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Relevant bibliographies by topics / Role of parents

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Academic literature on the topic 'Role of parents'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 April 2022

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Journal articles on the topic "Role of parents"

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Valcour, P. Monique. "Managerial behavior in a multiplex role system." Human Relations 55, no. 10 (October 1, 2002): 1163–88. http://dx.doi.org/10.1177/a028079.

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This article uses ethnographic data gathered from a parent cooperative nursery school to examine the strategies managers use to resolve role conflict in a multiplex role system, that is, a setting in which the relationship between managers and the people they supervise is based on more than one set of roles. In the organization under study, teachers functioned as both managers of, and service providers to, the parent volunteers they were charged with supervising. Parents' volunteer worker role was subject to conflict with and interruption by the expectations of their organizational client role, which constrained teachers' ability to direct parents' work in the classroom. Managerial effectiveness required responding to the demands and expectations of both sets of roles through a process of adaptive self-regulation. Teachers used several discrepancy detection strategies to gather information on parent volunteers' relative role salience, role transition readiness, and volunteer skills. Based on the information obtained, they devised discrepancy reduction strategies to focus parents' attention on the desired role for task performance and to reduce discrepancies between parents' expectations for managerial behavior and their own actions. The most effective teachers were able to develop personal relationships with parent volunteers, elicit knowledge about parents' role expectations and capabilities, and respond to the expectations of parents' multiple roles on an individualized basis.

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Santi, Apri Utami Parta, and Windy Atika Sani. "THE PARENTS ROLE." NATURALISTIC : Jurnal Kajian Penelitian Pendidikan dan Pembelajaran 2, no. 1 (October 26, 2017): 77–84. http://dx.doi.org/10.35568/naturalistic.v2i1.102.

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Abstract This study aims to prove that there is an influence between the role of parents to the attitude of religious children in the family environment. This research uses quantitative method which take sample of non probality sampling that is purposive sampling. Data collection techniques using questionnaires. Data analysis using statistic approach to item about validity and reliability used is Pearson correlation test with 0.5% significance level (5%) with total sample 40 respondents. Based on the calculation of rxy calculation of 0.655, it can be concluded that the role of parents have a very strong influence on the attitude of religious and direction of the influence of the role of parents to religious attitudes have the following regression equation Å¶ = 3.309 + 0.814X this is evidenced by the significance test using the -F test of the calculation results obtained Fhitung amounted to 0.1009 and Ftable of 4.12 while the contribution of the parent role to religious attitudes of 41.4% through the calculation of the coefficient of determination. The results of this study indicate that there is a significant or significant influence between the role of parents to religious attitudes.

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Rochabrun Hidalgo, Fanny Mercedes, Rosalicia Mercedes Uceda Florez, and Edwin Salas-Blas. "Estrés laboral y percepción de competencias parentales en padres que trabajan." Revista Investigación de Psicología, no. 26 (December 28, 2021): 51–67. http://dx.doi.org/10.53287/wzsy6920rr57j.

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Work stress is related to the perception of parental skills in working parents, it is a cross-sectional, associative study with correlational predictive design (Ato, López & Benavente, 2013), 177 parents participated (55.7% women), who worked at least 30 hours per week and who have children between 3 and 12 years old. The instruments used were the Inventory of the demands-control-support model (Rosario-Hernández & Rovira, 2016) and the Perceived Parental Competence Scale (Vera-Vásquez, Zaragoza-Tafur & Musayón-Oblitas, 2014). The results found show significant and positive correlations between the dimension of support with assumption of the role and shared leisure (.27). In the same way, the support dimension is positively related to school involvement (.28); as well as the dimension of control with assumption of the role and shared leisure (.22). A positive and moderate correlation was also found between work demands and hours worked (.34). It has been possible to compare the results with previous studies that reaffirm the idea that due to the amount of work commitments, the parents' stay at home is more difficult. In conclusion, people who perceive stress in their work will have a lower perception of parental competences, since they do not find a balance between the functions of both roles.

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Toyokawa, Noriko, Nancy Darling, and Teru Toyokawa. "SCAFFOLDING PARENTS TO ACCEPT ADULT CHILDREN’S INTERVENTION." Innovation in Aging 3, Supplement_1 (November 2019): S282—S283. http://dx.doi.org/10.1093/geroni/igz038.1044.

