Parenting Dimensions and Adolescent Peer Aggression: A Gendered Analysis

The present study had two main goals. The first was to analyze the differences between parenting dimensions—strictness/imposition and involvement/acceptance—in adolescents’ engagement in peer aggression as aggressors, victims, aggressive victims, and non-involved. The second goal was to examine differences between parenting dimensions and peer-aggression roles by gender of both parents and adolescents. Participants were 779 adolescents (49.16% boys and 50.84% girls), aged between 12 and 16 years old (M = 14.21; SD = 1.35), enrolled in schools in Andalusia (Spain). Findings showed significant differences in parenting dimensions depending on gender of both adolescents (boy or girl) and parents (mother and father). For sons, non-involved adolescents scored higher in mother and father involvement than aggressors and aggressive victims. For daughters, non-involved scored higher in mother involvement than aggressors. Furthermore, girl aggressors and aggressive victims reported higher levels of mother imposition than non-involved. Results and their implications for sustainable development in adolescence are discussed.

Children’s Adjustment to Parents’ Breakup: The Mediational Effects of Parenting and Coparenting

Although past studies have shown an association between union instability (i.e., change in family structure) and children’s aggressive behaviors, the mechanism by which this occurs is less understood. This study ( N = 3,387) examined whether father and mother involvement, coparenting support, and maternal responsiveness explained the association between union instability in early life and children’s aggressive behaviors at 9 years, and whether relationship status moderated this association. Findings reveal that only coparenting support mediated this association and only for children whose mothers divorced (not for mothers who experienced a nonmarital separation), suggesting that when a divorce occurs, the relationship between partners (coparenting) is more important than the relationship with children (parenting) for children’s social adjustment.

Hubungan Keterlibatan Ibu dan Self-compassion pada Orangtua Anak Berkebutuhan Khusus

This study aims to look at the relationship between maternal involvement and self-compassion in parentsof children with special needs. Maternal involvement is defined as maternal involvement in aspects of allchild's life seen from two different domains, namely affective and behavior. Self-compassion is the abilityof someone who can give attention and kindness to themselves when facing difficulties in life.Researchers use quantitative methods with a psychological scale. Mother Involvement was measuredusing’s the Nurturance Mothering Scales & Mother Involvement Scale developed by Finley & Schwartz,and the self-compassion was measured by Self-compassion Scale developed by Neff. The sample usedwas 165 people. Sampling uses non probability sampling. Method of data analysis in testing multiplehypotheses using correlation techniques. The results showed a significant relationship between maternalinvolvement with self-compassion with a value of r = 0.041 <p = 0.05, and a significant relationshipbetween maternal involvement reported with self-compassion with a value of r = 0.022 <p = 0 .5. Theresults of the study of the involvement of the desired mother with self-compassion showed no significantrelationship, with a value of p> 0.05.

Hubungan antara Coping terkait Stres Sekolah dan Persepsi Keterlibatan Orangtua pada Remaja

Applying functional coping when dealing with school-related problems is very important that can be benefical to make a good academic performance at the school. There are several factors that can affect the use of coping in adolescents. Parental involvement was assumed can predict the use of coping in adolescents. The aim of this study is to examine the relationship between parental involvement that perceived by students and coping with school-related stress in adolescence. Participants of this study was 405 adolescents in third grade of high school from eight different schools. Perceived parental involvement was measured in two version for father and mother, using Reported Father Involvement Scale (Finley & Schwartz, 2004) and Reported Mother Involvement Scale (Finley, Mira, & Schwartz, 2008). Coping with school-related stress was measured by Coping Accross Situational Questionnaire-Revised (Barnes, 2011). The result showed that there are significant relationship between two types of coping style, that were active coping and internal coping with both perceived father involement and perceived mother involvement.

Peran persepsi keterlibatan orang-tua dan strategi pengasuhan terhadap parenting self-efficacy

Pada anak usia kanak-kanak madya anak mengalami perubahan di beberapa aspek kehidupannya. Hal tersebut menjadi tantangan tersendiri bagi orangtua untuk menjalankan proses pengasuhan yang positif. Pengasuhan yang dilakukan orangtua terhadap anak akan memengaruhi perilaku anak. Penelitian ini bertujuan untuk melihat pengaruh persepsi keterlibatan orangtua (ayah dan ibu) dan strategi pengasuhan secara bersama-sama terhadap parenting self-efficacy. Pengukuran persepsi keterlibatan orangtua menggunakan alat ukur Reported Father Involvement Scales (Finley & Schwartz, 2004) dan Reported Mother Involvement Scales (Finley, Mira, & Schwartz, 2008), sedangkan pengukuran strategi pengasuhan menggunakan alat ukur Parenting Strategies Questionnaire (Laforce, 2004). Pengukuran parenting self-efficacy menggunakan alat ukur Self-Efficacy for Parenting Task Index (Coleman & Karraker, 2000). Partisipan dalam penelitian ini adalah 270 orangtua (ayah atau ibu, boleh tidak berpasangan) yang berusia pada rentang 25-45 tahun dan memiliki anak yang usianya kanak-kanak madya (5-12 tahun). Hasil penelitian menunjukkan adanya pengaruh persepsi keterlibatan ayah dan strategi pengasuhan secara bersama-sama secara signifikan terhadap parenting self-efficacy F (2, 267) = 13,805, p<0,01. Hasil penelitian menunjukkan adanya pengaruh persepsi keterlibatan ibu dan strategi pengasuhan secara bersama-sama secara signifikan terhadap parenting self-efficacy F (2, 267) = 11,021, p<0,01. Pada penelitian ini parenting self-efficacy dapat diprediksi oleh persepsi keterlibatan orangtua di masa lalu dan strategi pengasuhan.

