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Estructura factorial y propiedades de la Escala de Comportamientos para Madres y Padres con Niños Pequeños (ECMP)
Abstract
Este trabajo analiza la estructura factorial de la Escala de Comportamientos para Madres y Padres con Niños Pequeños (ECMP); este instrumento es una adaptación al castellano del Parent Behavior Checklist, que evalúa las prácticas paternas. Se seleccionó una muestra representativa de niños (1.0-5.11 años), de una Cd. de México. La ECMP fue contestada por las mamás (n= 982), o por los papás (n= 618) de esos niños. Los análisis factoriales permitieron identificar una versión de la ECMP con 99 ítems y tres factores con valores eigen mayores de uno (i.e., expectativas, disciplina y crianza); el porcentaje de varianza explicada por los tres factores fue de 31.8. El coeficiente alfa total fue de .95. Estos resultados indican que la estructura factorial y la consistencia interna de la ECMP son adecuadas. Además, como apoyo adicional de la adecuación de la ECMP, se presentan comparaciones entre mamás y papás y entre padres con niños de diferente edad.
... Other variables are also involved in school, personal and social adjustment in immigrant children. One of the most important is parental child-rearing practices, specifically, how parents behave toward their children in terms of child care, upbringing, guidance, providing new experiences and correcting inappropriate behaviors (Solís-Cámara et al. 2002). Childrearing practices have received much research attention in recent years (Alcock et al. 2008;Capaldi et al. 2007;Jones and Prinz 2004;Solís-Cámara and Díaz 2007). ...
... This study was guided by an interest in analyzing the variables that influence social, personal and school adjustment in a sample of preschoolers with different cultural backgrounds, with the ultimate objective of preventing school problems that can appear in subsequent stages of education. The first aim was to analyze differences in performance, academic achievement, parent-reported behavioral problems and attitudes toward learning between groups of indigenous Spanish children, immigrant children whose parents were from -Cámara et al. 2002). SDQ-P is the Strengths and Difficulties Questionnaire-Parents and SDQ-T is the Strengths and Difficulties Questionnaire-Teachers (Goodman 1997). ...
... Similarly, validation studies have been carried out in different countries, demonstrating the effectiveness of the ACFS in different cultures-for example, with 89 children with normal development in the Netherlands (Lidz and Van der Aalsvoort 2005), or with 50 preschoolers with and without developmental problems in Australia (MacDonald 2006 cited in Haywood and Lidz 2007). La Escala Breve de Comportamientos para Madres y Padres de Niños Pequeños (Brief Behavioral Scale for Mothers and Fathers of Young Children; Solís-Cámara et al. 2002) This scale investigates parents' practices, i.e. their specific goal-directed behaviors through which they perform their maternal and paternal duties. The Escala Breve de Comportamientos para Madres y Padres de Niños Pequeños (ECMP) consists of three empirically derived subscales: expectations (the parents' expectations regarding the moment when they feel that their children should acquire the skills typical of their age), discipline (verbal and physical punishment) and child-rearing practices (parents' positive child-rearing activities). ...
The continuing incorporation of immigrant populations into the Spanish educational system poses an important challenge in that all participants must cooperate toward creating the best possible adaptation process at the academic level as well as on the personal and social levels. A number of different factors appear to influence children’s adjustment during the preschool stage, and these factors are especially relevant since many studies have shown that this is a key period for the prevention of future difficulties. The present study examines the variables involved in the adaptation of a group of preschool-aged children from different cultural backgrounds in Spain. The results indicate that preschoolers, regardless of their background, have similar performance and learning potential, with language proficiency being the factor that most clearly affects the other variables investigated. It was also found that children’s attitudes toward learning were related to the presence of behavioral difficulties and with the quality and type of parental child-rearing practices. These practices appear to be related to a number of difficulties immigrant children may experience on personal and social levels.
... Crianças Pequenas (ECMP;Solís-Cámara et al., 2002). Esta escala é constituída por 99 itens distribuídos por uma escala Likert de quatro pontos (1=Quase nunca/Nunca a 4=Quase sempre/Sempre) distribuídos por três subescalas: Expetativas: 48 itens que medem as expetativas que os pais têm sobre o desenvolvimento dos seus filhos: pontuações altas indicam que os pais esperam que sua filha/o mostre um desenvolvimento maior do que o esperado na sua idade; Disciplina: 31 itens que medem as práticas de disciplina dos pais perante os comportamentos das crianças: altas pontuações indicam o uso frequente de castigos corporais e verbais, tais como golpes ou gritos e Educação: 20 itens que avaliam especificamente os comportamentos dos pais para promover o desenvolvimento psicológico das crianças: altas pontuações indicam o uso frequente de atividades promotoras do desenvolvimento infantil, tais como a leitura. ...
... Para efeitos de validação, a ECMP foi aplicada numa amostra representativa de 1600 pais mexicanos (982 mães e 618 pais). O alfa de Cronbach no estudo foi elevado nas três subescalas: Expetativas α=.96, Disciplina α=.89 e Educação α=.80(Solís-Cámara et al., 2002) demonstrando uma adequada consistência interna. Outros estudos indicam muito boa confiabilidade de medidas repetidas (r's de .75 a .93), ...
Os estudos sobre os Centros de Educação Infantil (CEI) indicam que não existem associações consistentes entre a qualidade do CEI e o nível educativo do Cuidador Secundário Professional (CSP) pressupondo que o nível, por si só, pouco contribui para a efetividade do CSP nos CEI. No entanto, as interpretações do CSP sobre a intencionalidade do comportamento das crianças parecem determinar o tipo de práticas educativas utilizadas na resposta às necessidades das crianças. O presente estudo tem como objetivo analisar as associações entre as atribuições dos CSP sobre a intencionalidade do comportamento da criança e os estilos e práticas de educação. 34 CSP participaram no estudo. Os instrumentos utilizados foram versões adaptadas da Escala de Atribuições Maternas e da Escala de Comportamentos para Mães e Pais com Crianças Pequenas. Os resultados indicaram correlações entre os estilos de educação e as atribuições negativas, assim como entre as práticas de educação e as atribuições positivas demonstrando a importância dos fatores psicológicos dos CSP no cuidado de qualidade às crianças. Os promotores de políticas públicas podem criar mecanismos de seleção/ /promoção de pessoal que privilegiem fatores não académicos, gerando continuidade no cuidado prestado às crianças. Palavras-chave: Educação infantil, Atribuições sobre as intencionalidades, Estilos e práticas de educação, Qualidade educativa.