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Abstract Guided by social-cognitive domain specific theory (Smetana, 1997), this study explored the issue of role reversal in the aging parent-adult child relation when parents are experiencing age-related functional limitations. Data was collected from adult children (N=16, Mage=53.06, SD=6.08) with a living parent of 70 years old or older who participated in a focus group and were analyzed by a directed analysis (Potter & Levine-Donnerstein, 1999). Participants legitimated their intervention into parents’ autonomy when they perceived a potential risk of parents’ health and safety and involvement of those and of others. Eight types of intervention emerged: (1) monitoring and talking with potential risk with parent (2) convincing parents under the name of super power or an authority figure (3) scaffolding parent’s task by teaching skills, (4) scaffolding by sharing role, (5) scaffolding by optimizing environment, (5) overriding parents’ autonomy behind parents, (6) forcefully overriding, (7) giving up parents’ behavioral modification by accepting parents’ lifestyle, and (8) giving up because of discomfort of talking about the issue (i.e., potential risks of parent’s sexual intercourse, parents’ death preparation). Thus, adult children changed their strategies of intervention from monitoring their parents’ behaviors to overriding parents’ autonomy, depending on their appraisal of potential harms of parents’ prudential and moral domains of life and of their own work/family conditions from monitoring to overriding. Adult children’s possible ways of scaffolding in helping their parents accept their children’s interventions as letting parents maintain their psychological autonomy, including communication skills to discuss uncomfortable topics is discussed.

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Curry, Katherine A., and Alexandra Holter. "The Influence of Parent Social Networks on Parent Perceptions and Motivation for Involvement." Urban Education 54, no. 4 (December 27, 2015): 535–63. http://dx.doi.org/10.1177/0042085915623334.

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Despite reform efforts to involve parents, parent–school relationships in urban districts are rare. This qualitative study used a constructivist grounded theory approach to gain an understanding of how parent social networks, specifically relationships with other parents in the school, influence parent perceptions of their role in the educational process and their efficacy to fulfill perceived roles. Findings suggest that parents have differing perceptions about their role and differences in efficacy for involvement; however, relationships with other parents are important resources for role construction and efficacy, and may serve to lessen the disconnect between parents and schools in high-poverty districts.

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Rudiana, Yuda. "The Role of Parents in Educating Children in the Industrial Revolution Era 4.0." JIEBAR : Journal of Islamic Education: Basic and Applied Research 1, no. 2 (December 30, 2020): 90–106. http://dx.doi.org/10.33853/jiebar.v1i1.99.

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Mini thesis, Islamic Education Department, July 2020. These research objectives held to know how the parent's concept of educating children in the industrial revolution era 4.0, in Kp. Undrus, Cijantra Village, Kab. Tangerang also to know the parents' obstacle factor on the process that educating children in the industrial revolution era 4,0, in Kp. Undrus, Cijantra Village, Kab. Tangerang. This research used a field study approach in Kp. Undrus, Cijantra Village, Kab. Tangerang. The technique's data collection in this research used observation, interview, and documentation. While the data analysis used data collection, data presentation, data reduction, and data verification or taken conclusion. Then, used a validity test technique with the prioritize as data credibility, data transferability, real power, also a confirmation research object. This research result indicates that the parent has an important role in preparing for the industrial revolution 4.0. Through education has done parents in a family by various ways as harmonization the relation of parent-child, became examples to children, motivate and support to the in learning, and have a clear purpose be parents in Kp. Undrus, Cijantra Village, Kab. Tangerang in educating children in the industrial revolution 4.0. children education by the parents have to deficient in economy providing media learning, lack of understanding matter learning child by the parents and lack of compliance to parents.

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Hannan, Sarah, and Richard Vernon. "Parental Rights: A role-based approach." Theory and Research in Education 6, no. 2 (July 2008): 173–89. http://dx.doi.org/10.1177/1477878508091110.

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Both parents and children have strong interests associated with the childrearing process. Children have an interest in being raised in a particular manner, while parents have an interest in parenting in a particular manner. Whose interests should serve as the foundation for childrearing rights? Although parents have an interest in rearing their children as they see fit, no rights follow from that interest. Parental interests generate a right to become a parent, but they do not determine the scope and content of the childrearing rights that attach to this role.The rights that characterize the parental role are grounded solely on the interests of children. While childrearing rights allow parents latitude in interpreting how to parent, and exclude others from intervening, they are limited by the considerable constraint that they cannot undermine their children's future autonomy.

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Fine, Mark A., Marilyn Coleman, and Lawrence H. Ganong. "Consistency in Perceptions of the Step-Parent Role among Step-Parents, Parents and Stepchildren." Journal of Social and Personal Relationships 15, no. 6 (December 1998): 810–28. http://dx.doi.org/10.1177/0265407598156006.