DETERMINANTS OF ACADEMIS ACHIEVEMENT OF NATURAL SCIENCE ON GIFTED STUDENTS: SELF-REGULATED LEARNING AS MEDIATOR

The purpose of this research empirically analyze the influence of teacher and student interaction, father involvement, mother involvement, and friend support on academic achievement of natural science subjects with self-regulated learning as mediator. The subjects of this study were 45 gifted students with a minimum IQ of 130 (Wechsler Scale) who studied at the junior high school level. Data were collected from Teacher and Student Interaction Scale, Fathers Involvement Scale, Mother Involvement Scale, Friend Support Scale, and Achievement Test for Natural Science subjects developed by the researcher. Data analysis using Structural Equation Model with Partial Least Square (PLS) software.The result of analysis shows that the contribution of predictor variable (X) to mediator variable (Z) is 55,5% and contribution of predictor variable X and mediator variable to criterion (Y) is 51,6%. The rest is another variable contribution. The value of Q-square is 0,78462 indicates that this model has a predictive relevance value. Normed Fit Index (NFI) value of this model is 0.617. The contrained model is a good model and has predictive relevance values, but the model is unable to explain the contribution of the mediator variable. The result of path analysis shows that: 1) teacher interaction with student and friend support have an effect on to academic achievement of subject of Natural Science of gifted student, while father and mother involvement has no effect on the academic achievement of Natural Science of gifted students 2) teacher and student interaction and mother involvement have an effect on self-regulated learning, while father involvement and friendship support have no effect on self-regulated learning 3) The academic achievement of science subject of gifted students is not influenced by self-regulated learning. Thus self-regulated learning is not as mediator variable that links social environmental factors and academic achievement of gifted students.

Peningkatan Interaksi Ibu-Bayi Dan Kepercayaan Diri Ibu: Efek Pelibatan Ibu Dalam Perawatan Bayi Prematur Di Ruang Perinatologi

AbstrakPelibatan ibu dalam perawatan bayi prematur merupakan salah satu komponen konsep family centered care. Penelitian ini bertujuan untuk menguji pengaruh pelibatan ibu terhadap interaksi ibu dan bayi dan kepercayaan diri ibu dalam merawat bayi prematur. Desain penelitian yang digunakan adalah kuasi eksperimen one-group pretest-posttest. Penelitian ini melibatkan 16 orang ibu dan bayinya yang dipilih dengan teknik konsekutif di ruang Perinatologi di sebuah RSUP di Jakarta, selama sebulan. Instrumen yang digunakan untuk menilai interaksi ibu-bayi adalah terjemahan Modified Observation of Communication Interaction dan kepercayaan diri ibu diukur menggunakan Maternal Confidence Questionaire yang juga diterjemahkan. Hasil analisis statistik menunjukkan bahwa skala interaksi ibu-bayi dan kepercayaan diri ibu meningkat secara signifikan (p=0,0005). Hasil penelitian ini merekomendasikan upaya peningkatan pelibatan ibu dalam perawatan bayi prematur di ruang Perinatologi.Kata kunci: bayi prematur, interaksi ibu-bayi, kepercayaan diri ibu, pelibatan ibuAbstractEnhancement of Mother-Infant Interaction and Maternal Confidence: The Impact of Mother Involvement in Infant Care in the Neonatology Unit. Mothers’ involvement in premature infant care is one of components of the family centered care. The purpose of this study was to examine the impact of mothers’ involvement on mother-infant interactions and maternal confidence in premature infant care. This study used a quasy experimental with one-group pretest-posttest design. Sixteen participants were selected using consecutive sampling technique in Neonatal Unit Level I-II in General Hospital in Jakarta during one month. Modified Observation of Communication Interaction was translated in to Indonesian and used to observe mother-infant interaction and maternal confidence measured by translated Maternal Confidence Questionaire. The result of statistic analysis showed that mother-infant interactions scale and maternal confidence increase significantly (p=0,0005). This study recommends the improvement of mothers’ involvement in premature infant care in neonatal unit.Key word: maternal confidence, mother involvement, mother-infant interaction, premature infant