Values’ family flow: associations between grandparents, parents and adolescent children

Prioste, Ana; Narciso, Isabel; Gonçalves, Miguel M.; Pereira, Cí­cero Roberto

doi:10.1080/13229400.2016.1187659

Cited by 15 publications

(10 citation statements)

References 57 publications

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“…Homes became places for working, as well as for the caring and teaching of young children without the usual help or assistance granted by the extended family, such as grandparents, or collective childcare resources that Portuguese families usually turn to (Prioste et al, 2017; Wall, 2002). In fact, the preschool enrollment rate in Portugal is quite high.…”

mentioning

confidence: 99%

“…With the lockdown, families lacked not only institutional support but also extended family support, recognized as a determinant bond both from an affective and instrumental point of view (Portugal, 2011). Indeed, relations between grandparents and grandchildren are highly valued in Portuguese society, assuming important emotional, educational, and instrumental support, in an important form of intergenerational relations and solidarity (Prioste et al, 2017; Ramos, 2012).…”

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Parental Burnout and the COVID‐19 Pandemic: How Portuguese Parents Experienced Lockdown Measures

et al. 2021

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Objective This work aimed to analyze parental burnout (PB) and establish a comparison between the times before (Wave 1) and during (Wave 2) the COVID‐19 pandemic. Background The COVID‐19 pandemic brought additional stress to families. The pandemic could be particularly difficult for parents experiencing parental burnout, a condition that involves four dimensions: an overwhelming sense of exhaustion, emotional distancing from the child, saturation or a loss of fulfillment with the parental role, and a sharp contrast between how parents used to be and how they see themselves now. Method A quasi‐longitudinal research design was adopted, comparing two cross‐sectional studies among Portuguese parents (N = 995), with an interval of 2 years between each wave of data collection. Participants were surveyed voluntarily through an online questionnaire located on the institutional web platform of the universities involved in the study. Multivariate analysis of covariance was used to take into account the associations among variables, alongside controlling the possible confounding effects. Results Parents have overall higher parental burnout scores in Wave 2 than Wave 1, with increased exhaustion, emotional distancing, and contrast, but decreased saturation. Although parental burnout levels remain higher for mothers across the two Waves, the growth is greater for fathers than for mothers. Conclusion Reconciling childcare with paid work is a stressful and new experience for many fathers. However, results suggest that even amid a crisis, some parents had the opportunity to deeply bond with their children. Implications We expect this work to encourage stakeholders to consider proper intervention strategies to address potential parental burnout. Also, initiatives that strengthen gender equity within parenting context are needed.

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Parental Burnout and the COVID‐19 Pandemic: How Portuguese Parents Experienced Lockdown Measures

et al. 2021

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“…Deste modo, os resultados suportam a literatura que realça a importância da conexão com o grupo de pares e das comparações sociais na consolidação das crenças individuais e no desenvolvimento da identidade (Davidson e Youniss, 1991). O facto de os nossos resultados apontarem para que a avaliação do compromisso se associe aos valores coletivistas vai ao encontro de alguns estudos realizados em Portugal (e.g., Prioste et al, 2017;Ramos, 2006) que sugerem que os valores da interdependência são, tendencialmente, mais valorizados em Portugal, constituindo -se como princípios orientadores da sociedade portuguesa. Neste sentido, este resultado também poderá ser interpretado atendendo à perspetiva das fontes de valores (Pereira et al, 2005) que sugere que os valores, além de expressarem necessidades e motivações individuais, representam princípios relativos à forma como a sociedade se deve organizar, estando, por isso, entretecidos nas identidades sociais (Estramiana et al, 2013).…”

Section: Discussionunclassified

“…A teoria dos valores individuais básicos de Schwartz e Bilsky (1990) propõe um agrupamento dos valores em torno de um continuum motivacional e sugere que os valores possam ser diferenciados consoante o foco individual versus coletivo (Schwartz et al, 2012). À semelhança de outros estudos realizados no contexto português (i.e., Prioste et al, 2015Prioste et al, , 2017, no presente estudo, os valores do Schwartz Values Survey (SVS) foram diferenciados em valores coletivistas (valores de interdependência, que enfatizam a conexão com os outros) e valores individualistas, i.e., focados na independência em relação aos outros.…”

Section: Valores Pessoaisunclassified

Relação entre valores pessoais, social connectedness e desenvolvimento da identidade em adultos emergentes portugueses

Prioste

Ascensão

Magalhães

et al. 2019

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“…When used by social psychologists outside the US, the kind of survey instrument used by Bengston, Biblarz and Roberts (2002) sometimes produced different results. For example, Prioste et al (2017) used a similar instrument to study families in Portugal, which produced evidence of the same pro‐social values as Bengston, Biblarz & Roberts. However, the Portuguese study recalled Bengston (1975) in concluding that families did not make an important contribution to the transmission of these values.…”

Section: Three Theoretical Paradigmsmentioning

confidence: 99%

Parents, individualism and education: three paradigms and four countries

Fevre

Guimarães²,

Zhao

2020

Review of Education

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The UN Convention on the Rights of the Child (1989) is an important indicator of the increased global importance of education. It defines the goal of education at the level of the child rather than the state, the community or household. The requirement that each child be treated as an individual who can expect to see their 'personality, talents and mental and physical abilities' fully developed, is an example of the individualism which features in three important theoretical paradigms for understanding the rise of education and training. We compare accounts of the global growth of education produced by functionalism, neoinstitutionalism and political economy with the help of qualitative research on children's experience of parental influences. The research is drawn from semi-structured interviews with millennial graduates in Portugal, Singapore, the United Kingdom, and the United States. It reveals weaknesses in the paradigms which are related to the way each theorises individualism and the role it plays in parental influence on education. The functionalist and neoinstitutionalist conceptions of individualism limit the usefulness of these paradigms for understanding changes in the way families around the world prepare children for education. The political economy paradigm is more promising; however, an approach which identifies only one, neoliberal, version of individualism has limited purchase on international differences in parental influences and the way these influences are changing. An approach which can draw on the contrast between a cognitive individualism associated with neoliberalism, and sentimental individualism which originates in social movements, is more promising.

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Values’ family flow: associations between grandparents, parents and adolescent children

Cited by 15 publications

References 57 publications

Parental Burnout and the COVID‐19 Pandemic: How Portuguese Parents Experienced Lockdown Measures

Parental Burnout and the COVID‐19 Pandemic: How Portuguese Parents Experienced Lockdown Measures

Relação entre valores pessoais, social connectedness e desenvolvimento da identidade em adultos emergentes portugueses

Parents, individualism and education: three paradigms and four countries

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