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authority</title> <meta name="description" content="Search results for: parental authority"> <meta name="keywords" content="parental authority"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="parental authority"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1040</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: parental authority</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1040</span> Resilience in Children: A Comparative Analysis between Children with and without Parental Supervision Bandar Abbas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Taghinejad">N. Taghinejad</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Dortaj"> F. Dortaj</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Khodabandeh"> N. Khodabandeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aimed at comparing resilience among male and female children with and without parental supervision in Bandar Abbas. The sample consists of 200 subjects selected through cluster sampling. The research method was comparative causal and Conner and Davidson’s questionnaire form resilience was used for data collection. Results indicated that there is no difference between children with and without parental supervision regarding their resilience capacity. These findings may be challenging and useful for psychologists, officials of children’s affairs and legislators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=resilience" title="resilience">resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children "> children </a>, <a href="https://publications.waset.org/abstracts/search?q=children%20with%20parental%20supervision" title="children with parental supervision">children with parental supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20without%20parental%20supervision" title=" children without parental supervision"> children without parental supervision</a> </p> <a href="https://publications.waset.org/abstracts/44988/resilience-in-children-a-comparative-analysis-between-children-with-and-without-parental-supervision-bandar-abbas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44988.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">455</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1039</span> Parental Bonding and Cognitive Emotion Regulation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fariea%20Bakul">Fariea Bakul</a>, <a href="https://publications.waset.org/abstracts/search?q=Chhanda%20Karmaker"> Chhanda Karmaker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was designed to investigate the effects of parental bonding on adult’s cognitive emotion regulation and also to investigate gender differences in parental bonding and cognitive emotion regulation. Data were collected by using convenience sampling technique from 100 adult students (50 males and 50 females) of different universities of Dhaka city, ages between 20 to 25 years, using Bengali version of Parental Bonding Inventory and Bengali version of Cognitive Emotion Regulation Questionnaire. The obtained data were analyzed by using multiple regression analysis and independent samples t-test. The results revealed that fathers care (β =0.317, p < 0.05) was only significantly positively associated with adult’s cognitive emotion regulation. Adjusted R² indicated that the model explained 30% of the variance in adult’s adaptive cognitive emotion regulation. No significant association was found between parental bonding and less adaptive cognitive emotion regulations. Results from independent samples t-test also revealed that there was no significant gender difference in both parental bonding and cognitive emotion regulations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20emotion%20regulation" title="cognitive emotion regulation">cognitive emotion regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20bonding" title=" parental bonding"> parental bonding</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20care" title=" parental care"> parental care</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20over-protection" title=" parental over-protection"> parental over-protection</a> </p> <a href="https://publications.waset.org/abstracts/66673/parental-bonding-and-cognitive-emotion-regulation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66673.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">371</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1038</span> The Problem of Legal Regulation of Joint Physical Custody: The Polish Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katarzyna%20Kami%C5%84ska">Katarzyna Kamińska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of the work is to present the results of the studies regarding joint physical custody in the Polish legal system. The issues addressed fit into the ongoing process of modernising family law regulations and their adaptation to changing social reality in Poland. The Polish legislator now faces a dilemma: whether to introduce into Polish law a developed substantive or procedural regulation of joint physical custody and then whether it should be considered a legal presumption. Joint physical custody after divorce or separation is theoretically possible in Poland. It can either follow from the court’s independent proposal based on the assessment of the circumstances or from the parenting plan submitted by parents wishing to jointly retain full parental authority. However, joint physical custody does not result directly from the Polish Family and Guardianship Code. Therefore, there is real legal uncertainty in this matter, which leads to different treatment of citizens by the public authorities and courts. Another problem is that joint physical custody is misunderstood by the Polish courts. The main thesis of the work is that joint physical custody does not only mean the system of symmetrical child care (50/50), and the possibility to award joint physical custody will require the courts to carefully weigh the pros and cons of such an arrangement in each individual case. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=joint%20physical%20custody" title="joint physical custody">joint physical custody</a>, <a href="https://publications.waset.org/abstracts/search?q=shared%20parenting" title=" shared parenting"> shared parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=divorce" title=" divorce"> divorce</a>, <a href="https://publications.waset.org/abstracts/search?q=separation" title=" separation"> separation</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20authority" title=" parental authority"> parental authority</a> </p> <a href="https://publications.waset.org/abstracts/176316/the-problem-of-legal-regulation-of-joint-physical-custody-the-polish-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176316.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1037</span> Effects of Family Socioeconomic Status and Parental Involvement on Elementary School Students’ Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qingli%20Lei">Qingli Lei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the impact of family socioeconomic status and parental involvement on the academic performance of elementary school students, specifically focusing on migrant students in China. The findings reveal that gender has a stronger influence on academic performance compared to local status and parental tutoring time. Female students tend to achieve higher scores than males. Parental education level does not significantly predict academic performance, while parent tutoring time does have a significant impact. Furthermore, there is a significant interaction between local status and parental education level, indicating that migrant students with lower-educated parents perform better than their local counterparts, while local children excel when their parents' education levels are higher. These results emphasize the importance of parental involvement, particularly for immigrant students, and highlight the need for interventions that enhance parental engagement in education to improve academic outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20socioeconomic%20status" title=" family socioeconomic status"> family socioeconomic status</a>, <a href="https://publications.waset.org/abstracts/search?q=migrant%20students" title=" migrant students"> migrant students</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title=" parental involvement"> parental involvement</a> </p> <a href="https://publications.waset.org/abstracts/166948/effects-of-family-socioeconomic-status-and-parental-involvement-on-elementary-school-students-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166948.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1036</span> Parental Rejection and Psychological Adjustment among Adolescents: Does the Peer Rejection Mediate?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sultan%20Shujja">Sultan Shujja</a>, <a href="https://publications.waset.org/abstracts/search?q=Farah%20Malik"> Farah Malik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the mediating role of peer rejection in direct relationship of parental rejection and psychological adjustment among adolescents. Researchers used self-report measures e.g., Parental Acceptance-Rejection Questionnaire (PARQ), Children Rejection Sensitivity Questionnaire (PARQ), and Personality Assessment Questionnaire (PAQ) to assess perception of parent-peer rejection, psychological adjustment among adolescents (14-18 years). Findings revealed that peer rejection did not mediate the parental rejection and psychological adjustment whereas parental rejection emerged as strong predictor when demographic variables were statistically controlled. On average, girls were psychologically less adjusted than that of boys. Despite of equal perception of peer rejection, girls more anxiously anticipated peer rejection than did the boys. It is suggested that peer influence on adolescents, specifically girls, should not be underestimated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20relationships" title="peer relationships">peer relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20perception" title=" parental perception"> parental perception</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20adjustment" title=" psychological adjustment"> psychological adjustment</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20psychology" title=" applied psychology"> applied psychology</a> </p> <a href="https://publications.waset.org/abstracts/27204/parental-rejection-and-psychological-adjustment-among-adolescents-does-the-peer-rejection-mediate" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27204.