The role of affect-communication and rule setting in perceived family support and school adjustment
The role of affect-communication and rule setting in perceived family support and school adjustment
Contenido principal del artículo
Resumen
Previous research suggests that parental socialization styles affect the implementation of family support strategies and are related to school adjustment. Nevertheless, the precise nature of the influence of socialization practices on these variables during adolescence has yet to be determined. The aim of this study was therefore to examine (separately) the direct influence of maternal and paternal affectcommunication and rule setting on adolescent participants' perceived family support, and to analyze the relationship between these dimensions and school adjustment. The sample comprised 1190 secondary school and Spanish Baccalaureate students (47.1% boys and 52.3% girls; Mage = 14.76 years, SD = 1.55) from the Autonomous Community of the Basque Country. The Affect Scale (EA-H) and the Rules and Demands Scale (ENE-H) were used to assess parental socialization practices, and the subscale for perceived family support from the Social Support from Family and Friends (AFA-R) measure and the School Engagement Measure (SEM) were used to assess school engagement, with the mean grades earned by participants being taken as a measure of academic performance. The results obtained reveal that paternal affect-communication contributes more than maternal affect-communication to adolescents' perception of having family support, whereas in relation to rules, only maternal rule setting was found to have an effect on perceived family support, with this effect being negative. Both components of parenting styles were found to be linked to school engagement. In the final sections, the data are discussed and the study's limitations presented.
Citas
Ali, S., Khaleque, A., & Rohner, R.P. (2015). Pancultural gender differences in the relation between
perceived parental acceptance and psychological adjustment of children and adult
offspring: A meta-analytic review of worldwide research. Journal of Cross-Cultural
Psychology, 46(8), 1059-1080.
Alonso, J., & Román, J.M. (2005). Prácticas educativas y autoestima, Psicothema, 17(1), 76-82.
Bastaits, K., Ponnet, K., & Mortelmans, D. (2012). Parenting of divorced fathers and the association
with children’s self-esteem. Journal of Youth and Adolescence, 41(12), 1643-1656.
Baumrind, D., (1971). Current patterns of parental authority. Developmental Psychology
Monograph, 41, 1-103.
Bersabé, R., Fuentes, M.J., & Motrico, E. (2001). Análisis psicométrico de dos escalas para evaluar
estilos educativos parentales. Psicothema, 13(4), 678-684.
Brand, A.E., & Klimes-Dugan, B. (2010). Emotion socialization in adolescence: The roles of
mothers and fathers. In A. Kennedy Root & S. Denham (Eds.), The role of gender in the
socialization of emotion: Key concepts and critical issues. New directions for child and
adolescent development (pp. 85-100). San Francisco: Jossey-Bass
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge: Harvard University
Press.
Cenkseven-Önder, F. (2012). The influence of decision-making styles on early adolescents' life
satisfaction. Social Behavior and Personality: An International Journal, 40(9), 1523-
1536.
Chan, T.W., & Koo, A. (2011). Parenting style and youth outcomes in the UK. European
Sociological Review, 27(3), 385-399. doi: 10.1093/esr/jcq013
Collins, W.A., & Laursen, B. (2004). Parent-adolescent relationships and influences. In R.M. Lerner
& L. Steinberg (Ed.), Handbook of adolescent psychology (pp. 331-361). New Jersey:
Willey
Felizardo, S., Cantarinha, D., Alves, A.B., Ribeiro, E.J., & Amante, M.J. (2016). Students’
involvement in school and parental support: Contributions to the socio-educational
intervention. The European Proceedings of Social & Behavioural Sciences, 278-287.
Fletcher, A.C., Steinberg, L., & Williams-Wheeler, M. (2004). Parental influences on adolescent
problem behavior: Revisiting stattin and kerr. Child Development, 75, 781-796.
