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Hassan M, Malik AS, Sang G, Rizwan M, Mushtaque I, Naveed S. Examine the parenting style effect on the academic achievement orientation of secondary school students: The moderating role of digital literacy. Front Psychol 2022; 13:1063682. [PMID: 36591109 PMCID: PMC9798310 DOI: 10.3389/fpsyg.2022.1063682] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2022] [Accepted: 11/14/2022] [Indexed: 12/23/2022] Open
Abstract
The purpose of the study was to determine the association between parenting styles (authoritative and permissive) and students' self-efficacy (LSE), self-regulatory learning (SRL), and academic accomplishment orientation of secondary school students in Punjab, Pakistan. The study also investigated the effect of digital learning as a moderating variable in the relationship between SRL and academic achievement oriented, as well as between learner self-efficacy (LSE) and academic achievement among secondary school students. The study was conducted with (N = 720) secondary school students of Punjab Pakistan. In the current research cross sectional design was used, and multistage sampling was used to draw a sample from the population. The results from the study, it is found that the authoritative parenting style has a weak association with LSE and a strong association with SRL. Permissive parenting styles have low associations with SRL and have a high association with LSE as compared to authoritarian parenting. Furthermore, when compared to students from permissive parenting, secondary students from authoritarian parenting have higher SRL and a higher academic achievement orientation. Results revealed that that digital literacy significantly moderate with LSE to influence the academic achievement orientation, while digital literacy significantly interacts with SRL to highly influence the academic achievement orientation of secondary school students.
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Affiliation(s)
- Mehdi Hassan
- Institute of Teacher Education, Beijing Normal University, Beijing, China
| | - Asma Seemi Malik
- Department of Sociology, Lahore College for Women University, Lahore, Pakistan
| | - Guoyuan Sang
- Institute of Teacher Education Beijing Normal University, Beijing, China,*Correspondence: Guoyuan Sang,
| | - Muhammad Rizwan
- School of Education Sciences, Nanjing Normal University, Nanjing, China
| | - Iqra Mushtaque
- Department of Psychology, Bahauddin Zakariya University, Multan, Sub-Campus Layyah, Pakistan
| | - Shaheryar Naveed
- Department of Public Administration, Fatima Jinnah, Women University, Rawalpindi, Pakistan
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Areshtanab HN, Fathollahpour F, Bostanabad MA, Ebrahimi H, Hosseinzadeh M, Fooladi MM. Internet gaming disorder and its relationship with behavioral disorder and mother's parenting styles in primary school students according to gender in Iran. BMC Psychol 2021; 9:110. [PMID: 34311789 PMCID: PMC8311957 DOI: 10.1186/s40359-021-00616-4] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2021] [Accepted: 07/18/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND The problem of students' gaming addiction has been related to the individual student's characteristics and the influence of family environment. Researchers aimed to investigate if and how internet gaming disorder (IGD) of the elementary school boys and girls is related to behavioral disorder and their mother's parenting style in Iran. METHODS This is a descriptive correlational study, involving 657 fifth and sixth-grade elementary school students in 2019. Researchers used a multistage stratified random sampling of students, their parents and their teachers. Data were collected using internet gaming disorder questionnaire (IGD 20), Rutter teacher behavioral disorder questionnaire and Baumrind Parenting Styles questionnaire (PSI). Obtained data were analyzed using SPSS version16 for descriptive statistics and Pearson correlation coefficient test. RESULTS Findings showed that IGD prevalence was 5.9% among primary school students with significant relationship between IGD and behavioral disorder among all participants (r = 0.23, p = 0.04); although it was insignificant among boys (r = 0.13, p = 0.11). Also the relationship between IGD and mother's parenting style was significant in the total sample (r = 0.12, p = 0.03), in particular for girls and their mothers (r = 0.2, p = 0.001). CONCLUSIONS The results of this study indicate the importance of family and parental involvement in prevention and management of IGD chiefly among girls. Healthcare professionals will benefit from knowing the problematic consequences of online gaming among school-age children and try to promote safe and healthy online behavior supported by a supervised family environment.
