Socialización parental en España a lo largo del ciclo vital

Los padres tienen como una de las principales responsabilidades la socialización de sus hijos. La socialización se define como un proceso iniciado por un adulto por el cual el joven, a través de la educación, la formación y la imitación adquiere su cultura, así como los hábitos y valores congruentes con la adaptación a esa cultura. La socialización incluye un conjunto de procesos por los cuales los adultos son capaces de tener un funcionamiento adecuado dentro de las necesidades del grupo o grupos sociales particulares a los que pertenecen. Tradicionalmente, muchos estudios han examinado la socialización parental a partir de dos dimensiones teóricamente ortogonales identificadas como afecto y severidad. De estas dimensiones teóricamente ortogonales, afecto y severidad, se derivan cuatro estilos parentales: autorizativo (afecto y severidad), autoritario (severidad sin afecto), indulgente (afecto sin severidad) y negligente (ni afecto ni severidad). Actualmente existe un debate sobre el estilo parental óptimo. La evidencia empírica disponible no apoya la idea del estilo autorizativo como una estrategia parental óptima que siempre esté asociada con resultados óptimos para el desarrollo de niños y adolescentes de todas las etnias, entornos y contextos culturales. Además, poco se sabe sobre las consecuencias de la socialización parental más allá de la adolescencia. La presente tesis doctoral incluye tres estudios empíricos de alta calidad, todos ellos publicados en revistas JCR de primer cuartil. El Estudio 1 examinó la ortogonalidad subyacente a las medidas de las dimensiones de afecto y severidad, así como su invarianza para edad y sexo. Además, se analizó la relación entre los cuatro estilos parentales (i.e., autorizativo, indulgente, autoritario o negligente) y los resultados de la socialización, a corto y largo plazo, en adolescentes y adultos mayores. El Estudio 2 examinó el impacto de la socialización parental a largo plazo (i.e., indulgente, autoritaria, autoritaria y negligente) sobre la competencia y el ajuste de adultos jóvenes con y sin tendencias antisocial durante la adolescencia. El Estudio 3 examinó la relación entre los estilos autorizativo, indulgente, autoritario y negligente con los resultados de la socialización, a corto y largo plazo, en adolescentes y adultos (jóvenes, adultos de mediana edad y adultos mayores), con y sin bajo rendimiento escolar durante la adolescencia. Los resultados del Estudio 1 revelaron que las medidas parentales de afecto y severidad eran invariantes para edad y sexo, así como también se confirmó la ortogonalidad subyacente a las medidas de las dos dimensiones parentales. Además, los hallazgos del Estudio 1, del Estudio 2 y del Estudio 3 mostraron que el impacto (positivo o negativo) del estilo de socialización parental comparte el mismo patrón no sólo en la adolescencia sino también en la vida adulta. Los hijos adolescentes y los hijos adultos socializados en familias indulgentes (afecto sin severidad) muestran iguales o incluso mejores resultados en varios indicadores de competencia y ajuste, en comparación con sus iguales de familias autorizativas. En el lado opuesto, los hijos adolescentes y los hijos adultos socializados por padres autoritarios (severidad sin afecto) y padres negligentes (ni afecto ni severidad) presentan bajas puntuaciones en los diferentes criterios examinados.Parents have as one of their main responsibilities the socialization of their children. Socialization is defined as a process initiated by an adult by which the young person, through education, training and imitation, acquires his or her culture, as well as habits and values congruent with adaptation to that culture. Socialization includes a set of processes by which adults are able to function adequately within the needs of the particular social group or groups to which they belong. Traditionally, numerous studies have examined parent-child relationships in two theoretically orthogonal major dimensions identified as warmth and strictness. From these theoretically orthogonal dimensions, warmth and strictness, four parenting styles are derived: Authoritative (warmth and strictness), authoritarian (strictness without warmth), indulgent (warmth without strictness), and neglectful (neither warmth nor strictness). There is currently a debate about the optimal parenting style. The available empirical evidence does not support the idea of the authoritative style as an optimal parental strategy that is always associated with positive developmental outcomes in children and adolescents of all ethnicities, backgrounds, and cultural contexts. Additionally, little is known about the consequences of parental socialization beyond adolescence. Present doctoral dissertation includes three high-quality empirical studies, all of them published in Q1 JCR journals. Study 1 examined the orthogonality underlying the measures of the dimensions of warmth and strictness as well as the factor invariance of the measures of the dimensions of warmth and strictness across age and sex. Additionally, it was analyzed the relationships between the four parenting styles (i.e., authoritative, indulgent, authoritarian, or neglectful) and short- and long-term socialization outcomes in adolescents and older adults. Study 2 examined the impact of long-term parental socialization (i.e., indulgent, authoritative, authoritarian, and neglectful) on the competence and adjustment of young adults with and without antisocial tendencies during adolescence. Study 3 examined the correlates of authoritative, indulgent, authoritarian, and neglectful parenting styles with short- and long-term socialization outcomes in adolescents and adults (young, middle-aged, and older adults), with and without poor school performance during adolescence. Findings of the Study 1 revealed that parental measures of warmth and strictness were invariant across age and sex as well as it was confirmed the orthogonality underlying the measures of the two main parental dimensions. Additionally, findings from Study 1, Study 2, and Study 3 showed that the impact (positive or negative) of the parental socialization style shared the same pattern not only in adolescence but also in adult life. Adolescent children and adult children raised in indulgent families (warmth without strictness) show equal or even better outcomes on several indicators of competence and adjustment compared to their peers in authoritative families. On the opposite side, adolescent and adult children raised by authoritarian parents (strictness without warmth) and neglectful parents (neither warmth nor strictness) show low scores on the different criteria examined