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">512</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1035</span> Parental Expectations and Student Performance in Secondary School Mathematics Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daya%20Weerasinghe">Daya Weerasinghe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Parental expectations often differ to that of their children and the influence and involvement of parents, at home, may affect the student performance in the classroom. This paper presents results from a survey of Asian and European background secondary school mathematics students (N=128) in Melbourne, Australia. Student responses to survey questions were analysed using confirmatory factor analysis, followed by t-tests and ANOVA. The aim of the analysis was to identify similarities and differences in parental expectations in relation to ethnicity, gender, and the year level of the students. The notable findings from the analysis showed no significant difference (at 0.05 level) in parental expectations and student performance, in relation to ethnicity or gender. Conversely, there was a significant difference in both parental expectations and student performance between year 7 and year 12 students. Further, whilst there was a significant difference in parental expectations between year 7 and year 11 students, the students’ performances were not significantly different. The results suggest further research may be needed to understand the parental expectations and student performance between the lower and upper secondary school mathematics students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnic%20background" title="ethnic background">ethnic background</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20expectations" title=" parental expectations"> parental expectations</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20performance" title=" student performance"> student performance</a>, <a href="https://publications.waset.org/abstracts/search?q=year%20level" title=" year level"> year level</a> </p> <a href="https://publications.waset.org/abstracts/41425/parental-expectations-and-student-performance-in-secondary-school-mathematics-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41425.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">314</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1034</span> The Effect of Parental Incarceration on Early Adolescent’s Eating and Sleeping Habits</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lauren%20Booker">Lauren Booker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the United States, over 2.5 million children have incarcerated parents. Recent studies have shown 13% of young adults and one-fourth of African Americans will experience parental incarceration. The increasing numbers of incarcerated citizens have left these children as collateral damage and are often forgotten, their special needs inadequately meet or understood. Parental arrest and incarceration creates a uniquely traumatic experience in childhood and has long-term consequences for these children. Until recently, the eating and sleeping habits following parental incarceration had been nonexistent in the literature. However, even this groundbreaking study on eating habits and sleeping disorders following parental incarceration did not touch on the root causes of unhealthy eating which may be influenced by food and housing insecurity and environmental factors that may impact a child’s healthy eating and sleeping behaviors. This study will examine those factors as it could greatly aid in the policies and programs that affect children’s health and development. This proposed study will examine the impact of traumatic stress reactions to parental incarceration by studying sleep and eating habits as the hypothesis is that parental incarceration will lead to disordered eating and sleep disturbances in early adolescents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parental%20incarceration" title="parental incarceration">parental incarceration</a>, <a href="https://publications.waset.org/abstracts/search?q=eating%20disorder" title=" eating disorder"> eating disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma" title=" trauma"> trauma</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20instability" title=" family instability"> family instability</a> </p> <a href="https://publications.waset.org/abstracts/83918/the-effect-of-parental-incarceration-on-early-adolescents-eating-and-sleeping-habits" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83918.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">186</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1033</span> Child Rights in the Context of Psychiatric Power</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dmytro%20D.%20Buiadzhy">Dmytro D. Buiadzhy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The modern psychiatric discourse proves the existence of the direct ties between the children's mental health and their success in life as adults. The unresolved mental health problems in childhood are likely to lead individuals to poverty, isolation, and social exclusion as stated by Marcus Richards. Such an approach justifies the involvement of children in the view of supervision and control of power. The discourse, related to the mental health of children, provides a tight impact of family, educational institutions and medical authorities on the child through any manifestations of his psychic, having signs of "abnormality.” Throughout the adult life, the individual continues to feel the pressure of power through legal, political, and economic institutions that also appeal to the mental health regulation. The juvenile law declares the equality of a child and an adult, but in fact simply delegates the powers of parents to impersonal social institutions of the guardianship, education, and social protection. The psychiatric power in this study is considered in accordance with the Michel Foucault’s concept of power as a manifestation of "positive" technologies of power, which include various manifestations of subjectivity, in particular children’s one, in a view of supervision and control of the state power. The main issue disclosed in this paper is how weakening of the parental authority, in the context of legislative ratification of the child rights, strengthens the other forms of power over children, especially the psychiatric power, which justifies and affects the children mancipation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20rights" title="child rights">child rights</a>, <a href="https://publications.waset.org/abstracts/search?q=psychiatric%20power" title=" psychiatric power"> psychiatric power</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse" title=" discourse"> discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20authority" title=" parental authority"> parental authority</a> </p> <a href="https://publications.waset.org/abstracts/39741/child-rights-in-the-context-of-psychiatric-power" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39741.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">344</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1032</span> Parenting a Child with Mental Health Problems: The Role of Self-compassion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vered%20Shenaar-Golan">Vered Shenaar-Golan</a>, <a href="https://publications.waset.org/abstracts/search?q=Nava%20Wald"> Nava Wald</a>, <a href="https://publications.waset.org/abstracts/search?q=Uri%20Yatzkar"> Uri Yatzkar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Parenting children with mental health problems poses multiple challenges, including coping with difficult behavior and negative child emotions. The impact on parents includes financial strain, negative social stigma, and negative feelings of guilt or blame, resulting in significant stress and lower levels of well-being. Given findings that self-compassion plays a significant role in reducing stress and improving well-being, the current study examined the role of self-compassion in the experience of parents raising a child with mental health problems. The study tested (1) whether child behavioral/emotional problem severity is associated with higher parental stress and lower parental well-being; (2) whether self-compassion is associated with lower parental stress and higher parental well-being; and (3) whether self-compassion is a stronger predictor of parental stress and well-being than child behavioral/emotional problem severity. Methods: Three hundred and six mothers and two hundred and fifty-six fathers of children attending a hospital child and adolescent psychiatric center were assessed at admission. Consenting parents completed four questionnaires: Child Strength and Difficulty – parent version, Self-compassion, Parent Feeling Inventory, and Well-Being. Results: Child behavioral/emotional problem severity was associated with higher parental stress and lower parental well-being, and self-compassion was a stronger predictor of parental stress and well-being levels than child behavioral/emotional problem severity. For children with internalizing but not externalizing behavioral/emotional problems, parental self-compassion was the only predictor of parental well-being beyond the severity of child behavioral/emotional problems. Conclusions: Cultivating self-compassion is important in reducing parental stress and increasing parental well-being, particularly with internalizing presentations, and should be considered when designing therapeutic interventions for parents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parenting%20children%20with%20mental%20health%20problems" title="parenting children with mental health problems">parenting children with mental health problems</a>, <a href="https://publications.waset.org/abstracts/search?q=self-compassion" title=" self-compassion"> self-compassion</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20stress" title=" parental stress"> parental stress</a>, <a href="https://publications.waset.org/abstracts/search?q=feelings" title=" feelings"> feelings</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/170537/parenting-a-child-with-mental-health-problems-the-role-of-self-compassion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170537.