Perfectionism has been investigated related to the consequences to mental health it might entail for gifted students and their socioemotional development. However, findings have been inconclusive. This exploratory study aims to discover the main characteristics of adaptive and maladaptive perfectionism in gifted Chilean secondary students. For this purpose,  extreme cases were found using Frost´s Multidimensional Perfectionism Scale to subsequently conduct semi-structured interviews with a sample of four students. Results pointed to parental and societal expectations as the main aspects involved in the development of perfectionism, which sheds light on how to support the manifestation of perfectionism both in educational and clinical realms. / El perfeccionismo ha sido investigado en torno a las consecuencias que este podría significar para la salud mental de alumnos talentosos y su desarrollo socioemocional. Sin embargo, los hallazgos han sido poco concluyentes. Este estudio exploratorio apunta a descubrir las principales características del perfeccionismo adaptativo y desadaptativo en estudiantes chilenos académicamente talentosos de educación media. Para ello se detectaron casos extremos con la aplicación de la Escala Multidimensional de Perfeccionismo de Frost, para luego realizar entrevistas en profundidad semiestructuradas en una muestra de cuatro casos. Los resultados apuntan a las expectativas parentales y sociales como los principales aspectos involucrados en el desarrollo del perfeccionismo, entregando así luces de cómo apoyar la manifestación del perfeccionismo en el ámbito educativo y clínico. / Apesar dos estudos sobre a cognição dos alunos com Altas Habilidades ser abrangente, investigar as questões sócioemocionais desse grupo se faz necessário. Uma das vertentes que vem sendo estudada é o perfeccionismo, pois apresenta significado para saúde mental e desenvolvimento desse grupo de pessoas. Contudo, as descobertas ainda são pouco conclusivas. Este estudo exploratório visa descobrir as principais características do perfeccionismo adaptativo e mal adaptativo em estudantes chilenos academicamente talentosos do Ensino Médio – 1º a 3º / Ensino Fundamental – 5º-9º através da Escala Multidimensional de Frost. Para isso, detectou-se casos extremos com a aplicação desse modelo e na sequência do trabalho foram realizadas entrevistas com profundidade em uma amostra de quatro casos. Os resultados apontam para as expectativas sociais e familiares como os principais aspectos envolvidos no desenvolvimento do perfeccionismo, tanto no âmbito educativo quanto no clínico.

Inclusive Education refers to the responsibility of the government and educational institutions of each country for the training and qualification of children and young people with disabilities, respecting the different types of differences. In this process of inclusion, two factors are important in addition to government actions: 1) the students' socio-emotional abilities (HSE), which will guarantee possibilities for inclusive innovation; and 2) the family, which plays an important role, the first interpersonal relationships and therefore where learning begins. HSE, when conducted properly, prepares the individual to seek what he desires, to solve daily situations, to discern behaviors and decisions, to establish goals, among other positions that collaborate for his personal growth, as well as his community. However, sometimes, in order to protect and care for the disabled, the family eventually creates impasses that hinder the development of certain skills and abilities important to life in society. In view of the above, we outline the general objective of identifying and describing the HSE of a licentiate with a disability in the biology course at the Federal University of Sergipe (UFS), understanding possible influences of the student's family in the construction of these skills. This is a research of exploratory nature, with qualitative approach performed through the single case study method. It takes place in the Biology Department (DBI) of UFS and as subjects of the research we have a disabled student with proper enrollment, a relative of the student (mother), a teacher in the