A primary motivation for people to behave as they do is the need to belong socially to a group and to have relevance. A positive learning environment for young students is created when students are recognized and accepted by their peers and their teachers, and studies reveal that in such environments, students perform better academically and tend to have fewer behavioral issues. These environments may also act as a buffer against school dropout rates. This study examined whether teaching prosocial lessons to first-grade students in the southeastern United States would create positive learning environments for children who otherwise may not be recognized and accepted by their peers and also examined the relationship of teacher evaluations of observable classroom behaviors by their students with student recognition by peers. This study confirms the relevance of prosocial lessons in the creation of positive learning environments for young students.
The relationship between parent relations and college students' academic performance was examined in two studies using samples of students enrolled in two southeastern liberal arts universities (N = 466). T scores on the Relations with Parents subscale on the college version of the Behavior Assessment System for Children-2 served as the measure of student perception of parent relations and academic performance was measured using official university GPA and probation/suspension data. Results for the first study indicated a significant positive correlation between parent relations scores and GPAs. Additionally a significant negative correlation was found between parent relations scores and probation/suspension status. When gender differences were examined, parent relations scores accounted for more variance in academic performance for women than men. Systematic replication of the study at a nearby liberal arts university produced findings congruent with the initial investigation. Implications for college personnel who work with academically at-risk students are discussed.
The present study investigated relations among parenting styles and emotion regulation, trait emotion, and general well-being among 153 emerging adults. Two path models were tested, finding that parenting styles contributed to multiple pathways to emotional regulation. As expected, not only did participants who reported high levels of authoritative parenting endorse high levels of positive emotion, they also reported lower levels of emotional control and emotional self-awareness. These low levels were, in turn, associated with emotional well-being. Permissive parenting positively predicted negative emotion. Because authoritarian parenting did not directly predict trait emotion, a closer examination was conducted, showing that outcomes associated with this parenting style depended upon self-reported emotional control and trait emotion. The findings suggest that the effects of authoritarian parenting depend upon the emotional climate established in the family, a factor that may help to explain variability in outcomes for children of authoritarian parents depending upon socioeconomic status and ethnicity.
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