In this study, two approaches of complexity of maternal thinking were examined: Newberger’s(1980) analysis of reasoning complexity, and Vallacher and Wegner’s (1985) analysis of action complexity, that was adapted to the parenting ” eld. Measures for action complexity and for maternal behaviours were derived from hypothetical child-rearing situations and from mother-child observed interactions. Links between reasoning and action complexity to child-rearing actions and to sources, such as socioeconomic status (SES) were explored in a Spanish sample of 60 mothers with a child 7 to 10 years old. Moreover, it was proposed that the relation between SES and maternal child-rearing behaviour was mediated by either form of complexity. A LISREL model for the hypothetical situations showed that the influence of SES on less positive child rearing was only mediated by Reasoning complexity, whereas Action complexity showed an independent path to positive child-rearing behaviour. A LISREL model for the observed situations showed that both maternal reasoning complexity and action complexity played an equivalent mediating role between maternal SES and negative child-rearing behaviour. The theoretical and methodological implications of both aspects of complexity to the analysis of child-rearing behaviour were discussed.
The authors analyzed whether the relation between maternal child-rearing behaviors and a child's self-regulation was mediated by the accuracy in the child's perceptions of the mother's goals and methods and by the direction of attributions for the mother's intentions. Sixty mothers with children 7-10 years old were asked how and why they would react in 15 hypothetical situations. Children were interviewed to assess the accuracy of their perceptions and the direction of their attributions. To assess the children's self-regulation, mothers and children were observed planning an excursion. LISREL analysis showed that the reported use of both control and demandingness and of responsiveness has a positive influence on the accuracy of children's perceptions and, in turn, on their self-regulation. However, part of the positive impact of control and demandingness on children's self-regulation was due to the effect of positive attributions on the accuracy of perceptions.This study was concerned with the extent to which a child's perceptions of his or her mother's goals act as a mediating step between maternal behaviors and child outcomes. The maternal behaviors considered are the actions taken in situations where the child's behavior
En el presente artículo se analiza la relación entre la capacidad para adoptar puntos de vista diferentes a los propios y la producción de textos argumentativos. Para ello, se trabajó con 199 alumnos pertenecientes a 4º y 6º de Educación Primaria y 2º y 4º de la ESO que fueron asignados a dos condiciones: "contexto participativo" (con debate en clase) y "contexto observador". Cada uno de los alumnos realizó una tarea de adopción de perspectivas respecto al medioambiente y elaboró un texto con el objetivo de convencer a un compañero sobre sus ideas medioambientales. En cada uno de los textos se evaluó el promedio de aciertos de conocimiento perspectivista así como la presencia de elementos de la estructura lógica argumentativa (propuestas, datos, justificaciones, contraargumentos, refutaciones y conclusiones). Los resultados indicaron que la estructura argumentativa se hace más compleja con la edad. Igualmente, se incrementa el conocimiento perspectivista, especialmente en el contexto participante. Por otro lado, en el contexto observador los textos presentan mayor número de propuestas y justificaciones para apoyar la opinión personal. El mayor conocimiento perspectivista se relaciona con un aumento significativo en el promedio de contraargumentos y refutaciones, que hacen alusión a otras posturas. Palabras clave: Perspectivismo conceptual, argumentación escrita, contexto participativo, estudio evolutivo.
La evaluación situacional de los conflictos: Construcción y análisis del cuestionario de estrategias y metas de resolución de conflictos escolares [Situational assessment of conflicts: Devising and analyzing the questionnaire of strategies and goals for school conflicts resolution].
Diagnosis of family context is a subject that has not been deal with very much in the scope of educational diagnosis. While its relevance has been underestimated from the perspective of classical assessment, an increasing amount interest is developing, especially because of holistic and ecological trends. This article intends to offer a synthesis of the most relevant topics to be considered in the diagnosis of family context, with emphasis on its importance for the approach to authentic evaluation. ResumenEl diagnóstico del contexto familiar ha sido un tema relativamente poco tratado en el ámbito del diagnóstico en educación, y cuya relevancia ha sido soslayada desde la perspectiva clásica del assessment. Sin embargo, se constata un interés creciente suscitado especialmente al hilo de las tendencias holísticas y ecológicas en el diagnóstico. Este artículo pretende ofrecer una síntesis de los tópicos más relevantes a tener en cuenta en el diagnóstico del contexto familiar, subrayando la importancia del análisis de este contexto para la aproximación a una evaluación auténtica. DescriptoresDiagnóstico, contexto familiar, evaluación auténtica, fortalecimiento. RésuméLe diagnostic du contexte familial a été un sujet relativement peu traité dans le cadre du diagnostique en éducation, et dont l'importance a été évitée dans la perspective classique du assessment. Toutefois, on constate un intérêt croissant suscité spécialement comme un effet des tendances holistiques et écologiques dans le diagnostic. Cet article prétend offrir une synthèse des sujets plus significatifs à tenir compte dans le diagnostic du contexte familial, en soulignant l'importance de l'analyse de ce contexte pour le rapprochement à une évaluation authentique Mots CléDiagnostique, contexte familial, évaluation authentique, empowerment Revista ELectrónica de Investigación y EValuación Educativa [ www.uv.es/RELIEVE ] pag. 33 . Dimesiones de análisis del diagnóstico en educación: El diagnóstico del contexto familiar. RELIEVE, v. 12, n. 1,
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