... -La Escala de Comportamientos para Madres y Padres con Niños Pequeños (ECMP). Se utilizó la versión breve (ECMP-B), desarrollada a partir de la original que fue validada con una muestra representativa de 1600 padres de niños mexicanos entre uno y cinco años de edad (Solís-Cámara et al., 2002). Cuenta con 32 reactivos, 11 de los cuales están referidos a expectativas, 10 a prácticas disciplinarias y 11 a prácticas de crianza. ...
... Estas distribuciones fueron semejantes en madres de infantes y de preescolares. En cuanto a la comparación de las calificaciones por grupos maternos, se encontró que las expectativas de desarrollo eran más altas con los preescolares; este resultado era de esperar ya que las expectativas de los padres se ajustan a la edad de sus hijos (Solís-Cámara et al., 2002). ...
The purpose of this descriptive transversal study was to investigate the origin of type A behavior pattern (TABP) in children. The study examined the relationships among mothers' scores for TABP, activity, anger-aggression, stress, and parenting practices, and those for children's TAB. Participants were 107 mothers of infants or preschoolers. Mothers' cultural variables were not related to TABP scores. However, mothers rated male infants higher on the impatience and activity factors than female infants. Regression analyses indicated mother's TABP scores were not the main predictors of children's TABP, particularly of the impatience factor; instead, significant predictors were children's activity level and stress, mothers' anger-aggression, as well as nurturing practices. These results suggest children's TABP scores are more strongly influenced by psychological factors of the reciprocal interaction between mothers and young children, than by mothers' TABP scores.
... -La Escala de Comportamientos para Madres y Padres con Niños Pequeños (ECMP). Se utilizó la versión breve (ECMP-B), desarrollada a partir de la original que fue validada con una muestra representativa de 1600 padres de niños mexicanos entre uno y cinco años de edad (Solís-Cámara et al., 2002). Cuenta con 32 reactivos, 11 de los cuales están referidos a expectativas, 10 a prácticas disciplinarias y 11 a prácticas de crianza. ...
... Estas distribuciones fueron semejantes en madres de infantes y de preescolares. En cuanto a la comparación de las calificaciones por grupos maternos, se encontró que las expectativas de desarrollo eran más altas con los preescolares; este resultado era de esperar ya que las expectativas de los padres se ajustan a la edad de sus hijos (Solís-Cámara et al., 2002). ...
El propósito de este estudio descriptivo transversal fue indagar el origen
del patrón de comportamientos tipo A (PCTA) en niños. Se examinaron las relaciones
entre las calificaciones del PCTA de madres, la actividad, el coraje-agresión, el estrés
y las prácticas de crianza, y las calificaciones del PCTA de niños. Las participantes
fueron 107 madres de infantes o de preescolares. No se encontraron relaciones entre las
variables socioculturales y el PCTA. Sin embargo, las madres asignaron calificaciones
más altas de impaciencia y actividad a los infantes de sexo masculino. Los análisis de
regresión indicaron que las calificaciones del PCTA de las madres no fueron los principales
predictores, particularmente del factor de impaciencia de los niños; más bien
los predictores significativos fueron el nivel de actividad y estrés de los niños, el
coraje-agresión materno y las prácticas de crianza. Los resultados sugieren que las
calificaciones del PCTA de los niños están más fuertemente influenciadas por factores
psicológicos de la interacción entre madres y niños pequeños, que por las calificaciones
CTA de sus madres.
... Escala Breve de Comportamientos para Madres y Padres de Ni- ños pequeños (ECMP) (Solís Cámara, Díaz Romero, Medina Cuevas y Barranco Jiménez, 2002). Se trata de una escala que valora las prácticas de los padres, esto es, los comportamien- tos específicos dirigidos a una meta, a través de los cuales los padres desempeñan sus deberes maternos o paternos. ...
One issue of concern today is the social adjustment of children to their family and school environment. During the last decades, research on educational practices of parents and their influence on the development of children, have increased. This study was designed to examine the effects of migrant origin on parenting and analyse their relationship with behaviour problems amongst preschool children. The sample included 176 preschool children aged between 4 and 5 years, and their parents, divided into two groups according to their origin (Spanish and immigrants). The results showed differences in parenting practices and a greater presence of emotional problems and difficulties in peers' relationships in preschoolers from immigrant families. It has also highlighted the influence of coercive parenting practices and lower expectations on the presence of children problems, and the role of sociodemographic factors, such as age or educational level, in this relationship.
... Este aspecto resulta de interés para analizar en futuros trabajos, ya que en muchas ocasiones los enfermos, sobre todo si se trata de enfermos crónicos, necesitan que su médico les escuche y ayude en los malos momentos. En cuanto a la fi abilidad, según Nunnally (1987), si la fi abilidad de un instrumento prueba ser muy baja (-,50) puede ser que el instrumento tenga muy pocos ítems, los ítems tengan poco en común, o al menos esto sea cierto para la muestra estudiada (Solís-Cámara, Díaz, Medina y Barranco, Montejano y Tiscareño, 2002). En este trabajo no hemos tenido esa problemática debido a que los coefi cientes alfa fueron bastante semejantes a los de la escala original. ...
... Behavior Scale for Mothers and Fathers of Small Children (BSMF)] (Solís, Díaz, Medina & Barranco, 2002;Solís, 2007) assesses parental goal-directed behaviors used by parents to fulfill their maternal or paternal responsibilities. The scale consists of three empirically derived subscales and factor analyses. ...
Introduction: Conduct problems arising in infancy are one of the main reasons for which parents seek psychological assistance. Although these problems usually begin when the child has started school, in recent years a group of children has been identified who begin to manifest such problems from their earliest infancy and whose prognosis seems to be particularly negative. Method: The participants in this study were 175 preschoolers aged between 4 and 5 years with and without conduct problems. Learning-related cognitive abilities, attitudes and parenting practices were assessed in all cases. Results: The results demonstrate differences between the two groups in all the aspects studied here, making it clear that these types of problems have a significant impact on family life and quickly become generalized to different contexts of child functioning. Discussion and Conclusion: Prescholres with conduct problems have difficulties in mastering certain cognitive abilities and in acquiring attitudes towards learning. The study also highlights the importance of parental strategies for disciplining their children and their expectations regarding their child's capacities.
... La crianza medida con el EMBU en relación con otras variables del comportamiento social o delincuencia en adolescentes y adultos jóvenes (1,29,35) confirma su validez de constructo. De entre los trabajos publicados que estudian la crianza en población latinoamericana, son escasos los transferibles de un país a otro, y no se ha documentado su uso en poblaciones de adolescentes (10,30,39). No obstante, resulta necesario evaluar la crianza no sólo en el modo en que informan de ella los padres o como sugiera el recuerdo retrospectivo de los adultos. ...
