Discipline and Compliance

Grusec, Joan E.; Almas, Andrew; Willoughby, Karen A.

doi:10.1016/b978-012370877-9.00051-7

Cited by 2 publications

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“…En el caso particular de la inteligencia, ciertamente no es descabellado asumir, como se ha sugerido (Carugati & Selleri, 2011;Miguel, Valentim, & Carugati, 2009a;Mugny & Carugati, 1985), que las ideas de los educadores sobre la inteligencia y su desarrollo tendrán una gran influencia en sus intervenciones con los niños. Por otro lado, las ideas de los padres y sus metas parentales se citan como fundamentales para determinar el comportamiento parental (Belsky & Jaffe, 2006;Goodnow & Collins, 1990;Grusec, 2008;Hastings & Grusec, 1998;Hirsjärvi & Perälä-Littunen, 2001;Kuczynski, 1984;McGillicuddy-De Lisi, 1982;Miguel et al, 2009a;Okagaki & Bingham, 2005).…”

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“…In the specific case of intelligence, it is surely not unreasonable to assume, as it has been suggested (Carugati & Selleri, 2011;Miguel, Valentim, & Carugati, 2009a;Mugny & Carugati, 1985), that educators' ideas about intelligence and its development will have a major influence on their interventions with children. On the other hand, parents' ideas and parenting goals are cited as pivotal in determining parenting behaviour (Belsky & Jaffe, 2006;Goodnow & Collins, 1990;Grusec, 2008;Hastings & Grusec, 1998;Hirsjärvi & Perälä-Littunen, 2001;Kuczynski, 1984;McGillicuddy-De Lisi, 1982;Miguel et al, 2009a;Okagaki & Bingham, 2005).…”

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From social representations to action: proximity and the relation between social representations of the development of intelligence and authoritative parenting style / De las representaciones sociales a la acción: proximidad y relación entre las representaciones sociales del desarrollo de la inteligencia y un estilo parental democrático

Miguel

Valentim

Carugati

2016

Revista de Psicología Social

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Carugati, 2013) holds that the construction of social representations of intelligence is guided by the subjective inexplicability about the target-topic and by the social identities of subjects. Within the general framework of the sociogenesis of social representations, this article aims to explore the role of social positions in organizing individual's reported action towards the object of representation. A theoretical model which examines the relations between social representations of the development of intelligence, parental goals and the authoritative parenting style was tested in subsamples of educators, which included 227 mothers, 117 fathers and 122 motherteachers. Structural equation modeling procedures indicated, as hypothesized, that specific socio-cognitive dynamics are relevant in shaping the patterns of relations with the object of representation, suggesting that these dynamics are a result of the organization of multiple discourses where content, social positions and behavioral interaction are strongly intertwined. Theoretical contributions of findings are discussed.

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