This master's these is considering the relationship between achievement goals and parenting styles. In the theoretic part of the thesis there are described current findings in the area of development individual achievement goals until adolescence from the viewpoint of social cognitive theory and the role of parents in this process. Research is aimed at establishing working model of the PALS questionnaire in Czech Republic and relationship of achievement goals and family parenting styles in students of 7th , 8th and 9th grade of mainly Prague elementary schools. Results show the need to modify PALS questionnaire in the manner that would better reflect the difference between performance- approach and performance-avoidance goals. The statistically significant relationship between achievement goals and parenting styles was not found. KEYWORDS achievement motivation, goal theory, competence, parenting style, PALS questionnaire

There are certain issues - such as violence, sexuality, politics and religion - which are problematic but have to be dealt with in society. In this dissertation types of controversial issues present in recent Afrikaans youth literature, the portrayal of those issues, and the ways in which solutions are offered for these issues are investigated. The argument follows from the assumption that the literature which the adolescent reads, has a directive value. Quite often the reader will choose to read material about a certain situation with which the reader is also faced in real life. It may be easy for the reader to identify with a character in similar circumstances or facing the same dilemma. Through the actions of the character, the reader can then explore certain avenues or possibilities which have the potential to be helpful in the solution of the problem or issue. For this dissertation research was done about certain controversial issues and related aspects in literature in general, which are then applied to three youth novels: Skilpoppe (1998) by Barrie Hough, Daar's vis in die punch (2002) by Jackie Nagtegaal and Nie vir kinders nie (2005) by Francois Bloemhof. These three texts were chosen because all three of them have generated public discussion, specifically in the media, about the presence of controversial issues. The results indicate the portrayal of the controversial issues to be unbiased and from a non-judgemental authoring perspective. The presence of the text internal corrective, which refers to the portrayal of a certain issue thereby giving it an outcome (positive or negative) or an alternative, is noticeable and is discussed in this dissertation. / Thesis (M.A. (Afrikaans and Dutch))--North-West University, Potchefstroom Campus, 2007.