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Russell, C. Denise, and Jon B. Ellis. "SEX-ROLE DEVELOPMENT IN SINGLE PARENT HOUSEHOLDS." Social Behavior and Personality: an international journal 19, no. 1 (January 1, 1991): 5–9. http://dx.doi.org/10.2224/sbp.1991.19.1.5.

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In order to examine the relationship between sex-role development and number of parents in the home, 129 adolescent age college students (73 women, 56 men) were administered a life history questionnaire and the Bem Sex-Role Inventory (short form) (BSRI). With the sexes combined, 54 individuals were classified as androgynous and 75 as nonandrogynous. As predicted, there was a higher percentage of androgynous individuals who were reared in single-parent households as opposed to “intact” households. These results indicate that the development of an androgynous sex role has a strong relationship to number of parents in a family, particularly single parent homes in which the mother is the parent. An implication of these results is that parents who model adaptive yet nontraditional roles may play an important role in the healthy development of their children.

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Medvedeva, A. S., and E. G. Dozortseva. "Role and Involvement of Parents in the Cybergrooming Process." Psychology and Law 11, no. 2 (2021): 146–59. http://dx.doi.org/10.17759/psylaw.2021110211.

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Parents are the main protectors of the child from the dangers of the Internet, including cybergrooming. However, when faced with cybergroomers, not all parents behave optimally. The article discusses the roles that parents can play in such situations. Particular attention is paid to situations when a parent is used by a criminal to influence a child and involve him in sexual activities; the concept of «parent-mediated cybergrooming» is proposed. The empirical study is a analysis of materials from criminal cases, consisting of 33 transcripts of Internet communications between parents and cyber groomers. Typical parental behaviors are described. Three groups of parents were identified depending on their online behavior and the corresponding potential victimization of their children. The conclusion was made about the predominant desire of parents to protect their children (60.7%). However, some parents put their children at risk (15.1%) or direct danger (24.2%) of cybergrooming and other sexual abuse. Variants of prevention of involvement of minors in cybergrooming, including through communication with their parents, are proposed.

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Dissertations / Theses on the topic "Role of parents"

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Weaver, Shannon E. "A mothering but a mother role : a grounded theory study of the nonresidential stepmother role /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974698.

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Hale, Rebecca Louise. "The role of parents in school bullying : parent and child perspectives." Thesis, Keele University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602976.

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School bullying research has often focused on children, but neglected the parent's perspective. Little is known about how parents respond to their child's peer victimisation and how these responses are related to children's experiences. Thus, this thesis aimed to address three main research questions: (a) how do parents respond to their children's peer victimisation? (b) What factors are associated with parents' responses to their children's peer victimisation? (c) How are parents' responses related to children's experiences of peer victimisation? A mixed-methods sequential exploratory design, comprising of three stages, was utilised. Firstly, focus groups and interviews were conducted with parents to gain greater understanding of their perspective. The focus group/interview findings informed the content of parent and child questionnaires which were developed in a series of pilot studies, during stage two of the research. In the third stage, these questionnaires were administered to parents and children (aged I 1-12 years) to examine parental responses to peer victimisation, factors related to parental responses, and children's victimisation experiences. The findings suggested three categories of parental responses: supportive/problem solving, confrontational and avoidant. Parents' responses were related to their perceptions of how their child would cope, and their attitudes towards how schools/teachers deal with bullying. Additionally, parents' perceptions of their role in school bullying were influenced by what they thought a 'good' parent should do. Children's perceptions of avoidant and parental supportive/problem solving responses moderated the relationship between peer victimisation and loneliness; there was also an indirect relationship between perceived parental responses and peer victimisation, through child coping. This thesis concludes that in school bullying situations, parents form one element of a broader system, which also involves children and teachers. Thus, parentteacher communication and collaboration is vital and the importance of empowering parents to take a supportive/problem solving approach when helping their child is highlighted.

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Jarrett, Benjamin James Mervyn. "The role of parents in evolution." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/273572.

