The Impact of Structured Parenting on Strengthening Interpersonal Collaboration in Addressing Complex Social Phenomena
Abstract
Abstract: Structured parenting is no longer merely an option but an urgent necessity. Interpersonal collaboration facilitated by structured parenting enables individuals understand their identities, aspirations, and appropriate behaviors in an evolving environment, thus helping them navigate complex social dynamics. Employing a quantitative analysis approach as proposed by John Creswell and a qualitative analysis based on Pierre Bourdieu’s habitus theory, this study examines the influence of structured parenting on strengthening interpersonal collaboration in addressing the social complexities. Based on data from 500 respondents and a combination of quantitative and qualitative methodologies, this study finds that: (1) structured parenting significantly enhances social skills (p < 0.05); (2) it contributes to conflict resolution within communities (p < 0.05); (3) it strengthens social collaboration within society (p < 0.05); and (4) the regression model indicates that rule consistency has the most significant impact on reinforcing interpersonal collaboration in addressing complex social dynamics (β = 0.42). Furthermore, structured parenting improves educational quality, skill development, and readiness to face an increasingly competitive workforce. By instilling a visionary, creative, hardworking, innovative, and socially responsible mindset, future generations will be better equipped to address escalating social and economic inequalities. These findings serve as a basis for further recommendations.
Key Words: Complex Social Phenomena, Interpersonal Collaboration, Structured Parenting
Full Text:
PDFReferences
Ainuri, A. F. Y., Maâ€TMarif, S., Masâ€TMud, A., & Wijaya, M. M. (2023). Cross-Religious Studies Curriculum at Theological Seminary: Case Study of The Islamology Implementation at Abdiel Theological Seminary. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 21(2), 178–192. https://doi.org/10.32729/EDUKASI.V21I2.1487
Alameh, S., & Abd-El-Khalick, F. (2018). Towards a Philosophically Guided Schema for Studying Scientific Explanation in Science Education. Science and Education, 27(9–10), 831–861. https://doi.org/10.1007/S11191-018-0021-9
Ali, L., Asadi, M., Gašević, D., Jovanović, J., & Hatala, M. (2013). Factors influencing beliefs for adoption of a learning analytics tool: An empirical study. Computers and Education, 62, 130–148. https://doi.org/10.1016/J.COMPEDU.2012.10.023
Avagimyan, A., Tugelbayeva, L., Shagivaleeva, G., & Savchenko, I. (2023). Strategies for resolving conflicts in the multicultural educational environment (Estrategias de resolución de conflictos en entornos educativos multiculturales). Culture and Education, 35(3), 562–587. https://doi.org/10.1080/11356405.2023.2200585
Baanqud, N. S., Al-Samarraie, H., Alzahrani, A. I., & Alfarraj, O. (2020). Engagement in cloud-supported collaborative learning and student knowledge construction: a modeling study. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/S41239-020-00232-Z
Baines, D., Cunningham, I., Kgaphola, I., & Mthembu, S. (2020). Nonprofit Care Work as Social Glue: Creating and Sustaining Social Reproduction in the Context of Austerity/Late Neoliberalism. Affilia - Journal of Women and Social Work, 35(4), 449–465. https://doi.org/10.1177/0886109920906787
Baker, J. K., Fenning, R. M., & Crnic, K. A. (2011). Emotion Socialization by Mothers and Fathers: Coherence among Behaviors and Associations with Parent Attitudes and Children’s Social Competence. Social Development, 20(2), 412–430. https://doi.org/10.1111/J.1467-9507.2010.00585.X
Baldschun, A., Hämäläinen, J., Töttö, P., Rantonen, O., & Salo, P. (2019). Job-strain and well-being among Finnish social workers: exploring the differences in occupational well-being between child protection social workers and social workers without duties in child protection. European Journal of Social Work, 22(1), 43–58. https://doi.org/10.1080/13691457.2017.1357025
