Investigating parental involvement has moved to the foreground of research in the past two decades, and research results focusing on family engagement claim its positive impact on children's academic and non-academic achievement. However, less is known about parental involvement in the case of families with children with special needs. In our systematic review, we collected studies focusing on parental involvement which emphasised the role of resilience. Using the EBSCO Discovery Service, a total of 467 abstracts from 85 databases were screened, of which 28 papers published between 1984 and 2021 met the research criteria. Papers vary according to methodology (interview, focus group conversation, survey, case study, intervention programme and good practice) and disability group (general or specific). Resilience is interpreted in two ways: as a personality trait or a consequence. Four types of papers could be detected which dealt with the target group, specifically papers focusing on children, parents, teachers and professionals, and intervention programmes with multiple focuses. In conclusion, resilience is an element of parental involvement, either as a personality trait or a result. It is indispensable for the successful development of children in terms of academic and non-academic achievement as well. Programmes providing a wider collaboration with actors involved in the development of children seem to be more effective. In general practice, whether the goal is to build upon resilience as a personality trait or target its development as a consequence, strong collaboration between the parents, teachers and professionals concerned in the process can significantly contribute to the child's psychological, emotional and academic development.
Regular physical activity from an early age is an important part of a healthy life because if we incorporate exercise early into our lifestyle, we are more likely to maintain our commitment to sport into adulthood and even throughout our lives. In our research, we used the PERSIST 2019 database, which contains data from students at higher education institutions in Hungary, Slovakia, Romania, Ukraine, and Serbia. We used factor analysis to isolate four sports motivation factors (intrinsic, introjected, extrinsic, and amotivation). Factors influencing the different types were measured using linear regression analysis, involving the variables in four models. The results show that the effects of the sociodemographic variables are significant for gender, country, and mother’s job, especially in terms of intrinsic, introjected, and extrinsic motivation. The role of coping is salient for health awareness factors, with a positive effect on intrinsic motivation and a negative effect on the other types. The impacts of quality of education and support are typically negative, while the positive effect of satisfaction with infrastructure is noteworthy. The effect of persistence in sport on intrinsic and introjected motivation is positive. Frequency of training increases intrinsic motivation, while practical sport embeddedness generates extrinsic motivation. In terms of relationships, a mainly teacher-oriented network within the institution typically has a negative effect on intrinsic motivation, while peer relationships outside the institution typically increase intrinsic and extrinsic sport motivation. Academic persistence has a positive effect on intrinsic motivation and a negative effect on introjected motivation. Our research highlights the complexity of factors influencing sport motivation and the role of coping, which typically remains strong when relationship-related variables are included. In addition, we must emphasise the dominant role of relationship network patterns, which may even reduce commitment to sport.
Special education practice allows for the educational principles of parental involvement, pointing to a common dialogue on health issues and general well-being. Special education professionals primarily empower the families of children with atypical development by relying on the organizational factors of individual support and services. The decision-making/partnering factors of the educational and general health processes, on the other hand, receive less attention. The present study aims to explore the place of the parent–school relationship within the framework of a special educational institution in Romania. Involving Hungarian special education teachers (N = 12) from Romania, we analyze the school involvement of the parents of students with special educational needs in Bihor County, Romania, concerning their children’s academic achievement and well-being. The qualitative research data were recorded through semistructured interviews and were organized through deductive categorization, as well as being analyzed thematically using Atlas.ti. The results highlighted the essential elements of the parent–school relationship, e.g., communication practices, active inclusion programs, support services, and peer acceptance plans. We believe it is important to emphasize that, in the study, families frequently better understood their child’s situation and health-related issues and advocated more effectively for the recognition of their rights. However, as an active player in everyday education, the teacher can better organize development activities for the child’s specific needs and plan complex habilitation/rehabilitation. To sum up, a parent–educator team approach can result in more successful educational and health outcomes, as well as a more accepting social image in the cognitive, emotional, and social development fields.
Magyar Adél Márta (2018). Fejezetek az értelmifogyatékosság-kép történetéből: Elzárás, gyógyítás, fejlesztés a kezdetektől a 19. század végéig. Gondolat Kiadó, Budapest.
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