Parental education

This present paper focuses on the pedagogical aspects of parents' thinking in order to get acquainted with the ideal mindset for supporting the development of entrepreneurial competence, one of the key competencies of the 21st century. Our quantitative research applied a questionnaire with 101 items and a reliability of Cronbach-a=0.856, N=1,146. Respondents from different regions and social classes in Hungary filled in the forms. Results indicate that parents are aware of the 21st century ideal; however, their educational views suggest conservative practice, which is not as supportive for the formation of entrepreneurial skills.
https://www.sciendo.com/article/10.2478/dcse-2019-0023

Despite the importance of school counselors in the college going process, school counselors are often inundated by numerous non-counseling responsibilities and overwhelmed due to high student-counselor ratios (McDonough, 2005a, 2005b). Hence, the onus is on policy-makers, school leaders, and school counselors to embraces practice models that will enable schools and school counselors to promote college readiness and access for all students, especially students who face significant barriers in the college going process. Therefore, we offer strategies that school counselors can use to enhance college readiness and college access. These strategies take a school-family-community partnership approach in addressing the academic, economic, psychological, and structural barriers that these students may face. We first describe two models that provide insight into the comprehensive, cohesive, and widespread strategies the school counselors can use to work with all stakeholders with the aim of getting students college and career ready. We follow with strategies that school counselors can specifically use to engage parents in college readiness activities.  We end with a personal story from a professional school counselor (the fourth author) who was a designated college counselor in a high school. She shares the strategies she used to encourage and increase college access for underrepresented college students in her school.

The extant literature documents the importance of school counselors’ roles in school–family–community partnerships, yet no model exists to guide school counselors through the process of building partnerships. The authors propose a model to help school counselors navigate the process and principles of partnerships. They define partnerships; discuss the principles of democratic collaboration, empowerment, social justice, and strengths focus that should infuse partnerships; enumerate a partnership process model; and discuss implications for practice and research.

In Nigeria and in Mubi North Local Government Area in particular, the girl-child access to basic education was observed to be at its lowest ebb. The reasons for this may revolve around religious and cultural beliefs. This study examined the role of women education in national development; particularly in the aspect of children's health and educational attainment. The sample for the study consisted of 200 women randomly selected from five villages in Mubi North Local Government Area of Adamawa State in Nigeria. A checklist was used to collect data from the respondents. The internal consistency of the instrument was determined using Guttmann's Split-Half statistic. This yielded a reliability value of 0.80. Data collected were analyzed using descriptive statistics of frequency counts, percentages and Kolmogorov-Smirnov z two samples test. Results of data analysis showed that women education could play a significant role towards improving the health and education of children. The study also identified male-child preference, early marriage, cultural and religious misinterpretation as the major factors militating against female education, particularly in Mubi North Local Government Area of Adamawa. Based on these findings, it was recommended that Government should make women education compulsory and free at the basic education level.

Título: Estilos parentales materno y paterno en conjunto: validación de la forma simple de la Escala de Evaluación del Estilo Parental Resumen: La Escala para la Evaluación del Estilo Parental (EEEP) pregunta a los adolescentes sobre los estilos educativos de sus padres por separado ("tu padre" y "tu madre") o de forma conjunta ("tus padres"), pero solo se ha evaluado la validez en la versión por separado. El objetivo de este traba-jo fue evaluar la validez de las inferencias de la versión conjunta. Se reclutó una muestra de 1507 adolescentes, de 12 a 18 años. Se realizaron análisis factoriales exploratorios y confirmatorios en dos submuestras independien-tes. Después se probó un modelo de ecuaciones estructurales para com-probar la asociación de las subescalas de la EEEP con desenlaces de los adolescentes (optimismo, pesimismo y resultados académicos). Los resulta-dos muestran buenas medidas de ajuste de la estructura del instrumento. Además, las subescalas mostraron asociación con los desenlaces. La EEEP puede ser usada con fiabilidad en su forma conjunta, resultando en una re-ducción de ítems, los cual es a menudo beneficioso para la investigación. Palabas clave: Validación. Estilos parentales. Modelo de ecuaciones es-tructurales. Adolescencia. Abstract: Oliva's Escala para la Evaluación del Estilo Parental (EEEP) [Scale for the evaluation of parenting styles] asks adolescents about their parents' education styles separately ("your father" and "your mother") or in a combined way ("your parents"), but only the separated version has been tested for validity. The objective of this work was to carry out a validation of the combined version. A sample of 1507 adolescents, aged 12 to 18 years, was recruited. Exploratory and confirmatory factor analyses were run in two independent subsamples. Then, structural equation models (SEM) were run in order to test the association between the EEEP's subscales and adolescent outcomes (optimism, pessimism, and academic achievement). Results showed a good fit of the instruments' structure. Furthermore, the subscales showed associations with the outcomes. The EEEP can be reliably used in its combined form, which results in a reduction of items, often beneficial for research.

The goal of this research was to study the relationship between screen time of preschool children and their gender, age and socio-economic family features. The additional focus was on studying the differences in preschoolers’ screen times between TV and digital devices. In order to reach the research goal, we have conducted a study involving 1,029 mothers of 4.5–7.5-year-olds. We have used a questionnaire with the three blocks of questions: demographics (age of the mother, age and gender of the child); use of digital devices (screen time per week); family socio-economics (socio-economic background of the family, extra activities of the child, mother’s education). The study showed that that a higher level of socio-economic well-being of the family and the opportunity to provide children with additional activities are associated with shorter screen time. Moreover, parents’ role models, their attitude towards digital device use and their perception of screen time norms significantly influence the time their children spend with devices. Another result is that preschool children spend more time watching TV (13 hours per week) than using digital devices (7 hours per week), regardless of the day of the week; and screen time on weekends is higher than on weekdays for both watching TV and using gadgets. Screen time has also been shown to increase between 4.5 and 7.5 years old, with the increase being related to longer time spent with gadgets rather than watching TV.
Цель проведенного исследования — изучение взаимосвязи времени использования цифровых устройств (далее — «экранное время») с социально-демографическим факторами и особенностями семейной среды, а также изучение различий в экранном времени в зависимости от типа используемого цифрового устройства — телевизор или гаджеты. Для достижения поставленной цели нами было проведено исследование с участием 1029 матерей детей в возрасте 4,5–7,5 лет. Использовалась анкета, содержащая три блока вопросов: демографические характеристики (место проживания, возраст респондента, возраст и пол ребенка); вопросы об особенностях использования ЦУ (экранное время в течение дней недели); вопросы о социально-экономических характеристиках семьи (социально-экономический статус семьи, наличие дополнительных занятий у ребенка, образование матери). В результате проведенного исследования можно сделать вывод, что фактор социально-экономического благополучия семьи и возможность предоставить детям дополнительные занятия оказывается значимым для уменьшения экранного времени дошкольников. Кроме того, ролевые модели родителей, их отношение и нормы, связанные с экранным временем, играют важную роль с точки зрения экранного времени детей. В работе показано, что за просмотром телевизора дети дошкольного возраста проводят больше времени в неделю (13 часов), чем с гаджетами (7 часов), независимо от дня недели; а экранное время в выходные дни выше, чем в будние, и для просмотра телевизора, и для использования гаджетов. Также показано, что экранное время растет от 4,5 к 7,5 годам, причем рост связан скорее с увеличением времени, проводимого с гаджетами, чем за просмотром телевизора.