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Motivation is a key factor for child development, but very few studies have examined child and family predictors of both child task and perceived motivation. Thus, the three aims of this 6-month longitudinal study in preschoolers with global developmental delays (GDD) were to explore: 1) differences between task and perceived motivation in cognitive domain; 2) differences among three domains of perceived motivation: cognitive, gross motor, and social; and 3) early child and family predictors of cognitive task motivation and the three domains of perceived motivation 6 months later. Results indicated that preschoolers with GDD showed higher cognitive task motivation than cognitive perceived motivation, and lower perceived cognitive motivation than the other two perceived motivation domains. Different child and family factors predicted cognitive task motivation and the three domains of perceived motivation. Practitioners should educate caregivers on how to observe children's motivation to enhance children's active participation. [ABSTRACT FROM AUTHOR]

The optimism hypothesis claims that immigrant students do better in the Norwegian education system than their socioeconomic status would suggest, due to the strong educational aspirations that immigrant parents might have for their children. Grounded in an educational equity paradigm, this study aims to test this hypothesis by investigating direct and indirect influences on students' reading achievement, assessing both how often the students speak the language of instruction, Norwegian, at home; and the effect for students of parents' educational levels that affect parents' academic expectations and parents' help with homework. Using PIRLS 2016 data from Norway (n = 4,232, mean age 10.8), path analysis provided evidence that both students' home language and parents' educational level directly influence reading achievement. The mediating roles of parents' academic expectations and parents' help with homework on these relationships fluctuated. Thus, the data provided evidence that only partially supports the optimism hypothesis. [ABSTRACT FROM AUTHOR]

Background: Previous research has uncovered disparities in children's attitudes toward science based on gender, income, parenting, geographical location, and school resources, among other factors. However, less is known about socioeconomic influences on science attitudes within the evolving rural middle class. The present study investigated the relationship between indicators of socioeconomic status on middle schoolers' attitudes toward science in a predominantly middle class, white, rural sample within the midwestern United States of America. Methods: Parents were asked for demographic information and consent for their child participating in the study. Middle school children were invited to complete a short survey quantifying their attitudes toward science. Results: Science attitudes did not vary based on gender. However, students with at least one parent that earned at least a bachelor's degree or from a household income exceeding $90,000 had more positive attitudes toward science than those whose parents did not obtain a college degree or whose household income was less than $90,000, respectively. Regression revealed that household income and parent's assessment of their child's interest in a scientific career significantly predicted a child's attitudes toward science, but gender and highest degree earned by a parent did not. Conclusion: This study found differences in children's science attitudes within a rural, predominantly middle-class population. This finding contributes to the literature by revealing differences in science attitudes relating to higher levels of parental education (bachelor's degree) and income ($90,000) than previously identified. This highlights additional opportunities to support children's science growth and promote equitable science opportunities for everyone. [ABSTRACT FROM AUTHOR]

Studies have found early detection of autism is protective for an individual and their family. Fewer Pacific children are diagnosed with autism compared with non-Pacific children, and those who have significantly higher needs, suggesting an undercount of those diagnosed. The purpose of this study was to explore any association between parental education and autism in Pacific children living in Aotearoa, New Zealand. This was a national cross-sectional study using data from New Zealand's Integrated Data Infrastructure, including Pacific and non-Māori non-Pacific children in the 2013 Census. A novel method was employed to capture autism, while years of parents' education was estimated from their highest attained qualification level. Apposite regression models were used to analyse the relationship between parental education and autism. We found that autism was identified in 1.1% of Pacific children compared with 1.6% of non-Māori, non-Pacific children. A year of education among parents of Pacific children was associated with increased identification of autism (odds ratio = 1.10; 95% confidence interval = 1.06–1.15). The findings show education plays a positive role in receiving a diagnosis for Pacific autistic children but suggest a systemic failure to support Pacific parents to navigate existing health systems for themselves or their children. Previous studies of autism in Aotearoa, New Zealand, suggest that fewer Pacific children receive an autism diagnosis compared to European children. This study aimed to explore if formal education qualification of parents is related to receiving an autism diagnosis for their Pacific child. Our findings show that autism was identified in 1.1% of Pacific children compared with 1.6% among non-Māori, non-Pacific children. Parents with higher levels of education were more likely to receive an autism diagnosis for their Pacific child. While the study findings indicate education plays a positive role in receiving a diagnosis for autistic children, they suggest a systemic failure of supporting Pacific parents and communities to navigate the health and education systems that exist in Aotearoa, New Zealand. [ABSTRACT FROM AUTHOR]

Research has made significant contributions to our understanding of ethnic disparities in educational attainment, revealing amongst others the importance of parental and residential characteristics. Mixed empirical results, however, challenge the interpretation of why some ethnic groups face more difficulties in educational success than others, upholding contextual effects as a contested and inconclusive topic. This case study scrutinises the contextual underpinnings of ethnic diversity in the educational attainment of adolescents from various ethnic populations in Belgium's largest cities. Using full population individual‐level longitudinal census data (1991–2001), stratified multilevel ordinal models focus on the heterogeneous role of household characteristics – parental education and household composition – and neighbourhood characteristics – ethnic density, coethnic representation and deprivation – in young native and ethnic minority populations. While this Belgian case study shows that parental education and residential environment contribute to educational outcomes of all young adults in similar ways, it also points at two ethnic‐specific dynamics. First, contextual socioeconomic advantages are accumulated to a greater extent among native adolescents. Second, coethnic residential concentration shows a positive association with educational attainment for native and European‐origin children only. This paper reveals how the spatial separation of ethnic communities fosters differential opportunities for educational success, in particular for the most segregated population groups. If we want to better understand the complexities of native‐origin and minority youth embarking on differential educational trajectories, our study echoes the need for considering various sociospatial contexts in which people of different ethnic communities interact. [ABSTRACT FROM AUTHOR]

This research study delves into the complex relationship between parental educational background and student participation in lesson activities in the context of secondary school education in Sri Lanka. This study explores whether student participation in lesson activities differs based on parent education. The stratified sampling method selected the sample from Grade 10 secondary school children in Sri Lanka. A carefully selected sample of 1,350 secondary school students was surveyed using a questionnaire instrument to assess their self-perceived levels of engagement in lesson activities and their parents' educational backgrounds. The study employs rigorous statistical analysis, including Two-Way Multivariate Analysis of Variance (MANOVA) tests and post hoc analyses, to explore the impact of parental Education on student participation. The findings reveal that, based on the highest educational level of the mother, significant differences exist in student participation in lesson activities. Students whose mothers hold tertiary education degrees exhibit the highest mean scores, demonstrating that maternal educational attainment positively influences student engagement. However, no significant disparities were observed based on the father's educational level, emphasizing the unique role of the Education of mothers in shaping student participation. The study also underscores the absence of a significant interaction effect between the educational levels of fathers and mothers concerning student participation. This implies that the impact of parental Education on student engagement operates primarily through the mother’s educational background. Overall, this research provides critical insights into the influence of parental educational experience on student participation in lesson activities. The results demonstrate that parents with higher academic qualifications contribute significantly to their children's active involvement in the learning process, ultimately enhancing their educational experiences. These findings have implications for educators, policymakers, and parents, as they underscore the importance of fostering an inclusive and supportive learning environment to promote equitable student participation in lesson activities. Furthermore, the study recommends parental involvement through workshops, media, and educational resources for parents with lower academic levels to bridge the educational gap and enhance student engagement.