course and the interpreter of Brazilian Language of Signals (LIBRAS), conferring a total of four subjects. For the data collection we used the semi-structured interview and for the analysis of the same, we adopted the Discursive Textual Analysis proposed in Moraes and Galiazzi (2014). The results indicate that the family of the licensee consulted acts to balance their influences between the incentive and the overprotection, and there are also reports of some scenes of prejudice, coming from relatives outside the family nucleus. Among her relatives, her mother seems to be the greatest motivator, and this can be one of the factors that contributes to the autonomy of the student throughout the process of inclusion. As for inclusion in the university, the interviewees report some difficulties, which become barriers, such as the prejudice and resistance of some colleagues and teachers throughout the course, however these barriers were and are being transposed by the student, and to this we can relate some HSE identified, such as autonomy, self-regulation, perseverance, organization, self-control and responsibility, which have been and are being developed both due to the influence of the family context and the academic life itself. We consider, therefore, that the family exerts influence in the construction of HSE of the licensee, and that these HSE are closely linked to the development of the student along the process of inclusion, and later formation. / A Educação Inclusiva refere-se à responsabilidade do governo e das instituições de ensino de cada país com a formação e qualificação das crianças e jovens com deficiência, respeitando os diversos tipos de diferenças. Nesse processo de inclusão, três fatores são importantes, além das ações governamentais: 1) as habilidades socioemocionais (HSE) dos estudantes, que lhe garantirão possibilidades de inovação inclusiva e 2) a família, que desempenha papel importante, pois é no lar onde ocorre as primeiras relações interpessoais e por consequência onde o aprendizado começa, e também a formação dos professores que ao estarem mais preparados e dispostos a auxiliar no processo de inclusão podem auxiliar aos alunos com deficiência nesta fase importante de suas vidas. As HSE quando conduzidas adequadamente, preparam o indivíduo para buscar o que deseja, resolver situações cotidianas, discernir comportamentos e decisões, estabelecer metas, entre outras posturas que colaboram para o seu crescimento pessoal, assim como da sua comunidade. Contudo, por vezes, no intuito de proteger e cuidar da pessoa com deficiência, a família acaba por criar impasses que dificultam o desenvolvimento de determinadas competências e habilidades importantes para a vida em sociedade. Diante do exposto delimitamos como objetivo geral identificar e descrever as HSE de uma licencianda com deficiência do curso de licenciatura em biologia da Universidade Federal de Sergipe (UFS), compreendendo possíveis influências da família dessa aluna na construção destas habilidades. Esta é uma pesquisa de natureza exploratória, com abordagem qualitativa realizada através do método estudo de caso único. Ela ocorre no Departamento de Biologia (DBI) da UFS e como sujeitos da pesquisa temos uma aluna com deficiência devidamente matricula, um familiar da aluna (mãe), uma professora no curso e a intérprete de Língua Brasileiras de Sinais (LIBRAS), conferindo um total de quatro sujeitos. Para a coleta de dados utilizamos a entrevista semiestruturada e para a análise dos mesmo, adotamos a Análise Textual Discursiva proposta em Moraes e Galiazzi (2014). Os resultados apontam que a família da licencianda consultada atua equilibrando suas influencias entre o incentivo e a superproteção, havendo também relatos de algumas cenas de preconceito, advindos de parentes de fora do núcleo familiar. Dentre seus familiares sua mãe, parece ser a maior motivadora, e isto pode ser um dos fatores que colabora para a autonomia da aluna ao longo de seu processo de inclusão. Quanto à inclusão na universidade as entrevistadas relatam algumas dificuldades, que se transformam em barreiras, como o preconceito e a resistência de alguns colegas e professores ao longo do curso, contudo estas barreiras foram e estão sendo transpostas pela aluna, e a isto podemos relacionar algumas HSE identificadas, como autonomia, autorregulação, perseverança, organização, autocontrole e responsabilidade, as quais foram e estão sendo desenvolvidas tanto devido a influência do contexto familiar, quanto da própria vida acadêmica. Consideramos, portanto, que a família exerce influência na construção de HSE da licencianda, e que estas HSE estão intimamente ligadas ao desenvolvimento da aluna ao longo do processo de inclusão, e posterior formação. / São Cristóvão, SE

