HOME-BASED PARENTAL INVOLVEMENT IN CHILDREN WITH AND CHILDREN WITHOUT INTELLECTUAL DISABILITIES IN TÜRKIYE
Abstract
This study examines home-based parental involvement in children with and children without intellectual disabilities, with a particular focus on the factors influencing parental involvement in the activities and play of children. The data were collected from 223 mothers using the Parent Interview Form. The findings reveal that both parents engaged significantly more in activities with children who had intellectual disabilities than with children who did not. Mothers reported that, in general, they were more involved than the fathers were in their children’s activities and play. Family income, mothers’ education level, and the number of children at home were shown to be crucial factors in parental involvement. The results may guide interventionists as to which activities and types of play parents should be encouraged to participate in more with their children, especially those with intellectual disabilities. Key points are: (a) parents of children with intellectual disabilities demonstrated greater involvement than did parents of children without disabilities; (b) the most common activity among parents of children with intellectual disabilities was going out with their children while reading aloud was the least common; (c) physical play was preferred by parents of children with intellectual disabilities and by fathers of children without disabilities; and (d) a noteworthy correlation exists between the frequency of parental involvement with children with intellectual disabilities and two key factors: the number of children in the family and the mother’s education level.
Downloads
Metrics
References
Acar, C., Tekin-İftar, E. & Yikmis, A. (2016). Effects of mother-delivered social stories and video modeling in teaching social skills to children with autism spectrum disorders. The Journal of Special Education, 50(4), 215–226. https://doi.org/10.1177/0022466916649164
Akkök, F. (1984). Davranışsal Yaklaşıma dayalı aile rehberliğinin öğretilebilir çocukların özbakım becerilerinin gelişimine etkisi [The effects of behavioral family counselling on self-help skills of trainable children; unpublished doctoral dissertation]. Ankara University.
Aldosari, M. (2021). The influence of parental characteristics on parental involvement in programs for students with intellectual disabilities. International Journal of Disability, Development and Education, 70(5), 659–673. https://doi.org/10.1080/1034912X.2021.1904505
Arnold, D. H., Zeljo, A. Doctoroff, G. L., & Ortiz, C. (2008). Parent involvement in preschool: Predictors and the relation of involvement to preliteracy development. School Psychology Review, 37(1), 74–90. https://doi.org/10.1080/02796015.2008.12087910
Bai, Y., Peng, C.-Y. J., & Fly, A. D. (2008). Validation of a short questionnaire to assess mothers’ perception of workplace breastfeeding support. Journal of the American Dietetic Association, 108(7),1221–1225. https://doi.org/10.1016/j.jada.2008.04.018
Bailey D. B., Blasco, P. M., & Simeonsson, R. J. (1992). Needs expressed by mothers and fathers of young children with disabilities. American Journal on Mental Retardation, 97(1), 1–10.
Baker, B. L., Brightman, A. J., Blacher, J. B., Heifetz, L. J., Hinshaw, S. R., & Murphy, D. M. (2004). Steps to independence: Teaching everyday skills to children with special needs. Paul H. Brookes.
