Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-10-07T17:40:36Z No. of bitstreams: 1 fernandosantanadepaiva.pdf: 499219 bytes, checksum: 9d93b1c8c944f76da5e0f072c396938e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-11T15:48:15Z (GMT) No. of bitstreams: 1 fernandosantanadepaiva.pdf: 499219 bytes, checksum: 9d93b1c8c944f76da5e0f072c396938e (MD5) / Made available in DSpace on 2016-10-11T15:48:15Z (GMT). No. of bitstreams: 1 fernandosantanadepaiva.pdf: 499219 bytes, checksum: 9d93b1c8c944f76da5e0f072c396938e (MD5) Previous issue date: 2009-03-05 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / Os estudos epidemiológicos realizados nos últimos anos apontam para um crescente número de adolescentes consumidores de bebidas alcoólicas no Brasil e no mundo. A média de idade para o início do consumo tem diminuído e parece não haver mais diferença no uso de álcool entre meninos e meninas. O uso abusivo desta substância é potencializado em função de alguns fatores como as expectativas com relação ao uso de álcool, o grupo de amigos, o suporte social, além da própria família que é considerada um dos principais fatores envolvidos desta cadeia multifacetada. A este respeito tem-se que os estilos parentais de socialização têm-se configurado como importantes fatores de risco e/ou proteção para o consumo de álcool e outras drogas, assim como para uma série de outros desfechos, como o desempenho acadêmico, o comportamento violento e sexual de risco. Nesta perspectiva o objetivo do presente trabalho é realizar um estudo, buscando correlacionar o consumo de álcool na adolescência e os estilos parentais de socialização. A amostra desta pesquisa foi constituída por 270 alunos do ensino médio, provenientes de três escolas públicas federais das cidades de Juiz de Fora e Rio Pomba. Os dados foram coletados mediante a aplicação de três instrumentos: 1) Questionário Sócio-Demográfico; 2) Escala de Exigência e Responsividade; 3) Drug Use Screening Inventory – R (DUSI R). A partir da análise dos dados obtidos encontrou-se que a família pode ser tomada como importante medida para se compreender o comportamento de uso de álcool entre os adolescentes estudados. Neste sentido, os estilos parentais de socialização adotados pelas mães se configuraram como potenciais fatores de risco e/ou proteção envolvidos neste processo, não sendo encontrada uma correlação com os pais, resultado que sinaliza a importância desempenhada pela mãe, como fator de risco e/ou proteção na adoção de comportamentos de consumo de bebidas alcoólicas entre os jovens. Além disso, encontrou-se ainda que morar com os pais pode ser considerado como um fator protetor, ao passo que foi encontrado um maior consumo entre os adolescentes mais velhos, indicando a importância da idade como variável explicativa. A partir dos resultados encontrados e analisados espera-se contribuir para a formulação de estratégias de prevenção e tratamento no que diz respeito ao uso e abuso de substâncias alcoólicas entre o público jovem, favorecendo ainda a promoção de saúde psicossocial tanto dos jovens quanto de seus pais. / Epidemiological studies in recent years show a growing number of adolescent consumers of alcoholic beverages in Brazil and in the world. The average age for the beginning of the consumption has decreased and there appears to be no more difference in alcohol use among boys and girls. The abuse of this substance is potentialized due to some factors such as expectations regarding the use of alcohol, the group of friends, social support, beyond the family that is considered one of the main factors involved in this multifaceted chain. In this respect, the parenting styles of socialization have been configured as important risk factors and/or protection for the consumption of alcohol and other drugs, as well as for a number of other outcomes, such as academic performance, sexual and violent risk behavior. In this perspective, the purpose of this work is to correlate the consumption of alcohol in adolescence and parenting styles of socialization. The research sample was composed of 270 high school students from three public schools in the cities of Juiz de Fora and Rio Pomba. Data was collected through the application of three instruments: 1) SocioDemographic Questionnaire; 2) Requirement and Responsiveness Scale; 3) Drug Use Screening Inventory - R (DUSI R). Data analysis found that the family may be taken as an important measure to understand the behavior of alcohol use among studied adolescents. Thus, the parenting styles socialization used by mothers is shaped as potential risk factors and/or protection involved in this process, correlation with fathers was not found, a result that shows the importance played by the mother, as a risk factor and/or protection in the adoption of behaviors of drinking among young people. Moreover, it was found that living with parents can be considered a protective factor, while increased consumption was found among older adolescents, indicating the importance of age as an explanatory variable. From the results reviewed, there is an expectative to contribute towards the formulation of strategies for prevention and treatment in relation to the use and abuse of alcohol substances among the youngsters, even encouraging the psychosocial health promotion of young people as well as of their parents.