Fuentes, M.J., Motrico, E., & Bersabé, R.M. (1999). Escala de Afecto (EA) y Escala de Normas y
Exigencias (ENE): Versión hijos y version padres. Málaga: Universidad de Málaga.
Gallarín, M., & Alonso-Arbiol, I. (2012). Parenting practices, parental attachment and
aggressiveness in adolescence: A predictive model. Journal of Adolescence, 35(6), 1601-
1610.
García, M.C., Cerezo, M.T., de la Torre, M.J., Carpio, M.V., & Casanova, P.F. (2011). Prácticas
educativas paternas y problemas internalizantes y externalizantes en adolescentes
españoles. Psicothema, 23(4), 654-659.
Garg, R., Levin, E., Urajnik, D., & Kauppi, C. (2005). Parenting style and academic achievement
for East Indian and Canadian adolescents. Journal of Comparative Family Studies, 653-
661.
Gaylord, N.K., Kitzmann, K.M., & Lockwood, R.L. (2003). Child characteristics as moderators of
the association between family stress and children's internalizing, externalizing, and peer
rejection. Journal of Child and Family Studies, 12(2), 201-213.
Glasgow, K.L., Dornbusch, S.M., Troyer, L., Steinberg, L., & Ritter, P.L. (1997). Parenting styles,
adolescent’s attribution and educational outcomes in nine heterogeneous high schools.
Child Development, 68(3), 507-529.
González-Ramírez, M.T., & Landero, R. (2008). Apoyo social familia y amigos, AFA. Internal
document of the Academic Body Social Psychology and Health. México: Universidad
Autónoma de Nuevo León.
González-Ramírez, M.T., & Landero, R. (2014). Propiedades psicométricas de la escala de Apoyo
Social Familiar y de Amigos (AFA-R) en una muestra de estudiantes. Acta de
Investigación Psicológica, 4(2), 1469-1480. doi: 10.1016/S2007-4719(14)70387-4
Haan, A.D., Prinzie, P., & Dekovi?, M. (2012). Change and reciprocity in adolescent aggressive and
rule-breaking behaviors and parental support and dysfunctional discipline. Development
and Psychopathology, 24(1), 301-315.
Hughes, J.N., & Chen, Q. (2011). Reciprocal effects of student–teacher and student–peer
relatedness: Effects on academic self-efficacy. Journal of Applied Developmental
Psychology, 32(5), 278-287.
Im-Bolter, N., Zadeh, Z.Y., & Ling, D. (2013). Early parenting beliefs and academic achievement:
The mediating role of language. Early Child Development and Care, 183, 1811-1826. doi:
10.1080/03004430.2012.755964
Jacobson, K.C., & Crockett, L.J. (2000). Parental monitoring and adolescent adjustment: An
ecological perspective. Journal of Research on Adolescence, 10, 65-97
King, R.B., & Ganotice, F.A. (2014). What’s happening to our boys? A personal investment analysis
of gender differences in student motivation. The Asia-Pacific Education
Researcher, 23(1), 151-157.
MacCoby, E.E., & Martin, J.A. (1983). Socialization in the context of the family: Parent-child
interaction. In P. H. Mussen y E. M. Hetherington (Eds), Handbook of child psychology:
Socialization, personality, and social development (pp.1–100). New York: Wiley
Mercer, S.H., & DeRosier, M.E. (2008). Teacher preference, peer rejection, and student aggression:
A prospective study of transactional influence and independent contributions to emotional
adjustment and grades. Journal of School Psychology, 46(6), 661-685.
Milevsky, A., Schlechter, M., & Netter, S. (2007). Maternal and paternal parenting styles in
adolescents: associations with self-esteem, depression and life-satisfaction. Journal of
Child and Family Studies, 16, 39-47.
Milevsky, A., Schlechter, M., Netter, S., & Keehn, D. (2007). Maternal and paternal parenting styles
in adolescents: Associations with self-esteem, depression and life-satisfaction. Journal of
Child and Family Studies, 16(1), 39-47.