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1031</span> From Parents to Pioneers: Examining Parental Impact on Entrepreneurial Traits in Latin America</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bert%20Seither">Bert Seither</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Entrepreneurship is a critical driver of economic growth, especially in emerging regions such as Latin America. This study investigates how parental influences, particularly parental individual entrepreneurial orientation (IEO), shape the entrepreneurial traits of Latin American entrepreneurs. By examining key factors like parental IEO, work ethic, parenting style, and family support, this research assesses how much of an entrepreneur's own IEO can be attributed to parental influence. The study also explores how socio-economic status and cultural context moderate the relationship between parental traits and entrepreneurial orientation. Data will be collected from 600 Latin American entrepreneurs via an online survey. This research aims to provide a comprehensive understanding of the intergenerational transmission of entrepreneurial traits and the broader socio-cultural factors that contribute to entrepreneurial success in diverse contexts. Findings from this study will offer valuable insights for policymakers, educators, and business leaders on fostering entrepreneurship across Latin America, providing practical applications for shaping entrepreneurial behavior through family influences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20orientation" title="entrepreneurial orientation">entrepreneurial orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20influence" title=" parental influence"> parental influence</a>, <a href="https://publications.waset.org/abstracts/search?q=Latin%20American%20entrepreneurs" title=" Latin American entrepreneurs"> Latin American entrepreneurs</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-economic%20status" title=" socio-economic status"> socio-economic status</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20context" title=" cultural context"> cultural context</a> </p> <a href="https://publications.waset.org/abstracts/192155/from-parents-to-pioneers-examining-parental-impact-on-entrepreneurial-traits-in-latin-america" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192155.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">18</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1030</span> Parental Restriction and Children’s Appetitive Traits: A Study Among Children Aged 5-11 Years Old in Dubai Private Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hajar%20Aman%20Key%20Yekani">Hajar Aman Key Yekani</a>, <a href="https://publications.waset.org/abstracts/search?q=Yusra%20Mushtaq"> Yusra Mushtaq</a>, <a href="https://publications.waset.org/abstracts/search?q=Behnaz%20Farahani"> Behnaz Farahani</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamed%20Abdi"> Hamed Abdi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores associations between parental restriction and children's appetitive traits, putting to test the hypothesis that parental 'restriction' is associated with having a child with stronger food approach tendencies (food enjoyment (FE) and food over-responsiveness (FR)). The participants, from 55 nationalities, targeting 1081 parents of 5- to 11-year-old children from 7 private schools in Dubai, UAE, who completed self-reported questionnaires over the 2011-2012 school year. The questionnaire has been a tailored amalgamation of CEBQ and CFQ in order to measure the children’s appetitive traits and parental restriction, respectively. The findings of this quantitative, descriptive, cross-sectional analysis confirmed the hypothesis in that 'parental restriction' was positively associated with child food responsiveness (r, 0.183), food enjoyment (r, 0.102). To conclude, as far as the figures depict, the parents controlling their children’s food intake would seemingly a reverse impact on their eating behaviour in the short term. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parental%20restriction" title="parental restriction">parental restriction</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=eating%20behaviour" title=" eating behaviour"> eating behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=schools%20in%20Dubai" title=" schools in Dubai"> schools in Dubai</a> </p> <a href="https://publications.waset.org/abstracts/2204/parental-restriction-and-childrens-appetitive-traits-a-study-among-children-aged-5-11-years-old-in-dubai-private-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2204.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">441</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1029</span> The Role of Parental Stress and Emotion Regulation in Responding to Children’s Expression of Negative Emotion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lizel%20Bertie">Lizel Bertie</a>, <a href="https://publications.waset.org/abstracts/search?q=Kim%20Johnston"> Kim Johnston</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Parental emotion regulation plays a central role in the socialisation of emotion, especially when teaching young children to cope with negative emotions. Despite evidence which shows non-supportive parental responses to children’s expression of negative emotions has implications for the social and emotional development of the child, few studies have investigated risk factors which impact parental emotion socialisation processes. The current study aimed to explore the extent to which parental stress contributes to both difficulties in parental emotion regulation and non-supportive parental responses to children’s expression of negative emotions. In addition, the study examined whether parental use of expressive suppression as an emotion regulation strategy facilitates the influence of parental stress on non-supportive responses by testing the relations in a mediation model. A sample of 140 Australian adults, who identified as parents with children aged 5 to 10 years, completed an online questionnaire. The measures explored recent symptoms of depression, anxiety, and stress, the use of expressive suppression as an emotion regulation strategy, and hypothetical parental responses to scenarios related to children’s expression of negative emotions. A mediated regression indicated that parents who reported higher levels of stress also reported higher levels of expressive suppression as an emotion regulation strategy and increased use of non-supportive responses in relation to young children’s expression of negative emotions. These findings suggest that parents who experience heightened symptoms of stress are more likely to both suppress their emotions in parent-child interaction and engage in non-supportive responses. Furthermore, higher use of expressive suppression strongly predicted the use of non-supportive responses, despite the presence of parental stress. Contrary to expectation, no indirect effect of stress on non-supportive responses was observed via expressive suppression. The findings from the study suggest that parental stress may become a more salient manifestation of psychological distress in a sub-clinical population of parents while contributing to impaired parental responses. As such, the study offers support for targeting overarching factors such as difficulties in parental emotion regulation and stress management, not only as an intervention for parental psychological distress, but also the detection and prevention of maladaptive parenting practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion%20regulation" title="emotion regulation">emotion regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20socialisation" title=" emotion socialisation"> emotion socialisation</a>, <a href="https://publications.waset.org/abstracts/search?q=expressive%20suppression" title=" expressive suppression"> expressive suppression</a>, <a href="https://publications.waset.org/abstracts/search?q=non-supportive%20responses" title=" non-supportive responses"> non-supportive responses</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20stress" title=" parental stress"> parental stress</a> </p> <a href="https://publications.waset.org/abstracts/110523/the-role-of-parental-stress-and-emotion-regulation-in-responding-to-childrens-expression-of-negative-emotion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110523.