• Opsonline.it
  • Facebook
  • twitter
  • youtube
  • linkedin
Visualizzazione risultati 1 fino 3 di 3

Discussione: help!!!!!!!

  1. #1
    Partecipante Super Esperto
    Data registrazione
    16-03-2007
    Residenza
    Roma
    Messaggi
    642

    help!!!!!!!

    Sto facendo la tesi sul parenting. Gli stili di parenting il parental monitoring....etc.
    Devo fare un capitolo introduttivo sulle teorie sul parenting e monitoring.
    Qualcuno ha materiali da darmi?
    Vi prego aiutatemi!!!!!!!!!
    Sorridi se vuoi che ti sorridano

  2. #2
    Postatore OGM L'avatar di willy61
    Data registrazione
    20-09-2004
    Residenza
    Albino (BG)
    Messaggi
    4,192
    Blog Entries
    281
    Parenting in the United States takes on a variety of different characteristics as a
    result of the cultural diversity. According to Calzada and Eyberg (2002), understanding
    parenting in the United States can be done through an examination of the various parental
    goals, values, and behaviors as displayed by our culturally diverse society. Instead,
    researchers have relied on assumptions of normative child-rearing based on the
    Caucasian culture, ignoring the role of other cultures in parenting. Recently, several
    studies focusing on Asian Indian families and parenting styles have focused on Asian
    Indians in India as well as in other countries such as England, Canada, and the United
    States (Farver, Narang, Bhadha, 2002; Rao, McHale, Pearson, 2003; Stopes-Roe &
    Cochrane, 1989). Although studies have been conducted on parenting styles among Asian
    Indian parents, no studies have addressed the link between mother-reported behavioral problems of Asian Indian children living in the United States and acculturation. This
    study fills this gap in research, using a set of questionnaires to assess parental reports of behavior
    problems in children, parenting constructs (such as parental involvement and
    monitoring/supervision), and several dimensions of acculturation, respectively. A sample of 56
    Asian Indian mothers with children ages 3 to 11 from the Atlanta, Georgia area participated in
    this study. Findings support good internal consistency for the parent-report measure of child
    disruptive behavior. The hypothesis that a relationship would emerge between maternal reports
    of acculturation and child behavior problems was not supported. No relationship was found
    between maternal reports of acculturation and their reports of internalizing, externalizing or total
    child behavior problems. In addition, Asian Indian mothers who reported living in the U.S. for a
    longer period of time also reported more externalizing child behavior problems. The hypothesis
    that mothers would not report more behavior problems for sons than daughters was supported in
    that there were no significant differences in reported behavior problems with respect to gender.
    The hypothesis that there would be significant age effects on both the CBCL Internalizing and
    Externalizing scales was not supported. In addition, Asian Indian mothers who reported higher
    levels of acculturation also reported living in the U.S. for a longer period of time. Implications of
    the present study as well as directions for future research are discussed.


    This study was part of a larger, longitudinal project investigating the relationships
    between family stress processes and children’s development. The purpose of the current study
    was to examine the relationship between authoritarian, permissive, and authoritative parenting
    styles and children’s classroom motivation as measured by child interviews and teacher
    perceptions.
    The population of this study included 281 first and third grade students and their parents
    in a mid-sized Southern city. Parenting styles data for this study were collected via mailed
    questionnaires consisting of the Primary Caregivers Practices Report (Robinson et al., 1995) and
    questions used to obtain demographic information. Motivation data were collected via child
    interviews using the Self-Report Scale of Intrinsic versus Extrinsic Motivation in the Classroom
    (Harter, 1981) and the Teacher-Report Scale of Intrinsic versus Extrinsic Motivation in the
    Classroom (Harter, 1981), which was given to teachers to complete.
    Correlation analyses were performed to determine which demographic characteristics
    should be used as control variables. Regression analyses were performed to examine the
    relationship between parenting styles and children’s classroom motivation. In general, the results
    of the current study did not support the researcher’s expectations that the authoritative parenting
    style would be positively related to children’s intrinsic motivation, and authoritarian and
    permissive parenting styles would be negatively related to children’s intrinsic motivation. The
    results were inconclusive. As expected by the researcher, mothers’ authoritative parenting was
    found to be positively related to first graders’ mastery motivation, fathers’ authoritarian
    parenting was found to be negatively related to first graders’ mastery motivation, and mothers’
    permissive parenting was negatively related to teachers’ perceptions of children’s classroom motivation. Contrary to the researcher’s expectations, fathers’ authoritarian parenting was found
    to be positively related to third graders’ mastery motivation and teachers’ perceptions of
    children’s classroom motivation.


    PARENTING STYLES IN ARAB SOCIETIES
    A First Cross-Regional Research Study


    The purpose of this study was to examine how extracurricular activities and
    parental monitoring relate to rural youth violence. Gender differences were examined
    across all of the study variables. Self-report data were collected from 235 teenagers from
    a rural, ethnically diverse, Virginia community.
    Correlations revealed a significant inverse relationship between church activity as
    well as parental monitoring and weapon carrying. Significant mean level differences
    existed between males and females on the following variables: time spent in aerobic
    exercise activities, time spent in toning exercise activities, weapon carrying frequency,
    and level of parental monitoring. In addition, time in non-school clubs was the best
    predictor of sample youth classification in either the “violent” category or “nonviolent”
    category. Findings emphasize the importance of parental monitoring for youth as well as
    the need for more programs and after-school activities to meet the needs of all youth.


    Se riesci ad essere u poco più specifica circa l'argomento della tesi, magari riesco a trovare qualcosa di più "centrato".

    Per ora buona vita

    e buona tesi

    Guglielmo
    Dott. Guglielmo Rottigni
    Ordine Psicologi Lombardia n° 10126

  3. #3
    Partecipante Super Esperto
    Data registrazione
    16-03-2007
    Residenza
    Roma
    Messaggi
    642

    accidenti!!!!!!!

    Accidenti ne hai trovate di cose!!!!!
    Praticamente adesso io devo fare un primo capitolo sui principali modelli teorici del parenting e del monitoring separatamente.
    Poi devo fare un secondo capitolo sui strumenti usati per misurarli.
    Dopo di che passare alla ricerca che farò con il gruppo di ricerca del prof.
    La ricerca usa u test e va a verificare se questo test è adatto per misurare il parenting e il monitoring.
    Per ora la base è questa poi ci saranno dei risvolti più specifici ma per ora non ne so moltissimo e mi fermo qui.
    In ogni caso si tratterà di correlare il parenting e monitoring al benessere / malessere nella fascia di età 6-11/12 anni.
    Se riuscirai ad aiutarmi te ne sarò veramente grata!!!!!!!
    Grazie ancora
    Sorridi se vuoi che ti sorridano

Privacy Policy