Family obligation in Chinese adolescents: Consequences and parental antecedents.

Adolescents' family obligation is a cultural strength that shows enduring prevalence in China. Given that the meaning of family obligation has undergone rapid changes in recent decades, it is crucial to examine the role of family obligation in adolescent adjustment in contemporary China. More importantly, although past research has investigated the consequences of family obligation on adolescents' adjustment, little is known about the antecedents of Chinese adolescents' family obligation. Using a two-wave longitudinal sample of 450 Chinese adolescents (mean age = 13.78 years, SD = .71 years; 49% female) and their parents, the current research explored two questions. First, this study examined the role of family obligation in adolescents' academic achievement, externalizing problems, and internalizing problems over early adolescence. Second, this study explored the role of parents in predicting Chinese adolescents' family obligation, specifically whether parental expectations or parental acceptance was predictive of adolescents' family obligation over time. Third, this study investigated whether family obligation is an underlying mechanism between parenting and Chinese adolescents' adjustment. Results showed that Chinese adolescents' family obligation was longitudinally associated with increased academic achievement and reduced externalizing problems. Moreover, perceived parental acceptance, but not parental expectations, was longitudinally associated with Chinese adolescents' greater family obligation. Notably, family obligation mediated the longitudinal effect of parental acceptance on Chinese adolescents' externalizing problems. By studying both the consequences and antecedents of Chinese adolescents' family obligation, this study helps provide a comprehensive understanding of this cultural strength.

How Important Are Parental Career Expectations? A Subtle and Long-Term Influence on Adolescents' Career Aspirations.

Perceived parental expectations of adolescents have been linked to many high school consequences, yet few studies have examined the relationship between perceived parental expectations and adolescents' career aspirations, and potential mechanisms that underlie these associations. To address this research gap, this study investigated the reciprocal relationship between perceived parental expectations and career aspirations, as well as the mediating role of adolescents' career exploration among Chinese adolescents. Using a longitudinal design, a total of 2540 senior high school students (51.38% girls, Mage = 17.09 ± 0.69) participated in the study. The results showed that perceived parental expectations of adolescents have no direct impact on their subsequent career aspirations. A longitudinal mediating role of career exploration was found between perceived parental expectations and career aspirations. No gender differences were found in any of the pathways. These findings provided support for helping adolescents better set their career aspirations by acknowledging the critical role of parental expectations and the mediating role of career exploration.

Psychosocial needs and interventions for young children with cystic fibrosis and their families.

This review summarises the experiences of young children and their families living with CF during the first five years of life following NBS diagnosis, as well as the options of psychosocial support available to them. We present strategies embedded within routine CF care that focus on prevention, screening, and intervention for psychosocial health and wellbeing that constitute essential components of multidisciplinary care in infancy and early childhood.

Examining Secondary School Choice Processes as a Predictor of Adjustment After the School Transition.

The secondary school transition is an important moment in adolescents' lives. Taking a prospective approach, the present study examined whether educational identity regarding a secondary school choice and own and parental expectations during the last year of primary school predicted post-transition school and psychological adjustment in Dutch adolescents (N = 314, Mage = 11.58). Additionally, the study qualitatively examined the reasons adolescents gave for their school choice, and linked these reasons to exploration behavior and post-transition adjustment. Identity processes and expectations predicted adjustment. Adolescents mostly reported multiple reasons for their school choice, with educational, practical, and social aspects of secondary schools appearing most important. The number of reasons mentioned was associated with pre-transition exploration behavior.

The relationship between parental role expectations and sibling jealousy: the mediating effect of first-born children's role cognition.

This study aimed to explore the relationship among parental role expectations, the firstborns' sibling jealousy and their role cognition. A sample of 190 two-family firstborns aged 3-7 years old and their parents from China participated in the study by using experimental methods, questionnaires, and interviews. The results showed: (1) Parental role expectations had a significant positive effect on firstborns' role cognition. (2) The dispositional sibling jealousy of the first-born children was positively correlated with their parents' role expectations. (3) Firstborns' role cognition mediated the relation between parental role expectations and episodic sibling jealousy completely. The first-born children were more inclined to perceive themselves as resource contender and experience the episodic sibling jealousy the greater the parental role expectations.