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1028</span> A Longitudinal Study of Academic Achievement: Parental Warm Support and Moderating Role of Teacher’s Emotional Support and Mediating Role of Self Control on Academic Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maaza%20Saeed">Maaza Saeed</a>, <a href="https://publications.waset.org/abstracts/search?q=Caina%20%20Li"> Caina Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current 2-wave longitudinal study attempts to illuminate the well-established association between parental warm support and academic achievement through the mediating role of self-control while taking into account the moderating role of teacher emotional support. The present research has assessed 2569 Chinese students (aged 10-18 years, M = 13.27, SD = 0.67). They were recruited from the three public middle schools in Xi’an, a middle-sized city in the central part of China. Meditation analysis revealed that self-control mediated the relationship between parental warm support and academic achievement. Additionally, it was found the direct effect of parental warm support was not significant after controlling for the age and gender. Furthermore, moderation analysis revealed high parental warm support and higher teacher emotional support was related to increased self-control compared to lower teacher emotion support. The findings highlighted the importance of parental warm support, teacher emotional support, and self-control on academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self%20control" title="self control">self control</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20emotional%20support%2Fconflict" title=" teacher emotional support/conflict"> teacher emotional support/conflict</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescent" title=" adolescent"> adolescent</a> </p> <a href="https://publications.waset.org/abstracts/105616/a-longitudinal-study-of-academic-achievement-parental-warm-support-and-moderating-role-of-teachers-emotional-support-and-mediating-role-of-self-control-on-academic-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105616.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">273</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1027</span> The Roles of Parental Involvement in the Teaching-Learning Process of Students with Special Needs: Perceptions of Special Needs Education Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chassel%20T.%20Paras">Chassel T. Paras</a>, <a href="https://publications.waset.org/abstracts/search?q=Tryxzy%20Q.%20Dela%20Cruz"> Tryxzy Q. Dela Cruz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ma.%20Carmela%20Lousie%20V.%20Goingco"> Ma. Carmela Lousie V. Goingco</a>, <a href="https://publications.waset.org/abstracts/search?q=Pauline%20L.%20Tolentino"> Pauline L. Tolentino</a>, <a href="https://publications.waset.org/abstracts/search?q=Carmela%20S.%20Dizon"> Carmela S. Dizon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In implementing inclusive education, parental involvement is measured to be an irreplaceable contributing factor. Parental involvement is described as an indispensable aspect of the teaching-learning process and has a remarkable effect on the student's academic performance. However, there are still differences in the viewpoints, expectations, and needs of both parents and teachers that are not yet fully conveyed in their relationship; hence, the perceptions of SNED teachers are essential in their collaboration with parents. This qualitative study explored how SNED teachers perceive the roles of parental involvement in the teaching-learning process of students with special needs. To answer this question, one-on-one face-to-face semi-structured interviews with three SNED teachers in a selected public school in Angeles City, Philippines, that offer special needs education services were conducted. The gathered data are then analyzed using Interpretative Phenomenological Analysis (IPA). The results revealed four superordinate themes, which include: (1) roles of parental involvement, (2) parental involvement opportunities, (3) barriers to parental involvement, and (4) parent-teacher collaboration practices. These results indicate that SNED teachers are aware of the roles and importance of parental involvement; however, despite parent-teacher collaboration, there are still barriers that impede parental involvement. Also, SNED teachers acknowledge the big roles of parents as they serve as main figures in the teaching-learning process of their children with special needs. Lastly, these results can be used as input in developing a school-facilitated parenting involvement framework that encompasses the contribution of SNED teachers in planning, developing, and evaluating parental involvement programs, which future researchers can also use in their studies <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title="parental involvement">parental involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs%20education" title=" special needs education"> special needs education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching-learning%20process" title=" teaching-learning process"> teaching-learning process</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20perceptions" title=" teachers’ perceptions"> teachers’ perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs%20education%20teachers" title=" special needs education teachers"> special needs education teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=interpretative%20phenomenological%20analysis" title=" interpretative phenomenological analysis"> interpretative phenomenological analysis</a> </p> <a href="https://publications.waset.org/abstracts/161380/the-roles-of-parental-involvement-in-the-teaching-learning-process-of-students-with-special-needs-perceptions-of-special-needs-education-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161380.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">112</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1026</span> Coping Techniques, Repertoire, and Flexibility in Parental Adjustment to Pediatric Cancer</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Dolgin">Michael Dolgin</a>, <a href="https://publications.waset.org/abstracts/search?q=Oz%20Hamtzani"> Oz Hamtzani</a>, <a href="https://publications.waset.org/abstracts/search?q=Talma%20Kushnir"> Talma Kushnir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A literature review has shown that while parents of children with cancer experience increased levels of psychological distress associated with their child's medical condition, considerable variability in parental adjustment is evident. Of the factors that may account for this variability, little attention has been devoted to the simultaneous interaction of three coping constructs and their role in parental adjustment: (1) Coping techniques employed, (2) Repertoire of coping techniques, and (3) Flexibility in applying coping techniques. While these constructs have been studied individually in relation to adjustment in general, studies to date have not included them together within a single conceptual model and research design and evaluated them in a clinical population. The objective of the current study was to determine how these three coping technique constructs interact to impact parental adjustment to pediatric cancer. A cross-sectional sample of 145 parents of children in active cancer treatment completed standardized measures of coping techniques, repertoire, flexibility, and parental distress. A hierarchical multiple regression analysis demonstrated that 37% of the variance in parental distress was predicted by the use of avoidance-focused coping techniques [F(1,118)=69.843, p<.001], with an additional 3% predicted by coping repertoire [F(2,117)=7.63, p=.00] for a total of 40% variance explained. Coping flexibility was found to mediate the relationship between coping repertoire and parental distress. These findings suggest that coping techniques employed by parents (problem/emotion-focused vs. avoidance-focused), as well as coping repertoire, significantly impact parental adjustment. Flexibility in applying coping techniques within one’s coping repertoire further contributes to parental adjustment. Implications for further study and clinical intervention will be presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coping%20techniques" title="coping techniques">coping techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=repertoire" title=" repertoire"> repertoire</a>, <a href="https://publications.waset.org/abstracts/search?q=flexibility" title=" flexibility"> flexibility</a>, <a href="https://publications.waset.org/abstracts/search?q=adjustment" title=" adjustment"> adjustment</a> </p> <a href="https://publications.waset.org/abstracts/186387/coping-techniques-repertoire-and-flexibility-in-parental-adjustment-to-pediatric-cancer" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186387.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">41</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1025</span> A Comparative Study on the Identity Formation among Pre-Teens Exposed to the Different Types of Parental Regulation on Social Media Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jehnyne%20Lalaine%20Bautista">Jehnyne Lalaine Bautista</a>, <a href="https://publications.waset.org/abstracts/search?q=Marquise%20Baldemor"> Marquise Baldemor</a>, <a href="https://publications.waset.org/abstracts/search?q=Ciara%20Mendoza"> Ciara Mendoza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is an attempt to investigate the extent to which pre-teens engage in social media, the effects of social media use on the different facets of their identity development such as physical, social, cognitive, aspirations, and personality, as well as the effects of parental regulation on their identity formation. Twelve Filipino children, ages from 9-12 years old and are either regulated, semi-regulated, or unregulated on social media use, participated in this study along with their parent or guardian. The data were gathered through in-depth interviews with the participants and were analyzed through the use of thematic analysis. Results show that despite accessing similar social media applications, the effects of these on children from different types of parental regulation vary since they have different levels of exposure to social media content. Those who have parents with high parental regulation on the use of social media tend to perform better in school, to find time for extracurricular activities, and to develop positive identity formation. The results of this study suggest that parental regulation on social media use has the positive influence on the identity development of children while there are dangers to unregulated use of social media. