Evaluation of possible criteria for elective single embryo transfer

Reproductive medicine and biology

article

Wataru Sato¹  Jun Fukuda²  Kyoko Kanamori¹  Kazuhiro Kawamura¹  Jin Kumagai¹  Hideya Kodama³  Toshinobu Tanaka¹ 

[1] Division of Obstetrics and Gynecology, Department of Reproductive and Developmental Medicine, Akita University Graduate School of Medicine;Department of Obstetrics and Gynecology, Akita City Hospital;Akita University Graduate School of Health Sciences

关键词: Assisted reproductive technology In vitro fertilization Elective single embryo transfer Multiple gestation rate Clinical pregnancy rate;   

DOI  :  10.1007/s12522-010-0047-4

学科分类：工业工程学

来源: Wiley

【 摘 要 】

Background: The development of children's independence is important for their future competitiveness in the rapidly increasing social changes. Disturbance in the development of children’s independence may have a negative future impact in adult life and children become dependent individuals. Efforts are needed to help children develop optimally. Some play groups have been introduced to meet this need in Surakarta, but no studies have been carried out to evaluate its effectiveness. This study aimed to determine the effect of play group on the independence development of preschool children while controlling for the effect of biopsychosocial factors . Subjects and Method: This was an analytic observational study using case control design. The study was conducted at 3 kindergartens in Surakarta, Central Java, from February to April 2017. A sample of 120 kindergarten pupils were selected for this study by purposive sampling and random sampling. The dependent variable was independence development. The independent variables were play group participation status, parenting style (autoritarian, democratic, and permissive), parental education, and child age. The data were collected by a set of questionnaire and analyzed by path analysis. Results: Maternal education ≥Senior High School (b= 8.77; 95% CI= 1.89 to 15.65; p= 0.012), paternal education ≥Senior High School (b= 9.82; 95% CI = 2.70 to 16.93; p= 0.007), child age ≥5 years old (b= 5.59; 95% CI = 1.50 to 9.68; p= 0.007), participation in play group (b= 9.45; 95% CI = 2.19 to 16.71; p= 0.011), and democratic parenting style (b= 0.12; 95% CI= 0.02 to 0.23; p= 0.018) increased child independence. Autoritarian parenting style (b= -0.15; 95% CI= -0.26 to -0.04; p= 0.006) and permissive parenting style (b= -0.09; 95% CI= -0.20 to 0.01; p= 0.092) decreased child independence. Participation in play group was determined by democratic parenting style (b= 0.01; 95% CI -<0.01 to 0.03; p= 0.080), permissive parenting style (b= -0.03; 95% CI -0.05 to <0.01; p= 0.027), paternal education ≥Senior High School (b= 2.06; 95% CI= 0.88 to 3.24; p= 0.001), and child age ≥5 years old (b= 1.42; 95% CI= 0.63 to 2.21; p <0.001). Conclusion: Maternal education ≥Senior High School, paternal education ≥Senior High School, child age ≥5 years old, participation in play group, and democratic parenting style, positively and directly affect child independence. Autoritarian parenting style and permissive parenting style negatively and directly affect child independence.

【 授权许可】

CC BY|CC BY-NC|CC BY-NC-ND