<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Genevieve Marie Johnson</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LEARNING, DEVELOPMENT, AND HOME DIGITAL MEDIA USE AMONG 6 TO 8 YEAR OLD CHILDREN</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">child development</style></keyword><keyword><style  face="normal" font="default" size="100%">children</style></keyword><keyword><style  face="normal" font="default" size="100%">digital media</style></keyword><keyword><style  face="normal" font="default" size="100%">internet</style></keyword><keyword><style  face="normal" font="default" size="100%">internet co-use</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">04/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/444-1391942755.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">1</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Young school children commonly use a range of digital media technologies including television, video games, and the Internet. Parents of 40 children in first and second grade completed a questionnaire that queried: 1) demographics, 2) number of home digital media devices, and 3) extent and nature of child use of those devices. Teachers who taught these first and second grade students completed a rating scale on the school achievement and developmental ability of participating children. The pattern of correlations among measures of child achievement/ability and measures of teacher-reported internet literacy and parent-reported home digital media use suggests that internet use has many positive associations and that playing video games and watching television have some negative associations. For example, children’s mathematics skills were postively correlated with use of the Internet but negatively correlated with televsion viewing. In some cases, children who used the Interent alone appeared more competent than children who used the Internet with an adult. Digital media use during childhood is a complex phenonema with a range of potential outcomes.Simplistc approaches are counterproductive.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">6-16</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Simona Maria Glăveanu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">VALIDATING A TRAINING PROGRAM FOR PARENTAL COMPETENCE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">adult education</style></keyword><keyword><style  face="normal" font="default" size="100%">child development</style></keyword><keyword><style  face="normal" font="default" size="100%">parental competence</style></keyword><keyword><style  face="normal" font="default" size="100%">parental training</style></keyword><keyword><style  face="normal" font="default" size="100%">training validation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">04/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/444-1391943645.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">2</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In Romania there are only a few parental education programs being carried out, but most of them are not properly/scientifically measured in terms of efficiency. For this reason, the purpose of the research was the implementation and scientific validation of a training program for developing the parental competence. The parental competence was defined as a system of knowledge, skills, capabilities, abilities and habits that would allow the parent to successfully fulfill the parental responsibilities and also prevent/deal with crisis situations in a manner that would contribute to the child’s development (Glăveanu, 2009). The above-mentioned term became widely spread in Romania after 2010, when the Integrated National Strategy for Creating and Developing Parental Competence was published. The Strategy is supported by the Ministry of Education, Research, Youth and Sports and its deadline is in the summer of 2012.
The 298 parents who participated in the research were selected based on the criteria of average and low parental competence and their children had educational and social adaptation difficulties. The methods used during the research were the formative experiment and the questionnaire-based investigation. The participants were evaluated before and after the training with the Parental Competence Questionnaire (PCQ, developed by the author of the study). The PCQ had five dimensions comprised of a total of 81 items: knowing the specificities of the child between 6 and 11 years of age (alpha=0.69), affective support and stress management (alpha=0.74), disciplining (alpha=0.82), time management (alpha=0.77) and crisis management (alpha=0.77). Each of the PCQ dimensions (which were built in accordance to the conceptualized structure of the parental competence) had a training module dedicated to it.
PCQ was validated with the Parental Authority Questionnaire (PAQ, built by Buri in 1991); significant correlations for the two questionnaires occurred (between 0.5 and 0.9). 
The statistical results obtained by using PCQ six months after the training (Independent-Samples T Test=61.43; df=298; p&lt;0.001) showed significant differences between the experimental group (M=315.81) and the control group (M=243.22); the PCQ results of the experimental group were also compared (Paired-Samples T Test=58.39; df=141; p&lt;0.001)  and showed statistically significant differences between the pre-training results (time 1=just before training, M=221.31) and the post-training ones (time 2=graduating training+6 months, M=315.81). Similarly, the scores of the control group at the two chosen moments (time 1: M=221.57 and time 2: M=243.22) indicated a timed evolution, but statistically insignificant of the parental competence (Paired-Samples T Test=34.19; df=155, p=0.07). These results proved the certain and significant influence that the training had over the development of the parental competence, in comparison to the case of the spontaneous growth – thus being confirmed the hypothesis of the study.
As a conclusion, the results proved the internal validation of the training program (according to Vaughn’s criteria, 2005). It is yet to be proven the external validation regarding the impact of the training program on the child’s overall development (Kirkpatrick, 2006; Vaughn, 2005) and this will be done by applying the training program on an expanded/national level.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">14-20</style></section></record></records></xml>