Predicting Filipino Mothers\u27 and Fathers\u27 Reported Use of Corporal Punishment From Education, Authoritarian Attitudes, and Endorsement of Corporal Punishment

The relations of education, authoritarian childrearing attitudes, and endorsement of corporal punishment to Filipino parents\u27 reported use of corporal punishment were examined using two waves of data. Structured interviews using self-report questionnaires were conducted with 117 mothers and 98 fathers from 120 families when their children were 8 years old, and when their children were 9 years old. Path analyses showed that, among mothers, higher education predicted lower authoritarian attitudes, which in turn predicted lower reports of corporal punishment use. Among fathers, higher education predicted lower endorsement of corporal punishment, which in turn predicted lower reports of its use. Results suggest that education has an indirect relation to use of corporal punishment through parenting cognitions, and highlight distinctions in Filipino mothers\u27 and fathers\u27 parenting roles

Exploring Moderators of Intervention Effects of a Mindfulness Program for Filipino Children

This study explored age and gender as moderators of the effects of a school-based mindfulness program on Filipino youth’s depressive and anxiety symptoms; and emotion regulation capacities. Using a randomized controlled trial design; 186 public school children in the Philippines aged 9–16 were randomly assigned to either 8 weekly sessions of a mindfulness program or 8 weekly sessions of a handicrafts program as an active control condition. Simple moderation analyses using PROCESS macro indicated that age and gender were significant moderators. Specifically; the mindfulness intervention was more effective for older children than younger children in alleviating difficulties in impulse control; emotional acceptance; and use of emotion regulation strategies. In addition; the mindfulness intervention was more effective for girls than boys in improving anxiety symptoms and emotional acceptance. These findings highlighted the need to consider participant characteristics such as age and gender in designing and implementing mindfulness-based intervention programs in the school context