Oriana Piskorz-Ryń

Purpose: Parental involvement in education is widely recognized as a critical factor influencing children's academic success. This qualitative study seeks to explore the varied aspects of parental engagement and understand its direct and indirect effects on student outcomes. The objective is to delineate how different forms of involvement contribute to academic achievement and to identify the barriers that parents face in engaging with their children's educational processes. Methodology: The study employed a qualitative methodology, focusing exclusively on semi-structured interviews to gather comprehensive data from 24 participants, including parents, students, and teachers. The interviews aimed at achieving theoretical saturation and were analyzed using NVivo software to facilitate a thorough thematic analysis. The participant selection was purposive, ensuring a diverse demographic representation to capture a wide range of experiences and insights. Findings: Three main themes were identified from the analysis: Types of Parental Involvement, Impact of Involvement on Student Outcomes, and Barriers to Parental Involvement. Under these themes, multiple categories were explored, such as Emotional Support, Academic Assistance, and Financial Support, which significantly enhanced academic performance and student well-being. Barriers identified included work and time constraints, economic factors, and cultural attitudes, which hindered effective parental engagement. Conclusion: The study underscores the significant positive effects of diverse types of parental involvement on students' academic outcomes and emotional well-being. It also highlights several socio-economic and cultural barriers that can restrict parental engagement. Addressing these barriers is crucial for facilitating more effective parental involvement, which is essential for optimizing student achievement.

This study aimed to explore the key components of identity development in adolescents with sensory impairments. This qualitative study employed a phenomenological approach to examine the lived experiences of adolescents with sensory impairments. Data were collected through semi-structured interviews with 31 participants recruited via online platforms. Theoretical saturation was reached, ensuring a comprehensive understanding of identity development in this population. Interviews were transcribed and analyzed using thematic analysis, with NVivo software facilitating the identification of core themes and subthemes. The results highlighted four primary themes shaping identity development in adolescents with sensory impairments. Personal identity formation was influenced by self-perception, emotional regulation, autonomy, and future aspirations. Social identity was shaped by peer relationships, family dynamics, social stigma, and the presence of mentors. Cultural and community belonging emerged as a significant factor, with participants emphasizing the role of cultural engagement, media representation, and community participation in shaping their identity. Coping strategies, including the use of assistive technologies, psychological resilience, and adaptive social skills, were found to play a crucial role in navigating identity-related challenges. These findings align with existing literature emphasizing the intersection of self-perception, social interactions, and cultural narratives in identity formation. The study underscores the complexity of identity development in adolescents with sensory impairments, highlighting the interplay between personal, social, cultural, and adaptive factors. The findings suggest that fostering inclusive educational environments, providing mentorship opportunities, and improving media representation can positively impact identity formation in this population. Further research is needed to explore identity development across diverse cultural and socioeconomic backgrounds to develop targeted interventions.

Objective: This study aimed to evaluate the effectiveness of a strength-based parenting program in enhancing family cohesion and reducing marital conflicts among parents. Methods: A randomized controlled trial design was employed with 30 participants (15 in the intervention group and 15 in the control group), all of whom were parents residing in Italy. The intervention group participated in a nine-session, strength-based parenting program delivered over nine weeks, while the control group received no intervention during the study period. Both groups completed assessments at three time points: pretest, posttest, and a five-month follow-up. The standardized tools used included the Family Adaptability and Cohesion Evaluation Scales IV (FACES IV) to measure family cohesion and the Marital Conflict Questionnaire (MCQ) to assess marital conflicts. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests in SPSS version 27. Findings: The repeated measures ANOVA indicated significant time × group interaction effects for both family cohesion (F(2,56) = 16.63, p < .001, η² = .39) and marital conflicts (F(2,56) = 18.38, p < .001, η² = .41). Post-hoc comparisons revealed that the intervention group experienced significant increases in family cohesion from pretest to posttest (Mean Difference = 6.87, p < .001) and follow-up (Mean Difference = 6.14, p < .001). Similarly, marital conflicts significantly decreased in the intervention group from pretest to posttest (Mean Difference = -10.85, p < .001) and remained lower at follow-up (Mean Difference = -11.19, p < .001), with no significant changes observed in the control group. Conclusion: The strength-based parenting intervention proved effective in promoting family cohesion and reducing marital conflict over time, with sustained benefits evident at a five-month follow-up. These findings highlight the value of strengths-focused approaches in enhancing family relationships and emotional well-being.

Objective: This study aimed to examine the mediating role of shame in the relationship between parental rejection and child emotion dysregulation among adolescents in Colombia. Methods: The research employed a descriptive correlational design using a sample of 482 adolescents aged 10 to 17, selected based on the Morgan and Krejcie sampling table. Participants were recruited from public and private schools in urban areas of Colombia. Standardized tools were used to measure perceived parental rejection, internalized shame, and emotion dysregulation. Data were analyzed using Pearson correlation to assess bivariate relationships and Structural Equation Modeling (SEM) in AMOS-21 to evaluate the direct, indirect, and total effects within the hypothesized mediation model. Assumptions for normality, linearity, and multicollinearity were checked and confirmed prior to analysis. Findings: Pearson correlation analysis revealed significant positive associations between parental rejection and shame (r = .61, p < .001), parental rejection and emotion dysregulation (r = .58, p < .001), and shame and emotion dysregulation (r = .65, p < .001). SEM results indicated that the structural model had a good fit (χ²(84) = 211.63, χ²/df = 2.52, CFI = 0.96, TLI = 0.95, RMSEA = 0.055). Parental rejection significantly predicted shame (β = 0.61, p < .001), and shame significantly predicted emotion dysregulation (β = 0.54, p < .001). A significant direct effect was found from parental rejection to emotion dysregulation (β = 0.33, p < .001), alongside a significant indirect effect through shame (β = 0.33, p < .001), supporting full mediation. Conclusion: The findings suggest that shame is a critical emotional mechanism linking perceived parental rejection to difficulties in emotion regulation among adolescents. Targeting shame in therapeutic and educational interventions may mitigate the negative emotional consequences of parental rejection and promote emotional resilience in youth.