Los niños y niñas de 6 a 8 años reflexionan sobre las prácticas de educación parentalun análisis de su discurso desde la teoría de la autodeterminación

  1. Marcos Rodríguez-Álvarez 1
  2. Lindsay Martínez-García 1
  3. Carmen Rodríguez-Menéndez 1
  1. 1 Facultad de Formación del Profesorado y Educación, Universidad de Oviedo
Revista:
ESE: Estudios sobre educación.

ISSN: 1578-7001

Any de publicació: 2023

Número: 44

Pàgines: 179-200

Tipus: Article

DOI: 10.15581/004.44.008 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: ESE: Estudios sobre educación.

Resum

This work aims to explore the discourse of students from 6 to 8 years of age when they reflect on the dynamics of education used by their parents. To do this, we start from the theory of self-determination and reflect on the practices of support for autonomy and parental control present in the discourse of minors. In this sense, we found that the students' discourse revolves mainly around parental practices that support autonomy, such as the possibility of choosing leisure activities, communicating problems and concerns to parents, and the autonomous performance of some tasks by minors. However, there is also evidence that autonomy support practices converge with others related to parental control in certain situations.

Referències bibliogràfiques

  • Assor, A., Roth, G. y Deci, E. L. (2004). The emotional costs of parents' conditional regard: a self-determination theory analysis. Journal of Personality, 72, 47-88. https://doi.org/10.1111/j.0022-3506.2004.00256.x
  • Barber, B., Xia, M., Olsen, J., McNeely, C. y Bose, K. (2012). Feeling disrespected by parents: refining the measurement and understanding of psychological control. Journal of Adolescence, 35, 273-287. https://doi.org/10.1016/j.adolescence.2011.10.010
  • Bisquerra, R. (2004). Metodología de la investigación educativa. La Muralla.
  • Chirkov, V., Ryan, R. M., Kim, Y. y Kaplan, U. (2003). Differentiating autonomy from individualism and independence: a self-determination theory perspective on internalization of cultural orientations and well-being. Journal of Personality and Social Psychology, 84, 97-110. https://doi.org/10.1037/0022-3514.84.1.97
  • Cleveland, E. S., Reese, E. y Grolnick, W. S. (2007). Children's engagement and competence in personal recollection: Effects of parents' reminiscing goals. Journal of Experimental Child Psychology, 96(2), 131-149. https://doi.org/10.1016/j.jecp.2006.09.003
  • Cote-Lecaldare, M., Joussemet, M. y Dufour, S. (2016). How to support toddler's autonomy: a qualitative study with child care educators. Early Education and Development, 27(6), 1-19. https://doi.org/10.1080/10409289.2016.1148482
  • Esteve, J. M. (2010). Educar. Un compromiso con la memoria. Octaedro.
  • Fousiani, K., Van Petegem, S., Soenens, B., Vansteenkiste, M. y Chen, B. (2014). Does parental autonomy support relate to adolescent autonomy? An in-depth examination of a seemingly simple question. Journal of Adolescent Research, 29, 299-330. https://doi.org/10.1177/0743558413502536
  • Grolnick, W. (2012). The relations among parental power assertion, control and structure. Human Development, 55, 57-64. https://doi.org/10.1159/000338533
  • Grolnick, W., Levitt, M. y Caruso, A. (2018). Facilitative parenting in different cultures, domains, and settings. En B. Soenens, M. Vansteenkiste y S. Van Petegem (Eds.), Autonomy in adolescent development. Towards conceptual clarity (pp. 94-118). Routledge.
  • Grolnick, W. y Pomerantz, E. (2009). Issues and challenges in studying parental control: toward a new conceptualization. Child Development Perspectives, 3, 165-170. https://doi.org/10.1111/j.1750-8606.2009.00099.x
  • Grolnick, W., Raftery-Helmer, J., Marbell, K., Flamm, E., Cardemil, E. y Sanchez, M. (2014). Parental provision of structure: implementation and correlates in three domains. Merrill-Palmer Quarterly, 60, 355-384. https://doi.org/10.13110/merrpalmquar1982.60.3.0355
