Different Parenting Styles - 1200 Words

Developmental Psychology 10/2/12 I think so many factors influence parenting. I would like to start this off with one of the most important factors I think that influence parenting, and that is having a child unplanned and not being ready for it versus planning for a child and being ready for it. I am a little old fashioned when it comes to certain things and especially when I think of how I would raise my child. I do not have one, and I am a lesbian. I am not sure when I will have one, but I want to with a potential partner, hopefully she can carry or we can adopt as well. When I say I am a little old fashioned I guess I am referring to how I would raise my child. When I see the way my friends act with their kids, I do not think†¦show more content†¦I also think some children play electronics too much, there is nothing wrong with them playing it by all means, but I think some parents stick them on it so they don’t have to deal with them. Another big issue is many parents get mad at their children because when it’s during the school season, some young children don’t like to do homework. When I was younger my dad taught me my alphabets, math, emergency numbers, and address at a very young age. My dad always bought me coloring books, pencils, and papers to keep me busy. We had a Nintendo system, but I barely used it. Even though my parents didn’t speak English or learn the things I did in school they would still try their best to help me or find me help. People cannot expect for their children to love studying and working with school materials if you don’t support them and work with them. When I have my child, I plan to paint and color with them all the time. It’s so important to be active with children especially when they are young and their brains are developing. Communication and patience is the key with children. Also the right amount of emotion and love is very important. I know raising children is not easy that’s why it’s not meant for everyone. And planning ahead I think makes a huge difference. My friends tell me when I talk about what I would do with my kid they tell me I am mean and crazy and I amShow MoreRelatedThe Different Parenting Styles1024 Words   |  5 PagesParenting styles have been described as the collection of parents’ behaviors which create an atmosphere of parent-child interaction across situation (Mize and Petit, 1997). Darling and Steinberg (1993) defined parenting style as â€Å"a constellation of attitudes toward the child that are communicated to the child and that, taken together, create an emotional climate in which the parents’ behaviors have expressed.† Despite these challenges, researchers have uncovered convincing links between parentingRead MoreThe Different Styles Of Par enting Essay1098 Words   |  5 PagesThe two different styles of parenting that are described in the book are concerted cultivation and natural growth. Concerted cultivation is typically seen in the middle class families. Whereas natural growth is mainly seen in the working class families. The book defines concerted cultivation as having â€Å"Organized activities, established and controlled by mothers and fathers†¦Ã¢â‚¬  (Lareau, 2011, p.1). And it defines natural growth as having â€Å"children experience long stretches of leisure time, child-initiatedRead MoreDifferent Styles Of Parenting Styles1708 Words   |  7 PagesSilicon Valley. (Hogan and Haskell, 2). Most of today’s kids have one of the following types of parents: Indulgent, Authoritative, Neglectful, Authoritarian*. These are generally regarded as the four main types of parenting. These four styles of parenting are the stereotypical parenting styles most people identify one or both of their parents as. Indulgent parents tend to coddle their children and protect them from disappointment. Authoritative parents are people who have reasonable demands and rulesRead MoreDifferent Types Of Parenting Styles1495 Words   |  6 PagesParenting styles have been described by Diana Baumrind into four categories, authoritative, authoritarian, neglectful, and indulgent parenting (Santrok 461). Parenting styles can be defined as patterns of attitudes in how parents choose to express and communicate with their children. This paper will examine the different type of parenting styles as it relates to ethnicity and various cultures. What exactly is ethnicity and culture? The Oxford Dictionary defines ethnicity as â€Å"the fact or state ofRead MoreDifferent Types Of Parenting Styles880 Words   |  4 Pagesaround and observe our everyday life we will notice that we see many different types of parenting styles. Many parents create their own parenting style based on important factors like cultu re, education, and religion. Generally there are two main types of parenting style proposed. These two styles seem alike but are very much different from each other. Strict parent and the not so strict parent. The two approaches