Explore the vast range of titles available.

We aimed to examine the opinions of parents’ having a child with ASD, on genetic testing, in a Turkish sample. 951 parents’ attitudes towards genetic testing were included. 89.1% of the parents did not take a genetic test during pregnancy. 87.6% of the parents agreed to take a genetic test if it could explain the cause of ASDs. 93% agreed to take a genetic test, if it would help to have a better treatment in the future. 63.8% of the participants would approve the storage of their DNA samples for the future studies. 94.8% considered being informed about the purpose of taking DNA material for the early diagnosis and 84.2% considered being suggested genetic tests for early diagnosis as important.

When eleven-year-old Yumi Chung stumbles into a kids' comedy camp she is mistaken for another student, so she decides to play the part.

Parents play a vital role in mediating children’s media use, especially at a young age. We examined the link between the media use of younger children and the media use, attitude toward media, and parenting styles of parents. One thousand and twenty parents of children between 4 and 6 years of age completed a questionnaire on their media use, positive and negative attitudes on media, parenting styles, and the media use of their children. Multigroup structural equation modeling was used to analyze the data. The results showed that there was a significant positive relation between the parent’s media time and the child’s daytime and nighttime media use. Additionally, the parent’s positive attitude toward media use was positively related to the child’s daytime media use, but not the child’s nighttime media use, while the parent’s negative attitude toward media was not associated with the child’s daytime and nighttime media use. Further, among the seven parenting styles, material rewards and autonomy were positively associated with the child’s daytime media use. Discipline was negatively related to the child’s nighttime media use, whereas material rewards were positively associated with the child’s nighttime media use. Collectively, the parent’s positive attitude toward media use was the strongest predictor of the child’s daytime media use, and material rewards were the strongest predictor of the child’s nighttime media use. These results can be of significant use to inform policymakers, researchers, and parents regarding the development of parental guidelines on children’s media use.

The purpose of this study was to investigate not only the participating in housework but also the parents’ attitude and child’s preference, in relation to children’s health and housework participation in Taiwan. We collected data from the Young Children’s Housework Participation Questionnaire on “Google forms”. A total of 755 parents with preschool children living in Keelung City, Taipei City, and New Taipei City participated through the snowball method. The results showed that children’s health not only directly affected their housework performance but also indirectly influenced their housework participation through the serial multiple mediation of parents’ attitude and the child’s housework preference. Therefore, this study confirms that, when analyzing the factors of children’s housework participation, it is necessary to have a clearer understanding of the relationship between variables to further construct a more complete model framework that affects children’s housework participation. Additionally, it is very important for parenting education to improve parents’ attitude towards the importance of children’s housework and encourage children’s preference for housework.

Despite the changes in the tourism industry that are more oriented toward digital services, extant studies on entrepreneurship education tend to overlook the role of entrepreneurial and digital competencies in shaping the aspiration of university students in tourism and hotel management to become entrepreneurs in the era of the digital economy. Therefore, the purpose of this study is to investigate whether support from students’ closest environment, such as their parents and their education institutions through entrepreneurship education, can shape their entrepreneurial career aspirations. More specifically, this research examines whether parental attitudes toward entrepreneurship and entrepreneurship education contribute to the development of entrepreneurial and digital competencies, which in turn affect students’ entrepreneurial career aspirations. By using survey data on 442 university students majoring in tourism, retail, and hotel management in Indonesia, this study employs the Structural Equation Model (SEM) to test the direct and indirect effects of entrepreneurial and digital competencies on entrepreneurial career aspirations. Moreover, the study uses Necessary Condition Analysis (NCA) to reveal specific competencies that contribute to entrepreneurial career aspirations. Our findings indicate significant effects of entrepreneurial and digital competencies in mediating the relationship between parents’ positive attitude toward entrepreneurship and entrepreneurship education on entrepreneurial career aspirations. Entrepreneurial and digital competencies are found to be critical mediators, acting as necessary conditions for entrepreneurial career aspirations. Our findings thus highlight the important role of both entrepreneurial and digital competencies in shaping students’ entrepreneurial career aspirations and reveal the specific competencies required to shape their entrepreneurial career aspirations. Plain Language Summary How parental support and education shape students’ entrepreneurial career aspirations What was the purpose of the research? The study aimed to understand how two key factors: entrepreneurship education and parental support, affect university students’ aspirations to become entrepreneurs, especially in the fields of tourism, retail, and hotel management. In today’s digital economy, both entrepreneurial and digital skills are crucial for success. The researchers explored whether parental attitudes toward entrepreneurship and the education students receive help shape these important skills and their future career goals. What actions did the researchers take? The researchers surveyed 442 university students in Indonesia studying tourism, retail, and hospitality management. They used advanced statistical methods, including Structural Equation Modelling (SEM) and Necessary Condition Analysis (NCA), to examine how parental support and entrepreneurship education influence the development of students’ entrepreneurial and digital skills, and how these skills affect their career aspirations. What discoveries did the researchers make? The study found that entrepreneurial and digital skills play a significant role in shaping students’ aspirations to become entrepreneurs. Parental support and entrepreneurship education contribute to the development of these skills, which act as key links between students’ career goals and their environment. What are the implications of the results? The findings highlight the importance of both family support and targeted education in developing the skills necessary for success in entrepreneurship. To pursue entrepreneurial careers, students need not only encouragement from their parents but also education that equips them with vital digital and entrepreneurial competencies, especially in industries like tourism, retail, and hospitality.