Barger, M. M., Kim, E. M., Kuncel, N. R. & Pomerantz, E. M. (2019). The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis. Psychological Bulletin, 145(9), 855–890. https://doi.org/10.1037/bul0000201
Bennett, T., & Algozzine, B. (1986). Effects of family-oriented intervention with young handicapped children on indicators of parental stress [technical research report]. Special Education Programs; Handicapped Children’s Early Education Program. https://eric.ed.gov/?id=ED276171
Biedinger, N. (2011). The influence of education and home environment on the cognitive outcomes of preschool children in Germany. Child Development Research, 1, Article 916303. https://doi.org/10.1155/2011/916303
Bradley, R. H. (1988). Providing a stimulating and supporting home environment for young children. Physical & Occupational Therapy in Pediatrics, 7(4), 77–90. https://doi.org/10.1080/J006v07n0406
Bradley, R. H. (2015). Constructing and adapting causal and formative measures of family settings: The HOME Inventory as illustration. Journal of Family Theory and Review, 7(4), 381–414. https://doi.org/10.1111/jftr.12108
Brodin, J. (1999). Play in children with severe multiple disabilities: Play with toys — a review. International Journal of Disability Development and Education, 46(1), 25–34. https://doi.org/10.1080/103491299100704
Brodin, J. (2005). Diversity of aspects on play in children with profound multiple disabilities. Early Child Development and Care, 175(7-8), 635–646. https://doi.org/10.1080/0300443042000266222
Brussoni, M., Gibbons, R., Gray, C., Ishikawa, T., Sandseter, E. B. H., Bienenstock, A., Chabot, G., Fuselli, P., Herrington, S., Janssen, I., Pickett, W., Power, M., Stanger, N., Sampson, M., & Tremblay, M. S. (2015). What is the relationship between risky outdoor play and health in children? A systematic review. International Journal of Environmental Research and Public Health, 12(6), 6423–6454. https://doi.org/10.3390/ijerph120606423
Cavkaytar, A. (1999). Zihin engellilere özbakım ve ev içi becerilerinin öğretiminde bir aile eğitimi programının etkililiği [Effectiveness of parent training program focusing on self-help and domestic skills of children with mental retardation]. Ankara University Faculty of Educational Science Journal of Special Education, 2(3), 40–50. https://doi.org/10.1501/ozlegt_0000000044
Cavkaytar, A., Ardıç, A. & Aksoy, V. (2014). Aile gereksinimlerini belirleme aracının geçerlik ve güvenirliğinin güncellenmesi [Updating of validity and reliability of the Family Needs Survey]. Ankara University Faculty of Educational Science Journal of Special Education, 15(2), 1–14. https://doi.org/10.1501/Ozlegt_0000000195
Childress, D. C. (2010). Play behaviors of parents and their young children with disabilities. Topics in Early Childhood Special Education, 31(2), 112–120. https://doi.org/10.1177/0271121410390526
Cone, J. D., Delawyer, D. D., & Wolfe, V. V. (1985). Assessing parent participation: The Parent/Family Involvement Index. Exceptional Children, 51(5), 417–424. https://doi.org/10.1177/001440298505100508
Crnic, K., Pedersen y Arbona, A., Baker, B., & Blacher, J. (2009). Mothers and fathers together: Contrasts in parenting across preschool to early school age in children with developmental delays. In L. Masters Glidden & M. Mailick Seltzer (Eds.), International review of research in mental retardation (vol. 37, pp. 3–30). Academic Press. https://doi.org/10.1016/S0074-7750(09)37001-9
Czerwiński, S. K., & Andrzej-Atroszko, P. (2021). A solution for factorial validity testing of three-item scales: An example of tau-equivalent strict measurement invariance of three-item loneliness scale. Current Psychology, 42, 1652–1664. https://doi.org/10.1007/s12144-021-01554-5
Dunst, C. J., Bruder, M. B., Trivette, C. M. & Hamby, D. W. (2006). Everyday activity settings, natural learning environments, and early intervention practices. Journal of Policy and Practice in Intellectual Disabilities, 3(1), 3–10. https://doi.org/10.1111/j.1741-1130.2006.00047.x
Dunst, C. J., Hamby, D., Trivette, C.M., Raab, M., &. Bruder, M. B. (2000). Everyday family and community life and children’s naturally occurring learning opportunities. Journal of Early Intervention, 23(3), 151–164. https://doi.org/10.1177/10538151000230030501
Edwards, P., Roberts, I., Sandercock, P., & Frost, C. (2004). Follow-up by mail in clinical trials: Does questionnaire length matter? Controlled Clinical Trials, 25(1), 31–52. https://doi.org/10.1016/j.cct.2003.08.013
Epley, P. H. (2013). Parentsʼ perspectives of early childhood special education, engagement in everyday learning activities, and kindergarten performance of children with disabilities. Infants & Young Children, 26(3), 249–264. https://doi.org/10.1097/iyc.0b013e31829307cb
Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we have. Phi Delta Kappan, 76, 701–712.
Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22. https://doi.org/10.1023/A:1009048817385
Fantuzzo, J., McWayne, C., Perry, M. A., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33(4), 467–480. https://doi.org/10.1080/02796015.2004.12086262
Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family Involvement Questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367–376. https://doi.org/10.1037/0022-0663.92.2.367
Fantuzzo, J. W., Tighe, E., & Perry, M. (1999). Relationships between family involvement in Head Start and children’s interactive peer play. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 3(1), 60–67. https://doi.org/10.1207/s19309325nhsa0301_6
Farrant, B. M., & Zubrick, S. R. (2013). Parent–child book reading across early childhood and child vocabulary in the early school years: Findings from the Longitudinal Study of Australian children. First Language, 33(3) 280–293. https://doi.org/10.1177/0142723713487617
Feuerstein, A. (2000). School characteristics and parent involvement: Influences on participation in children’s schools. The Journal of Educational Research, 94(1), 29–40. https://doi.org/10.1080/00220670009598740
Fleischmann, F., & de Haas, A. (2016). Explaining parents’ school involvement: The role of ethnicity and gender in the Netherlands. The Journal of Educational Research, 109(5), 554–565. https://doi.org/10.1080/00220671.2014.994196
Foster, M. A., Lambert, R., Abbott-Shim, M., McCarty, F., & Franze, S. (2005). A model of home learning environment and social risk factors in relation to children’s emergent literacy and social outcomes. Early Childhood Research Quarterly, 20(1), 13–36. https://doi.org/10.1016/j.ecresq.2005.01.006
Frongillo, E. A., Kulkarni, S., Basnet, S., & de Castro, F. (2017). Family care behaviors and early childhood development in low- and middle-income countries. Journal of Child and Family Studies, 26(11), 3036–3044. https://doi.org/10.1007/s10826-017-0816-3
Göncü, A., Mistry, J., & Mosier, C. (2000). Cultural variations in the play of toddlers. International Journal of Behavioral Development, 24(3), 321–329. https://doi.org/10.1080/01650250050118303
Haight, W. L., Ross D.P., & James E.B. (1997). Mothers’ and fathers’ beliefs about and spontaneous participation in their toddlers’ pretend play. Merrill-Palmer Quarterly, 43(2), 271–290. https://www.jstor.org/stable/23092492
Han, J., O’Connor, E. E., McCormick, M. P., & McClowry, S. G. (2017). Child temperament and home-based parent involvement at kindergarten entry: Evidence from a low-income, urban sample. Early Education and Development, 28(5), 590–606. https://doi.org/10.1080/10409289.2017.1279531
Harris, S. L., Wolchik, S. A., & Weitz, S. (1982). The acquisition of language skills by autistic children: Can parents do the job? Journal of Autism and Developmental Disorders, 11(4), 373–384. https://doi.org/10.1007/bf01531613
Hayes, N., Berthelsen, D. C., Nicholson, J. M., & Walker, S. (2018). Trajectories of parental involvement in home learning activities across the early years: Associations with socio-demographic characteristics and children’s learning outcomes. Early Child Development and Care, 188(10), 1405–1418. https://doi.org/10.1080/03004430.2016.1262362
Heifetz, L. J. (1997). Behavioral training for parents of retarded children: Alternative formats based on instructional manuals. American Journal of Mental Deficiency, 82(2),194–203.
Hindman, A. H., & Morrison, F. J. (2012). Differential contributions of three parenting dimensions to preschool literacy and social skills in a middle-income sample. Merrill-Palmer Quarterly, 58(2), 191–223. http://www.jstor.org/stable/23098462
Ho, E. S.-C. (1995). Parent involvement: A comparison of different definitions and explanations. Chinese University Education Journal, 23(1), 39–68. https://eric.ed.gov/?id=EJ571033
Hofferth, S. L. (2003). Race/ethnic differences in father involvement in two-parent families. Journal of Family Issues, 24(2), 185–216. https://doi.org/10.1177/0192513x02250087
Hong, D.-G., & Jeong, Y. (2021). Difference in home participation patterns and environmental factors between Korean children with and without disabilities. Disability and Rehabilitation, 44(21), 6340–6347. https://doi.org/10.1080/09638288.2021.1965230
Iltus, S. (2007). Significance of home environments as proxy indicators for early childhood care and education (2007/ED/EFA/MRT/PI/16; Paper commissioned for the EFA Global Monitoring Report 2007, Strong foundations: Early childhood care and education). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000147465
Ivrendi, A., & Işıkoğlu, N. (2010). A Turkish view on fathers’ involvement in children’s play. Early Childhood Education Journal, 37(6), 519–526. https://doi.org/10.1007/s10643-010-0376-2
Jafarov, J. (2015). Factors affecting parental involvement in education: The analysis of literature. Khazar Journal of Humanities and Social Sciences, 18(4), 35–44. https://doi.org/10.5782/2223-2621.2015.18.4.35
Kağıtçıbaşı, Ç. (1996). Family and human development across cultures: A view from the other side. Psychology Press. https://doi.org/10.4324/9781315805993
Kaytez, N., Durualp, E., & Kadan, G. (2015). Engelli çocuğu olan ailelerin gereksinimlerinin ve stress düzeylerinin incelenmesi. [Evaluation of requirements and stress levels of the families having disabled child]. Eğitim ve Öğretim Araştırmaları Dergisi [Journal of Research in Education and Teaching], 1(19), 197–214. http://www.jret.org/FileUpload/ks281142/File/19a.kaytez.pdf
Kemper, C. J., Trapp, S., Kathmann, N., Samuel, D. B., & Ziegler, M. (2018). Short versus long scales in clinical assessment: Exploring the trade-off between resources saved and psychometric quality lost using two measures of obsessive–compulsive symptoms. Assessment, 26(5), 767–782. https://doi.org/10.1177/1073191118810057
Kruyen, P. M., Emons, W. H. M., & Sijtsma, K. (2013). On the shortcomings of shortened tests: A literature review. International Journal of Testing, 13(3), 223–248. https://doi.org/10.1080/15305058.2012.703734
Lasky, B., & Karge, B. D. (2011). Involvement of language minority parents of children with disabilities in their child’s school achievement. Diversity and Special Education, 18(3), 29–34.
