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Descriptors:
Eating Disorders; Student Attitudes; Measures (Individuals); Elementary Schools; Daughters; Mothers; Fathers; Body Weight; Prediction; Parent Child Relationship; Correlation; Sons; Parent Influence; Elementary School Students

Abstract:
Eating problems are highly prevalent and seem to show continuity in children. Nevertheless, the effect of different maternal and paternal feeding practices on changes in these problems is not fully understood yet. This study examines short-term continuity in primary school children's overeating, loss of control (over eating), restraint and concerns (about eating, body shape and weight) and the predictive value of parental feeding strategies on change in these eating problems. Children (8-12 years, n = 613, 46.5% girls) completed the Child Eating Disorder Examination Questionnaire (ChEDE-Q) twice with the second measurement (T2) taking place 6 months after the first (T1). Parents (n = 714, 57.7% mothers) completed the Child Feeding Questionnaire (CFQ) at T1 to assess the level of controlling feeding strategies. More overeating, restraint and concerns at T1 predicted higher levels of the same eating problems 6 months later, whereas more of loss of control at T1 predicted lower levels of loss of control 6 months later. Additionally, the interaction between maternal pressure and the gender of the child was predictive for increases in overeating, whereas the interaction between paternal monitoring and gender of the child was a marginally significant predictor for decreases in overeating. These findings point to the possible negative and positive effects of parental feeding practices as well as to the possible larger influence of mothers on their daughters' and of fathers on their sons' eating behaviors. The importance of studying mothers and fathers, as well as daughters and sons, and of including different feeding strategies and eating problems is discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Resilience (Psychology); Depression (Psychology); Foreign Countries; Family Violence; Cross Cultural Studies; Questionnaires; At Risk Persons; Individual Characteristics; Adolescents; Aggression; Gender Differences; Experience; Socioeconomic Status; Predictor Variables; Parenting Styles; Verbal Communication; Teacher Influence; Parent Influence; Substance Abuse; Peer Relationship; Grade 8

Abstract:
Questionnaire data from a cross-sectional study of a randomly selected sample of 5,149 middle-school students from four EU countries (Austria, Germany, Slovenia, and Spain) were used to explore the effects of family violence burden level, structural and procedural risk and protective factors, and personal characteristics on adolescents who are resilient to depression and aggression despite being exposed to domestic violence. Using logistic regression to identify resilience characteristics, our results indicate that structural risks like one's sex, migration experience, and socioeconomic status were not predictive of either family violence burden levels or resilience. Rather, nonresilience to family violence is derived from a combination of negative experiences with high levels of family violence in conjunction with inconsistent parenting, verbally aggressive teachers, alcohol and drug misuse and experiences of indirect aggression with peers. Overall, negative factors outweigh positive factors and play a greater role in determining the resilience level that a young person achieves. (Contains 7 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Adolescents; Social Capital; Friendship; Comparative Analysis; College Graduates; Graduation; Family Income; Mothers; Parent Influence; Cultural Influences; Grade Point Average; Peer Influence; Secondary School Students; Racial Differences; Educational Attainment

Abstract:
Research on social capital in education rarely considers how the resources students can access through their friendships affect educational outcomes later in life. Using the National Longitudinal Study of Adolescent Health, we explore how having resource-rich best friends impacts adolescents' college completion. We compare the influence of friends' material and cultural resources and their effects relative to adolescents' family resources. We find that having a best friend with a college-educated mother significantly increases the likelihood of college completion, though having a best friend whose parents are high income does not. This positive effect of best friends' cultural resources is not explained fully by school achievement or by the expectations of respondents, best friends, or parents. We conclude that adolescent friendships are an underrecognized source of social capital. (Contains 5 tables and 14 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Attainment; Job Satisfaction; Young Adults; Structural Equation Models; Outcomes of Education; Career Development; Adolescents; Socioeconomic Influences; Parent Influence; Predictor Variables; Expectation; Success; Gender Differences; Family Income; Grade Point Average; Employment Level