Bang, M., & Vossoughi, S. (2016). Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making. Cognition and Instruction, 34(3), 173–193. https://doi.org/10.1080/07370008.2016.1181879
Barthakur, A., Kovanovic, V., Joksimovic, S., & Pardo, A. (2023). Challenges in Assessments of Soft Skills: Towards Unobtrusive Approaches to Measuring Student Success. 53–71. https://doi.org/10.1007/978-3-031-30992-2_4
Becerra, Á., Mohseni, Z., Sanz, J., & Cobos, R. (2024). A Generative AI-Based Personalized Guidance Tool for Enhancing the Feedback to MOOC Learners. IEEE Global Engineering Education Conference, EDUCON. https://doi.org/10.1109/EDUCON60312.2024.10578809
Beheshitha, S. S., Hatala, M., Gaševic, D., & Joksimovic, S. (2016). The role of achievement goal orientations when studying effect of learning analytics visualizations. ACM International Conference Proceeding Series, 25-29-April-2016, 54–63. https://doi.org/10.1145/2883851.2883904
Bekiroğlu, D., & Güllühan, N. Ü. (2022). Trends of thinking skills in social studies and life studies courses: A meta-synthesis study. Thinking Skills and Creativity, 45. https://doi.org/10.1016/J.TSC.2022.101099
Belliveau, M., Schank, K., & Roth, S. (2019). Balancing Clarity, Rigor, and Access: Academic Transfer in Social Work Education. Journal of Baccalaureate Social Work, 24(1), 49–59. https://doi.org/10.18084/1084-7219.24.1.49
Ben-Dor, N., & Heyd-Metzuyanim, E. (2024). Unifying dialogic learning and mathematics learning: A discursive lens for the study of dialogic mathematics peer learning. Journal of the Learning Sciences. https://doi.org/10.1080/10508406.2024.2432677
Bourdieu, P. (1989). Social Space and Symbolic Power. Sociological Theory, 7(1), 14. https://doi.org/10.2307/202060
Bull, B., Byno, L., D’Arrigo, J., & Robertson, J. (2022). Parents of Non-binary Children: Stories of Understanding and Support. Journal of Feminist Family Therapy, 34(1–2), 125–152. https://doi.org/10.1080/08952833.2022.2029331
Callahan, A. M., & Higgins, D. M. (2023). Interprofessional Social Work Practice: A Call for a New Specialization. Journal of Social Work Education, 59(sup1), S5–S22. https://doi.org/10.1080/10437797.2023.2213276
Cecilio-Fernandes, D., Medina-Ramírez, R., Sandars, J., & Costa, M. J. (2023). Self-regulated learning processes across different physiotherapy clinical procedural skills and time intervals: A SRL microanalysis study. Medical Teacher, 45(10), 1170–1176. https://doi.org/10.1080/0142159X.2023.2198096
Chappell, L. (2006). Contesting women’s rights: Charting the emergence of a transnational conservative counter-network. Global Society, 20(4), 491–520. https://doi.org/10.1080/13600820600929853
Charles, J. L. K., Holley, L. C., Kondrat, D. C., & Bou Ghosn Naddy, M. (2024). Mental Health Disclosure in Social Work Education: Opportunities and Discrimination. Journal of Social Work Education. https://doi.org/10.1080/10437797.2024.2386305
Credé, M., & Kuncel, N. R. (2008). Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance. Perspectives on Psychological Science, 3(6), 425–453. https://doi.org/10.1111/J.1745-6924.2008.00089.X
Crowder, R., & Sears, A. (2017). Building Resilience in Social Workers: An Exploratory Study on the Impacts of a Mindfulness-based Intervention. Australian Social Work, 70(1), 17–29. https://doi.org/10.1080/0312407X.2016.1203965
Curnow, J., & Vea, T. (2020). Emotional configurations of politicization in social justice movements. Information and Learning Science, 121(9–10), 729–747. https://doi.org/10.1108/ILS-01-2020-0017
Davy, Z., & Cordoba, S. (2020). School Cultures and Trans and Gender-diverse Children: Parents’ Perspectives. Journal of GLBT Family Studies, 16(4), 349–367. https://doi.org/10.1080/1550428X.2019.1647810
Decuyper, A., Tack, H., Vanblaere, B., Simons, M., & Vanderlinde, R. (2023). Collaboration and Shared Responsibility in Team Teaching: A Large-Scale Survey Study. Education Sciences, 13(9). https://doi.org/10.3390/EDUCSCI13090896