... Consideramos, pues, que este trabajo aporta evidencia empírica importante en el estudio de la relación entre los estilos educativos familiares y la autoestima del niño pequeño, así como en el análisis del determinismo recíproco de la relación entre padres e hijos. Nuestros resultados parecen ser congruentes con los obtenidos por otros autores en los escasos trabajos anteriores y muestran la variabilidad de la actuación parental, la importancia de la atribución intencional en la percepción infantil, las características contextuales y la relevancia de la bidireccionalidad en las situaciones interactivas (Siegel y Barclay, 1985;Kochanska, 1991;Grusec y Goodnow, 1994;Rodrigo y Palacios, 1998). Contribuye además a valorar la necesidad de estudiar los primeros entornos sociales como fuertes predictores de la incipiente configuración del autoconcepto y del nivel de autoestima del niño pequeño. ...
Se relacionan las diferentes prácticas educativas familiares con la autoestima de los hijos pequeños. En el estudio participaron 283 familias de nivel sociocultural medio y medio alto, con hijos de 3, 4 y 5 años y sus maestras. La exploración de las prácticas educativas familiares se hizo con las PEF (Alonso y Román, 2003a), la evaluación del autoconcepto (autopercepción) con el PAI (Villa y Auzmendi, 1990) y con la Escala de Referentes Conductuales de la Autoestima en niños pequeños (Haltiwanger y Harter, 1988) (heteropercepción). Hemos encontrado discrepancias entre las percepciones adultas e infantiles ¿tanto en la valoración global del estilo educativo familiar más utilizado, como en las valoraciones específicas de situaciones o conflictos¿. Además, los análisis estadísticos confirman, entre otras cosas, la correlación entre el estilo educativo familiar y la autoestima de los hijos pequeños.
Resumen Con ocasión de la realización de la Encuesta Longitudinal de la Primera Infancia (ELPI) aplicada el año 2012 a un total de 2.855 madres de niños menores de 3 años, se analiza la calidad educativa del hogar (HOME I). Esta escala de cotejo observacional informa una adecuada puntuación estandarizada, no obstante la segmentación en el comportamiento de los ítems y dimensiones con base a la escolaridad de la madre. Las madres son responsivas, afectuosas y solícitas a las demandas de sus hijos privilegiando las vocalizaciones por sobre otras manifestaciones de interacción. Evitan conductas correctivas que contemplen el uso del castigo físico o verbal agresivo como medio de disciplina, aunque la presencia de determinados estresores pueden tensionar la relación. La dimensión Materiales de Aprendizaje es la que alcanza una de las menores puntuaciones (.528), además de registrar una de las mayores brechas entre los grupos de escolaridad materna en cada ítem que la compone. Palabras claves: calidad educativa del hogar, responsividad, compromiso materno, implicación parental, ambiente familiar, interacción materno-infantil, estimulación temprana.
Educational quality of family environment and maternal education Quality education of the family environment and maternal schooling Abstract On the occasion of the completion of the Longitudinal Survey of Early Childhood (ELPI) applied in 2012 to a total of 2.855 mothers of children under three years, the quality of education household (HOME I) is analyzed. This scale has an adequate score standardized, however segmentation in the behavior of items and dimensions based on the education of the mother. Mothers are responsive, caring and solicitous to the demands of their children vocalizations privileging over other forms of interaction. Corrective avoid behaviors that include the use of aggressive physical or verbal punishment as a means of discipline, although the presence of certain stressors can strain the relationship. The Learning Materials dimension is reaching one of the lowest scores (.528), in addition to having one of the largest gaps between groups of maternal education on each item that composes.
Most research has abandoned the attempt to establish direct associations between parenting beliefs and practices. In the present study, these relationships were assessed in a sample of 275 parents with young children. The selected instruments were specifically designed for measuring parenting beliefs or practices. Differences were found for parents' gender and children's sex. More beliefs-practices correlations were found for mothers. Beliefs-practices correlations were more similar between mothers and fathers of girls, than for those with boys. Main beliefs for mothers were: communication, parental support, role orientation, limit setting, and autonomy, and these beliefs were mainly related with discipline and nurturing practices. Main beliefs for fathers were: limit setting, role orientation, and parental support, and they were mainly related with discipline practices. The authors highlight the possible meanings of different relationships between parenting beliefs and practices, and argue for the inclusion of both parenting beliefs and practices in parenting research studies.
The main purpose of this work was to analyze the psychometric properties of a parenting behavior scale (ECMP, in Spanish). The ECMP is a tool that measures three aspects of parenting young children, namely, expectations, discipline, and nurturing. Due to the recent development of this tool several psychometric properties of it have not been assessed. Therefore, we designed four studies to establish repeated measures reliability, convergent validity, and the possible influence of social desirability response set on the ECMP, we also compared two versions of the ECMP. Subjects for each study were parents with one child between 1 year and 5 years, 11 months of age. We administered a demographic questionnaire and the ECMP in every study. Convergent validity of the ECMP was assessed by comparing it with the Adult-Adolescent Parenting Inventory-Spanish. To assess social desirability, we administered a brief version of a scale of social desirability. The ECMP was also compared with a 32-item version of it. Results indicate that the ECMP shows adequate psychometric properties and the discussion focuses on the possible applications for this scale.
