Parental structure and well-being among Spanish childrenPromotion of positive parenting

  1. Rodríguez-Menéndez, Carmen 1
  2. Torío-López, Susana 1
  3. Rivoir-González, María Elena 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Journal:
Revista de investigación en educación

ISSN: 1697-5200 2172-3427

Year of publication: 2023

Volume: 21

Issue: 1

Pages: 31-47

Type: Article

DOI: 10.35869/REINED.V21I1.4530 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Revista de investigación en educación

Abstract

The present study arose from a desire to advance the study of parental structure from Self-Determination Theory (SDT), recognizing the potential of the family in developing healthy, autonomous functioning. The objectives of the study were: a) to analyze the influence of parental structure on children’s adjustment (prosocial behavior, physical and verbal aggression, and emotional instability); b) evaluate the mediating role of parental beliefs in the relationship between parenting practices and children’s psychosocial development; and c) demonstrate the mediating role of parents' gender in providing structure. The study involved 2.396 parents and 1.325 children in primary education. The results indicated that mothers believe that they provide a more structured environment than fathers. In addition, the provision of structure positively influences children’s prosocial behavior, while chaotic family environments have the opposite effect. The article concludes by highlighting the importance of reflecting on the provision of structure in parental training to improve adults’ performance of daily tasks and children’s and adolescents’ development.

