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Children's marginalisation in research limits their opportunities to create meaningful social change. This project explored children's meaningful participation in Participatory Action Research as a tool to empower children as change makers. An adult and child co-researcher collaborated to conduct a literature review on a social issue chosen by the child: helicopter parenting. Highlighting that children and adults have access to different knowledge based on their status in society, the co-researchers wrote about helicopter parenting from three different perspectives: media, psychology and childhood studies. Through a reflection on the research process, the co-researchers offer insight into the impact of mutual relationships, power imbalances, and emotions on children's meaningful participation in research. They also present the value of children's voices in research and research as a learning opportunity for adults and children. Ultimately, the co-researchers aim to challenge readers to reflect on creating more equitable research practices with children to enhance children's opportunities to make change through research.

Since its inception, helping behavior has been viewed as a cooperative and affiliative behavior with prudent employee involvement. The paradox of employee involvement, however, implies that helping behavior can be intrusive and obstructive. The primary purpose of this article is to conceptualize helicopter helping as an intrusive and obstructive type of discretionary workplace behavior. In addition, the authors discuss possible antecedents and consequences of helicopter helping.

To conceptualize helicopter helping, the authors utilized the ABI/INFORM Global, Academic Search Complete, Business Source Complete, PsycARTICLES and JSTOR Archive Collection databases focusing on the helping behavior and helicopter parenting research. In particular, the authors applied the hovering nature of helicopter parenting to the conceptualization of helicopter helping exhibited by an employee in the organization. Additionally, the authors discuss antecedents and consequences of helicopter helping by integrating the bright and dark side of helping behavior research.

The authors conceptualize helicopter helping as an employee's excessive involvement in and interference with coworkers' task environment. Based upon the conceptualization of helicopter helping, the authors further propose that the need for achievement, Type-A personality, group rewards, high-performance group norms, a hierarchy organizational culture and strong social ties are possible antecedents of helicopter helping. Furthermore, the authors suggest that helicopter helping can result in reduced organization-based self-esteem, general self-efficacy, group creativity and innovation, quality of social-exchange relationships, learning and development and increased organizational vulnerability.

This article is one of the few studies exploring helping behavior from an intrusive and invasive perspective. Theoretically, the authors advance the dark side of helping behavior literature. Drawing upon the propositions, the authors offer some managerial recommendations that help managers mitigate the intrusive and obstructive type of helping in the organization.

The purpose of this paper is to examine antecedents and consequences of parental involvement and over-parenting as it relates to college students’ college experiences and workplace expectations.

An online survey was completed by 482 undergraduate college students; the survey contained questions about parenting behaviors, personality and demographic items, and workplace scenarios to which participants responded.

Statistical analyses revealed that over-parenting was more common when college students lived at home and had fewer siblings. Additionally, over-parenting (but not parental involvement) was associated with lower student self-efficacy as well as maladaptive responses to workplace scenarios.

Data are correlational and were collected from students only. Future longitudinal research that includes the parent and employer perspective is needed.

This is one of the first studies to empirically examine the antecedents and outcomes associated with over-parenting. Over-parenting is assessed in relation to college and workplace outcomes.

It is predicted that micromanagement may become a growing workplace concern post-Covid-19, with managers grappling for control in the current hybrid/remote working environment. This will be happening at a time when millennials represent half of the working population. This study contributes to existing literature and provides an overall appreciation of the complexities of micromanagement and how it impacts millennials' followership styles.

A quantitative study was undertaken and a series of hypotheses were tested. The target sample for this research was the millennial cohort aged between 24 and 41. Data were analysed using SPSS.

This paper confirmed that “unfavourable followership styles” consisted of various negative followership reactions such as anxiety, demotivation, dissatisfaction, disengagement, reduction in support for managers, limited upward feedback, team conflict, reduced productivity and innovation due to fear of making mistakes ultimately facilitating a toxic workplace. Essentially, this research validated the notion that in order to create a sustainable organisation post-Covid-19, HR professionals must take proactive measures to mitigate this form of harmful leadership.

Data weaknesses transpire where respondents have never interacted with a micromanager in reality. Therefore, perceived reactions to a hypothetical micromanager may differ from those respondents who were exposed to micromanagers.

A lack of research exists on the intersection of micromanagement and millennials' followership styles and as such this paper bridges that gap.

Parents ‘matter’ to schools for their child’s education and parents ‘matter’ in relation to their child’s wellbeing. Indeed, in his synthesis of over 800 studies, Hattie (2008) equated the benefits of parental engagement with schools as being equivalent to adding two or three further years to their education. The aim of this chapter, therefore, is to look at parents in relation to wellbeing through positive education and, as part of this, the concept of positive psychology parenting too. Drawing on scientific research, the benefits of positive psychology to parents and families, alongside some of the ‘why’ and ‘how’ parents can better engage with schools, will be presented. A Positive Psychology in Practice case study of Bounce Back, a freely available, online introduction to positive psychology designed to give parents and carers an introduction to several different concepts, approaches, and hands-on techniques, based on the principles of positive psychology, will also be provided. This case study will also present Bounce Back as an intervention, giving parents and carers practical advice on how best to use this online resource, as well as information on how to implement some of the wider ideas from positive education at home to help them better understand, and intervene in, their own and their family’s wellbeing.

This study aims to examine the association between parental financial socialization and life satisfaction and the mediating roles of desirable financial behavior in the association between parental financial socialization and life satisfaction of college students in India. Furthermore, this research also explores the moderating effects of parents’ socioeconomic characteristics (education, income and professions) in the association between parental financial socialization and desirable financial behavior.

A sample of 1,161 college students was collected in India. Parental financial socialization is measured by direct parental teaching in this study. The first stage moderated mediation model is performed to examine the direct and indirect effects through financial behavior of parental financial on life satisfaction as well as the moderating role of parents’ socioeconomic characteristics.

The mediation analysis shows that parental direct teaching is positively associated with young adults’ financial behavior, which in turn contributes to their life satisfaction. Furthermore, this study also finds negative moderation effects of parental education on the association between parental direct teaching and children's financial behavior.

This study extends the knowledge of family financial socialization in the context of India. Moreover, it examines the mediation roles of desirable financial behavior in the association between parental direct teaching and children’s life satisfaction. Furthermore, this paper explores the potential influence of parents’ education, income and professions on children’s financial behavior and life satisfaction.

To understand high demand for juku and yobiko, this chapter reviews the history, institutionalization, areas of innovation, and future of supplementary education in Japan.

Fieldwork in owner-operated supplementary education institutions.

The Japanese government has long publicly disavowed the existence of a large-scale supplementary education industry (juku and yobiko). Over the past 20 years or so, waves of moral panics regarding education (bullying, breakdown of classroom discipline, decline of academic abilities, school refusal, etc.) have led to a profound sense of insecurity among parents. While supplementary education has its roots in demographic and economic developments of the 1970s, its recent growth and further institutionalization into a mature business sector has been built on parents’ insecurity. This institutionalization marks Japanese supplementary education as a high-intensity system.

Juku is particularly interesting in comparative perspective since Japan contains a highly institutionalized form of “hyper-education.”

Developing student engagement in the online classroom and within co-curricular digital spaces is about relationship building more than technology or class structure. Where the learning management system is used effectively, online learning can equal or exceed the engagement levels of face-to-face classrooms particularly with Millennial and Generation Z students. Beyond technology is the need to create a higher value aspect of learning by developing models closely aligned with “communities of practice” (Wenger, 2000) or “communities of inquiry” (Garrison, 2007). This chapter will examine how to engage Millennial and Generation Z traditional undergraduate students through distance learning approaches in ways that support student learning and development.