ABSTRACT
Black, Hispanic, and White mothers (N = 739) and adolescents (N = 806) completed a Parent Success Indicator to assess maternal behavior related to Communication, Use of Time, Teaching, Frustration, Satisfaction, and Information Needs. Comparisons between each ethnic group and a previously established national parenting standard revealed that both generations from each group judged the overall performance of mothers to be favorable. Teaching received the highest rating followed by Satisfaction. Mothers indicated that a need to have more Information about a particular adolescent was their greatest learning challenge, while adolescents reported that their mothers were prone to Frustration. While each group demonstrated favorable and unfavorable variations from a national standard, Hispanic generational differences indicated the least congruence by ethnicity.
Subject(s)
Black or African American/statistics & numerical data , Hispanic or Latino/statistics & numerical data , Mothers/statistics & numerical data , Parenting/ethnology , White People/statistics & numerical data , Adult , Black or African American/psychology , Female , Frustration , Hispanic or Latino/psychology , Humans , Mothers/psychology , Personal Satisfaction , White People/psychologyABSTRACT
The purpose of this study was to examine similarities and differences in single mothers' and adolescents' perceptions of parenting competencies from a developmental assets approach. A multi-source (mothers [n = 29] and 10-14-year-old adolescent children [n = 29]), single-method (both generations completed the Parent Success Indicator) investigation was employed. Generational assessments were compared and effects of independent variables were examined. Generational views significantly differed on 9 of 10 items implicating a mother's need for additional information. The presence of an adult at home when the child returned from school and the amount of time the dyad spent together each week significantly differentiated both groups of respondents on areas of parenting. Implications for group-specific parenting curriculum were also discussed.
Subject(s)
Mothers/psychology , Parenting/psychology , Personality Development , Self Concept , Single Parent/psychology , Achievement , Adolescent , Child , Data Collection , Education , Female , Health Services Needs and Demand , Humans , Male , Personality Inventory , Social Adjustment , Social EnvironmentABSTRACT
Black, Hispanic, and White American early adolescents (N = 573) were administered the Parent Success Indicator. The performance of their mothers was rated for 60 items, included within six subscales, that consider Communication, Use of Time, Teaching, Frustration, Satisfaction, and Information Needs. Each racial group described favorable attributes of mothers and noted realms of learning where further growth seemed warranted. Statistically significant main effects for race, time spent together, and presence of an adult at home when the adolescent returned from school were reported. No significant main effects for child gender were reported. Based on perceptions of the participants, topics were identified for a common parent curriculum that can serve mothers of each racial group. Additional topics, based on the ratings within each race, were recommended to meet the distinctive learning needs of Black, Hispanic, and White mothers of early adolescents.
Subject(s)
Attitude/ethnology , Mothers , Parenting/ethnology , Adolescent , Black or African American , Cross-Cultural Comparison , Curriculum , Female , Hispanic or Latino , Humans , Male , White PeopleABSTRACT
The purpose of this study was to examine similarities and differences in Taiwanese fathers' and adolescents' perceptions of paternal competencies. A multi-source (fathers (n = 176) and 10- 14-year-old adolescent children (n = 176), single-method (both generations completed the Parent Success Indicator) investigation was employed. Generational assessments were compared, and effects of independent variables were examined. Impressions from both generations were significantly different by child school grades and the amount of time fathers spent talking to and doing things with their adolescents.
Subject(s)
Asian People/psychology , Father-Child Relations , Parenting/psychology , Adolescent , Child , Communication , Conflict, Psychological , Cross-Cultural Comparison , Data Collection , Female , Gender Identity , Humans , Intergenerational Relations , Male , Social Change , Social Values , Socialization , Surveys and Questionnaires , TaiwanABSTRACT
Black, Hispanic, and White American mothers (n = 739) and adolescents (n = 806) completed the Parent Success Indicator to rate maternal performance on subscales of Communication, Use of Time, Teaching, Frustration, Satisfaction, and Information Needs. A weighted method corresponding to ethnic proportions in the American population was applied to construct a national standard for comparative reference. In general, both generations perceived mother performance as favorable. Teaching received the highest rating followed by Satisfaction levels. Mothers felt that Information Needs were their greatest limitation while adolescents reported that their mothers were prone to frustration. The amount of time mothers and adolescents spent together was the most significant independent variable influencing parent performance. Other variables such as income and marital status had limited impact.
Subject(s)
Mothers/psychology , Parenting/psychology , Self-Assessment , Adolescent , Adult , Black or African American , Age Factors , Child , Factor Analysis, Statistical , Female , Hispanic or Latino , Humans , Intergenerational Relations/ethnology , Male , Parent-Child Relations/ethnology , Parenting/ethnology , Regression Analysis , Sex Factors , Time Factors , White PeopleABSTRACT
The purpose of this study was to determine how 391 Caucasian American mothers of 10- to 14-year-olds viewed their assets and limitations as parents and to find out how 352 adolescents perceived the parenting performance of their mothers. Both generations completed the Parent Success Indicator. It was found that the amount of time mothers spent talking to, and doing things with, their adolescent children had the greatest impact on how both generations rated mother success.
Subject(s)
Attitude , Mothers/psychology , Parenting/psychology , Psychology, Adolescent , White People/psychology , Adolescent , Female , Humans , Male , Parent-Child Relations , Personality Inventory/statistics & numerical data , Problem Solving , Psychometrics , Reproducibility of ResultsABSTRACT
The purpose of this study was to identify guidance strengths and learning needs of fathers of adolescents. Perceptions of two generations were used to determine how well fathers perform as parents and realms of knowledge they have yet to acquire. The Parent Success Indicator, a 60-item Likert-type instrument, was administered to 126 Caucasian fathers and 185 adolescents. Significant differences obtained between generations for the total inventory, some scales, and many items. The amount of time spent together had the greatest influence on how both generations evaluated father success. Findings are discussed in terms of developing a curriculum to enhance the success of fathers.