Abstract Childhood socioeconomic disadvantage is associated with disparities in development and health, possibly through adaptations in children’s brain function. However, it is not clear how early in development such neural adaptations might emerge. This study examined whether prenatal family socioeconomic status, operationalized as family income and average years of parental education, prospectively predicts individual differences in infant resting electroencephalography (EEG; theta, alpha, beta, and gamma power) at approximately 1 month of age (N = 160). Infants of mothers reporting lower family income showed more lower-frequency (theta) and less higher-frequency (beta and gamma) power. These associations held when adjusting for other prenatal and postnatal experiences, as well as infant demographic and health-related factors. In contrast, parental education was not significantly associated with infant EEG power in any frequency band. These data suggest that lower prenatal family income is associated with developmental differences in brain function that are detectable within the first month of life.

Abstract This study investigates the socioeconomic determinants of early childhood development (ECD) in Pakistan by utilizing the data of sixth wave of the Multiple Indicator Cluster Survey (MICS) conducted in the four provinces of the country. The findings of the study reveal that mother’s education, father’s education, economic status of the household as measured by household’s wealth index quintile, region of residence (province), child’s gender, disability, nutrition and the practices used by the adult members of the household to discipline child are important determinants of ECD. The study highlights the crucial role of family background and importance of addressing the issue of malnutrition to foster child development.

Childhood socioeconomic disadvantage is associated with disparities in development and health, possibly through adaptations in children’s brain function. However, it is not clear how early in development such neural adaptations might emerge. This study examined whether prenatal family socioeconomic status, operationalized as family income and average years of parental education, prospectively predicts individual differences in infant resting electroencephalography (EEG; theta, alpha, beta, and gamma power) at approximately 1 month of age (N = 160). Infants of mothers reporting lower family income showed more lower-frequency (theta) and less higher-frequency (beta and gamma) power. These associations held when adjusting for other prenatal and postnatal experiences, as well as infant demographic and health-related factors. In contrast, parental education was not significantly associated with infant EEG power in any frequency band. These data suggest that lower prenatal family income is associated with developmental differences in brain function that are detectable within the first month of life. [ABSTRACT FROM AUTHOR]

Developmental changes in functional neural networks are sensitive to environmental influences. This EEG study investigated how infant brain responses relate to the social context that their families live in. Event-related potentials of 255 healthy, awake infants between six and fourteen months were measured during a passive auditory oddball paradigm. Infants were presented with 200 standard tones and 48 randomly distributed deviants. All infants are part of a longitudinal study focusing on families with socioeconomic and/or cultural challenges (Bremen Initiative to Foster Early Childhood Development; BRISE; Germany). As part of their familial socioeconomic status (SES), parental level of education and infant's migration background were assessed with questionnaires. For 30.6% of the infants both parents had a low level of education (≤10 years of schooling) and for 43.1% of the infants at least one parent was born abroad. The N2–P3a complex is associated with unintentional directing of attention to deviant stimuli and was analysed in frontocentral brain regions. Age was utilised as a control variable. Our results show that tone deviations in infants trigger an immature N2–P3a complex. Contrary to studies with older children or adults, the N2 amplitude was more positive for deviants than for standards. This may be related to an immature superposition of the N2 with the P3a. For infants whose parents had no high-school degree and were born abroad, this tendency was increased, indicating that facing multiple challenges as a young family impacts on the infant's early neural development. As such, attending to unexpected stimulus changes may be important for early learning processes. Variations of the infant N2–P3a complex may, thus, relate to early changes in attentional capacity and learning experiences due to familial challenges. This points towards the importance of early prevention programs. [ABSTRACT FROM AUTHOR]

Obtaining written consent prior to any study enrolment is an ethical issue and especially important when a study focuses on vulnerable population groups, such as children. However, parental willingness to participate in a study focused on children can significantly distort findings and lead to false conclusions. This is especially important for inflating childhood obesity rates, when interventions rely on such results could fail greatly. We compared state of nourishment (based on IOTF criteria) and cardiometabolic risk of 226 children for which parental active consent (45.1%) or passive consent (54.9%) was provided. In the active consent group, state of nourishment for boys was underestimated, while for girls, underweight and normal weight were overestimated, and overweight and obesity were underestimated. Parents with obese children (p=0.019) and parents of a male child (p=0.017) were more likely to provide passive consent. In the passive consent group, children had higher cardiometabolic risk (p=0.017). Unemployment (p<0.001) and high-school diploma, especially for mothers were indicators of passive consent. Interestingly, all parents with the lowest and the highest education level provided passive consent. Our findings clearly show distorted prevalence rates of overweight/obesity in children as a result of parental willingness to participate in the study, which are mediated with parental education and employment status. More effort is needed to obtain representative data on such an important public health problem like childhood obesity. [ABSTRACT FROM AUTHOR]

This study proposes evidence of the effect of parental education on children's education and skills in Thailand, using data from the Thailand Labor Force Survey of 1985–2017. Employing the instrumental variable (IV) approach using Thailand's compulsory educational reform of 1978 as the IV to minimize the bias caused by the endogeneity of parental education, this study reaffirms the conventional positive link between parental education and children's education. New and intriguing evidence is put forth on the negative link between parental education and the child's brawn skill, based on industry and occupation used in the labor market. The influence of paternal education outweighs maternal education, in contrast to the evidence found in developed countries. The high intergenerational educational persistence indicates unequal opportunities in the country, as individual welfare is primarily tied to parental background. Therefore, weakening this linkage is a policy recommendation for the government to improve equality in the country. [ABSTRACT FROM AUTHOR]

