Parenting Styles and Dimensions Questionnaire - versão portuguesa de autorrelato / Parenting Styles and Dimensions Questionnaire - the portuguese self-report version

Os estilos parentais educativos constituem um conceito central na área de estudos da parentalidade e do desenvolvimento infantil. Neste sentido, décadas de investigação demonstram o impacto dos estilos parentais em vários aspectos do ajustamento socioemocional da criança e do adolescente. Este estudo teve como objetivo avaliar as propriedades psicométricas e a validade fatorial da versão portuguesa de autorrelato do Parenting Styles and Dimensions Questionnaire. A amostra foi constituída por 2081 indivíduos portugueses (1085 mães; 996 pais) com filhos dos 3 aos 15 anos. Os resultados da análise fatorial confirmatória replicaram a estrutura original de três fatores: autoritativo, autoritário e permissivo. Os índices de ajustamento revelaram uma boa adequação do modelo aos dados. Os níveis de consistência interna dos fatores autoritativo e autoritário revelaram-se adequados, mas o fator permissivo apresentou valores ligeiramente abaixo dos aceitáveis. Os valores de validade convergente e discriminante também se revelaram adequados. Apesar dos níveis menos aceitáveis de consistência interna do factor permissivo, o QDEP revelou, em geral, qualidades psicométricas adequadas para fins de investigação e clínicos, permitindo não só a avaliação de estilos parentais como também de diferentes dimensões e comportamentos parentais com impacto relevante no ajustamento socioemocional da criança e do adolescente. (AU)

Parenting styles have been a central construct in the field of parenting and child development studies. Many decades of research have supported the impact of parenting styles on several aspects of the social and emotional adjustment of children and adolescents. The purpose of this study was to examine the psychometric properties and the factorial validity of the Portuguese version of the Parenting Styles and Dimensions Questionnaire, through confirmatory factor analysis. Data were collected from 2081 participants (1085 mothers; 996 fathers) with children between 3 and 15 years old. Results replicated the original three-factor structure: authoritative, authoritarian and permissive. The results of confirmatory analysis indicated a good fit of the model. Authoritative and authoritarian factors showed good internal reliability coefficients, but the permissive factor presented values slightly below acceptable levels. Convergent and discriminant validity also showed appropriate values. In general, and despite the less acceptable levels of internal reliability demonstrated by the permissive factor, PSDQ revealed psychometric properties appropriate for research and clinical purposes. This instrument not only allows for the assessment of parenting styles, but also enables the measurement of parental dimensions and behaviors with a significant impact on child and adolescent well-being. (AU)

School Social Behavior Scales: an adaptation study of the Portuguese version of the social competence scale from SSBS-2.

This study analyses the psychometric proprieties of a Portuguese version of the social competence scale from the School Social Behavior Scales (SSBS-2, Merrell, 2002). It is a rating instrument of children and adolescents behavior, to be used by teachers and other school personnel. This scale includes 3 subscales: self-management/compliance, peer relations and academic behavior. In our first sample, 175 teachers rated 344 students from grade 1 through 12. On the second sample 13 teachers rated 251 3rd and 4th grades students. The results from the Portuguese adaptation support the multidimensional structure of the social competence scale from the SSBS-2, although an alternative model demonstrated a better fit to the data than the model originally proposed by the author. The scale showed good internal consistency and good intercorrelations between subscales, as well as between subscales and the total scale. The final model was well replicated in the second sample. These results encourage us to pursue the SSBS-2 Portuguese adaptation, in order to provide a useful and validated instrument for the assessment of social competence and for educational interventions.

School social behavior scales: an adaptation study of the Portuguese version of the social competence scale from SSBS-2

This study analyses the psychometric proprieties of a Portuguese version of the social competence scale from the School Social Behavior Scales (SSBS-2, Merrell, 2002). It is a rating instrument of children and adolescents behavior, to be used by teachers and other school personnel. This scale includes 3 subscales: self-management/compliance, peer relations and academic behavior. In our first sample, 175 teachers rated 344 students from grade 1 through 12. On the second sample 13 teachers rated 251 3rd and 4th grades students. The results from the Portuguese adaptation support the multidimensional structure of the social competence scale from the SSBS-2, although an alternative model demonstrated a better fit to the data than the model originally proposed by the author. The scale showed good internal consistency and good intercorrelations between subscales, as well as between subscales and the total scale. The final model was well replicated in the second sample. These results encourage us to pursue the SSBS-2 Portuguese adaptation, in order to provide a useful and validated instrument for the assessment of social competence and for educational interventions (AU)

El presente estudio analiza las características psicométricas de la versión portuguesa de la escala School Social Behavior Scales (SSBS-2, Merrell, 2002). Se trata de un instrumento de calificación del comportamiento de los niños y adolescentes, para ser utilizado por los maestros y por otro personal educativo. Esta escala incluye tres subescalas: autocontrol/conformidad, las relaciones entre pares y el comportamiento académico. En nuestra primera muestra, 175 maestros calificaron 344 estudiantes del 1º al 12º grado escolar. En la segunda muestra, 13 profesores calificaron 251 estudiantes de 3º y 4º grado escolar. Los resultados de la adaptación portuguesa apoyan la estructura multidimensional de la escala de competencia social del SSBS-2, a pesar de un modelo alternativo demostrar un mejor ajuste a los datos que el modelo propuesto originalmente por el autor. La escala reveló una buena consistencia interna y una buena correlación entre las subescalas, así como entre las subescalas y la escala total. El modelo final se replicó bien en la segunda muestra. Estos resultados nos incentivan a proseguir la adaptación portuguesa del SSBS-2, a fin de proporcionar un instrumento útil y validado para la evaluación de la competencia social y para las intervenciones educativas (AU)