AN ANALYSIS OF PARENTS’ NEEDS FOR PARENT EDUCATION IN CHILD REARING

AN ANALYSIS OF PARENTS’ NEEDS FOR PARENT EDUCATION IN CHILD

REARING*

Assoc. Prof. Hülya ÖZTOP1 Pelin PEKMEZCİ2 Özlem ÜNAL3

ABSTRACT

The quality of the relational bond between parent and child affects children’s emotional development, school performance, and social development. This study investigated the stability of mothers’ and fathers’ perceptions of parent-child relationships with children between 3 and 12 years of age. It also describes mothers' and fathers' parenting educational needs. This research used the Child-Parent Relations Scale developed by Pianta (1992) to describe the stability of parents’ perceptions of their relationships with their children between 3 and 12 years of age. Factor analysis was performed on the scale, which was administered to 346 employed individuals in order to develop its Turkish version, under two factor headings, conflict and positive relationships. Analyses of the educational subjects identified by the scale point to significant correlations between the sub-dimension of conflicts and parents’ willingness to participate in training. The most desired educational subject was found to be “controlling and preventing children’s undesired behaviors” (78%).

Keywords: Parenting, parent education, parent- child relationships, needs assessment

ÖZET

Ebeveyn çocuk ilişkisinin kalitesi çocuğun duygusal gelişimini, okul performansını ve sosyal gelişimini doğrudan etkilemektedir. Bu çalışma, 3–12 yaş arası çocuğu olan anne babaların ebeveyn- çocuk ilişkisindeki algılarını ortaya koymayı hedeflemektedir. Ayrıca bu çalışmada anne ve babaların ebeveyn eğitimine ilişkin ihtiyaç duydukları bilgiler sorulmuştur. Çalışmada, Pianta (1992) tarafından geliştirilen Ebeveyn-Çocuk İlişkisi Ölçeği (CPRS) 3–12 yaş arasında çocuğu olan ebeveynlerin çocuklarıyla ilişkilerini değerlendirmek amacıyla kullanılmıştır. 346 birey üzerinde uygulanan ölçeğin faktör analizi sonucunda maddeler “çatışma” (0,844) ve “pozitif ilişkiler” (0,775) olmak üzere 2 faktör başlığı altında toplam 23 maddede toplanmıştır. Araştırma sonucunda ebeveyn- çocuk ilişkisi konusunda yapılan analizler özellikle çatışma alt faktörü ile eğitime katılım durumları arasında anlamlı bir ilişki olduğuna işaret etmektedir. Katılımcıların en çok bilgi ihtiyacı duydukları eğitim konusu ise “Çocukların istenmeyen davranışlarını kontrol etme ve önleme” (%78.0) olarak belirlenmiştir.

Anahtar Kelimeler: Ebeveynlik, ebeveyn eğitimi, ebeveyn-çocuk ilişkisi, ihtiyaç değerlendirmesi

*This study was presented in V. European Conference on Social and Behavioral Sciences, St. Petersburg, Russia.

1

Associate Professor, Hacettepe University, Department of Family and Consumer Sciences, 06800 Beytepe Ankara, Turkey, [email protected]

2

Graduate Student, Hacettepe University Department of Family and Consumer Sciences, 06800 Beytepe Ankara, Turkey, [email protected]

3

Graduate Student, Hacettepe University Department of Family and Consumer Sciences, 06800 Beytepe Ankara, Turkey.

1. Introduction

Humans, who are described as social beings, make their first social contacts with their families and become a member of the family just after their birth. This socialization, which emerges on the basis of the interactions between children and other family members, is shaped within the family environment. It is well known that the family environment is also critical for shaping other characteristics (cognitive, psychomotor, and emotional) that are deemed important for development. Family is an institution in which the child acquires their first social experiences and foundations of their personality are laid. Therefore, parents play significant roles within the family in terms of shaping the future personality of their child (Sayar and Bağlan, 2010). For that reason, family is the first learning environment of a child. It plays a critical role in shaping the personality of a person, endowing them with positive behaviors, and raising them to be mentally and physically healthy individuals who is self-sufficient and is beneficial to themselves as well as to the world they live in (Çiftçi, 1991; Oktay, 1991; Büyükkaragöz, 1995; Şahin and Kalburan, 2009; Yavuzer, 1996a; Aydın, 2008).