Doherty, C., & Dooley, K. (2018). Responsibilising parents: the nudge towards shadow tutoring. British Journal of Sociology of Education, 39(4), 551–566. https://doi.org/10.1080/01425692.2017.1377600
Dollinger, M., & Lodge, J. M. (2018). Co-Creation strategies for learning analytics. ACM International Conference Proceeding Series, 97–101. https://doi.org/10.1145/3170358.3170372
Donnelly, S., Milne, A., O’Brien, M., Dunne, N., & O’Donnell, D. (2025). Exploring unintentional ‘carer harm’—Insights from family carers and professionals: An Irish case study. The British Journal of Social Work. https://doi.org/10.1093/BJSW/BCAF004
Doroudi, S. (2023). What happened to the interdisciplinary study of learning in humans and machines? Journal of the Learning Sciences, 32(4–5), 663–681. https://doi.org/10.1080/10508406.2023.2260159
Ellison, S., & Aloe, A. M. (2019). Strategic Thinkers and Positioned Choices: Parental Decision Making in Urban School Choice. Educational Policy, 33(7), 1135–1170. https://doi.org/10.1177/0895904818755470
Ergazaki, M., Alexaki, A., Papadopoulou, C., & Kalpakiori, M. (2014). Young Children’s Reasoning About Physical & Behavioural Family Resemblance: Is There a Place for a Precursor Model of Inheritance? Science and Education, 23(2), 303–323. https://doi.org/10.1007/S11191-013-9594-5
Floridi, L., Cowls, J., Beltrametti, M., Chatila, R., Chazerand, P., Dignum, V., Luetge, C., Madelin, R., Pagallo, U., Rossi, F., Schafer, B., Valcke, P., & Vayena, E. (2018). AI4People—An Ethical Framework for a Good AI Society: Opportunities, Risks, Principles, and Recommendations. Minds and Machines, 28(4), 689–707. https://doi.org/10.1007/S11023-018-9482-5
Fowler, B. (1996). An Introduction to Pierre Bourdieu’s ‘Understanding.’ Theory, Culture & Society, 13(2), 1–16. https://doi.org/10.1177/026327696013002001
Fowler, B. (2009). The Recognition/Redistribution Debate and Bourdieu’s Theory of Practice: Problems of Interpretation. Theory, Culture & Society, 26(1), 144–156. https://doi.org/10.1177/0263276408099020
Froehlich, L., Brokjøb, L. G., Nikitin, J., & Martiny, S. E. (2023). Integration or isolation: Social identity threat relates to immigrant students’ sense of belonging and social approach motivation in the academic context. Journal of Social Issues, 79(1), 264–290. https://doi.org/10.1111/JOSI.12548
González-Sanmamed, M., Sangrà, A., & Lorenzo-Quiles, O. (2022). Extended learning in the digital society: combining formal and informal settings (Aprendizaje extendido en la sociedad digital: combinación de entornos formales e informales). Culture and Education, 34(4), 755–766. https://doi.org/10.1080/11356405.2022.2109268
Grose, R. G., Grabe, S., & Kohfeldt, D. (2014). Sexual education, gender ideology, and youth sexual empowerment. Journal of Sex Research, 51(7), 742–753. https://doi.org/10.1080/00224499.2013.809511
Gutiérrez, K. D., & Jurow, A. S. (2016). Social Design Experiments: Toward Equity by Design. Journal of the Learning Sciences, 25(4), 565–598. https://doi.org/10.1080/10508406.2016.1204548
Gutiérrez, K. D., Susan Jurow, A., & Vakil, S. (2020). Social Design-Based Experiments. Handbook of the Cultural Foundations of Learning, 330–347. https://doi.org/10.4324/9780203774977-23
Gutiérrez, R., & Dixon-Román, E. (2010). Beyond Gap Gazing: How Can Thinking About Education Comprehensively Help Us (Re)envision Mathematics Education? Mapping Equity and Quality in Mathematics Education, 21–34. https://doi.org/10.1007/978-90-481-9803-0_2
Hanafi, Y., Saefi, M., Diyana, T. N., Ikhsan, M. A., Faizin, N., Thoriquttyas, T., & Murtadho, N. (2022). Students’ perspectives on religious moderation: A qualitative study into religious literacy processes. HTS Teologiese Studies / Theological Studies, 78(1). https://doi.org/10.4102/HTS.V78I1.7638
Hanson, G. C., Perrin, N. A., Moss, H., Laharnar, N., & Glass, N. (2015). Workplace violence against homecare workers and its relationship with workers health outcomes: A cross-sectional study. BMC Public Health, 15(1). https://doi.org/10.1186/S12889-014-1340-7