In this study, the term children with special needs is used to refer to children who comprise a population at risk for various medical and psychological disorders. Studies of parenting practices compare families with children with special needs not sharing a specific disability to parents of average children. Moreover, studies usually compare white middle class mother-child pairs. It is acknowledged that too much about these families is unknown, particularly with Latinamerican families. Therefore, research on parenting children with special needs is essential. A logical starting point would be to test appropriate assessment materials for this population. The present study analyzes the usefulness of an instrument, the ECMP, developed to assess parenting of young children. The main concern relates to how mothers and fathers of children with special needs differ from parents of average children on discipline and nurturing practices as well as on developmental expectations. Research has suggested that parents perceptions of their children's behavior as problematic may increase the distress of parents. This study also examines mothers' and fathers' perceptions of child deviance. We administered to parents a health scale for children (ESN) as a measure of children's psychosocial adjustment. We wanted to identify first mothers' and fathers' perceptions of their child deviant behaviors; and, secondly, we wanted to know if such perceptions were related to developmental expectations and parenting practices. The study sample included 166 families with at least one child between the ages of 12 and 56 months (44 boys, 36 girls). Families with a child with special needs (FNES) included 80 mothers and 80 fathers. Of the children's sample, 6.2% had cerebral palsy, 16.2% psychomotor retardation, 6.2% Down syndrome, 11.2% brain damage, 8.7% language handicapped, 8.7% respiratory disorders, 5% other syndromes, 27.5% multiple diagnosis, and 15% had no specific disorder. Families with an average child (FNOR) were drawn from the normative population of the ECMP. This sample included 86 fathers and 86 mothers; there were 46 boys and 40 girls. Both samples completed a socio-cultural quesfionnaire and the ECMP. FNES also completed the ESN. discipline, and nurturing. For each scale, scores were higher for families with a single child compared with families with more than one child. Also when both mother and father took care of the child, their reported expectations and nurturing were higher than when the mother was the sole responsible of the child. To determine if significant differences existed between FNES groups and FNOR in regard to their ratings of parenting, a two-way MANOVA (scale X groups: NES-F, NES-D, NES-NC, FNOR) was conducted. Higher scores were found for the three ECMP scales for FNOR than for NES-D. Pearson product-moment correlations were computed from the mothers' and fathers' scores on the ECMP and the ESN. A different pattern of significant relationships were found between the scores by groups: FNOR and NES-D mothers, and FNOR and NES-D fathers. A stepwise discriminant analysis indicated that the expectations scale discriminated FNOR and FNES. Separated analyses for mothers and fathers from FNOR and NES-D indicated a different picture. For mothers, the expectations scale and also this scale plus the discipline one discriminated between them. For fathers, both expectations and nurturing scales discriminated between them. In the groups of mothers, 65 out of 86 (76%) FNOR children were correctly classified and 28 out of 41 (68%) NES-D children were correctly predicted. In the groups of fathers, 64 out of 86 (77%) FNOR children were correctly classified and 30 out of 41 (73%) NES-D children were correctly predicted. The present study found similar parenting practices and developmental expectations within families. Developmental expectations increased with child's age for FNOR but not for FNES; this result may reflect that the child's inability could become more evident as he/she gets older forcing parents to adjust their expectations to the child's actual capacity. Comparisons between families indicated that FNOR had significantly higher developmental expectations and discipline scores than FNES. Previous comparisons of Mexican mothers and fathers have indicated that discipline and nurturing scores are higher for mothers than for fathers from different families; in the present study, a similar gender effect was found only for nurturing between married couples. The children with special needs were rated by their parents as having lower or higher psychosocial problems. The higher scores of NES-D families may reflect the parents' sensitivity to their children's health conditions and a tendency to presume their children may be experiencing social problems. Parents may compensate for this perception by lowering their developmental expectations and discipline practices. Another interpretation of the lower expectation scores may be that some of the ECMP items were specifically related to the child's inability and were truly beyond the child's capacity. The present study also found that nurturing practices differ between FNOR and NES-D. This result and the reported correlations suggest that lower child functional ability is associated with less nurturing practices. In general, these results, as well as the discriminant analyses, indicate that comparisons of parenting practices between these families are strongly influenced by parents' perceptions of their child's deviant behaviors. This research expands the presently limited knowledge base regarding the child with special needs in the context of the family. The data support the usefulness of the assessment tools for psychologists working with families with young children. There are several limitations of the study that should be noted. First, the heterogeneous disabilities of the children, and secondly, the small samples by children's age, and by socio-cultural variables. Consequently, our findings and conclusions require additional research to examine child and parent factors through the use of more specific criteria.
A content analy sis of 15 years of Psicothema is undertaken based on the papers about developmental and educational contents published by the journal. After registering and coding the data according to previously established criteria, three types of variables are obtained: Formal identification or by external criteria (authors, origin, period, etc.); classification by internal criteria or by content (paper source and genre, research methodology, theoretical approach, and topic); and time period for publication. 171 papers are identified, of a total of 1134 (15,08 %), where a total of 337 authors from 52 differents institutions and universities have participated. We observe an incresed process of participation and diversification of author and origins and of assumption of international standards. We discuss the results and propose the searchig of appropriate goals for the next years.
Introduction: Childrearing or parenting is the assumption of responsibility for the emotional, social and physical growth and development of a child. Research literature has identified three related components commonly associated to rearing or parenting: a) spontaneous emotions and attitudes that are non-goal directed parental behaviors such as gestures, changes in the tone of voice, temperamental bursts, body language; b) specific goal-directed parental practices, which are better understood in the context of a socialization domain (academic achievement, peer cooperation), and c) the value system and beliefs of parents related to socialization goals of their children. Based on sound empirical data, there is no doubt about the impact of child-rearing environments on a wide variety of outcomes, ranging from normal variations of adaptive functioning and school success to an array of psychopathological results such as drug abuse, aggressive behavior, and anxiety in children and adolescents. During adolescence, parenting implies the transformation of the relationships between parents and children. This is a critical transition period in which the emerging social demands turn it into a particularly vulnerable period of life. Psychological distress that arises in adolescents may threaten their mental health on a medium and long term-basis. Based on an exhaustive literature study related to the parent-child relationship and the shared family environment, Repetti et al. suggest that conflict, lack of cohesion and organization, as well as unsupportive, cold and neglectful environments, were characteristic of families in risk of developing physical and mental problems. Adolescent studies provided evidence related to alcohol and drugs abuse, involvement in pregnancy, aggressive behaviour and delinquency as outcomes for children from families lacking cohesion and orderliness, as well as emotional warmth, support and involvement in parenting. Thus, it is important to rely on instruments that measure parenting and whose dimensions have proven to be relevant to the outcomes evaluated. One empirically evaluated instrument, in terms of internal consistency, construct validity, and convergent and divergent validity in transcultural context, is the Egna Minnen Betraffande Uppfostran-My memories of upbringing (EMBU). It has been extensively used and adapted in more than 25 countries, including Spanish-speaking populations from Guatemala, Venezuela and Spain. Factor analyses have revealed four factors (emotional warmth, rejection, control/overprotection and favouring subject), and multiple studies have documented the validity, reliability and cross-national transferability of the