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Copyright of Psychosocial Intervention is the property of Colegio Oficial de Psicologos de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Long-term exposures to the stress and stimulation of different work, parenting, and partnership combinations might influence later life cognition. We investigated the relationship between women's work-family life histories and cognitive functioning in later life. Analyses were based on data from women born between 1930 and 1957 in 14 European countries, from the Survey of Health, Ageing and Retirement in Europe (2004–2009) (n  = 11,908). Multichannel sequence analysis identified 5 distinct work-family typologies based on women's work, partnership, and childrearing statuses between ages 12 and 50 years. Multilevel regressions were used to test the association between work-family histories and later-life cognition. Partnered mothers who mainly worked part-time had the best cognitive function in later life, scoring approximately 0.63 (95% confidence interval (CI): 0.18, 1.07) points higher than mothers who worked full-time on a 19-point scale. Partnered mothers who were mainly unpaid caregivers or who did other unpaid activities had cognitive scores that were 1.19 (95% CI: 0.49, 1.89) and 0.93 (95% CI: 0.20, 1.66) points lower than full-time working mothers. The findings are robust to adjustment for childhood advantage and educational credentials. This study provides new evidence that long-term exposures to certain social role combinations after childhood and schooling are linked to later-life cognition. [ABSTRACT FROM AUTHOR]

Background: Research suggests an inverse association between parental rules and screen time in pre-adolescents, and that parents' style of communication with their children is related to the children's time spent watching TV. The aims of this study were to examine associations of parental rules and parental style of communication with children's screen time and perceived excessive screen time in five European countries.Methods: UP4FUN was a multi-centre, cluster randomised controlled trial with pre- and post-test measurements in each of five countries; Belgium, Germany, Greece, Hungary and Norway. Questionnaires were completed by the children at school and the parent questionnaire was brought home. Three structural equation models were tested based on measures of screen time and parental style of communication from the pre-test questionnaires.Discussion: Of the 152 schools invited, 62 (41 %) schools agreed to participate. In total 3325 children (average age 11.2 years and 51 % girls) and 3038 parents (81 % mothers) completed the pre-test questionnaire. The average TV/DVD times across the countries were between 1.5 and 1.8 h/day, while less time was used for computer/games console (0.9-1.4 h/day). The children's perceived parental style of communication was quite consistent for TV/DVD and computer/games console. The presence of rules was significantly associated with less time watching TV/DVD and use of computer/games console time. Moreover, the use of an autonomy-supportive style was negatively related to both time watching TV/DVD and use of computer/games console time. The use of a controlling style was related positively to perceived excessive time used on TV/DVD and excessive time used on computer/games console. With a few exceptions, results were similar across the five countries.Conclusions: This study suggests that an autonomy-supportive style of communicating rules for TV/DVD or computer/ games console use is negatively related to children's time watching TV/DVD and use of computer/games console time. In contrast, a controlling style is associated with more screen time and with more perceived excessive screen time in particular. Longitudinal research is needed to further examine effects of parental style of communication on children's screen time as well as possible reciprocal effects.Trial Registration: International Standard Randomized Controlled Trial Number Register, registration number: ISRCTN34562078 . Date applied29/07/2011, Date assigned11/10/2011. [ABSTRACT FROM AUTHOR]

Using data from two recent waves of the European Social Survey, we examine the relationship between macro-level supports for child rearing and individual-level fertility outcomes. We characterize country-level support environments across a broader set of domains than is typical, including supports from institutions, labor markets, extended families, and male partners. With rare exceptions, we find significant relationships between family support environment indicators and second or higher order births. In contrast, the relationship between family support environment indicators and first births is weaker and less often significant. This pattern accords with theory that practical considerations are more important for the second and subsequent births than for the transition to parenthood. Although most forms of support are positively related to fertility, we document a negative relationship between intergenerational exchange of support and higher order fertility. Our analyses also reveal that macro-level support environments are related to childbearing plans in much the same way as they are related to having a child, buttressing the argument that understanding the determinants of childbearing plans can help us to understand childbearing behavior. [ABSTRACT FROM AUTHOR]

Couples who have children are increasingly likely to have lived together without being married at some point in their relationship. Some couples begin their unions with cohabitation and marry before first conception, some marry during pregnancy or directly after the first birth, while others remain unmarried 3 years after the first birth. Using union and fertility histories since the 1970s for eleven countries, we examine whether women who have children in unions marry, and if so, at what stage in family formation. We also examine whether women who conceive when cohabiting are more likely to marry or separate. We find that patterns of union formation and childbearing develop along different trajectories across countries. In all countries, however, less than 40 per cent of women remained in cohabitation up to 3 years after the first birth, suggesting that marriage remains the predominant institution for raising children. [ABSTRACT FROM PUBLISHER]

The publication some forty years ago of the landmark work by Philippe Ariès, entitled "Centuries of Childhood" in its widely-read English translation, unleashed decades of scholarly investigation of that once-neglected target, the child. Since then, historians have uncovered the traces of attitudes toward children—were they neglected, exploited, abused, cherished?—and patterns of child-rearing. They have explored such issues, among others, as the varieties of European household structure; definitions of the stages of life; childbirth, wetnursing, and the role of the midwife; child abandonment and the foundling home; infanticide and its prosecution; apprenticeship, servitude, and fostering; the evolution of schooling; the consequences of religious diversification; and the impact of gender. This essay seeks to identify key features and recent trends amid this abundance of learned inquiry. [ABSTRACT FROM AUTHOR]

Copyright of International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study addresses a paradox in the literature involving the parenting style of Asians: Chinese parenting has often been described as "controlling" or "authoritarian". These styles of parenting have been found to be predictive of poor school achievement among European-Americans, and yet the Chinese are performing quite well in school. This study suggests that the concepts of authoritative and authoritarian are somewhat ethnocentric and do not capture the important features of Chinese child rearing, especially for explaining their school success. Immigrant Chinese and European-American mothers of preschool-aged children were administered standard measures of parental control and authoritative-authoritarian parenting style as well as Chinese child-rearing items involving the concept of "training." After controlling for their education, and their scores on the standard measures, the Chinese mothers were found to score significantly higher on the "training" ideologies. This "training" concept has important features, beyond the authoritarian concept, that may explain Chinese school success. [ABSTRACT FROM AUTHOR]