Submitted by Luciana Neves Pires (luciananevespires@gmail.com) on 2018-06-11T21:16:45Z No. of bitstreams: 1 Dissertação_Luciana_Pires.pdf: 3233234 bytes, checksum: eb9f7c63f3f64a45aef5050fd19ef699 (MD5) / Rejected by Katia Menezes de Souza (katia.menezes@fgv.br), reason: Prezada Luciana boa noite, Para que possamos aprovar seu trabalho são necessários realizar alguns ajustes conforme norma ABNT/APA. Você deverá excluir a segunda folha (que é a contracapa) e em substituição a essa, deverá incluir no lugar, a página 04 (lembrando que em seguida deverá excluir a página 04 pois caso contrário ficará em duplicidade) Após os ajustes excluir o pdf já postado e submete-lo novamente para análise e aprovação. Qualquer duvida estamos a disposição, Att. Katia Menezes on 2018-06-11T22:20:29Z (GMT) / Submitted by Luciana Neves Pires (luciananevespires@gmail.com) on 2018-06-12T13:15:18Z No. of bitstreams: 1 Dissertação.pdf: 3217177 bytes, checksum: 942fa504698be8667266a226b890950d (MD5) / Approved for entry into archive by Katia Menezes de Souza (katia.menezes@fgv.br) on 2018-06-12T13:25:14Z (GMT) No. of bitstreams: 1 Dissertação.pdf: 3217177 bytes, checksum: 942fa504698be8667266a226b890950d (MD5) / Approved for entry into archive by Isabele Garcia (isabele.garcia@fgv.br) on 2018-06-12T20:07:18Z (GMT) No. of bitstreams: 1 Dissertação.pdf: 3217177 bytes, checksum: 942fa504698be8667266a226b890950d (MD5) / Made available in DSpace on 2018-06-12T20:07:18Z (GMT). No. of bitstreams: 1 Dissertação.pdf: 3217177 bytes, checksum: 942fa504698be8667266a226b890950d (MD5) Previous issue date: 2018-05-16 / This work contributes to the literature of human capital formation by estimating the impact of early childhood investment (by means of preschool attendance) over cognitive skill development. Using a longitudinal panel dataset for a single municipality, we draw the distribution of latent cognitive and non-cognitive factors and consider a dynamic model of skill formation. We find our Constant Elasticity Substitution (CES) production function to be a Cobb-Douglas. The complementarity and share parameters of the CES are stable in diverse specifications tested. We find that early investment matters for cognitive skill accumulation during childhood. Preliminar estimation for long-term cognitive production presents evidence of self-productivity (skill begets skill). Since cognitive skill is persistent overtime, early childhood investment has a positive cumulative impact in the long-term by boosting cognitive skills in earlier stages. / Este trabalho contribui para a literatura de formação de capital humano estimando o impacto do investimento na primeira infância (por meio da frequência pré-escolar) sobre o desenvolvimento de habilidades cognitivas. Usando um painel longitudinal com dados para um único município, extraímos a distribuição dos fatores cognitivo e não-cognitivo e consideramos um modelo dinâmico de formação de habilidades. A função de produção Elasticidade Substituição Constante (CES) que estimamos é uma Cobb-Douglas. Os parâmetros de complementaridade e participação na CES são estáveis para diversas especificações testadas. Encontramos que o investimento na primeira infância é importante para o acúmulo de habilidades cognitivas durante a infância. Estimativas preliminares da função de produção usando medidas de longo prazo para o fator cognitivo apresentam evidências de autoprodutividade (habilidade gera habilidade). Como a habilidade cognitiva é persistente ao longo do tempo, o investimento na primeira infância tem um efeito cumulativo positivo no longo prazo, impulsionando as habilidades cognitivas nos estágios iniciais.