towards parenting differ from each other and this is why. There are some parentsRead MoreDifferent Parenting Styles Essay923 Words   |  4 PagesThere are many different ways of parenting children. Some are more favorable than others and some can even damage one’s emotional future, causing problems such as anxiety, unhappiness, and other low self-esteem issues. Although there are four distinct parenting styles, many parents are often somewhere in between a couple on the scale. My parents often took to the authoritative style, which is known currently as the most successful approach. The authoritative parent is involved in their child’s lifeRead MoreThe Effects of Different Parenting Styles1075 Words   |  4 Pagesmaster new abilities independently. However there is extensive research linking healthy child development to effective parenting. Children excel when parents provide not only communication, but also affection and listening. Even though parenting style plays a crucial role in the development of a child, almost 70% of parents do not have a sense of awareness when it comes to their own style and how it affects their children. In the UK, with the introduction of the Crime and Disorder Act 1998 and Anti-SocialRead MoreDifferent Types Of Parenting Styles Essay2254 Words   |  10 PagesAbstract As we all know each person is different. Each person is raised differently. So it is clear that since people are different from one another that their parenting styles will be different. But what parenting style is hurting one child’s development and well-being? For this assignment I read several articles about the different types of parenting styles and I have learned which type of parenting style helps or hurts a child’s development. â€Æ' Research Paper Parenting has changed over the years. ParentsRead MoreTaking a Look at Different Parenting Styles757 Words   |  3 Pagesway they do† (Belsky, 2005)? When it comes to parenting, the demeanor and strategies, in which parents practice, in order to efficiently integrate their children into society defines parenting style. Studies encompassing parenting styles show that no two styles are considered similar. Jay Belsky, professor of psychology, uses his process model of the determinants of parenting to emphasize, â€Å"the social-contextual factors and forces that shape parenting† (Belsky, 2005). According to Belsky, these parentalRead MoreHow Different Parenting Styles And Child Attachment Styles1795 Words   |  8 Pagesthis paper, I investigated the research question of how different parenting styles and child attachment styles play a role in the development of anxiety disorders. This research question is important because it can help us find ways to effectively preven t anxiety disorders early on and find effective ways of treating children and adolescents so that they do not develop disorders in the future (Schimmenti Bifulco, 2015, p. 42). Attachment styles are defined as the bond and the strong emotional connection

Privacy and Citizens Data - 1498 Words

Introduction This is an era of massive violations of privacy rights and individual liberties due to the new technologies of surveillance, data mining, electronic monitoring, biometric chips, spamming, hacking, phishing, and security breaches at major private and public institutions. These new technologies make the protection of privacy rights far more difficult than in the pre-electronic past. Given the nature of the Internet, thousands or even millions of people can view these Twitter and Facebook postings in a very short time, and they can quickly go viral and spread globally almost overnight (Owyang and Milliken 2010). Governments collect data on the entire life cycles of individuals, from birth to death, as well as information on marriages, divorces, legal records, financial histories, voting, motor vehicles and property ownership. Those suspected of terrorist or subversive sympathies are subjected to far more intensive covert monitoring and investigation by the federal government, under the provisions of the Patriot Act. Banks, corporations and private organizations in general also collect an immense amount of personal and financial data for credit and marketing purposes. In short, these governmental and private organizations now have considerable power over individual autonomy and decision making thanks to these new technologies (Solove, 2006, p. 2). Social Networks Privacy The personal right to privacy is a modern concept and hardly existed anywhere inShow MoreRelatedInvasion Of Citizens Privacy On Digital Data1620 Words   |  7 PagesInvasion of Citizens’ Privacy on Digital Data In today’s world, people tend to run the majority of their daily errands through the internet. It is very easy, convenient, and it saves a lot of time. In one hour someone can make a deposit into his personal bank account, order a medical prescription, pay bills, apply for a loan, get some shopping, and more. All