Abstract:
Building on the Wisconsin Model of Status Attainment, this study examined the contextual process of obtaining educational attainment and the subsequent work outcomes and career satisfaction. This study used the National Longitudinal Study of Adolescent Health (Add Health) with structural equation modeling techniques to assess US participants from adolescence to young adulthood (N = 8309). Socioeconomic resources provided by parents in adolescence directly predicted education outcomes and were partially mediated by family success expectations. Family success expectations were an important predictor of education outcomes. Neither socioeconomic resources nor success expectations directly predicted work outcomes or career satisfaction. Instead, education was the direct predictor of career satisfaction with work outcomes partially mediating. A multiple group analysis was conducted to compare outcomes between men and women. The discussion explores the implications of the findings and educational attainment for young adults in a global society. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Tests; Reading Skills; Longitudinal Studies; Interaction; Foreign Countries; Second Language Learning; Films; Listening Skills; Parent Background; Educational Attainment; Questionnaires; Parent Attitudes; Scores; Statistical Analysis; Predictor Variables; Correlation; Language Usage; Work Environment; Parent Child Relationship; Parent Influence; Listening Comprehension Tests; Second Language Instruction; English (Second Language); French; Elementary School Students

Abstract:
The project Early Language Learning in Europe (ELLiE) has studied the longitudinal effects of an early foreign language (FL) start in seven European contexts. This article presents a sub-study of ELLiE that investigates the impact of out-of-school factors on learners' listening and reading skills in year four of formal FL instruction. More specifically, we include parents' educational level, parents' use of the FL professionally, exposure, interaction and cognate linguistic distance. Data were collected by means of listening and reading tests and a parents' questionnaire. Results of the statistical analyses show that cognate linguistic distance was the strongest predictor of both listening and reading scores, followed closely by exposure, and parents' FL use at work and international interaction at some distance. Parents' educational levels only impacted on reading scores, and domestic interaction did not have any effect on listening or reading. Furthermore, the results confirm previous research on young learners' incidental FL acquisition through watching subtitled films, as watching films was the most powerful exposure type for both listening and reading. Parents' use of FL at work correlated significantly with exposure, indicating that the influence of parents would have an effect on the opportunities for their children's FL exposure. (Contains 6 tables, 2 figures and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Identification (Psychology); Socialization; Academic Achievement; Males; African American Students; Minority Group Students; Middle School Students; Urban Schools; Parent Role; Parent Influence; Self Concept; Goal Orientation; Self Motivation; Achievement Need; Parent Student Relationship; Mediation Theory; Standardized Tests; Achievement Tests; Student Motivation; Student Attitudes; Correlation

Abstract:
This study examines whether academic identification, or one's psychological and emotional investment in academics, mediates the association between child-reported parental educational socialization and standardized achievement test scores among a predominantly ethnic minority sample of 367 urban middle school students. We predicted that academic identification would mediate the relationship between five forms of perceived parental academic socialization (future-oriented, teaching-oriented, effort-oriented, shame-oriented, and guilt-oriented) and achievement when controlling for prior achievement. We found confirmation for this effect among analyses involving "teaching," "future," and "guilt" forms of socialization. For "teaching," this effect was not present for Black boys. Direct effects indicated that "teaching" and "future" socialization was inversely related to student achievement, but when mediated by academic identification it was positive. "Guilt" was only related to achievement through academic identification. Results suggest the importance of the manner in which parental educational socialization is engaged. (Contains 5 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade Point Average; Individual Characteristics; Adolescents; Parents; Coping; Siblings; School Counselors; Chronic Illness; Comparative Analysis; Children; Parent Influence; At Risk Persons; Questionnaires; Behavior Problems; Housework; Social Isolation; Stress Variables; Attachment Behavior; Parent Child Relationship