The society and its essential building block, the family, are undergoing structural transformations, changing families’ needs, roles, and responsibilities. Thus, children’s and parents’ education is a current issue (Güven, 2011). These transformations also affect the knowledge and skills required for good parenting, as the problems encountered by parents, who play critical roles in shaping the future personalities of their children, proliferate in the process of socializing children. The ability to resolve family problems is an important familial function. It is also a criterion of familial health. Therefore, parent education becomes more important, as it is likely to help parents establish effective ways of communicating with their children and make a positive influence on their habits (ASAGEM, 2001; Saygı, 2011).

Parental training is the systematic development of the information, attitudes and skills parents need to raise children, develop stable family relationships and fulfill their social responsibilities. (Çağdaş ve Seçer, 2011). Parent education, on the other hand, involves training in parenting skills, basic communication skills, problem solving, conflict resolution, stress management, and so forth. It should be noted that, contrary to the wider scope of family education, parent education involves trainings that pertain to child health and development, child rearing, and being a parent (Asagem, 2011). Parent training helps mothers and fathers to adjust to new circumstances and to develop the desired behaviors in child rearing. In order for parent education programs to succeed, they should train parents in areas they primarily need. Therefore, determining the ever-changing knowledge needed by parents is of great importance for developing effective parent education programs and for providing parents with effective child rearing skills.

Parents’ education needs change depending on the ages of the family members. That is, for example, the educational, social, and emotional needs of elementary school children are most likely to be different from those of high school children. Therefore, parents with children at these age groups are

expected to have different child rearing needs. Parents should know what kind of behaviors they should exhibit towards their children, depending on their age levels. The rapid transformation experienced in the fields of education and communication technologies brings about the emergence of differences of understanding between the past and the present, and thus, requires a constant updating through new information. Currently, in Turkey, there exist numerous publications on subjects like child psychology and education, and parent education. Moreover, TV and radio channels broadcast educational programs on such issues. However, the education provided to current and future parents on how to educate children is still not adequate and sustained (Arslanargun, 2007; Şahin, 2007).

Today, every profession is acquired following a period of training. However, despite the importance of raising children for the future of communities and societies, current and future parents are not trained sufficiently on this profession. The trial-and-error method in some professions may not bring about serious consequences, but parenting is not one of them. It may trigger serious problems in the child, since educating a child requires not only goodwill but also knowledge and experience. Therefore, mothers and fathers should be trained through comprehensive education programs (Çağdaş and Seçer, 2011).

When the literature on families’ education needs is reviewed, it is seen that a very limited number of studies has been carried out in and on Turkey. Moreover, these studies, which analyze families’ education needs in various areas, are mostly micro-level ones that employ the general scanning model, and they mostly address the child-care, development, and education needs of families with pre-school and elementary school children (Bergman, 1990; Öztop, 1994; Özel, 1996; Aktaş, 1997; Canpolat, 2001; Arnas 2002; Hamamcı and Köksal Akyol, 2005; Güzel, 2006; Arıkan 2007; Gökçe, 2009; Saygı, 2011; Akgün, 2008). This shortage of scientific work on the issue was recognized in the 5th Family Conference organized by the General Directorate and Family and Social Research, where the need for “in-depth need analysis” studies was underlined (ASAGEM, 2008). In the “Research on Education Needs of Families in Turkey,” which was carried out by the same institution in 2011, a Turkey-wide large sample was accessed and a relatively more in-depth need analysis was conducted. However, this study has neither been followed by any other updated study on needs, nor by any educational program. It is seen that the majority of studies carried out outside Turkey aim to evaluate the effectiveness of education programs for parents (Kanisberg and Levant, 1988; Nicholson et al., 2002; Bushfield, 2004; Barcenas, 2005; Magill-Evans et al., 2007; Min-Jung Kim et al., 2011; Driscoll and Pianta, 2011).

This is a pilot study shaped by a review of the relevant literature. The study used the Child-Parent Relationship Scale (CPRS), which was created by Pianta (1992), translated into Turkish by Akgun (2008) and also used by Saygi (2011). The sample of the study differed from other Turkish uses of the scale by including both mothers and fathers with children between 3 and 12 years of age. The study aimed to analyze the relationships between parents and their children, determine their influence on the

topics of parental training and make suggestions about the development of an effective parental training program.

2. Research Sample

The research sample composed of 346 individuals, who live in Ankara, are aged 18-65, employed, married, and have children aged 3-12. Of these individuals, 60.7% are female, and 39.3% male. The sample was formed by accessing parents of children attending primary schools, kindergartens and nurseries in private and public education institutions located in the districts of Çankaya, Keçiören, and Mamak. The study was limited to the 2014-2015 academic year.

3. Data Collection Techniques

A questionnaire form was developed as the main data collection instrument. The questionnaire consists of three sections.