This study aimed to explore the effect of socioeconomic disadvantage accumulated in marginalised Roma communities (MRCs) on early childhood development and to assess the role of selected socioeconomic indicators in the association between belonging to MRCs vs. the majority and early childhood development. We obtained cross-sectional data from 232 mother–child dyads from MRCs and the majority population. The differences in early childhood development and background variables between the two groups were tested using chi-square and Mann–Whitney U tests. The moderated mediation was tested using PROCESS Macro in SPSS Model 14 on 5000 bootstrap samples. Statistically significant differences between children from MRCs and the majority were found in terms of maternal age, parental education, household equipment, as well as early childhood development. Household equipment moderated the indirect effect of being from MRCs vs. the majority on early childhood development through parental education. The indirect effect through parental education was high at a low household equipment level, reduced at an average level and non-significant at a high level of household equipment. Our study uncovered disparities in early childhood development between children from MRCs and the majority population. Parental education significantly influenced developmental outcomes, while household equipment mitigated its impact. [ABSTRACT FROM AUTHOR]

This study investigates the socioeconomic determinants of early childhood development (ECD) in Pakistan by utilizing the data of sixth wave of the Multiple Indicator Cluster Survey (MICS) conducted in the four provinces of the country. The findings of the study reveal that mother's education, father's education, economic status of the household as measured by household's wealth index quintile, region of residence (province), child's gender, disability, nutrition and the practices used by the adult members of the household to discipline child are important determinants of ECD. The study highlights the crucial role of family background and importance of addressing the issue of malnutrition to foster child development. [ABSTRACT FROM AUTHOR]

We examined how students' intrinsic and extrinsic academic motivation and parental education uniquely and interactively related to teacher report of their self-regulated classroom behaviors (e.g., completion of tasks, keeping track of instructions). In a socioeconomically and racially/ethnically diverse sample of 317 students in third through fifth grade from the United States (34% Asian/Pacific Islander, 32% Hispanic/Latine, 21% White, 6% Black, 6% multiracial/other; 52% female), neither intrinsic motivation nor extrinsic academic motivation emerged as a significant predictor of children's self-regulated classroom behaviors when controlling for parental education. However, we found a significant interactive effect between intrinsic motivation and parental education for three complementary measures of students' self-regulated classroom behaviors (task orientation, working memory, flexible shifting). Simple slope analyses revealed that the positive association between intrinsic motivation and students' self-regulated classroom behaviors was limited to children whose parents have lower levels of educational attainment (e.g., high school degree). This work has important practice and policy implications for increasing classroom practices that promote students' academic intrinsic motivation, particularly for students whose parents have a high school degree or less. Simple interventions to improve teachers' autonomy-supportive classroom practices and the content of verbal and written feedback to students could have cascading benefits for students' intrinsic motivation and the self-regulated classroom behaviors that support learning. Highlights: Examined how students' intrinsic and extrinsic motivation and parental education uniquely and interactively relate to self-regulated classroom behaviors. Main effects of intrinsic motivation, extrinsic motivation, and parental education were non-significant. Significant interaction between intrinsic motivation and parental education for children's self-regulated classroom behaviors. Benefits of intrinsic motivation for self-regulation in the classroom were limited to students whose parents had a high school degree or less. Implications for increasing autonomy-supportive and feedback classroom practices to support intrinsic motivation. [ABSTRACT FROM AUTHOR]

The study aims to investigate parental involvement in children's mathematics education, with a particular focus on the subject of circles, in the absence of tailored support programs for parents in this area. In this study, the action research method was used. The study sample consisted of voluntary participants among the parents of 6th-grade students. The data collection tools of the study consisted of achievement tests administered to students and their parents, semi-structured interviews with students and parents after the program, and observations of the participants. We found that parents could learn the subjects depending on their level of education, they could be helpful to their children through their existing knowledge, they understood their children better and their beliefs that they could help their children increased. Likewise, children's belief that their parents could help them strengthened, and their academic success in the subject of circles also increased. Consequently, children experience greater happiness in student-centered lessons and display increased proficiency. Moreover, when faced with parts of the subject that they did not understand, they could quickly seek assistance from their parents. Furthermore, the children and parents expressed satisfaction with this study and a desire to continue training. [ABSTRACT FROM AUTHOR]

Aim Methods Results Conclusions There is limited research on the effects of sociodemographic and socioeconomic factors on treatment outcomes in youth at clinical high risk for psychosis (CHRp). This study examined sociodemographic factors that may affect functional outcomes within this population. Specifically, we investigated the influence of race/ethnicity (dichotomized as non‐Hispanic whites [NHW] vs. people of colour [POC]), socioeconomic status (SES; operationalized as parental years of education), and their interaction on change in psychosocial functioning and symptoms over 6 months in a randomized trial of family‐focused therapy.CHRp youth (N = 128) participated in a randomized trial of family therapy (18 sessions of family therapy vs. 3 sessions of family psychoeducation). Sixty‐four participants who self‐identified as POC and 64 self‐identified NHW participants completed baseline and 6‐month follow‐up measures of positive and negative symptoms and psychosocial (global, role, and social) functioning. Multiple regression models were conducted to test the main effect of race/ethnicity on changes in positive and negative symptoms and functioning, and whether this effect was moderated by parental education.There was a significant interaction between race/ethnicity and parental education, such that higher parental education was associated with greater improvement in global functioning in NHW participants, but there was no relationship between parental education and global functioning in POC. Additionally, higher parental education was associated with a decrease in negative symptoms in NHW participants but not in POC. There were no significant effects of race/ethnicity or parental education on positive symptoms, nor on social or role functioning.Clinicians may consider tailoring psychosocial treatments according to the needs of diverse families who vary in sociodemographic factors such as educational attainment and race/ethnicity. [ABSTRACT FROM AUTHOR]

Background: Childhood obesity is a global health challenge. Socioeconomic factors play a significant role in influencing obesity rates, with distinct variations observed between urban and rural communities. Objective: To investigate the influence of socioeconomic factors on childhood obesity rates in urban versus rural communities using an observational approach. Material and Methods: The study sampled 100 children aged 5-15 years, equally divided between urban and rural areas. Childhood obesity prevalence was determined through BMI classification. Data on socioeconomic status (SES), parental education levels, access to nutritional food, and physical activity levels were collected through questionnaires and surveys. Descriptive statistics were used to identify correlations between these factors and obesity prevalence. Results: Obesity Prevalence: Urban children had a higher obesity prevalence (36%) than rural children (28%). Socioeconomic Status: In urban communities, children from lower SES households had a 40% obesity rate compared to 32% in higher SES households. In rural communities, these rates were 36% (lower SES) and 20% (higher SES). Parental Education Levels: Urban children with parents having a high school education or less had a 45% obesity prevalence versus 20% for those with college-educated parents. In rural communities, these rates were 32% and 25%, respectively. Nutritional Food Access: Urban children with limited access to nutritional food had a 40% obesity prevalence compared to 24% for those with good access. Physical Activity Levels: Urban children with less than 60 minutes of daily activity had a 48% obesity prevalence versus 28% for those exceeding 60 minutes. Rural communities showed similar trends. Conclusion: The study highlights the significant impact of socioeconomic factors on childhood obesity rates. Tailored interventions addressing SES disparities, education, food access, and physical activity are crucial for managing obesity in urban and rural settings. [ABSTRACT FROM AUTHOR]

