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"Parent Role"
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The Berenstain bears and the trouble with grownups
The squabbling in the Bear household between parents and cubs subsides after Mama and Papa Bear and Brother and Sister Bear perform humorous role-playing skits.
Book
Academics' perceptions of what it means to be both a parent and an academic: perspectives from an English university
This article explores male and female academics’ perceptions of what it means to be both a parent and an academic and the relations between them. Based on an Interpretative Phenomenological Analysis of interviews with 35 academics from a university in England, findings suggest that the way in which academics experience being both a parent and an academic depends upon how they understand the meaning of each of these two roles and what they are trying to achieve within them. These meanings and experiences also appear to differ by gender. Ways in which higher education can offer more targeted and specific support to academic mothers in particular are discussed.
Journal Article
Emergency Remote Learning for Children with Disabilities during the Pandemic: Navigating Parental Roles and Supports
The 2020 COVID-19 pandemic resulted in worldwide school closures, moving children’s education to the home setting, with parents taking over the responsibility of supporting their child’s learning while managing other aspects of living with the pandemic. The impact of emergency remote learning has increased significance for children with disabilities who, abruptly, no longer had access to the specialized instruction and expertise of educators and service providers in the school setting. Employing an ecological systems framework, this study sought to examine the impact of emergency remote learning on the families of school-aged children with a range of disabilities in Singapore. Semi-structured interviews were conducted with 42 parents of children with disabilities from primary and special schools. Findings revealed parents took on multiple roles while balancing several responsibilities in supporting their child’s emergency remote learning, with the additional or intensified demands heightening challenges. Several factors were found to either facilitate or challenge parents’ ability to engage in supporting their child’s emergency remote learning such as flexibility in meeting schoolwork deadlines, having regular check-ins with the child and family, technological familiarity, and, at a macro-level, having supportive employers. Implications for practice and policy include the need to equip students with technology and self-management skills, providing more coordinated supports for students and their families across government and educational bodies to reduce learning loss while alleviating pressure on parents.
Highlights
Parents of children with disabilities across primary schools and special schools in Singapore participated in semi-structured interviews regarding their experience of emergency remote learning.
Key parental challenges during the pandemic lay in new or abruptly intensified work and family responsibilities.
Coordinated supports at the various levels of the ecological systems framework are needed to support families through large-scale school closures.
Journal Article
Out of left field
In 1957, inspired by what she is learning about civil rights and armed with knowledge of female ball players, ten-year-old Katy Gordon fights to be allowed to play Little League baseball.
Book
Parental Warmth and Children’s Subjective Well-Being in China: the Indirect Effect of Parent–Child Relationship
This study aimed to investigate the long-term effect of both paternal and maternal warmth on children’s subjective well-being and explore the intervening role of parent–child relationships and the moderating effect of child gender on above effect in Chinese families. A total of 1322 children (
M
age
at Time 1 = 10.30 years,
SD
= 0.33; 49.7% boys) and their parents (
M
age
of fathers at Time 1 = 41.63 years,
SD
= 5.22;
M
age
of mothers at Time 1 = 39.11 years,
SD
= 4.47) participated the questionnaire survey at two time points, 1 year apart. Parental warmth was reported by both fathers and mothers at the first time point, while parent–child relationship and subjective well-being were self-reported by children at the first and second time points. The results of our latent variable structural equation modeling revealed that parental warmth at Time 1 positively predicted children’s subjective well-being at Time 2 via both parents’ own relationship with their child and their spouse’s relationship with their child after controlling the children’s subjective well-being at Time 1. Furthermore, there was no child gender difference in the indirect effect of parent–child relationships on the long-term effect of parental warmth on children’s subjective well-being. These findings provide significant implications for the improvement of children’s subjective well-being and suggest that more parental warmth from both fathers and mothers can help build positive parent–child relationships, thereby further promoting mental health development among children in China.
Highlights
We investigated the long-term effect of parental warmth on children’s subjective well-being during late childhood in China.
Paternal and maternal warmth promoted children’s subjective well-being via their own and their spouse’s relationship with child.
Above effect and its psychological mechanism did not vary significantly between boys and girls.