The purpose of my study is to investigate how working with ABC (All Children at the Centre) can be interpreted based on a democratic education in preschool. ABC is a socioemotional course provided by an external agency which is subsequently available to teachers and parents within certain councils, throughout the country. Through semi-structured qualitative interviews with four teachers I have explored how they describe their work on choosing battles - based on ABC methodology. This has subsequently been analyzed in the results section based on my interpretation of Gert Biestas (2006, 2011) theories of democracy. Results indicate that routine situations emerge as restrictive and can hamper children's potential actions. However, through the ABC methodology - choose battles, teachers claim to see a decrease in conflicts, due to an approach characterized by an awareness of the restrictive conditions the children face. My conclusion from the interviews is that the ABC-choosing battles methodology appears to contribute to a democratic education in preschool, however it seems in the interviews that it could also lead to an over-generalized perspective where children's actions are seen only as a strategy for attention. This could subsequently lead to a situation where an appreciation of Biestas definition of plurality is sorely lacking. / Syftet med min studie är att undersöka hur arbetet med ABC (Alla Barn i Centrum) kan förstås utifrån en demokratisk fostran i förskolan. ABC är ett socioemotionellt program från en extern agent, som vissa kommuner erbjuder till pedagoger och föräldrar runtom i landet. Genom semistrukturerade kvalitativa intervjuer med fyra pedagoger har jag undersökt hur de beskriver sitt arbete med att välja strider - utifrån ABC. Beskrivningarna har sedan analyserats i resultatdelen utifrån min tolkning av Gert Biestas (2006, 2011) teorier om demokrati. Resultatet visar att rutinsituationer framkommer som begränsande för barns möjlighet till handlande. Men genom ABC - välja strider anser pedagogerna att konflikter minskar, genom att pedagogerna reflekterar över vilka motstånd barnen möts av, och hur. Min slutsats utifrån ABC-pedagogernas beskrivningar är att det tycks vara möjligt att ABC - välja strider kan bidra till en demokratisk fostran i förskolan. Men det kan samtidigt finnas en risk att en syn där barns handlande förstås som endast en strategi för att få uppmärksamhet, kan leda till en stor generalisering. Det kan i sin tur medföra att det Biesta ser som pluralitet inte värdesätts tillräckligt mycket.

No description available.

No / We examine the effect of family governance on corporate philanthropy by focusing on the motives of controlling families. We emphasize that controlling families have two different motives, namely, financial and socioemotional motives. On this basis, we argue that the two motives have contrasting effects on corporate philanthropy. Given that family ownership represents the financial motive of family principals, the first hypothesis posits that family ownership is negatively related to corporate philanthropy. Family management increases family visibility and thus encourages controlling families to be concerned with their socioemotional wealth. That is, the higher the visibility of controlling families in the firm, the more likely the overlap will be between family and firm identity. Thus, the second and third hypotheses predict that family involvement in management as a family CEO or director positively moderates the relationship between family ownership and corporate philanthropy. We test our hypotheses using fixed effects panel regression models and the sample of large nonfinancial Korean family firms listed in KOSPI, Korea’s major stock market. Test results support our hypotheses. We find that family firms become reluctant to engage in discretionary wealth transfer to nonfamily stakeholders as family ownership increases. However, this negative effect of family ownership on corporate philanthropy is weakened by family involvement in top management and the board of directors. Our findings reconcile the inconsistent results in the literature on family business and CSR, which is divided into positive and negative perspectives. In this manner, we revisit the assumption of prior research, which often treats family firms as homogeneous and reveals the limitation of a dichotomous approach to family business. We conclude by discussing the implications and theoretical contributions of this study and offering future research directions.