Cette recherche porte sur la problématique du développement psychosocial des enfants doués. Bien qu’il existe des travaux qui indiquent que les enfants doués souffrent plus souvent de problèmes d’adaptation que les autres, comme l’isolement social, la dépression, l’anxiété et une faible estime de soi, la littérature de recherche considère peu l’environnement familial des enfants doués comme étant un facteur qui puisse contribuer au niveau d’adaptation de l’enfant. La présente recherche a eu donc pour objectif de déterminer si les styles parentaux, tels que définis par Baumrind, sont associés à l’adaptation des enfants doués. Les styles parentaux des parents ont été mesurés à l'aide d'un questionnaire auto-rapporté. Le niveau d’adaptation d’un groupe d’enfants doués, âgés de 7 à 11 ans, a été évalué à l’aide de mesures de comportement et de concept de soi. La douance a été mesurée avec un test d’intelligence standardisé. Quarante-huit enfants doués et 52 enfants du groupe contrôle ont participé à l'étude. Les résultats ont démontré que les parents des enfants doués utilisent majoritairement un style parental démocratique. Les mères ont rapporté être significativement plus démocratiques que les pères. Les parents ont identifié un sous-groupe d'enfants doués ayant des problèmes sociaux avec leurs pairs, tandis que ces enfants doués et leurs enseignants n’en n’ont pas indiqué. Aucune association n’a été mise en évidence entre l'utilisation d'un style parental particulier et les problèmes sociaux chez les enfants doués. Cependant, l’utilisation du style parental autoritaire des mères a été associée à des problèmes de comportement moins élevés ainsi qu’un concept de soi intellectuel plus élevé chez les enfants doués. Inversement, le style parental démocratique des mères a été associé à des problèmes de comportements plus élevés chez les enfants doués. Le style parental permissif des mères a été associé à des niveaux de concept de soi moins élevés chez les enfants doués. Pour les pères, les styles parentaux autoritaires et permissifs ont été associés à des niveaux d’adaptation et de concept de soi moins élevés chez les enfants doués. Enfin, le niveau d’adaptation ainsi que les styles parentaux ont été comparés entre les deux groupes d’enfants. Les deux groupes ont présenté des niveaux d’adaptation dans la gamme de la normalité. De plus, les parents des deux groupes d’enfants ont rapporté des styles parentaux similaires. Pour les pères des enfants du groupe de contrôle, le style parental démocratique a été associé à des niveaux d’adaptation plus élevés. Le style parental autoritaire des mères et le style parental permissif des pères ont été associés à des niveaux de concept de soi moins élevés chez les enfants du groupe de contrôle. En somme, les conclusions de cette thèse permettent une meilleure compréhension de la complexité des liens entre les styles parentaux et l’adaptation des enfants doués. / The present study examines the psychosocial development of gifted children. Although much evidence exists that gifted children experience problems of adjustment, such as social isolation, depression, anxiety, and low self-esteem, few studies have investigated the family environment of gifted children and its possible links to child psychosocial adjustment. The goal of this study, therefore, was to address these questions by examining the parenting styles, as defined by Baumrind, of parents of gifted children and their potential associations with the adjustment levels of their children. Parenting styles were measured using a self-report questionnaire. The level of adjustment for gifted children, aged 7 to 11 years old, was measured using behavioural and self-concept measures. Giftedness was determined using a standardized intelligence test. Forty-eight gifted children and 52 nongifted children participated in the study. Parents of gifted children reported using a predominantly authoritative parenting style. Mothers, however, reported significantly higher authoritative scores than fathers. Parents reported several gifted children to experience problems with peers, but their teachers did not report this nor did the children themselves. No associations were found between a particular parenting style and the reported presence of peer social problems in gifted children. Mothers’ authoritarian parenting style was significantly associated with lower conduct problem levels, and higher intellectual self-concept levels in gifted children. As for mothers’ authoritative parenting style, a significant relationship was found with higher conduct problem levels in gifted children. Mothers’ permissive parenting style was found to be associated with lower self-concept levels in gifted children. As for the fathers, authoritarian and permissive parenting styles were found to be linked to lower adjustment and self-concept levels in gifted children. Adjustment levels and parenting styles were also compared between gifted and nongifted children. For both groups of children, adjustment levels were in the normal range and the parents reported similar use of the three parenting styles. As for the relationships between parenting styles and adjustment in nongifted children, fathers’ authoritative parenting style was found to be associated with higher child adjustment levels. Mothers’ authoritarian and fathers’ permissive parenting styles were found to be associated with lower self-concept levels in nongifted children. The conclusions of this thesis permit a better understanding of the complexity of the links between parenting styles and the psychosocial adjustment of gifted children.