Magister Artium (Child and Family Studies) - MA(CFS) / Parents are important in the socialization of children to develop into adjusted adults. Parenting is a developmental process and encourages the child to become an independent adult in society, an adult who is pro-social rather than anti-social. The main aim of parenting is to control the behavior of the child, but as the child matures the approach is more of monitoring and supervision rather than control. The aim of this study is to establish the prevalence of parental psychological control during the phase of emerging adulthood and this will be associated with the anti-social behavior of emerging adults. A quantitative methodological approach was used to conduct the study. A sample of 382 participants aged 18 to 25 years were randomly stratified across the departments in the Faculty of Community and Health Sciences (CHS). The Parental Psychological Control (Barber, 1996) and the Anti-Social Behavior (Achenbach and Edelbrock, 1987) questionnaires were used to collect the data. The data were analyzed by means of the Statistical Package for Social Sciences (SPSS). Results show a significant positive relationship between perceived psychologically controlling parenting and antisocial behavior of emerging adults. Furthermore, antisocial behavior is also positively predicted by both mother and father psychological control, with mothers being significantly more psychologically controlling than fathers. When comparing males and females, males engaged significantly more in antisocial activities than females; males also found fathers to be more psychologically controlling. Implications for further research are suggested. / South Africa

Magister Psychologiae - MPsych / Using the literature on Baumrind's theory of Parenting Styles and how perceptions of these are associated to adolescent at-risk behaviour, this study set out to examine whether any parenting style increased or decreased adolescent substance use. The central aim of this study was to examine the association between perceived parenting styles and adolescent substance use. To further this, 239 grade 10 and 11 adolescent participants were drawn from 3 schools in Mitchell's Plain, a suburb in the Western Cape (with permission granted from the Education Department). This particular suburb was chosen due to the high rates of substance use and substance related crime within the area. A quantitative research design was implemented within this study. The participants were required to complete the Drug Use Disorders Identification Test (DUDIT), a questionnaire aimed at measuring drug use, and the Parental Authority Questionnaire (PAQ), aimed at measuring perceived parenting styles and a Biographical Questionnaire to provide additional information. Informed consent was obtained and the confidentiality of the schools and participants were protected. Data analysis was conducted using SPSS, a data analysis programme available at the University of the Western Cape. Results show that substance use reduction was significantly related to a perceived authoritative parenting style. However, no significant relationships could be found between perceived permissive and authoritarian parenting style. Significant difference was found in the results obtained for male and female adolescents, with males generally appearing to use more substances. It can be concluded that perceived authoritative parenting styles have an important role to play in the prevention of adolescent substance abuse. / South Africa

This study explored how various intrapersonal, familial, and life-goal characteristics related to the academic and personal success of first semester early college entrants attending the Texas Academy of Mathematics and Science (TAMS) at the University of North Texas. The study sought to identify which intrapersonal factors and external factors affected grades, behavioral markers, and life satisfaction during the students' first semester at TAMS. Baseline data from TAMS entrance material such as standardized achievement test scores, previous grade point averages (GPA's), advanced courses taken, and other academic activities and awards were collected. Data were also collected from the students prior to their entry to the start of TAMS related to family cohesiveness, motivation, and career goals. Data from parents were gathered prior to the start of TAMS regarding parenting styles, demographics, parents' educational levels, careers, and income levels, as well as the child's homework, extracurricular activities, and other time demands. First semester grades, a measure of life satisfaction since the program began, and behavior reports from staff members were used as outcome/success indicators. These additional data were used to examine the relationship between success and familial/interpersonal/life goal factors.

The main goal of this disertation is to update knowledge about common activities of parents and adolescents in the context of family education (Gillern, 2009), which could help current counseling practices and expansion of knowledge about educational interactions in the family. The purpose of this study is to contribute to the knowledge of the effects of common realized interests of parents and adolescents, and to find out under what conditions and circumstances they occur. The theoretical part of this thesis consists of three chapters. First chapter deals with important adults during adolescence, the second chapter focuses on family upbringing while the third chapter deals with common activities during free time. The research part presents the results of quantitative research, supplemented by semi- structured interviews with several students. Adolescents were asked what activities they do in their free time, with whom they perform them, and how the actual implementation differs from their wishes. Current parenting styles according to the nine-field model were also examined. At the end of the work, the results of the research part are discussed and the findings of the research survey are summarized. Keywords Significant others, adolescents, parenting styles, common activities, free time

Blended families are an increasingly common type of family cohabitation. However, very little is known about the specifics of relationships between individual members of these families and how these relationships affect the personal well-being of the child in these families. The literature review section summarizes the findings of foreign research dealing with the specifics of relationships between individual members of blended families and how these relationships affect children's well-being in these families. The empirical part describes the research investigation and its results. The aim of the research was to find out what parenting styles are used by parents and stepparents in blended families, to compare relationships between different types of siblings and to find out how these relationships and parenting styles are related to children's well-being in these families and family belonging. Keywords Blended families, well-being, family belonging, parenting styles, siblings

