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This study aims to examine the two (and perhaps the most) important outcome variables of the interface between work and family, namely, overall job performance and parental functioning, in the context of performance appraisal.

Each of 844 respondents (managers or self-employed who supervise workers, half of them men) evaluated a briefly portrayed employed married parent on his/her job performance and parental functioning. Male and female respondents were randomly and equally allocated to one of 16 research conditions. They evaluated an employed married parent portrayed as a mother or a father, who increased or decreased his/her weekly workhours following the mother's return from maternity leave, invested relatively high or low effort in his/her work and exhibited relatively high or low work achievements.

Parents who invest a relatively high effort in their work were evaluated as having a higher level of job performance than those who invest a relatively low effort. Parents who exhibit relatively high work achievements were evaluated as having higher levels of job performance and parental functioning than those who exhibit relatively low work achievements. Parents who increased their weekly workhours following the mother's return from maternity leave were evaluated as having a lower level of parental functioning than those who decreased their weekly workhours.

This is a rare study implementing a factorial design with five independent variables (parent's time investment in work following the mother's return from maternity leave, his/her relative work effort, his/her relative work achievements, parent's gender and the evaluator’s gender) never manipulated simultaneously before.

The purpose of this paper is to examine the influence tactics used by adolescent children and parental yielding to these tactics outside North America.

Parents of children ages ten to 18 in Israel were surveyed. The questionnaire included questions on adolescents' influence tactics for two products – breakfast cereals and athletic shoes. It also included items to assess parental yielding.

The findings indicate that Israeli adolescents use rational tactics more often than emotional tactics for both products. Parental yielding follows the same pattern – it is highest for rational tactics and lowest for emotional tactics for both products.Research limitations/implicationsSome ways to improve on this kind of research in the future are using a non‐convenience sample with more balanced gender composition of adolescents and collecting data from multiple countries.

One important implication of our findings is that, given that parents are more likely to respond to rational rather than emotional tactics, marketers' efforts toward parents need to use similar appeals. Another practical implication pertains to how parents can handle constant purchase/consumption requests by their children. The findings suggest that parents can find comfort in the fact that not yielding to emotional tactics like guilt trips is quite common (and, therefore, okay) among parents in different places in the world.

An important contribution of this research is that it examines an important issue, children's influence on family decision making, in a culture outside North America. Children's influence on family purchases continues to grow, both within the USA and elsewhere. Yet, with a few exceptions, most empirical studies were conducted in the USA and less is known about children's influence elsewhere.

The paper describes the relationship between parents’ and teachers’ demographic factors and their judgments about children’s activities and school readiness in primary schools of Tehran. The purpose of this paper is to determine: first, the relationship between the child’s gender and the frequency of parent-child activities; second, the relationship between the parent’s gender, age and educational level and the frequency of parent-child activities; and third, the relationship between the teacher’s gender, educational level and length of service with rate of frequency of the child’s school readiness.

Multi-stage Cluster Sampling was used to select samples, and the research instruments (questionnaires) were distributed among 36 first grade teachers and 756 parents.

The study found that there were significant gender differences in hands-on activities. With regards to the parent’s age and gender, there were significant differences only in hands-on activities, while, with respect to the educational level of fathers and mothers, there were significant differences in both hands-on and community activities among children. Finally, the finding indicated that there was a significant relationship between children’s skills and the teacher’s gender and length of service.

Although the research findings are consistent with the reality of Iranian families, more research is needed relating the types of activities in which parents and children engage.

The purpose of this paper is to examine the effect of pediatricians' obesity and gender on children's perceptions of physicians. In particular, to examine the extent and direction of obesity and gender on children's perceptions of likability, expertise, and trustworthiness.

The study utilizes an experimental design. The actual sample is 138 children between six and 12 years of age.

The results indicate that physicians' gender did not influence children's perception of pediatricians' personal characteristics. However, physicians' obesity did influence children's perceptions. Specifically, obese pediatricians were judged less likable and less expert than non‐obese pediatricians.