Made available in DSpace on 2016-04-04T18:27:42Z (GMT). No. of bitstreams: 1 Ana Paula Justo.pdf: 506587 bytes, checksum: a4cb5a1485d856d4b4983792cc8fcefc (MD5) Previous issue date: 2005-02-04 / Pontif?cia Universidade Cat?lica de Campinas / The aim of this study was to evaluate the relationship between the parenting style used with adolescents and the adolescents' level of stress. One hundred adolescents participated in the research. Thirty seven were male and 63 female, between the ages of 13 and 18 years old. All of the participants responded to the Identification Questionnaire, the Scale of Stress for Adolescents, and The Scale of Observed Parenting Responsiveness and Demands. The results indicated that 73% of the respondents had stress. The number of women with stress was significantly higher than among the men (p= 0.042). With respect to the classification of the parenting styles of the parents, the authoritative style and the negligent style were the most common among the mothers: 27% in both cases, followed by the indulgent style (14%) and the authority style (13%). Among the fathers, 32% used the authoritative style, followed by the negligent style (21%), the authority style (15%), and the indulgent style (14%). Combining the data, most parents were regarded by the adolescents as authoritative (33%), followed by the negligent style (32%), the indulgent style (16%), and the authority style (15%). There was no difference between girls and boys' perception referring to the parenting style. The association of the maternal parenting style with the level of stress of the adolescents was not significant (p= 0.300). There was a significant relationship (p= 0.015) between the parenting style among the fathers and the stress of the adolescents. There was also a significant correlation between the combined parenting style and the stress of the adolescents (p= 0.004). The data suggests that there is a relationship between the parenting style of the parents and the level of stress of their adolescent children. The indulgent style was more present in the parents of children with no stress. The authority style, followed by the negligent style, on the other hand, was more present among parents of stressed adolescents. The authoritative style was found to be associated with adolescents with moderate levels of stress. Parental responsiveness seems to play a protective role in the stress of the adolescents. High levels of parental demandingness was shown to add to the stress of the adolescents. These results open doors to new studies in this field; they are also useful for the development of new programs of stress control for adolescents. / O objetivo deste estudo foi averiguar a rela??o entre o estilo parental percebido e o n?vel de stress dos adolescentes. Cem adolescentes, 37 do sexo masculino e 63 do sexo feminino, na faixa et?ria entre 13 e 18 anos, responderam ? Ficha de Identifica??o, ? Escala de Stress para Adolescentes e ?s Escalas de Exig?ncia e Responsividade Parental Percebidas. Os resultados indicaram que 73% dos adolescentes da amostra tinham stress, e que o n?mero de mulheres com stress era significativamente maior do que o de homens (p= 0.042). Quanto ? classifica??o do estilo parental dos progenitores, as m?es estavam mais presentes nos estilos autoritativo e negligente, ambos com 27%, seguidos pelos estilos indulgente (14%) e autorit?rio (13%). Em rela??o aos pais, 32% utilizavam o estilo autoritativo, seguido pelo estilo negligente (21%), autorit?rio (15%) e pelo indulgente (14%). Quanto aos dados combinados, a maioria dos pais era percebida como utilizando o estilo autoritativo (33%), seguido pelo negligente (32%), indulgente (16%) e pelo autorit?rio (15%). N?o houve diferen?a na percep??o dos meninos e meninas quanto ao estilo parental de seus pais. Na associa??o do estilo parental materno com o n?vel de stress dos filhos n?o foi revelada uma associa??o significativa entre esses dois aspectos (p =0.300); j? na rela??o entre o estilo parental paterno e o stress dos adolescentes revelou-se uma associa??o significativa (p= 0,015); tamb?m foi obtida uma rela??o significativa entre o estilo parental combinado e o stress dos filhos (p= 0,004). Os dados sugerem a exist?ncia de uma rela??o entre o estilo parental dos progenitores e o n?vel de stress dos filhos adolescentes. O estilo indulgente esteve mais presente em pais de filhos sem stress; j? o estilo autorit?rio seguido pelo negligente estiveram mais presentes em pais de filhos com stress. O estilo autoritativo ocupou uma posi??o intermedi?ria. A responsividade parental se apresentou como um aspecto protetor para o stress dos filhos, por outro lado, a exig?ncia parental demonstrou ser uma fonte de stress para os filhos adolescentes. Os resultados abrem um novo espa?o para estudos nesta ?rea, al?m de favorecerem o desenvolvimento de programas de profilaxia e controle do stress para adolescentes.

Objective: Student mental health may suffer due to unreasonable expectations associated with academic entitlement; permissive parenting may be one source of these expectations. The authors examined the role of academic entitlement as a mediator of the relationship between permissive parenting and psychological functioning. Participants: Participants were 524 undergraduate students at a single institution (52% female; age range = 18–22). Data collection was completed in May 2011. Methods: Cross-sectional design. Participants completed online self-report measures of parenting styles, academic entitlement, stress, depressive symptoms, and well-being. Results: Permissive parenting was associated with greater academic entitlement and, in turn, to more perceived stress and poorer mental health. Mother/father differences were found in some cases. Conclusions: Academic entitlement may partially explain why permissive parenting is detrimentally related to mental health for college students. Implications for academic affairs and counseling include helping students develop an appreciation of the role of self-regulation in college success.

More research is needed to fully understand the way in which parents, particularly fathers, are portrayed in family films and the effects those portrayals might have. Viewers, particularly parents, need to understand how the material their children view presents reality and how it may shape their children's perspectives of the real world, particularly where the family unit and parenting role are concerned. By exploring these portrayals through the lens of Cultivation Theory, this study sought to answer this overarching question: How are fathers portrayed in family films as opposed to television? This quantitative study explores the top twenty films from the 1980s, the 1990s and the decade spanning 2004-2014 in order to ascertain this. Families within those films, particularly parents and most specifically fathers, are the primary subjects of study. Observations were made through content analysis. The findings show that fathers are portrayed more positively in family films than they are on television. The data suggest that the differences between fathers and mothers in film are not so marked and sexist as they are in television shows, and that fathers may exert a stronger and more positive role in film families than they do in television families. This study begins to establish film as a genre to further be explored as a medium for family relations studies as television has been. Film is a powerful media tool in its own right and should further be studied with regard to portrayal of families in its material.

