Is the Predisposition to Have More Children Beneficial among Parents with Only One Child? Evidence from Spanish Parents

The fertility deficit in many European countries is related to a low rate of second births. Understanding the factors associated with the predisposition of one-child parents to have more children could contribute to the search for solutions to this social problem. Although previous evidence highlights the role of employment and social factors, psychological factors have been poorly investigated. This study examines the relationship between different psychosocial factors (rumination, personality, life satisfaction, perfectionism, social support, parental stress, guilt linked to work–family conflict, age and child temperament) and parents’ predisposition to have more children. The sample consisted of 96 one-child Spanish parents whose child was in early childhood education (59.3% women; Mage = 37.41). The results show that one-child parents with the predisposition to have more children, compared to those without a predisposition to have more children, showed higher levels of life satisfaction, extroversion and adaptive perfectionism but lower levels of rumination and parental stress. The social implications of these findings and how they may affect parenting today are discussed

Parenting style risk and protective factor of the bullying phenomenon: Three studies in Andalusian teenagers

In the last forty years, research on bullying has progressed considerably, producing a large body of scientific knowledge. The development of research in this field has permitted defining the nature of this violent phenomenon, determining its prevalence in different parts of the world, the consequences which could be suffered by those directly involved, and the risk or protective factors which can protect children from engaging in bullying, or promote their active participation in it (Hymel & Swearer, 2015; Zych, Ortega-Ruiz, & Del Rey, 2015). Among these factors, the role of emotional intelligence, social competence, and of those related to the family environment, the peer group or the school setting has been highlighted (Álvarez-García, García, & Nuñez, at press; Cook, Williams, Guerra, Kim, & Sadek, 2010). However, the family – a fundamental developmental context in the lives of individuals – and specifically parenting styles, have not yet been studied in enough depth in relation to bullying. In this regard, previous research has examined the role of affection and parental control in bullying involvement (Baldry & Farrington, 2005; Espelage, Bosworth, & Simon, 2000; Kawabata, Alink, Tsen, Van Ijzendoorn, & Crick, 2011; Nickerson, Mele, & Princiotta, 2008), but it has not reflected the latest developments in the study of parenting styles which take into account other parental dimensions beyond affection and control, such as promotion of autonomy or humor (Oliva, Parra, Sanchez-Queija, & López, 2007). Moreover, some studies have linked the traditional typology of parenting styles proposed by Baumrind and extended upon by Maccoby and Martin (democratic, permissive, authoritarian, and neglectful) to bullying involvement (Baldry & Farrington, 2000; Chaux & Castellanos, 2015; Yubero, Larrañaga, & Martínez, 2013). The most recent studies of parenting styles, however, suggest the limited utility of this typology in analyzing child and adolescent psychosocial development in Western society, where most parents are usually democratic (Hoeve, Dubas, Gerris, Van del Laan, & Smeenk, 2011; Oliva, Jiménez, Parra, & Sánchez-Queija, 2008; Torío, Peña, & Rodríguez, Extended abstract 6..

Conjunto de conflitos parentais, divorcio e ansiedade infantil

Objetivo. ,_HTPUHYSHYLSHJP}ULU[YLLSUP]LSKLHUZPLKHKPUMHU[PSSHJ VUÅPJ[P]PKHKWHYLU[HS`SHZP[\HJP}UKL divorcio de los progenitores, teniendo en cuenta el sexo y el ciclo educativo de los menores. Método. El diseño del estudio fue transversal, ex post facto retrospectivo, un grupo, múltiples medidas. Participaron 94 escolares de educación primaria de Cádiz (52.13% niños y 47.87% niñas; edad media 8.24 años), quienes respondieron al autoinforme Multidimensional Anxiety Scale for Children y a otras cuestiones para delimitar la relación de pareja entre sus progenitores. Resultados. Los resultados de la prueba t -student no indicaron diferencias en los niveles de ansiedad entre los escolares en función de la situación de divorcio o separación marital. El grado KLJVUÅPJ[P]PKHKWHYLU[HSZxKL[LYTPU}SHWYLZLUJPHKLKPMLYLUJ PHZLUSVZUP]LSLZKLHUZPLKHKPUMHU[PSZPLUKV SHZUP|HZHSKLZJYPIPYSHYLSHJP}ULU[YLZ\ZWYVNLUP[VYLZJVTV HS[HTLU[LJVUÅPJ[P]HSHZX\LYLÅLQHYVUSHTH`VY ansiedad. Conclusión. Se discute la importancia que la relación de pareja tiene en el propio desarrollo familiar `LULSIPLULZ[HYWZPJVZVJPHSPUMHU[PSKLZ[HJHUKVSHULJLZPKHK KLJVUZLN\PY\UHYLSHJP}UWHJxÄJH`HYT}UPJH entre los progenitores para favorecer la estabilidad emocional de los menores