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In this thesis, I investigated the role of parental care in evolution. Parents provide the environment in which offspring develop and therefore have a large influence on their offspring's phenotypes, and so are in prime position to influence evolutionary processes. I used an experimental approach, and focused on the burying beetle, Nicrophorus vespilloides. The burying beetle is a perfect system for this question: they exhibit elaborate biparental care which is correlated with rapid speciation in the Nicrophorus genus. I started with a thorough exploration of burying beetle ecology and how the guild structure and interspecific competition in local populations can shape phenotypic evolution of my focal species, N. vespilloides. Interspecific competition shapes how the carrion niche is partitioned, which feeds back onto the evolution of body size within Nicrophorus reducing competition. The evolution of parental care in this genus likely facilitated its adaptive radiation, as parental care is linked with body size, both within and across species. But to what extent does the ecology shape the production and maintenance of phenotypic and genetic variation? I then use a quantitative genetic approach to show that body size and development time of N. vespilloides shows no additive genetic variation. Evolution of these fitness related traits can only occur through maternal effects or sibling effects. I tested this prediction by mimicking the radiation of the burying beetles by imposing my own selection on body size when parents could care for their offspring and when they could not. The presence of post-hatching parental care dramatically changed how populations responded to selection, through a combination of cooperation between parents and offspring, and cooperation between offspring. As well as shaping the evolutionary potential of populations, an experimental change in parental care can induce new selective forces, favouring adaptive novelties for the new social environment. Larvae evolving without parental care evolved disproportionately larger mandibles when small to better adapt them to a life without care. Much is known about the evolution of parental care across the animal kingdom, but what happens next: are the burying beetles a "one-off"? I compiled data across the arthropods comparing clades that exhibit post-hatching parental care with their sister clades and show that clades with care are more species rich. While the mechanism may not be the same as with Nicrophorus, I discussed other potential mechanisms that may be at play in the role of parents in evolution.

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Whipple, Ellen E. "The role of parental stress in physically abusive families /." Thesis, Connect to this title online; UW restricted, 1989. http://hdl.handle.net/1773/11195.

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Amaral, Deborah Margaret. "Parents' perspectives : the role of parents in the education of their children." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31206.

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In this study, the behaviours, processes and self-perceptions of parents, in relation to their children's education across time, are examined. The study's primary purpose was to generate a theoretical model that describes parents' involvement in their children's education. Participants in the study included 15 parents of children in grade 10. Qualitative grounded theory techniques were used to investigate how parents are involved in their children's education. Data collection included one-to-one semi-structured interviews, diary entries, written responses from the participants, to the researcher's summary of the participants' responses, and field notes during interviews. All data were coded, categorized and analyzed using a constant comparative method. The researcher maintained an audit trail documenting the data analysis and the theory building. A peer auditor reviewed the data, the analysis process, and the product of the study. Findings resulted in a two-dimensional, visual representation of parent involvement in children's education, illustrating the primary processes of parent involvement behaviour. At the core of the model is the process of parents relating to their children. Surrounding this core category are the processes describing parent-involvement behaviours of planning, shaping, fostering and supporting their children's education. The parents' constructions and reconstructions of their roles and involvement in their children's education emerged as an indirect process of parent-involvement behaviours. Findings indicate that parent involvement in children's education is active, responsive and strategic, and that the involvement of parents in their children's education is developmental, changing as children grow. Implications of the findings for educators and school psychologists suggest efforts to involve parents need to be grounded in the knowledge that parents hold strong and deep beliefs that they are instrumental in their children's education and that children's education includes more than school learning.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Ogielda, Claire. "The role of parents in child anxiety." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18046/.

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Stiefer, Toni Kilpatrick. "The Role of Parental Involvement in a Chapter I Extended-Day Kindergarten." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277973/.

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This studied investigated parental involvement during the first year of a Chapter I extended-day kindergarten program which sought to promote parents taking an active role in their child's classroom and kindergarten educational experiences. A qualitative design was used to provide information about frequency and types of parental involvement as well as descriptive information about the interactions between parents and children within the classroom. This qualitative design also allowed investigation of the perceptions of the participants. Data analysis was ongoing and inductive; data were collected in the form of field notes, videotapes, audiotapes, interviews and classroom documents. Findings suggest that parental involvement provides benefits for the students, parents, teachers and the school as a whole. Findings also suggest that adult volunteers do not necessarily have to be parents; the adult volunteers could come from segments of the population that are not now fully utilized. Senior citizens and university teacher education students are two groups that could fill the volunteer positions. These findings have implications for the educational community in public schools and in teacher training programs of universities.

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Ko, Pik-kei. "The role of the internet as communication tools in parent-child relationship at the later stages of the family life cycle." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/b40203463.

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Lonmene, Ngnintedem Eugenie. "Parents’ Gender Role and Its Effect on Juvenile Delinquency." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21678.

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Blom, Katarina. "Föräldraroll - ett framtidsyrke? : en empirisk studie om hur sex föräldrar ser på föräldrarollen i ljuset av utbildningsidealet." Thesis, Umeå universitet, Pedagogiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-55067.