Adolescent problematic Internet use and parental involvement: The chain mediating effects of parenting stress and parental expectations across early, middle, and late adolescence.

Problematic Internet use (PIU), a common phenomenon, has negative effects on adolescents, especially during the COVID-19 pandemic. Adolescents with PIU pose great challenges to parenting. However, little is known about the mediating mechanisms underlying this relationship. The study examines the chain mediating roles of parenting stress and parental expectations between PIU and parental involvement across early, middle, and late adolescence. Families (N = 1206) that included fathers, mothers, and adolescents (48.9% females, Mage  = 13.86 ± 2.48) participated in the study. Adolescents provided a rating of PIU, and fathers and mothers reported their own parenting stress, parental expectations, and parental involvement. The results showed that paternal parenting stress and then expectations mediated the association between PIU and paternal involvement, and maternal parenting stress and then expectations mediated the association between PIU and maternal involvement, indicating a spillover effect. By contrast, the crossover effect was established only in that maternal parenting stress was negatively related to paternal expectations in middle adolescents. Moreover, maternal expectations showed the strongest association with maternal involvement in middle adolescents, whereas paternal expectations were most associated with paternal involvement in late adolescents. These findings underline the necessity of understanding parenting by assessing adolescent developmental stages and paternal and maternal parenting separately. Furthermore, the mediators of parenting stress and parental expectations can be the focus on facilitating parental involvement; the effect of maternal parenting stress on paternal expectations may suggest that intervention programs for fathers should consider more contextual factors.

[Prescribing of antibiotics for respiratory tract infections in German outpatient pediatric care : Results of a survey of pediatricians and general practitioners]. / Antibiotikaverordnungen bei Atemwegsinfektionen im Kindesalter : Eine bundesweite Umfrage bei Fachärzten für Kinder- und Jugendmedizin sowie Allgemeinmedizin.

BACKGROUND: Pediatric outpatients with respiratory tract infections (RTIs) comprise an important target population for antibiotic stewardship (ABS) intervention. OBJECTIVES: The aim of this qualitative study was to determine which clinical and contextual factors have a significant impact on antibiotic therapy (ABT) in pediatric patients with RTIs. MATERIALS AND METHODS: An online survey was developed and carried out in Germany in cooperation with the Federal Association of Pediatricians and the German Society for Pediatric Infectious Diseases. Pediatricians and general practitioners were invited to participate. RESULTS: The survey yielded 555 complete response data sets. Diagnostic uncertainty, time constraints for repeated consultations, and fear of complications were identified by 50% of both medical specialties as contextual factors fostering ABT. The risk of serious complications (e.g., mastoiditis) was overestimated by the majority of participants. More than 40% of respondents lacked knowledge concerning official guidelines, and RTIs with fever lasting longer than three days appeared to be an important criterion for ABT for 30-40%. Fewer than 60% of physicians were using a point-of-care device to determine C­reactive protein. CONCLUSION: Although most participants acknowledged the growing prevalence of antibiotic-resistant pathogens as an important problem, this survey identifies targets for ABS in pediatric outpatients with RTIs. Ongoing education and training (e.g., better communication strategies in response to parental concerns) should become mandatory for those who prescribe ABT for children with RTIs.

What do parents expect from a genetic diagnosis of their child with intellectual disability?