Musitu, G., & García, J.F. (2004). Consecuencias de la socialización familiar en la cultura
española. Psicothema, 16(2), 288-293.
Musitu, G., Román, J.M., & Gracia, E. (1988) Familia y educación. Prácticas educativas de los
padres y socialización de los hijos. Barcelona: Labor Universitaria.
Nishikawa, S., Sundbom, E., & Hägglöf, B. (2010). Influence of perceived parental rearing on
adolescent self-concept and internalizing and externalizing problems in Japan. Journal of
Child and Family Studies, 19(1), 57-66.
Oliva, A., Parra, Á., & Arranz, E. (2008). Estilos relacionales parentales y ajuste
adolescente. Infancia y Aprendizaje, 31(1), 93-106.
Oliva, A., Parra, A., Sánchez, I., & López, F. (2007) Estilos educativos materno y paterno:
evaluación y relación con el ajuste del adolescente. Anales de Psicología, 23(1), 49-56.
Ou, S.R. (2005). Pathways of long-term effects of an early intervention program on educational
attainment: Findings from the Chicago longitudinal study. Journal of Applied
Developmental Psychology, 26(5), 578-611.
Perdue, N.H., Manzeske, D.P., & Estell, D.B. (2009). Early predictors of school engagement:
Exploring the role of peer relationships. Psychology in the Schools, 46(10), 1084-1097.
Ramos-Díaz, E., Rodríguez-Fernández, A., Fernández-Zabala, A., Revuelta, L., & Zuazagoitia, A.
(2016). Apoyo social percibido, autoconcepto e implicación escolar de estudiantes
adolescentes. Revista de Psicodidáctica, 21(2), 339-356.
Rinaldi, C.M., & Howe, N. (2012). Mothers’ and fathers’ parenting styles and associations with
toddlers’ externalizing, internalizing, and adaptive behaviors. Early Childhood Research
Quarterly, 27(2), 266-273.
Rodríguez-Fernández, A., Droguett, L., & Revuelta, L. (2012). School and personal adjustment in
adolescence: The role of academic self-concept and perceived social support. Revista de
Psicodidáctica, 17(2), 397-414.
Rodríguez-Fernández, A., Ramos-Díaz, E., de Lahidalga, I.R.M., & Rey-Baltar, A.Z. (2018).
Implicación escolar de estudiantes de secundaria: La influencia de la resiliencia, el
autoconcepto y el apoyo social percibido. Educación XX1, 21(1), 87-108.
Rodríguez-Fernández, A., Ramos-Díaz, E., Fernández-Zabala, A., Goñi, E., Esnaola, I., & Goñi, A.
(2016). Contextual and psychological variables in a descriptive model of subjective wellbeing and school engagement. International Journal of Clinical and Health
Psychology, 16(2), 166-174
Rodríguez-Fernández, A., Revuelta, L., & Sarasa, M. (2018). El rol de los estilos de socialización
parental sobre la implicación escolar y el rendimiento académico. European Journal of
Education and Psychology, 11(2), 123-139. doi: 10.30552/ejep.v11i2.226
Rollins, B.C., & Thomas, D.L. (1979). Parental support, power, and control techniques in the
socialization of children. In W. Burr, R. Hill, F. Nye, F., I. Ira (Eds.), Contemporary
theories about the family: research-based theories/edited (pp. 251-382). New York:
Wiley.
Samper, P., Cortés, M.T., Mestre, V., Nácher, M.J., & Tur, A.M. (2006). Adaptación del Child's
Report of Parent Behavior Inventory a población española. Psicothema, 18(2), 263-271.
Sinclair, M.F., Christenson, S.L., Lehr, C.A., & Anderson, A.R. (2003). Facilitating Student
Engagement: Lessons Learned from Check and Connect Longitudinal Studies. California
School Psychologist, 8, 29-41.
