Parents' Self -Views: Implications for Parents' Use of Control With Their Children and Parents' Mental Health

104 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2003.The aim of the current research was to investigate why there are differences among parents in their exertion of control over their children. The key proposal was that parents who include their children in their self-construals are particularly likely to use control with their children because they see their own self-worth as contingent on their children's performance. It was also expected that parents' self-construals would play a role in their mental health. A sample of first-semester college students (161 females; 70 males) and their parents (222 mothers; 186 fathers) were studied. Parents reported on the extent to which they include their children in their self-construals, how contingent their self-worth is on their children's performance, and their use of control. Children also provided reports about their parents along these lines. In addition, parents reported on the extent to which they worry over their children's performance and their well-being and ill-being. Children's grades at the conclusion of the first semester were also collected. Results revealed that parents who included their children in their self-construals reported using heightened levels of control; however, children did not perceive such parents as using heightened levels of control. Parents who felt that their worth was contingent on their children's performance also used heightened levels of control, as reported by themselves as well as their children. This mediated the link between parents' self-construals and their heightened use of control. Moreover, parents' heightened worrying partially accounted for the link between their feeling that their worth is contingent on their children's performance and their use of control. Mothers including their children in their self-construals reported heightened ill-being, but not dampened well-being. Fathers with such self-construals reported heightened well-being, but not dampened ill-being. This difference between parents appeared to be due to the fact that the self-construals of mothers were more strongly associated than were the self-construals of fathers with feelings of contingent self-worth. Such feelings, among both mothers and fathers, were associated with heightened ill-being and dampened well-being. There was little evidence that children's performance in school moderated the effects found.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD

Mentoria [electronic resource] : or, the young ladies instructor, in familiar conversations on moral and entertaining subjects: Calculated to improve Young Minds In the Essential, as well as Ornamental Parts of Female Education. By Ann Murry.

With a half-title.Alston,Electronic reproduction.English Short Title Catalog,Reproduction of original from British Library

Mentoria [electronic resource] : or, the young ladies instructor: in familiar conversations, on moral and entertaining subjects. Calculated to improve Young Minds In the Essential as well as Ornamental Parts Of Female Education. By Ann Murry.

With a half-titleAlston,Electronic reproduction.English Short Title Catalog,Reproduction of original from British Library

Parents' Self -Views: Implications for Parents' Use of Control With Their Children and Parents' Mental Health

104 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2003.The aim of the current research was to investigate why there are differences among parents in their exertion of control over their children. The key proposal was that parents who include their children in their self-construals are particularly likely to use control with their children because they see their own self-worth as contingent on their children's performance. It was also expected that parents' self-construals would play a role in their mental health. A sample of first-semester college students (161 females; 70 males) and their parents (222 mothers; 186 fathers) were studied. Parents reported on the extent to which they include their children in their self-construals, how contingent their self-worth is on their children's performance, and their use of control. Children also provided reports about their parents along these lines. In addition, parents reported on the extent to which they worry over their children's performance and their well-being and ill-being. Children's grades at the conclusion of the first semester were also collected. Results revealed that parents who included their children in their self-construals reported using heightened levels of control; however, children did not perceive such parents as using heightened levels of control. Parents who felt that their worth was contingent on their children's performance also used heightened levels of control, as reported by themselves as well as their children. This mediated the link between parents' self-construals and their heightened use of control. Moreover, parents' heightened worrying partially accounted for the link between their feeling that their worth is contingent on their children's performance and their use of control. Mothers including their children in their self-construals reported heightened ill-being, but not dampened well-being. Fathers with such self-construals reported heightened well-being, but not dampened ill-being. This difference between parents appeared to be due to the fact that the self-construals of mothers were more strongly associated than were the self-construals of fathers with feelings of contingent self-worth. Such feelings, among both mothers and fathers, were associated with heightened ill-being and dampened well-being. There was little evidence that children's performance in school moderated the effects found.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD

Transforming Ecuadorian EFL Teacher Practices through Biography-Driven Instruction

The intensive English development/TESL program (TESL-GT) was created through a partnership between Ecuador and one Midwestern university. Through this program, Ecuador's Ministry of Education sought to enhance the instructional effectiveness of secondary English as a foreign language (EFL) teachers. The 67 Ecuadorian teacher participants in this study engaged in a 10-week pilot program. This program was aligned to the CREDE "Standards for Effective Pedagogy and Learning," which serve as universals (transnationally researched) standards of effective teaching practices. The 67 Ecuadorian program completers were subsequently observed in their Ecuadorian classrooms using the "Inventory of Situationally and Culturally Responsive Teaching" (ISCRT) rubric. Composite ISCRT scores were calculated as well as group means on each of the five standards reflected in the 22 indicators of the tool. Findings indicated unexpectedly robust levels of enactment of effective instructional practices for English learners. The significance of these findings and implications for teacher education are elucidated