it takes for a customer to be able to do this is having an account with each of these company’s websites. Creating an account is usually a veryRead MoreDigital Data And The Internet1611 Words   |  7 Pagesusername and a password to be in a position to return to the website. This data provided by the consumer is called: digital data or digital information, which is just any kind of information in digital format. Digital data can be public or private, it can be kept by the medical providers, banks, government, and other organizations; as well as an easily available on the internet on social media websites, etc. However is our data really secure? Along with its many advantages, the advancement of technologyRead MoreUsing Digital Data Or Digital Information1262 Words   |  6 Pagesdigital data or digital information, which is simply any kind of information in digital format. Digital data can be public or private, it can be kept by the government, banks, medical providers, and other institutions; as well as a freely available on the internet on websites like myspace.com, facebook, LinkedIn, etc. But is our data really safe?Along with its many benefits, the march of technology makes an encompassing surveillance network seem almost inevitable. We owe much of the privacy we haveRead MoreUsing Digital Data Or Digital Information1727 Words   |  7 Pagesdigital data or digital information, which is simply any kind of information in digital format. Digital data can be public or private, it can be kept by the government, banks, medical providers, and other institutions; as well as a freely available on the internet on websites like myspace.com , Facebook, LinkedIn, etc. But is our data really safe? Along with its many benefits, the march of technology makes an encompassing surveillance network seem almost inevitable. We owe much of the privacy we haveRead MoreThe For The Safe Harbour Agreement Essay1569 Words   |  7 Pagesdiscuss pros and cons of the safe harbour agreement. Introducing Safe Harbour Agreement On October 1998, data protection came into effect by the directors of European Commission. It prohibits transferring of personal data from European countries to non-European countries if they do not meet the European standards. The United States taken a different approach to protect the citizens’ data. Both European Union and United states shared the same goal. To bridge the difference between EU and US, theyRead MoreUnited States Of America Safe From Foreign Threats Is Far From An Easy Task1461 Words   |  6 PagesNational Security Agency [NSA] are known to have invaded our privacy through our connection to technology. The NSA has publicly admitted to the surveillance. Due to media coverage, the NSA is often viewed as the main agency that bulk collects data. Emails, phone calls, and even our text messages have been surveilled under an NSA program known as â€Å"PRISM† (â€Å"Domestic Surveillance Techniques†). Everyday government organizations invade our privacy for the sake of national security in an attempt to defendRead MoreThe World Of 1984 Scared Me1442 Words   |  6 Pageshorrific terror attacks of 2001. This cleared the way for warrantless, unlawful tracking of American cit izens. Initially, the program collected only the data of high-risk individuals in America with direct links to Al-Qaeda. Now, however, government data collection has spread to millions of otherwise innocent citizens. Government surveillance is a direct violation of the privacy of American citizens that is dangerous, immoral, and unlawful. It is important to realize the dangers of government surveillance;Read MoreThe Creation Of A Surveillance State1449 Words   |  6 Pageshorrific terror attacks of 2001. This cleared the way for warrantless, unlawful tracking of American citizens. Initially, the program collected only the data of high-risk individuals in America with direct links to Al-Qaeda. Now, however, government data collection has spread to millions of otherwise innocent citizens. Government surveillance is a direct violation of the privacy of American citizens that is dangerous, immoral, and unlawful. It is important to realize the dangers of government surveillance;Read MoreThe Great Debate : Privacy Vs National Security1055 Words   |  5 PagesApril 2016 The Great Debate: Privacy vs National Security In the digital age, the citizens of the United States are torn between which they value more: privacy or national security. On one hand, the people need to be safe from cyber attacks and terrorism, while on the other, the government should be aware of the privacy of the people it governs. The government should not go so far in protecting the country that it interferes with the personal lives of the citizens. There needs to be an even balanceRead MoreThe Value Of Digital Privacy In An Information Technology Age1799 Words   |  7 PagesValue of Digital Privacy in an Information Technology Age Introduction Individual citizens rights to digital privacy continue to be to challenged by the increasing need for national security one the one hand, and the increasing digital vigilance many companies are putting into place to protect themselves while learning more about their customers. These factors are a volatile catalyst that continues to change the ethical, legal and personal landscape rights of digital privacy in the information

