Parents’ Education, Personality, and Their Children’s Disruptive Behaviour

Purwati, Purwati; Japar, Muhammad

doi:10.12973/iji.2017.10315a

Cited by 7 publications

(9 citation statements)

References 14 publications

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“…Moreover, Purwati and Japar (2017) found that parents' education levels affected how parents educated their children, which subsequently affected students' problem behaviors. Rosario et al (2017) showed that students with less-educated parents presented more aggressive behaviors.…”

Section: Problem Behavior and Need Deficiencymentioning

confidence: 99%

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A dialogue system for identifying need deficiencies in moral education

Chen

et al. 2021

Journal of Pacific Rim Psychology

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Moral education refers to the cultivation of ideals, moral quality, culture, and discipline. One of its main tasks is to analyze students’ problem behaviors and identify their underlying need deficiencies. Previous psychological research has focused on studying how distinct factors affect psychological needs and problem behaviors. However, these findings have provided only scattered guidelines for identifying students’ need deficiencies, which are difficult for inexperienced teachers and parents to apply systematically. To address these issues, we attempt to answer two key research questions in this work. First, how do we define a theoretical framework so that the psychological research findings can be systematically applied to identify students’ need deficiencies? Second, can the latest AI technologies be employed to identify such need deficiencies automatically? To answer these research questions, we first build a theoretical framework to summarize all the factors relevant to the students’ problem behaviors and need deficiencies. After that, we propose and develop a task-oriented dialogue system that can properly inquire about different aspects of students’ information and automatically infer their need deficiencies. We conduct comprehensive experiments to evaluate the system’s performance with real-life cases. The results show that the built dialogue system could effectively serve as a diagnostic tool to identify the students’ need deficiencies.

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Section: Problem Behavior and Need Deficiencymentioning

confidence: 99%

“…Moreover, Purwati and Japar (2017) found that parents’ education levels affected how parents educated their children, which subsequently affected students’ problem behaviors. Rosario et al.…”

Section: Introductionmentioning

confidence: 99%

A dialogue system for identifying need deficiencies in moral education

Chen

et al. 2021

Journal of Pacific Rim Psychology

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“…El nivel de estudios del padre o de la madre no supone diferencia en cuanto a la manifestación de CD, aunque algunos autores destacan que el nivel de estudios de la madre influye en la presencia de conductas antisociales (Pérez-Fuentes et al, 2011;Purwati y Japar, 2017). Hay que tener en cuenta, sin embargo, que el nivel de formación de los padres y madres del instituto, en nuestro caso, ha ido aumentando generación tras generación.…”

Section: Discusión Y Conclusionesunclassified

Conductas disruptivas en Educación Secundaria Obligatoria: análisis de factores intervinientes

Santos

Carrasco

Domínguez³

2020

Contextos educativos

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RESUMEN:El presente estudio trata de identificar y valorar qué papel juegan los factores que intervienen en la manifestación de conductas disruptivas en el aula, en alumnos de un instituto público de Educación Secundaria, desde un planteamiento metodológico descriptivo-interpretativo ex post facto bajo el principio de triangulación de fuentes de información (alumnado y docentes), utilizando cuestionarios ad-hoc al efecto.El análisis estadístico comparativo de los datos cuantitativos y el análisis de contenido e interpretación de los datos cualitativos arroja resultados sobre factores del ámbito familiar, cultural y sociodemográfico, las relaciones sociales dentro y fuera del aula, el currículum, la gestión del aula y las competencias docentes, el auto-concepto de los alumnos, el rendimiento académico y los hábitos de estudio y ocio, apuntando hacia el papel del profesorado, el centro educativo y el contexto y su interrelación en la aparición de conductas disruptivas (CD) en el aula. Se sugieren implicaciones tales como las de tener presente las conductas disruptivas como indicadores de la necesidad de mejoras en el proceso enseñanza-aprendizaje (E-A) y adecuación de la práctica en el contexto de aula. ABSTRACT:The aim of this work is to identify and evaluate the variables that take part in the disruptive behaviours of a classroom. In particular, in the framework of a Compulsory Secondary Education. The methodology PEDRO JURADO DE LOS SANTOS -ÁLVARO LAFUENTE CARRASCO -M. DELIA JUSTINIANO DOMÍNGUEZ 220 Contextos Educ., 25 (2020), 219-236 used is descriptive-interpretative ex post facto. The method is conducted under a triangulation of data sources (students-teachers), using ad hoc questionnaires.The results obtained enlighten the interceding factors in family, cultural and socio-demographic, social relations in and out of the classroom, the selfconcept of the students, the academic marks, as well as the academic and leisure habits. Besides, the study focusses on the teachers' role, the educative center and its context and its interrelation with the disruptive behaviour appearance in the classroom. In conclusion, this work suggests the required implications such as taking into account disruptive behaviours as indicators of the need for improvements in the teaching and learning process and adaptation of the practice in the classroom context.

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“…There are lots of child behavior that showed the inability to make social adjustment such as: always bothering their friends while playing, snatching their friends' playing tools, quarreling/fighting, do not want to sit still, always walking and running when the learning process takes place and so on. The research results conducted by Purwati et al (2017) on preschool children in the Early Childhood Education (ECE) Institution in Magelang City are:…”

Section: Introductionmentioning

confidence: 99%

“…(1) fighting (54%), ( 2) kicking (48%), ( 3) hitting (34%), (4) snatching toys (27%), and (5) throwing things (15%) [5]. Another researcher, Campbell (in Singh, Dhania, Sharma, & Jaiwal, 2007) showed that more than 14% preschool children showed deviant behavior [6].…”

Section: Introductionmentioning

confidence: 99%

Parent Rearing Practice, Sex, and Child’s Social Adjustment in Magelang, Indonesia

Purwati¹,

Japar²,

Lianasari³

2021

Proceedings of the 2nd Borobudur International Symposium on Humanities and Social Sciences, BIS-HSS 2020, 18 November 2020, Mag

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This article emphasizes studies to: (1) examine the effect of authoritarian, democratic, and permissive parenting on children's social adjustment, and (2) examine the ability of social adjustment from a gender perspective. The study subjects were 240, consisting of 120 boys and 120 girls. The method of collecting data on children's social adjustment used observation with time sampling techniques, while the data on parent rearing practice used a questionnaire. The analysis technique in this research used Structural Equation Modeling SEM) with the Partial Least Square (PLS) technique with the help of the SmartPLS 2.0 application program. The results showed that the children's social adjustment can be explained jointly by the parenting style of authoritarian, democratic, and permissive parents by 78.5%. Authoritarian parenting has an effect on children's social adjustment as indicated by the t value of 2.685 (p <0.05), democratic parenting of 8,043 (p <0.05), and permissive parenting of 1,990 (p <0.05). The effective contribution of democratic parenting to children's adjustment is the highest compared to authoritarian and democratic parenting (Effective contribution of democratic parenting: 48.6%, authoritarian parenting 16.1%, and permissive parenting 13.8%).

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Parents’ Education, Personality, and Their Children’s Disruptive Behaviour

Cited by 7 publications

References 14 publications

A dialogue system for identifying need deficiencies in moral education

A dialogue system for identifying need deficiencies in moral education

Conductas disruptivas en Educación Secundaria Obligatoria: análisis de factores intervinientes

Parent Rearing Practice, Sex, and Child’s Social Adjustment in Magelang, Indonesia

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