  • Laurin, J., Joussemet, M., Tremblay, R. y Boivin, M. (2015). Early forms of controlling parenting and the development of childhood anxiety. Journal of Child and Family Studies, 24, 3279-3292. https://doi.org/10.1007/s10826-015-0131-9
  • Niemiec, C. P., Lynch, M. F., Vansteenkiste, M., Bernstein, J., Deci, E. L. y Ryan, R. M. (2006). The antecedents and consequences of autonomous self-regulation for college: A self-determination theory perspective on socialization. Journal of Adolescence, 29, 761-775. https://doi.org/10.1016/j.adolescence.2005.11.009
  • Rodriguez-Menendez, C., Vinuela-Hernandez, M. P. y Rodriguez-Perez, S. (2018). Hacia una nueva conceptualizacion del control parental desde la teoria de la autodeterminacion. Teoría de la Educación, 30(1), 179-199. https://doi.org/10.14201/teoredu301179199
  • Roth, G., Assor, A., Niemiec, C., Ryan, R. M. y Deci, E. L. (2009). The emotional and academic consequences of parental conditional regard: comparing conditional positive regard, conditional negative regard, and autonomy support as parenting practices. Developmental Psychology, 45, 1119-1142. https://doi.org/10.1037/a0015272
  • Soenens, B. y Vansteenkiste, M. (2010). A theoretical upgrade of the concept of parental psychological control: proposing new insights on the basis of self-determination theory. Developmental Review, 30, 74-99. https://doi.org/10.1016/j.dr.2009.11.001
  • Soenens, B., Vansteenkiste, M., Lens, W., Luyckx, K., Goossens, L., Beyers, W. y Ryan, R. M. (2007). Conceptualizing parental autonomy support: adolescent perceptions of promotion of independence versus promotion of volitional functioning. Developmental Psychology, 43, 633-646. https://doi.org/10.1037/0012-1649.43.3.633
  • Soenens, B., Vansteenkiste, M. y Luyten, P. (2010). Toward a domain-specific approach to the study of parental psychological control: distinguishing between dependency-oriented psychological control and achievement-oriented psychological control. Journal of Personality, 78(1), 217-256. https://doi.org/10.1111/j.1467-6494.2009.00614.x
  • Soenens, B., Vansteenkiste, M., Van Petegem, S., Beyers, W. y Ryan, R. M. (2018). How to solve the conundrum of adolescent autonomy? On the importance of distinguishing between independence and volitional functioning. En B. Soenens, M. Vansteenkiste y S. Van Petegem (Eds.), Autonomy in adolescent development. Towards conceptual clarity (pp. 94-118). Routledge. https://doi.org/10.4324/9781315636511
  • Stone, L. L., Otten, R., Janssens, J., Soenens, B., Kuntsche, E. y Engels, R. (2012). Does parental psychological control relate to internalizing and externalizing problems in early childhood? An examination using the Berkeley puppet interview. International Journal of Behavioral Development, 37(4), 309-318. https://doi.org/10.1177/0165025413490865
  • Valles, M. S. (2000). Técnicas cualitativas de investigación social. Reflexión metodológica y práctica profesional. Sintesis.
  • van der Kaap-Deeder, J., Vansteenkiste, M., Soenens, B., Loeys, T., Mabbe, E. y Gargurevich, R. (2015). Autonomy-supportive parenting and autonomysupportive sibling interactions: the role of mothers' and siblings' psychological need satisfaction. Personality and Social Psychology Bulletin, 41, 1590-1604. https://doi.org/10.1177/0146167215602225
  • van der Kaap-Deeder, J., Vansteenkiste, M., Soenens, B. y Mabbe, E. (2017). Children's daily wellbeing: the role of mother's, teacher's and siblings' autonomy suport and psychological control. Developmental Psychology, 53(2), 237- 251. https://doi.org/10.1037/dev0000218
  • Van Petegem, S., Beyers, W., Vansteenkiste, M. y Soenens, B. (2012). On the associations between adolescent autonomy and psychosocial functioning: examining decisional independence from a self-determination theory perspective. Developmental Psychology, 48, 76-88. https://doi.org/10.1037/a0025307
  • Van Petegem, S., Vansteenkiste, M. y Beyers, W. (2013). The jingle-jangle fallacy in adolescent autonomy in the family: in search of and underlying structure. Journal of Youth Adolescence, 42, 994-1014. https://doi.org/10.1007/s10964-012-9847-7
Fuente de los datos: Dialnet