: The world of the pre-school child. Manchester University Press, 1986.

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Stark, Amy. Because I said so: Recognize the influence of childhood dynamics on office politics and take charge of your career. Pharos Books, 1992.

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Mutawallī, Fuʾād Basyūnī. al- Tarbīyah wa-mushkilat al-takhṭī̤: Ruʾyah ʻaṣ-rīyah li-baʻḍ mushkilāt al-mujtamaʻ wa-ʻalāqatihā bi-al-Tarbīyah, maʻa mulḥaq ikhṣāʾī ʻan al-taʻlīm al-ʻĀmm, al-Fannī, al-ʻĀlī. Dār al-Maʻrifah al-Jāmiʻīyah, 1989.

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Book chapters on the topic "Parent socialization"

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Peterson, Gary W., and Boyd C. Rollins. "Parent-Child Socialization." In Handbook of Marriage and the Family. Springer US, 1987. http://dx.doi.org/10.1007/978-1-4615-7151-3_18.

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Gewirtz, Jacob L. "Social Influence on Child and Parent via Stimulation and Operant-Learning Mechanisms." In Social Influences and Socialization in Infancy. Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-2620-3_7.

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Havighurst, Sophie, and Christiane Kehoe. "The Role of Parental Emotion Regulation in Parent Emotion Socialization: Implications for Intervention." In Parental Stress and Early Child Development. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55376-4_12.

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Williams, Angelique, Courtney Ricciardi, and Adam Winsler. "Parent- and Preschool-Teacher-Perceived Strengths Among Black and Latino Boys in Miami: Links to Early Success in Elementary School." In Academic Socialization of Young Black and Latino Children. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-04486-2_5.

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Peterson, Gary W., and Kevin R. Bush. "Conceptualizing Cultural Influences on Socialization: Comparing Parent–Adolescent Relationships in the United States and Mexico." In Handbook of Marriage and the Family. Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-3987-5_9.

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Thomaes, Sander, and Eddie Brummelman. "Parents’ Socialization of Narcissism in Children." In Handbook of Trait Narcissism. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92171-6_15.

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Schaffer, H. Rudolph. "The Mutuality of Parental Control in Early Childhood." In Social Influences and Socialization in Infancy. Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-2620-3_8.

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Rana, Meenal, Deborah J. Johnson, and Desiree Baolian Qin. "Mistaken Identities, Discrimination, and Sikh Parents’ Ethnoreligious Socialization Strategies." In Handbook of Children and Prejudice. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12228-7_23.

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Montirosso, Rosario, Lorenzo Giusti, Niccolò Butti, Zhengyan Wang, and Mirjana Majdandžić. "Socialization Goals, Parental Ethnotheories, Toddler Temperament, and Behavior Problems." In Toddlers, Parents, and Culture. Routledge, 2018. http://dx.doi.org/10.4324/9781315203713-12.

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Putnam, Samuel P., Maria A. Gartstein, Hannah Broos, Sara Casalin, and Felipe Lecannelier. "Cross-Cultural Differences in Socialization Goals and Parental Ethnotheories." In Toddlers, Parents, and Culture. Routledge, 2018. http://dx.doi.org/10.4324/9781315203713-6.

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Conference papers on the topic "Parent socialization"

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Dubovskaya, Ekaterina. "Single-Parent Family As An Institution Of Gender Socialization At Adolescent Age." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.20.

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O’Neal, E., H. Tang, J. Flathau, and J. Plumert. "0104 Socialization of safety values in children: the role of parent and child gender." In Injury and Violence Prevention for a Changing World: From Local to Global: SAVIR 2021 Conference Abstracts. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/injuryprev-2021-savir.78.

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Barnes, David L., and Odis Johnson. "The Influence Parent Socialization and School Environment has on African-American Adolescent Males’ Mathematics Self-Efficacy and Engineering Career Trajectory." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658772.

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Koev, Krasimir, and Ana Popova. "Social aspects of the intra-EU mobility." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.16169k.

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The paper presents a topical picture of the intra-EU mobility on the basis of officially published quantitative data. Several social aspects of this type of internal migration are discussed and analyzed, such as: risks for the health, education and socialization of the migrant children; risks for the stability of the migrant families; demographic and social consequences for the EU countries which are reported as the biggest sources of intra-EU mobility. The official statistical data are compared with the results of the authors’ study on socialization deficits for the children from so called “transnational families”, where one or both parent are labor migrants and have left their children to the care of relatives in the country of origin. The comparative results serve as a basis of conclusions about the negative social impact of the intra-EU mobility on the migrant families and especially on their children.
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Sekot, Aleš. "Parents and their Children’s Sports." In 12th International Conference on Kinanthropology. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-29.