Self Concept Free Essays

The notion of self-concept was first introduced by Carl Rogers and Abraham Maslow—how people perceive themselves as pertaining to their capabilities, attitude, values, and uniqueness (Pastorin Doyle-Portillo, 2013). Subsequently, the establishment of Self-Perception Theory (i.e. We will write a custom essay sample on Self Concept or any similar topic only for you Order Now , individuals use their overt behavior to make inferences about or justify their inner feelings Bem,1972), paved a way for the emergence of several competing theories of self-perception in the area. Researchers have offered many models and ideas in relation to student’s perceptions of their age-related academic abilities and experiences. With regards to students’ academic learning, a wide range of concepts (e.g., self-efficacy, self-concept) are used to elucidate students’ self-perceptions of their performances associated with their academic achievement. Self-efficacy refers to domain-general self-concept which reveals student’s evaluation of his or her academic competence in different subjects (e.g., I am good at most school subjects); whereas self-concept refers to domain-specific self-concept which reflects student’s judgement of his her ability in a specific academic subject area, such as mathematics/ English (e.g., I am good at mathematics/English, Craven ; Marsh, 2008). However, in the present discussion, domain-specific academic self-concept is the center of discussion. In educational psychology, self-concept is conceptualized as an individuals’ general perceived ability and motivation to learn and stand out academically (Guay, Marsh, Boivin, 2003; Marsh et al., 2005). It also described the students’ subjective beliefs concerning their strengths and weaknesses in different school subjects as well (Wolff, Helm, et al., 2018). Shavelson et al. (1976) theorized that academic self-concept is multilayered, suggesting students may perhaps recognize competence for particular domains. That is, students’ self-concept could differ relative to specific subject domains, for instance, math self-concept could be defined as the students’ confidence that they can succeed in math, and verbal self-concept referred learners beliefs that they can excel in reading performance (Marsh ; Martin, 2011; Marsh ; Redmayne, 1994). In the present dissertation, borrowed from Marsh et al. (2005) academic self-concept refers to the student’s perceived academic competence to specific subjects (e.g., verbal or math). On the other hand, academic achievement literally refers to student’s level of competence, control, or self-confidence in a particular domain, and success in educational attainment is closely tied to academic self-concept (Schiefele, Schaffner, Mà ¶ller, ; Wigfield, 2012). Academic self-concept formation basically rooted in social comparisons, i.e., students use the achievement of relevant others (in school, usually their classmates) as a frame of reference to evaluate or judge their own achievement level (Seaton, Marsh, ; Craven, 2010). A plethora of literature has addressed the relationship between academic self-concept and achievement. Studies have been elucidated the substantial influence of academic self-concepts on achievement (Huang, 2011; Marsh et al., 2005; Valentine, DuBois, ; Cooper, 2004). For example, when students are self-confident in their achievement to be academically effective, their self-concept will impact their interest, making them happier about learning. At the point when children demonstrate premium or fervor for learning they will probably turn out to be internally motivated to learn, which will prompt them to push for objectives of scholastic magnificence (Frenzel, Pekrun, ; Goetz, 2007; Pinxten, Marsh, De Fraine, Van Den Noortgate, ; Van Damme, 2014; Rittmayer ; Beier, 2009). For teachers and parents, the establishment of a strong academic self-concept should be the first priority over the promotion of the longevity of academic achievement (Marsh et al., 2005). As the knowledge of students perceptions of their own academic competencies, feelings, and experiences are significant for their perceptions will impact how they in turn worth academics. And, students’ significance of academics will eventually decide how well or ineffectively they perform academically (Peterson Miller, 2004). To this end, the overall achievement motivation relations are highlighted; however, it is imperative to understand the complex developmental relationships between academic self-concept