Shadow education is used not only to improve students' educational achievements but also to maintain social reproduction by advantaged families. However, little is known about the socially stratified shadow education participation during COVID-19 when the educational environment was uncertain. Using data collected before and after the COVID-19 outbreak in China, this study finds that parental education was a strong predictor of children's shadow education participation before COVID-19, but this relationship was disrupted during COVID-19. Students of parents of all educational levels equally participated in shadow education during the COVID-19 pandemic. This class-based equity in shadow education was largely explained by the substantive increase in shadow education participation among students of less-educated parents. [ABSTRACT FROM AUTHOR]

Aim: The effect of different neonatal unit access hour policies on parental visiting duration is unknown. Therefore, we analysed the effects of access hours policies and parental education on parental visiting duration. Method: This prospective longitudinal cohort study was carried out in a level III neonatal unit from October 2020 to May 2022. Three cohorts were compared. The baseline cohort included 51 preterm infants with restricted visiting hours (October 2020 to May 2021). Cohort 1 comprised 35 preterm infants after liberalisation of visiting hours (June 2021 to November 2021). Cohort 2 consisted of 26 preterm infants after an educational program was implemented (December 2021 to May 2022). The primary outcome was the mean daily parental visiting duration. Results: Mean maternal visiting duration was 172 (standard deviation, SD ± 49.2), 195 (SD ± 64.4.), and 258 (SD ± 71.1) minutes/day at baseline and in cohorts 1 and 2 (significant increase from baseline and cohort 1 to cohort 2, p < 0.001). Mean paternal visiting duration did not change significantly across the cohorts: 133 (SD ± 47.2), 135 (SD ± 83.5), and 165 (SD ± 71.3) minutes/day. Conclusion: Liberalisation of access hours did not increase parental visiting duration. Parental and staff education significantly increased maternal but not paternal visiting duration. [ABSTRACT FROM AUTHOR]

Background: Research on factors underlying socioeconomic status (SES)-related inequalities in child development mainly focuses on single countries and specific influential factors. Only few studies scrutinize to what extent differences in children's early behavioural outcomes vary across countries and whether the processes that account for them are common or context-specific. Objective: The aim of this study was to explore SES-related inequalities and explanatory factors in 3- to 4-year-old children's externalising behaviour as well as their generalisability across outcome variables (hyperactivity, conduct problems) and countries. Methods: The study uses harmonised data from three longitudinal large-scale studies conducted in the United Kingdom (UK), the United States (US), and the Netherlands and a decomposition method to comparatively analyse early SES-related gaps and explanatory factors. Results: Results show that the extent of parental education-related gaps varied across countries. The included explanatory factors accounted for significant amounts of gaps in hyperactivity and conduct problems. Yet, while family income and maternal depressive feelings significantly explained gaps in each facet of externalising behaviour across all three countries, other factors were country-specific. In the US and the UK, health-related factors were additionally relevant for explaining early gaps in both child outcomes; in the UK, also structural aspects of the family significantly explained gaps in conduct problems; no other factors contributed to the explanation of gaps in the Netherlands. Conclusions: Mechanisms that might reduce SES-related inequalities in child behaviour and that may be helpful when constructing appropriate interventions are partially similar, yet also significantly different between countries and child outcomes. [ABSTRACT FROM AUTHOR]

This study aims to examine the association between bullying victimization and depressive symptoms among youth from multicultural families in Korea, while distinguishing between the effects of entering and exiting bullying victimization. This study also investigates whether parental education moderates this association. Using data from the Multicultural Adolescent Panel Survey, a nationally representative sample of children from multicultural families in Korea, this study employed novel asymmetric fixed-effects models that separately assess the effects of entering and exiting bullying victimization. Interaction models were conducted to consider the moderating roles of maternal and paternal college attainment. Conventional fixed-effects models showed that bullying victimization is significantly associated with an increase in depressive symptoms (b = 0.261). Asymmetric fixed-effects models suggest that the magnitude of the entry effect (b = 0.299) was significantly larger than that of the exit effect (b = −0.237). Furthermore, maternal college education amplified the mental health benefits of exiting from bullying victimization but did not buffer the harmful effects of entering bullying victimization. Gender-stratified analyses indicate that this protective effect of maternal college education was only significant for girls. Paternal college education, on the other hand, did not moderate either the entry or exit effects of bullying victimization. The study's findings on the asymmetric effects of bullying victimization on depressive symptoms emphasize the importance of providing follow-up care and mental health support for multicultural family youth who have experienced bullying, with particular attention to those with a history of victimization. [ABSTRACT FROM AUTHOR]

Screen time among children in most European countries is notably high and is influenced by various sociodemographic and other factors. Our study aimed to explore the associations between parents' sociodemographic characteristics, socioeconomic status, body mass index (BMI), physical activity, risk status for type 2 diabetes, and their children's BMI, physical activity, and screen time. The data were sourced from the 2016 Feel4Diabetes study, involving 12,280 parents and 12,211 children aged 6–9 years (average age 8.21 years) in a cross-sectional study design. We used a logistic regression model to identify potential factors associated with children's screen time. The results showed that mothers with tertiary education (OR = 0.64; 95%CI = 0.49–0.82; p < 0.001), the middle age group (45–54 years) (OR = 0.81 95%CI = 0.66–0.98; p = 0.033), and families with higher incomes (middle–OR = 0.85; 95%CI = 0.75–0.97; p = 0.014; high–OR = 0.8; 95%CI = 0.69–0.93; p = 0.003) were associated with a decreased chance of children spending more than 2 h/day in front of the screen. In contrast, maternal overweight/obesity (OR = 1.15; 95%CI = 1.03–1.29; p = 0.013) and lower physical activity in children were linked to an increased likelihood of more than 2 h of screen time per day. Our findings suggest that targeted interventions should be developed to mitigate excessive screen time, particularly focusing on low-income families and mothers with low educational levels. [ABSTRACT FROM AUTHOR]

BackgroundPrevious research has uncovered disparities in children’s attitudes toward science based on gender, income, parenting, geographical location, and school resources, among other factors. However, less is known about socioeconomic influences on science attitudes within the evolving rural middle class. The present study investigated the relationship between indicators of socioeconomic status on middle schoolers’ attitudes toward science in a predominantly middle class, white, rural sample within the midwestern United States of America.MethodsParents were asked for demographic information and consent for their child participating in the study. Middle school children were invited to complete a short survey quantifying their attitudes toward science.ResultsScience attitudes did not vary based on gender. However, students with at least one parent that earned at least a bachelor’s degree or from a household income exceeding $90,000 had more positive attitudes toward science than those whose parents did not obtain a college degree or whose household income was less than $90,000, respectively. Regression revealed that household income and parent’s assessment of their child’s interest in a scientific career significantly predicted a child’s attitudes toward science, but gender and highest degree earned by a parent did not.ConclusionThis study found differences in children’s science attitudes within a rural, predominantly middle-class population. This finding contributes to the literature by revealing differences in science attitudes relating to higher levels of parental education (bachelor’s degree) and income ($90,000) than previously identified. This highlights additional opportunities to support children’s science growth and promote equitable science opportunities for everyone.