Stocker, C.M., Richmond, M.K., Rhoades, G.K., & Kiang, L. (2007). Family emotional processes
and adolescents' adjustment. Social Development, 16(2), 310-325.
Torrente, G., & Vazsonyi, A.T. (2008). Brief report: The salience of the family in antisocial and
delinquent behaviors among Spanish adolescents. The Journal of Genetic
Psychology, 169(2), 187-198
Veiga, F.H., Bahia, S., Nogueira, J., Melo, M., Caldeira, S., Festas, I.,… Carvalho, C. (2012).
Portuguese adaptation of Students Engagement in School International Scale (SESIS).
Proceedings. In International Conference of Education, Research and Innovation (pp.
3356-3362). Seville: International Conference of Education, Research and Innovations.
perceived parental acceptance and psychological adjustment of children and adult
offspring: A meta-analytic review of worldwide research. Journal of Cross-Cultural
Psychology, 46(8), 1059-1080.
Alonso, J., & Román, J.M. (2005). Prácticas educativas y autoestima, Psicothema, 17(1), 76-82.
Bastaits, K., Ponnet, K., & Mortelmans, D. (2012). Parenting of divorced fathers and the association
with children’s self-esteem. Journal of Youth and Adolescence, 41(12), 1643-1656.
Baumrind, D., (1971). Current patterns of parental authority. Developmental Psychology
Monograph, 41, 1-103.
Bersabé, R., Fuentes, M.J., & Motrico, E. (2001). Análisis psicométrico de dos escalas para evaluar
estilos educativos parentales. Psicothema, 13(4), 678-684.
Brand, A.E., & Klimes-Dugan, B. (2010). Emotion socialization in adolescence: The roles of
mothers and fathers. In A. Kennedy Root & S. Denham (Eds.), The role of gender in the
socialization of emotion: Key concepts and critical issues. New directions for child and
adolescent development (pp. 85-100). San Francisco: Jossey-Bass
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge: Harvard University
Press.
Cenkseven-Önder, F. (2012). The influence of decision-making styles on early adolescents' life
satisfaction. Social Behavior and Personality: An International Journal, 40(9), 1523-
1536.
Chan, T.W., & Koo, A. (2011). Parenting style and youth outcomes in the UK. European
Sociological Review, 27(3), 385-399. doi: 10.1093/esr/jcq013
Collins, W.A., & Laursen, B. (2004). Parent-adolescent relationships and influences. In R.M. Lerner
& L. Steinberg (Ed.), Handbook of adolescent psychology (pp. 331-361). New Jersey:
Willey
Felizardo, S., Cantarinha, D., Alves, A.B., Ribeiro, E.J., & Amante, M.J. (2016). Students’
involvement in school and parental support: Contributions to the socio-educational
intervention. The European Proceedings of Social & Behavioural Sciences, 278-287.
Fletcher, A.C., Steinberg, L., & Williams-Wheeler, M. (2004). Parental influences on adolescent
problem behavior: Revisiting stattin and kerr. Child Development, 75, 781-796.
Fuentes, M.J., Motrico, E., & Bersabé, R.M. (1999). Escala de Afecto (EA) y Escala de Normas y
Exigencias (ENE): Versión hijos y version padres. Málaga: Universidad de Málaga.
Gallarín, M., & Alonso-Arbiol, I. (2012). Parenting practices, parental attachment and
aggressiveness in adolescence: A predictive model. Journal of Adolescence, 35(6), 1601-
1610.
García, M.C., Cerezo, M.T., de la Torre, M.J., Carpio, M.V., & Casanova, P.F. (2011). Prácticas
educativas paternas y problemas internalizantes y externalizantes en adolescentes
españoles. Psicothema, 23(4), 654-659.
Garg, R., Levin, E., Urajnik, D., & Kauppi, C. (2005). Parenting style and academic achievement
for East Indian and Canadian adolescents. Journal of Comparative Family Studies, 653-
661.