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Over the past decade there has been considerable debate in the media concerning the necessity of educating parents in how to be better parents, and strengthening their parental role. This question has also been debated at a national level, resulting in the state commissioning a number of official investigations into the problems that parental education could resolve. A growing body of scientific studies have shown that parental-educational programmes play a strong role in preventing behavioural problems amongst children and teenagers. Many Councils in Sweden already offer these parental courses to their citizens, but discussions are ongoing as to whether these courses should be obligatory for all parents before or near to the moment that they begin to have children. This conclusion has been supported by the official investigations commissioned to look into this issue. In light of the state is approaching a proposal for mandatory training for people to get to be parents, the aim of this essay was to investigate how parents see their role as parents in in comparison with the role they are trained for, the working role. It also investigates the views parents have as to the government’s intention to educate them in parenthood. Working from a phenomenological perspective, and a hermeneutic understanding of the issues involved, six qualitative interviews were conducted with parents of pre-school children. The results show that parents view their parental role as a responsibility on several different levels. This role is variously described as one of leadership, fostering and as a non-egotistical, loving relationship. Every role is defined by individual circumstances and is forged at the moment when the parent and child first encounter each other. The role of professional day-to-day work is also described as being a matter of responsibility, mainly from a perspective of duty. It is, as well, characterised by the level of education of the parent. Parents with a university education tend to describe the role as purely egotistical. Parents are positive about parental education on a voluntary basis and are broadly positive about government looking into ways to strengthen parenting skills in first-time parents. But the idea of educating ALL parents is seen as unnecessary and impossible to achieve.

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Books on the topic "Role of parents"

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Watt, Joyce. Continuity in early education: The role of parents. Aberdeen: Department of Education, Aberdeen University, 1985.

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Darveau, Paul. La motivation des enfants: Le role des parents. Saint-Laurent, Quebec: ERPI, 1997.

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Family matters: The role of parents in Singapore education. Singapore: Marshall Cavendish Academic, 2004.

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What worries parents most. Eugene, Or: Harvest House Publishers, 1992.

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Labours of love: Canadians talk about adoption. Toronto: Dundurn Press, 2008.

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Sandqvist, Karin. Pappor och riktiga karlar: Om mans- och fadersroller i ideologi och verklighet. Stockholm: Carlsson, 1993.

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Literacy for empowerment: The role of parents in children's education. New York: Falmer Press, 1990.

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Caregiving daughters: Accepting the role of caregiver for elderly parents. New York: Garland Pub., 1998.

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Directorate, Ontario Women's. Sex-role stereotyping: An awareness kit for parents and teachers. Toronto: Ontario Women's Directorate, 1995.

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Directorate, Ontario Ontario Women's. Sex-role stereotyping: An awareness kit for parents and teachers. Toronto: Ontario Women's Directorate, 1995.

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Book chapters on the topic "Role of parents"

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Schwartz, David D., and Marni E. Axelrad. "The Role of Parents." In Healthcare Partnerships for Pediatric Adherence, 91–100. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13668-4_7.

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Grave, Riccardo Dalle, and Carine el Khazen. "The role of parents." In Cognitive Behaviour Therapy for Eating Disorders in Young People, 81–88. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003171683-9.

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Grave, Riccardo Dalle, and Carine el Khazen. "The role of parents." In Cognitive Behaviour Therapy for Eating Disorders in Young People, 81–88. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003171683-9.

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Lo, Albert Y. H., and Krystal K. Cashen. "How Adoptive Parents Think About Their Role As Parents." In The Routledge Handbook Of Adoption, 278–90. Abingdon, Oxon; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429432040-20.

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Ricci, Mary Cay, and Margaret Lee. "What is the Role of Parents in Developing a Growth Mindset?" In Mindsets for Parents, 13–31. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236672-2.

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Vanwesenbeeck, Ini, Koen Ponnet, Michel Walrave, and Joris Van Ouytsel. "Parents’ Role in Adolescents’ Sexting Behaviour." In Sexting, 63–80. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71882-8_5.

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Damman, Marleen. "Parents’ Retirement Processes, Role of Children." In Encyclopedia of Geropsychology, 1–10. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-080-3_201-2.

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Damman, Marleen. "Parents’ Retirement Processes, Role of Children." In Encyclopedia of Geropsychology, 1750–58. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-082-7_201.

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Hutchinson, Nicky, and Chris Calland. "The role of parents and carers." In Body Image in the Primary School, 14–17. Second edition. | Abingdon, Oxon ; New York : Routledge, [2020]: Routledge, 2019. http://dx.doi.org/10.4324/9780429198694-3.

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Kamphuis, R. P. "The role of a parents’ organization." In Quality of Life after Open Heart Surgery, 355–62. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2640-3_34.