Thesis (M.A. (Afrikaans and Dutch))--North-West University, Potchefstroom Campus, 2007.

為瞭解在不同的母親(教育程度、就業狀況)及幼兒(性別、家中子女數)背景變項下，母親管教方式(要求、反應)、親子依附關係(安全依附、逃避混亂及矛盾)對幼兒社會行為表現(攻擊、退縮、分心、利社會、親和及獨立)的關係，乃以臺北市公立幼兒園的117位四到六歲幼兒及其母親為研究對象，使用「個人基本資料表」、「母親管教方式量表」、「幼兒依附關係量表」及「兒童社會行為量表」作為研究工具，對搜集所得之資料進行統計分析，所得之主要研究結果如下： 1.當前幼兒知覺母親採用較多「要求」、較少「反應」的管教方式。 2.幼兒與母親間的依附關係依次為「安全依附」、「逃避混亂」、「矛盾」。 3.目前台北市幼兒表現最多的為「親和行為」，其次依序為「獨立行為」、「利社會行為」、「退縮行為」、「分心行為」，「攻擊行為」表現最少。 4.男生比女生表現較多的「攻擊行為」；家中有1個子女的家庭，其子女的「分心行為」比家中有2個子女的幼兒多；家中有2個子女的家庭的幼兒比有1個及3個或以上家庭的幼兒，表現較多的「獨立行為」。 5.「要求」的管教方式主要與幼兒「利社會」、「親和」的正向社會行為有正相關，「反應」的管教方式則與幼兒「退縮」、「分心」的負向社會行為有正相關。 6.「安全依附」與「利社會」、「親和」及「獨立」的正向社會行為間存有正相關；「逃避混亂」與幼兒「攻擊」、「分心」行為有正相關，「矛盾」與「退縮行為」有正相關。 7.母親及幼兒的背景變項、母親管教方式及親子依附關係等變項，均能有效預測幼兒的社會行為表現。 最後，根據上述研究結果，針對家庭、學校、社會及未來研究提出積極性的建議。 / In order to find out under different background variables of mother (educational level, employment status) and child (gender, numbers of children), the relationship between mother parenting style (demand, responsiveness), mother-child attachment relationship (security attachment, avoidant attachment, ambivalent attachment ) and children social behavior (attack, retreat, distraction, pro-social, affinity and independent). The research objects were four to six year-old children of public kindergartens in Taipei City. The total returned questionnaires were 117. After statistical analysis, the major findings of this research were as follow: 1.Currently, children’s perception of their mothers’ parenting used more “demandingness” and less “responsiveness”. 2.Most of the mother-child attachment was “security attachment”, and then was “avoidant attachment” and “ambivalent attachment”. 3.The most performed children social behavior was “affinity behavior”, and then “independent behavior”, “pro-social behavior”, “retreat behavior”, “distracted behavior” and “attack behavior”. 4.Boys behaved more “attack behavior” than girls. Families with one child, their children behaved more “distracted behavior” than families with two children. Families with two children, their children behaved more “independent behavior” than families with one child and three or more children. 5.“Demand” parenting style had a positive relationship between “pro-social behavior” and “affinity behavior”; “responsiveness” parenting style had a positive relationship between “retreat behavior” and “distracted behavior”. 6.“Secured attachment” had a positive relationship between “pro-social behavior”, “affinity behavior” and “independent behavior”; “avoidant attachment” had a positive relationship between “attack behavior” and “distracted behavior”; “ambivalent attachment” had a positive relationship between “retreat behavior”. 7.Background variables of mother and child, mother parenting style and mother-child attachment relationship, could predict children’s social behavior. According to the results of this study, some suggestions were made for parents, kindergartens, society and further studies.

