Trademark Fine Art 'Mothers Warmth' Canvas Art by Takeshi Marumoto

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Reynolds, C. R., & Richmond, B. O. (1985). Revised Children’s Manifest Anxiety Scale. Los Angeles: Western Psychological Services. Hill, N. E., & Wang, M. T. (2015). From middle school to college: developing aspirations, promoting engagement, and indirect pathways from parenting to post high school enrollment. Developmental Psychology, 51(2), 224–235. Henry, C. S., Plunkett, S. W., & Sands, T. (2011). Family structure, parental involvement, and academic motivation in Latino adolescents. Journal of Divorce & Remarriage, 52(6), 370–390.

Hesketh, T., & Ding, Q. J. (2005). Anxiety and depression in adolescents in urban and rural China. Psychological Reports, 96, 435–444. doi: 10.2466/pr0.96.2.435-444. Wu, W. F., Lu, Y. B., Tan, F. R., & Yao, S. Q. (2010). Reliability and validity of the Chinese version of Children’s Depression Inventory. Chinese Mental Health Journal, 24, 775–779. In the total effect test on the association between subscales of paternal psychological control and academic control, fathers’ guilt induction was negatively associated with academic achievement (C-path: β = −0.18, p = 0.031), while fathers’ devaluation was not (C-path: β = −0.04, p = 0.599). The second step was conducted including only fathers’ guilt induction, and the results showed that fathers’ guilt induction was not significantly associated with goal disengagement (A-path: β = −0.00, p = 0.944). Therefore, we did not proceed further to the next steps of mediation testing. Collectively, these results suggest that the association between mothers’ devaluation and academic achievement is partially mediated by a significant indirect pathway via goal disengagement. On the other hand, goal disengagement was not a significant mediator of the relation between fathers’ guilt induction and academic achievement. Alternative Direction Model The emotional warmth and rejection dimensions represent universal parenting behaviors, whereas intrusion and guilt induction represent critical dimensions of parental psychological control that are not uncommon in the Turkish cultural context. Therefore, these two dimensions are briefly labeled as culture-common parenting behaviors (see Sümer and Kağıtc̨ıbas̨ı, 2010). This study adopted a predefined factor structure performed by Sümer et al. (2009) supporting the psychometric quality of the measures.Specifically, the first aim of this study was to extend fathering literature by investigating the unique contribution of paternal parenting behaviors in the effect of maternal behaviors. The second goal was to examine if and how children’s level of academic self-efficacy in math and literature courses changes as a function of co-parenting quality considering (in)consistency between paternal and maternal behaviors. We tested our hypothesis separately for girls and boys. Unique Role of Fathers Yuan, K.-H., & Bentler, P. M. (2000). Inferences on correlation coefficients in some classes of nonnormal distributions. Journal of Multivariate Analysis, 72, 230–248.

Veas, A., Castejón, J. L., Miñano, P., & Gilar‐Corbí, R. (2019). Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis. British Journal of Educational Psychology, 89(2), 393–411. Aunola, K., Stattin, H., & Nurmi, J. E. (2000). Parenting styles and adolescents’ achievement strategies. Journal of Adolescence, 23(2), 205–222. Tsui, M., & Rich, L. (2002). The only child and educational opportunity for girls in urban China. Gender and Society, 16, 74–92. Siu, A., & Watkins, D. (1997). Coping with stress in Hong Kong: An investigation of the influence of gender, age, and the self-concept. Psychologia: An International Journal of Psychology in the Orient, 40, 59–66.And because of that jealously, she almost became a mute. Her speech pattern became the way it is today after numerous speech lessons. Xiang, S., Liu, Y., & Bai, L. (2017). Parenting styles and adolescents’ school adjustment: investigating the mediating role of achievement goals within the 2× 2 framework. Frontiers in Psychology, 8, 1809. Roksa, J., & Potter, D. (2011). Parenting and academic achievement: intergenerational transmission of educational advantage. Sociology of Education, 84(4), 299–321.

Our findings further indicate that while past studies have emphasized that various types of maternal support (i.e., showing warmth, spending time with the child, guiding the child towards independence) can benefit children and adolescents (e.g., Gordon & Cui, 2012; Inguglia et al., 2015; Soenens & Vansteenkiste, 2005), maternal warmth may be particularly important for academic goal engagement and achievement. Results from supplementary analyses showed that only maternal warmth significantly predicted academic goal engagement, reflecting prior studies which have shown that when parents express warmth towards their adolescent child, the child may feel that they are capable of achieving academic success (e.g., Hill & Wang, 2015; Juang & Silbereisen, 2002). Hence, mothers’ warmth may provide adolescents with the self-efficacy beliefs that they need to become engaged with schoolwork and pursue their academic goals (Gurdal et al., 2016; Sun et al., 2020). Due to the high intercorrelations between mothers’ warmth, involvement, and autonomy support, however, findings regarding maternal support sub-factors need to be interpreted with caution. Future studies should further examine the unique contribution of each parenting characteristic to adolescents’ goal engagement and academic achievement. Goal Disengagement and Maternal Psychological ControlVideon, T. M. (2005). Parent–child relations and children’s psychological well-being: Do dads matter? Journal of Family Issues, 26, 55–78. doi: 10.1177/0192513X04270262. Participants reported their gender (1 = Male, 2 = Female), parental education, and ethnicity. Mothers’ and fathers’ parental education were coded into three ordinal levels (1 = less than high school, 2 = high school completion, 3 = more than high school). The highest of the two education scores between the parents was used, while the existing score was used when either the mother’s or father’s scores was missing. Ethnicity was categorized into three groups (Whites, Latinx, and Other), with each group dummy-coded. Analytical Plan

Inked Snow Beauty Brave Maid President Billionaire single mother Triplets. Mothers Warmth Chapter 3 is goin to be amazingI. Mothers Warmth Chapter 3 update and the first official sneak peek.Dinky Doo chose to do a speech, which she is quite proud of, believing that no material object would replace her thoughts of her mother because her mother deserved more than just that. Campbell, J. R. (1994). Differential socialization in mathematics achievement: Cross-national and cross-cultural perspectives. International Journal of Education Research, 21, 685–696.