EMBU. Criticism regarding the retrospective nature of the EMBU has been overcome by designs with younger samples confirming its cross-stability for all scales except favouritism scale. There is a lack of instruments measuring parenting in Spanish-speaking countries. It is imperative to evaluate parental perceptions with adolescents as the source of information. There is, therefore, a need to empirically evaluate a reliable and valid parenting measurement, whose relational nature dimensions (warmth/rejection, control) can also be compared with those found in other countries. The purpose of the present study was to explore the psychometric properties of the EMBU-I in a sample of Mexican adolescents. In particular, its aim was to test the reliability (internal consistency), the congruency of the dimensions for fathers and mothers and within the scales comprising the EMBU, and its convergent and divergent validity. Method: Seven hundred seventy five adolescents, with a mean age of 13.81 years, from two secondary schools, one public and one private, participated in the study. Instruments: EMBU-C, parental involvement in studies scale, and the cohesion, conflict and organization scales from the FES. All of them showed reliability values above .50. Results: Emotional warmth, rejection, and control showed evidence of good internal consistency (Cronbach's alphas above or equal .65), except favoritism, in agreement with previous studies. Correlation between both scales, for father and mother (emotional warmth, rejection and control) was positive and high. Negative correlations were found between emotional warmth and rejection, as expect. Interestingly, perception of father control positively correlated with warmth, whereas perception of mother control was higher loaded on rejection than in warmth. The multiple correlation analysis of each scale of the EMBU and the other instruments were as follows: warmth in both parents correlated positively with organization and cohesion in family and rejection, again in both parents, also correlated with conflict. Warmth and control for father, as well as for mother, correlated with parental involvement in studies, but stronger correlations were documented in the case of perception of father's involvement. For mothers, cohesion and organization showed a tendency to correlate higher with involvement in studies. Results support the convergent validity of the scales. Evidence for the divergent validation was provided through the negative correlations found between warmth and conflict. This was also true for cohesion and organization, with regard to rejection. As expected, rejection also showed a negative correlation with parental involvement in studies. In agreement with other studies, the present study corroborates internal consistency in Mexican adolescents, as well as convergent and divergent validity of the EMBU-C scales of emotional warmth, rejection and control. A finding of fhis study was the different correlation tendency found between the dimension of control for fathers and mothers, suggesting that control in fathers is perceived more as warmth than rejection, in contrast to other studies. Also warmth and control, again in the fathers' case, correlated higher with involvement in studies. This finding is in agreement with Youniss and Smollar, whose findings suggest a differential perception of fathers and mothers, especially in early adolescence. Mexican boys and girls tend to perceive fathers with more deference and as advisors or instructors. Although the risky families' construct has a wider perspective, it is also important to evaluate separately the family unit with regard to the adolescent-parent relationship because intervention strategies are different. According to adolescent perception, parenting dimensions related to emotional climate are notably related to other parental components, such as parental involvement in school or family cohesion and organization. Psychometric properties of EMBU-C were acceptable in terms of reliability and validity. It proved to be a useful tool for future studies, purported to evaluate adolescent perception of parental childrearing. Future studies should provide further data on test-retest reliability, confirmatory factor analyses testing the three factor resolution found in previous studies and on its convergent validity. Limitations of the present study arise from the sample of students and its socioeconomic or demographic restrictions. Future studies could overcome the fact that data come only from one source, i.e., children. Concurrent validity comparing EMBU-C with other parenting indicators is also needed.
The objective of this study consisted on determining whether training parents of preschool children on rearing practices would modify harsh disciplinary practices as well as some potential predictors of these practices, such as anger-aggression and stress of parents, children’s stress and behavioral problems, as well as parent-child stress. Sixty parents (41 moms and 19 dads) answered the corresponding questionnaires. The sample was randomly divided into an experimental group (EG), exposed to parent training, and a control group without training (CG). Parents answered the same questionnaires 10 weeks later. Hierarchical regression analysis (HRA) showed that parent-child stress and behavioral problems were the main predictor variables of disciplinary practices (p < .01) in the total sample. In the second assessment, results indicated significant changes in disciplinary practices and all the variables for the EG, but not for the CG. In addition, HRA performed on the CG and the EG pointed out the importance of parental anger-aggression as a variable predictive of disciplinary practices. Results are discussed in terms of the importance of modifying harsh disciplinary practices and their negative effects on children, as well as the proper use of cognitive-behavioral techniques to modify negative relationships between parents and children.
En el presente trabajo se optó por establecer una clasificación más específica, que diera razón de los diferentes aspectos de la familia que se abordaban en los estudios. Esto dio como resultado la propuesta de cinco grandes temáticas: “Contextos sociales de riesgo”, “Estilos y prácticas de crianza”, “Familia y escuela”, “Familia y aprendizaje socioemocional” y “Representaciones familiares”.
El siguiente estudio plantea una exploración general acerca de los cambios generados en las familias a partir de la migración de uno de los miembros del subsistema parental. Este estudio se realizó con la intención de explorar el fenómeno de migración voluntaria en familias de sectores populares de la ciudad de Cali acerca de las nociones de niñez, pautas de crianza y escolaridad. El estudio se efectúo desde un enfoque cualitativo. Se trabajó con nueve grupos familiares de sector popular con hijos escolarizados entre 9 y 11 años, en los cuales uno de los miembros del subsistema parental ha migrado al exterior en busca de trabajo. Se realizaron entrevistas en profundidad a los miembros del subsistema paterno, del subsistema fraterno y a los cuidadores adultos que ejercieran funciones de supervisión. La información obtenida fue analizada con ayuda del Ethnograf 1.4(herramienta de software que permite la organización de datos para su posterior análisis a través de diferentes categorías) y se analizan las categorías de pautas de crianza (concepción de niñez y escolaridad) y funciones paternas (rol del padre y rol de la madre). Los hallazgos orientan a considerar que existe dificultad marcada en los hijos, y en menor medida, en los padres, para establecer claridad acerca de los límites intrasistémicos. Lo anterior influye de manera consistente en el desarrollo de conductas dependientes. El estudio concluyó que los sistemas familiares transnacionales son muy sensibles a la ambivalencia que prevalece en las formas de pensar, sentir, actuar y de relacionarse, tornándose en una de las particularidades que caracterizan la dinámica de los grupos familiares transnacionales. ABSTRACT The following study outlines a general exploration about the changes generated in the families starting from the migration of one of the members of the subsystem parental, this study was carried out with the intention of exploring about the phenomenon of voluntary migration in families of popular sectors of the city of Cali; to explore about the notions of childhood, rules of upbringing and scholarship. The study you makes from a qualitative focus, you work with 9 family groups of popular sector, with sons among 9 -11 years, on the school in those which one of the members of the subsystem parental has immigrated to the exterior in work search. They were carried out interviews in depth to the members of the paternal subsystem, of the fraternal subsystem and to the mature caretakers that exercised supervision functions. The obtained information was analyzed with the help of the Ethnograph 1. 4 The obtained data was analyzed with aid of Ethnograf 1.4 and the categories of guidelines of raising (conception of childhood and schooling) and paternal functions are analyzed (roll of the father roll of the mothers). The findings orient to consider that difficulty marked in the children exists, and to a lesser extent in the parents, to establish clarity about you limit intrasistemics, the previous thing influences of consisting of way the development of dependent conducts. The study concluded that the transnational familiar systems are very sensible to the ambivalence that prevails in the forms to think, to feel, to act and to be related, becoming in one of the particularitities that characterize the dynamics of the transnational familiar groups.
