Abstract The paper discusses how psychologists know what parenting practices are most effective and which are most likely to lead to positive outcomes for children. The paper reviews four different parenting styles, shows which method is most effective, and explains why the other methods should be avoided in order to avoid detrimental consequences to the child's future.
Outline:
The Authoritarian Parent Style
The Permissive Parenting Style
The Uninvolved Parenting Style
The Authoritative Parenting Style
Reflections From My Childhood
My Personal Parenting Style and How I Put it into Practice
Conclusion
From the Paper "The uninvolved parent is low in both demandingness and responsiveness. In extreme cases, this parenting style might encompass both neglecting and rejecting parents, which could be very damaging to the child, although most parents of this type fall within the normal range (Baumrind, 1991).Children whose parents are uninvolved are uninvolved tend to perform poorly in most domains of social competency, academic performance, psychosocial development and problem behavior. "
Tags:childrenparentssocialcompetencyacademicperformance, psychosocial development
Abstract The paper is a research proposal discussing the anecdotal evidence that parental involvement in the academic lives of their children is associated with higher academicperformance. Specifically, the study proposed examines the apparent relative significance of parentalacademic involvement as a predictor of academicperformance and as a predictor of the ultimate academic level achieved.
Outline:
Abstract
Brief Literature Review
Sampling Methodology, Instrumentation, and Data Analysis
Possible Outcomes and Conclusions
From the Paper "Children whose parents are strong positive influences in their lives tend to behave better in general (Melhuish, Sylva, et al 2001), and tend to develop better social and professional relationships (Allen & Daly 2002), as well as to perform better in academic settings than children whose parents are negative influences or absent altogether. Inclusive, supportive family relationships seem to correspond to better academic performance across the board, irrespective of wealth, social standing, or education level of the parents (Flouri & Buchanan 2004). Among the "better" parents, those who are also involved in their children's academic lives apparently benefit subsequent academic performance even more".
Abstract The paper explores to what extent parents impact their children's college academicperformance. This paper asserts that parental support, both before and during college, is a strong determinant for a student's college success. The paper provides a literature review and concludes that parents have a strong influence on a student's performance in college. This is due to various reasons, the most important being the alignment of educational goals between parent and child. When the parents and their child agree regarding the importance of college, this alignment often trumps any obstacles raised by a parent's socioeconomic status or lack of college degree.
Outline:
Abstract
Review of Literature
Deciding to Go to College
Parental Influence on Quality of Education
The Road to College
Conclusion
From the Paper "A study conducted by Dayton (2005) showed that in addition to initiative and individual effort, students found that having supportive networks -- friends and families -- was vital in ensuring academic success. This study ties in with previous ones that saw a strong correlation between financial support and college success. Schneider and Stevenson (1999) found that parents could be effective agents of socialization, imparting to their children the standards and values they will need to be successful in college and beyond."
Abstract This study studies the relationship of corporal punishment and the academicperformance of students in grades 1 - 9 in Taiwan. There are many research studies examining corporal punishments in the K-12 setting worldwide, but only a few studies have specifically examined the relationship between corporal punishment and academicperformance. This study aims to better understand the relationships between the frequency of corporal punishment, the attribution by the students towards the reasons of the punishments, and the actual academicperformance of the students.
Contents:
Abstract
Chapter 1:
Introduction
Corporal Punishment of Students in the United States
Corporal Punishment of Students in the Far East
Limitation, delimitations, assumptions
Chapter 2:
Literature Review
Chapter 3:
Methodology
Research Questions
Data Source
Sampling and Population Method
Strength and Limitation of Sampling Method
Data Analysis
From the Paper "These cases of corporal punishment (or CP) on children demonstrates the gravity of the issue. These studies raise questions concerning the relationship between corporal punishment of children and adverse outcomes, such as anti-social behavior, as well as other issues (Magrid 1990; Strauss, 2001; Gaffney, 1997; Hicnchey, 2003).
Western educational experts argue that the long-term costs of corporal punishment outweigh any short-term benefit that might be gained by its application. The effects of corporal punishment may last for years, and the family, the local community, and society at large pay the price for teachers' actions. Beatings and other cruel, inhuman, or degrading treatments potentially affect both the physical well-being and the psyche of those who are punished (Gaffney 1997, Andero 2002)."
Abstract This paper discusses how the explanatory style is a cognitive personality variable that reflects the habitual manner in which people explain the causes of bad events that befall them. According to the paper, researchers believe that attributional style can help provide a better understanding of behaviors and consequences that affect one's performance and actions. The paper further discusses how tests of this relationship have spanned a wide variety of achievement settings including academic, health, athletic, and work settings, and how some of the problems and stresses affect performance, focusing primarily on academics.