and achievement. Hence, in the upcoming sections of this dissertation, first, three major theoretical explanations (i.e., REM, I/EM, and RI/EM) between academic self-concept and achievement discussed with their empirical evidence. Second, relevant domain specific moderators (ethnic background and sex of students) that affect the relationships of academic self-concept and achievement would be addressed in different school subjects (verbal and math). Finally, the research gaps of the present thesis were identified to. Within Domain Developmental Relations Between Academic Self-Concept and Achievement Reciprocal effect model: The REM is a reconciliation of the two classical opposing â€Å"either or† views, that is, either earlier achievement determines later academic self-concept via social comparison process (skill development model) or prior academic self-concept determines subsequent achievement directly or via academic choice behavior, higher aspirations, effort, and investment (self-enhancement model). However, the REM merging the two models and claimed that earlier academic achievement affects later academic self-concept, and in the same vein, prior academic self-concept affects subsequent academic achievement (Marsh Craven, 2006). Abundant of studies reported the close relation between academic self-concept and achievement for primary education (e.g., Guay et al., 2003; Helmke Van Aken, G, 1995), for secondary school education (e.g., Marsh et al., 2005; Retelsdorf, Kà ¶ller, Mà ¶ller, 2014), for complete overview see (Huang, 2011; Marsh Martin, 2011; Valentine, DuBois, Cooper, 2004). Overall, studies reveal that the REMs find strong support when the corresponding academic self-concept and achievement is domain specific (e.g., math or verbal), and when educational progress is determined by grades and teachers feedback (Huang, 2011; Valentine et al., 2004). However, despite studies increasingly endorsing REM, the results concerning the direction, strength, and significance have been mixed. Apparently, although totally balanced academic self-concept and competence relations are desired, these are seldom found in the literature. In primary education, reciprocal relations were obtained inconsistently, especially for very young children (see, Chapman Tunmer, 1997; Skaalvik Valà ¥s, 1999), which could be partly attribute to the prematurity of children’s self-concept, as academic self-concept become more firmly established and stable with age (Chen et al., 2013). In secondary education, most individual studies have included only one of the indicators of achievement (i.e., mostly grade, and seldom test scores), and actually none have juxtaposed the two in relation to developmental perspective at a latent level using longitudinal data in a heterogeneous sample of secondary school students (Marsh et al., 2017; Sewasew, Schroeders, Schiefer, Weirich, ; Artelt, 2018). Overall, investigation of the REM with rigorous statistical analysis—particularly applied the current state of the art i.e., using item response theory for achievement measure and maintaining longitudinal and multi-group measurement invariance testing are barely found in the literature. Across Domain Developmental Relations Between Academic Self-Concept and Achievement Internal/External frame of reference: The development of academic self-concepts is grounded on a number of judgement procedures comparing a certain target with a certain standard (Wolff, Nagy, Helm, ; Mà ¶ller, 2018). For instance, the I/EM hypothesizes that students form their self-concept in an academic domain (e.g., math or verbal) by comparing their own achievement (target) concurrently to an external standard (e.g., the achievement of their classroom friends, social comparison, Festinger, 1954) along with to an internal standard (e.g., their own achievement in other domains, dimensional comparison, Mà ¶ller ; Marsh, 2013). Stating in a developmental perspective of I/EM assumptions, negative cross-domain effects between verbal/math achievement on contrasting subsequent academic self-concepts (internal frame of reference effects), and positive within-domain effects between verbal/math achievement and the corresponding subsequent self-concept (external frame of reference effects). In light of the most comprehensive meta-analysis (i.e., Mà ¶ller et al., 2009), integrated the results of 68 data sets with more than 125,000 participants providing strong evidence for the I/EM. Besides, concerning the achievement measures, the I/EM relations were found both when achievements (i.e., math and verbal) were measured with grades, and when this was done with standardized test results (Mà ¶ller et al., 2009; Wolff, Nagy, et al., 2018). Despite there has been growing support for predications based on the I/EM by many different methodological approaches: experimental studies (Mà ¶ller ; Kà ¶ller, 2001; Mà ¼ller-Kalthoff et al., 2017; Pohlmann ; Mà ¶ller, 2009; Wolff, Helm, et