Contexte : La santé mentale des parents est déterminante pour celle de leurs enfants, étant associée à celle-ci par des mécanismes génétiques, sociaux et environnementaux. La dépression est un des problèmes de santé mentale les plus prévalents chez les parents en période postnatale, et plusieurs études ont montré des associations entre celle-ci et le développement des enfants à court et long terme. Or, peu d’études nous renseignent quant aux rôles distincts et combinés de la dépression maternelle et paternelle dans l’émergence de problèmes internalisés et externalisés au cours de l’enfance et l’adolescence dans divers contextes socio-économiques, ainsi qu’aux processus familiaux impliqués dans ces associations. Ce manque de connaissances limite de notre capacité à développer des interventions ciblant l’ensemble du système familial, adaptées pour les mères et les pères et tenant compte des inégalités socio-économiques de santé. Objectifs : Étudier les rôles distincts et combinés de la dépression postnatale de la mère et du père sur le développement socio-émotionnel de l’enfant dans divers contextes socio-économiques, ainsi que les processus familiaux impliqués. La thèse comporte trois objectifs : 1) Tester les associations entre la dépression postnatale de chacun des parents et les symptômes internalisés/externalisés de la petite enfance à l’adolescence (1,5 à 17 ans), et si celles-ci sont modérées par le statut socio-économique familial (SES); 2) Identifier quel modèle théorique (maternel unique, additif, synergique ou croisé) décrit mieux la dynamique entre la dépression postnatale maternelle et paternelle, en association avec les symptômes internalisés/externalisés de l’enfance à l’adolescence (3,5 à 17 ans), dans les familles à faible et à haut SES; et 3) Tester le rôle de mécanismes familiaux pouvant potentiellement expliquer que les dépressions postnatales maternelle et paternelle soient associées aux symptômes internalisés/externalisés de l’enfance à l’adolescence (3,5 à 17 ans). Méthodes : La thèse repose sur l’utilisation des données de l’Étude longitudinale du développement des enfants du Québec, une cohorte de naissance représentative (1997-98) du Québec, Canada. Les symptômes dépressifs maternels et paternels ont été mesurés cinq mois après la naissance, à l’aide du Center for Epidemiologic Studies Depression Scale. Les symptômes internalisés/externalisés des enfants ont été rapportés par les mères, les pères, les enseignants et les enfants, avec le Social Behavior Questionnaire (1,5 à 13 ans) et le Mental Health and Social Inadaptation Assessment for Adolescents (15 à 17 ans). Les indicateurs du SES ont été rapportés 4 par la mère à 5 mois. Les pratiques parentales, la satisfaction conjugale et le fonctionnement familial ont été rapportés par chacun des parents à 2,5 et/ou 3,5 ans. Des modèles linéaires à effets mixtes à trois niveaux ont été utilisés pour tester les associations pour les articles 1 et 2. Des modèles à équations structurelles ont été utilisés pour tester les médiations de l’article 3. Résultats : 1) La dépression postnatale de chacun des parents était associée à un niveau plus élevé de symptômes/problèmes de santé mentale chez l’enfant, cette association étant plus forte dans les familles à faible SES qu’à haut SES; 2) Dans les familles ayant un faible SES, les résultats ont appuyé le modèle synergique : la dépression postnatale du père a exacerbé la force des associations entre la dépression postnatale de la mère et les symptômes internalisés/externalisés. Dans les familles ayant un haut SES, les résultats ont appuyé le modèle maternel unique, puisque la dépression maternelle était associée à une augmentation des symptômes internalisés/externalisés, alors que la dépression paternelle ne l’était pas; 3) La dépression postnatale de la mère était associée à la santé mentale de l’enfant principalement via les pratiques parentales coercitives maternelles et le fonctionnement familial et, dans une moindre mesure, par un effet de débordement sur la satisfaction conjugale paternelle. La dépression postnatale du père était associée à la santé mentale de l’enfant principalement via le fonctionnement familial, ensuite via la satisfaction conjugale paternelle, et dans une moindre mesure, via les pratiques parentales paternelles. Conclusions : La dépression postnatale maternelle et paternelle ainsi que le faible SES familial constituent des facteurs de risque pour les problèmes internalisés et externalisés au cours de l’enfance et l’adolescence. L’accumulation de ces facteurs est associée à un risque de problèmes de santé mentale encore plus élevé que la somme des risques reliés à chacun de ceux-ci séparément. Ces données suggèrent que les programmes de santé publique et les services de santé mentale devraient adopter une approche universelle proportionnée pour prévenir la dépression parentale en période postnatale ainsi que les problèmes de santé mentale chez les enfants exposés à celle-ci. Les pratiques parentales de la mère, la satisfaction conjugale du père et le fonctionnement familial sont les principaux mécanismes impliqués dans les associations entre la dépression parentale postnatale