Bibliographic References

  • Caprara, G.V. & Pastorelli, C. (1993). Early emotional instability, prosocial behavior, and aggression: some methodological aspects. European Journal of Personality, 7, 19-36. https://doi.org/10.1002/per.2410070103
  • Costa, S., Sireno, S., Larcan, R. & Cuzzocrea, F. (2019). The six dimensions of parenting and adolescent psychological adjustment: the mediating role of psychological needs. Scandinavian Journal of Psychology, 60, 128-137. https://doi.org/10.1111/sjop.12507
  • Del Barrio, V., Moreno, C. & López, R. (2001). Evaluación de la agresión y la inestabilidad emocional en niños españoles: su relación con la depresión. Clínica y Salud, 12(1), 33-50.
  • Farkas, M.S. & Grolnick, W.S. (2010). Examining the components and concomitants of parental estructure in the academic domain. Motivation and Emotion, 34, 266-279.
  • Flamm, E. & Grolnick, W. (2013). Adolescent adjustment in the context of life change: the supportive role of parental structure provision. Journal of Adolescence, 36, 899-912. https://doi.org/10.1016/j.adolescence.2013.07.006
  • Griffith, S.F. & Grolnick, W. (2014). Parenting in Caribbean Families: A Look at Parental Control, Structure, and Autonomy Support. Journal of Black Psychology, 4(2), 166-190. Doi: 10.1177/0095798412475085
  • Grolnick, W. (2009). The role of parents in facilitating autonomous self-regulation for education. Theory and Research in Education, 7(2), 164-173. Doi: 1177/1477878509104321
  • Grolnick, W. & Pomerantz, E. (2009). Issues and Challenges in Studying Parental Control: Toward a New Conceptualization. Child Development Perspectives, 3(3), 165-170. Doi: 10.1111/j.1750-8606.2009.00099.x
  • Grolnick, W., Raftery-Helmer, J., Marbell, K., Flamm, E., Cardemil, E. & Sánchez, M. (2014). Parental provision of structure: implementation and correlates in three domains. MerrillPalmer Quarterly, 60, 355-38.
  • Grolnick, W., Raftery-Helmer, J., Flamm, E., Marbell, K. & Cardemil, E. (2015). Parental provision of academic structure and the transition to middle school. Journal of Research on Adolescence, 25, 668-684. Doi: 10.1111/jora.12161
  • Hidalgo, V., Jiménez, L., López-Verdugo, I., Lorence, B. & Sánchez, J. (2016). Family education and support, program for families at psychosocial risk: the role of implementation process. Psychosocial Intervention, 25(2), 79-85.
  • Hock, E., McBride, S. & Gnezda, T. (1989). Maternal separation anxiety: Mother-Infant separation from the maternal perspective. Child Development, 60(4), 793-802. Doi:10.2307/1131019
  • Inda, M., Rodríguez, C., Fernández, C. & Viñuela, P. (2020). Rol de las metas parentales orientadas al logro de la tarea en el autoconcepto de estudiantes universitarios. Revista Iberoamericana de Diagnóstico y Evaluación, 56(3), 143-158. Doi: 10.21865/RIDEP56.3.11
  • Jungert, T., Landry, R., Joussemet, M., Mageau, G., Gingras, I. & Koestner, R. (2015). Autonomous and controlled motivation for parenting: associations with parent and child outcomes. Journal of Child and Family Studies, 24, 1.932-1.942. Doi: 10.1007/s10826- 014-9993-5
  • Mageau, G., Bureau, J., Ranger, F., Allen, M. & Soenens, B. (2016). The role of parental achievement goals in predicting autonomy-supportive and controlling parenting. Journal of Child and Family Studies, 25, 1.702-1.711. Doi: 10.1007/s10826-015-0341-1
  • Marbell, K. & Grolnick, W. (2013) Correlates of parental control and autonomy support in an interdependent culture: A look at Ghana. Motivation and Emotion, 37, 79-92. Doi: 10.1007/s11031-012-9289-2
  • Martínez, R., Rodríguez, B., Álvarez, L. & Becedoniz, C. (2016). Evidence in promoting positive parenting through the program-guide to develop emotional competences. Psychosocial Intervenction, 25(2), 111-117.
  • Mauras, C., Grolnick, W. & Friendly, R. (2013). Time for “the talk”…Now what? Autonomy support and structure in mother-daughter conversations about sex. Journal of early Adolescence, 33.849, 458-481.
  • Millet, E. (2015). Hiperparternidad. Del mundo “mueble” al modelo “altar”. Consecuencias de la paternidad helicoptero. Plataforma Editorial.
  • Orte, C., Ballester, Ll. & Pascual, B. (2019). Effective family-based prevention interventions. Pedagogía social. Revista Interuniversitaria, 34, 13-15.
  • Orte, C., Ballester, Ll. & Amer, J. (Eds.). (2020). Educación familiar. Programas e intervenciones basados en la evidencia. Octaedro.
  • Pesch, K.M., Larson, L.M. & Surapaneni, S. (2016). Parental autonomy support and career wellbeing: mediating effects of perceived academic competence and volitional autonomy. Journal of Career Assessment, 24(3), 497-512. https://doi.org/10.1177/1069072715599392