al., 2018), cross-sectional (Lohbeck ; Mà ¶ller, 2017; Marsh ; Hau, 2004; Pinxten et al., 2015), and longitudinal field studies (Chen et al., 2013; Mà ¶ller et al., 2011; Mà ¶ller, Zimmermann, ; Kà ¶ller, 2014; Niepel et al., 2014; Wolff et al., 2018). Moreover, the I/EM has been extended to different domains than math and verbal (Jansen, Schroeders, Là ¼dtke, ; Marsh, 2015; Mà ¶ller, Streblow, Pohlmann, ; Kà ¶ller, 2006). None withstanding this large body of research, with few exceptions (e.g., Wolff, Helm, et al., 2018) the I/E has rarely been examined in primary school longitudinally—predominantly ones that have also estimated the reciprocal relations of academic self-concept and achievement. Within and Across Domain Developmental Relations Between Academic Self-Concept and Achievement Reciprocal Internal/External Model: This model is the latest one, which unifies dimensional comparison (i.e., students compare their performance across two different domains, usually math and verbal), temporal comparison (i.e., students relate their current performance to prior performance in the same domain), and social comparison (i.e., students evaluate their performance in comparison to others). For example, students develop a higher academic self-concept if they judge their achievement superior in comparison (i.e., down comparison from a better-off target to a worse-off standard) with their classmates (social comparison, Festinger, 1954), with their prior achievement (temporal comparison, Albert, 1977), and with their achievement in other subjects (dimensional comparison, Mà ¶ller ; Marsh, 2013), and vice versa (Wolff et al., 2018). Integrating the I/EM and the REM complements the comparisons of each individual model and gives a full picture of the underlying processes (Marsh ; Kà ¶ller, 2004): the REM lacks the cross-domain perspective, while the I/EM disregards the developmental aspect and the self-enhancement effects. Remarkably, the RI/EM has only been tested with secondary school students in European countries. For German students, studies reported among others positive reciprocal effects of academic self-concept and achievement (grades) within a domain and negative effects of achievement on subsequent self-concepts across domains (see Mà ¶ller et al., 2011; Niepel et al., 2014). Similarly, Mà ¶ller et al. (2014) found positive longitudinal effects of achievement and self-concept within domains using grades and test-scores and negative effects of achievement on subsequent academic self-concept across domains. However, taking into account prior achievement the effects of academic self-concept on subsequent achievement across domains were near zero. In a sample of Taiwan students, Chen et al. (2013) longitudinally studied two cohorts of secondary school students and found reciprocal relations between math and Chinese. However, no negative cross-domain effects from prior achievement to subsequent academic self-concept were present. A latest longitudinal study with primary school students (Grade 4 and 5) in Germany (Wolff et al., 2018), replicated the typical pattern of I/EM results: strong positive paths from achievement (grades) to matching self-concepts (social comparison process) and moderate negative paths from achievement to non-matching self-concepts (dimensional comparison process). Moreover, in the longitudinal run, the authors found small positive effects from achievement to matching self-concepts (showing temporal evaluation processes within the subjects), and non-significant effects to non-matching self-concepts proved to be nonsignificant (signifying temporal comparison processes within the one domain do not affect self-concept formation in other domain). However, their study confined to grades as achievement measure, and the generalization of the RI/EM to test scores as achievement indicator is still pending in a primary school setting. Overall, a differing relation between academic self-concept and competence for primary and secondary school students is confirmed by a wide review of the literature. And, a number of reasons could be forwarded for these diverging results: a) different operationalization of academic achievement (grades vs. test-scores), b) the breadth of the definition of academic self-concept, for example, academic enjoyment and competence beliefs (Else-Quest, Hyde, ; Linn, 2010; Pinxten et al., 2014), as well as academic confidence (Else-Quest et al., 2010; Ganley ; Lubienski, 2016) as part of self-concept, c) different methodological approaches, that is linear regression with manifest indicators vs. latent variable modeling (Marsh et al., 2005; von Maurice, Dà ¶rfler, ; Artelt, 2014), d) the average ability level of the sample (e.g., academic track only, see also (Marsh et al., 2017), and e) design of the study, that is, cross sectional vs. longitudinal (Else-Quest et al., 2010; Marsh et al., 2005). 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