Journal Article
The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time
This study aimed to investigate the contribution of teacher support and parental monitoring to academic performance over three years, testing the mediating role of self-determined motivation and academic self-efficacy and establishing whether the role of teachers and parents varies over time. A total of 419 adolescents—201 males (48%) and 218 females (52%),
M
age
= 14.34 years (
SD
= .90)—attending at T1 the ninth grade of schooling participated in the study. The questionnaires were administered three times over three years in February 2016 (T1), February 2017 (T2), and February 2018 (T3). Specifically, at T1, the students answered questionnaires regarding parental monitoring and teacher support. At T2 and T3, the students completed questionnaires about self-determined motivation and academic self-efficacy. At the end of each school year, in June 2017 (T2b) and June 2018 (T3b), the teachers’ assessments of the students’ academic performance expressed in school marks were collected. A structural equation model was used to test the hypothesised longitudinal relations between the study variables. The results showed that teacher support and parental monitoring directly and positively affected motivation and self-efficacy over time, which, in turn, impacted academic performance positively. The results also indicated that teacher support and parental monitoring indirectly affected academic performance over time through the mediation of motivation and self-efficacy and that the parents’ influence was highest on motivation, while the teachers’ influence was highest on self-efficacy. These results suggest the importance of implementing interventions aimed at enhancing parental monitoring and teacher support to improve students’ academic performance.
Journal Article
All in the Family? A Systematic Review and Meta-analysis of Parenting and Family Environment as Risk Factors for Attention-Deficit/Hyperactivity Disorder (ADHD) in Children
Parenting and family environment have significant impact on child development, including development of executive function, attention, and self-regulation, and may affect the risk of developmental disorders including attention-deficit/hyperactivity disorder (ADHD). This paper examines the relationship of parenting and family environment factors with ADHD. A systematic review of the literature was conducted in 2014 and identified 52 longitudinal studies. A follow-up search in 2021 identified 7 additional articles, for a total of 59 studies that examined the association of parenting factors with ADHD outcomes: ADHD overall (diagnosis or symptoms), ADHD diagnosis specifically, or presence of the specific ADHD symptoms of inattention and hyperactivity/impulsivity. For parenting factors that were present in three or more studies, pooled effect sizes were calculated separately for dichotomous or continuous ADHD outcomes, accounting for each study’s conditional variance. Factors with sufficient information for analysis were parenting interaction quality (sensitivity/warmth, intrusiveness/reactivity, and negativity/harsh discipline), maltreatment (general maltreatment and physical abuse), parental relationship status (divorce, single parenting), parental incarceration, and child media exposure. All factors showed a significant direct association with ADHD outcomes, except sensitivity/warmth which had an inverse association. Parenting factors predicted diagnosis and overall symptoms as well as inattentive and hyperactive symptoms when measured, but multiple factors showed significant heterogeneity across studies. These findings support the possibility that parenting and family environment influences ADHD symptoms and may affect a child’s likelihood of being diagnosed with ADHD. Prevention strategies that support parents, such as decreasing parenting challenges and increasing access to parent training in behavior management, may improve children’s long-term developmental health.
Journal Article
Harried and Unhealthy? Parenthood, Time Pressure, and Mental Health
Objective: This study investigates the effects of first and second births on time pressure and mental health and how these vary with time since birth and parental responsibilities. It also examines whether time pressure mediates the relationship between parenthood and mental health. Background: Childbirth is a major life course transition that adds a new role to parents' role set and contributes to role strain, of which time pressure is one manifestation. Longitudinal analyses can help determine whether the impact of children on parental time pressure endures or eases over time and whether any changes affect parents' mental health. Method: This study uses 16 years of panel data from the Household, Income and Labour Dynamics in Australia Survey (n= 20,009 individuals). The data are modeled using fixed effects panel regression models. Results: First and second births increase time pressure to a similar extent. Their estimated effects are larger for women than men and persist over time, but there is limited evidence of moderation by parental responsibilities. Maternal mental health improves after a first child, whereas second children are associated with declines in paternal mental health. These effects are long lasting. Mediation analyses suggest that in the absence of time pressure maternal mental health would improve significantly. Conclusion: Children have a stronger effect on mothers' than fathers' experiences of time pressure. These differences are not moderated by changes in parental responsibilities or work time following births. The increased time pressure associated with second births explains mothers' worse mental health. Implications Parenthood is an important factor underpinning gendered experiences of time pressure. Reducing time pressure among parents may improve parental mental health, particularly among mothers.
Journal Article
Parenting Self-Efficacy and Psychological Distress in Parents of Children with an Autism Spectrum Disorder
Research suggests that challenges associated with raising a child with an Autism Spectrum Disorder (ASD) can increase parents’ risk for diminished parenting self-efficacy (PSE) and psychological wellbeing. The present study aimed to explore interrelationships between noteworthy predictors of PSE and parental psychological distress, including parental mastery beliefs and the co-parenting relationship amongst 122 Australian parents of children with autism. Results indicated that greater mastery beliefs and more favourable co-parenting relationships predicted greater PSE, and higher PSE predicted less psychological distress. PSE significantly mediated relationships between mastery beliefs and psychological distress, and between the co-parenting relationship and psychological distress. Findings have implications that can aid professionals to more effectively support parents raising children on the autism spectrum.
Journal Article