Section 1 consists of questions about the demographic data of the participants such as inquiring age, gender, educational background, total family income, income perception, number of children, and duration of marriage.

Section 2 consists of questions aimed at determining the participants’ parent education needs. To this end, 20 topics were identified, and the participants were asked to reveal their levels of agreement.

Section 3 consists of the “Child-Parent Relationship Scale,” developed by Pianta (1992). The scale is the dependent variable of the study. It is a 5-point Likert type scale (1=“Strongly disagree” and 5=“Strongly agree”) including 30 items classified under three factors. There are 14 items in the conflict sub-dimension, 10 in the affiliation sub-dimension and 6 in the dependency sub-dimension. The data were collected from 714 parents with children between 3 and 12 years of age. The Cronbach’s α coefficients of the original scale’s sub-dimensions are: conflict, 0.83; affiliation, 0.72, and dependency, 0.50. The affiliation sub-dimension measures parents’ ability to build loving and open communication (for instance, “My child tries to comfort me when I am sad”). The conflict sub-dimension measures parents’ perceptions of a negative and conflictual relationship with their children (for instance, “My child’s temper towards me is unpredictable and continuously changing”). The score for each sub-dimension can be calculated. To calculate the total score, negative or positive items are added using reverse scoring. A high total score created by the reverse scoring of the positive items indicates a negative relationship, while the total score of the reverse scoring of the negative items indicate a positive relationship between parents and children (Pianta, Nimetz and Bennett, 1997).

The scale was translated into Turkish by Akgun (2008). The scale was administered as a pretest and posttest. The authors did the reliability and validity analyses of the scale. Data acquired from 183 mothers with children between 4 and 5 years of age were analyzed and assessed. Factor analysis of the scale indicated two sub-dimensions including 15 items in total. The Cronbach’s α coefficient of the

15-item scale is 0.70. The Cronbach’s α results of the dimensions are: 0.85 for the conflict sub-dimension and 0.74 for the positive relationships sub-sub-dimension.

The scale has also been used by Saygi (2011). The reliability and validity analyses were repeated, and the data collected from 239 mothers with children between 5 and 6 years of age who were pre-school students. Factor analysis of the results showed that the scale had two sub-dimensions and 17 items. The Cronbach’s α coefficient of this 17-item scale was 0.81. The Cronbach’s α coefficients of its sub-dimensions were 0.84 for the conflict sub-dimension and 0.57 for the affiliation sub-dimension.

In this study, the authors administered the scale to both mothers and fathers to reach parents who were not included in the sample (mothers with children between 4 and 6 years age) in the studies by Akgun (2008) and Saygi (2011). Thus, the authors used the sample of the original scale and administered the scale to both mothers and fathers with children between 3 and 12 years age. The authors obtained the required consent for the Turkish version of the scale and translated it into Turkish. Then the scale was back-translated into English for comparison. Its correctness was verified by experts in the field, and it was administered to either the mothers or fathers of 346 students between 3 and 12 years age in public and private schools in the Cankaya, Kecioren and Mamak districts of Ankara. In order to analyze the data using the IBM SPSS 21.0 software, the authors administered Kaiser Meyer Olkin (KMO) and Bartlett Sphericity tests to determine the fitness of the items for factor analysis. The tests concluded that the data were suitable for factor analysis. Factor analysis revealed that the scale included 23 items in two sub-dimensions, and all factor loads were above 0.400. The first factor, conflict, included 14 items (2, 12, 14, 15, 17, 18, 19, 20, 21, 23, 24, 25, 27 and 28), and the second factor, positive relationships, included 9 items (1, 3, 5, 8, 10, 13, 16, 29 and 30). The Cronbach’s α coefficient of the 23-item scale was 0.74. The Cronbach’s α coefficients of its sub-dimensions were 0.84 for conflict and 0.77 for positive relationships. Then, the relationship between the scale, whose validity and reliability had been established through factor analysis, and the subjects identified for education was explored using the independent samples t-test.

4. Findings

More than half of the participants (71.1%) are aged 31-45, and 46.2% of them are college graduates. While the percentage of women who revealed a family income of 4500 TL and above is 37.9%, the percentage of women who characterized their income as “middle” is 76.8%. Among men, the former percentage is 33.1%, whereas the latter is 72.8%. 42.5% of the participants have one child, whereas 40.8% of them have two children.