Parenting and adolescent adjustment: The mediational role of family self-esteem

The present study analyzes the relationship between parental socialization practices, acceptance/involvement, and strictness/ imposition, and different indicators of adolescent adjustment, taking into account the role of family self-esteem. A sample of 848 Spanish adolescents (54.70% females) ranging in age from 14 to 18 years old (M = 16.11, SD = 1.10) participated in the study. A series of structural equations models (SEMs) were tested to examine the mediational role of family self-esteem in the relationship between parenting practices and the outcome variables that capture adolescent adjustment: emotional instability, antisocial behavior, and academic achievement. The influence of parental practices on adolescent adjustment is expected to take place through family self-esteem. The results showed that the effect of acceptance/involvement and strictness/imposition practices on emotional instability, antisocial behavior, and academic achievement was mediated by family self-esteem. Family self-esteem eliminates the previous direct relationships between parental practices and all the adolescent adjustment variables, except the one between acceptance/involvement and emotional instability, which was reduced but not eliminated. Acceptance/involvement practices positively influence adolescents' adjustment via family selfesteem, whereas strictness/imposition practices negatively influence adolescents' adjustment via family self-esteem. This study contributes to clarifying the relationship between parental practices and adolescent adjustment, considering family self-esteem as a mediational variable rather than as an adolescent adjustment indicator. The present findings and their implications for parenting science are discussed

Innovación Educativa: La socialización parental desde una nueva propuesta interactiva

La socialización parental es un tema ampliamente estudiado en Psicología. Muchas de las investigaciones utilizan el modelo de cuatro estilos parentales y dos dimensiones teóricamente ortogonales. En el proceso tradicional de enseñanza/aprendizaje del modelo de cuatro estilos, muchos estudiantes describen dificultades relacionadas con la comprensión del mismo a partir de los textos de los manuales, con información demasiado descontextualizada y estática. Desde esta propuesta más innovadora, presentamos el modelo de cuatro estilos de manera interactiva y gráfica. a fin de facilitar la comprensión del modelo y facilitar el aprendizaje de los Estudiantes.Parental socialization is a topic widely studied in psychology. Most of the studies use the model of four parental styles and two theoretically orthogonal dimensions. In the traditional teaching/learning process of the four-style model, many students describe difficulties related to the understanding of the model from textbook texts, with information that is too decontextualized and static. From this more innovative proposal, we present the four-style model in an interactive and graphic way, in order to improve the understanding of the model, enhancing student learning

Self-Concept in China: Validation of the Chinese Version of the Five-Factor Self-Concept (AF5) Questionnaire

The principle of invariance is a mandatory methodological requirement for the psychological measures, even when items such as self-concept measures frequently present asymmetric heavy-tailed distributions. Few validated self-concept instruments can be applied in Eastern-Western cross-cultural studies. The Five-Factor Self-Concept Questionnaire (AF5) is one of the few psychometrically sound instruments used to assess multidimensional self-concept in Spanish-speaking samples. The availability of the AF5 in Spanish and Chinese would facilitate cross-cultural research. To validate the Chinese version of the AF5, we used multisample confirmatory factor analysis with transformed dichotomous scales from the median to compare four alternative theoretical models. The sample consisted of 2507 participants (52.3% women) from China (n = 1298) and Spain (n = 1209), ranging in age from 19 to 35. Analyses confirmed the five-factor structure of the Chinese AF5 (i.e., academic, social, emotional, family, and physical) compared to the Spanish sample. Moreover, the Chinese version of the AF5 was found to be invariant in terms of item-factor weights, factor variance, and between-factor covariance, compared to the original Spanish version. The findings from this first validation study indicate that the Chinese version of the AF5 is an acceptable measure for use with Chinese-speaking adolescents and young adults