BACKGROUND: Caring for a child with intellectual disability (ID) has been associated with increased social and psychological burdens. Diagnostic and prognostic uncertainty may enhance emotional stress in families. METHOD: The present authors assessed the motivations, expectations, mental health, physical health and the quality of life of 194 parents whose children with intellectual disability were undergoing a genetic diagnostic workup. RESULTS: Most parents considered a diagnosis highly relevant for their own emotional relief, their child's therapies and education, or family planning. Parental mental health was significantly lower compared with the normative sample, but physical health was not different. The severity of the child's intellectual disability correlated negatively with their parents' mental and physical health, quality of life, and positively with parental anxiety. CONCLUSION: Healthcare providers should be aware of the disadvantages facing families with intellectually disabled children. Receiving practical, social and psychological support as well as genetic testing might be particularly relevant for families with severely disabled children.

Pediatric Concussion Management in the Emergency Department: A National Survey of Parents.

OBJECTIVE: To examine parental expectations and beliefs about diagnosis and management of pediatric concussion. STUDY DESIGN: We conducted a cross-sectional web-based survey of a nationally representative panel of US parents in March 2014. Parents of 10- to 17-year-old children responded to questions about their expectations and beliefs about diagnosis and management of pediatric concussion in the emergency department (ED). Weighted percentages for descriptive statistics were calculated, and χ2 statistics were used for bivariate analysis. RESULTS: Survey participation was 53%, and of 912 parent respondents with a child 10-17 years of age who were presented with a scenario of their child having mild symptoms of concussion, 42% would seek immediate ED care. Parents who would seek immediate ED care for this scenario were more likely than parents who would consult their child's usual provider or wait at home to "definitely expect" imaging (65% vs 21%), definitive diagnosis of concussion (77% vs 61%), a timeline for return to activity (80% vs 60%), and a signed return to play form (55% vs 41%). CONCLUSIONS: Many parents who bring children to the ED following a possible concussion are likely to expect comprehensive and definitive care, including imaging, a definitive diagnosis, a timeline for return to activity, and a signed return to play form. To manage these expectations, healthcare providers should continue to educate parents about the evaluation and management of concussion.

Changes in quality of life as a result of ketogenic diet therapy: A new approach to assessment with the potential for positive therapeutic effects.

There are difficulties inherent in measuring Quality of life (QoL) in patients with chronic illness, including agreement on definitions of quality of life and the type of measure used, disease specific or generic. Well validated QoL instruments for epilepsy exist but focus on capturing common themes pertinent to children and families as a group instead of focusing on themes important to individual patients and their families/carers. In addition, it is common for numerous items on these inventories to be left incomplete or responded to with "not applicable" since many of the items are not suitable for children with disabilities and their families. This led us to devise a way to capture individual quality-of-life measures that are linked to parental/carer expectations in families of children undergoing ketogenic diet therapy for epilepsy. As part of our routine clinical assessment, parents/carers were asked to describe what they would like to see happen or change as a result of their child being on ketogenic diet therapy. A simple unstructured form was designed to facilitate the assessment process. Parents were then asked to rate their own QoL against these criteria on a Likert scale of 0-10 prior to commencement of the diet. This assessment was repeated at subsequent visits with parents/carers initially blinded to their original responses. Our assessments indicated that ketogenic diet therapy improves quality of life over a twelve-month period when measured against parental expectations. This ideographic approach has demonstrated changes in parental Qol and parental perceptions of their child's quality of life that would not have been captured by other validated measures. A lengthy questionnaire is avoided and is replaced by a skilled supportive conversation that identifies goals for treatment that are important to parents. This helps parents to reflect on the progress their child makes on the diet by revisiting their previously stated aspirations, and assessing whether they have been achieved. This is particularly helpful for those parents who express a sense of failure or helplessness relating to their child's intractable epilepsy. As a result, future work will center on developing this approach as a clinical tool.

The Relationship between Genetic Attributions, Appraisals of Birth Mothers' Health, and the Parenting of Adoptive Mothers and Fathers.

