This theoretical study aims to identify types of parental behaviour and parent-child relationships that play a role in children’s and adolescents’ anxiety disorders. The article integrates the relevant literature on the familial climate and parental characteristics that correlate with children’s and adolescents’ anxiety disorders and describes their theoretical role in the emergence and persistence of those anxieties. The role of social learning in this context is also presented, depicting mechanisms of anxiety acquisition such as parental modelling of anxious or avoidance behaviour, as well as parental attitudes and actions. An association was found between parenting styles and practices and children’s anxiety, with the strongest effect found for different types of parental control and parental corporal punishment. Children and adolescents with anxiety disorders are more likely to be raised by non-authoritative parents (e.g. overprotective, authoritarian, and neglectful styles), who tend to employ exaggerated (e.g. preventing autonomy), harsh, or inconsistent control. The article discusses some aetiological conditions in which anxiety in children is more likely to be induced by these parental patterns, describing the interplay between parent and child characteristics in this context.

The connection between grit and achievement in a variety of areas is well documented. Nevertheless, the factors that affect domain‐specific academic grit and the relationship of these factors to academic achievement still require clarification. The present study aimed to explore the contribution of three main categories of variables: subjective well‐being (SWB), coping resources (e.g., self‐efficacy and help‐seeking orientation (HSO)), and self‐cultivation characteristics (e.g., savouring art and personal growth) to academic grit and academic achievement as well as the significance of academic grit as a predictor and mediator for academic achievement. The sample comprised a total of 351 university students between the ages of 18 and 58 from Anglophonic countries (US, Canada, and UK), and Israel. Using structural equation modelling (SEM), academic grit was found to be directly associated with academic achievement among university students while SWB, coping resources, and self‐cultivation characteristics were only indirectly associated with academic achievement with the mediation of academic grit. These results have important educational implications since they reveal existing effects which should serve as a basis for the implementation of university programmes. The results indicate the importance of student well‐being, coping resources, and self‐cultivating characteristics, especially regarding personal growth to perform optimally at university studies.

This study investigates the relationship between parenting styles and three specific types of anxiety among children, with an attempt to monitor the distinctive role that each parental dimension plays with regard to elevated anxiety. Study participants included 101 children, ages 11 to 13 years, from various elementary schools. The study found that lack of autonomy granting by either parent is uniquely related (controlled for parent’s acceptance) to high anxiety levels and specific anxiety types in children, especially separation anxiety and school anxiety. With respect to parental acceptance, a unique negative correlation with children’s overall anxiety was found only for the father, while the mother’s low acceptance was negatively correlated with social anxiety for highly anxious children. Ultimately, it was found that children who perceived their parents as authoritarian (highly controlling and strict disciplinarians) were significantly more anxious than the children who perceived their parents as authoritative (encouraging independence while maintaining limits and behavioral control).

The Clance Impostor Phenomenon Scale (CIPS) is a measure widely used to assess individuals’ self-perceptions of intellectual and professional fraudulence. The study aimed to investigate the psychometric properties of the Hebrew form for the CIPS (HCIPS) in female Hebrew-speaking students, in an attempt to further clarify its structure and strengthen its validity in international settings. The study comprised a sample of 248 female students ( M _age = 27.74, SD = 7.32), who completed an online version of the questionnaire. Our results generally demonstrated satisfactory psychometric properties of the HCIPS total scale, with its internal consistency, reliability, and item-total-correlations meeting the standard criteria. The exploratory factor analysis yielded a stable four-factor solution for the 19-items, with its factors accounting for 54.81% of the model’s variance. The confirmatory factor analysis confirmed the four-factor model as compatible, with its fit-indices meeting the minimal standards of goodness of fit. The study’s findings are the first to identify a four-factor model, which improves the imbalanced factorial composition characterizing the common three-factor model. Subject to the study’s limitations, this evidence suggests that the HCIPS is a sound instrument for assessing impostor feelings among female Hebrew-speaking students.