Disertacijoje nagrinėjamas Individualiosios psichologijos teoriniu požiūriu pagrįstos tėvų mokymo programos STEP (angl. Systematic Training for Effective Parenting; Dinkmeyer, McKay, Dinkmeyer, 1997) efektyvumas. Mokymo efektyvumo rodikliais pasirinkti auklėjimo stiliaus ir suvokimo apie vaiko elgesį bei tėvų žinių apie auklėjimą pokyčiai. Darbe siekiama išsiaiškinti, ar grupių dalyvių ir vadovų sociodemografinės charakteristikos ir/ ar dalyvavimo STEP programoje veiksniai yra susiję su tėvų mokymo efektyvumu. Taip pat keliama prielaida, kad STEP programos efektyvumui įtakos turi ir grupių dalyvių ir vadovų gyvenimo stilius pagal A. Adler. Empirinėje darbo dalyje pristatomi 2011-2012 m. atlikto trijų etapų tyrimo rezultatai. Apibendrinus tyrimo duomenis nustatyta, kad STEP programa yra efektyvi siekiant suteikti tėvams žinių apie vaiko auklėjimą, skatinant retesnį motinų autoritarinio ir viską leidžiančio auklėjimo stilių naudojimą ir vaiko elgesio kaip mažiau nepriimtino suvokimą. Poveikis išlieka stabilus 3-4 mėn. laikotarpiu. Tyrimo rezultatai parodė, kad motinų amžius, išsilavinimas, gimimo eiliškumas, tikslinio vaiko gimimo eiliškumas ir motinų dalyvavimas su partneriu bei programos namų darbų atlikimo dažnumas yra susiję su STEP programos efektyvumu. Nustatytas ir mokymo efektyvumo motinoms ryšys su grupių vadovų gimimo eiliškumu, vadovų mokymų lygiu ir patirtimi taikant Individualiosios psichologijos principus ir įgyvendinant STEP programą. Rezultatų analizė atskleidė... [toliau žr. visą tekstą] / The doctoral dissertation aimed to evaluate the efficacy of the Adlerian parent education program STEP (Systematic Training for Effective Parenting; Dinkmeyer, McKay, Dinkmeyer, 1997). Changes in parenting style and parental perception of child‘s behavior as well as knowledge on parenting were measured as indicators of education efficacy. The effect of various program participant- and leader-related characteristics and participation in the program factors for these changes were explored. The significance of Adlerian lifestyle dynamics as reflected in lifestyle themes for predicting the education efficacy were also assessed. In the empirical section of the dissertation, the results of the research study with pre-, post-test assessment and follow-up carried out in 2011-2012 are presented. The findings showed that the STEP program is efficacious for increasing knowledge on parenting, decreasing maternal authoritarian and permissive parenting style and maternal perception of the target child’s emotionally charging behavior. The follow-up assessment three to four months later indicated that the changes were stable. The results also indicated that maternal age, education, birth order position, target child’s birth order position and participation with a partner, homework assignments completed are significant for the efficacy of the STEP program with mothers. The significant relationships of efficacy of the STEP program with mothers were revealed with program leader’s birth order... [to full text]

There are certain issues - such as violence, sexuality, politics and religion - which are problematic but have to be dealt with in society. In this dissertation types of controversial issues present in recent Afrikaans youth literature, the portrayal of those issues, and the ways in which solutions are offered for these issues are investigated. The argument follows from the assumption that the literature which the adolescent reads, has a directive value. Quite often the reader will choose to read material about a certain situation with which the reader is also faced in real life. It may be easy for the reader to identify with a character in similar circumstances or facing the same dilemma. Through the actions of the character, the reader can then explore certain avenues or possibilities which have the potential to be helpful in the solution of the problem or issue. For this dissertation research was done about certain controversial issues and related aspects in literature in general, which are then applied to three youth novels: Skilpoppe (1998) by Barrie Hough, Daar's vis in die punch (2002) by Jackie Nagtegaal and Nie vir kinders nie (2005) by Francois Bloemhof. These three texts were chosen because all three of them have generated public discussion, specifically in the media, about the presence of controversial issues. The results indicate the portrayal of the controversial issues to be unbiased and from a non-judgemental authoring perspective. The presence of the text internal corrective, which refers to the portrayal of a certain issue thereby giving it an outcome (positive or negative) or an alternative, is noticeable and is discussed in this dissertation. / Thesis (M.A. (Afrikaans and Dutch))--North-West University, Potchefstroom Campus, 2007.