Las prácticas educativas paternas y la agresividad premeditada e impulsiva de los hijos adolescentes / Educational parenting practices and premeditated and impulsive aggression in teenagers

En este estudio se analiza la relación entre las prácticas educativas de los padres y la agresividad premeditada e impulsiva que presentan sus hijos adolescentes para determinar si existen correlatos diferenciales entre ambas formas de agresividad. Asimismo se examina la situación mixta, en la que aparecen simultáneamente las dos formas de agresividad en los adolescentes, para comprobar si las prácticas educativas son diferentes con respecto a las formas puras de agresividad. Los resultados indican que los correlatos de ambas formas de agresividad son diferentes, mientras que los factores que predicen la agresividad impulsiva son el rechazo y la disciplina rígida que ejerce la madre, los que predicen la agresividad premeditada son la falta de revelación y la disciplina indulgente del padre. Asimismo, los datos indican que la agresividad mixta se asocia con una prácticas educativas más negativas incluso que las que presentan los adolescentes con agresividad pura. Se concluye que las prácticas paternas difieren en la agresividad premeditada e impulsiva y se constata la existencia de una forma mixta de agresividad más perjudicial

This paper analyzes the relationship between the educational strategies developed by parents and the premeditated and impulsive aggressiveness that adolescents demonstrate in order to verify the existence of differential correlates between both forms of aggression. The mixed situation, in which the two forms of aggression appear simultaneously in the same individual, is also discussed to check if educational practices are similar or different with respect to the pure forms of aggression. The results indicate that the correlates of both forms of aggression are different: while the factors predicting impulsive aggression are rejection and rigid discipline exercised by the mother, those predicting premeditated aggression are a lack of revelation and an indulgent father discipline. Similarly, the data indicate that the mixed aggression is associated with more negative educational practices than those of adolescents with pure aggression. We conclude that parenting practices differ in premeditated and impulsive aggression, and note the existence of a mixed form of more harmful aggression

Prácticas educativas paternas y problemas internalizantes y externalizantes en adolescentes españoles / Parenting practices and internalizing and externalizing problems in Spanish adolescents

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)

Adolescents and their parents' perceptions about parenting characteristics. Who can better predict the adolescent's academic competence?

This study examined family factors reported by parents and their children in relation to children's academic competence. Adolescents and their parents (N=323) reported about the same family characteristics: parental acceptance and involvement in the children's education. Measures related to children's academic competence were: academic competence rated by the teacher, self-reported grades, perceived academic competence and motivational orientation. The results revealed low interrater agreement in family measures. Moreover, ratings by children about parenting characteristics seem higher than those of their parents in predicting academic-related measures. This was true especially in the case of children's reports on acceptance. However, in the case of involvement, parent's reports contributed towards predicting a higher number of variables.