Parenting educational practices of parents and mothers of children differentiated by behavior, education and sex problems, considering report and observation

Author(s)

Jéssica Aline Rovaris

• Document type: Doctoral Thesis
• Press: Bauru. 2020-11-10.
• Institution: Universidade Estadual Paulista (Unesp). Faculdade de Ciências. Bauru
• Defense date: 2020-09-25
• Advisor: Alessandra Turini Bolsoni Silva

Abstract

Parental educational practices play a fundamental role in the healthy development of children. They can be considered as risky or protective, depending on the impact either being positive or negative. Positive practices are related to a greater skillful range of parents and children, but negative practices increase the likelihood of child behavior problems. Research shows that parenting and child behaviors are also influenced by school age and the sex of the child however the data is not yet conclusive. But most studies within this research have only investigated maternal practices and perceptions, even though the father is quite significant in this process. Additionally, in this field the use of the observational method is barely used, given the inherent difficulties in this procedure. Nevertheless, its use can assist in mitigating the biases inherent in reporting data, as well as contributing to the broadening of the perspective on the phenomenon. The objective of this study was to describe the educational practices of mothers and fathers and their relationship with the children’s behavior, differentiating them by school age, sex and presentation or not behavior problems, considering two measures: report (Study 1) and observation (Study 2). Part of this objective is to identify variables that predict externalizing and internalizing behavior problems from the maternal and paternal perspective (Study 3). 71 heterosexual couples who lived together, biological mothers and fathers, of children of elementary and primary education, of both sexes participated in this study. 30 teachers who assessed 68 of the 71 children were also part of the study group. In Study 1 and 3, the following instruments were used: RE-HSE-P, CBCL / TRF and QRSH. In study 2, CBCL and an observation protocol were used. The results showed that, based on the report, mothers and fathers were more rigorous in their children's behavioral assessment than teachers, and they further identified more behavior problems in children in early childhood education. However, no differences were found between behavioral problems due to the child's sex. Comparative data discriminated more between maternal than paternal behaviors. But both parents seem to have more positive interactions with children without behavioral problems and early childhood education, despite the fact that mothers have identified more externalizing problems. The comparisons and associations that involved children with behavioral and elementary school problems revealed more negative interactions with both parents. However, there was the appearance of HSE-P and children's social skills, especially in the associations found from the observations. Furthermore, sex was the variable that least differentiated practices and perceptions of mothers and fathers. As for prediction, negative practices and socioeconomic status were major risk factors for externalizing behavior problems, according to mothers and fathers. In contrast children's social skills appeared as a protective factor against internalizing and externalizing problems. In general, more educational practices and context variables were found with higher averages for mothers. They were also better at identifying and reinforcing skillful behaviors of children, even though they used more negative practices than fathers. But fathers, seem to be more inconsistent and they have more difficulties in behavioral discrimination of children. (AU)

• FAPESP's process: 16/01264-0 - Parenting practices of fathers and mothers of children differentiated by sex and education, considering reporting and observation
• Grantee: Jéssica Aline Rovaris
• Support Opportunities: Scholarships in Brazil - Doctorate