Parental Educational Expectations,Academic Pressure,and Adolescent Mental Health:An Empirical Study Based on CEPS Survey Data

Background:This study aimed to investigate the relationship between parental educational expectations and adolescent mental health problems,with academic pressure as a moderating variable.Methods:This study was based on the baseline data of the China Education Panel Survey,which was collected within one school year during 2013–2014.It included 19,958 samples from seventh and ninth graders,who ranged from 11 to 18 years old.After removing missing values and conducting relevant data processing,the effective sample size for analysis was 16344.The OLS(Ordinary Least Squares)multiple linear regression analysis was used to examine the relationship between parental educational expectations,academic pressure,and adolescents’mental health problems.In addition,we established an interaction term between parents’educational expectations and academic pressure to investigate the moderating effect of academic stress.Results:The study found that adolescents whose parents had high educational expectations reported less mental health problems.(β=−0.195;p<0.001).Additionally,adolescents who had high academic pressure reported more mental health problems.(β=0.649;p<0.001).Furthermore,the study found that academic pressure had a significant moderating effect on the relationship between parental educational expectations and adolescents’mental health problems(β=0.082;p<0.001).Conclusion:Parental educational expectations had a close relationship with adolescents’mental health problems,and academic pressure moderated this relationship.For those adolescents with high levels of academic pressure,the association between high parental educational expectations and mental health problems became stronger.On the contrary,for those adolescents with low levels of academic pressure,the association between high parental educational expectations and mental health problems became weaker.These findings shed new light on how parental educational expectations affected adolescent mental health problems and had significant implications for their healthy development.

Childbirth expectations and correlates at the final stage of pregnancy in Chinese expectant parents

Purpose:To explore the childbirth expectations of Chinese expectant parents during their transition to parenthood.Methods:A cross-sectional descriptive survey was used through the Chinese version of the Childbirth Expectations Questionnaire.A total of 240 expectant parents were recruited when they were admitted to the obstetric units waiting for delivery at a large Maternal and Child Health care Center in Beijing,and 210 couples completed the questionnaires,yielding a response rate of 87.5%.Results:The expectant parents had a high level of childbirth expectations towards caregiving environment,spousal support,control and participation and medical support.Conversely,their expectations toward labor pain and their own ability to cope with the pain were relatively low.Expectant fathers’childbirth expectations and preference of partner’s accompany were two significant predictors of expectant mothers’childbirth expectations,explaining 18.9%and 3.3%of the total variance,respectively.While expectant mothers’childbirth expectations was the only significant predictor of expectant fathers’childbirth expectations.Conclusion:This study adds to understanding of the childbirth expectations of Chinese expectant parents.It is suggested that maternity healthcare providers pay close attention to the childbirth expectations of expectant parents,and improve the nursing care service to promote positive childbirth experiences and satisfaction of expectant parents.

Views of Parents and Teachers on Ways to Improve the Primary School’s Response to Children with Chronic Diseases

Many children with chronic diseases attend regular classes in public elementary schools,and their various needs are becoming a great challenge for the school and the educational system.Parents and teachers have the care giving responsibility for these children,but they do not always have the support or the means to meet those needs.Therefore,the school faces significant difficulties in responding to the challenge of attending to students with chronic diseases.This study’s purpose is to assess,through an exploratory approach,the opinions of parents and teachers regarding what they consider to be the basic needs of the school to improve its response to the challenge of chronic diseases.Our methodology is qualitative,and we conducted interviews with 28 parents and teachers during the school year 2019-2020.We analyzed our data by applying the Thematic Content Analysis method.According to our findings,parents and teachers believe that if the teachers receive proper training on chronic diseases and specialists are integrated into schools,the response to the challenge will improve dramatically.

Are there differences between the expectations of parents, nurses and physicians when using music in NICU?

This paper aimed to describe and explain the expectations concerning the use of music in NICU from the viewpoints of parents, nurses and physicians. The relevant questionnaires were distributed to 836 participants who were recruited from the country’s five university hospitals (n = 508, response rate 61). Slightly over half of the participants preferred recorded music versus live music in the NICU. They strongly expected that their preferred music could be beneficial both for the infants, parents and staff. The parents agreed most that live music is the most suitable choice for infants (p < 0.001), and that the music could especially benefit the infant (p < 0.001) and parents (p < 0.001) compared with the nurses’ and physicians’ preferences. Some background details such as age, average length of time listening to music, musical training and experiences of using music provided significant explanations for the participants’ expectations. In conclusion, there were significant differences between the groups of the respondents concerning the type of the preferred music and its expected effects. This highlights the importance of discussion with the caregivers when taking music into regular use in the neonatal intensive care units.

