Title: | Relación de las metas de logro parental con el apoyo a la autonomía y el control psicológico percibido por los adolescentes |
Other Titles: | Relationship of Parental achievement goals in support of autonomy and psychological control perceived by adolescents |
Authors: | Arpi Peñaloza, Nube del Rocío Conforme Zambrano, Elsa Gardenia Palacios Madero, Maria Dolores Morales Quizhpi, Juana |
metadata.dc.ucuenca.correspondencia: | Palacios Madero, Maria Dolores, maria.palaciosm@ucuenca.edu.ec |
Keywords: | Apoyo a la autonomía Metas de logro parental Control psicológico Autonomía adolescentes |
metadata.dc.ucuenca.areaconocimientofrascatiamplio: | 5. Ciencias Sociales |
metadata.dc.ucuenca.areaconocimientofrascatidetallado: | 5.1.2 Psicología Especial(Terapia de Aprendizaje, Habla |
metadata.dc.ucuenca.areaconocimientofrascatiespecifico: | 5.1 Psicología y Ciencias Cognitivas |
metadata.dc.ucuenca.areaconocimientounescoamplio: | 01 - Educación |
metadata.dc.ucuenca.areaconocimientounescodetallado: | 0111 - Ciencias de la Educación |
metadata.dc.ucuenca.areaconocimientounescoespecifico: | 011 - Educación |
Issue Date: | 2023 |
metadata.dc.ucuenca.volumen: | Volumen 40, número 2 |
metadata.dc.source: | Interdisciplinaria. Revista de Psicología y Ciencia Afines |
metadata.dc.identifier.doi: | 10.16888/interd.2023.40.2.8 |
metadata.dc.type: | ARTÍCULO |
Abstract: | The importance of parental practices as one
the most direct influences on the development
of minors and adolescents has generated an
increased relevance in recent decades of the
study of parental expectations on the psychological adjustment of children. In this sense,
the Goal Content Subtheory of Self-Determination Theory has been the theoretical basis
to explain that the purpose of human behavior
responds to an extrinsic or intrinsic motivation. That is why, extrinsic motivation guides
parents towards parental goals: the success of
the task and the avoidance of task failure and
they adopt more parental control strategies
with their progeny, while intrinsic motivation
guides the mastery goals of the task which
would explain parental support behaviors.
The objective of the study was to identify
the achievement goals and parenting practices,
support for autonomy-psychological control,
and to determine the relationship between
these parenting measures, according to the
sex and educational level of the parents from
Cuenca, Ecuador. For this, a quantitative, relational, cross-sectional study was carried out
with 713 mothers (Medad = 43, DT = 7), 543
fathers (Medad = 46, DT = 8) and 1 085 adolescents (Medad = 16.1, DT = 1.1). The participants
were selected from within 18 educational
institutions through a probabilistic sample
calculated with a 95 % confidence level, and
a 3 % margin of error. For data collection, the
Parental Achievement-Oriented Goals questionnaire was applied, adapted to Spanish
from the Parental Achievement Goals AGQ
instrument; and Autonomy Support Scale. In
the data analysis, the T-Student test, ANOVA,
Chi-Square, test of independence for contingency tables and the Pearson r correlation
coefficient, were used for the linear relationship of the study variables.
The results reveal that the achievement
goals: mastery of the task and success in the
task predominate and the avoidance of failure
in the task is low, in terms of the sex of the
parents, the parents were oriented towards
the mastery of the task while mothers toward
goals focused on homework success. Likewise, parents with a low level of education
orient themselves to success in the result of the
task and the avoidance of failure in the task,
while parents with a higher level of education orient their goals of parental achievement
towards the mastery of the homework. The
perception of support for autonomy is high
and significantly upper than the psychological control of the parents, it was found that
the manifestation of support “being aware
of accepting and acknowledging the child’s
feelings” is the most valued statement in the
mother in relation to the dad. On the other
hand, adolescents perceive greater psychological control from mothers than from fathers, in
the demonstrations “threatening to punish the
child” and “induce guilt”. Regarding the level
of studies of the parents, the results indicate
that the higher the level of studies, the greater
the support for autonomy and when is lower
the level of studies, there is greater psychological control.
This research has confirmed the relationship
between the level of education of the parents,
the sex the adolescent and parents with the
goals of parental achievement, support and
psychological control; this shows that these
characteristics affect parental practices. It is
necessary for future research to attention on
the educational level of the parents, as this is
one of the most consistent family variables
that can favor appropriate parental goals and
practices for the psychosocial adjustment of
the children. |
Description: | El objetivo del estudio fue identificar las metas de logro y prácticas parentales de apoyo a la autonomía y control psicológico, para
determinar la relación entre estas medidas, según el nivel de estudios, el sexo de los progenitores y de los adolescentes de Cuenca,
Ecuador. Para ello, se realizó un estudio cuantitativo, relacional, de corte transversal con una muestra constituida por 713 madres (Meda d = 43, DT = 7), 543 padres (Medad = 46,
DT = 8) y 1085 adolescentes (Medad = 16.1,
DT = 1.1). Se aplicó el cuestionario Parental
de Metas Orientadas al Logro, adaptado al
español del instrumento Parental Achieve ment Goals AGQ y Autonomy Support Scale.
La subteoría de contenido de metas de la teoría de la autodeterminación ha sido la base teórica para explicar que las metas de logro parental orientan el apoyo a la autonomía y el control psicológico. Se emplearon las pruebas t-Student, ANOVA, chi-Cuadrado de inde pendencia para tablas de contingencia y el coeficiente de correlación r de Pearson para establecer la relación lineal de las variables de estudio. Los resultados revelan que las metas de logro, dominio de la tarea y éxito en la tarea son predominantes, mientras que la evitación del fracaso en la tarea es baja. Por otro lado, la práctica de apoyo a la autonomía se percibe alta y significativamente mayor al control psicológico. Finalmente, se confirma la relación de las medidas parentales con el nivel de estudios y el sexo de los progenitores y de los adolescentes |
URI: | http://dspace.ucuenca.edu.ec/handle/123456789/42242 http://www.ciipme-conicet.gov.ar/ojs/index.php?journal=interdisciplinaria&page=article&op=view&path%5B%5D=976 |
metadata.dc.ucuenca.urifuente: | http://www.ciipme-conicet.gov.ar/ojs/index.php?journal=interdisciplinaria&page=issue&op=view&path%5B%5D=Vol.%2040%20N%C2%B0%202%20%282023%29%3A%20May-Ago |
ISSN: | 1668-7027 |
Appears in Collections: | Artículos
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