Inguinal hernias are more common in preterm and neonates and incidence of incarceration are reported to be more in the first 6 months of life. Strangulation follows incarceration and various incarcerated and strangulated contents having been reported in the sac. The fistulation of the herniated content through the scrotal skin is quite rare with only a few reported cases. We present the case of entero-scrotal fistula in a neonate managed with staged repair along with a brief review of the literature. A 27-days-old, full-term male presented with faecal discharge from the right scrotum. He had no tell-tale signs of obstructed hernia. A faecal fistulous opening was located in the right hemi-scrotum. The terminal ileum was seen as the content with an antimesenteric perforation, divided ileostomy and scrotal debridement was done and later ileo-ascending anastomosis was performed electively. Neonatal hernias should be considered an urgency and we advocate early surgery. The resource-limited setting and poor post-natal surveillance may have added to the worries. In our case, swelling and fistulation occurred in a very brief period of 36 h. We managed the child with a diversion stoma followed by ileo-ascending anastomosis later.

AbstractThe purpose of this study was to examine the factors that influence career aspirations in students, including the role of university, gender, and parental education. The research methodology involved analyzing the attitudes of students at four universities in India using a closed-ended questionnaire and factor analysis, MANOVA, and Structural-Equation-Modeling (SEM) analysis. The results showed significant differences in the attitudes of students at private and government universities, and a significant effect of parental education, but no significant impact of gender. However, the study had a limitation of data collected from only four specific universities and may not be representative of the entire national university population. The findings have practical implications for universities to improve the positive attitudes of their students and increase their motivation levels. This study is original in its focus on the impact of parental education and socio-demographic factors on career aspirations in adolescent students in Delhi NCR, India, the first of its kind in this population in the Delhi NCR region of India.

BACKGROUND: Despite the availability of effective, safe, and feasible pain management strategies, infant pain remains undertreated. Parents can play a key role in advocating for or delivering pain management strategies if they are educated. To date, a quantitative synthesis of the effectiveness of parental education about pain management in the neonatal period has not been performed. OBJECTIVE: To systematically review the effectiveness of parental education during the neonatal period on pain management in infancy. METHODS: MEDLINE, EMBASE, PsycInfo, CINAHL, and the Cochrane Library were searched for relevant randomized controlled trials (RCTs) and non-randomized trials (NRTs) that evaluated parental education with respect to pain management during the neonatal period in any setting from inception to February 2021. Screening of article titles and abstracts and data extraction were performed in duplicate. The risk of bias was assessed using the Cochrane Risk Bias Tool 2.0 and the Risk of Bias in Non-randomized Studies of Interventions for RCTs and NRTs, respectively. As per the GRADE methodology, critically important and important outcomes were identified. Critically important outcomes included utilization of pain management strategies and infant pain. Important outcomes included parental knowledge about pain mitigation strategies, parental attitudes, compliance with painful procedures, procedure outcomes, and safety. Data were combined and presented as relative risk (RR) or mean or standardized mean difference (MD or SMD) with 95% confidence interval (CI). RESULTS: Of the six studies eligible for inclusion, four studies were RCTs and two studies were NRTs. Written information and/or video were used to deliver parental education during the neonatal period in hospital settings in all studies. Four studies (two RCTs and two NRTs) reported on critically important outcomes. The risk of bias was low for the two RCTs and moderate to serious for the two NRTs. Utilization of pain management strategies was assessed for heel lance in the first 48 hours of life in two studies and for vaccine injection at 2 to 6 months of life in two studies. Higher utilization rate for pain management strategies was reported in the pain education group in three studies (RR 1.15, 95% CI 1.04, 1.26; N=2712). There was no difference in the mean number of pain management strategies used in one NRT tracking utilization tracking utilization as continuous data (MD 0.20, 95% CI -0.01, 0.41; N=178). Parent-reported infant pain scores were lower in the pain education group in one RCT (MD -0.16, 95% CI -0.27, -0.06; N=1615). The quality of evidence for the outcome of utilization of pain management strategies was very low while for the outcome of infant pain the quality of evidence was moderate. Five studies (3 RCTs and 2 NRTs) reported on important outcomes. The risk of bias was low for two RCTs and high for one RCT and moderate to serious for the two NRTs. Parental knowledge about pain management strategies (SMD 0.54, 95% CI 0.26, 0.82), parental confidence in their ability to manage pain (SMD 0.24, 95% CI 0.14, 0.34), parental satisfaction with education (MD 1.18, 95% CI 0.84, 1.52) and parental satisfaction with pain management (RR 1.05. 95% CI 1.01, 1.08) were increased in the pain education group. None of the included studies reported on procedural outcomes. No adverse events with the pain education nor the use of pain management interventions were reported in one study. CONCLUSIONS: Parental education in the neonatal period was effective in increasing utilization of pain management strategies during painful procedures. Reduction of pain in infants is based on one study of moderate quality. Furthermore, parental education increased parental knowledge about pain management strategies, confidence in their ability to manage infant pain, and satisfaction with the education and pain management. Parental pain education should be incorporated into postnatal care.