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identity%20formation" title="identity formation">identity formation</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20regulation" title=" parental regulation"> parental regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-teens" title=" pre-teens"> pre-teens</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a> </p> <a href="https://publications.waset.org/abstracts/88814/a-comparative-study-on-the-identity-formation-among-pre-teens-exposed-to-the-different-types-of-parental-regulation-on-social-media-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88814.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">397</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1024</span> The Social Origin Pay Gap in the UK Household Longitudinal Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Vallely">Michael Vallely</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper uses data from waves 1 to 10 (2009-2019) of the UK Household Longitudinal Study to examine the social origin pay gap in the UK labour market. We find that regardless of how we proxy social origin, whether it be using the dominance approach, total parental occupation, parental education, total parental education, or the higher parental occupation and higher parental education, the results have one thing in common; in all cases, we observe a significant social origin pay gap for those from the lower social origins with the largest pay gap observed for those from the ‘lowest’ social origin. The results may indicate that when we consider the occupational status and education of both parents, previous estimates of social origin pay gaps and the number of individuals affected may have been underestimated. We also observe social origin pay gaps within educational attainment groups, such as degree holders, and within professional and managerial occupations. Therefore, this paper makes a valuable contribution to the social origin pay gap literature as it provides empirical evidence of a social origin pay gap using a large-scale UK dataset and challenges the argument that education is the great ‘social leveller’. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20class" title="social class">social class</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20origin" title=" social origin"> social origin</a>, <a href="https://publications.waset.org/abstracts/search?q=pay%20gaps" title=" pay gaps"> pay gaps</a>, <a href="https://publications.waset.org/abstracts/search?q=wage%20inequality" title=" wage inequality"> wage inequality</a> </p> <a href="https://publications.waset.org/abstracts/149789/the-social-origin-pay-gap-in-the-uk-household-longitudinal-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149789.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1023</span> Investigation of Perceived Parental Attitude (Perceived Parental Autonomy Support and Psychological Control) on Life Orientation: Considering the Moderating Effect of Perceived Body Dysmorphic Symptoms Among Adolescents and Young Adult Females</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehwish%20Ishfaq">Mehwish Ishfaq</a>, <a href="https://publications.waset.org/abstracts/search?q=Aiman%20Kamran"> Aiman Kamran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed at impact of perceived parental attitude on life orientation with moderating role of body dysmorphic symptoms. Perceived parental attitude comprised of parental autonomy support & psychological control to their child for development of individuality, self-regulation, and bodily construction that includes cognitive, social, and affective development. This perceived parental attitude have significant relationship with life orientation on individual’s self. Data was collected from schools and universities residing in Islamabad and Rawalpindi and was also obtained through online survey. Instrument used to measure perceived parental attitude was Perceived Parental Autonomy Support Scale (PPASS). Through The Life Orientation Test (LOT-R) which was developed by Michael F. Scheier in 1994, level of optimism and pessimism was assessed. For measuring body dysmorphic disorder, the Body Dysmorphic Questionnaire (BDDQ) which was developed by Dr. Katherine A. Phillips in 2009, a screening scale was used. The present study includes a total sample size of (N= 100) females and was conducted through cross-sectional survey. The findings of current study suggested that perceived parental attitude showed negative relationship with life orientation and this relationship was moderated by body dysmorphic disorder symptoms in females. There was significant age difference in body dysmorphia, perceived parental attitude, and life orientation. Body dysmorphic symptoms were more common in females with age 20-29 (M= 1.33, S.D=1.91) as compared to 12-19 (M=1.16, S.D=1.95). Participants also reported that affected relationship with either parent caused problems in daily life, including school, public interactions and activities leading to low dispositional optimism in life orientation. This study gives us insight about maintaining factors for body dysmorphic disorder symptoms which is beneficial for therapeutic approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=body%20dysmorphic%20disorder" title="body dysmorphic disorder">body dysmorphic disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20parental%20attitude" title=" perceived parental attitude"> perceived parental attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20autonomy%20support" title=" parental autonomy support"> parental autonomy support</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20control" title=" psychological control"> psychological control</a>, <a href="https://publications.waset.org/abstracts/search?q=dispositional%20optimism" title=" dispositional optimism"> dispositional optimism</a> </p> <a href="https://publications.waset.org/abstracts/185878/investigation-of-perceived-parental-attitude-perceived-parental-autonomy-support-and-psychological-control-on-life-orientation-considering-the-moderating-effect-of-perceived-body-dysmorphic-symptoms-among-adolescents-and-young-adult-females" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185878.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">12</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1022</span> Uderstanding Females' Perspective of Healthy Parental Involvement in Their University's Lives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mona%20Bakry%20Abdel%20Meguid%20Abdelaal">Mona Bakry Abdel Meguid Abdelaal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite growing evidence that parental involvement in their adolescents’ lives affects the way they perceive the community around them, little effort has been made to address the importance of this relationship and how it affect the adolescents' interaction with their environment. Adolescents are influenced by their parents while they are growing up and this socialization process services to shape the adolescents sense of self, influencing not only how adolescents feel about themselves, but affecting how they interact with their surroundings. In order to effectively understand this issue, it is important to understand the adolescents’ understanding of healthy parental involvement in their lives, in addition to the obstacles that hinder their communication styles with their parents. Understanding parental involvement in their adolescents’ lives will provide further understanding of the role that social work can perform in this field. The rationale for undertaking this study grew out of the literature on adolescents’ studies in addition to the researchers’ interaction with freshmen female students, who are still in the adolescent stage, in the university. The primary purpose of this study was to understand female adolescents’ awareness of healthy parental involvement in their freshmen year in the university life, as well as obstacles that might hinder that healthy involvement. Using semi-structured interview with a purposive sample of the first year female students in the university, the study managed to determine if the type of parental involvement and parental emotional responsiveness between the adolescents and their parents affects the way they interact with their environment, in addition, to determine the obstacles that hamper the communication between adolescents and their parents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescents" title="adolescents">adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title=" parental involvement"> parental involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20life" title=" university life"> university life</a> </p> <a href="https://publications.waset.org/abstracts/36836/uderstanding-females-perspective-of-healthy-parental-involvement-in-their-universitys-lives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36836.