It is again noteworthy that a great majority of the individuals (83.5%) reported no previous participation in a family training course. This finding is in parallel with the findings of the “2011 Survey on Families’ Education Needs in Turkey”. The most preferred way of getting education is “direct attendance” (56.9%). Previous studies in the literature, however, indicate that people prefer TV education more (ASAGEM, 2011; Öztop, 1994; Canpolat, 2001).

The average duration of marriage among the participants was found to be 13.43 (SD= ±7.055) years.

Table 1: Gender Distribution of Parent Education Subjects on which Participants Want to Receive Training Education Subjects Female n=210 Male n=136 Total N=346 χ2 n % n % N %

Guiding the child in choosing a profession 156 74.3 94 69.1 250 72.3 0.294 Motivating the child for school 167 79.5 96 70.6 263 76.0 0.057 Controlling and preventing undesired behavior in children 170 81.0 99 72.8 269 78.0 0.061 Supporting the physical and emotional development of the

child

172 81.9 96 70.6 268 77.5 0.014*

Supporting the sexual education of the child 143 68.1 80 58.8 223 64.5 0.078 Personal development of family members 142 67.6 81 59.6 223 64.5 0.126 Identifying good attitudes and behaviors in the child’s

quest for independence

158 75.2 84 61.8 242 69.9 0.008*

Helping the child to pick good friends 143 68.1 90 66.2 233 67.3 0.710 Teaching the child money management 118 56.2 70 51.5 188 54.3 0.389 Helping the child to acquire healthy eating habits 133 63.3 83 61.0 216 62.4 0.666 Instilling family values 130 61.9 80 58.8 210 60.7 0.567 Personal care 96 45.7 66 48.5 162 46.8 0.608 TV programs and advertised products 95 45.2 65 47.8 160 46.2 0.641 Child’s effective use of non-school time 131 62.4 84 61.8 215 62.1 0.908 Preparing children for exams 156 74.3 81 59.6 237 68.5 0.004* Helping the child to develop self-confidence 162 77.1 95 69.9 257 74.3 0.130 Giving responsibility to children 149 71.0 90 66.2 239 69.1 0.348 Marriage and family life 127 60.5 81 59.6 208 60.1 0.865 The art of being a mother/father 151 71.9 81 59.6 232 67.1 0.017* Discipline and following the rules in the family 148 70.5 80 58.8 228 66.1 0.022*

As is seen in Table 1, the most preferred education subject by women is “supporting the child’s physical and emotional development” (81.9%), followed by “controlling and preventing undesired behavior in children” (81.0%) and “motivating the child for school studies” (79.5%). On the other hand, the most preferred subjects by men are “controlling and preventing undesired behavior in children” (72.8%), “motivating the child for school studies” (70.6%), and “supporting the child’s physical and emotional development” (70.6%). When addressed from a statistical point of view, it is seen that gender is significantly correlated with the education subjects of “supporting the child’s physical and emotional development,” “Identifying the right attitudes and behaviors on the face of the child’s quest for independence,” “preparing children for exams,” “the art of being a mother/father,” and “discipline and following the rules in the family.” In these subjects, women are more willing to

take education than men are. These findings related to subjects are in parallel with the subjects identified by Öztop (1994) and Hamamcı and Köksal Akyol (2005).

In the 2011 Survey on Families’ Education Needs in Turkey, similarly, participants expressed their desire to participate in educational activities to be organized on controlling and preventing children’s undesired behaviors, supporting children’s school studies, and child development, despite they were themselves sufficient in these areas. These findings support the hypothesis that the need for knowledge in terms of parent education is high.

Table 2: Relationship between Willingness to Participate in Education in Controlling and Preventing Children’s Undesired Behaviors and the Child-Parent Relationship Scale and Its Sub-Dimensions (Independent Samples t-Test)

Education N Mean SD t p

Conflicts Yes 269 2,58 0,650 2,085 0,038* No 76 2,41 0,640

Positive Relationships Yes 269 3,94 0,569 0,178 0,859 No 76 3,92 0,678 Child-Parent Relationship Yes 269 3,11 0,406 1,929 0,055 No 76 3,01 0,481 *:p<0,05

The independent samples t-test yielded a statistically significant correlation between the willingness to receive education in controlling and preventing children’s undesired behaviors and the sub-dimension of conflicts (p<0,05) (Table 2). That is, the mean score that people who expressed their desire to participate in a training on controlling and preventing children’s undesired behaviors received from the sub-dimension of conflicts is significantly higher than that of those who do not want to take such a training.