Horton, C. (2023). “Euphoria”: Trans children and experiences of prepubertal social transition. Family Relations, 72(4), 1890–1907. https://doi.org/10.1111/FARE.12764
HU, C.-P., & CHANG, Y.-Y. (2017). John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Journal of Social and Administrative Sciences, 4(2), 205–207. https://doi.org/10.1453/jsas.v4i2.1313
Jivet, I., Scheffel, M., Schmitz, M., Robbers, S., Specht, M., & Drachsler, H. (2020). From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education. Internet and Higher Education, 47. https://doi.org/10.1016/J.IHEDUC.2020.100758
Kahn, J. (2020). Learning at the Intersection of Self and Society: The Family Geobiography as a Context for Data Science Education. Journal of the Learning Sciences, 29(1), 57–80. https://doi.org/10.1080/10508406.2019.1693377
Kaplan, D. (2021). Public intimacy in social media: The mass audience as a third party. Media, Culture and Society, 43(4), 595–612. https://doi.org/10.1177/0163443721991087
Kasepalu, R., Chejara, P., Prieto, L. P., & Ley, T. (2023). Studying teacher withitness in the wild: comparing a mirroring and an alerting & guiding dashboard for collaborative learning. International Journal of Computer-Supported Collaborative Learning, 18(4), 575–606. https://doi.org/10.1007/S11412-023-09414-Z
Kasepalu, R., Prieto, L. P., Ley, T., & Chejara, P. (2022). Teacher Artificial Intelligence-Supported Pedagogical Actions in Collaborative Learning Coregulation: A Wizard-of-Oz Study. Frontiers in Education, 7. https://doi.org/10.3389/FEDUC.2022.736194
Keddie, A. (2022). Engaging boys in gender transformative pedagogy: navigating discomfort, vulnerability and empathy. Pedagogy, Culture and Society, 30(3), 401–414. https://doi.org/10.1080/14681366.2021.1977980
Kim, I., & Sangalang, C. (2024). Centering Asian Americans in Social Work Education, Research, and Policy. Journal of Social Work Education. https://doi.org/10.1080/10437797.2024.2386303
Kimelberg, S. M. D., & Billingham, C. M. (2013). Attitudes Toward Diversity and the School Choice Process: Middle-Class Parents in a Segregated Urban Public School District. Urban Education, 48(2), 198–231. https://doi.org/10.1177/0042085912449629
Kinman, G., Grant, L., & Kelly, S. (2020). ‘It’s my secret space’: The benefits of mindfulness for social workers. British Journal of Social Work, 50(3), 758–777. https://doi.org/10.1093/BJSW/BCZ073
Lai, K. H., Swirbul, M. S., Cabrera, N., Libertus, M. E., & Tamis-LeMonda, C. S. (2024). Fathers’ and Mothers’ Socialization Goals for Their Young Children: Similarities, Differences, and Couple Agreement. Parenting. https://doi.org/10.1080/15295192.2024.2437155
Lakind, A. (2018). Public Libraries as Sites of Collision for Arts Education, the Maker Movement, and Neoliberal Agendas in Education. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 13(1). https://doi.org/10.21977/D913133234
Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, and Activity, 3(3), 149–164. https://doi.org/10.1207/S15327884MCA0303_2
Lee, E., & Johnstone, M. (2023). Critical pedagogy to promote critical social work: translating social justice into direct social work practice. Social Work Education. https://doi.org/10.1080/02615479.2023.2185602
Lee, Y., Shin, D., Loh, H. Bin, Lee, J., Chae, P., Cho, J., Park, S., Lee, J., Baek, J., Kim, B., & Choi, Y. (2020). Deep attentive study session dropout prediction in mobile learning environment. CSEDU 2020 - Proceedings of the 12th International Conference on Computer Supported Education, 1, 26–35. https://doi.org/10.5220/0009347700260035
Lee-Cultura, S., Sharma, K., & Giannakos, M. N. (2024). Multimodal Teacher Dashboards: Challenges and Opportunities of Enhancing Teacher Insights Through a Case Study. IEEE Transactions on Learning Technologies, 17, 181–201. https://doi.org/10.1109/TLT.2023.3276848
Lemmons, B. P., Bellamy, J. L., Cryer-Coupet, Q. R., Arroyo, C., Dennis, G. Y., & Muniz, S. (2024). Considerations for Marginalized Fathers in Human Behavior and the Social Environment (HBSE) Courses: Insights for Social Work Educators and Students. Journal of Social Work Education. https://doi.org/10.1080/10437797.2024.2383475
