Social representations of the development of intelligence, parental values and parenting styles: A theoretical model for analysis
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/11328/1492 |
Resumo: | Within the theoretical framework of social representations theory, a substantial body of literature has advocated and shown that, as interpretative systems and forms of knowledge concurring in the construction of a social reality, social representations are guides for action, influencing behaviours and social relations. Based on this assumption, the primary goal of the current study was to investigate the relationship between social representations of the development of intelligence and parenting styles while also examining the role played by the values that parents desire for their children. The sample included 466 subjects with educational responsibilities (117 fathers, 227 mothers and 122 mother–teachers). Participants completed a self-administered survey on their representations of the development of intelligence, values desired for their children and parenting styles. A theoretical model which examined the relations among these variables was tested. Structural equation modelling procedures indicated, as hypothesised, that dimensions which emphasise the role of parents and the importance of constant accompaniment of children for the development of intelligence influence the authoritative parenting style, while dimensions which outline the role of school and teachers relate to authoritarian and permissive parenting styles. Additionally, although in some cases values were seen both to be determined bysocial representations and to influence parenting styles, the meditational hypothesis of values was not fully confirmed. Overall, the results obtained suggest that social representations, styles and values tend to build up a potentially significant organisation for parental activities. Theoretical and practical implications of these findings in research and educational intervention are discussed. |
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Social representations of the development of intelligence, parental values and parenting styles: A theoretical model for analysisSocial representationsIntelligenceParental valuesParenting stylesWithin the theoretical framework of social representations theory, a substantial body of literature has advocated and shown that, as interpretative systems and forms of knowledge concurring in the construction of a social reality, social representations are guides for action, influencing behaviours and social relations. Based on this assumption, the primary goal of the current study was to investigate the relationship between social representations of the development of intelligence and parenting styles while also examining the role played by the values that parents desire for their children. The sample included 466 subjects with educational responsibilities (117 fathers, 227 mothers and 122 mother–teachers). Participants completed a self-administered survey on their representations of the development of intelligence, values desired for their children and parenting styles. A theoretical model which examined the relations among these variables was tested. Structural equation modelling procedures indicated, as hypothesised, that dimensions which emphasise the role of parents and the importance of constant accompaniment of children for the development of intelligence influence the authoritative parenting style, while dimensions which outline the role of school and teachers relate to authoritarian and permissive parenting styles. Additionally, although in some cases values were seen both to be determined bysocial representations and to influence parenting styles, the meditational hypothesis of values was not fully confirmed. Overall, the results obtained suggest that social representations, styles and values tend to build up a potentially significant organisation for parental activities. Theoretical and practical implications of these findings in research and educational intervention are discussed.2016-04-26T09:37:52Z2016-04-262013-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfMiguel, I., Valentim, J. P., & Carugati, F. (2013). Social representations of the development of intelligence, parental values and parenting styles: A theoretical model for analysis. European Journal of Psychology of Education, 18, 1163-1180. doi: 10.1007/s10212-012-0160-3. URI: http://hdl.handle.net/11328/1492.http://hdl.handle.net/11328/1492Miguel, I., Valentim, J. P., & Carugati, F. (2013). Social representations of the development of intelligence, parental values and parenting styles: A theoretical model for analysis. European Journal of Psychology of Education, 18, 1163-1180. doi: 10.1007/s10212-012-0160-3. URI: http://hdl.handle.net/11328/1492.http://hdl.handle.net/11328/1492porhttp://link.springer.com/article/10.1007%2Fs10212-012-0160-3Miguel, IsabelValentim, Joaquim PiresCarugati, Feliceinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-16T02:12:35Zoai:repositorio.upt.pt:11328/1492Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:41:24.527523Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Social representations of the development of intelligence, parental values and parenting styles: A theoretical model for analysis |
title |
Social representations of the development of intelligence, parental values and parenting styles: A theoretical model for analysis |
spellingShingle |
Social representations of the development of intelligence, parental values and parenting styles: A theoretical model for analysis Miguel, Isabel Social representations Intelligence Parental values Parenting styles |
title_short |
Social representations of the development of intelligence, parental values and parenting styles: A theoretical model for analysis |
title_full |
Social representations of the development of intelligence, parental values and parenting styles: A theoretical model for analysis |
title_fullStr |
Social representations of the development of intelligence, parental values and parenting styles: A theoretical model for analysis |
title_full_unstemmed |
Social representations of the development of intelligence, parental values and parenting styles: A theoretical model for analysis |
title_sort |
Social representations of the development of intelligence, parental values and parenting styles: A theoretical model for analysis |
author |
Miguel, Isabel |
author_facet |
Miguel, Isabel Valentim, Joaquim Pires Carugati, Felice |
author_role |
author |
author2 |
Valentim, Joaquim Pires Carugati, Felice |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Miguel, Isabel Valentim, Joaquim Pires Carugati, Felice |
dc.subject.por.fl_str_mv |
Social representations Intelligence Parental values Parenting styles |
topic |
Social representations Intelligence Parental values Parenting styles |
description |
Within the theoretical framework of social representations theory, a substantial body of literature has advocated and shown that, as interpretative systems and forms of knowledge concurring in the construction of a social reality, social representations are guides for action, influencing behaviours and social relations. Based on this assumption, the primary goal of the current study was to investigate the relationship between social representations of the development of intelligence and parenting styles while also examining the role played by the values that parents desire for their children. The sample included 466 subjects with educational responsibilities (117 fathers, 227 mothers and 122 mother–teachers). Participants completed a self-administered survey on their representations of the development of intelligence, values desired for their children and parenting styles. A theoretical model which examined the relations among these variables was tested. Structural equation modelling procedures indicated, as hypothesised, that dimensions which emphasise the role of parents and the importance of constant accompaniment of children for the development of intelligence influence the authoritative parenting style, while dimensions which outline the role of school and teachers relate to authoritarian and permissive parenting styles. Additionally, although in some cases values were seen both to be determined bysocial representations and to influence parenting styles, the meditational hypothesis of values was not fully confirmed. Overall, the results obtained suggest that social representations, styles and values tend to build up a potentially significant organisation for parental activities. Theoretical and practical implications of these findings in research and educational intervention are discussed. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-01-01T00:00:00Z 2016-04-26T09:37:52Z 2016-04-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
Miguel, I., Valentim, J. P., & Carugati, F. (2013). Social representations of the development of intelligence, parental values and parenting styles: A theoretical model for analysis. European Journal of Psychology of Education, 18, 1163-1180. doi: 10.1007/s10212-012-0160-3. URI: http://hdl.handle.net/11328/1492. http://hdl.handle.net/11328/1492 Miguel, I., Valentim, J. P., & Carugati, F. (2013). Social representations of the development of intelligence, parental values and parenting styles: A theoretical model for analysis. European Journal of Psychology of Education, 18, 1163-1180. doi: 10.1007/s10212-012-0160-3. URI: http://hdl.handle.net/11328/1492. http://hdl.handle.net/11328/1492 |
identifier_str_mv |
Miguel, I., Valentim, J. P., & Carugati, F. (2013). Social representations of the development of intelligence, parental values and parenting styles: A theoretical model for analysis. European Journal of Psychology of Education, 18, 1163-1180. doi: 10.1007/s10212-012-0160-3. URI: http://hdl.handle.net/11328/1492. |
url |
http://hdl.handle.net/11328/1492 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://link.springer.com/article/10.1007%2Fs10212-012-0160-3 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
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reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799134978003435520 |