The research informs two important gaps in the literature. First, personal characteristics influence perceptions of credibility, and children perceive obese persons negatively, just as adults do. Second, the paper lays out a rigorous experimental design that adapts scales and materials for use with child‐subjects.

The purpose of this study is to evaluate the effect of financial education workshops (FEWs) on parent–adolescent communication about money by controlling for a parent's gender.

This study utilized a pre- and post-survey-based experimental research design for impact evaluation. Assuming that parents often claim that they frequently communicate with their children about money, the researcher asked children to rate their perception of their mothers' financial communication with them. Their mothers completed the pre-survey before agreeing to participate in FEWs. A follow-up survey was conducted for both study groups six months after completing the FEW series. The data consisted of 300 responses on 19 pairs of money communication items from both study groups. Neither the mothers nor the children were aware that data were collected from both the groups.

The results of the paired t-tests support the notion that financial education enhances monetary communication between mothers and adolescents.

This study is helpful to policymakers and financial educators not only to understand the need for “family-based financial education workshops” but also to design and implement such programs to open up the line of “money communication” between parents and children.

This important outcome provides a likely assumption that the enhancement in communication that had been previously constrained by factors such as a “parent's inability or unwillingness to discuss financial matters” is improved by empowering the parent on the subject of personal finance. Second, financial educators and policymakers need to understand that parents play a crucial role in the socialization process of their children. Parents' instructions and communications with their children not only impact the children's financial choices but also make them feel more competent about managing their finances. So, importance of financial socialization strategies should be included in the FEWs designed for the adults.

Existing research studies evaluated the FEW outcomes by reporting a positive change in various financial behaviors of the participants by considering only one unit of the household. This study extends the impact evaluation of FEWs to measure the behavioral outcomes at the household level by considering two units of the household, the mother parent and adolescent child by studying their communication about money.

The purpose of this paper is to compare loneliness between the left-behind children of migrant workers and the non-left-behind ones, and identify the most significant predictors of loneliness among the left-behind children.

Incidental sampling was performed to select 629 participants aged 11–16 from 5 schools in the rural areas of Karawang and Lombok in Indonesia. They filled in paper-and-pencil self-report inventories.

Left-behind children were significantly lonelier than their counterparts were. Emotional loneliness was more affected by parental absence compared to social loneliness. Left-behind children would be more susceptible to experience loneliness if they had more access to entertainment gadgets, experienced less support and intimacy from friends, had been left by their migrant parents more than once, were female, had low self-esteem, experienced emotional difficulties and rarely communicated with their parents.

Qualitative research was needed to provide more elaborative explanation about the findings.

Parents needed to consider the psychological cost and benefit of working abroad to their children. Governments could intervene by limiting the duration and frequency of work among the migrant workers.

Some beneficial implications to prevent and reduce loneliness among left-behind children were provided, such as by maintaining the frequency and quality of communication with the children, motivating and guiding the children to interact with their peers and spend less time on entertainment gadgets, as well as encouraging the children to engage in several positive activities to enhance their self-esteem.

This study enriched the understanding about complex relationship between parental presence and adolescents’ mental health despite the fact that adolescents seemed to be more interested in relationships with peers.

Parental feeding practice (PFP) plays an important role in child’s eating behavior and weight status, but less information is available about its role in the Thai family setting. The purpose of this paper is to examine the influence of PFP on child’s gender and body mass index (BMI).

Participants included 227 parents-child dyads from the suburban area of Nakhon Pathom province, Thailand. Children aged 9-12 years and parents who were either child’s mother, father or grandfather/grandmother were enrolled in the study. Body weight, height, waist circumference and body fat were measured in all children. Eating behavior of each child was assessed by using child’s eating questionnaire. Parents also provided their feeding practices in child feeding questionnaires. Information on household food security was also obtained from children’s parents.