LeFevre, J.-A., Skwarchuk, S.-L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science/Revue Canadienne Des Sciences Du Comportement, 41(2), 55–66. https://doi.org/10.1037/a0014532
Lewis, W., Boucher, J., Lupton, L., & Watson, S. (2000). Relationships between symbolic play, functional play, verbal and non-verbal ability in young children. International Journal of Language & Communication Disorders, 35(1),117–127. https://doi.org/10.1080/136828200247287
Lin, X., Xie, S. & Li, H. (2019). Chinese mothers’ and fathers’ involvement in toddler play activity: Type variations and gender differences. Early Child Development and Care, 189(2), 179–190. https://doi.org/10.1080/03004430.2018.1542529
Ma, X., Shen, J., Krenn, H. Y., Hu, S., & Yuan, J. (2016). A meta-analysis of the relationship between learning outcomes and parental involvement during early childhood education and early elementary education. Educational Psychology Review, 28(4), 771–801. https://doi.org/10.1007/s10648-015-9351-1.
Marvin, C. (1994). Home literacy experiences of preschool children with single and multiple disabilities. Topics in Early Childhood Special Education, 14(4), 436–454. https://doi.org/10.1177/027112149401400405
Marvin, C., & Mirenda, P. (1993). Home literacy experiences of preschoolers enrolled in Head Start and special education programs. Journal of Early Intervention, 17(4), 351–367. https://doi.org/10.1177/105381519301700402
McBride, B. A., & Mills, G. (1993). A comparison of mother and father involvement with their preschool age children. Early Childhood Research Quarterly, 8(4), 457–477. https://doi.org/10.1016/s0885-2006(05)80080-8
Melhuish, E. C., Phan, M. B., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school. Journal of Social Issues, 64(1), 95–114. https://doi.org/10.1111/j.1540-4560.2008.00550.x
Meral, B. F., & Cavkaytar, A. (2014). Otizmli çocuk ailelerinin aile yaşam kalitesi algıları [The perceptions of family quality of life of parents of children with autism]. Kastamonu Eğitim Dergisi, 23(3), 1363–1380. https://earsiv.anadolu.edu.tr/xmlui/handle/11421/15160
Mikelson, K. S. (2008). He said, she said: Comparing mother and father reports of father involvement. Journal of Marriage and Family, 70(3), 613–624. https://doi.org/10.1111/j.1741-3737.2008.00509.x
Milteer, R. M., Ginsburg, K. R., Council on Communications and Media, & Committee on Psychosocial Aspects of Child and Family Health. (2012). The importance of play in promoting healthy child development and maintaining strong parent-child bond: Focus on children in poverty. Pediatrics, 129(1), 204–213. https://doi.org/10.1542/peds.2011-2953
Mother–Child Education Foundation. (2017). Türkiye’de ilgili babalik ve belirleyicileri: Araştırma raporu [Fatherhood and determinants in Turkey: Research Report]. Taymaz Matbaacılık ve Baskı. https://ilkisbabalik.acev.org/wp-content/uploads/2017/06/ilgilibabalikyoneticiozeti.08.06.17.web_.pdf
Olçay-Gül, S., & Tekin-İftar, E. (2016). Family generated and delivered social story intervention: Acquisition, maintenance, and generalization of social skills in youths with ASD. Education and Training in Autism and Developmental Disabilities, 51(1), 67–78. https://www.jstor.org/stable/26420365
Pekel Uludağlı, N. (2017). Baba katılımında etkili faktörler ve baba katılımının baba, anne ve çocuk açısından yararları [Factors affecting father involvement and benefits of father involvement for father, mother, and child]. Türk Psikoloji Yazıları, 20(39), 70–88.