Mother’s need of support and their expectations of the BVC nurse at the first home visit—an interview study

One of the main priorities of the child healthcare services in Sweden is a home visit by the Child Health Care (BVC) nurse to newborn babies and their parents. It is essential that the BVC nurses have a comprehensive knowledge of the parent’s need of support and their expectations as new parents in order to be able to fulfill their needs. The aim of this study was to describe what type of support the mothers of infant children are in need of and what their expectations are of the BVC nurse when it is time for the home visit from the nurse. In this qualitative study twelve women were interviewed within one to two weeks after delivering a baby. The transcripts were analyzed using qualitative content analysis. The study shows that mothers who have previously given birth to children feel more secure in their parental role compared to what they experienced as first time mothers. The findings include that first time mother’s experienced uncertainty in their new role as a mother and caring for a baby. Parents seek support from the BVC nurse and they expect her behavior and attitude towards them to be friendly and professional. The fact that she is privy to personal knowledge of the family gives the parents a feeling of security when they contact the child healthcare center for various reasons. The mother’s need for support to develop as a parent and to feel secure in the parental role was a reoccurring theme in the interviews and became the theme of the study.

Parents of Children with Autistic Spectrum Disorder (ASD) as Co-therapists: The Therapists’ View

Studies on the evaluation by therapists of parental behavior towards their children with Autistic Spectrum Disorder(ASD)and towards the therapists of their children are scarce.They are necessary,however,for enabling parents to become co-therapists.The present study’s purpose was the evaluation by therapists of the behavior of parents towards their children,of their relationship to therapists,and therapy outcome.The sample consisted of 178 parents of 89 children(72 boys)with ASD,who underwent intensive early intervention at a day centre for developmental disabilities.The professional team completed a questionnaire,separately for the mother and father,evaluating the parental attitude towards their children and towards the therapists.The behavior of parents was less satisfactory than expected.The fathers had difficulties in understanding their child’s problems,and had unrealistic expectations;mothers’behavior towards their children and therapists was better than the fathers’.Mothers had difficulty mostly in the management of the child’s behavior,and did not do well with feeding.It might be difficult for every parent to become co-therapist.Understanding the child’s difficulties by the mother,adequate handling of feeding and homework,were statistically significant in the good outcome of therapy.

A Teacher and a Parent

Teacher:Mrs Jones,your son is a constant trouble-maker(惹事生非的人).

重新审视“好”父母:密集型育儿及其对儿童青少年发展的影响

经过近一个世纪的发展,“密集型育儿”已成为当代社会主流的育儿范式和理想标准,但它并非“完美无缺”。本文以密集型育儿的态度与行为作为框架,对密集型育儿给儿童青少年发展带来的复杂影响进行了研究综述。已有实证证据表明,当密集型育儿达到一定水平时,父母更多的投入和参与不仅不会带来更多增益,还可能在多个方面产生消极影响,且这些影响也会受到阶层、性别和文化的调节。密集型育儿给儿童和父母自身都带来了一定风险,未来研究可以从中国本土化的视角对密集型育儿的影响机制进行更为系统深入的研究。

价值预期与价值赋予:高校教师劳动关系的匹配博弈模型

在市场化转型时期,高校教师劳动关系的深层逻辑是不同价值间的博弈。价值预期体现为劳动主体在意识层面对价值回报的判断与预估;价值赋予表现为制度对劳动过程的支持程度。基于劳动价值论与制度价值论,对人、劳动价值与制度之间的关系进行深入剖析,以价值赋予与价值预期为横纵坐标,构建基于价值博弈的高校教师劳动关系博弈模型。从模型中发现,高校教师劳动关系有4种基本类型关系:高价值预期与高价值赋予;高价值预期与低价值赋予;低价值预期与高价值赋予;低价值预期与低价值赋予。通过质性访谈检验发现:当人、劳动价值与制度之间的关系相互协调时,以高价值预期与高价值赋予为代表的“双高”类型是劳动关系中的最优博弈类型;反之,则可能出现劳动关系的稳定性缺陷。这由此反映出“人与制度”的伴生性问题。因此,建立高校教师和谐劳动关系需要强化人、劳动价值与制度之间的内在共生逻辑,以及扭转价值失序局面,从而回归价值理性,提升价值赋予与价值预期的适配性。

羞怯对初中生学业拖延的影响:教师期望知觉与自我价值感的中介作用

为考察羞怯与学业拖延的关系,采用问卷法对920名初中生进行测查。结果发现:(1)羞怯与初中生学业拖延显著正相关,与教师期望知觉、自我价值感显著负相关;教师期望知觉与自我价值感显著正相关,且两者均与学业拖延显著负相关。(2)羞怯不仅可以直接影响初中生学业拖延,还可以通过教师期望知觉和自我价值感的单独中介与链式中介对学业拖延产生影响。

幼儿园教师亲师关系定位偏差与调整:基于家园合作的分析

正确定位亲师关系是开展家园合作的前提。平等对话是亲师关系的基础,以幼儿为纽带的情感联结是亲师关系的内核。当前幼儿园亲师关系存在定位偏差,表现为服务关系、隶属关系、事务关系、个人关系四种类型,给家园合作带来了一定的负面影响。幼儿园教师应从亲师互动入手调整亲师关系,促进家园合作。具体而言,教师要明确教育合作目的,增加与家长的教育互动;通过平等对话推进合作,减少合作风险;理解家长的合作表现,降低家长的合作成本;提供具体的家庭教育指导,增加家长的合作收益;致力建设积极型家长团队,改善双方的合作环境。