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Conference papers on the topic "Role of parents"

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Sitepu, Amelia Fitrika, Berlin Sibarani, and Sumarsih. "Parents Role in Children Bilingual Development." In 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211110.086.

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Nadziroh, Luluk Nadiyatun. "Parents Role on Pornography Addiction in Children." In International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008590604410449.

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Sekot, Aleš. "Parents and their Children’s Sports." In 12th International Conference on Kinanthropology. Brno: 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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Erdmanis, Rihards. "Legal Aspects of Parental Responsibility in the Education of a Child." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.14.

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In the Latvian education system, the legal relationship between parents and the school is important. The child’s parents are obliged to take the child to school. It means that the State implements an education policy in line with both the findings based on educational science and that the child’s right to education is ensured at least at the basic school level. In Latvia, education law as a branch of law is an underdeveloped field. The legal relationship between children’s parents and the educational institution has been little studied from the legal science perspective. Thus, in this study, the author analyzes the role of the institute of parental responsibility in the field of education, using the methods of interpretation of general science and law – historical, grammatical and teleological methods. It is found that the special legal regulation of Latvia determines specific parental responsibilities and rights in providing education for their child. Teachers do not become substitutes for the child’s parents, but have a duty to do so as responsible and caring parent would do to their children. Parental authority does not end when the child enters the school premises, but it is limited to the extent that the educational institution fulfills its responsibilities by ensuring an educational process in accordance with the child’s interests and human rights.

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Haerudin, Dingding. "The Role of Parents in Sundanese Language Preservation." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007174807680774.

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Haerudin, Dingding. "The Role of Parents in Sundanese Language Preservation." In Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.7.

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Weirich, Melanie, and Adrian P. Simpson. "Acoustic Correlates of Parental Role and Gender Identity in the Speech of Expecting Parents." In Interspeech 2017. ISCA: ISCA, 2017. http://dx.doi.org/10.21437/interspeech.2017-1394.

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Valentina Dan, Diana. "Family’s role during online school." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p285-294.

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The closure of schools due to the COVID-19 pandemic made it difficult for families and teachers to support children's remote schooling. From the standpoint of sustainable education, this paper analyzes parents' thoughts on their adaptation to the rapid transition to distant schooling. Parents were concerned about their children's learning and well-being, as well as the management of daily life and the use of information and communication technology. Individual requirements of families should be recognized and provided in a sustainable manner to promote children's learning in shifting settings, including online schooling.

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"Association between Parents Role and Speech Ability of Children." In The 4th International Conference on Public Health 2018. Masters Program in Public Health, Universitas Sebelas Maret, 2018. http://dx.doi.org/10.26911/theicph.2018.03.28.

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Abdullaeva, M. D., and SH I. Nurmatova. "The role of parents in parenting in the family." In Scientific trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-02-2020-01.

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Reports on the topic "Role of parents"

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McCabe, Heather. Gender Difference in Working Parents' Perceptions of Work/Family Conflict and the Role of Occupational Prestige. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2527.

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ul Haque, Minhaj. Discrimination starts at home: A brief on parents' aspirations for adolescents and youth in Pakistan. Population Council, 2005. http://dx.doi.org/10.31899/pgy19.1009.

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Parents play a critical role in socializing their children and passing on essential information and life skills. The attitudes of parents help determine what young boys and girls do in life, and how they utilize opportunities and develop the skills necessary to make a comfortable transition into adulthood. This brief is based on interviews with Pakistani parents and describes their aspirations, which are likely to influence the lives of young people. More young people aged 15–24 live in Pakistan now than at any other time in its history—an estimated 36 million in 2004. Recognizing the dearth of information on the situation of this large group of young people, the Population Council undertook a nationally representative survey from October 2001 to March 2002. The analysis presented here comes from Adolescents and Youth in Pakistan 2001–02: A Nationally Representative Survey. The survey sought information from youth aged 15–24, responsible adults in the household, and other community members in 254 communities. A total of 6,585 households were visited and 8,074 young people were interviewed.

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Robson, Jennifer. The Canada Learning Bond, financial capability and tax-filing: Results from an online survey of low and modest income parents. SEED Winnipeg/Carleton University Arthur Kroeger College of Public Affairs, March 2022. http://dx.doi.org/10.22215/clb20220301.