The purposes of the present study were to determine the frequency of parenting styles in couples with same style versus different style, to analyze differences between these groups, and to explore their parental expectations. A demandingness-responsiveness model was chosen, and it was operationalized by means of an objective measure of discipline and nurturing practices. In the study participated 485 couples with young children. Results revealed more indulgent parents in couples with the same style. Among parents who didn't share parenting style, there were more authoritarian mothers and more authoritative fathers. Authoritative couples, with the exception of indulgent couples, had more nurturing practices and the highest developmental expectations among styles and groups. This study highlights the need of more Latin-American research.
The main purpose of this workwas toanalyzethepsycboll1~tric pro~rties of a parenting behavior scale (ECMP, in .Spanish), Thé ECM'p is atool thattneasuresthree aspéctsof parenting yourig children, namely.expectations, discipline, and ntirt«rlng.)J)uetC) tJ1e reeentdevelopment of this tool several psyohometricprópertiesof it havenotbeenass~s~éd''1'h~J'efhre; we .designed four studies lo establish repeated measures reliability,convergent Vjllidity, and the possible influence of social desirability responsesetón the ECMP{wealsÚ comparedtwo versions oí the ECMP. Subjects for each study wereparents withone child}betweenlyeai aad 5yejlfS, 11 months ofage.We administered a demograpI1icquestionnaire rold tbe .ECMPlrt every study. Convergent validity of'the ECMPwás ·assessedby comparll1gitwith the Adult-Adolescent Parenting Inventory-Spanish, To assess social desirability,we¡aamitliste~eda brief versión of a scale of social desirabilíry. The ECMP was alsó eotnpjlfed'with á32~it~m' versíonof it. Results indicate that the ECMP shows adequate psychometricpropertiesandthe diseussíor; focuses on the possíble appíícarícas for this seale,
This study aims to analyze the psychometric properties of the Spanish version of the Scale of Perceived Social Support Specific to the Illness of Revenson et al. 1991. A sample of 202 patients with chronic conditions was used. After making several factor analysis of the scale on all four versions (partner, family, friends and doctors), it was found a structure formed by two factors involving positive social support and not functional or problematic social support. The results obtained with Cronbach's alpha show that all scales have acceptable and adequate internal consistency. In this sense, this scale may be appropriate to identify properly perceived social support for chronic patients on the four sources of support studied.
La investigación ha dejado de intentar establecer relaciones entre las creencias y las prácticas de crianza. En este estudio se examinaron estas relaciones en 275 padres con niños pequeños. Se administraron dos cuestionarios específicos de creencias o de prácticas de crianza. Se encontraron diferencias por género de los padres y sexo de los niños. Hubo más correlaciones creencias-prácticas para las mamás, y las correlaciones creencias-prácticas fueron semejantes entre mamás y papás de niñas, pero no de varones. Las principales creencias de las mamás fueron: comunicación, apoyo, roles, límites y autonomía, y éstas se relacionaron principalmente con las prácticas disciplinarias y de crianza. Las principales creencias de los papás fueron: límites, roles y apoyo, y éstas se relacionaron principalmente con las prácticas disciplinarias. Se enfatiza el significado de las relaciones encontradas y se discute la importancia de incluir tanto a las creencias como a las prácticas en los estudios de crianza.
Este estudio analiza la utilidad de la Escala de Comportamientos para Madres y Padres de Niños Pequeños (ECMP) para distinguir las expectativas del desarrollo y las prácticas disciplinarias y de crianza de parejas de mamás y papás que tienen un hijo sano o uno con necesidades especiales. Además, en este estudio se explora, con la Escala de Salud del Niño (ESN), la percepción que tienen las mamás y los papás sobre el estado de salud de su hijo, que se sabe de antemano que presenta un trastorno o alteración en su desarrollo. Todas las familias tenían al menos un hijo de entre uno y cinco años de edad. La muestra de familias con hijos con necesidades especiales (FNES) quedó formada por 80 mamás y 80 papás. Los problemas de salud de los niños se distribuyeron así: 6.2%, parálisis cerebral; 16.2%, retraso psicomotor; 6.2%, síndrome de Down; 11.2%, lesión cerebral; 8.7%, problemas de lenguaje; 8.7%, problemas respiratorios; 5%, síndromes varios; 22.5% múltiples diagnósticos, y 15%, trastornos vagamente definidos. La muestra de familias normativas (FNOR) quedó formada por 86 mamás y 86 papás. Todas las familias contestaron una forma socio-cultural y la ECMP; las FNES respondieron también la ESN. Los resultados indican que las expectativas y prácticas disciplinarias y de crianza intrafamilias son semejantes, y que unas y otras se incrementan del primer año de edad del niño en adelante para las FNOR. Los resultados entre familias indican que las FNOR esperan que sus hijos dominen mucho más pronto ciertas habilidades y les imponen una disciplina más severa que las FNES. La única diferencia por género favoreció a las mamás, quienes indicaron tener más prácticas de crianza que sus parejas. La inclusión de la ESN fue fundamental porque hizo resaltar la importancia de la percepción de la salud del niño por parte de los padres de familia. Las comparaciones indicaron que las familias que percibían que su hijo tenía una disfunción psicosocial (NES-D), tenían las más bajas expectativas, y ejercían una disciplina menos severa, pero tenían pocas actividades de crianza en comparación con las familias que percibían a su hijo como funcional y con las FNOR. Las correlaciones y los análisis efectuados para distinguir entre familias NES-D y FNOR indicaron que alrededor de 70% de las mamás y de los papás se ubican correctamente con la ECMP, pero sólo cuando se toma en cuenta la propia percepción de ellos. Este estudio es un intento por ampliar el limitado conocimiento existente sobre las expectativas y las prácticas disciplinarias y de crianza de familias con un niño pequeño con necesidades especiales. Los resultados apoyan la utilidad de la ECMP, particularmente después de considerar la percepción diferencial de mamás y papás con la ESN, por lo que ambas escalas pueden ser herramientas adicionales en el estudio de estas familias.
Se hace un análisis de contenido de los últimos quince años de Psicothema a partir de los artículos publicados en la revista con contenidos de psicología del desarrollo y de la educación. Tras registrar y codificar los datos, según los criterios previamente elaborados, se extraen tres tipos de variables: de identificación formal o por criterios externos (autores, procedencia, período, etc.), de clasificación por criterios internos o de contenido (origen y tipo de artículo, metodología de investigación, marcos teóricos de referencia y tematización) y ciclo temporal en la publicación de los artículos. Se identifican 171 artículos, sobre un total de 1.134 (15,08%), en los cuales han participado un total de 337 autores de 52 instituciones y universidades diferentes. Se observa un proceso de participación diversificada de autores y procedencias y de asunción de los estándares internacionales. Se discuten los resultados y se propone la búsqueda de metas adecuadas para los próximos años.