Contents:
Chapter One
Performance Statement of the Problem
Purpose of the Study
Significance of the Study
Research Hypothesis
Scope and Limitation of the Study
Definition of Terms
Overview of the Study
Chapter Two
Review of Related Literature
Chapter Three
Methodology
Identification of Subjects
Implementing the Study
Gathering and Analyzing Data
Chapter Four
Data Analysis
Chapter Five
Summary, Recommendations, and Conclusions
From the Paper "For African Americans, ethnic identity and cultural racism significantly predict life satisfaction (Utsey et al, 2002). The study conducted by Utsey et al (2002) dealt with how African Americans felt about the culture and ethnicity that they belonged to, whether they felt they had been the victims of racism during their lifetimes, and also looked at how satisfied they were with their lives. Those that were less comfortable with their ethnicity and those that had been victimized by racism had lower quality of life scores than those that were comfortable and did not feel as though they had been victims. The higher the victimization score, the lower the quality of life score for these individuals.
Phinney, Cantu, and Kurtz (1997) state that having a poorly developed racial identity can lead to depression, a lack of comfort with oneself, and many other emotional problems that can be avoided when racial identity development theory is more clearly understood. On the other hand, having a racial identity that is well developed and that one is very comfortable with produces the opposite effects. While this is not an overly surprising insight, it is important that the correlation be noticed and recognized as something that should be studied and understood more clearly. This understanding of the link between racial identity and well-being has its roots in counseling psychology. By understanding the process of the development of racial identity, counselors felt they could begin to better understand pathology among black patients. Similarly, in investigating life satisfaction among African Americans, researchers (Utsey et al, 2002; Phinney et al, 1997) theorized that they must be attuned to cultural differences. There are significant potential dangers when researchers are unable to incorporate culture as a variable. Without a good understanding of cultural differences, it is possible for behavior to be misunderstood and even pathologized."
Abstract In this article the writer notes that explanatory style is a cognitive personality variable that reflects the habitual manner in which people explain the causes of bad events that befall them. The writer further points out that researchers believe that attributional style can help provide a better understanding of behaviors and consequences that affect one's performance and actions. This research aims to use this theory together with other variables and correlate this with students' GPAs, to see what factors interact or are able to predict academicperformance. The writer highlights that before this takes place, however, it is important to understand the students and some of the problems and stresses that they face, so that their academicperformance and how they react to certain issues can be better understood.
From the Paper "Stress is generally a good thing as all individuals must have some stress to survive. However, when students have too much stress in their lives or the stress is perceived as being a negative event then psychological and physical impairments can sometimes be seen. There are ways that students can reduce stress in school but they have to work at what they are doing and learn how to get enough social support, enough time for leisure and enjoyment, and manage their time correctly. If students are not able to meet any type of personal need through different leisure activities or hobbies they may feel as though the stress that they must deal with in classes and during exams is actually much stronger than what it really is."
Abstract One of the most heated point of contention within school districts currently is the variable effects of school size, school funding and student performance. There are costs and benefits associated with school size and especially class size and those issues affect school funding, as it is largely accepted that less schools, therefore larger schools equals less cost overall. Yet, the concern in any district is the trade off associated with increasing the size of the student body and therefore almost assuredly increasing the class size and the student to teacher ratio. Mississippi schools are not alone in their quest to find an answer to this growing dilemma. A review of current literature assists educators in a greater understanding of the inherent problems and solutions offered for both increasing school size and decreasing or maintaining current status. This analysis assesses the current state of information on the interrelated issues of student body size, school costs and academicperformance. A short summary of the conclusive evidence within the literature, shows that there is a growing trend to determine just what the best size is for secondary schools. The overwhelming evidence is in favor of smaller schools that incorporate the use of many interdisciplinary tools and use careful coordination to ensure that diversity remains within the school curriculum. Researchers from all over the spectrum are searching for ways to determine the best possible results for all students within the compulsory education system and the focal point could just be the very question this paper asks: How much does school size affect cost and student success?
From the Paper "Not only does Roellke suggest that smaller schools are just as effective as larger schools on the issue of curriculum and that there are possibilities that can be offered only by smaller schools, he also contends that smaller schools are the best trying ground for curricular improvement efforts. ?Lower enrollments allow for such engaging and meaningful instructional practices, suggesting that small schools are ideal sites for curriculum reform efforts.? (Roellke 1996) Roellke also stresses that some of the ways in which smaller high schools offer greater curricular diversity than they might have in the past, is through the implementation of greater collaborative efforts and also the use of technological advances. Roellke is one of many researchers making the connection between school size and curricular diversity a less important factor through further investigation."
