¿Influyen los Estilos Parentales y la Inteligencia Emocional de los Padres en el Desarrollo Emocional de sus Hijos Escolarizados en 2º Ciclo de Educación Infantil?

Ramírez-Lucas, Ana; Ferrando, Mercedes; Sainz, Ana

doi:10.5944/ap.12.1.14314

Cited by 24 publications

(25 citation statements)

References 14 publications

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“…Meta-analysis studies on this subject have found that rejection has consistently negative effects on the psychological adjustment and behavioral functioning of both children and adults worldwide ( Khaleque and Rohner, 2002 ; Rohner and Khaleque, 2005 ; Rohner et al, 2012 ). The same body of research also shows that children who perceive their parents as being rejecting tend to experience distress, and in turn develop a specific cluster of internalizing (i.e., emotional instability, depression) and externalizing (i.e., aggression, delinquency) problems ( McLeod et al, 2007 ; Hoeve et al, 2009 ; Rohner and Khaleque, 2010 ; Khaleque and Rohner, 2012 ; Khaleque, 2015 ; Ramírez-Lucas et al, 2015 ). However, no studies from this perspective have been conducted, to our knowledge, that explore either the informant effect or the incremental validity of parents’ and children’s perceived parental acceptance on externalizing and internalizing behavioral problems.…”

Section: Introductionmentioning

confidence: 92%

Incremental Validity and Informant Effect from a Multi-Method Perspective: Assessing Relations between Parental Acceptance and Children’s Behavioral Problems

Izquierdo-Sotorrío

Tello²,

Ortíz

2016

Front. Psychol.

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This study examines the relationships between perceived parental acceptance and children’s behavioral problems (externalizing and internalizing) from a multi-informant perspective. Using mothers, fathers, and children as sources of information, we explore the informant effect and incremental validity. The sample was composed of 681 participants (227 children, 227 fathers, and 227 mothers). Children’s (40% boys) ages ranged from 9 to 17 years (M = 12.52, SD = 1.81). Parents and children completed both the Parental Acceptance Rejection/Control Questionnaire (PARQ/Control) and the check list of the Achenbach System of Empirically Based Assessment (ASEBA). Statistical analyses were based on the correlated uniqueness multitrait-multimethod matrix (model MTMM) by structural equations and different hierarchical regression analyses. Results showed a significant informant effect and a different incremental validity related to which combination of sources was considered. A multi-informant perspective rather than a single one increased the predictive value. Our results suggest that mother–father or child–father combinations seem to be the best way to optimize the multi-informant method in order to predict children’s behavioral problems based on perceived parental acceptance.

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Section: Introductionmentioning

confidence: 92%

Incremental Validity and Informant Effect from a Multi-Method Perspective: Assessing Relations between Parental Acceptance and Children’s Behavioral Problems

Izquierdo-Sotorrío

Tello²,

Ortíz

2016

Front. Psychol.

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“…This makes it difficult to identify the attention, clarity, and emotional redress levels obtained from the samples of the children assessed. Thus, for example, studies that seek to determine the influence of parental styles on the emotional intelligence of their children (Baumrind, 1978;Lopes et al, 2004;Bennett et al, 2005;Páez et al, 2006;Schaffer et al, 2009;Asghari and Besharat, 2011;Sánchez-Núñez et al, 2013;Stein et al, 2013;Ramírez-Lucas et al, 2015) and studies that associate childhood emotional intelligence with other variables such as social competence (Rockhill and Greener, 1999), social achievement (Fatum, 2008), and academic adjustment to school (Mestre et al, 2006) can be found. However, this makes it difficult to compare the results found in this study to those of other studies.…”

Section: Emotional Intelligencementioning

confidence: 99%

Effectiveness of a Prevention Program for Gender-Based Intimate Partner Violence at a Colombian Primary School

Segura¹,

González

2020

Front. Psychol.

