Adaptación en la infancia: influencia del estilo parental y del estado de ánimo

Abstract

ResumenLa adaptación en la infancia hace referencia al ajuste personal, social y familiar que los niños manifiestan. Esta variable está relacionada con factores personales y familiares que influyen en su desarrollo. Entre ellos los estados emocionales y el estilo educativo que los padres utilizan para educar a sus hijos. El objetivo del presente trabajo es estudiar el valor predictivo de los estilos parentales y los estados emocionales sobre la adaptación infantil. Los participantes fueron 1129 niños entre 8 y 12 años de colegios de la Comunidad Valenciana. Los estilos educativos se evaluaron con las Escalas de Identificación de “Prácticas Educativas Familiares”, los estados de ánimo a través de The Mood Questionnaire y la adaptación infantil con The Multifactorial Self-reported Childhood Adjustment Test. La investigación fue autorizada por las autoridades correspondientes y por los padres. Se han realizado pruebas t, correlaciones y regresiones jerárquicas. Los resultados muestran que los chicos obtienen puntuaciones más altas en estilo Autoritario, Inadaptación Escolar, Social y General. Mientras que las chicas puntúan más alto en estilo Democrático y Miedo. Los estilos educativos se relacionan con los estados emocionales y con la adaptación y ambas variables explican el 30 % de la varianza en adaptación. Como conclusión destacar que el estilo Democrático es más frecuente en las chicas y el Autoritario en los chicos, siendo esto perjudicial para ellos en términos de adaptación, especialmente en los ámbitos escolar y social. Así como que los estados emocionales son mejor predictor de la inadaptación infantil. AbstractChildren’s adjustment refers to personal, social and family stressors that children have to adapt to. Ad­justment is related to personal and family aspects that have influence on children’s development. Emotional outcomes and parenting styles that par­ents use to ed­ucate their children are two of those aspects. This study examines parenting styles and emotional out­comes in predicting children’s ad­justment. The sam­ple consists of 1165 children between 8 and 12 years from primary schools of Valencia. Participants com­pleted the Scales Identi­fication of "Family Educa­tional Practices", The Mood Questionnaire and The Multifactorial Child­hood Self-Reported Adjustment Test. The respec­tive authorities and their parents ap­proved the study. Data were statistically analysed using t-test, bivariate correlations and hierarchical re­gressions. Results indicated that boys score higher on author­itative parenting, maladaptation at school as well as social and general maladaptation. Girls score higher on democratic parenting and fear. Parenting styles are related to emotional outcomes and to­gether they predict children’s adjustment (30 % of the vari­ance). Theses findings reveal that parenting styles have a strong effect on children’s adjust­ment, espe­cially regarding school and social life. Moreover, emotional outcomes are better predictor of children’s maladaptation than parenting styles.

Relationship between Parental Socialization, Emotional Symptoms, and Academic Performance during Adolescence: The Influence of Parents’ and Teenagers’ Gender

“…One of the aspects that requires special attention is the family micro-system. Despite the growing filial autonomy that occurs during adolescence [5], theory and empirical research have shown for decades a broad consensus regarding the crucial importance of parent–child relationships in children’s and adolescents’ development and adjustment [6,7,8,9], with effects that persist into adult life [10]. Beyond the conceptualization of parental interactions, which seem to depend on the context and the culture in which they are evaluated, the “domain-specific” models appear to be more flexible and situational because they provide more specificity in understanding parenting effects [11,12].…”

Adaptation Analysis in Students With High Mathematical Ability: Preliminary Work in the Field of Giftedness

“…The ANOVA for the variable average academic performance showed that students whose performance was graded as Good exhibited more difficulties of adaptation (general, personal, and school) than those whose performance was graded as Outstanding. It is essential to look into this issue more deeply with high-ability students given the impact of various factors on the relationship between performance and school adaptation: daily child stress (Martínez-Vicente et al, 2019), social self-perception and cognitive attributions (Martínez, 2009), behavioral and emotional problems (Del Barrio & Carrasco, 2016), self-efficacy and study habits (Cartagena, 2008), and parental styles and family characteristics (Montoya-Castilla et al, 2016;López-Martínez et al, 2019), among others.…”

Examining the relationship between multidimensional parenting styles and digital parenting awareness levels of parents

“…Four parenting styles have been identified. It is believed that each type of parenting affects a child's personality development and academic success in different ways (Besharat et al, 2011;Montoya-Castilla et al, 2016;Sarwar, 2016).…”