Aim: Predicting neurodevelopmental outcomes in hypoxic‐ischaemic encephalopathy (HIE) remains imprecise, despite advanced imaging and neurophysiological tests. We explored the predictive value of socio‐economic status (SES). Methods: The cohort comprised 93 infants (59% male) with HIE, who had received therapeutic hypothermia. Patients underwent magnetic resonance imaging, and brain injuries were quantified using the Barkovich scoring system. Family SES was self‐reported using a questionnaire. Adverse outcomes were defined as mild to severely delayed development with a score of ≤85 in any domain at 2 years of age, based on the Bayley Scales of Infant Development, Second Edition. Data are presented as odds ratios (OR) with 95% confidence intervals (95% CI). Results: Multiple regression modelling revealed that higher parental education was strongly associated with good cognitive development, when adjusted for gestational age, serum lactate and brain injuries (OR 2.20, 95% CI 1.16–4.36). The effect size of parental education (β = 0.786) was higher than one score for any brain injury using the Barkovich scoring system (β = −0.356). The literacy environment had a significant effect on cognitive development in the 21 infants who had brain injuries (OR 40, 95% CI 3.70–1352). Conclusion: Parental education and the literacy environment influenced cognitive outcomes in patients with HIE. [ABSTRACT FROM AUTHOR]

The study examined the effect of gender and socioeconomic characteristics on the academic performance of university students, as measured by their academic scores. The study aimed to i) examine the socioeconomic factors affecting undergraduates, ii) investigate the academic performance of undergraduates, and iii) analyze the comparative impact of socioeconomic factors on the academic scores of undergraduates. Data from 480 students enrolled in the BS program at three selected universities in Khyber Pakhtunkhwa was collected using a questionnaire that investigated the socioeconomic status of their parents. The data analysis indicated that factors such as parental qualifications, parental income, parental work type, and the family's social position do not influence academic performance based on gender. Regardless of parents' social class, the quality of learning facilities impacts student's academic success, indicative of parents' involvement in the studies. It is suggested to provide scholarships and establish assistance programs aimed at enhancing the academic performance of undergraduates whose parents possess fewer resources due to poor income and job positions. [ABSTRACT FROM AUTHOR]

In today's rapidly developing era, an increasing number of parents hope that their children will have good academic performance and a bright future. Both parental expectations and educational attainment can influence a child's academic level. Excessive expectations can have a negative impact on a child's academic performance, and higher educational attainment can also affect intergenerational expectations. This study is based on data from the China Education Panel Survey (CEPS), using correlation analysis and ANOVA to explore the effects of parental educational expectations and parental educational attainment on the academic performance of adolescents. The results of the study revealed that there is a significant positive correlation between parental expectations and academic performance. However, the impact of parental educational attainment differs between fathers and mothers, with only the mother's educational attainment having an influence on a child's academic performance. We recommend that parents should maintain a moderate level of expectation to ensure that their child's academic performance is at a high level. At the same time, there should be a balance between fathers' and mothers' investment in education. [ABSTRACT FROM AUTHOR]

Background: Despite numerous studies on early child development, there is still much to be discovered about the significance of possible risk factors. This study examines cognitive, motor, and language development of healthy children growing up in a low‐risk environment and how various individual and environmental factors are associated with it. The study also considers whether the importance of particular parameters changes depending on child age. Methods: Within the framework of the LIFE Child study in Leipzig, Germany, 481 children participated in a total of 832 visits between 1 and 36 months of age. Developmental status was assessed using the Third Edition of the Bayley Scales of Infant and Toddler Development. Linear regression analyses were applied to examine the associations between child development and sex, gestational age, birth weight, birth mode, overweight, height, and parental education. Results: Mean Bayley composite scores for cognitive, language, and motor development were close to the standard value of 100. Poorer developmental outcomes were significantly associated with lower gestational age, vacuum cup/forceps birth, being overweight, small height, and lower parental education, although some of the associations became insignificant after applying multivariate models. While the association between gestational age and language development became weaker with advancing age, our interaction models found disparities related to parental education to become more apparent in older children across all three domains of early child development. Conclusions: Several factors were identified to be associated with early child development. As children grow older, obstetric parameters, for example, gestational age, might become less relevant compared with sociodemographic factors, for example, parental education. [ABSTRACT FROM AUTHOR]

This study shows persistence socioeconomic family level and parental education as elements that determine academic achievement in Mexico, among other reasons, due to the inequality that prevails in this country. These elements are not in students control and their influence occurs mainly in basic education. The study was made through documentary analysis of reports National Plan for the Evaluation of Learning. The findings show that these elements influence students' scores, regardless of discipline, level or school grade; these findings corroborate corresponding research. Policies and programs to address educational quality and equity challenges have underused these reports. It is necessary to analyze these sources because help to learn more about educational processes and to find alternatives for the educational policies. [ABSTRACT FROM AUTHOR]

Inguinal hernias are more common in preterm and neonates and incidence of incarceration are reported to be more in the first 6 months of life. Strangulation follows incarceration and various incarcerated and strangulated contents having been reported in the sac. The fistulation of the herniated content through the scrotal skin is quite rare with only a few reported cases. We present the case of entero‑scrotal fistula in a neonate managed with staged repair along with a brief review of the literature. A 27-days-old, full-term male presented with faecal discharge from the right scrotum. He had no tell‑tale signs of obstructed hernia. A faecal fistulous opening was located in the right hemi‑scrotum. The terminal ileum was seen as the content with an antimesenteric perforation, divided ileostomy and scrotal debridement was done and later ileo-ascending anastomosis was performed electively. Neonatal hernias should be considered an urgency and we advocate early surgery. The resource‑limited setting and poor post‑natal surveillance may have added to the worries. In our case, swelling and fistulation occurred in a very brief period of 36 h. We managed the child with a diversion stoma followed by ileo-ascending anastomosis later. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogía Social is the property of Pedagogia Social 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.)

One of the most reliable predictors of school effectiveness is student engagement, which is not only related to students’ current achievement but also long-term outcomes. Using linear regression and structural equation modeling procedures, the present study was aimed at examining the relationship between dropout risk, dimensions of student engagement, and family background. The survey study involved 3251 7th grade Hungarian students who completed the adapted Student Engagement Instrument and self-reported background questionnaire. According to the results, student performance is mainly related to parents’ educational attainment, but a moderate or weak correlation with behavioral, academic, and cognitive engagement is also detectable. While affective engagement shows a weak association with performance, it correlates with other engagement dimensions linked to achievement. This result suggests that support from parents, peers, and teachers may have an indirect effect on achievement; however, the present study could not confirm this hypothetical model. Based on our data, parental educational attainment and student engagement account for approximately 41 % of student performance which draws attention to the complexity of the relationship between student engagement and performance and highlights the importance of a comprehensive approach to dropout and student engagement in this context.

The research results suggest that teachers find potentially gifted children to be academically more competent and sociable as opposed to students without the same potential. Likewise, potentially gifted children tend to have better academic achievements. When it comes to their socio-demographic profile, there seem to be more female students than male, and they often live in urban areas. Additionally, both parents of potentially gifted children show higher levels of education when compared to parents of non-potentially gifted children. The results of the hierarchical regression analysis point to significant effects by gender, place of residence and parental education have in explaining children’s academic competence and sociability; results also reveal significant incremental validity in the assessment of cognitive ability, motivation, and creativity.

