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Halder, Santoshi
- Parenting Style and Academic Motivation: A Critical Review
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1 Department of Education, University of Calcutta, Kolkata, West Bengal, IN
1 Department of Education, University of Calcutta, Kolkata, West Bengal, IN
Source
Indian Journal of Positive Psychology, Vol 11, No 3 (2020), Pagination: 172-178Abstract
This systematic review was conducted to examine how different parenting styles influence academic motivation. The review included fifteen studies dealing with various parenting styles and academic outcomes. Authoritative parenting was found to be most balanced in terms of demandingness and responsiveness. The studies having homogeneous sample from same locality which did not provide scope of comparing traditional and western parenting. This review brings forward the importance of parenting style which satisfies the basic psychological needs and promotes motivation.Keywords
Parenting Style, Academic Motivation, Demandingness, Responsiveness, Basic Psychological Needs.
- Role of Self-Perceived Family Functioning in Resilience of the Students in Transition to Higher Education Phase
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Authors
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1 Department of Education, Narayangarh Govt. College, West Bengal Affiliated to Vidyasagar University, West Bengal, IN
2 Department of Education, University of Calcutta Kolkata, West Bengal, IN
1 Department of Education, Narayangarh Govt. College, West Bengal Affiliated to Vidyasagar University, West Bengal, IN
2 Department of Education, University of Calcutta Kolkata, West Bengal, IN
Source
Indian Journal of Positive Psychology, Vol 10, No 4 (2019), Pagination: 244-251Abstract
Resilience is important for undergraduate students. Students' families primarily protect them from adversity and provide social supports which in turn help in promoting resilience. However there is a lack of study about the effect of self-perceived family functioning on psychological resilience from Indian cultural perspective which was proposed in the present research. Psychological resilience and self-perceived family functioning were measured on 490 1st year undergraduates students (age 18 to 21; M=18.97, SD=.83) employing Connor-Devidson resilience scale (2003) and Family Assessment Device (FAD), by Epstein, Baldwin, and Bishop (1983). Regression prediction reported that self-perceived family functioning in terms of problem solving and roles significantly predicted the resilience with 10.8% variance. Others factors, i.e., communication, affective responsiveness, affective involvement, behaviour control, even general family functioning were not found to be significant to predict resilience. The study will be helpful to understand resilience of a particular population of 1st year undergraduate students with respect to their family functioning.Keywords
Academic Transition Phase, Resilience, Family Functioning.References
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