Based on the concept of educational quality of the home learning environment, stimulating and responsive family time is crucial for children's development. In turn, time use depends on the developmental stages in childhood. International studies indicate that family patterns of time use are associated with a family's resources (i.e. level of…

We explored the associations between student-perceived teaching behaviours and negative affect (NA) and positive affect (PA) in upper elementary age students, both before and after controlling for perceived parenting behaviours. The Teaching Behaviour Questionnaire, the Alabama Parenting Questionnaire, and the Positive and Negative Affect Schedule…

Family interviews were conducted with 28 7-12-year-old children who had experienced various forms of bullying and relational aggression by their peers, as well as with their parent and with an older sibling. Interviews explored possible supportive strategies of older siblings, parents, and teachers. All bullied children reported negative feelings…

Empirical evidence suggests that children's disruptive behaviour (CDB) and quality of parenting influence one another bidirectionally. However, few studies have considered the separate contribution of the mother--child and father--child relationships to disruptive behaviours within a longitudinal context. Against this background, the reciprocal…