et la santé mentale de l’enfant et sont des avenues à considérer pour la recherche et l’intervention visant à prévenir la transmission intergénérationnelle des problèmes de santé mentale. / Context: The mental health of parents plays a crucial role in the well-being of their children, being linked through genetic, social, and environmental mechanisms. Depression is one of the most prevalent mental health issues among parents in the postnatal period, and several studies have shown associations between maternal and paternal depression and the short- and long-term development of children. However, few studies provide insight into the distinct and combined roles of maternal and paternal depression in the emergence of internalizing and externalizing problems during childhood and adolescence in various socioeconomic contexts, as well as the family processes involved in these associations. This lack of knowledge limits our ability to develop interventions targeting the entire family system, tailored for both mothers and fathers, and accounting for socioeconomic health inequalities. Objectives: Studying the distinct and combined roles of maternal and paternal postnatal depression in the socio-emotional development of the child across various socioeconomic contexts, as well as the family processes involved. The thesis has three objectives: 1) To test the associations between postnatal depression in each parent and internalizing/externalizing symptoms from early childhood to adolescence (1,5 to 17 years), and whether these associations are moderated by family socioeconomic status (SES); 2) To identify which theoretical model (maternal unique, additive, synergistic, or crossover) best describes the dynamics between maternal and paternal postnatal depression in association with internalizing/externalizing symptoms from childhood to adolescence (3,5 to 17 years) in low and high SES families; and 3) To test whether maternal and paternal postnatal depression are associated with internalizing/externalizing symptoms from childhood to adolescence (3,5 to 17 years) through parenting practices, marital satisfaction, and family functioning. Methods: The thesis relies on the use of data from the Québec Longitudinal Study of Child Development, a representative birth cohort (1997-98) from Québec, Canada. Maternal and paternal depressive symptoms were measured five months after birth using the Center for Epidemiologic Studies Depression Scale. Child internalizing/externalizing symptoms were reported by mothers, fathers, teachers, and children themselves using the Social Behavior Questionnaire (1,5 to 13 years) and the Mental Health and Social Inadaptation Assessment for Adolescents (15 to 17 years). SES indicators were reported by the mother at 5 months. Parental practices, marital satisfaction, and 7 family functioning were reported by each parent at 2,5 and/or 3,5 years. Three-level mixed-effects linear models were used to test the associations for objectives 1 and 2. Structural equation models were used to test the mediations for objective 3. Results: 1) Postnatal depression in each parent was associated with a higher level of mental health symptoms in the child, with this association being stronger in low SES families than in high SES families; 2) In low SES families, the results supported the synergistic model, as paternal postnatal depression exacerbated the strength of the associations between maternal postnatal depression and internalizing/externalizing symptoms. In high SES families, the results supported the maternal unique model, as maternal depression was associated with an increase in internalizing/externalizing symptoms, while paternal depression was not; 3) Maternal postnatal depression was associated with child mental health primarily through coercive maternal parenting practices and family functioning, and to a lesser extent, through an overflow effect on paternal marital satisfaction. Paternal postnatal depression was associated with child mental health primarily through family functioning, then through paternal marital satisfaction, and to a lesser extent, through paternal parenting practices. Conclusions: Maternal and paternal postnatal depression, as well as low family SES, are risk factors for internalizing and externalizing problems during childhood and adolescence. The accumulation of these factors is associated with a higher risk of mental health problems than the sum of the risks associated with each of them separately. Maternal parenting practices, paternal marital satisfaction, and family functioning are the main mechanisms involved in the associations between postnatal parental depression and child mental health, with different importance depending on the gender of the depressed parent. These findings suggest that public health programs and mental health services should adopt a proportionate universal approach to prevent postnatal parental depression and mental health problems in children exposed to it. Parenting practices, marital satisfaction, and family functioning are avenues to consider for research and intervention aimed at preventing the intergenerational transmission of mental health problems.

