Hacia una nueva conceptualización del control parental desde la teoría de la autodeterminación

  1. RODRÍGUEZ-MENÉNDEZ, Carmen 1
  2. VIÑUELA-HERNÁNDEZ, María Paulina 1
  3. RODRÍGUEZ-PÉREZ, Sara 2
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universitat Autònoma de Barcelona
    info

    Universitat Autònoma de Barcelona

    Barcelona, España

    ROR https://ror.org/052g8jq94

Revista:
Teoría de la educación

ISSN: 1130-3743

Año de publicación: 2018

Volumen: 30

Número: 1

Páginas: 179-199

Tipo: Artículo

DOI: 10.14201/TEOREDU301179199 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Teoría de la educación

Resumen

Las investigaciones desarrolladas sobre los estilos educativos parentales, específicamente, aquellas en las que se aborda el estudio del «control parental», se han realizado sobre múltiples conceptualizaciones de este término. Esta disparidad en la acepción del concepto ha tenido un efecto directo sobre los resultados de las investigaciones, de modo que la evidencia empírica sobre los efectos del control parental en menores ha sido frecuentemente inconsistente o equivocada. En este contexto, el artículo analiza los principales problemas epistemológicos y metodológicos producidos por el uso ambiguo del término. Además, y desde el marco que proporciona la teoría de la autodeterminación, se propone una nueva definición del constructo y se explicitan sus relaciones con otras dimensiones educativas parentales. Específicamente, se proponen dos dimensiones que son complementarias: apoyo a la autonomía versus control y estructura parental. Esta propuesta permite superar los problemas mencionados y abrir un nuevo campo en el estudio de la parentalidad.

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