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Affiliation(s)
- Hossein Namdar Areshtanab
- Department of Mental Health and Psychiatric Nursing, Nursing and Midwifery Faculty, Tabriz University of Medical Sciences, Tabriz, Iran.
| | - Fatemeh Fathollahpour
- Department of Mental Health and Psychiatric Nursing, Nursing and Midwifery Faculty, Tabriz University of Medical Sciences, Tabriz, Iran.,Department of Pediatric Nursing, Nursing and Midwifery Faculty, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Mohammad Arshadi Bostanabad
- Department of Pediatric Nursing, Nursing and Midwifery Faculty, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Hossein Ebrahimi
- Department of Mental Health and Psychiatric Nursing, Nursing and Midwifery Faculty, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Mina Hosseinzadeh
- Department of Community Health Nursing, Nursing and Midwifery Faculty, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Marjaneh M Fooladi
- University of Jordan, Amman, Jordan.,World Wide Nursing Service Network (WWNSN, PLLC), El Paso, TX, USA
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Reparaz C, Rivas S, Osorio A, Garcia-Zavala G. A Parental Competence Scale: Dimensions and Their Association With Adolescent Outcomes. Front Psychol 2021; 12:652884. [PMID: 33935914 PMCID: PMC8082951 DOI: 10.3389/fpsyg.2021.652884] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2021] [Accepted: 03/11/2021] [Indexed: 11/22/2022] Open
Abstract
Positive family functioning during adolescence is usually studied analyzing parents' competences and children's relationship abilities. We present an instrument for the assessment of parental competence, which encompasses both educational style and transmission of values. The objective of the study was to analyze its factor structure and to assess its value in predicting adolescent outcomes. We recruited 2,459 high school students, aged 12–15, in 40 schools from Spain, Peru, Mexico, and Chile. They responded to the instrument and to other questions regarding lifestyles. Exploratory and confirmatory factor analyses were carried out in order to assess the internal structure of the instrument, and internal consistency of the resulting dimensions was calculated. Finally, regression analyses were performed to establish associations between the parenting dimensions and adolescent outcomes. Factor analyses showed a consistent structure, with good fit indices in the four countries. The final four factors include parenting styles (Warmth and Demandingness) and education in values (Fortitude and Privacy). Regression analyses showed associations with adolescent outcomes. For example, adolescents' life satisfaction was best predicted by Warmth and Education in fortitude. Practical implications are suggested.
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Affiliation(s)
- Charo Reparaz
- School of Education and Psychology, Universidad de Navarra, Pamplona, Spain
| | - Sonia Rivas
- School of Education and Psychology, Universidad de Navarra, Pamplona, Spain
| | - Alfonso Osorio
- School of Education and Psychology, Universidad de Navarra, Pamplona, Spain.,Institute for Culture and Society, Universidad de Navarra, Pamplona, Spain.,IdisNA, Navarra Institute for Health Research, Pamplona, Spain
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Masud S, Mufarrih SH, Qureshi NQ, Khan F, Khan S, Khan MN. Academic Performance in Adolescent Students: The Role of Parenting Styles and Socio-Demographic Factors - A Cross Sectional Study From Peshawar, Pakistan. Front Psychol 2019; 10:2497. [PMID: 31780999 PMCID: PMC6856224 DOI: 10.3389/fpsyg.2019.02497] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2019] [Accepted: 10/22/2019] [Indexed: 11/28/2022] Open
Abstract
Academic performance is among the several components of academic success. Many factors, including socioeconomic status, student temperament and motivation, peer, and parental support influence academic performance. Our study aims to investigate the determinants of academic performance with emphasis on the role of parental styles in adolescent students in Peshawar, Pakistan. A total of 456 students from 4 public and 4 private schools were interviewed. Academic performance was assessed based on self-reported grades in the latest internal examinations. Parenting styles were assessed through the administration of the Parental Bonding Instrument (PBI). Regression analysis was conducted to assess the influence of socio-demographic factors and parenting styles on academic performance. Factors associated with and differences between "care" and "overprotection" scores of fathers and mothers were analyzed. Higher socio-economic status, father's education level, and higher care scores were independently associated with better academic performance in adolescent students. Affectionless control was the most common parenting style for fathers and mothers. When adapted by the father, it was also the only parenting style independently improving academic performance. Overall, mean "care" scores were higher for mothers and mean "overprotection" scores were higher for fathers. Parenting workshops and school activities emphasizing the involvement of mothers and fathers in the parenting of adolescent students might have a positive influence on their academic performance. Affectionless control may be associated with improved academics but the emotional and psychosocial effects of this style of parenting need to be investigated before recommendations are made.
