The purpose of this study was to examine the effect of a breastfeeding education program on breastfeeding initiation rates, breastfeeding knowledge, and attitude towards breastfeeding among teenage mothers at an urban school for pregnant and parenting teens. Breastfeeding initiation rose from 35.7% in the control group to 85.2% in the treatment group. The mean score on the Breastfeeding Knowledge Subscale was significantly higher for the treatment group but not the control group. There was not a significant increase in mean scores on the Breastfeeding Attitude Subscale. Participants who initiated breastfeeding scored also had a significant increase in scores from pretest to posttest on the Breastfeeding Knowledge Subscale, while participants who did not initiate breastfeeding did not.

Meta-parenting, defined as parents thinking about their parenting, has been identified and is a new field of research. The purposes of this study were to add to the existing knowledge of meta-parenting and to compare the influences of gender, work status, and parenting experience on meta-parenting occurring in parents of infants and toddlers. Sixty parents participated either electronically or by completing a written survey and reported engaging from "sometimes" to "usually" in four domains of meta-parenting: anticipating, assessing, reflecting, and problem-solving. Gender, work status, and parenting experience did not significantly influence participants' meta-parenting scores. Parents were found to have a higher sense of satisfaction and overall sense of competence when they engaged in higher levels of meta-parenting.

The problem addressed is to ascertain how selected factors impacted the adjustment of undergraduate university students. Undergraduate university students (n=382) from the University of North Texas completed measures of basic student information, perceived level of family support and level of parental attachment, and perceived level of college student adjustment. Parental Attachment and Family Support were found to positively correlate to the level of adjustment to college. Analyses of these data reveal a statistically significant difference in student adjustment to college when comparing the participants by age, university classification, and living arrangement. Further analysis reveals that there is a statistically significant difference between gender, race, students' marital status, and parents' marital status when measuring the outcome of perceived family support. Perceived level of parental attachment differs significantly when comparing students by their race, marital status, and their parents' marital status.

God-concepts of 24 third to sixth grade evangelical Christian children were compared with the children‘s logical thinking abilities in a mixed-method study. Measurements included the Children‘s Interview and the Group Assessment of Logical Thinking (GALT). God-concepts among the children were Biblical, comforter, communicates, creator, empowering, protector, provider, purposeful, human characteristics, lives in heaven, male, counselor, God is Jesus, all-knowing, loving, perfect, powerful, real, and parental. The majority of concrete thinkers conceptualized God as a gracious guide. The majority of transitional thinkers viewed God also as a gracious guide as well as a distant divinity. Implications were given for religious educators to develop a model for age-appropriate instruction and curriculum and to equip parents to promote spiritual development with children at home.

This study examined the relationships between perceived parenting styles, academic self-efficacy, and college adjustment among a sample of 31 freshman engineering students. Through the administration of self-report surveys and chi-square analyses, strong academic self-efficacy was demonstrated in students who reported authoritative maternal parenting. These findings support previous research on the relationship between academic self-efficacy and parenting styles. Implications were drawn for parents and future research.