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">258</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1021</span> Protection Not Punishment: Use of Electronic Monitoring to Reduce the Risk of Cross-Border Parental Child Abduction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nazia%20Yaqub">Nazia Yaqub</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Globally, the number of cases of international parental child abduction has remained consistent in the past decade despite the legal provision designed to prevent and deter abduction, and so it appears the current legal approach to prevent abduction is lacking. Reflecting on the findings of an empirical study conducted by the author between 2017-19 on parental abduction from the UK, the article considers a solution to the predicament of protecting children at risk of abduction through electronic monitoring. The electronic monitoring of children has negative connotations, particularly in its use in the criminal justice system, yet in the context of family law proceedings, the article considers whether electronic monitoring could serve a protective rather than a punitive purpose. The article reflects on the use of electronic monitoring in parental abduction cases by the Family Courts and examines the ethical considerations of the proposal, drawing on the rights found in the European Convention on Human Rights and the UN Convention on the Rights of the Child. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=law" title="law">law</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20child%20abduction" title=" parental child abduction"> parental child abduction</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20monitoring" title=" electronic monitoring"> electronic monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20solutions" title=" legal solutions"> legal solutions</a> </p> <a href="https://publications.waset.org/abstracts/172883/protection-not-punishment-use-of-electronic-monitoring-to-reduce-the-risk-of-cross-border-parental-child-abduction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172883.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1020</span> Teachers’ and Parents’ Perceptions of School and Family Partnership Practices of Schools in Mogadishu</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Abdullahi%20Gure">Mohamed Abdullahi Gure</a>, <a href="https://publications.waset.org/abstracts/search?q=Farhia%20Ali%20Abdi"> Farhia Ali Abdi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is almost a complete certainty among educators that parental involvement is the remedy for many of the problems facing schools. It is also widely acknowledged that school administrators and teachers have important roles in promoting parental involvement in children’s education. This work aims at examining the views of parents and teachers on school-partnership practices for promoting parental involvement in education in selected primary schools in Mogadishu-Somalia. The method, which has been employed in this study, is a mixed-method approach; data were collected from parents as well as from teachers of the selected schools using survey questionnaires and interviews. A sample size of 377 parents and 214 teachers participated in this study. This study used an instrument that has been developed by Epstein and Salinas (1993) to assess the perceptions of parents and teachers about parental involvement. Furthermore, data was collected qualitatively through interviews with parents and teachers of the selected schools. The findings of this study show that parents and teachers had similar positive perceptions towards school practices for parental involvement. This study is significant for several reasons. It contributes to the limited information on parental involvement in Somalia and therefore, filling a gap in the existing empirical literature. It offers information to educators as well as to parents, which will help them understand the issues that relate to parental involvement in education. It is hoped that information from this study will facilitate parents and teachers to understand each other’s ideas on parental involvement and develop positive working relations to support children to become successful in their education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mogadishu" title="Mogadishu">Mogadishu</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=school-partnership" title=" school-partnership"> school-partnership</a>, <a href="https://publications.waset.org/abstracts/search?q=practices" title=" practices"> practices</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers "> teachers </a> </p> <a href="https://publications.waset.org/abstracts/108890/teachers-and-parents-perceptions-of-school-and-family-partnership-practices-of-schools-in-mogadishu" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108890.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1019</span> Authority and Responsibility of Turkish Physical Education Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mufide%20Cotuk">Mufide Cotuk</a>, <a href="https://publications.waset.org/abstracts/search?q=Muslim%20Bakir"> Muslim Bakir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> National education in Turkey aims to provide superior education opportunities to students in order to develop their intellectual abilities in accordance with contemporary pedagogy. Physical education (PE) plays an important role in this context. Various factors affect the quality and efficiency of the process of PE. Factors related to governance are crucially important, especially those of authority and responsibility. For educational institutions at high school level, the factors affecting authority and responsibility have not been clearly delineated. Therefore, the aim of this study was to examine authority and responsibility of PE teachers as the balance between them. The study sample consisted of 60 PE teachers (19 women, 41 men) at 57 high schools in Istanbul (65% state and 35% private institutions). All PE teachers completed the study questionnaire collecting demographic and institutional data as knowledge and attitudes regarding authority and responsibility issues. The determination of authority and responsibility of PE teachers has been grounded on the law for government officials, course-passing regulations, and school sports regulations. The PE teachers declared as the primary source of their authority and responsibility ‘school sports regulations’ (56,7% of PE teachers), ‘course-passing regulations’ (36,7% of PE teachers) and ‘the law for government officials’ (30,0% of PE teachers). The PE teachers mentioned that the school administration burdened them with additional responsibilities (58,3% of PE teachers). Such ‘additional’ responsibilities were primarily related to ‘disciplinary regulations’ (21,7% of PE teachers) and ‘maintenance of school order’ (16,0% of PE teachers). In conclusion, authority and responsibility of PE teachers were not well balanced. As authority issues were not clearly stated, ‘compulsory’ responsibilities increased causing this imbalance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authority" title="authority">authority</a>, <a href="https://publications.waset.org/abstracts/search?q=PE%20teacher" title=" PE teacher"> PE teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=responsibility" title=" responsibility"> responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20management" title=" sport management"> sport management</a> </p> <a href="https://publications.waset.org/abstracts/61889/authority-and-responsibility-of-turkish-physical-education-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61889.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">343</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1018</span> A Pilot Study on the Predictors of Child-Parent Relationship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Selen%20Demirtas-Zorbaz">Selen Demirtas-Zorbaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to determine if there is any relation between child–parent relationships and parental self-efficacy. The participants of this study are 208 parents, and 82,5% of them are mothers. The children’s age range are differed from 4 to 13 (x̄=7,8). The results showed that there is a significant positive correlation between positive relationship with parents and parental self-efficacy (r=0.52, p < .01); and significant negative correlation between conflict with parents and parental self-efficacy (r=-0.28, p < .01). Also, findings reveal that there was no significant correlation between the time spent with the child and conflict with parents (r=-0.08, p>.05). It was also found that there was no significant correlation between the time spends with the child and positive relationship with parents (r=0.08, p > 0.5). In addition to this; regression analysis’ results indicated that parental self-efficacy is significant predictors of conflict (β=-.268, t=-4.002, p < .001) and positive relationship with parents (β =.519, t= 8.733, p < .001) whereas time spent with children is not (β =-.070, t=-1,045, p > .05 for conflict; β =.061, t=1.023, p > .05 for positive relationship with parents). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child-parent%20relationship" title="child-parent relationship">child-parent relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=conflict%20with%20parents" title=" conflict with parents"> conflict with parents</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20relationship%20with%20parents" title=" positive relationship with parents"> positive relationship with parents</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20efficacy" title=" parental efficacy"> parental efficacy</a> </p> <a href="https://publications.waset.org/abstracts/70718/a-pilot-study-on-the-predictors-of-child-parent-relationship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70718.