Identity Status, Separation, and Parent-adolescent Relationships among Boarding and Day School Students

Blau, Rivka; Blau, Pinhas

doi:10.1080/0886571x.2019.1692757

Cited by 5 publications

(10 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thohiroh et al [26] found that perceived social support from parents is not significantly related to subjective well-being for boarding school adolescents. This result can be explained by previous research that reported physical separation from parents reduces the parents-adolescents conflicts in boarding school adolescents [27]. As a result of parental absence, boarding school adolescents are freer to make their own choices, which cause the fulfillment of their autonomy needs.…”

Section: Introductionmentioning

confidence: 62%

See 1 more Smart Citation

Parental psychological control, autonomy frustration, and psychological well-being among boarding school adolescents

2023

View full text Add to dashboard Cite

Psychological well-being is fundamental for adolescents to be adaptive and fully functioning in the environment. For adolescents who stay in boarding school, even though they are away from their parents due to boarding school rules, parents still have a role to provide support and direct their behavior through parental control. On the other hand, adolescence is a period where children learn to be detached from their parents and strive for autonomy. The present study aimed to investigate the role of autonomy need frustration as a mediating variable between parental psychological control and psychological well-being for adolescents who stayed in boarding school. A survey was completed by 318 Islamic boarding school adolescents with an age range from 12–18 years old. The findings showed that autonomy need frustration fully mediated the relationship between parental psychological control and psychological well-being. Parental psychological control causes a decline in boarding school adolescents’ psychological well-being through the feeling of autonomy need frustration. These results support further development of studies regarding the psychological well-being of adolescents, especially in the boarding school context.

show abstract

Section: Introductionmentioning

confidence: 62%

“…Previous findings concerning boarding school adolescents' autonomy showed inconsistent results. Some studies reported that boarding school adolescents have higher autonomy achievement than regular school adolescents [12], [27], [32]. Meanwhile, a study found an unstable level of autonomy in boarding school adolescents [33].…”

Section: Introductionmentioning

confidence: 99%

Parental psychological control, autonomy frustration, and psychological well-being among boarding school adolescents

2023

View full text Add to dashboard Cite

show abstract

“…However, in their study of boarding school students in Israel, Blau and Blau (2021) found that these students presented with a higher level of identity development than their day school counterparts, in part because of the enforced physical separation from their parents. Furthermore, boarding school students showed a greater sense of autonomy while simultaneously preserving a healthy relationship with their parents (Blau & Blau, 2021). Positive parent relationship for boarders is also noted by Martin et al .…”

Section: Analysis Of the Literaturementioning

confidence: 99%

“…Furthermore, boarding school students showed a greater sense of autonomy while simultaneously preserving a healthy relationship with their parents (Blau & Blau, 2021). Positive parent relationship for boarders is also noted by Martin et al (2014), while day school students who experienced greater parental control in their schooling years experienced more emotional distance from their parents (Blau & Blau, 2021). While these studies do not attest to any specific psychological benefits or detriments, it has been shown elsewhere that a closer relationship with primary attachment figures is of benefit to one's overall mental wellbeing (Hair et al, 2008).…”

Section: Separation and Identity Developmentmentioning

confidence: 99%

The Psychological Impact of Sending Children Away to Boarding Schools in Britain: Is there Cause for Concern?

James¹

2023

Brit J Psychotherapy

View full text Add to dashboard Cite

This paper aims to consolidate existing literature on the psychological impact of sending children away to boarding schools in Britain. A scarcity of literature pertaining specifically to independent boarding schools leads the author to examine child developmental theory, peer victimization in the British Army, trauma within captivity and adaptive behaviours. In conclusion, it is clear from this research that more time and effort is needed to understand the psychological impact of sending children away from home to be schooled, socialized and parented institutionally. In particular, the ethos and traditions associated with British and colonial schools, and the way in which these things are preserved warrants further study as it appears to be a significant source of the attitude toward children in boarding schools. The psychoanalytic community may be best placed to understand, and make understood, the positive or negative impact on children attending boarding schools in Britain.

show abstract

“…Uganda's schools provide two methods for formal school attendance; one of them is a "boarding school" which was adopted from the British (Bamford 1967;Scanlon, 1964), where students come to school for a fixed period of time at the end of which they return home for a vacation. The other method is a "day school" where students commute from home on a daily basis to attend school for the fixed period of time (Blau & Blau, 2019). School fees charges for "day scholars" are usually lower because they do not require sleeping facilities at school at the end of the day (Ninsiima & Abonit, 2013).…”

Section: Formal Education For Girls and Female Entrepreneurship In Ugandamentioning

confidence: 99%

Controversies and opportunities of two development measures for the advancement of women in Uganda: Formal education and Women entrepreneurship

Namasembe

Manzanera-Ruiz

2021

JECS

View full text Add to dashboard Cite

Aim. The aim of the research is to investigate the relationship between formal education and female entrepreneurship in Uganda. This research hopes to contribute to the literature on education and women’s entrepreneurship in this country. Methods. Data is collected from 109 women through semi structured interviews. These are participants from the agribusiness sector and own businesses ranging from market stalls, retail shops to street businesses. Through the iterative process, emerging themes are analysed and discussed. Results. The research finds that formal education programs and macroeconomic policies negatively impact formal education and female entrepreneurship. Macroeconomic policies such as privatisation and the programs of universal formal education do not incentivize students (specifically female ones) to pursue a full formal education, influencing them to leave schools early for necessity entrepreneurship to meet immediate needs. Conclusions. Even though the study indicates that a formal education demonstrates high outcomes in terms of economic growth and development, the education level attained by women entrepreneurs is insufficient to meet true entrepreneurial success. Furthermore, the macroeconomic environment adds to the challenge of successful women entrepreneurship. Originality. Various economic initiatives have been implemented in the quest for gender parity in education and women empowerment in Uganda since its independence. Statistics have demonstrated an increase in women’s education and empowerment through entrepreneurship, however, such data do not necessarily reflect economic development. The results suggest that the relationship between formal education and women entrepreneurship is more complex and nuanced than previously believed.

show abstract

Identity Status, Separation, and Parent-adolescent Relationships among Boarding and Day School Students

Cited by 5 publications

References 34 publications

Parental psychological control, autonomy frustration, and psychological well-being among boarding school adolescents

Parental psychological control, autonomy frustration, and psychological well-being among boarding school adolescents

The Psychological Impact of Sending Children Away to Boarding Schools in Britain: Is there Cause for Concern?

Controversies and opportunities of two development measures for the advancement of women in Uganda: Formal education and Women entrepreneurship

Contact Info

Product

Resources

About