After 4 decades and a large body of research on children's academic success, there is still a need to understand how to increase children's academic performance. Researchers agree that the key component to elementary school children's academic success is parental involvement. However, little is known on how to increase parental involvement and the characteristics of the parents who participate in their children's education. This quantitative study examined 2 parental characteristics, parents' internal attachment patterns and parenting styles, and their relationship with parental involvement and children's academic success. Bowlby's theory of attachment and Baumrind's parenting typologies served as the theoretical framework. Parents who have a child between 7 and 11 years of age (n = 85) from two different western cities completed an online survey via Survey Monkey that consisted of Relationship Scales Questionnaire, Parenting Style Scale, the Parent and School Survey, and a Grade Questionnaire. Linear regression was used to determine if parental involvement mediates the relationship between parents' internal attachment patterns (independent variable Model A) and children's academic success and if parental involvement mediates the relationship between parenting styles (independent variable Model B) and children's academic success. The study found that parental involvement does mediate the relationship between parents' internal attachment patterns and children's academic success. Parental involvement also mediates the relationship between parenting styles and children's academic success. Positive social change includes having a better understanding for increasing academic performance for elementary school children.

Researchers have long been concerned in documenting the nature of associations between parenting styles and academic achievement in adolescents. Social learning theory has shown how domains such as individualism, collectivism, and ethnicity are associated with parent behavior. Research suggests compatibility between individualism and authoritative parenting and collectivism with authoritarian parenting styles, which could have critical implications in the relationship between parenting styles and academic achievement. Despite the robust research on parenting styles, no research has investigated the moderating roles of individualism and collectivism. Thus, the purpose of this study was to determine the associations between parenting style and academic achievement and whether some of the associations were moderated by ethnicity, individualism, and collectivism. The sample consisted of 225 parents who were recruited via an online newsletter sent by school personnel. Parenting styles were measured by the Parenting Styles and Dimensions Questionnaire while individualism and collectivism variables were measured by the Self-Construal Scale. Correlation coefficients calculated the associations between parenting styles and academic achievement, while the regression analyses addressed the moderator hypotheses. Authoritative parenting had a significant positive correlation with GPA, while both authoritarian and permissive parenting styles had a significant negative correlation with GPA. Within the moderator hypotheses, neither ethnicity nor individualism and collectivism served as a significant moderator between parenting styles and GPA. These findings may inform parents and educators of the importance of parenting styles on education, beyond the explanatory power of ethnicity or value system.

Though Quintilian introduced the term in loco parentis in his Institutio Oratoria by suggesting that teachers think of themselves as parents of a student's mind, composition scholars have let parenting as a metaphor for teaching fall by the wayside in recent discussions of classroom authority. Podis and Podis have recently revived the term, though, and investigated the ways writing teachers enact Lakoff's "Strict Father" and "Nurturing Mother" authority models. Unfortunately, their treatment of these two opposite authority styles reduces classroom authority styles to a mutually exclusive binary of two less than satisfactory options. I propose clinical and developmental psychologist Diana Baumrind's taxonomy of parenting styles as the ideal way to reform our thinking as a field about the authority model we should adopt in our writing classrooms. While Baumrind includes the inferior models Podis and Podis work from in her authoritarian and permissive parenting styles, she found that the authoritative style, which is both strict and nurturing, promises the best results for parenting children: autonomy and academic achievement. By applying her descriptions of authoritative parents and the outcomes for their children to the practices of composition instructors and their students, I reveal how useful Baumrind's taxonomy of parenting styles could be for a field that often uses nuanced terms for authority without either clearly defining them or backing claims with replicable, aggregable, data-driven (RAD) research. If our field chooses to adopt Baumrind's terminology and definitions, then, we will be able to communicate about classroom authority in terms anchored in a coherent paradigm and garner more respect for our field as we probe the outcomes of Baumrind's authoritative parenting style as a college composition teaching style through our own empirical research.

Researchers have identified significant relationships between parenting styles and child outcomes. However, these associations might vary in different cultures because parenting behaviors could link to cultural values. Additionally, understanding the cultural values of parents would help researchers better understand the reasons of parents’ behaviors. Therefore, the purpose of this study was to examine the relationships between parental Asian values, parenting styles, parenting practices, and child outcomes. Parents of preschool-age children (N = 273) from Taiwan completed a series of parenting values and parenting behaviors questionnaires. Teachers rated child prosocial behaviors, modesty, sociability, and impulse control. Results revealed that some domains of parents’ cultural values were associated with parenting behaviors, and in turn, associated with child outcomes. Maternal and paternal effects varied. These findings suggest that researchers or practitioners should not simply assume the relationship between certain parenting behaviors and child outcomes are the same across cultures.