Parenting beliefs and attributions can influence parenting behavior. We used an adoption design to examine the associations among perinatal risk and poor birth mother health, adoptive parent appraisals of birth mothers' mental health, and genetic attributions to adoptive parents' feelings and behaviors toward their adopted infants. A sample of 361 pairs of adoptive parents and birth mothers were interviewed using standardized measures when infants were between 4 and 9 months old. Adoptive mothers and fathers were observed during play tasks when their infants were 9 months old. We found that adoptive mothers' and fathers' appraisals of birth mothers' health were associated with perinatal risk and poor birth mother health. Adoptive mothers' appraisals were linked to hostile parenting, after accounting for characteristics of the child that may influence her appraisals and attributions. These associations were not present for adoptive fathers. Genetic attributions were associated with both adoptive mother and fathers' feelings of daily hassles in parenting. These findings have implications for prevention and intervention.

Expected Future Subjective Social Status Moderates the Relations between Perceived Parental Expectation and Persistence among Chinese Rural Adolescents.

Adolescents' expectations on future subjective social status (SSS) may play a critical role in the relations between perceived parental expectations and persistence; however, there is a lack of research exploring this effect in the context of families experiencing greater economic risk. This study aimed to explicitly address this issue. A total of 698 Chinese rural adolescents participated in this study (Mage = 13.32 years; 54.60% boys). The results showed that for rural adolescents with lower expected future SSS, perceived parental expectation was negatively related to persistence; for rural adolescents with higher expected future SSS, perceived parental expectation was not significantly correlated with persistence. These findings imply the adverse effects of high perceived parental expectation on rural adolescents' persistence and that expected future SSS can alleviate this adverse relationship.

Procrastination, Perfectionism, Narcissistic Vulnerability, and Psychological Well-Being in Young Adults: An Italian Study.

Procrastination is generally regarded as a dysfunctional tendency to postpone tasks, due to its consequences on performance and psychological well-being. Previous research has indicated that it is linked to perfectionism and narcissism, but with mixed results. The present study explored the interaction between procrastination, perceived parental expectations, multidimensional perfectionism, and narcissism in a sample of 548 Italian young adults aged 18-35 years (M = 23.9; SD = 4.3). Participants completed an online survey consisting of a sociodemographic questionnaire and psychometric measures assessing the constructs of interest. The results showed that: (a) procrastination was positively correlated with socially prescribed perfectionism only, which, in turn, was positively correlated with perceived parental expectations and criticism, and both narcissistic grandiosity and vulnerability; (b) perceived parental expectations and criticism and narcissistic vulnerability had a positive effect on socially prescribed perfectionism, while procrastination had a negative one; and (c) narcissistic vulnerability mediated the relationship between socially prescribed perfectionism and procrastination. Taken together, the findings contribute to a better understanding of the link between procrastination, perfectionism, and narcissism in young adults, and highlight the relevance of contemporary parenting styles and the current sociocultural background for understanding dilatory behaviors.

Shaping individual competitiveness: The role of discipline, parental expectations, and participation in extracurricular activities.

Purpose: This research seeks to extend previous research into student discipline and competitiveness, at the macro or national level, to the micro or individual level. The role of factors with the potential to impact individual competitiveness, namely the expectations of the mother and the father, the importance of school discipline played in primary and secondary schools, and past participation in sport and music were examined. Design/methodology/approach: Data from a sample of current university students and recent graduates representing Western (the United States) and Asian regions (South Korea and China) were analysed using multiple regressions to establish the explanatory power of independent variables in the competitiveness model, including testing for moderation effects of country of birth. Results: The study found that personal discipline is significantly associated with individual competitiveness. The importance placed on discipline in primary schools was found to predict individual competitiveness as were parents' expectations, yet with nuances in terms of maternal and paternal expectations. Surprisingly, neither participation in music nor discipline at secondary school was found to significantly associate with individual competitiveness. At the same time, the study did find moderating effects of country of birth and the number of years students played sport in predicting competitiveness. Originality/value: Guided by the Ecological Systems Theory and the notion of the Pygmalion effect, we develop a framework of factors that shape an individual's competitiveness. The results make several theoretical contributions by establishing new drivers of individual competitiveness, and as such illuminating the importance of discipline during schooling and how parental expectations drive performance. Implications for employers, educational institutions, and parents are outlined and directions for further research are offered.