Parenting practices as risk or preventive factors for adolescent involvement in cyberbullying: Contribution of children and parent gender

Literature points out the role of parenting on adolescent cyberbullying involvement. However, it is necessary to clarify how gender affects this relationship. The aim of this study has been to examine the relation between the adolescents’ perception about parenting practices, and their involvement in cyberbullying, bearing in mind both girls’ and boys’ gender and progenitors’ gender. The sample comprised 2060 Spanish secondary school students (47.9% girls; Mage = 14.34). Two-way ANOVA and binary logistic regression analyses were carried out. An effect of the interaction between sex and cyberbullying roles in maternal affection and communication, inductive discipline, and psychological control, as well as paternal promotion of autonomy and psychological control, was found. In general, it can be observed that the more negative results were found in cyber-aggressors, especially when this role is assumed by girls. The results of logistic regression analysis suggest that parenting practices explain better cyberbullying involvement in girls compared to boys, finding some important differences between both sexes regarding protective and risk factors. These findings highlight the importance of parenting practices to explain cyberbullying involvement, which supports the necessity of including family among the addresses of intervention programs.Gobierno de España PSI2016-74871-RGobierno de España PSI2015-64114-REuropean Research Council H2020 grant number 75517

Conflictividad escolar en Chile. Comparando la percepción de los miembros de la comunidad educativa

Este trabajo presenta los resultados de un estudio sobre el estado de la conflictividad en una muestra intencionada de ocho establecimientos de educación primaria de la provincia de Concepción, Octava región, Chile, cuyos alumnos de cursos del 2° ciclo básico tienen un alto índice de vulnerabilidad social. Para la evaluación de la conflictividad se ha considerando la opinión de la totalidad de los miembros de la comunidad educativa de dichos centros: 85 docentes 1385 estudiantes y 686 familiares. Los resultados señalan la existencia de diferencias estadísticamente significativas en la percepción que los tres colectivos ofrecen de la conflictividad, siendo en la mayoría de los casos el alumnado el que presenta una visión más negativa de esta dimensión y el profesorado la más positiva. Finalmente se discuten las implicaciones de estos resultados, resaltando la necesidad de conseguir un consenso por parte de toda la comunidad educativa en la evaluación de la conflictividad, para conocer el verdadero estado de la misma y así llevar a cabo las estrategias pertinentes que permitan conseguir una adecuada convivencia escolar.This paper presents the results of a study on the state of conflict in an intentional sample of eight institutions of primary education in the province of Concepción, Eighth region, Chile, whose students of the second basic cycle have a high level of social vulnerability. To evaluate conflict, we have evaluated all member of educational community: 85 teachers, 1385 students and 686 relatives. The results indicated the presence of statistically significant differences in the perception of the three groups about the conflicts in those centres. In the most of case, the worst opinion about the state of conflicts, was given by students, while the opinion more positive was given by teachers. Finally, we discussed the implication of those results, remarking the need of obtain agreement between members of educational community about state of conflicts, in order to know the true state of conflicts and make necessary strategies to obtain a good scholar coexistence

The Role of Family in Bullying and Cyberbullying Involvement: Examining a New Typology of Parental Education Management Based on Adolescents’ View of Their Parents

The influence of the family in children’s involvement in bullying and cyberbullying has been well documented. However, previous research into this relationship seems to have overlooked recent social changes, which have affected the family context. The aim of this study is to put forward a categorization of the current educational management of Spanish parents and examine how this is linked to their children’s involvement in bullying and cyberbullying. To achieve this, 2060 schoolchildren from the South of Spain (47.9% girls with mean age = 14.34) answered four questionnaires including the Scale for the Assessment of the Parenting Styles of Adolescents’ Mothers and Fathers, the Discipline Dimensions Inventory, the European Bullying Intervention Project Questionnaire, and the European Cyberbullying Intervention Project Questionnaire. The Cluster Analysis results revealed a typology containing six styles: permissive, authoritarian, strict, normative democratic, indulgent democratic, and punitive democratic. Lower levels of victimization and aggression in bullying and cyberbullying were found to be linked to the indulgent democratic or normative democratic styles and higher levels to the authoritarian and strict styles. The value of parents’ educational practices and how they are combined in general styles, since these are elements that can predispose or prevent adolescent’s involvement in bullying and cyberbullying, is discussed

Maternal and paternal parenting styles in adolescence and its relationship with resilience, attachment and bullying involvement