Table 3: Relationship between Willingness to Participate in Education in Helping Children to Develop Self-Confidence and the Child-Parent Relationship Scale and Its Sub-Dimensions (Independent Samples t-Test)

Education N Mean SD t p

Conflicts Yes 257 2,59 0,618 2,390 0,017* No 89 2,40 0,737

Positive Relationships Yes 257 3,92 0,540 -0,600 0,549 No 89 3,97 0,731 Child-Parent Relationship Yes 257 3,11 0,391 1,827 0,069 No 89 3,02 0,509 *:p<0,05

The independent samples t-test yielded a statistically significant correlation between the willingness to receive education in helping children to develop self-confidence and the sub-dimension of conflicts

(p<0,05) (Table 3). That is, people who expressed their desire to participate in a training on helping children to develop self-confidence scored significant higher in the sub-dimension of conflicts than those who do not want to take such a training.

Table 4: Relationship between Willingness to Participate in Education in Giving Children Responsibility and the Child-Parent Relationship Scale and Its Sub-Dimensions (Independent Samples t-Test)

Education N Mean SD t p

Conflicts Yes 239 2,59 0,640 2,213 0,028* No 107 2,42 0,674

Positive Relationships Yes 239 3,92 0,555 -0,877 0,381 No 107 3,98 0,672 Child-Parent Relationship Yes 239 3,11 0,400 1,507 0,133 No 107 3,04 0,477 *:p<0,05

The independent samples t-test yielded a statistically significant correlation between the willingness to receive education in giving their children responsibility and the sub-dimension of conflicts (p<0,05) (Table 4). That is, people who expressed their desire to participate in a training on giving their children responsibility scored significant higher in the sub-dimension of conflicts than those who do not want to take such a training.

Table 5: Relationship between Willingness to Participate in Education in the Art of Being a Mother/Father and the Child-Parent Relationship Scale and Its Sub-Dimensions (Independent Samples t-Test)

Education N Mean SD t P Conflicts Yes 232 2,61 0,674 2,963 0,003** No 114 2,39 0,590 Positive Relationships Yes 232 3,93 0,571 -0,107 0,915 No 114 3,94 0,641 Child-Parent Relationship Yes 232 3,13 0,408 2,585 0,011* No 114 3,00 0,450 *:p<0,05 **p:<0,01

The independent samples t-test yielded a statistically significant correlation between the willingness to receive education in the art of being a mother/father and the sub-dimension of conflicts (p<0,01) (Table 5). That is, people who expressed their desire to participate in a training on the art of being a mother/father scored significant higher in the sub-dimension of conflicts than those who do not want to take such a training.

5. Conclusion, Discussion and Recommendations

This is a pilot study that aimed to identify the training needs of parents and examine their relationships with their children. The authors used the Child-Parent Relationship Scale (CPRS). The validity and reliability analyses of the scale in Turkish were done by Akgun (2008), and the scale was later used by Saygi (2011). The authors selected a sample similar to the one used by the authors of the original scale and administered the scale to both mothers and fathers. The authors also attempted to determine if the quality of their relationships affected their participation in parental training. It was also investigated whether the nature of child-parent relationships had an impact on parents’ willingness to participate in education activities on the identified subjects.

The scale, which originally consisted of 30 items, was narrowed down to 23 items as a result of the factor analysis, and the items fell under two factor headings. The scale had 15 items in the study by Akgun (2008), while it included 17 items and two sub-scales in the study by Saygi (2011). In the original version of the scale (Pianta, 1992), in its shorter version, and in the study in which the shorter version was used (Pianta and Driscoll, 2011), findings were evaluated in terms of parents’ and children’s genders. Akgun (2008) and Saygi (2011) assessed the scale according to the demographic characteristics of the participants. However, this study did not consider differences by gender and attempted to determine whether the scale had any correlations with the predetermined training topics.

Considering the aspects of the scale and the needs in parental training, it was determined that the scale is capable of being used to identify the quality of the relationship between parents and children. This translated scale should be administered along with other scales to illuminate the analysis of different dimensions of the relationships between parents and children. The authors suggest that the scale be administered to single parents and divorced couples, and that the results be analyzed.

In this decade, the finding that the identified education subjects are significantly correlated with the scale factors and the scale items indicates that the participants need training in order to be able to overcome problems they experience. Findings of studies conducted in Turkey in the last decade and the findings of the current study point to a high need for subjects pertaining to parent education. There is also an evident need for the tracking of changes in parents’ education needs, for the development of education programs tailored to these needs, and for studies to assess the effectiveness of such programs. Therefore, we suggest that similar studies should be conducted with larger samples, and parents should be continuously educated making use of effective media instruments. Institutions that train parents should analyze the relevant research and use it to create training modules.

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