Influence of socio-family variables on parental assessment of the pragmatic development of children under 4 years of age.

Introduction: Interest in pragmatic development and its assessment has increased in recent years, not only because of the predictive value of pragmatic impairments as warning signs in the detection of multiple developmental disorders, but also because of the consideration that pragmatics has received in the field of mental disorders. Current contexts of child development assessment require pragmatic assessment instruments that accurately define profiles and take into account the immediate context in which they develop. Parents' knowledge of their children's abilities is supported by exhaustive observation over time of regularities in their behavior. But it is true that the way a caregiver interprets behavior is mediated by multiple variables. The aim of the present study, therefore, is to shed light on the possible influence of parental belief systems on the assessment of children's pragmatic development by analyzing the relationship between sociofamilial variables and the assessment of pragmatic competence. Method: A total of 215 educational centers across Spain participated in the study. The final sample was of 262 parents of boys and girls between 6 and 48 months of age. The parental questionnaire for the evaluation of pragmatic development, The Pragmatics Profile, in an adapted Spanish version, was applied along with a number of items for the evaluation of parental beliefs. Results: Analyses confirm the existence of an effect of child development conceptions and other socio-familial variables on the assessment of pragmatic development between 6 and 48 months of age. Furthermore, the results indicate that better scores on pragmatic development are associated with parents with higher socioeconomic and educational levels, greater number of children and more interactionist conceptions and realistic. Conclusion: The effect of parental conceptions on the evaluation of pragmatics points to the need to obtain convergent measures in an area as complex as that of communicative development in early childhood, especially taking into account that an evaluation which is neutral and free from context is not possible or indeed desirable. Pragmatic development must be evaluated within this contextual framework and should take into account each of the variables present therein. Hence the complementarity between parental reports and performance-based test.

How Are Different Perfectionism Traits Related to Mental Health in Students?

Multidimensional models of perfectionism postulate the existence of various perfectionism traits, with different effects on mental health. In order to suggest parsimonious targets in psychological interventions for university students, this study aimed to explore whether, how, and which individual perfectionism traits are uniquely associated with stress and well-being. The participants were 253 students aged 18-30 who completed the Frost Multidimensional Perfectionism Scale, the Perceived Stress Scale, and the Warwick-Edinburgh Mental Well-being Scale. Controlling for the common variance of perfectionism traits in statistical analysis, it was shown that (1) Personal Standards were associated with higher well-being and lower stress, (2) Concern over Mistakes and Doubts about Actions were related to lower well-being and higher stress, (3) Parental Expectations and Parental Criticism were not correlated with stress, and (4) Parental Criticism was associated with lower well-being. In the multi-predictor mediation model, with five perfectionism traits as predictors, perceived stress was a significant mediator between several perfectionism traits (i.e., Personal Standards, Concern over Mistakes, and Doubts about Actions) and well-being. Overall, Personal Standards, Concern over Mistakes, and Doubts about Actions seem to be parsimonious psychological targets, with Personal Standards expressing mental health-promoting effects, whereas Parental Expectations and Parental Criticism seem to be less important psychological targets.

The association between academic stress and test anxiety in college students: The mediating role of regulatory emotional self-efficacy and the moderating role of parental expectations.

Academic stress has been showed to be an important factor associated with test anxiety. However, the internal mechanism between them is still not clear. The purpose of this study was to explore whether the relationship between academic stress and test anxiety was affected by parental expectations and regulatory emotional self-efficacy. This study recruited 1,315 volunteers aged 17-25 to complete self-reports on academic stress, parental expectations, regulatory emotional self-efficacy and test anxiety. The results showed that there was a significant positive correlation between academic stress and test anxiety. Additionally, parental expectations were negatively correlated with academic stress but positively correlated with regulatory emotional self-efficacy, and regulatory emotional self-efficacy was negatively correlated with academic stress and test anxiety. The results showed that regulatory emotional self-efficacy played a mediating role in academic stress and test anxiety, and the relationship between academic stress and regulatory emotional self-efficacy was moderated by parental expectations, which indicated that parental expectations and regulatory emotional self-efficacy may play an important role in the relationship between academic stress and test anxiety.