Los propósitos de este estudio consistieron en conocer la frecuencia de estilos de crianza en
parejas con estilo común versus con estilo diferente, analizar sus diferencias, y conocer sus
expectativas. Se eligió un modelo de exigencias-responsividad que se operacionalizó con una medida objetiva de prácticas disciplinarias y de crianza. Se evaluaron 485 parejas con niños
pequeños. Los resultados indicaron que en parejas con estilo común el estilo predominante fue
el indulgente, pero en parejas con estilo diferente, predominó el estilo autoritario en las madres
y el autorizativo en los padres. Las parejas autorizativas, con excepción de las parejas
indulgentes, tuvieron más prácticas de crianza y las más altas expectativas. Se resalta la
necesidad de más investigación con muestras latinoamericanas
Introducción:
La crianza se define como la responsabilidad asumida por los padres respecto al crecimiento físico y desarrollo emocional y social de un hijo. Existen datos científicos sólidos que sugieren que los ambientes de crianza ejercen efectos importantes sobre una variedad de desenlaces, que incluyen desde variaciones en el contexto del funcionamiento adaptativo, el desarrollo psicológico saludable y el éxito en la escuela, hasta desenlaces psicopatológicos como el uso y abuso de drogas, el comportamiento agresivo y problemas de ansiedad en niños y adolescentes. La adolescencia implica la transformación de las relaciones padre-hijo que caracterizaron a la niñez. Es por ello que la adolescencia, como transición crítica que entraña demandas sociales emergentes, es de por sí un periodo del ciclo vital de especial vulnerabilidad. Aunado a estos cambios, durante la adolescencia el desajuste psicológico constituye una amenaza seria a la salud psicológica de la persona a mediano y largo plazos. Se sugiere que el conflicto, la falta de cohesión, la distancia emocional y el rechazo se relacionan con el uso y abuso de alcohol y drogas y conductas de riesgo tales como violencia y embarazo temprano en los adolescentes. De ahí la necesidad de contar con instrumentos que midan la percepción adolescente de la crianza que predice mejor el funcionamiento ulterior. El EMBU-I es un instrumento desarrollado inicialmente en Europa, adaptado y evaluado psicométricamente en más de 25 países, cuya validez, confiabilidad y ventaja transcultural se han establecido plenamente. La crítica respecto a que informa retrospectivamente de la crianza en los adultos ha sido subsanada por las investigaciones que evalúan la percepción actual en sujetos jóvenes, niños y adolescentes. Por todas las razones mencionadas, el propósito de este estudio fue aportar datos de este instrumento respecto a la consistencia interna y congruencia de sus dimensiones, así como de la validez de tipo convergente y divergente de sus escalas (dado que el instrumento tiene escalas que miden cosas distintas), para lo cual se utilizaron las escalas del FES (Family Environment Scale) que resultaron con coeficientes alfa de Cronbach superiores a .50, como la cohesión, la organización y el conflicto, así como el Cuestionario de Interés de los Padres en los Estudios.
Método:
En el estudio participaron 775 estudiantes de secundaria. Los instrumentos utilizados fueron el EMBU-I, las escalas de cohesión, organización y conflicto y de interés parental en los estudios.
Resultados:
Los resultados confirmaron valores alfa de Cronbach superiores a .65 para tres de las escalas (calidez, rechazo y control) con excepción de la de favoritismo, en congruencia con lo reportado en otras investigaciones. De este modo se obtuvieron altas correlaciones entre las escalas de padre y madre en cada dimensión, lo que sugiere que los perfiles emocionales de ambos padres son similares. Como se esperaría, se observaron correlaciones negativas entre la calidez y el rechazo en ambos padres. Cabe destacar que en el caso del padre el control se correlaciona con la calidez, en tanto que en el caso de la madre se percibe una carga mayor de rechazo que de calidez. Estos resultados coinciden con lo reportado en la bibliografía respecto a la percepción del padre con un mayor grado de deferencia que la madre. La correlación de calidez en ambos padres con cohesión y organización familiar apoya la validez convergente y en el mismo sentido se observa la correlación entre conflicto y rechazo. En apoyo a la validación divergente y en congruencia con los datos de la validación convergente, se observaron las correlaciones negativas entre rechazo en ambos padres y las escalas de cohesión y organización, así como las correlaciones de calidez (para padre y madre) con conflicto. En síntesis, este estudio aportó datos respecto a la consistencia interna y la congruencia de las dimensiones de calidez, rechazo y control del EMBU-I. La validez convergente se propuso a partir de las correlaciones positivas de calidez con cohesión, organización e interés de los padres, y de rechazo con conflicto. Las correlaciones negativas de calidez con conflicto y de rechazo con cohesión, organización e interés de los padres apoyaron su validez divergente.
