ABSTRACT
The present study has two objectives: first, to analyze whether the dimensions that make up emotional intelligence (attention, clarity, and repair) give rise to different profiles of university students, and secondly, to determine whether these different profiles are differentially associated with the parenting practices that students report with regard to their fathers and mothers. Results obtained indicate the existence of different profiles of college students. The profile that corresponds to adequate emotional skills presents a lower score in attention, but higher scores in clarity, and especially in mood repair. The other two profiles are inadequate, in the first case because a higher score in emotional attention is accompanied by low scores in mood repair, and in the second case because low scores are presented in all three dimensions. Likewise, we verified the existence of significant differences in the educational practices of parents, the adequate profile is characterized by greater use of parenting dimensions considered to be positive, and at the same time, lower scores on dimensions considered to be negative. One of the dysfunctional profiles is associated with higher scores in positive practices, and is also associated with higher scores in practices considered to produce a negative effect. The second dysfunctional profile is associated with higher scores on the dimensions considered to be negative and lower scores on positive dimensions.
ABSTRACT
Este trabajo examina la influencia de las prácticas educativas paternas en el comportamiento agresivo durante la última etapa de la educación primaria y primer ciclo de educación secundaria, así como la concordancia entre distintas medidas de agresividad en un grupo de 326 chicos y chicas con edades entre los 10 y los 16 años de un conjunto de colegios e institutos de la provincia de Jaén (España). Las prácticas educativas analizadas son el afecto/rechazo de los padres y tres formas de disciplina: inductiva, rígida e indulgente; mientras que la agresividad es evaluada por tres informantes distintos: los propios adolescentes, sus compañeros y sus profesores. Los resultados del estudio indican que las variables que mejor predicen la agresividad son las prácticas educativas negativas como la crítica-rechazo y los modos de disciplina rígido e indulgente. También se encuentran altos niveles de acuerdo en comportamiento agresivo entre distintos informantes, especialmente entre profesor/a y compañeros/as de clase.
This paper analyzes the influence of parents' educational practices on aggressive behavior during the last phase of primary education and the first cycle of secondary education, as well as the agreement between different measures of aggressiveness in a group of 326 male and female students aged 10 to 16 from a number of schools and high schools in Jaen (Spain). Educational practices analysed include affection/rejection by parents and three types of discipline-inductive, strict and indulgent. Aggressiveness in turn has been assessed from three tell-tale ways: the adolescent, their classmates and their teacher. The results of the study indicate that aggressiveness is better predicted by negative educational practices such as critique-rejection and rigid and indulgent discipline approaches. High levels of agreement are also found in aggressive behavior between different informants especially teacher and classmates.
Subject(s)
Male , Female , Child , Adolescent , Adolescent , Aggression , Parenting , EducationABSTRACT
Este estudio tiene como objetivo analizar las relaciones entre las prácticas educativas del padre y de la madre y los problemas internalizantes y externalizantes que presentan un grupo de adolescentes en función del género. Los participantes fueron 469 estudiantes de Educación Secundaria Obligatoria con edades entre los 12 y 18 años. Los resultados mostraron diferencias en la percepción de las prácticas educativas de ambos progenitores que presentan los adolescentes en función del género de los mismos. Las prácticas educativas negativas se relacionan positivamente con los problemas internalizantes y externalizantes, mientras que las prácticas positivas se relacionan negativamente con los problemas externalizantes. Asimismo, se producen diferencias en las variables predictoras de los problemas en chicos y en chicas, resultando mayor la predicción en el caso de los problemas externalizantes (AU)
The goal of this study was to analyze the relationship between parenting practices and internalizing and externalizing problems presented by a group of adolescents according to their gender. Four hundred and sixty-nine secondary school students (aged between 12 and 18) participated in this study. The adolescents presented differences in perception of the educational practices of both parents as a function of their gender. Negative parenting practices were positively related to adolescents internalizing and externalizing problems, whereas positive practices were negatively related to externalizing problems. Moreover, differences between boys and girls were found in predictor variables of problems, and the predictive power of the variables was higher for externalizing problems (AU)
Subject(s)
Adolescent , Child , Female , Male , Humans , Psychology, Adolescent , Parenting , Parent-Child Relations , SpainABSTRACT
The goal of this study was to analyze the relationship between parenting practices and internalizing and externalizing problems presented by a group of adolescents according to their gender. Four hundred and sixty-nine secondary school students (aged between 12 and 18) participated in this study. The adolescents presented differences in perception of the educational practices of both parents as a function of their gender. Negative parenting practices were positively related to adolescents' internalizing and externalizing problems, whereas positive practices were negatively related to externalizing problems. Moreover, differences between boys and girls were found in predictor variables of problems, and the predictive power of the variables was higher for externalizing problems.