Gaylord, N.K., Kitzmann, K.M., & Lockwood, R.L. (2003). Child characteristics as moderators of
the association between family stress and children's internalizing, externalizing, and peer
rejection. Journal of Child and Family Studies, 12(2), 201-213.
Glasgow, K.L., Dornbusch, S.M., Troyer, L., Steinberg, L., & Ritter, P.L. (1997). Parenting styles,
adolescent’s attribution and educational outcomes in nine heterogeneous high schools.
Child Development, 68(3), 507-529.
González-Ramírez, M.T., & Landero, R. (2008). Apoyo social familia y amigos, AFA. Internal
document of the Academic Body Social Psychology and Health. México: Universidad
Autónoma de Nuevo León.
González-Ramírez, M.T., & Landero, R. (2014). Propiedades psicométricas de la escala de Apoyo
Social Familiar y de Amigos (AFA-R) en una muestra de estudiantes. Acta de
Investigación Psicológica, 4(2), 1469-1480. doi: 10.1016/S2007-4719(14)70387-4
Haan, A.D., Prinzie, P., & Dekovi?, M. (2012). Change and reciprocity in adolescent aggressive and
rule-breaking behaviors and parental support and dysfunctional discipline. Development
and Psychopathology, 24(1), 301-315.
Hughes, J.N., & Chen, Q. (2011). Reciprocal effects of student–teacher and student–peer
relatedness: Effects on academic self-efficacy. Journal of Applied Developmental
Psychology, 32(5), 278-287.
Im-Bolter, N., Zadeh, Z.Y., & Ling, D. (2013). Early parenting beliefs and academic achievement:
The mediating role of language. Early Child Development and Care, 183, 1811-1826. doi:
10.1080/03004430.2012.755964
Jacobson, K.C., & Crockett, L.J. (2000). Parental monitoring and adolescent adjustment: An
ecological perspective. Journal of Research on Adolescence, 10, 65-97
King, R.B., & Ganotice, F.A. (2014). What’s happening to our boys? A personal investment analysis
of gender differences in student motivation. The Asia-Pacific Education
Researcher, 23(1), 151-157.
MacCoby, E.E., & Martin, J.A. (1983). Socialization in the context of the family: Parent-child
interaction. In P. H. Mussen y E. M. Hetherington (Eds), Handbook of child psychology:
Socialization, personality, and social development (pp.1–100). New York: Wiley
Mercer, S.H., & DeRosier, M.E. (2008). Teacher preference, peer rejection, and student aggression:
A prospective study of transactional influence and independent contributions to emotional
adjustment and grades. Journal of School Psychology, 46(6), 661-685.
Milevsky, A., Schlechter, M., & Netter, S. (2007). Maternal and paternal parenting styles in
adolescents: associations with self-esteem, depression and life-satisfaction. Journal of
Child and Family Studies, 16, 39-47.
Milevsky, A., Schlechter, M., Netter, S., & Keehn, D. (2007). Maternal and paternal parenting styles
in adolescents: Associations with self-esteem, depression and life-satisfaction. Journal of
Child and Family Studies, 16(1), 39-47.
Musitu, G., & García, J.F. (2004). Consecuencias de la socialización familiar en la cultura
española. Psicothema, 16(2), 288-293.
Musitu, G., Román, J.M., & Gracia, E. (1988) Familia y educación. Prácticas educativas de los
padres y socialización de los hijos. Barcelona: Labor Universitaria.
Nishikawa, S., Sundbom, E., & Hägglöf, B. (2010). Influence of perceived parental rearing on
adolescent self-concept and internalizing and externalizing problems in Japan. Journal of
Child and Family Studies, 19(1), 57-66.
Oliva, A., Parra, Á., & Arranz, E. (2008). Estilos relacionales parentales y ajuste
adolescente. Infancia y Aprendizaje, 31(1), 93-106.