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An essay is rooted in the exploration of broader complex context of the phenomenon of phys-ical motion and sportive activities in contemporary sedentary society. It is at that time the topical problem of pointed parenting styles that is freshen and enliven in the context of edu-cational support aiming to active life orientation, including regular sportive activities. The spe-cific accents and educational methods of parenting are playing crucial role in this respect at the level of authoritative, authoritarian, liberal and neglecting styles (Sekot, 2019). Parenting styles prefiguring motivation of children to regular sportive activities and responsible attitude to life. And such process is going under way of socialization factors and impacts, bringing up to date the sociological links and context of mutual relation to motivation of children and youth to sport also in the context of organizational sportive activities out of the family. Now-adays we face forming socially and culturally determined relation child – parents – trainer (coach). Like this relation yields in the context of the climate of consumerist postmodern soci-ety adoring top elite athletes. Such cultural milieu forms potential conflicts of interests of mo-tivation, experience and pointing separate participants of such „triangle“. Given situation aim our effort to the crucial topic of parental responsibility as well as to growing educational and socialization importance of trainers and coaches. During the synergic process are pervaded practical aspects of the importance of age and motivation; but parental role is in this respect utterly essential and indispensable. Parental role is growing when parents play modelling role by way of mutual sportive activities with children. Thus, as it is in the essay substantiate with relevant research pieces of information and empirical data on parental role in motivation of children to regular physical activity and sport.
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Hamida, Layli. "The Impact of Children’s You Tube Videos on English Language Socialization and Acquisition in Indonesia." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.6-7.

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This study aims at describing how the use of English on youtube videos play a significant role in the socialization and acquisition of the language for children in Indonesia. It particularly focuses on the depiction of how the media serve a platform for children’s English language development and socialization and whether parents or other adults’ accommodation reinforces or counteracts the language. Ethnographic interviews were conducted on five middle class parents with children of 3-5 years of age so as to collect information on children and parents’ everyday practices with the media. The findings suggest that parents’ beliefs and ideologies on foreign language socialization as well as their English proficiency lead to their primary support for English. Their everyday media consumption and communication practices with children show how arenas provided by parents have turned into an assumed form of scaffolding in the way that children reflect on the language collected from the media. The research indicates that global practices of English on the internet intersect with local practices of language socialization.
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Li, Dandan, Yushi Liu, and Shiying Li. "Understanding how parents affect children's consumer socialization? An analysis based on grounded theory." In 2019 16th International Conference on Service Systems and Service Management (ICSSSM). IEEE, 2019. http://dx.doi.org/10.1109/icsssm.2019.8887741.

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Rasskazova, Elena. "Socialization In The Development Of Sleep Regulation: Effect Of Parental Beliefs." In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.71.

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Erdem, Ayca Ulker, Mubeccel Gonen, and Sophie Havighurst. "TUNING IN TO KIDS: A PILOTING STUDY TARGETED TO SUPPORT TURKISH PARENTS’ EMOTION SOCIALIZATION." In International Psychological Applications Conference and Trends. inScience Press, 2019. http://dx.doi.org/10.36315/2019inpact022.

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Anđelković, Maja, Marjan Marjanović, and Michail Pappas. "Organizational Socialization as Part of Knowledge Management." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-442-2.1.

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Socialization is a process during which we learn and adopt knowledge about rules and norms of our culture and through which we are enabled to collaborate with other social subjects. Individuals are socialized into an organization or a group by the method that is in its foundation the same as the method of socialization into society. As an individual becomes employed by an organization he becomes a part of that same organization, helps in the organization achieve its objectives, but also becomes a part of the community consisting of all the employees and executives, and this is where the theory of organizational socialization derives from. Organizational socialization is a responsibility of the management. Managers have the assignment to present new members of their organization with optimal information about rules and regulations, so they are able to fit into their organization in a most efficient way. This means that the manager is the main authoritative and creative body in creation and implementation of a successful organizational socialization tactics, because successful socialization of new employees means rise in productivity, and that rise in productivity should be the end objective of every successful manager.
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