Background: Overnutrition among Indonesian teenagers is a nutritional problem that has increased in recent years from 7.3% to 13.5%. Factors that contribute in the improvement of nutritional status include diet, lifestyle, and socio-economics. Overnutrition can lead to health complications, including non-communicable diseases. Objectives: To identify the relationship between energy intake, food preferences, peer influence, and parental education with the incidence of overnutrition among teenagers in Depok. Methods: This study used an observational approach with a cross-sectional design. The sample was taken by stratified random sampling from a chosen Senior High School (SMA) in Depok with a total of 108 participants. Nutritional status was obtained by measuring body weight (BB) and height (TB) using BMI-for-age (BMI/U), energy intake was measured by interviewing the 2x24-hour food recall, food preferences used the food and beverage preference questionnaire (FBPQ), peered influence was measured using the peered influence scale (PIS), and parental education was gathered through a questionnaire. Relationship analysis was carried out by chi-square and Fisher's exact tests. Results: Bivariate analysis shows that energy intake (p=0.030), food preferences (p=0.019), and peer influence (p=0. 006) were associated with the incidence of overnutrition. Parental education (father, p=0.365; mother, p=0.103) were not significantly associated with the incidence of overnutrition. Conclusions: Individual factors among teenagers showed a relationship with the incidence of overnutrition. Teenagers need to pay attention to their energy intake, develop healthy food preferences, and utilize peered influence to adopt good eating behaviours to prevent overnutrition. [ABSTRACT FROM AUTHOR]

Aim: To investigate the associations between problematic familial alcohol use and adolescent subjective health, binge drinking, relationships with parents, school performance, and future orientation, and to study whether these associations differ in relation to parental education. Methods: Cross-sectional data from the Stockholm School Survey (SSS) collected among students in the 9th and 11th grades in 2018 and in 2020 were used (n = 19,415). Subjective health, parent-youth relationships, and school performance were coded as continuous variables; binge drinking and future orientation were coded as binary variables. Familial drinking included three categories: problematic; don't know/missing; and not problematic. Parental university education distinguished between adolescents with two, one, or no university-educated parent(s). Control variables included gender, grade, family structure, migration background, parental unemployment, and survey year. Linear and binary logistic regression analyses were performed. Results: Problematic familial alcohol use was associated with worsened subjective health, a higher likelihood of engaging in binge drinking, worse relationships with parents, and a higher likelihood of having a pessimistic future orientation, even when adjusting for all control variables. Having less than two university-educated parents was associated with a higher likelihood of reporting problematic familial alcohol use. Parental university education moderated the association between problematic familial alcohol use and binge drinking as this relationship was stronger for adolescents with no and one university-educated parent(s). Conclusions: Adolescents with problematic familial alcohol use fared worse with regards to all studied outcomes, except for school performance. Parental university education only moderated the association between problematic familial alcohol use and binge drinking. However, since problematic familial alcohol use was more common among adolescents with less than two university-educated parents, we argue that at the group level, this category may be more negatively affected by alcohol abuse in the family. Policy interventions could benefit from having a socioeconomic perspective on how children are affected by alcohol's harms to others. [ABSTRACT FROM AUTHOR]

Background: Both media use and social background affect children's language development. The aim of this study was to explore the association between media use and different aspects of language difficulties (grammar, auditory memory, articulation) and social background (first language (FL), parental education (PE)) in more detail. Methods: We analyzed data from 4015 children from the 2013/14 school entry examination in a Western German city. Media use, FL, and PE were assessed by social history, and language difficulties by sociopediatric screening. We calculated Prevalence Ratios with a 95% Confidence Interval for language difficulties by media use and FL/PE; compared models with and without interaction terms; and estimated the predicted prevalence of language difficulties by media use and FL/PE. Results: Children with non-German FL/low PE had a higher media use and more language difficulties. However, the gradual association between media use and grammatical abilities/recommendation of training was more pronounced in children with German FL and medium/high PE. e.g., especially in the preposition subtest. Conclusions: The association between media use and language difficulties varies regarding different aspects of social background and language difficulties. Still, extensive media use is linked with language difficulties for all children. The media competence of young families remains crucial in times of digitalization. [ABSTRACT FROM AUTHOR]

This study used household income and expenditure, parental perception, believes in tribal norms and voice of mother in the decision making as independent variable to their impact on child's schooling decision compared with its alternate available activities. In this study we used a unique data set collected from various districts of Pakistan for a child labor and education project. The observed relation between income inequality and parental education and the schooling of their children is calculated through a simultaneous equation model. The results reveal that along with the income and education of parents their perception and the role of the mother in decision making have a positive impact on the offspring's schooling. However, belief in tribal norms has a negative significant influence on the schooling of the offspring. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education 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.)

Corticophobia, fear of applying topical corticosteroids (TCSs), is a rising issue in industrialized countries, despite the actual safety of TCSs for atopic dermatitis (AD). Patients attending the Pediatric Dermatology Unit for skin examination were screened for AD. AD patients were included, and data were collected. Parental corticophobia was evaluated through the Topical Corticosteroid Phobia (TOPICOP) questionnaire. The χ2 test and logistic regression were used to analyze statistical associations between parental corticophobia (mild/moderate vs. severe) and patients' and parents' characteristics. Overall, 100 patients were included (53 females; 47 males; mean age 5.9 years): 44 had mild/moderate AD (EASI ≤ 21), and 56 had severe AD (EASI > 21) (mean EASI 19.7). Of the patients, 33 never consulted healthcare providers for AD, and 67 did. Parental education was low/intermediate in 60 cases and high (gymnasium/university degree) in 40. Mean parental DLQI was 10.7. Mean parental TOPICOP was 39.1%: 51 had mild/moderate corticophobia (TOPICOP ≤ 50%), and 49 had severe corticophobia (TOPICOP > 50%). At the χ2 test, corticophobia was associated with mild/moderate AD (OR 20.9487; 95% CI 7.2489–60.5402; p < 0.001), older age of patients (OR 4.1176; 95% CI 1.7880 to 9.4828; p < 0.001), early disease onset (OR 9.8925; 95% CI 2.7064–36.1596; p < 0.001), and previous healthcare professional consultations (OR 4.9279; 95% CI 1.9335–12.5597; p < 0.001). Also, severe parental corticophobia was very significantly associated with severe parental involvement of life quality (OR 33.3333; 95% CI 10.9046–101.8937; p < 0.001) and with high education of parents (gymnasium or university degree) (29/49) (OR 5.2727; 95% CI 2.1927–12.6790; p < 0.001). At logistic regression, high parental DLQI (p < 0.0001), high parental education (p < 0.0338), older age of patients (p = 0.0015), and early disease onset (p < 0.0513) accounted for major risk factors influencing severe parental corticophobia. Assessing risk factors for corticophobia is essential for addressing groups of parents at higher risk for corticophobia using educational programs, to overcome unfounded fears and augment treatment adherence. [ABSTRACT FROM AUTHOR]

