RESUMO
Background: Despite an increasing amount of research on the relationship between parenting styles and neurodevelopmental disorders, there has been minimal focus on how parenting styles impact children's reading abilities. The aim of this study was to investigate the potential mediating role of the home literacy environment in the connection between parenting styles and dyslexia. Methods: A total of 212 primary school students from grade 2-5 were recruited for this study. The Chinese Reading Ability Test was used to screen children with dyslexia. The home literacy environment was evaluated using a structured questionnaire that measured the frequency and quality of reading-related activities between parents and children. Egna Minnen Beträffande Uppfostran questionnaire was used to assess the parenting style, including emotional warmth, rejection, overprotection, and anxious rearing. It is a self-report tool filled out by the children themselves, used to assess their perceptions of their parents' parenting styles. The structural equation modeling was carried out to evaluate the direct, indirect, and total effects of parenting styles on dyslexia. Results: Compared to control group, male children with dyslexia had lower scores in parenting styles characterized by emotional warmth, overprotecting and anxious rearing (p < 0.05), while female children with dyslexia only showed lower scores in anxious rearing (p < 0.05). Children with dyslexia lacked regular reading time (OR = 2.69, 95%CI: 1.04-6.97, p < 0.05), and have higher homework pressure compared to normal children (OR = 7.41, 95%CI: 1.45-37.82, p < 0.05). Additionally, emotional warmth, paternal overprotection and anxious rearing were negatively associated with dyslexia in children (all p < 0.05). Our findings indicate a strong correlation between dyslexia, home literacy environment, and parenting styles. In a structural equation model, the home literacy environment was identified as an independent mediator between parenting styles and dyslexia. The total effect of parenting styles on dyslexia is 0.55, with an indirect effect of 0.68 mediated by the home literacy environment. Conclusion: The findings of this study indicate that home literacy environment serves as a mediator between parenting styles and dyslexia in children. This study highlights how parenting styles influence dyslexia, offering key insights for aiding dyslexic children and guiding effective interventions.
RESUMO
INTRODUCTION: Integrated knowledge regarding pre-exposure prophylaxis (PrEP) awareness and willingness to use PrEP can be useful for HIV prevention in high incidence groups. This review summarizes the awareness of PrEP and willingness to use PrEP among men who have sex with men (MSM). METHODS: Online electronic databases were searched before 31 August 2021. A meta-analysis was conducted to pool studies analysing PrEP awareness and willingness to use PrEP. LOESS regression and linear regression were applied to fit the trends over time for the proportion of MSM aware of PrEP and willing to use PrEP. Dose-response meta-analysis (DRMA) was conducted by a restricted cubic spline model to explore the relationship between willingness to use PrEP and selected factors. RESULTS AND DISCUSSION: A total of 156 articles involving 228,403 MSM were included. The pooled proportions of MSM aware of PrEP and willing to use PrEP were 50.0 (95% CI: 44.8-55.2) and 58.6% (95% CI: 54.8-62.4), respectively. PrEP awareness varied among countries with different economic status and different WHO regions, among different publication and research years, PrEP types and support policies. PrEP willingness differed among countries with different economic status and groups with different risks of HIV. The awareness of PrEP increased from 2007 to 2019 with a slope of 0.040260 (p<0.0001), while the proportion of MSM willing to use PrEP decreased from 2007 to 2014 (slope = -0.03647, p = 0.00390) but increased after 2014 (slope = 0.04187, p = 0.03895). The main facilitators of willingness to use PrEP were PrEP awareness, condomless sexual behaviours, high perceived risk of HIV infection and influence of social network. The main barriers were doubts about the efficacy and side effects of PrEP. DRMA results indicated that MSM with more sexual partners and lower level of education were more willing to use PrEP. No publication bias was observed. CONCLUSIONS: The proportions of PrEP awareness and willingness to use PrEP among MSM have increased since 2014, although the awareness was low and the willingness was moderate. Improving awareness of PrEP through increasing access to PrEP-related health education and enhancing risk perceptions of HIV infection could have positive effects on the willingness to use PrEP among MSM.
