She cares, like no other mare can. No, like no other mom can. She has no competition in that category. Pinquart, M., & Ebeling, M. (2020). Parental educational expectations and academic achievement in children and adolescents—a Meta-analysis. Educational Psychology Review, 32, 463–480.

Triandis, H. C., McCusker, C., & Hui, C. H. (1990). Multimethod probes of individualism and collectivism. Journal of Personality and Social Psychology, 59, 1006–1020. doi: 10.1037/0022-3514.59.5.1006. The aim of this study was twofold. First, we examined the unique role of fathers’ parenting behaviors in girls’ and boys’ academic self-efficacy in math and literature courses. We specifically focused on common (i.e., parental intrusion and guilt induction) and universal (i.e., emotional warmth and rejection) parenting behaviors. Overall, we expected that parental warmth positively predicts but rejection, intrusion, and guilt induction negatively predict literature and math self-efficacy. The effect of paternal parenting behaviors remains significant over and beyond the effect of matched maternal parenting behaviors. Second, we investigated the effect of co-parenting quality on girls’ and boys’ levels of academic self-efficacy. Academic self-efficacy was expected to differ according to the quality of perceived co-parenting behaviors. We specifically proposed that positive co-parenting behaviors are related to highest levels of academic self-efficacy, and that negative co-parenting behaviors are related to lowest levels of academic self-efficacy in both literature and math courses. Effects of inconsistent co-parenting behaviors were expected to fall in between these two ends. On the one hand, this effect would be similar to positive co-parenting if an inconsistency compensatory effect exists. Considering gender-based parenting roles (i.e., nurturing mothers and controlling fathers) in Turkish culture, we expected that compensatory effects would particularly be seen for culture-common parenting dimensions. On the other hand, it would be similar to negative co-parenting if an inconsistency deterioration effect exists. We expected that deterioration effects would be more likely for universal parenting dimensions given that they refer to the value of the child in the family (i.e., parental warmth has positive and rejection has negative effects regardless of cultural variation and parent’s gender). Finally, although we did not have specific hypotheses or test the interaction effect between parent’s or child’s gender and outcome variables, we still expected to observe a joint effect. That is, there would be father compensatory or deterioration effects on boys’ math self-efficacy and mother compensatory or deterioration effects on girls’ literature self-efficacy. Materials and Methods Participants Baumrind, D. (1966). Effects of authoritative parental control on child behavior. Child development, 887-907. Yuan, K.-H., & Bentler, P. M. (2000). Inferences on correlation coefficients in some classes of nonnormal distributions. Journal of Multivariate Analysis, 72, 230–248. At first, I questioned her motivates, her reasoning why a mare like her would adopt a filly like me in the first place.Gurdal, S., Lansford, J. E., & Sorbring, E. (2016). Parental perceptions of children’s agency: Parental warmth, school achievement and adjustment. Early Child Development and Care, 186(8), 1203–1211. Mothers Warmth Chapter 3 update and the first official sneak peek. Im using the month as a Mothers Warmth Chapter 3 work month. Im also taking some time to create the first few. Hypothesis 1a was tested using a series of regression models that assessed whether the relation between maternal support and academic achievement was mediated by academic goal engagement. Participants’ grade, gender, ethnicity, and parental education level were included as covariates in each regression model.

Shek, D. T. L. (2000). Differences between fathers and mothers in the treatment of, and relationship with, their teenage children: Perceptions of Chinese adolescents. Adolescence, 35, 135–145.Geiser, S., & Santelices, M. V. (2007). Validity of high-school grades in predicting student success beyond the freshman year: high-school record vs. standardized tests as indicators of four-year college outcomes. Dello-Iacovo, B. (2009). Curriculum reform and ‘quality education’ in China: An overview. International Journal of Educational Development, 29, 241–249. doi: 10.1016/j.bbr.2011.03.031.

You see, everypony thought her to be unintelligent because of her “extreme interest” of muffins, her very strange speech patterns and her horrible flying.

References

But then, she came along and adopted me. Instead of being thankful of my savior, I was suspicious of her. Reflecting on that now, I know that it was terrible thing for me to do and even now, I still regret it.

Gerard, A. B., & Reynolds, C. R. (2004). Characteristics and applications of the Revised Children’s Manifest Anxiety Scale (RCMAS). In M. E. Maruish (Ed.), The use of psychological testing for treatment planning and outcomes assessment: Volume 2: Instruments for children and adolescents (3rd ed., pp. 63–79). Mahwah, NJ: Erlbaum.Dornbusch, S. M., Ritter, P. L., Leiderman, P. H., Roberts, D. F., & Fraleigh, M. J. (1987). The relation of parenting style to adolescent school performance. Child Development, 1244–1257. Wolchik, S. A., Wilcox, K. L., Tein, J.-Y., & Sandler, I. N. (2000). Maternal acceptance and consistency of discipline as buffers of divorce stressors on children’s psychological adjustment problems. Journal of Abnormal Child Psychology, 28(1), 87–102. doi: 10.1023/A:1005178203702. Hesketh, T., & Ding, Q. J. (2005). Anxiety and depression in adolescents in urban and rural China. Psychological Reports, 96, 435–444. doi: 10.2466/pr0.96.2.435-444.