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1017</span> Parental Involvement and Students' Outcomes: A Study in a Special Education School in Singapore</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Er">E. Er</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20S.%20Cheng"> Y. S. Cheng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of parents and caregivers in their children’s education is pivotal. Parental involvement (PI) is often associated with a range of student outcomes. This includes academic achievements, socioemotional development, adaptive skills, physical fitness and school attendance. This study is the first in Singapore to (1) explore the relationship between parental involvement and student outcomes; (2) determine the effects of family structure and socioeconomic status (SES) on parental involvement and (3) investigate factors that inform involvement in parents of children with specific developmental disabilities. Approval for the study was obtained from Nanyang Technological University’s Institutional Review Board in Singapore. The revised version of a comprehensive theoretical model on parental involvement was used as the theoretical framework in this study. Parents were recruited from a SPED school in Singapore which caters to school-aged children (7 to 21 years old). Pearson’s product moment correlation, analysis of variance and multiple regression analyses were used as statistical techniques in this study. Results indicate that there are significant associations between parental involvement and educational outcomes in students with developmental disabilities. Next, SES has a significant impact on levels of parental involvement. In addition, parents in the current study reported being more involved at home, in school activities and the community, when teachers specifically requested their involvement. Home-based involvement was also predicted by parents’ perceptions of their time and energy, efficacy and beliefs in supporting their child’s education, as well as their children’s invitations to be more involved. An interesting and counterintuitive inverse relationship was found between general school invitations and parental involvement at home. Research findings are further discussed, and suggestions are put forth to increase involvement for this specific group of parents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20disabilities" title=" developmental disabilities"> developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disabilities" title=" intellectual disabilities"> intellectual disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title=" parental involvement"> parental involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=Singapore" title=" Singapore"> Singapore</a> </p> <a href="https://publications.waset.org/abstracts/85469/parental-involvement-and-students-outcomes-a-study-in-a-special-education-school-in-singapore" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85469.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1016</span> Factors Affecting the Caregiving Experience of Children with Parental Mental Illnesses: A Systematic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Anjana">N. Anjana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Worldwide, the prevalence of mental illnesses is increasing. The issues of persons with mental illness and their caregivers have been well documented in the literature. However, data regarding the factors affecting the caregiving experience of children with parental mental illnesses is sparse. This systematic review aimed to examine the existing literature of the factors affecting the caregiving experience of children of parents with mental illnesses. A comprehensive search of databases such as PubMed, EBSCO, JSTOR, ProQuest Central, Taylor and Francis Online, and Google Scholar were performed to identify peer-reviewed papers examining the factors associated with caregiving experiences of children with parental mental illnesses such as schizophrenia and major depression, for the 10-year period ending November 2019. Two researchers screened studies for eligibility. One researcher extracted data from eligible studies while a second performed verification of results for accuracy and completeness. Quality appraisal was conducted by both reviewers. Data describing major factors associated with caregiving experiences of children with parental mental illnesses were synthesized and reported in narrative form. Five studies were considered eligible and included in this review. Findings are organized under major themes such as the impact of parental mental illness on children’s daily life, how children provide care to their mentally ill parents as primary carers, social and relationship factors associated with their caregiving, positive and negative experiences in caregiving and how children cope with their experiences with parental mental illnesses. Literature relating to the caregiving experiences of children with parental mental illnesses is sparse. More research is required to better understand the children’s caregiving experiences related to parental mental illnesses so as to better inform management for enhancing their mental health, wellbeing, and caregiving practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=caregiving%20experience" title="caregiving experience">caregiving experience</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20mental%20illnesses" title=" parental mental illnesses"> parental mental illnesses</a>, <a href="https://publications.waset.org/abstracts/search?q=wellbeing" title=" wellbeing"> wellbeing</a> </p> <a href="https://publications.waset.org/abstracts/117862/factors-affecting-the-caregiving-experience-of-children-with-parental-mental-illnesses-a-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117862.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1015</span> Parental Involvement and Motivation as Predictors of Learning Outcomes in Yoruba Language Value Concepts among Senior Secondary School Students in Ibadan, Nigeria </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adeyemi%20Adeyinka">Adeyemi Adeyinka</a>, <a href="https://publications.waset.org/abstracts/search?q=Yemisi%20Ilesanmi"> Yemisi Ilesanmi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated parental involvement and motivation as predictors of students’ learning outcomes in value concepts in Yoruba language in Ibadan, Nigeria. Value concepts in Yoruba language aimed at teaching moral lessons and transmitting Yoruba culture. However, feelers from schools and the society reported students’ poor achievement in examinations and negative attitude to the subject. Previous interventions focused on teaching strategies with little consideration for student-related factors. The study was anchored on psychosocial learning theory. The respondents were senior secondary II students with mean age of 15.50 ± 2.25 from 20 public schools in Ibadan, Oyo-State. In all, 1000 students were selected (486 males and 514 females) through proportionate to sample size technique. Instruments used were Students’ Motivation (r=0.79), Parental Involvement (r=0.87), and Attitude to Yoruba Value Concepts (r=0.94) scales and Yoruba Value Concepts Achievement Test (r=0.86). Data were analyzed using descriptive statistics, Pearson product moment correlation and Multiple regressions at 0.05 level of significance. Findings revealed a significant relationship between parental involvement (r=0.54) and students’ achievement in and attitude to (r=0.229) value concepts in Yoruba. The composite contribution of parental involvement and motivation to students’ achievement and attitude was significant, contributing 20.3% and 5.1% respectively. The relative contributions of parental involvement to students’ achievement (β = 0.073; t = 1.551) and attitude (β = 0.228; t = 7.313) to value concepts in Yoruba were significant. Parental involvement was the independent variable that strongly predicts students’ achievement in and attitude to Yoruba value concepts. Parents should inculcate indigenous knowledge in their children and support its learning at school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title="parental involvement">parental involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=predictors" title=" predictors"> predictors</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcomes" title=" learning outcomes"> learning outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20concepts%20in%20Yoruba" title=" value concepts in Yoruba"> value concepts in Yoruba</a> </p> <a href="https://publications.waset.org/abstracts/93762/parental-involvement-and-motivation-as-predictors-of-learning-outcomes-in-yoruba-language-value-concepts-among-senior-secondary-school-students-in-ibadan-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93762.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1014</span> Utilize 5G Mobile Connection as a Node in the Proof of Authority Blockchain Used for Microtransaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Frode%20van%20der%20Laak">Frode van der Laak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper contributes to the feasibility of using a 5G mobile connection as a node for a Proof of Authority (PoA) blockchain, which is used for microtransactions at the same time. It uses the phone number identity of the users that are linked to the crypto wallet address. It also proposed a consensus protocol based on Proof-of-Authority (PoA) blockchain; PoA is a permission blockchain where consensus is achieved through a set of designated authority rather than through mining, as is the case with a Proof of Work (PoW) blockchain. This report will first explain the concept of a PoA blockchain and how it works. It will then discuss the potential benefits and challenges of using a 5G mobile connection as a node in such a blockchain, and finally, the main open problem statement and proposed solutions with the requirements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=5G" title="5G">5G</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile" title=" mobile"> mobile</a>, <a href="https://publications.waset.org/abstracts/search?q=connection" title=" connection"> connection</a>, <a href="https://publications.waset.org/abstracts/search?q=node" title=" node"> node</a>, <a href="https://publications.waset.org/abstracts/search?q=PoA" title=" PoA"> PoA</a>, <a href="https://publications.waset.org/abstracts/search?q=blockchain" title=" blockchain"> blockchain</a>, <a href="https://publications.waset.org/abstracts/search?q=microtransaction" title=" microtransaction"> microtransaction</a> </p> <a href="https://publications.waset.org/abstracts/158556/utilize-5g-mobile-connection-as-a-node-in-the-proof-of-authority-blockchain-used-for-microtransaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158556.