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Parentalidade e idade escolar : estilos educativos parentais, satisfação e expectativas parentais
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Resumo(s)
O presente estudo foca os estilos educativos parentais (suporte emocional, tentativa de
controlo e rejeição), e a satisfação e expectativas parentais, em grupos de mães e pais de
crianças em idade escolar (6-12 anos). Pretende-se analisar: (1) diferenças entre mães e
pais nos estilos parentais, (2) diferenças entre mães e pais na satisfação e nas expetativas
parentais, (3) a relação dos estilos parentais com a satisfação e as expetativas parentais
em cada grupo (4) a relação destas dimensões com variáveis sociodemográficas (idade
da/do mãe/pai e número de filhos). Participaram 112 indivíduos, 56 mães (30-52 anos) e
56 pais (30-60 anos), da mesma criança (grupos dependentes). A média de idades das
crianças-alvo foi 8.43 (DP = 1.69). Os instrumentos utilizados foram o EMBU-P, um
índice de Satisfação e um índice de Expetativas Parentais, e um Questionário
Sociodemográfico. Os resultados mostraram que as mães se distinguem
significativamente dos pais no suporte emocional e na rejeição, mas não diferem na
satisfação e nas expectativas parentais. No grupo de mães, observaram-se relações da
satisfação parental com o suporte emocional (positiva) e com a tentativa de controlo e
rejeição (negativas), não se tendo obtido resultados significativos no grupo de pais.
Acresce que, em ambos os grupos, as expectativas parentais se associaram positivamente
com o suporte emocional e negativamente com a rejeição. Face às variáveis
sociodemográficas, nos dois grupos verificou-se uma relação negativa da tentativa de
controlo com a idade (se bem que no grupo de pais o resultado seja tendencial), havendo
ainda no grupo de pais uma relação negativa desta variável com o suporte emocional,
bem como uma relação negativa das expectativas com o número de filhos. Os resultados
contribuem para um melhor entendimento da relação entre estilos educativos parentais e
satisfação e expetativas parentais, em mães e pais de crianças em idade escolar.
The present study focuses on parenting educational styles (emotional support, control attempt and rejection), and parental satisfaction and expectations in groups of mothers and fathers of school-aged children (6-12 years). The aims were to analyze: (1) the differences between mothers and fathers’ parenting styles, (2) the differences between mothers and fathers in parental satisfaction and expectations, (3) the relationship between parenting styles and parental satisfaction and expectations, in each group, and (4) the relationship of these dimensions with sociodemographic variables (mothers and fathers’ age and number of children). A total of 112 individuals participated in this study, 56 mothers (30-52 years) and 56 fathers (30-60 years), who were parents of the same child (dependent groups). The average age of the target-children was 8.43 years (DP=1.69). The instruments used were the following: the EMBU-P, a Satisfaction index and a Parental Expectations index, and a Sociodemographic Questionnaire. The results indicate that mothers differ significantly from fathers in emotional support and rejection, but not in parental satisfaction and expectations. In the mothers’ group (but not in the father’s group), associations between parental satisfaction and emotional support (positive), control attempt and rejection (negative) were observed. Additionally, in both groups, parental expectations were positively associated with emotional support and negatively associated with rejection. Regarding the sociodemographic variables, in both groups a negative relationship between control attempt and age (although the result was marginally significant for the father’s group) was observed. Furthermore, in the father’s group, negative associations between age and emotional support, and expectations and number of children were also found. The results contribute to furthering knowledge of the relationship between parenting educational styles and parental satisfaction and expectations in mothers and fathers of school-aged children.
The present study focuses on parenting educational styles (emotional support, control attempt and rejection), and parental satisfaction and expectations in groups of mothers and fathers of school-aged children (6-12 years). The aims were to analyze: (1) the differences between mothers and fathers’ parenting styles, (2) the differences between mothers and fathers in parental satisfaction and expectations, (3) the relationship between parenting styles and parental satisfaction and expectations, in each group, and (4) the relationship of these dimensions with sociodemographic variables (mothers and fathers’ age and number of children). A total of 112 individuals participated in this study, 56 mothers (30-52 years) and 56 fathers (30-60 years), who were parents of the same child (dependent groups). The average age of the target-children was 8.43 years (DP=1.69). The instruments used were the following: the EMBU-P, a Satisfaction index and a Parental Expectations index, and a Sociodemographic Questionnaire. The results indicate that mothers differ significantly from fathers in emotional support and rejection, but not in parental satisfaction and expectations. In the mothers’ group (but not in the father’s group), associations between parental satisfaction and emotional support (positive), control attempt and rejection (negative) were observed. Additionally, in both groups, parental expectations were positively associated with emotional support and negatively associated with rejection. Regarding the sociodemographic variables, in both groups a negative relationship between control attempt and age (although the result was marginally significant for the father’s group) was observed. Furthermore, in the father’s group, negative associations between age and emotional support, and expectations and number of children were also found. The results contribute to furthering knowledge of the relationship between parenting educational styles and parental satisfaction and expectations in mothers and fathers of school-aged children.
Descrição
Tese de mestrado, Psicologia (Secção de Psicologia Clínica e da Saúde, Núcleo de Psicologia Clínica Dinâmica), Universidade de Lisboa, Faculdade de Psicologia, 2018
Palavras-chave
Estilos educativos parentais Satisfação parental Mães Pais Idade escolar Teses de mestrado - 2018