There was significant difference in eating behaviors and home environment between child’s genders. For child’s eating behavior, mean total eating scores of girls were significantly greater (p=0.002) than that of boys and that the inappropriate home environment was more found in families of boys than girls. Regarding feeding practice, parents used more food restriction (p=0.008) and monitoring on child’s eating (p=0.042) in girls than boys. Parents put more pressure to eat on the normal weight than obese children (p=0.001). Regression analysis revealed that, apart from parental BMI and household income, PFPs have a significant impact (15.6 percent explained variance) on child’s BMI.

This study highlights the importance of being aware of child’s gender and weight status when feeding practices were provided to them. Nutrition education for parents should take account for parents’ perceptions and concerns as well as the modification of feeding practices to improve children’s eating behaviors.

Considers the need for school aged children to develop their own health behaviours as often both parents have to work. Outlines the findings of a survey of 14 to 19 year olds in a small rural town in northeastern Missouri. Measures qualities such as self esteem and personal characteristics together with physical activity, health knowledge and diet, enabling the researchers to make observations regarding gender differences and influences on health behaviour. Suggests some implications for educators and parents.

The main aim of this study is to investigate the role of fathers and mothers in the intergenerational educational persistence for sons and daughters under two dimensions that characterize the clusters of countries: redistributive policy and governance.

Data from the Global Database of Intergenerational Mobility (GDIM), hierarchical cluster analysis on principal components and panel regression are used in this study to estimate intergenerational educational correlation and to investigate its determinants related to the parents’ and descendants’ education variables in 93 countries grouped in four clusters. The empirical analysis is differentiated by gender combinations of parents and descendants.

In the clusters of countries characterized by high inequalities and poor governance, our findings show that the role of the fathers is stronger than that of the mothers in educational transmission; fathers and mothers are more influential for the daughters rather than for the sons; parental educational privilege is the main driver of intergenerational educational persistence; there is an inverse U-curve in the association between educational inequality of the parents and educational correlation for the sons. Differently, in the countries characterized by high income, low redistributive conflict and better governance, the role of the mothers is stronger and education mobility for the daughters is higher than that for the sons.

The authors’ results remark on the importance of social welfare policies aimed to expand a meritocratic public education system including schooling transfers for lower social class students and narrowing the gender gap in educational mobility between daughters and sons. Social welfare policies should also be oriented to spread high quality child care systems that help to foster greater women equality in the labor market, because the strength of educational persistence depends on the position of the mother in the economic hierarchy.

The distinctiveness of the paper can be found in the fact that this study investigates the parental role differentiating by gender and coupling hierarchical cluster analysis on principal components with panel regression models. This allows us to have a sample of 93 countries aggregated in four groups defined in two dimensions: redistributive policy and governance. Amongst the determinants of educational transmission, we consider not only education’s years of the parents but also other determinants, such as educational inequality and privilege of the parents. We also identify the effects of investment in human capital and educational inequalities for the descendants on education mobility.

Parent satisfaction with their children's school is an important issue in today's competitive educational environment characterized by school choice and government standards; however, few empirical studies address school satisfaction similarities and differences among parents from different ethnic groups. The purpose of this paper is to determine empirically similarities as well as differences in the factors important to parents from different ethnic backgrounds.

This article presents a conceptual model of parent satisfaction with schools that was derived from the literature as well as researchers at the Harris Interactive Poll Organization. The article reports the findings from a survey of 27,605 African‐American, Asian, Caucasian, and Hispanic parents from 121 schools in 27 school districts across the US. Regression analyses identified factors that contribute to overall school satisfaction among the ethnic groups.

Ethnic parental groups share attributes with respect to school satisfaction; however, the importance groups place on such school characteristics as parental involvement, school administration, and technology varies. Across ethnic groups, parents' school satisfaction was influenced most by their rating of school safety, followed by the school budget and teacher effectiveness. Factors more proximal to children's school experience (e.g. safety, teachers, and facilities) had greater influence on parents' school satisfaction than factors of lesser proximity (e.g. district administration).

The study furthers our understanding of parent's school satisfaction with their children's schools, especially with respect to ethnicity. The study findings have practical implications for school administrators who must first understand parents' school satisfaction across and among ethnic groups, set priorities, and take action to increase parent school satisfaction.