在全球化的背景下，企業間的競爭變得愈加劇烈，需要員工提供寶貴的意見想法，方能幫助組織成長與發展，因此瞭解員工說與不說的背後原因，便顯得更加重要。本研究以社會情緒選擇理論（socioemotional selectivity theory, SST）理論為基礎，並以兩種未來時間觀：開放式未來時間觀（open-ended future time perspective）與限制式未來時間觀（limited future time perspective）分類方式進行探討，期望進一步瞭解其對兩種員工意見表達行為：建言行為（voice behavior）與沉默行為（silence behavior）的影響效果，以及兩種調節焦點：促進性焦點（promotion focus）、預防性焦點（prevention focus）在其中所扮演的中介角色。同時，本研究探討知覺心理安全氛圍（perceived psychological safety climate）對未來時間觀與意見表達行為間關係的調節效果。本研究採問卷調查法施測，共蒐集249對員工-同事對偶樣本。研究結果顯示：（一）開放式未來時間觀與促進性建言呈顯著正相關；開放式未來時間觀與抑制性建言未具有顯著相關；限制式未來時間觀與沉默行為呈顯著正相關；（二）調節焦點並未中介未來時間觀與意見表達行為間之關係；（三）知覺心理安全氛圍並未調節未來時間觀與意見表達行為間關係。最後，針對研究結果，進一步討論理論與實務意涵、研究限制與未來研究方向。 / This study is based on the socioemotional selectivity theory (SST), and has three objectives: First, to assess the effect of future time perspective (open-ended / limited) on opinion expression behavior (voice / silence). Second, to test the mediating role of regulatory focus (promotion / prevention) in the relationship between the future time perspective and the opinion expression behavior. Third, to examine the moderating role of perceived psychological safety climate on the relationship of future time perspective and opinion expression behavior. The results collected of 249 valid dyad (employee-colleague) pair showed that (1) open-ended future time perspective was positively related to promotive voice behavior, but not to prohibitive voice behavior; limited future time perspective was positively related to silence behavior. (2) regulatory focus did not mediate the relationship between future time perspective and opinion expression behavior. (3) no support was found for the expected moderating role of perceived psychological safety climate in the future time perspective—opinion expression behavior relationship. Finally, the study’s implications for theory and practice are discussed, its limitations are identified, and directions for future research are suggested.

Aim: The aim of this work was to broaden the understating of the role of parental engagement and learning materials at home, in promoting high cognitive and social emotional development. The study assessed the connection between maternal and paternal engagement, having 3 or more books and 2 or more types of playthings, towards the cognitive and social-emotional development of children. Methods: Data from the Multiple Indicator Cluster Surveys (MICS) was used, involving 2517 children in Zimbabwe. Unadjusted logistic regression was conducted to assess the possible confounders. Logistic regression was performed between parental engagement, children having 3 or more books and 2 or more types of playthings, towards the outcome of interest. Results: The results indicate that 91% of the children acquired high cognitive development and 63.4% social emotional. There has not been a significant association between maternal engagement and children’s cognitive or social-emotional development. Similarly, no correlation was found between paternal engagement and children’s development. Nevertheless, households having 3 or more books, reported increased odds of children having high cognitive development and lower odds of social-emotional development. Similarly, children with 2 or more types of playthings, depicted a positive association for social-emotional growth, whereas cognitive development decreased further. Conclusion: The association between having 3 or more books and 2 or more types of playthings remained significant, although parental engagement was insignificant. Future research on parenting practices in different cultural contexts is suggested, concerning the developmental status of children. In addition, more developmental, age-related assessment items are needed.