Perceived Family and School Social Environments and Their Relationships to African Adolescents' Self-Concepts

Mboya, Mzobanzi M.

doi:10.1177/0143034396172003

Cited by 7 publications

(8 citation statements)

References 44 publications

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“…Results showed associations between parental connection and parental monitoring on positive educational outcomes including academic achievement 69–71 74. However these studies were poor-medium quality and two reported correlation analysis only 70 74. There was an association between parental role modelling of positive behaviour towards school and positive child education outcomes 70.…”

Section: Resultsmentioning

confidence: 99%

“…Parent–child connection was associated with positive educational outcomes for children in four studies but these studies were all poor-medium quality 69–71 74. Finally, parent–child connection was associated with normal child development and healthy attachment 63 66 68.…”

Section: Synthesismentioning

confidence: 91%

“…However, in one study ‘paternal’ connection (warmth) was associated with an increase in students’ depressive symptoms 81. Parent–child connection was associated with positive educational outcomes in four studies,69–71 74 and it was associated with normal child development/healthy attachment in three studies 63 66 68…”

Section: Synthesismentioning

confidence: 97%

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Are parenting practices associated with the same child outcomes in sub-Saharan African countries as in high-income countries? A review and synthesis

2018

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IntroductionThere is increasing interest in the transferability of parenting interventions from high-income countries (HICs) to low-income countries (LICs) in order to improve child development and health outcomes. This is based on the premise that associations between parenting practices and child outcomes are similar in both settings. Many parenting interventions in HICs are evidence-based, but less evidence exists on associations of parenting practices with child outcomes in LICs, in particular, sub-Saharan African (SSA) countries. This review synthesises evidence on the association of parenting practices with child outcomes in SSA in order to compare findings with those from HICs.MethodsWe searched electronic databases—Web of Science, ASSIA, Embase, IBSS and PsycINFO—to identify studies from SSA that reported quantitative associations between parenting practices and child health or psychosocial outcomes (eg, sexual and reproductive health (SRH), mental health, conduct disorders). Due to inconsistent conceptual framing of parenting across studies, we used a modified version of the international WHO classification of parenting dimensions to guide synthesis of the results.ResultsForty-four studies met our inclusion criteria. They were conducted in 13 SSA countries and included cross-sectional and longitudinal studies, and were predominantly descriptive studies rather than intervention research. Synthesis of results showed that associations between patterns of parenting (‘positive’/‘harsh’) and child outcomes (including SRH, mental health and conduct disorders) in studies from SSA were broadly similar to those found in HICs.ConclusionsThese findings suggest that the impacts of parenting practices on child outcomes are similar across contrasting global regions and, therefore, parenting interventions from HICs might be successfully transferred to SSA, subject to appropriate adaptation. However, this review also highlights the paucity of evidence in this area and the urgent need for higher quality studies to confirm these findings to help develop effective parenting interventions in SSA.

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Section: Resultsmentioning

confidence: 99%

Section: Synthesismentioning

confidence: 91%

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Are parenting practices associated with the same child outcomes in sub-Saharan African countries as in high-income countries? A review and synthesis

2018

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“…Cheung & Lau (1985) found that teachers' expression of concern for students as well as their efforts at good management of classroom activities were associated with a positive self-concept among adolescents. Mboya (1996) found teachers' encouragement and interest to also be associated with the general selfconcept of students when controlling for parental encouragement and interest. Finally, Ryan et al, (1994) found significant relations between adolescent students' control, autonomy and engagement in school and teacher support, whereas teacher support was non-significantly associated with general self-esteem when controlling for support from parents and friends.…”

Section: Introductionmentioning

confidence: 83%

Perceived Social Support at School and Emotional and Musculoskeletal Complaints among Norwegian 8th Grade Students

Bru

Boyesen

Munthe

et al. 1998

Scandinavian Journal of Educational Research

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Results from the present study indicate that a majority of Norwegian 8th grade students experience satisfactory support from teachers and relations with peers. However, about 6% of the sample reported being harassed on a weekly basis. Moreover, results indicate that there is room for improvement, especially regarding the teachers' emotional support of students, as well as their ability to prevent students from being harassed. Twelve per cent of the sample reported more severe emotional complaints, whereas 10% of 8th grade students reported more severe musculoskeletal complaints. Results showed significant associations of teacher support and peer relations with emotional as well as musculoskeletal complaints (EM complaints). Exposure to harassment at school and a perceived lack of academic support from teachers showed the strongest associations with EM complaints. Associations were stronger for students reporting learning difficulties than for students not reporting learning difficulties. This was mainly due to stronger associations between exposure to harassment and EM complaints among students reporting learning difficulties.

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“…Research has shown that children's perceptions of parenting are related to psychosocial measures such as sociability among peers (Mboya, 1996;Rigby, 1993), internalizing and externalizing problems in the classroom (Anan & Barnett, 1999;Fincham, Beach, Arias, & Brody, 1998), aggression with peers (MacKinnon-Lewis, Starnes, Volling, & Johnson, 1997), and peer rejection and popularity with peers (Cox, 1974;C. Research has shown that children's perceptions of parenting are related to psychosocial measures such as sociability among peers (Mboya, 1996;Rigby, 1993), internalizing and externalizing problems in the classroom (Anan & Barnett, 1999;Fincham, Beach, Arias, & Brody, 1998), aggression with peers (MacKinnon-Lewis, Starnes, Volling, & Johnson, 1997), and peer rejection and popularity with peers (Cox, 1974;C.…”

Section: Children's Perceptions Of Parentingmentioning

confidence: 99%

Parents' and Children's Perceptions of Parental Behavior: Associations with Children's Psychosocial Adjustment in the Classroom

Gaylord¹,

Kitzmann²,

Coleman³

2003

Parenting

144

118

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SYNOPSISObjective. We examined correspondence in parents' and children's perceptions of parenting and associations between these perceptions and children's social adjustment in the classroom. Design. The sample included 214 children (M age = 9) from third to fifth grades and their parents. Children and parents reported on parenting behavior. Results. Parents' self-reports and children's reports about parents showed systematic differences, with parents perceiving themselves as more supportive than children perceived them to be. Direction of discrepancy between child and parent reports appeared to be more important than size of discrepancy in predicting child outcomes. Hierarchical regression analyses showed that parents' self-perceptions of parenting and children's perceptions of parenting were predictive of different measures of child psychosocial adjustment. Conclusions. The results of this study support the assumption that parents' self-perceptions and children's perceptions of parenting provide unique views of the family and unique relations to children's psychosocial adjustment.

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Perceived Family and School Social Environments and Their Relationships to African Adolescents' Self-Concepts

Cited by 7 publications

References 44 publications

Are parenting practices associated with the same child outcomes in sub-Saharan African countries as in high-income countries? A review and synthesis

Are parenting practices associated with the same child outcomes in sub-Saharan African countries as in high-income countries? A review and synthesis

Perceived Social Support at School and Emotional and Musculoskeletal Complaints among Norwegian 8th Grade Students

Parents' and Children's Perceptions of Parental Behavior: Associations with Children's Psychosocial Adjustment in the Classroom

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