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1013</span> Social Anxiety, Parental Criticism and the Mediating Role of Early Maladaptive Schemas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahmeena%20Ali">Tahmeena Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Francis"> Andrew Francis</a>, <a href="https://publications.waset.org/abstracts/search?q=Keong%20Yap"> Keong Yap</a>, <a href="https://publications.waset.org/abstracts/search?q=Sharynn%20Schuster"> Sharynn Schuster</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social anxiety is a chronic and debilitating condition characterized by fear and avoidance of social situations. Several risk factors have emerged, which emphasize the role of early childhood experiences in the development of this condition. As such, the current study tested the hypothesis that early maladaptive schemas (EMSs) mediate the relationship between retrospectively reported parental criticism and social anxiety whilst controlling the effects of depression. Three hundred and thirty-four non-clinical participants completed an online questionnaire consisting of self-report measures of parental criticism, EMSs of disconnection and rejection, and symptoms of social anxiety and depression. The mediation analysis confirmed the hypothesized model, indicating that EMSs mediated the relationship between parental criticism and social anxiety symptoms when controlling for depression. Whilst the current study is limited due to its cross-sectional design, the findings lend support to the developmental formulations of social anxiety and have important therapeutic implications for treatment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20maladaptive%20schema" title="early maladaptive schema">early maladaptive schema</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20criticism" title=" parental criticism"> parental criticism</a>, <a href="https://publications.waset.org/abstracts/search?q=schema" title=" schema"> schema</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20anxiety" title=" social anxiety"> social anxiety</a> </p> <a href="https://publications.waset.org/abstracts/66812/social-anxiety-parental-criticism-and-the-mediating-role-of-early-maladaptive-schemas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66812.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">270</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1012</span> Parental Involvement in Schooling of Female Students and its Impact on Their Achievement at Elementary Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aroona%20Hashmi">Aroona Hashmi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Parental Involvement is a strategic key to both traditional and contemporary way of ‘face-to-face’ schooling, including public/private schools and home schooling. Present research is destined to find out whether this connection happens in Pakistani schools, a land which faces educational hurdles. This study aims to find out the parental involvement in schooling of female students and its impact on their achievement at elementary level. In this study quantitative research approach is used. Survey is conducted by utilizing reliable and valid instrument named as Parental Involvement Project Questionnaire (PIP). A stratified random sampling technique applied to select twenty schools in total from District Lahore. Schools were selected from public and private sectors. All selected schools were registered with Punjab Examination Commission (PEC), therefore standardized tests are conducted by PEC for class 8 every year in Punjab province, Pakistan. In total 1000 students and their 1000 parents constituted the sample. Data were analyzed by using SPSS version 17. T-test and Regression was applied to independent samples to test the null hypotheses. The result of this study indicated that parents of female students showed more involvement as compared to parents of male students at elementary level. There was significant difference in the impact of parental involvement on achievement of female students and male students i.e. there was more impact of parental involvement found on achievement of female students as compared to male students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title="parental involvement">parental involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=schooling" title=" schooling"> schooling</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20level" title=" elementary level"> elementary level</a>, <a href="https://publications.waset.org/abstracts/search?q=PEC" title=" PEC"> PEC</a> </p> <a href="https://publications.waset.org/abstracts/19591/parental-involvement-in-schooling-of-female-students-and-its-impact-on-their-achievement-at-elementary-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19591.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">369</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1011</span> A Systematic Review on Factors/Predictors and Outcomes of Parental Distress in Childhood Acute Lymphoblastic Leukemia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Ferraz">Ana Ferraz</a>, <a href="https://publications.waset.org/abstracts/search?q=Martim%20Santos"> Martim Santos</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Gra%C3%A7a%20Pereira"> M. Graça Pereira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Distress among parents of children with acute lymphoblastic leukemia (ALL) is common during treatment and can persist several years post-diagnosis, impacting the adjustment of children and parents themselves. Current evidence is needed to examine the scope and nature of parental distress in childhood ALL. This review focused on associated variables, predictors, and outcomes of parental distress following their ALL diagnosis of their child. PubMed, Web of Science, and PsycINFO databases were searched for English and Spanish papers published from 1983 to 2021. PRISMA statement was followed, and papers were evaluated through a standardized methodological quality assessment tool (NHLBI). Of the 28 papers included, 16 were evaluated as fair, eight as good, and four as poor. Regarding results, 11 papers reported subgroup differences, and 15 found potential predictors of parental distress, including sociodemographic, psychosocial, psychological, family, health, and ALL-specific variables. Significant correlations were found between parental distress, social support, illness cognitions, and resilience, as well as contradictory results regarding the impact of sociodemographic variables on parental distress. Family cohesion and caregiver burden were associated with distress, and the use of healthy coping strategies was associated with less anxiety. Caregiver strain contributed to distress, and the overall impact of illness positively predicted anxiety in mothers and somatization in fathers. Differences in parental distress were found regarding group risk, time since diagnosis, and treatment phases. Thirteen papers explored the outcomes of parental distress on psychological, family, health, and social/education outcomes. Parental distress was the most important predictor of family strain. Significant correlations were found between parental distress at diagnosis and further psychological adjustment of parents themselves and their children. Most papers reported correlations between parental distress on children’s adjustment and quality of life, although few studies reported no association. Correlations between maternal depression and child participation in education and social life were also found. Longitudinal studies are needed to better understand parental distress and its consequences on health outcomes, in particular. Future interventions should focus mainly on parents on distress reduction and psychological adjustment, both in parents and children over time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood%20acute%20lymphoblastic%20leukemia" title="childhood acute lymphoblastic leukemia">childhood acute lymphoblastic leukemia</a>, <a href="https://publications.waset.org/abstracts/search?q=family" title=" family"> family</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20distress" title=" parental distress"> parental distress</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20adjustment" title=" psychological adjustment"> psychological adjustment</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a> </p> <a href="https://publications.waset.org/abstracts/156709/a-systematic-review-on-factorspredictors-and-outcomes-of-parental-distress-in-childhood-acute-lymphoblastic-leukemia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156709.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=parental%20authority&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=parental%20authority&page=3">3</a></li> <li class="page-item"><a class="page-link" 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