Determinants of academic achievement: How parents and teachers influence high school students' performance.

This study explores the contribution of various drivers of attainment in secondary education in Portugal. We propose a model explaining the influence of students, teachers, and parents' traits on high school achievement, measured by the self-reported Math and Portuguese final grades of 220 students. Using PLS-SEM, we show that previous achievement predicts current achievement in both subjects; however, noteworthy differences were found. Portuguese grades are significantly better for students whose parents have post-secondary education and communicate higher expectations about their offspring's school careers. At the same time, Math achievement is influenced by students' perception of teachers' involvement but not by parents' expectations or education. Previous retention and receiving educational allowance impair Math achievement, but not Portuguese. Results and implications are discussed.

The 'picky eater': The toddler or preschooler who does not eat.

The majority of children between one and five years of age who are brought in by their parents for refusing to eat are healthy and have an appetite that is appropriate for their age and growth rate. Unrealistic parental expectations may result in unnecessary concern, and inappropriate threats or punishments may aggravate a child's refusal to eat. A detailed history and general physical examination are necessary to rule out acute and chronic illnesses. A food diary and assessment of parental expectations about eating behaviour should be completed. Where the child's 'refusal' to eat is found to be related to unrealistic expectations, parents should be reassured and counselled about the normal growth and development of children at this age.

La majorité des enfants de un à cinq ans pour qui les parents consultent parce qu'ils refusent de manger sont en bonne santé et ont un appétit qui convient à leur âge et à leur rythme de croissance. Les attentes irréalistes des parents peuvent donner lieu à des inquiétudes inutiles, et les menaces et punitions déplacées peuvent aggraver le refus de manger de l'enfant. Les médecins doivent procéder à une anamnèse détaillée et à un examen physique général pour écarter une maladie aiguë ou chronique. Ils doivent demander un journal alimentaire et évaluer les attentes des parents à l'égard du comportement alimentaire. Lorsque le « refus de manger ¼ de l'enfant semble lié à des attentes irréalistes, il faut rassurer les parents et leur donner des conseils sur la croissance et le développement normaux des enfants de cet âge.

Academic stress and associated sociodemographic variables: A study of pre-university students in Karnataka, India.

BACKGROUND: Academic stress is a predominant phenomenon among grade 11 and 12 students. The performance in Grade 12 is important for entry to higher education programs in India. The purpose of the study was to assess the magnitude of the perceived academic stress and identify the main stressors and the sociodemographic variables associated with the perceived academic stress among adolescents enrolled in the science stream in coastal Karnataka. MATERIALS AND METHODS: Upon Institutional Ethical Committee approval, a cross-sectional survey was carried out among pre-university students (science stream) of coastal Karnataka during February-April 2021. The study used Manipal Inventory of Academic Stress (MIAS) scale to collect data on perceived academic stress from 1859 students (response rate 68.3%). Stratified cluster sampling method was used to collect data from the study participants. IBM Statistical Package for the Social Sciences (SPSS) 26.0 was used to analyze the data. Descriptive statistics, unpaired t-test, one-way analysis of variance (ANOVA), and multiple linear regression analyses were used to study the association between academic stress and various demographic variables. RESULTS: The study revealed that 28% of the Grade 11 students and 26% of the Grade 12 students experienced high or extreme stress. The significant stressors were lack of time for revision, queries from neighbors or relatives, and parental expectations on academic performance. Gender, residence, and the medium of instruction until Grade 10 were associated with academic stress. CONCLUSION: Measures at the institutional and national levels are necessary to reduce the academic stress in higher secondary education. The integrated curriculum proposed in the National Educational Policy 2020 addresses a few stressors identified in this study.