Lenoir, R. (2006). Scientific Habitus: Pierre Bourdieu and the Collective Intellectual. Theory, Culture & Society, 23(6), 25–43. https://doi.org/10.1177/0263276406069774
Lindberg, L., Fields, D. A., & Kafai, Y. B. (2020). STEAM Maker Education: Conceal/Reveal of Personal, Artistic and Computational Dimensions in High School Student Projects. Frontiers in Education, 5. https://doi.org/10.3389/FEDUC.2020.00051
Lobo-Quintero, R., Sánchez-Reina, R., & Hernández-Leo, D. (2024). Studying the Flow Experience in Computer-Supported Collaborative Learning: A Study with PyramidApp. Journal of Learning Analytics, 11(3), 106–122. https://doi.org/10.18608/jla.2024.8185
Maddock, A., McCusker, P., Blair, C., & Roulston, A. (2022). The Mindfulness-Based Social Work and Self-Care Programme: A Mixed Methods Evaluation Study. British Journal of Social Work, 52(5), 2760–2777. https://doi.org/10.1093/BJSW/BCAB203
Maddock, A., McGuigan, K., & McCusker, P. (2023). A randomised trial of Mindfulness-based Social Work and Self-Care with social workers. Current Psychology, 42(11), 9170–9183. https://doi.org/10.1007/S12144-023-04410-W
Mayrhofer, A., Mansuri, N., Sarma, K., Smiles, C., Alderson, H., Kaner, E., & McGovern, R. (2025). Implementing family safeguarding in the context of domestic violence and abuse: A case study of a local authority in England. The British Journal of Social Work. https://doi.org/10.1093/BJSW/BCAF007
Mitchell, R. B. (2011). Transparency for governance: The mechanisms and effectiveness of disclosure-based and education-based transparency policies. Ecological Economics, 70(11), 1882–1890. https://doi.org/10.1016/J.ECOLECON.2011.03.006
Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment and Evaluation in Higher Education, 45(4), 527–540. https://doi.org/10.1080/02602938.2019.1667955
Neary, A. (2021). Complicating constructions: middle-class parents of transgender and gender-diverse children. Journal of Family Studies, 27(4), 506–522. https://doi.org/10.1080/13229400.2019.1650799
Neophytou, E., Manwell, L. A., & Eikelboom, R. (2019). Effects of Excessive Screen Time on Neurodevelopment, Learning, Memory, Mental Health, and Neurodegeneration: a Scoping Review. International Journal of Mental Health and Addiction, 19(3), 724–744. https://doi.org/10.1007/S11469-019-00182-2
Ningtyas, E. (2015). PIERRE BOURDIEU, LANGUAGE AND SYMBOLIC POWER. Poetika: Jurnal Ilmu Sastra, 3(2). https://doi.org/10.22146/POETIKA.V3I2.10437
Nogueira, M. J., Sequeira, C., & Sampaio, F. (2022). Gender differences in mental health, academic life satisfaction and psychological vulnerability in a sample of college freshmen: a cross-sectional study. Journal of Gender Studies, 31(8), 895–904. https://doi.org/10.1080/09589236.2021.1979945
Nuryatno, M. A. (2011). Islamic Education in a Pluralistic Society. Al-Jami’ah: Journal of Islamic Studies, 49(2), 411–431. https://doi.org/10.14421/AJIS.2011.492.411-431
Paechter, C., Toft, A., & Carlile, A. (2021). Non-binary young people and schools: pedagogical insights from a small-scale interview study. Pedagogy, Culture and Society, 29(5), 695–713. https://doi.org/10.1080/14681366.2021.1912160
Pavani, L., & Ganugi, G. (2024). Social sustainability: what implications for social work? European Journal of Social Work. https://doi.org/10.1080/13691457.2024.2330383
Philip, T. M. (2011). An “ideology in pieces” approach to studying change in teachers’ sensemaking about race, racism, and racial justice. Cognition and Instruction, 29(3), 297–329. https://doi.org/10.1080/07370008.2011.583369
Portengen, C. M., Harrewijn, A., van Baar, A. L., & Endendijk, J. J. (2025). Gender-Differentiated Emotion Socialization: Evoked by Child Behaviors, Parents’ Neural Responses Toward Gender-Stereotype Violations, or Both? Parenting. https://doi.org/10.1080/15295192.2024.2426679