Abstract This paper is a research proposal designed to show that students perform better in school, both academically and socially, when their parents and/or other caring adults are involved in their lives and that the skills students learn from their parents and school at a young age carry over into their adult lives and affect how they function in society. The author reports that she will use a quantitative method based on report card grades and a parental questionnaire ascertaining the degree of parental involvement. The paper assumes that the analysis will show that, in general, children who perform well in school have more parental involvement overall than children who perform poorly. And this is why programs for these at-risk children, those not supported by their parents, are so badly needed.
Table of Contents
Definition and Significance of the Problem
Conceptual Framework/Literature Review
Hypothesis or Statement of Purpose
Methodology
Data Analysis
Limitations of the Study
From the Paper "Often, there is not much time for the children after the parent or parents arrive home from work. They are tired, and therefore the homework and other concerns of the child are often neglected or done in haste instead of talked about the done properly. This is doing a great disservice to our youth, as they will be the future of this world, and many of them will be ill prepared for the "real world" of work, bills, and household duties and responsibilities because of a poor education and poor role models. This can be prevented, but it is not an easy fix, and much work remains to be done."
Abstract Although there is little doubt that divorce has a negative impact on the academic achievement of children, the underlying causes of diminished performance are not clearly understood. The following literature review examines a number of recent research studies to help understand potential underlying causes of poor academicperformance in children of divorced parents.
Introduction
Literature Review
Conclusion
Bibliography
From the Paper "The divorce rate in the United States is rising at an alarming rate. Just after the Civil War, approximately 5% of marriages in the United States ended in divorce. The divorce rate increased to approximately 10% by the 1920s and approximately 35% by the mid 1960's. By 1990, the divorce rate in the United States had risen to 50%. In a span of 125 years, the divorce rate in the United States increased by 900%. These rising divorce rates have undoubtedly had a profound effect on children. In 1988, 15% of all children lived with a divorced or separated parent. Presently, more than one million children per year experience a parental divorce. In the 1960's, almost 90% of children lived in homes with two biological parents. By 1995, approximately 18.9 million children under the age of 18 lived with one."
This paper is a research project which seeks to prove the link between children from single-parent households and poor academicperformance in school and to pose specific solutions to reverse this trend.
Abstract This paper explains that, although the study could not determine if single-parent status is a sole cause, it does conclude that single-parent household status is linked inextricably to a low-income status and the propensity for the student to be involved in crime. The author states that data was gathered from secondary sources, such as textbook, journal, periodical and reliable internet sources, with an emphasis on establishing correlations through quantitative data and on suggesting policy and funding initiatives through qualitative data. The paper recommends that (1) teacher awareness of single-parent status is critical, (2) peer counseling helps to improve grades for students from single-parent homes, (3) administrative sensitivity to single-parent status of a school district's students is key, but confidentiality must be maintained throughout and (4) extracurricular activities help improve academicperformance for students from single-parent households; therefore, funding for these activities must increase.
Table of Contents
Introduction
Literature Review
Introduction
Overarching Challenges Facing Single-Parent Students
Single-Parent Household Children's Challenges in School Districts
Teacher Awareness of Single-Parent Status of Student
Careful Student Peer Counseling is a Critical Necessary Component
School Districts Must Encourage Confidential Journal Writing Programs
Managing School District Administration's Sensitivity While Maintaining Confidentiality
The Effect of Extracurricular Activities
Trained Professional Counselors
Scholarships to Incentivize At-Risk Students to Perform Better Academically Methodology
Approach
Data Gathering Method
Database of the Study
Validity of Data
Originality and Limitations of Data
Summary of Chapter
Data Analysis
Summary, Conclusions and Recommendations
From the Paper "And, needless to say, the missing parents are often not at all involved in their children's lives. According to the Alabama Department of Human Resources, nationally, 40 percent of children whose fathers live outside the home simply have no contact with them. And it is not as though those fathers who do have contact with their children are generally integrally involved. Specifically, the other 60 percent had contact with their children an average of 69 days during the year.Perhaps this is because fathers often are not geographically close to their biological children -- 26 percent of absent fathers live in a different state than their children, according to the Department of Human Resources at Alabama in 2005."