Este estudio analiza la utilidad de la Escala de Comportamientos para Madres y Padres de Niños Pequeños (ECMP) para distinguir las expectativas del desarrollo y las prácticas disciplinarias y de crianza de parejas de mamás y papás que tienen un hijo sano o uno con necesidades especiales. Además, en este estudio se explora, con la Escala de Salud del Niño (ESN), la percepción que tienen las mamás y los papás sobre el estado de salud de su hijo, que se sabe de antemano que presenta un trastorno o alteración en su desarrollo. Todas las familias tenían al menos un hijo de entre uno y cinco años de edad. La muestra de familias con hijos con necesidades especiales (FNES) quedó formada por 80 mamás y 80 papás. Los problemas de salud de los niños se distribuyeron así: 6.2%, parálisis cerebral; 16.2%, retraso psicomotor; 6.2%, síndrome de Down; 11.2%, lesión cerebral; 8.7%, problemas de lenguaje; 8.7%, problemas respiratorios; 5%, síndromes varios; 22.5% múltiples diagnósticos, y 15%, trastornos vagamente definidos. La muestra de familias normativas (FNOR) quedó formada por 86 mamás y 86 papás. Todas las familias contestaron una forma socio-cultural y la ECMP; las FNES respondieron también la ESN. Los resultados indican que las expectativas y prácticas disciplinarias y de crianza intrafamilias son semejantes, y que unas y otras se incrementan del primer año de edad del niño en adelante para las FNOR. Los resultados entre familias indican que las FNOR esperan que sus hijos dominen mucho más pronto ciertas habilidades y les imponen una disciplina más severa que las FNES. La única diferencia por género favoreció a las mamás, quienes indicaron tener más prácticas de crianza que sus parejas. La inclusión de la ESN fue fundamental porque hizo resaltar la importancia de la percepción de la salud del niño por parte de los padres de familia. Las comparaciones indicaron que las familias que percibían que su hijo tenía una disfunción psicosocial (NESD), tenían las más bajas expectativas, y ejercía
The history of research on childhood socialization in the context of the family is traced through the present century. The 2 major early theories (behaviorism and psychoanalytic theory) are described. These theories declined in mid-century, under the impact of failures to find empirical support. Simple reinforcement theory was seriously weakened by work on developmental psycholinguistics, attachment, modeling, and altruism. The field turned to more domain-specific mini-theories. The advent of microanalytic analyses of parent–child interaction focused attention on bidirectional processes. Views about the nature of identification and its role in socialization underwent profound change. The role of "parent as teacher" was reconceptualized (with strong influence from Vygotskian thinking). There has been increasing emphasis on the role of emotions and mutual cognitions in establishing the meaning of parent–child exchanges. The enormous asymmetry in power and competence between adults and children implies that the parent–child relationship must have a unique role in childhood socialization. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Research in the 1960s demonstrated the capabilities of infants and the demand characteristics of their behavior. These data, together with the failure of studies directed exclusively to parent effects on children, have led to a reformulation of socialization theory to encompass the reciprocal influences of parent and offspring. The cognitive capabilities, knowledge, and attitudes of parents assume a more important role in this theory. New research approaches are now available that can isolate parent and child effects, thus providing the foundation needed for identifying reciprocal influences. If research fills in the outline of this new perspective, and the viewpoint is communicated to parents, it should facilitate parent–child interaction. Previous theories, all too often given extreme expression in the mass media, have adversely affected the functioning of parents, either causing them to feel too much responsibility for their children's development, or leading them to mistake permissiveness for parental involvement and commitment. The reformulation should attenuate these extreme formulations, because neither of the latter is consistent with the concept of reciprocal influences. (9 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
El propósito del presente trabajo fue la adaptación a población española del cuestionario Infant Behavior Questionnaire (IBQ; Rothbart, 1981) para la medida del temperamento en el primer año de vida. Para ello, se realizó un estudio longitudinal con 60 familias. Las madres rellenaron dicho cuestionario traducido al castellano cuando sus hijos tenían 3, 6 y 9 meses de edad. Los diferentes índices psicométricos arrojados por las escalas de temperamento muestran en conjunto una gran similitud con los proporcionados por la autora del cuestionario original. Junto a ello, las asociaciones entre dichas escalas pueden ser explicadas desde la teoría actual del temperamento en la infancia
Families are complicated systems to assess and quantify, requiring that decisions be made regarding where to focus research. The authors examined 3 levels of family interaction: marital, parent-child, and whole family. Instruments included the McMaster Structured Interview of Family Functioning, the Family Assessment Device, the Mealtime Interaction Coding System, the Dyadic Adjustment Scale, and the Parent/Caregiver Involvement Scale. Results suggest that each measure, representing a unique combination of family level, informant, and setting, contained both independent variance and information redundant with other measures characterizing the family. The strengths of using a theoretical base, in this case the McMaster model of family functioning, and a multimeasure approach are discussed.
Parenting practices and developmental expectations were examined in a sample of 138 mothers with very young children from Mexico and the United States. Mothers from both countries had completed 12 years of formal education and were similar in terms of socioeconomic and marital status. The age and sex of the focus children were similar in both samples. The Parent Behavior Checklist (PBC), a 100-item rating scale that measures parents' developmental expectations and their discipline and nurturing practices, was used. Mothers in Mexico and the United States did not differ significantly in their developmental expectations or parenting practices. All mothers adapted their parenting practices to the age of the child, a finding consistent with other research.
Presents a survey by 10 psychohistorians concerning childhood from the late Roman and early medieval periods to middle-class nineteenth century in Europe and America. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article first introduces some main ideas behind culture and parenting and next addresses philosophical rationales and methodological considerations central to cultural approaches to parenting, including a brief account of a cross-cultural study of parenting. It then focuses on universals, specifics, and distinctions between form (behavior) and function (meaning) in parenting as embedded in culture. The article concludes by pointing to social policy implications as well as future directions prompted by a cultural approach to parenting.
Parenting practices and developmental expectations were examined in a sample of 221 Mexican mothers with very young children living in Guadalajara, Jalisco. They completed a Spanish version of the Parent Behavior Checklist (PBC), a 100-item rating scale that measures parents' developmental expectations, discipline, and nurturing practices. The psychometric properties of the PBC for Mexican mothers, including test-retest reliabilities, were very similar to those found for mothers of young children in the United States. Younger Mexican mothers used more frequent discipline and less nurturing with their young children than older mothers did. Married mothers nurtured their children more than unmarried mothers; young, unmarried mothers nurtured their children the least. Lower nurturing scores were associated with lower education levels, and higher nurturing scores were associated with higher education levels. Mothers from higher socioeconomic levels held higher developmental expectations for their children, and they used less frequent discipline and more frequent nurturing practices than mothers from lower socioeconomic levels. These findings are consistent with those for mothers of young children in the United States.
In the present study, the parenting practices and developmental expectations were examined in a sample of 96 fathers from Mexico and the United States, all with children from 1 to 5 years of age. The selection of fathers from both countries was controlled for the family's socioeconomic status (SES) and for the age and gender of their children. The Parent Behavior Checklist, a 100-item rating scale was used to measure parents' developmental expectations and their discipline and nurturing practices. According to the results, Mexican and U.S. fathers did not differ significantly in their developmental expectations or parenting practices. In both countries, fathers from lower SES families were less nurturing and used more frequent discipline than fathers from higher SES families.
Parent Behavior Checklist: A Spanish translation and psychometric study. Sesión de Cartel presentada en la convención anual de la American Psychological Associa tion
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Solís-Cámara, R.P. (1995, agosto). Parent Behavior Checklist: A Spanish
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Parenting Inventory: an empirically derived instrument to assess parents of young children. Artículo presentado en la convención de la National Association of School Psychologists
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Platz, D.L., Fox, R.A. y Rodríguez, M.A. (1992, marzo). Parenting Inventory: an empirically derived instrument to assess parents of young children. Artículo presentado en la convención de la National Association
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Parent Behavior Checklist
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Fox, R.A. (1994). Parent Behavior Checklist. Brandon, VT: Clinical Psychology Publising Company.
The histor y of childhood
- L Demause
DeMause, L. (1974). The histor y of childhood. Nueva York: Harper y Row.
Fox, R.A. (1994). Parent Behavior Checklist. Brandon, VT: Clinical Psychology Publising Company.
Sesión de Cartel presentada en la convención anual de la American Psychological Associa tion
- R P Solís-Cámara
Solís-Cámara, R.P. (1995, agosto). Parent Behavior Checklist: A Spanish
translation and psychometric study. Sesión de Cartel presentada en la
convención anual de la American Psychological Associa tion. Nueva
York, NY.