Potvin, A. S., Penuel, W. R., Dimidjian, S., & Jinpa, T. (2023). Cultivating Skillful Means of Care in Schools Through Compassion Practice and Individual and Joint Inquiry. Mindfulness, 14(10), 2499–2515. https://doi.org/10.1007/S12671-022-01867-X
Potvin, A. S., Teeters, L. P., Penuel, W. R., & Dimidjian, S. (2024). Humanizing Co-design through attention to educators’ affective and relational experiences. Journal of the Learning Sciences, 33(1), 41–79. https://doi.org/10.1080/10508406.2024.2318557
Randolph, K. A., Mathias, J., & Boel-Studt, S. (2024). Preparing Social Workers to Promote Environmental Justice: An Exploratory Study. Journal of Social Work Education. https://doi.org/10.1080/10437797.2024.2378695
Ratto, M. (2011). Critical making: Conceptual and material studies in technology and social life. Information Society, 27(4), 252–260. https://doi.org/10.1080/01972243.2011.583819
Ravalier, J. M., McFadden, P., Boichat, C., Clabburn, O., & Moriarty, J. (2021). Social Worker Well-being: A Large Mixed-Methods Study. British Journal of Social Work, 51(1), 297–317. https://doi.org/10.1093/BJSW/BCAA078
Retna, K. S. (2016). Thinking about “design thinking”: a study of teacher experiences. Asia Pacific Journal of Education, 36, 5–19. https://doi.org/10.1080/02188791.2015.1005049
Rienties, B., & Tempelaar, D. (2018). Turning Groups Inside Out: A Social Network Perspective. Journal of the Learning Sciences, 27(4), 550–579. https://doi.org/10.1080/10508406.2017.1398652
Robbins, D. (2007). Sociology as Reflexive Science: On Bourdieu’s Project. Theory, Culture & Society, 24(5), 77–98. https://doi.org/10.1177/0263276407081284
Robbins, D. (2021). Pierre Bourdieu: E-Special Issue Introduction. Theory, Culture and Society, 38(7–8), 325–353. https://doi.org/10.1177/02632764211054746
Rogers, C. R., Mendelsohn, B., & Strong, K. (2023). Organizing pedagogies: Transgressing campus-movement boundaries through radical study and action. Journal of the Learning Sciences, 32(1), 143–169. https://doi.org/10.1080/10508406.2023.2165082
Ryan, T., & Henderson, M. (2018). Feeling feedback: students’ emotional responses to educator feedback. Assessment and Evaluation in Higher Education, 43(6), 880–892. https://doi.org/10.1080/02602938.2017.1416456
Sattin-Bajaj, C., & Roda, A. (2020). Opportunity Hoarding in School Choice Contexts: The Role of Policy Design in Promoting Middle-Class Parents’ Exclusionary Behaviors. Educational Policy, 34(7), 992–1035. https://doi.org/10.1177/0895904818802106
Schlehofer, M. M., Cortez-Regan, L., & Bush, D. (2021). Experiences of Parent-Advocates of Trans and Gender Non-Conforming Youth. Journal of GLBT Family Studies, 17(5), 450–469. https://doi.org/10.1080/1550428X.2021.1902447
Schouten, M. J., & Heras, S. Las. (2019). Chauffeuring parenthood: The everyday travel times of families. Portuguese Journal of Social Science, 18(3), 283–298. https://doi.org/10.1386/PJSS_00011_1
Sonnenberg, C., & Bannert, M. (2015). Discovering the Effects of Metacognitive Prompts on the Sequential Structure of SRL-Processes Using Process Mining Techniques. Journal of Learning Analytics, 2(1). https://doi.org/10.18608/JLA.2015.21.5
Sowl, S., & Brown, M. (2021). “We don’t need a four‐year college person to come here and tell us what to do”: Community college curriculum making after articulation reform. New Directions for Community Colleges, 2021(195), 143–156. https://doi.org/10.1002/CC.20473
Squires, B. (2023). The social pedagogy toolkit: relationship-based social work with adults. Social Work Education. https://doi.org/10.1080/02615479.2023.2252000
Stefanczyk, M. M., Adamczyk, L., Amelia, C., Czulak, M., Fuławka, K., Galka, K., Hibino, M. W., Ipnar, P., Jędrusik, P. J., Mikołajewska, Z., Pytlińska, A., Wroblewska, K., & Sorokowska, A. (2024). Parents are Less Disgust Sensitive than Non-Parents, and Child Presence has No Effect on Parent Disgust Sensitivity. Parenting, 24(4), 144–153. https://doi.org/10.1080/15295192.2024.2417759
Suyanto, B., Sirry, M., & Sugihartati, R. (2022). Pseudo-Radicalism and the De-Radicalization of Educated Youth in Indonesia. Studies in Conflict and Terrorism, 45(2), 180–199. https://doi.org/10.1080/1057610X.2019.1654726