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Affiliation(s)
- Sarwat Masud
- Institute of Public Health & Social Sciences, Khyber Medical University, Peshawar, Pakistan
| | | | | | - Fahad Khan
- Institute of Public Health & Social Sciences, Khyber Medical University, Peshawar, Pakistan
| | - Saad Khan
- Institute of Public Health & Social Sciences, Khyber Medical University, Peshawar, Pakistan
| | - Muhammad Naseem Khan
- Institute of Public Health & Social Sciences, Khyber Medical University, Peshawar, Pakistan
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Measurement and Function of the Control Dimension in Parenting Styles: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16173157. [PMID: 31470633 PMCID: PMC6747547 DOI: 10.3390/ijerph16173157] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/26/2019] [Revised: 08/26/2019] [Accepted: 08/27/2019] [Indexed: 11/17/2022]
Abstract
Recent studies have shown different results in identifying which parenting style is the most beneficial for children, which has encouraged certain authors to wonder whether parental control is still needed for optimal parenting. As such investigations have been conducted with different measuring instruments, it is necessary to check whether the use of different instruments leads to different results. In order to figure this out, a systematic review of the recent literature (Web of Science and Scopus, 2000–2017) was carried out. This review found that, using certain instruments, parental control is associated with better outcomes in children, while using certain others, control is associated with worse outcomes. The difference seems to be in the way of measuring parental control.
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Checa P, Abundis-Gutierrez A. Parenting and Temperament Influence on School Success in 9-13 Year Olds. Front Psychol 2017; 8:543. [PMID: 28446886 PMCID: PMC5388739 DOI: 10.3389/fpsyg.2017.00543] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2016] [Accepted: 03/24/2017] [Indexed: 12/03/2022] Open
Abstract
Children spend a lot of time with their parents who are the first agents that educate them. The parenting style implemented in the family influences other contexts outside home such as the school. There is evidence that a positive parenting style has an influence on school success. However, there are other variables related to school success, for example, temperament. The influence of parenting decreases with age as children develop abilities to self-regulate without parents' external control. The aim of the present study was to evaluate the contribution of parenting style and temperament in 9–13 years old children on both academic performance and school adjustment skills. Our hypothesis was that not only parenting style is crucial to academic performance and school adjustment, but also temperament plays an important role in them. We used a Parenting Guide line questionnaire to evaluate parenting style, Early Adolescence Temperament Questionnaire-R to evaluate temperament; Health Resources Inventory to assess children's school adjustment, and academic grades, as indicator of academic performance. We were interested in testing whether or not the effect of parenting style on academic performance and school adjustment was mediated by temperament. We found that emotional and behavioral regulation mediates the relation between parenting and academic performance. These findings inform of the relevance of child's temperament on school success. Implications for education are discussed with emphasis on the importance of understanding students' temperament to promote school adjustment and good academic performance.
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Affiliation(s)
- Purificación Checa
- Department of Psychology, Faculty of Education Science, University of CádizPuerto Real-Cádiz, Spain
| | - Alicia Abundis-Gutierrez
- Department of Behavioral Sciences, Campus Los Valles, University of GuadalajaraGuadalajara, Mexico
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