Oliva, A., Parra, A., Sánchez, I., & López, F. (2007) Estilos educativos materno y paterno:
evaluación y relación con el ajuste del adolescente. Anales de Psicología, 23(1), 49-56.
Ou, S.R. (2005). Pathways of long-term effects of an early intervention program on educational
attainment: Findings from the Chicago longitudinal study. Journal of Applied
Developmental Psychology, 26(5), 578-611.
Perdue, N.H., Manzeske, D.P., & Estell, D.B. (2009). Early predictors of school engagement:
Exploring the role of peer relationships. Psychology in the Schools, 46(10), 1084-1097.
Ramos-Díaz, E., Rodríguez-Fernández, A., Fernández-Zabala, A., Revuelta, L., & Zuazagoitia, A.
(2016). Apoyo social percibido, autoconcepto e implicación escolar de estudiantes
adolescentes. Revista de Psicodidáctica, 21(2), 339-356.
Rinaldi, C.M., & Howe, N. (2012). Mothers’ and fathers’ parenting styles and associations with
toddlers’ externalizing, internalizing, and adaptive behaviors. Early Childhood Research
Quarterly, 27(2), 266-273.
Rodríguez-Fernández, A., Droguett, L., & Revuelta, L. (2012). School and personal adjustment in
adolescence: The role of academic self-concept and perceived social support. Revista de
Psicodidáctica, 17(2), 397-414.
Rodríguez-Fernández, A., Ramos-Díaz, E., de Lahidalga, I.R.M., & Rey-Baltar, A.Z. (2018).
Implicación escolar de estudiantes de secundaria: La influencia de la resiliencia, el
autoconcepto y el apoyo social percibido. Educación XX1, 21(1), 87-108.
Rodríguez-Fernández, A., Ramos-Díaz, E., Fernández-Zabala, A., Goñi, E., Esnaola, I., & Goñi, A.
(2016). Contextual and psychological variables in a descriptive model of subjective wellbeing and school engagement. International Journal of Clinical and Health
Psychology, 16(2), 166-174
Rodríguez-Fernández, A., Revuelta, L., & Sarasa, M. (2018). El rol de los estilos de socialización
parental sobre la implicación escolar y el rendimiento académico. European Journal of
Education and Psychology, 11(2), 123-139. doi: 10.30552/ejep.v11i2.226
Rollins, B.C., & Thomas, D.L. (1979). Parental support, power, and control techniques in the
socialization of children. In W. Burr, R. Hill, F. Nye, F., I. Ira (Eds.), Contemporary
theories about the family: research-based theories/edited (pp. 251-382). New York:
Wiley.
Samper, P., Cortés, M.T., Mestre, V., Nácher, M.J., & Tur, A.M. (2006). Adaptación del Child's
Report of Parent Behavior Inventory a población española. Psicothema, 18(2), 263-271.
Sinclair, M.F., Christenson, S.L., Lehr, C.A., & Anderson, A.R. (2003). Facilitating Student
Engagement: Lessons Learned from Check and Connect Longitudinal Studies. California
School Psychologist, 8, 29-41.
Stocker, C.M., Richmond, M.K., Rhoades, G.K., & Kiang, L. (2007). Family emotional processes
and adolescents' adjustment. Social Development, 16(2), 310-325.
Torrente, G., & Vazsonyi, A.T. (2008). Brief report: The salience of the family in antisocial and
delinquent behaviors among Spanish adolescents. The Journal of Genetic
Psychology, 169(2), 187-198
Veiga, F.H., Bahia, S., Nogueira, J., Melo, M., Caldeira, S., Festas, I.,… Carvalho, C. (2012).
Portuguese adaptation of Students Engagement in School International Scale (SESIS).
Proceedings. In International Conference of Education, Research and Innovation (pp.
3356-3362). Seville: International Conference of Education, Research and Innovations.