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Previous research has identified several likely causes of eligible non-participation in the Canada Learning Bond (CLB), including awareness, financial exclusion, and administrative barriers. This study expands on that research, with a particular focus on the role of tax-filing as an administrative obstacle to accessing the CLB. I present results from an online survey of low and modest income parents (n=466) conducted in 2021. We find that, even among parents reporting they have received the CLB (46%), a majority (51%) report low confidence in their familiarity with the program, and more than one in six (17%) are unaware of the need to file tax returns to maintain eligibility for annual CLB payments. Self-reported regular tax-filing is associated with a 59% increase in the probability of accessing the CLB, even when controlling for a range of parental characteristics. This study confirms previous work by Harding and colleagues (2019) that non-filing may explain some share of eligible non-participation in education savings incentives. Tax-filing services may be an important pathway to improve CLB access. Low and modest income parents show substantial diversity in their preferred filing methods and outreach efforts cannot be concentrated in only one avenue if they are to be successful. The study also tests a small ‘nudge’ to address gaps in awareness and finds that information-only approaches to outreach are likely to have limited success, even with motivated populations.

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Hwa, Yue-Yi, Sharon Kanthy Lumbanraja, Usha Adelina Riyanto, and Dewi Susanti. The Role of Coherence in Strengthening CommunityAccountability for Remote Schools in Indonesia. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/090.

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Incoherence in accountability relationships can hamper the quality of education. Such incoherence can be a particular challenge in resource-constrained, remote villages where teachers tend to have higher educational capital and social status than the parents and communities that they serve. We analyze quantitative and qualitative data from a randomized controlled trial of a social accountability mechanism (SAM) for schools in remote Indonesian villages. The intervention had three treatment arms, all of which included the SAM, which engaged village-level stakeholders in a consensus-building process that led to joint service agreements for supporting the learning process. Prior analyses have found that all three treatment arms significantly improved student learning, but the treatment arm combining the SAM with performance pay based on camera-monitored teacher attendance led to much larger gains than the SAM-only treatment or the treatment arm combining the SAM with teacher performance pay based on a community-evaluated scorecard. Drawing on a range of quantitative data sources across all treatment schools (process monitoring, survey, and service agreement indicators) and qualitative data from nine case study schools (interviews and focus group discussions), we show firstly that the student learning gains across all three treatment arms were accompanied by increases in the coherence of the accountability relationships between village-level stakeholders, and in the degree to which these relationships were oriented toward the purpose of cultivating learning. We further show that the treatment combining SAM with camera-monitored teacher performance pay led to greater improvements in the coherence of accountability relationships than the other treatment arms, because the cameras improved both the technical capacity and the social legitimacy of community members to hold teachers accountable. This coherence-focused, relational explanation for the relative effectiveness of the treatment arms has more explanatory power than alternative explanations that focus narrowly on information quality or incentive structure. Our analysis reinforces arguments for ensuring that accountability structures are coherent with the local context, including local social structures and power dynamics.

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Kaffenberger, Michelle, Danielle Sobol, and Deborah Spindelman. The Role of Low Learning in Driving Dropout: A Longitudinal Mixed Methods Study in Four Countries. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/070.

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Using unique longitudinal quantitative and qualitative data, we examine the role that low learning plays in driving dropout in Ethiopia, India, Peru, and Vietnam. Regression analysis using IRT-linked test scores and data on schooling attainment and dropout shows a strong, significant association with one standard deviation higher test scores associated with 50 percent lower odds of dropping out between the ages of 8 and 12, and a similar association between the ages of 12 and 15. Qualitative analysis indicates a direct relationship between low learning and dropout, with children and parents choosing to discontinue school when they realize how little is being learned. Qualitative findings also show that low learning interacts with and exacerbates more proximate causes of dropout, with low learning often contributing to choices of early marriage (for girls) and of leaving school to work (for both genders), with families making practical decisions about which options will best provide for children in the long run. Finally, learning, work, and poverty often interact, as the need to work to help provide for the household reduces the opportunities to learn, and low learning tilts the opportunity cost of time in favor of working. These findings suggest that low learning may play a larger role in dropout decisions, by underlying and interacting with other causes, than has been typically recognized.

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Tel-Zur, Neomi, and Jeffrey J. Doyle. Role of Polyploidy in Vine Cacti Speciation and Crop Domestication. United States Department of Agriculture, January 2012. http://dx.doi.org/10.32747/2012.7697110.bard.