Promoting social and school inclusion of children with disabilities has been associated with their health-related quality of life. This study aimed to analyze the connection between parents and children’s attitudes toward disabilities as one factor contributing to the inclusion and well-being of individuals with disabilities. Three types of disabilities—i.e., attitudes toward a child with a sensory disability (hearing), a child with an intellectual disability (Down syndrome), and a child with problems with aggressiveness and angry outbursts (behavioral problems)—were examined. A sample of 598 White Italian elementary school students (303 boys and 295 girls) aged 6 to 11 years 33tudes toward students with disabilities, rather than each parent’s attitude, contributed to a better understanding of the child’s attitudes toward students with disabilities. The theoretical and practical implications of these results are discussed.

Young children’s problematic media use (PMU) is a growing concern, and parents are critical in shaping early digital habits. However, research often overlooks the dyadic interplay between mothers’ and fathers’ attitudes and parenting practices. This study examined how parents’ favorable attitudes toward child screen media (PASU) predict their own (actor) and their partner’s (partner) mediation behaviors, and how these behaviors subsequently mediate the path to children’s PMU. Drawing on survey data from 1802 matched urban Chinese mother–father pairs, we employed an Actor–Partner Interdependence Mediation Model (APIMeM) within a structural equation modeling (SEM) framework. This dyadic model simultaneously tested actor, partner, and indirect mediation paths connecting parental attitudes to PMU via eight specific parenting practices. Results showed that more positive PASUs predicted each parent’s own supportive behaviors (e.g., high-quality dialogue, autonomy support) but not restrictive limits. Partner effects were modest and asymmetric: mothers’ positive attitudes predicted greater knowledge in fathers, whereas fathers’ positive attitudes were linked to lower communication quality from mothers. Of all parenting dimensions, only higher communication quality (both parents) and mothers’ hands-on monitoring directly predicted lower PMU. Mediation analyses confirmed communication quality as the sole reliable pathway: each parent’s favorable attitudes indirectly lowered PMU by enhancing their own dialogue, but fathers’ attitudes simultaneously increased PMU by eroding mothers’ dialogue. These findings spotlight constructive conversation and coordinated dyadic strategies—especially safeguarding maternal dialogue—as critical targets for interventions aimed at curbing early PMU.

The COVID-19 pandemic caused children to distance learn at home, but with technical and pedagogic difficulties. Digital learning games offer effective tools for pedagogic difficulties, such as active and relevant learning. Using mixed-methods research, this study examined 1) parents' perceptions about digital learning games and 21st century skills and 2) parents' attitudes towards digital learning games instead of traditional homework. The findings are based on both qualitative (in-depth interviews) and quantitative (online survey) data. The results of the study revealed that parents do not object to replacing traditional homework with digital learning games. They saw digital learning games as relevant for their children's digital lives and acknowledged their potential to reduce arguments over homework. Therefore, digital learning games should be employed in school and as an alternative for traditional homework, both in routine and crisis, such as the COVID-19 pandemic.

Reading comprehension is essential for educational achievement as it allows students to engage with and comprehend content across all subject areas. It is acknowledged that early literacy activities and parental attitudes toward reading have a significant impact on children’s development of reading comprehension. However, the mechanisms through which these parental factors affect reading comprehension, particularly the potential mediating role of early literacy activities, remain insufficiently examined. This research investigates the connection across students’ reading comprehension, early literacy activities, and parents’ reading attitudes. Additionally, it addresses the significance of early literacy activities as a mediating factor in this relationship. This study employs a quantitative study involving cross-sectional survey design. The participants in the study involved fifteen primary schools located in Kelantan that comprised 393 fifth-grade students along with their parents. The participants were chosen through a random selection of multi-level approaches. Both descriptive and inferential analysis, including structural equation modelling for the data analysis, were used in this study. The results revealed that parents’ reading attitudes had a moderate direct influence on early literacy activities, as did early literacy activities on students’ reading comprehension. There was no direct influence of parents’ reading attitudes on comprehension of the student’s reading. The indirect impact of parents’ reading attitudes on students’ reading comprehension was found to be significant through early literacy activities, which acted as a full mediator in the relationship between these attitudes and students’ reading comprehension. The findings of this research offer practical insights into empowering parents to foster a learning environment at home.