Palisano, R. J., Almarsi, N., Chiarello, L. A., Orlin, M. N., Bagley, A., & Maggs, J. (2010). Family needs of parents of children and youth with cerebral palsy. Child: Care, Health and Development, 36(1), 85–92. https://doi.org/10.1111/j.1365-2214.2009.01030.x
Pellegrini, A. D., & Smith, P. K. (1998). Physical activity play: The nature and function of a neglected aspect of play. Child Development, 69(3), 577–598. https://doi.org/10.1111/j.1467-8624.1998.tb06226.x
Pomerantz, E. M., Moorman, E. A. & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77 (3), 373–410. https://doi.org/10.3102/003465430305567
Putnam, S. P., & Rothbart, M. K. (2006). Development of short and very short forms of the Children’s Behavior Questionnaire. Journal of Personality Assessment, 87(1), 102–112. https://doi.org/10.1207/s15327752jpa8701_09
Rammstedt, B., & Beierlein, C. (2014). Can’t we make it any shorter? The limits of personality assessment and ways to overcome them. Journal of Individual Differences, 35(4), 212–220. https://doi.org/10.1027/1614-0001/a000141
Rispoli, K. M., Hawley, L. R., & Clinton., M. C. (2018). Family background and parent–school interactions in parent involvement for at-risk preschool children with disabilities. The Journal of Special Education, 52(1), 39–49. https://doi.org/10.1177/0022466918757199
Saracho, O. N. (2007). Fathers and young children’s literacy experiences in a family environment. Early Child Development and Care, 177(4), 403–415. https://doi.org/10.1080/03004430600563034
Sardohan Yıldırım, E. A., & Akçamete, A. G. (2019). A family centered training model proposal to meet the needs of parents having multiple disabled child. International Journal of Early Childhood Special Education, 11(2), 168–182. https://doi.org/10.20489/intjecse.670476
Serna, C., & Martínez, I. (2019). Parental involvement as a protective factor in school adjustment among retained and promoted secondary students. Sustainability, 11(4), Article 7080. https://doi.org/10.3390/su11247080
Singh, K., Bickley, P. G., Keith, T. Z., Keith, P. B., Trivette, P., & Anderson, E. (1995). The effects of four components of parental involvement on eighth-grade student achievement: Structural analysis of NELS-88 data. School Psychology Review, 24(2), 299–317. https://doi.org/10.1080/02796015.1995.12085769
Sivrikaya, T., & Çiftçi Tekinarslan, İ. (2013). Zihinsel yetersizliği olan çocuğa sahip annelerde stres, sosyal destek ve aile yükü [The stress, social support and burden of mothers of children with intellectual disabilities]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 14(2), 17–31. https://doi.org/10.1501/Ozlegt_0000000182
Sheridan, M., Howard, J., & Alderson, D. (2010). Play in early childhood: From birth to six years (3rd ed.). Routledge. https://doi.org/10.4324/9780203832608
Shrout, P. E., Stadler, G., Lane, S. P., McClure, M. J., Jackson, G. L., Clavél, F. D., Iida, M., Gleason, M. E. J., Xu, J. H., & Bolger, N. (2018). Initial elevation bias in subjective reports. Proceedings of the National Academy of Sciences, 115(1), e15–e23. https://doi.org/10.1073/pnas.1712277115
Sucuoğlu, B. (1996). Kaynaştırma programlarında anne-baba katılımı [Parent involvement in mainstreaming programs]. Ankara University Faculty of Educational Sciences Journal of Special Education, 2(2), 25–43. https://doi.org/10.1501/Ozlegt_0000000032
Sucuoğlu, B., Avci, K., Öztürk, K., & Bektaş, N. (2020). The quality of the home environments of young children with disabilities. Ankara University Faculty of Educational Sciences Journal of Special Education, 21(3), 451–477. https://doi.org/10.21565/ozelegitimdergisi.675678
Sucuoğlu, B., Küçüker, S., & Kanık, N. (1994). Anne babaların özürlü çocuklarının eğitimine katılımları [The involvement of parents of children with disabilities; Unpublished research report, No. 92-04-00-01]. Ankara University Research Project.