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1. Abstract: Over the past 25 years, vine cacti of the genera Hylocereus and Selenicereus have been introduced into Israel and southern California as new exotic fruit crops. The importance of these crops lies in their high water use efficiency and horticultural potential as exotic fruit crops. Our collaboration focused on the cytological, molecular and evolutionary aspects of vine cacti polyploidization to confront the agricultural challenge of genetic improvement, ultimately to improve success of vine cacti as commercial fruit crop plants. More specifically, we worked on the: 1- Identification of the putative ancestor(s) of the tetraploid H. megalanthus; 2- Determination of the number of origins of H. megalanthus (single vs. multiple origins of polyploidy); 3- Cytogenetic analysis of BC1 and F1 hybrids; 4- Determination of important agricultural traits and the selection of superior hybrids for cultivation. The plant material used in this study comprised interspecific Hylocereus F1 and first backcross (BC1) hybrids, nine Hylocereus species (58 genotypes), nine Selenicereus species (14 genotypes), and four Epiphyllum genotypes. Two BC1 hexaploids (BC-023 and BC-031) were obtained, a high ploidy level that can be explained only by a fertilization event between one unreduced female gamete from the triploid hybrid and a balanced gamete from the pollen donor, the diploid H. monacanthus. These findings are scientific evidence that support the possibility that “hybridization followed by chromosome doubling” could also occur in nature. Cytomixis, the migration of chromatin between adjacent cells through connecting cytoplasmatic channels, was observed in vine cacti hybrids and may thus imply selective DNA elimination in response to the allopolyploidization process. Evidence from plastid and nrDNA internal transcribed spacers (ITS) sequences support the placement of H. megalanthus within a monophyletic Hylocereus group. Furthermore, both plastid and ITS datasets are most consistent with a conclusion that this tetraploid species is an autopolyploid, despite observations that the species appears to be morphologically intermediate between Hylocereus and Selenicereus. Although the possibility of very narrow allopolyploidly (i.e., derivation from parents that are barely diverged from each other such as closely related species in the same genus) cannot be ruled out entirely based on our data (in part due to the unavailability of Hylocereus species considered to be morphologically the closest relatives of H. megalanthus), the possibility of H. megalanthus representing an intergeneric cross (i.e., Hylocereus × Selenicereus) seems extremely unlikely. Interestingly, the process of homogenization of ITS sequences (concerted evolution) is either incomplete or lacking in both Hylocereus and Selenicereus, and the inclusion of several artificial hybrids in the molecular study revealed the potential for biparental plastid inheritance in Hylocereus. The most important agricultural implication of this research project was the information collected for F1 and BC1 hybrids. Specifically, this project concluded with the selection of four superior hybrids in terms of fruit quality and potential yields under extreme high temperatures. These selected hybrids are self-compatible, avoiding the need for hand cross pollination to set fruits, thus reducing manpower costs. We recently offered these hybrids to growers in Israel for prioritized rapid evaluation and characterization.

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Marchais, Gauthier, Sweta Gupta, and Cyril Owen Brandt. Student Wellbeing in Contexts of Protracted Violent Conflict. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/ids.2021.055.

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In contexts of protracted violent conflict, school environments play a key role in children’s psychological, social, and emotional wellbeing. Research by the REALISE education project in the Democratic Republic of the Congo (DRC) provides a better understanding of how violent conflict penetrates schools; the relationship between school staff, students, parents, and the local community; and the role of children’s social entourage. It identifies key considerations for education projects operating in these contexts and how they can best support the wellbeing of children, including those who are extremely isolated or experience marginalisation on the basis of gender or minority status.

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Nolan, Anne, and Emer Smyth. Talking about sex and sexual behaviour of young people in Ireland. ESRI, November 2020. http://dx.doi.org/10.26504/rs112.

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Research from a joint ESRI/HSE Health and Wellbeing research programme analyses how young people receive information on sex and relationships. Using data from the Growing up in Ireland ’98 Cohort at 13 and 17 years of age, the research also examines the role of this information in shaping sexual behaviours among Irish adolescents. The research finds that four in ten 17 year-olds have not spoken to their parents about sex and relationships.

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Yeboah, Thomas, and Irene Egyir. Forms, Prevalence and Drivers of Children’s Work and Children’s Harmful Work in Shallot Production on the Keta Peninsula, South-Eastern Ghana. Institute of Development Studies (IDS), November 2020. http://dx.doi.org/10.19088/acha.2020.002.

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This paper synthesises the available literature on the forms, prevalence and drivers of children’s work, and evidence of harm associated with children’s work in shallot production on the Keta Peninsula, Ghana. What emerges is that children have historically played, and continue to play, a key role in this horticultural system and their work contribution is structured by both age and gender. Desires to support parents and earn income drive children’s involvement, and children’s work has potential negative effects on their education.

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Taylor, Sonja. Use of Role and Power in Parent-Teacher Relationships: Perceptions from the Parent Perspective. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2321.

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