Specific Learning Disorders (SLD) have become a major concern in modern societies. It is essential to detect their emotional, behavioral and social consequences as early as childhood. The aim of this study is to examine a set of strengths and difficulties and compare them between students with and without SLD. Participants in this study were adolescents aged 11–18 years from Budapest and villages of its Metropolitan area (Hungary) (N = 276, mean age = 13.6 years, SD = 1.8, 54.7% boys). Due to multistage sampling, a nearly equal number of students had SLD or not. In addition to sociodemographics, the Strengths and Difficulties Questionnaire (SDQ), Satisfaction With Life Scale and the Proactive Coping Inventory were included in the survey, and t-test, correlation and logistic regression analysis were applied in statistical analyses. Our findings suggest that in early adolescence (ages 11–14 years), conduct and peer problems, in late adolescence (ages 15–18 years), emotional problems, highlighted SLD. In terms of strengths, prosocial behavior in children with SLD may compensate difficulties, especially at a younger age. Students from lower SES families and those having parents with a lower educational level are more likely to have a diagnosis of SLD. Teachers and special educators should take care of improving the adolescents' prosociality, social and coping skills and listening to emotional, conduct and peer problems in those with SLD. [ABSTRACT FROM AUTHOR]

Child outcomes vary by family's socioeconomic status (SES). Research on explanatory factors underlying early SES-related disparities has mainly focused on specific child outcomes (e.g., language skills) and selected influencing factors in single countries often with a focus on individual differences but not explicitly on early SES-related gaps. This study uses harmonised data from longitudinal large-scale studies conducted in the United Kingdom, United States, and Germany to examine parental education-related gaps in early child language and social skills. Twelve theoretically proposed family-, child-, and childcare-related factors were systematically evaluated as explanatory factors. In all countries, parental education-related gaps were particularly pronounced for early child language compared to social skills. In the decomposition analyses, the home learning environment was the only measure that significantly explained gaps in all child outcomes across all countries. Early centre-based care attendance, family income, and maternal age at childbirth contributed to gaps in child outcomes with the specific pattern of results varying across outcomes and countries. Maternal depressive feelings significantly contributed only to explaining gaps in children's social skills. Thus, while some mechanisms found to underpin early parental education-related gaps can be generalized from single-country, single-domain studies, others are outcome- and context-specific. [ABSTRACT FROM AUTHOR]

For Pacific children in Aotearoa New Zealand under 20 years of age, this study investigates whether parental education is protective in terms of hospitalisations. For 139,686 Pacific and 659,055 other (non-Māori/non-Pacific) children, a population data extract for them and their parents was used from linked 2013 Census, health and demographic data. Binary indicators of incidence of hospitalisations between 1 March 2013 and 28 February 2018 were analysed using modified Poisson regression models with robust standard errors. The highest parental educational level of either parent ranged from 0 indicating no qualification and increased incrementally to 10 signifying a PhD. Over the study period, 1% of Pacific children were hospitalised in private hospitals and 24% with a potentially avoidable hospitalisation. Highest parental education level was protective for Pacific children, with a single level in parental qualification associated with a small but significantly lower risk of potentially avoidable hospitalisation (RR = 0.97, p < 0.0001), but a higher risk of private hospitalisation (RR = 1.25, p < 0.0001). This finding remained significant, independent from the contribution of increased socioeconomic benefits that accompanied improved education. These findings support ongoing Pacific focused initiatives for promoting continuing education as an investment for the future health of Pacific families. [ABSTRACT FROM AUTHOR]

The gender difference in reading achievement in favor of adolescent girls is a robust finding in the literature, but the evidence is mixed when considering younger children. The present study followed the development of reading skills among Finnish children (N = 1867) from kindergarten age (6 years) to 18 years of age to determine the onset of gender differences and to identify the subskills which present gender differences. Additionally, associations between parents' educational levels and children's reading development from kindergarten to the end of comprehensive school were examined to determine whether the effect of parental education varied by child's gender. The results showed that girls outperformed boys in almost all prereading and reading skills from kindergarten age onwards. The gender difference in reading fluency increased steadily across the school years (Cohen's d =.26–.59) and remained evident also among 18‐year‐olds (d =.42). In terms of reading comprehension, the gender difference was small but increased with age (d =.17–.36). Parents' education levels were associated with children's reading development and children of higher educated parents manifested the best performance. Interaction effects were found between child's gender and their fathers' education levels: lower education levels were associated with poorer PISA reading performance among boys, but not among girls. The results suggest that gender differences in reading performance have an early onset, they increase throughout the school years, and boys of fathers with low education are particularly at risk of falling behind in their development of reading comprehension skill. The gender difference in reading achievement in favor of adolescent girls is a robust finding in the literature, but the evidence is mixed when considering younger children. The present study followed the development of reading skills among Finnish children (N = 1867) from kindergarten age (6 years) to 18 years of age to determine the onset of gender differences and to identify the subskills which present gender differences. [ABSTRACT FROM AUTHOR]

Objectives: A wide inequality in incidence and severity of childhood oral health conditions between Pasifika and non‐Pasifika in Aotearoa/New Zealand (Aotearoa/NZ) persists with some evidence that the gap is widening. To develop an evidence base for strengths‐based solutions, this study seeks to investigate the association between parental education and detected oral health conditions in Pasifika children. Method: A secondary cross‐sectional analysis of linked routinely collected national databases of children (Pasifika and Non‐Māori non‐Pasifika [NMNP]) aged 0–9 years in 2013 who completed a Before School Check (B4SC) and had their birth parents file a 2013 New Zealand census return. Parental education is represented by their self‐reported highest qualification level gained. Logistic regression models were employed to investigate childhood caries and hospitalisations related to oral health conditions after adjusting for social and economic factors. Results: During the five‐year period of 2013–2017, 21 744 (10.2%) children (Pasifika and NMNP) completed the B4SC and experienced caries. Pasifika children experienced caries three times more than NMNP children (23.6% and 7.9%, respectively) and 1.8 times more dental hospitalisations (6.0% and 3.4%, respectively). Each additional level of parental education reduced their Pasifika child's odds of experiencing caries (unadjusted odds ratio [OR] = 0.83, 95% CI: 0.82–0.85) and dental hospitalization (unadjusted OR = 0.89, 95% CI: 0.87–0.91). Less than half of the reduced odds for parental education could be attributed to other covariate factors, by 43% and 25%; respectively, for caries and hospitalisations. Conclusions: Our findings show good educational achievement is associated with better oral health for offspring beyond other benefits that can be attributed to non‐education influences. Increased education for Pasifika parents is likely to directly confer better oral health for their children. The findings from this study may provide meaningful evidence for future developments in Pasifika education policy as an investment into the health of subsequent generations of Pasifika children. [ABSTRACT FROM AUTHOR]