Teixeira, S. R. D. S. (2022). Education in Vygotsky: Practice and way to freedom. Educacao and Realidade, 47. https://doi.org/10.1590/2175-6236116921VS02
Townley, C., & Henderson, C. (2024). What parents know: Informing a wider landscape of support for trans and gender diverse children and adolescents. Children and Youth Services Review, 160. https://doi.org/10.1016/J.CHILDYOUTH.2024.107612
Townley, C., & Ullman, J. (2024). Hypervisibility and erasure: parents’ accounts of transgender children in early childhood education and care and primary schools. Gender and Education. https://doi.org/10.1080/09540253.2024.2442955
Tsaloukidis, A., & Kobakhidze, M. N. (2023). Responding to uncertainty: examining Hong Kong parents’ perceptions of private tutoring through the lens of timescapes (Responder ante la incertidumbre: un análisis de las percepciones parentales de las clases privadas en Hong Kong a través de la lente de los cronopaisajes — timescapes). Infancia y Aprendizaje, 46(4), 844–878. https://doi.org/10.1080/02103702.2023.2243195
Vincent, C., & Maxwell, C. (2016). Parenting priorities and pressures: furthering understanding of ‘concerted cultivation.’ Discourse, 37(2), 269–281. https://doi.org/10.1080/01596306.2015.1014880
Viswanathan, S. A., & Vanlehn, K. (2018). Using the Tablet Gestures and Speech of Pairs of Students to Classify Their Collaboration. IEEE Transactions on Learning Technologies, 11(2), 230–242. https://doi.org/10.1109/TLT.2017.2704099
Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21 st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938
Vossoughi, S., Jackson, A., Chen, S., Roldan, W., & Escudé, M. (2020). Embodied Pathways and Ethical Trails: Studying Learning in and through Relational Histories. Journal of the Learning Sciences, 29(2), 183–223. https://doi.org/10.1080/10508406.2019.1693380
Walton, G. M., & Wilson, T. D. (2018). Wise interventions: Psychological remedies for social and personal problems. Psychological Review, 125(5), 617–655. https://doi.org/10.1037/REV0000115
Worsley, M., & Blikstein, P. (2018). A Multimodal Analysis of Making. International Journal of Artificial Intelligence in Education, 28(3), 385–419. https://doi.org/10.1007/S40593-017-0160-1
Wu, Y., & Chen, A. (2025a). Personal, professional, and social benefits from leisure engagement among social workers: A qualitative exploration. The British Journal of Social Work. https://doi.org/10.1093/BJSW/BCAF011
Wu, Y., & Chen, A. (2025b). Personal, professional, and social benefits from leisure engagement among social workers: A qualitative exploration. The British Journal of Social Work. https://doi.org/10.1093/BJSW/BCAF011
Yan, L., Zhao, L., Gasevic, D., & Martinez-Maldonado, R. (2022). Scalability, Sustainability, and Ethicality of Multimodal Learning Analytics. ACM International Conference Proceeding Series, 13–23. https://doi.org/10.1145/3506860.3506862
Yung, K. W. H., Entrich, S. R., & Bautista, A. (2023). Shadow education: new areas of inquiry in teaching, learning and development (Educación en la sombra: nuevas áreas de estudio sobre enseñanza, aprendizaje y desarrollo). Journal for the Study of Education and Development, 46(4), 707–727. https://doi.org/10.1080/02103702.2023.2245227
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/S41239-019-0171-0
Zuhriyah, M., & Agustina, R. K. (2020). Brain-based learning and high order thinking skills effect on students’ writing ability. JEES (Journal of English Educators Society), 5(2). https://doi.org/10.21070/JEES.V5I2.778
DOI: https://doi.org/10.33394/jtni.v11i1.15094
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This Journal has been Indexed by:
Jurnal Transformasi
ISSN: 2442-5842 (Print)
ISSN: 2962-9306 (Online)
Published by Program Pendidikan Luar Sekolah, FIPP
Universitas Pendidikan Mandalika
Email: [email protected]
No. WhatsApp: 087863548098
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.