El primer objetivo de este trabajo es establecer una clasificación de estilos parentales y el segundo examinar la relación entre los estilos materno, paterno y la coherencia entre ambos, y el ajuste adolescente, evaluado mediante la resiliencia, el apego y la implicación en bullying. Para ello, una muestra incidental de 626 estudiantes (49.7% chicas) de educación secundaria de la provincia de Córdoba, cumplimentaron la Escala para la evaluación del estilo educativo de padres y madres de adolescentes, el European Bullying Intervention Project Questionaire, la escala de apego CaMir-R y la versión reducida de la Escala de Resiliencia de Connor y Davidson. Los resultados muestran cuatro estilos educativos análogos para madres y padres (“democrático controlador”, “democrático supervisor”, “democrático de baja revelación” y “moderado”), un estilo “indiferente” solo hallado en la clasificación paterna y un estilo “permisivo” solo observado en la categorización materna. Asimismo, se observan diferencias significativas en ajuste adolescente en función del estilo paterno y materno y la coherencia entre ambos, reflejando el mejor ajuste los hijos de padres o madres “democráticos supervisores” y los que ambos progenitores eran democráticos.The present research has two aims. The first is to create a typology of parenting style, and the second is to explore the relationship between mother´s and father´s parenting styles and the coherence between both, and adolescent adjustment, assessment with a bullying, resilience and attachment scale. It has been used an incidental sample of 626 high school students (49.7% girls) from Córdoba, that completed the Scale to assessment maternal and paternal parenting style in adolescence, the European Bullying Intervention Project Questionnaire, the attachment scale CaMir-R and the short version of the Connor-Davidson Resilience Scale. The results show four parenting styles, that is the same for mothers and fathers (“supervisor democratic”, “controlling democratic”, “democratic of little disclosure” and “moderately”) and one parenting style only for mothers (“permissive”) and other, only for fathers (“indifferent”). It was found statistically significant differences in all measures of adolescent adjustment depending on mother´s and father´s parental styles and the coherence of both. The better psychosocial adjustment was observed in adolescents whose father or mother were supervisor democratic and when both parents were democratic

Suitability of a three-dimensional model to measure empathy and its relationship with social and normative adjustment in Spanish adolescents: a cross-sectional study

Objectives: (1) To examine the psychometric properties of the Basic Empathy Scale (BES) with Spanish adolescents, comparing a two and a three-dimensional structure;(2) To analyse the relationship between the three-dimensional empathy and social and normative adjustment in school. Design: Transversal and ex post facto retrospective study. Confirmatory factorial analysis, multifactorial invariance analysis and structural equations models were used. Participants: 747 students (51.3% girls) from Cordoba, Spain, aged 12–17 years (M=13.8; SD=1.21). Results: The original two-dimensional structure was confirmed (cognitive empathy, affective empathy), but a three-dimensional structure showed better psychometric properties, highlighting the good fit found in confirmatory factorial analysis and adequate internal consistent valued, measured with Cronbach’s alpha and McDonald’s omega. Composite reliability and average variance extracted showed better indices for a three-factor model. The research also showed evidence of measurement invariance across gender. All the factors of the final three-dimensional BES model were direct and significantly associated with social and normative adjustment, being most strongly related to cognitive empathy. Conclusions: This research supports the advances in neuroscience, developmental psychology and psychopathology through a three-dimensional version of the BES, which represents an improvement in the original two-factorial model. The organisation of empathy in three factors benefits the understanding of social and normative adjustment in adolescents, in which emotional disengagement favours adjusted peer relationships. Psychoeducational interventions aimed at improving the quality of social life in schools should target these components of empathy

Parental stress and life satisfaction: a comparative study of social services users and nonusers from a gender perspective

The psychometric properties of the Spanish version of the Parental Stress Scale (PSS) scale have not been verified on the Spanish population. Similarly, the literature on gender differences and parental stress is inconclusive, and there is little evidence of their relationship with life satisfaction. To analyze the psychometric properties of the Spanish version of the PSS scale, (2) to examine possible gender differences, and (3) to study the relationship between parental stress (PS) and parental rewards (PR) and satisfaction with life (SWL) attending to the possible moderating effect of gender. These objectives were examined in samples comprising Social Services Users (SSU) (N = 525; 78.3% female; Mage = 38.3) and non-SSU users (N = 421; 41.1% male; Mage = 37.08). A CFA corroborated a two-factor structure: PS and PR. In the SSU sample, mothers showed higher PS and lower PR. However, PR was also higher in mothers from the non-SSU sample compared to fathers. PR and PS were directly related to SWL in the SSU sample. However, gender moderated the relationship between PR and SWL in the non-SSU sample in the case of mothers. The results are discussed considering gender roles and the characteristics of both samples