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48, 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
Tekin-İftar, E. (2008). Parent-delivered community-based instruction with simultaneous prompting for teaching community skills to children with developmental disabilities. Education and Training in Developmental Disabilities, 43(2), 249–265. http://www.jstor.org/stable/23879933
Turan Gürhopur, F. D., & Dalgıç, A. İ. (2017). Zihinsel yetersiz çocuğu olan ebeveynlerde aile yükü [Family burden among parents of children with intellectual disability]. Journal of Psychiatric Nursing, 8(1), 9–16. https://doi.org/10.14744/phd.2017.87609
United Nations Children’s Fund. (2022). Wealth is associated with richer home learning environments for young children. https://unicefstats.jjcbigideas.com/ecd/home-environment
Ünlü, S. (1986). İşitme engelli çocukları olan ailelerin uzaktan öğretim ile eğitilmesi [Distance education of parents of children with hearing impairment; Doctoral dissertation, Anadolu University]. https://earsiv.anadolu.edu.tr/xmlui/handle/11421/3156
Waanders, C., Mendez, J. L., & Downer, J. T. (2007). Parent characteristics, economic stress and neighborhood context as predictors of parent involvement in preschool children’s education. Journal of School Psychology, 45(6), 619–636. https://doi.org/10.1016/j.jsp.2007.07.003
Wahyuni, C., & Mangunsong, F. M. (2022). Parental involvement and the achievement of students with special education needs in Indonesia. Exceptionality Education International, 32(1), 14–34. https://doi.org/10.5206/eei.v32i1.14871
Whitebread, D., Neale, D., Jensen, H., Liu, C., Solis, S. L., Hopkins, E., Hirsh-Pasek, K., & Zosh, J. (2017). The role of play in children’s development: A review of the evidence (research summary). The LEGO Foundation.
Yoleri, S. (2022). Okul öncesi dönemde baba katılımını etkileyen değişkenlerin incelenmesi [Examination of variables affecting father involvement in the preschool period]. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 8(2), 1–9 https://doi.org/10.29065/usakead.1099707
Yotyodying, S., & Wild, E. (2014). Antecedents of different qualities of home-based parental involvement: Findings from a cross-cultural study in Germany and Thailand. Learning, Culture and Social Interaction, 3(2), 98–110. https://doi.org/10.1016/j.lcsi.2014.02.002
Yotyodying, S., & Wild, E. (2016). Predictors of the quantity and different qualities of home-based parental involvement: Evidence from parents of children with learning disabilities. Learning and Individual Differences, 49, 74–84. https://doi.org/10.1016/j.lindif.2016.05.003
Ziegler, M., Kemper, C. J., & Kruyen, P. (2014). Short scales: Five misunderstandings and ways to overcome them. Journal of Individual Differences, 35(4), 185–189. https://doi.org/10.1027/1614-0001/a000148
Authors contributing to the International Journal of Child, Youth and Family Studies agree to release their articles under the Creative Commons Attribution-Noncommercial 4.0 Unported license. This licence allows anyone to share their work (copy, distribute, transmit) and to adapt it for non-commercial purposes provided that appropriate attribution is given, and that in the event of reuse or distribution, the terms of this license are made clear.
Authors retain copyright of their work and grant the journal right of first publication.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Rights Granted After Publication
After publication, authors may reuse portions or the full article without obtaining formal permission for inclusion within their thesis or dissertation.
Permission for these reuses is granted on the following conditions:
- that full acknowledgement is made of the original publication stating the specific material reused [pages, figure numbers, etc.], [Title] by/edited by [Author/editor], [year of publication], reproduced by permission of International Journal of Child, Youth & Family Studies [link to IJCYFS website];
- In the case of joint-authored works, it is the responsibility of the author to obtain permission from co-authors for the work to be reuse/republished;
- that reuse on personal websites and institutional or subject-based repositories includes a link to the work as published in the International Journal of Child, Youth & Family Studies; and that the material is not distributed under any kind of Open Access style licences (e.g. Creative Commons) which may affect the Licence between the author and IJCYFS.