幼儿教师破解“隔代惯”的SZFJ方法

随着社会的快速发展,隔代教养日趋普遍,“隔代惯”问题也日益凸显。幼儿教师常常被动应对祖辈固化思想改变难、教养能力提升难、代际关系调和难、家园共育进退难等一系列“隔代惯”难题。运用案例分析法,探索并梳理破解“隔代惯”的四步流程,总结幼儿教师破解“隔代惯”的SZFJ方法,即“孙”为先、“祖”重点、“父”配合、“家”联结,以期为幼儿教师破解“隔代惯”、促进幼儿健康发展提供参考。

家师关系与小学生学校态度:师生关系的中介作用及父母差异

良好的家师关系是家校合作的基础,有利于形成教育合力、促进学生全面发展。研究对北京1366名小学四年级学生及其父母进行连续两年的测查,旨在探讨师生关系在家师关系对小学生学校态度影响间的中介作用,并分析父母差异。结果发现:(1)父亲和母亲报告的家师关系质量均能负向预测学校回避,家师联系频率均能负向预测学校喜欢;(2)母亲报告的家师关系质量能正向预测学校喜欢、家师联系频率能正向预测学校回避,而父亲报告的这两条路径均不显著,存在父母差异;(3)师生关系在父亲和母亲报告的家师关系质量对学校喜欢和学校回避的影响中均起中介作用。

父母因素对考试焦虑的影响

考试焦虑是一种情境特定性的特质焦虑,在面临大量考试情境的儿童和青少年中较为常见,考试焦虑的形成和发展受个体因素和环境因素的影响。父母作为对儿童和青少年最有影响力的社会环境因素,在考试焦虑形成中扮演着重要角色。父母行为和教养方式、父母对子女的学业期望、家庭功能及家庭社会经济地位等因素均可能参与儿童和青少年考试焦虑的形成。未来研究应从纵向发展和病因学视角探究父母对考试焦虑的作用机制,并聚焦于父母在考试焦虑的预防和干预中的作用。

家长教育期望对幼儿入学准备水平的影响:家长参与的中介作用

为考察家长教育期望、家长参与和幼儿入学准备水平的关系及其内在作用机制,采用幼儿入学准备水平量表、家长教育期望量表和家长参与量表,对厦门市范围内的1118名大班幼儿家长实施问卷调查,发现幼儿入学准备水平、家长教育期望和家长参与得分都高于理论均值,且各维度的得分存在显著差异;家长教育期望和家长参与显著正向预测幼儿入学准备水平;家长参与在家长教育期望与幼儿入学准备水平之间发挥部分中介作用。因此,提升幼儿入学准备水平的有效措施包括:保持家长参与和家长教育期望同步,重视家长在园参与和家园沟通;幼儿园优化家长参与的形式和内容,促进家长参与的广度和深度;社区积极为家庭和幼儿园提供教育资源。

如何防治城市小学流动儿童的校园欺凌?——基于流动儿童和本地儿童遭受校园欺凌的影响因素差异分析

校园欺凌事件频发且呈现低龄化倾向,精准防治城市小学流动儿童的校园欺凌具有重要现实意义。基于大规模省级监测数据,采用普通最小二乘法回归和泛精确匹配模型等讨论了城市小学流动儿童和本地儿童遭受校园欺凌的影响因素及其异质性,结果显示:相较于本地儿童,城市小学流动儿童更容易遭受言语欺凌和关系欺凌;良好的师生关系和亲子关系对城市小学生遭受各类校园欺凌均具有显著的负向影响。相较于本地儿童,师生关系对城市小学流动儿童遭受言语欺凌和关系欺凌的负向影响更大,亲子关系对城市小学流动儿童遭受关系欺凌的负向影响更大。由此,建议城市小学教师尤其班主任要更加关注流动儿童,与其建立亲密和谐的师生关系;流动儿童家长也要努力营造和谐的家庭氛围,构建亲密的亲子关系,减少流动儿童遭受各类校园欺凌尤其言语和关系欺凌的风险。

家庭社会经济地位对大学生学业成绩的影响——父母教育期望和心理素质的中介作用

探究家庭社会经济地位及其各项指标对大学生学业成绩的影响机制以及父母教育期望和心理素质在其中的中介作用。采用网络问卷调查法对2200名被试进行调查,结果显示:1.家庭社会经济地位及其各指标与父母教育期望、心理素质、学业成绩均存在显著正相关,相较于父母职业,父母文化程度和家庭财产资源,父母教育期望、心理素质、学业成绩的相关程度更高;2.家庭社会经济地位对大学生学业成绩的影响主要通过父母教育期望和心理素质的完全中介作用实现,且这种影响主要来自于父母文化程度和家庭财产资源;3.在父母文化程度和家庭财产资源对大学生学业成绩的预测中,心理素质的中介作用显著大于父母教育期望,但在父母职业与学业成绩的作用中两者不存在显著差异。