Abstract This paper looks at the research that shows how parental attention to children's grades improves their performance. The paper focuses on the skill of reading, and how it is greatly improved by parental involvement and deals with implications of parents' non-involvement in their childrens' schooling. The paper then discusses how parental involvement is specifically seen as a mechanism for improving the status of low-socioeconomic backgrounds and minority students. The paper notes that most quantitative studies only show the effects of perceptions of parental involvement, as opposed to the actual effects of parental involvement, but concludes that regardless of the parenting styles, the fact that interest is present serves as a positive reinforcement for children's achievement in school's grades and in life in general. The paper includes an interview with a Dr. Johnson, an elementary school teacher.
Outline:
Parental Involvement Benefits
Parenting Styles and Their Effects On AcademicPerformance Parental Involvement and the Development of Reading
The Implications of Non-Involvement
Socioeconomic Influences
Potential Misgivings
Conclusion
From the Paper "In addition to the tangible results of improved grades, there also other corollary benefits to the parental involvement in their children's education. Many researchers have championed parental involvement as not only a grade improving tool, but also a mechanism for improving student achievement, behavior, and self esteem. A poll of teachers found that over eighty percent would prefer parents become even more involved. One poll of teachers found that over 80 percent would like parents to be more involved, with a lack thereof being one of the primary problems faced by the public schools. in their children's education. The same poll also found that teachers view a lack of parental involvement as one of the biggest problems facing public schools. (Swando 3)"
Abstract Each year two million children experience the turmoil and emotional intensity of their parents' divorce and struggle to make sense of complex events. They will be forced to adapt to new environments and to less nurturing and attention from their parents. The number of children affected by divorce has more than tripled since 1960. Rates of divorce and remarriage (and in half of remarriages, another divorce) have soared in the United States, and the odds in the U.S. are about 50% now that a divorce will occur in a household before the children have grown up. How children function academically after the divorce is the focus of this essay.
From the Paper "Nearly always, the parents who are getting the divorce have less time and emotional capacity for parenting their children. They are involved in their own emotional crisis. For some children this becomes permanent. They have to grow up fast and help hold things together at home. They lose their childhood. As Sun and Li (2002) point out, "divorce had serious negative consequences on the psychological well being of children both before and after the divorce and... these negative effects could not be attributed to the pre-divorce conditions within the family" (cited in Children of Divorce web site)."
Abstract This paper demonstrates children of divorced parents may experience anger, withdrawal, rebellion and sometimes even poor academicperformance. The paper argues that some school violence may be a result of broken homes. These children are greatly affected by their parents divorce which often results in long term psychological issues.
From the Paper "Long ago were the days when there were more intact marriages than divorce. In today's society, divorce is as common as catching a cold. Unfortunately, divorce is often followed with negative effects. Some people end their marriage amicably while others end up in messy court battles. However, divorce can be damaging when children are involved. Children are often the innocent victims of custody battles, witnesses to parental fighting, and subject to a rearranged, single-parent household. Children of divorced parents may experience anger, withdrawal, rebellion and sometimes even poor academic performance."
Abstract This paper discusses the influence of parents' educational attainment on pre-adolescent academicperformance and development. It analyzes how a parent can be the primary factor that determines whether their child develops certain behaviors which are often a mix of both expected and desirable, and unexpected and undesirable. The paper also discusses the effects of parental demographic factors, occupation and financial status on a child's academicperformance.
Table of Contents:
Review of Literature
Conclusion
From the Paper "Pre-adolescents are at a crossroads of biological and psychosocial change. One of the specific "barometers" of this change is academic performance as determined by parental educational attainment. Parental educational attainment, as a component of socioeconomic status, although independently demonstrated to have profound effects on a child's cognitive development and academic performance can be difficult to isolate from the effects of other components such as parental demographic factors, occupation and financial status. In spite of this, not only does a higher educational attainment of parents influence academic performance both directly and indirectly regardless of income, but is also directly influenced by learning opportunities available to the child from birth."
Abstract This paper explains that getting a divorce from one's parents is an extension of the principle that children are legally competent to identify their own best interests in major decisions such as issues regarding education, abortion and foster care. The author points out that the child should have to show proof that he or she has tried counseling and available services for reconciliation and resolving the conflict before seeking a divorce. The paper argues that the child's basic rights take precedence over competing claims and considerations, are self-authenticating and are not based on duties: Parents do not have a fundamental right to determine the course of their child's life.
From the Paper "The UN Convention on the Rights of the Child was ratified by every country except the United States and Somalia. The U.S. and Somalia refused because they though it was too radical and that the Convention was hostile to the rights of parents. Canada, however, did sign in 1990 and then undertook at all levels of government to abide by its entitlements. Critics point out, and it's true, that the Convention subverts absolute parental authority over their children. Opponents cry it will lead to child anarchy, but the idea that parents own their children has eroded in recent years, and the Convention found it to be paternalistic."