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Intimate partner violence, particularly against women, is widely studied owing to its high rates, based on transnational data. Colombia, where this form of violence is considerably common, is no exception, and such violence is occurring more and more often in increasingly younger couples (10−14 years old). Further, risk factors such as wide acceptance, the justification of intimate partner violence, extremely rigid traditional gender roles, and poor socio-emotional skills play a crucial role. In accordance with this reality, a gender-based intimate partner violence prevention program was designed, implemented, and evaluated for primary school children in Colombia based on a review of successful preventive programs and an identification of the main predictors of intimate partner violence. The program was evaluated using a quantitative study with a quasi-experimental design that included an experimental and a control group. In total, 344 participants were involved in the study: 195 boys (56.7%) and 149 girls (43.4%) from the second and third grades of a primary school (average age: 7.8 years) at a Colombian educational institution. The experimental group consisted of 200 participants and the control group of 144 participants. The program's effectiveness was evaluated by measuring three groups of variables (gender stereotypes, the acceptance of violence, and socio-emotional skills) using reliable scales. To analyze the program's effectiveness, mixed ANOVAs with a within-subjects factor (when the group was measured), two between-subjects factors (group and gender), and a covariate (age) were used. The results showed that the participants in the experimental group had lower scores in gender stereotypes, acceptance of peer aggression, and acceptance of physical violence against women compared to the control group. Conversely, they had higher scores in affective empathy after the intervention; both groups showed no significant differences before the intervention. This program is highly relevant because it has proven to have a positive impact on the participants and is innovative due to the lack of preventive programs that have been implemented in primary education and evaluated within the Colombian context.

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“…Otros ejes conceptuales que involucran estas formas de entender las emociones son los estilos parentales (Fuentes et al, 2015;Henao & García, 2009;Ramírez-Lucas et al, 2015;Ruvalcaba et al, 2012;Tascón, 2010;) las pautas de crianza (Castillo & Merino, 2018;Cuervo, 2010;Izzedin & Pachajoa, 2009;Puentes & Arboleda, 2017) y algunas interpretaciones sobre los vínculos afectivos (Pérez & Arrázola, 2013). Estas miradas, cuyas bases conceptuales en su mayoría también las ha desarrollado la psicología cognitivo-conductual, se interesan por hacer correlaciones entre dichos estilos o prácticas y sus consecuencias en la vida de niños, niñas y adolescentes.…”

Section: Las Emociones Como Elementos De Controlunclassified

El universo emocional en las interacciones parentofiliales: un acercamiento al estado del arte

Aya-Angarita

Suárez

2019

Rev.latinoam.cienc.soc.niñez juv

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En el presente artículo de revisión, los autores se proponen develar las maneras en que diversos desarrollos teóricos e investigativos han comprendido el engranaje emocional en las relaciones parentofiliales. Para tal fin, a través de un ejercicio hermenéutico, se analizaron de manera exhaustiva 69 textos publicados en Iberoamérica y el Caribe y algunos países europeos en los últimos 13 años. Tal desarrollo permitió identificar que las emociones en las interacciones parentofiliales se comprenden como mecanismos de control, como hilos entretejidos a lo largo de la vida y como constructos sociohistóricos y culturales. Los hallazgos sugieren además que, pese a que los investigadores del tema reconocen variados métodos e integran diversas perspectivas, no hay claridad sobre las complejas interconexiones de los diversos procesos presentes en la configuración afectiva.

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¿Influyen los Estilos Parentales y la Inteligencia Emocional de los Padres en el Desarrollo Emocional de sus Hijos Escolarizados en 2º Ciclo de Educación Infantil?

Cited by 24 publications

References 14 publications

Incremental Validity and Informant Effect from a Multi-Method Perspective: Assessing Relations between Parental Acceptance and Children’s Behavioral Problems

Incremental Validity and Informant Effect from a Multi-Method Perspective: Assessing Relations between Parental Acceptance and Children’s Behavioral Problems

Effectiveness of a Prevention Program for Gender-Based Intimate Partner Violence at a Colombian Primary School

El universo emocional en las interacciones parentofiliales: un acercamiento al estado del arte

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