  • Raftery-Helmer, J. & Grolnick, W. (2015). Children’s coping with academic failure: relations with contextual and motivational resources supporting competence. Journal of Early Adolescence, 36(8), 1-25. https://doi.org/10.1177/0272431615594459
  • Ratelle, C., Duchesne, S. & Guay, F. (2017). Predicting school adjustment from multiple perspectives on parental behaviors. Journal of Adolescence, 54, 60-72. Doi: 10.1016/j.adolescence.2016.11.008
  • Ratelle, C., Duchesne, S., Guay, F. & Boisclair, G. (2018a) Comparing the contribution of overall structure and its specific dimensions for competence-related constructs: A bifactor model. Contemporary Educational Psychology, 54, 89-98. Doi: 10.1016/j.cedpsych.2018.05.005
  • Ratelle, C., Morin, A., Guay, F. & Duchesne, S. (2018b). Sources of evaluation of parental behaviors as predictors of achievement outcomes. Motivation and Emotion, 42, 513-526. Doi: 10.1007/s11031-018-9692-4
  • Revelle, W. (2021). Procedures for Personality and Psychological Research. Northwestern University, Evanston, Illinois, USA.
  • Rodrigo, M.J., Máiquez, M.L., Martín, J.C., Byrne, S. & Rodríguez, B. (2015). Manual práctico de parentalidad positiva. Síntesis.
  • Rodríguez Meirinhos, A. (2019). Necesidades de apoyo de las familias con adolescentes que padecen enfermedades mentales. Promoción de una parentalidad positiva. (Tesis doctoral). Universidad de Sevilla, Sevilla.
  • Santos-Rego, M.A., Lorenzo-Moledo, M. & Priegue-Caamaño, D. (2019). La mejora de la participación e implicación de las familias en la escuela: un programa de acción. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(3), 93- 197. http://dx.doi.org/10.6018/reifop.22.3.389931
  • Skinner, E., Jonhson, S. & Snyder, T. (2005). Six dimensions of parenting: A motivational model. Parenting: Science and Practice. 5, 175-235.
  • Soenens, B. & 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. Doi: 10.1016/j.dr.2009.11.001
  • Soenens, B., Vansteenkiste, M. & Van Petegem, S. (2015a). Let us not throw out the baby with the bathwater: applying the principle of universalism without uniformity to autnomysupportive and controlling parenting. Child Development Perspectives, 9.819, 44-49. Doi: 10.11117cdep.12103
  • Soenens, B., Wuyts, D., Vansteenkiste, M., Mageau, G. & Brenning, K. (2015b). Raising trophy kids: the role of mother’s contingent self-esteem in maternal promotion of extrinsic goals. Journal of Adolescence, 42, 40-49. Doi: 10.1016/j.adolescence.2015.04.001
  • Steiner, M.D. & Grieder, S.G. (2020). EFAtools: An R package with fast and flexible implementations of exploratory factor analysis tools. Journal of OpenSource Software, 5(53), 2521.
  • Torío-López, S., Peña Calvo, J.V., García-Pérez, O. & Inda-caro, M. (2019). Evolución de la parentalidad positiva: un estudio longitudinal de los efectos de la aplicación de un programa de educación parental. REIFOP. Revista Electrónica de Formación del Profesorado, 22(3), 109-126.
  • Torío-López, S, Fernández-García, C.Mª Inda-Caro, M., Viñuela-Hernández, P., García-Pérez, O., Rodríguez Menéndez, C., Martínez-García, M.L., Rodríguez-Álvarez, M. y RivoirGonzález, E. (2022). Guía para promover una parentalidad positiva. Estrategias educativas de apoyo para padres y madres con hijos e hijas entre 0-12 años de edad. Servicio de Publicaciones Universidad de Oviedo (en prensa).
  • Tur, A.M. (2003). Conducta agresiva y prosocial en relación con temperamento y hábitos de crianza en niños y adolescentes [Aggressive and prosocial behavior in relation to temperament and parenting habits for children and adolescents] [Doctoral dissertation, Universidad de Valencia]. Available at http://roderic.uv.es/handle/10550/38891?show=full
  • Tur-Porcar, A.M., Doménech, A. & Mestre, V. (2018). Vínculos familiares e inclusión social. Variables predictoras de la conducta prosocial en la infancia. Anales de Psicología, 34(2), 340-348. http://dx.doi.org/10.6018/analesps.34.2.308151
  • Wuyts, D., Chen, B., Vansteenkiste, M. & Soenens, B. (2015a). Social pressure and unfulfilled dreams among Chinese and Belgian parents: two roads to controlling parenting via childinvested contingent self-esteem. Journal of Cross-Cultural Psychology, 1-19. Doi: 10.1177/0022022715603/25
  • Wuyts, D., Vansteenkiste, M., Soenens, B., & Assor, A. (2015b). An examination of the dynamics involved in parental child-invested contingent self-esteem. Parenting: Science and Practice, 15, 55-74. Doi: 10.1080/15295192.2015.1020135
  • Wuyts, D., Soenens, B., Vansteenkiste, M., Van Petegem, S. & Brenning, K. (2017). The role of separation anxiety in mothers’ use of autonomy support: An observational study. Journal of Child and Family Studies, 26, 1949-1957. Doi: 10.1007/s10826-017-0707-7