Abstract:
Approximately 10% of children grow up with a parent who has been diagnosed with a chronic medical condition (CMC) and seem to be at risk for adjustment difficulties. We examined differences in behavioral, psychosocial and academic outcomes between 161 adolescents from 101 families with a chronically ill parent and 112 adolescents from 68 families with healthy parents, accounting for statistical dependence within siblings. Children between 10 and 20 years and their parents were visited at home and filled in questionnaires. Multilevel analyses showed that 20-60% of the variance in most adolescent outcomes was due to the family cluster effect, especially in internalizing problem behavior, caregiving variables and quality of parent attachment. Conversely, the variance in stress and coping variables and grade point average (GPA) was mainly due to individual characteristics. Adolescents with parents affected by CMC displayed more internalizing problems than the comparison group and scored higher on frequency of household chores, caregiving responsibilities, activity restrictions, isolation, daily hassles and stress. In addition, their grade point average was comparatively worse. No group differences in externalizing problems, coping skills and quality of parent attachment were found. In conclusion, the family cluster effect largely explains adolescent outcomes and should be accounted for. Adolescents with parents affected by CMC are subject to an increased risk for internalizing problems, adverse caregiving characteristics, daily hassles, stress and a low GPA. According to a family-centered approach, school counselors and health care practitioners should be alert to adjustment difficulties of children with a chronically ill parent. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Economics; Socialization; Money Management; Fiscal Capacity; Young Adults; Adolescents; Parent Influence; Educational Background; Economically Disadvantaged

Abstract:
We analyze the role economic socialization plays in the economic behavior and asset accumulation of young adults by parents using data from European young adults and teenagers. We study the role of four distinct strands of economic socialization (providing pocket money, jobs at home, work for others, and parental encouragement) using a Dutch sample of young adults (age 18-32, n = 392). Results show positive links between parental encouragement and ability to control spending, saving preferences, future orientation, conscientiousness, and saving. A sample of teenagers (age 14-15, n = 548) and their parents (256 mothers, 227 fathers) is drawn for a Norwegian study of economic socialization. Analyses reveal a small difference in the socialization of adolescents from poorer and less educated backgrounds: they are less likely to receive pocket money and to have part-time work but are more likely to have piggy banks and savings accounts at a younger age. Variations in the economic socialization by parents highlight the importance of financial education in schools. (Contains 9 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Attainment; Children; Parent Influence; Economics; Money Management; Fiscal Capacity; Parent Background; Males; Females

Abstract:
High intergenerational persistence of educational attainment is an indicator of educational inequality and a barrier to equal opportunities in the labor market and beyond. This study uses data from the Panel Study of Income Dynamics to generate a sample of two cohorts of children ('84 and '94 cohorts), and it examines whether intergenerational transmission of educational attainment varies by household economic resources, especially household assets. Results show that, among male children in the '94 cohort, household assets increase the strength of the association between parents' and children's years of schooling. Also, household assets are found to interact with parental education to affect educational attainment, as measured by college completion, among female children in the '94 cohort. Research and policy implications are discussed. (Contains 2 figures and 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Early Adolescents; Late Adolescents; Antisocial Behavior; Delinquency; Low Income; Interpersonal Relationship; Intimacy; Parents; Parent Influence; Behavior Problems; Age Differences; Children; Females; Family Relationship; Intervention; At Risk Persons

Abstract:
Previous studies of the association between multiple parental relationship transitions (i.e., when a parent begins or terminates an intimate relationship involving cohabitation) and offspring antisocial behavior have varied in their efforts to rule out confounding influences, such as parental antisocial behavior and low income. They also have been limited in the representativeness of their samples. Thus, it remains unclear to what degree parents' multiple relationship transitions have independent effects on children's antisocial behavior. Analyses were conducted using data on 8,652 6-9-year-old, 6,911 10-13-year-old, and 6,495 14-17-year-old offspring of a nationally representative sample of U.S. women. Cousin-comparisons were used in combination with statistical covariates to evaluate the associations between maternal relationship transitions and offspring antisocial behavior in childhood and adolescence. Cousin-comparisons suggested that associations between maternal relationship transitions and antisocial behavior in childhood and early adolescence are largely explained by confounding factors. In contrast, the associations between maternal relationship transitions and offspring delinquency in late adolescence were robust to measured and unmeasured confounds. The present findings suggest that interventions aimed at reducing exposure to parental relationship transitions or addressing the psychosocial consequences of exposure to parental relationship transitions could reduce risk for offspring delinquency in late adolescence. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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