Intergeracionalidade das práticas de disciplina parentais: fatores que mantêm e fatores que quebram esse ciclo
Autor(a) principal: | |
---|---|
Data de Publicação: | 2019 |
Tipo de documento: | Trabalho de conclusão de curso |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/14199 |
Resumo: | Disciplinary behaviors and the way to educate children tend to be passed on from generation to generation, in which individuals reproduce with their children the behaviors that their parents emitted in their education. The present study aimed to verify the variables related to the intergenerational nature of parental discipline practices. To achieve this goal, the study was divided into two moments: an online survey data collection and the realization of a focus group. The survey was attended by 35 parents (29 mothers and 6 fathers) of children aged 3-6 years (20 girls and 15 boys), recruited from two early childhood schools and social networks. The participants answered an online form in which there were questions related to the characterization of the participants, about the discipline practices received in the childhood of the participants and those they applied in their children's education (Discipline Dimension Inventory - Retrospective Version and Parents Version, respectively), and a questionnaire prepared by the author based on the literature in the area to identify variables related to the maintenance / disruption of intergenerationality. The results indicated a statistically significant correlation between some disciplinary practices used by the participant's mother and father and the practices used by them in their children's education. The majority (77.1%) of the participants answered that they never, almost never or sometimes repeated with their children the parenting practices that their parents used in their childhood. Participants who responded that they do not maintain the intergenerational cycle attributed this break mainly to access to information (69.2%) and negative assessment of parenting (30.8%). The participants who replied that they maintained the intergenerational cycle attributed this mainly to the positive evaluation of the parents' parenting (75%), followed by the influence of the partner and the same socioeconomic level (both with 37.5%). The focus group participants were recruited from an invitation made available at the end of the form used in the survey.Of the 35 participants, 9 responded to the invitation and two mothers participated in the focus group, which took place in a meeting lasting approximately one hour. In the focus group, trigger videos were presented to encourage discussion on the topic and, at the end, some data from the literature were taken. Both participants had 2 children and reported having difficulties with the discipline of their first child, seeking professional help from psychologists to access positive parenting discipline information. In addition to professional help, both considered that the support of the partner and the negative evaluation of the practices used by their parents during their childhood contributed to the disruption of the intergenerational cycle of parenting practices. Thus, it is possible to verify a congruence between the quantitative data obtained from the instruments and qualitative data from the focus group, indicating that the disruption of intergenerationality occurs due to access to information, assistance from the partner and negative evaluation of the discipline practices used by parents. The study proved to be limited due to the reduced number of participants and sociodemographic characteristics (high schooling and income). Future studies with a larger number of participants and with more diversity in relation to socioeconomic level and education, in order to bring about a greater generalization and understanding regarding the variables that contribute to the maintenance / disruption of intergenerationality. |
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Sarmento, Raquel SalvadoriD'Affonseca, Sabrina Mazohttp://lattes.cnpq.br/0381029115416584http://lattes.cnpq.br/747544702645065208508bd4-15bc-4d83-8f35-ddd7aa3968f42021-04-29T18:57:20Z2021-04-29T18:57:20Z2019-12-15SARMENTO, Raquel Salvadori. Intergeracionalidade das práticas de disciplina parentais: fatores que mantêm e fatores que quebram esse ciclo. 2019. Trabalho de Conclusão de Curso (Graduação em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14199.https://repositorio.ufscar.br/handle/ufscar/14199Disciplinary behaviors and the way to educate children tend to be passed on from generation to generation, in which individuals reproduce with their children the behaviors that their parents emitted in their education. The present study aimed to verify the variables related to the intergenerational nature of parental discipline practices. To achieve this goal, the study was divided into two moments: an online survey data collection and the realization of a focus group. The survey was attended by 35 parents (29 mothers and 6 fathers) of children aged 3-6 years (20 girls and 15 boys), recruited from two early childhood schools and social networks. The participants answered an online form in which there were questions related to the characterization of the participants, about the discipline practices received in the childhood of the participants and those they applied in their children's education (Discipline Dimension Inventory - Retrospective Version and Parents Version, respectively), and a questionnaire prepared by the author based on the literature in the area to identify variables related to the maintenance / disruption of intergenerationality. The results indicated a statistically significant correlation between some disciplinary practices used by the participant's mother and father and the practices used by them in their children's education. The majority (77.1%) of the participants answered that they never, almost never or sometimes repeated with their children the parenting practices that their parents used in their childhood. Participants who responded that they do not maintain the intergenerational cycle attributed this break mainly to access to information (69.2%) and negative assessment of parenting (30.8%). The participants who replied that they maintained the intergenerational cycle attributed this mainly to the positive evaluation of the parents' parenting (75%), followed by the influence of the partner and the same socioeconomic level (both with 37.5%). The focus group participants were recruited from an invitation made available at the end of the form used in the survey.Of the 35 participants, 9 responded to the invitation and two mothers participated in the focus group, which took place in a meeting lasting approximately one hour. In the focus group, trigger videos were presented to encourage discussion on the topic and, at the end, some data from the literature were taken. Both participants had 2 children and reported having difficulties with the discipline of their first child, seeking professional help from psychologists to access positive parenting discipline information. In addition to professional help, both considered that the support of the partner and the negative evaluation of the practices used by their parents during their childhood contributed to the disruption of the intergenerational cycle of parenting practices. Thus, it is possible to verify a congruence between the quantitative data obtained from the instruments and qualitative data from the focus group, indicating that the disruption of intergenerationality occurs due to access to information, assistance from the partner and negative evaluation of the discipline practices used by parents. The study proved to be limited due to the reduced number of participants and sociodemographic characteristics (high schooling and income). Future studies with a larger number of participants and with more diversity in relation to socioeconomic level and education, in order to bring about a greater generalization and understanding regarding the variables that contribute to the maintenance / disruption of intergenerationality.Os comportamentos de disciplina e a maneira de se educar os filhos tendem a ser passada de geração em geração, em que os indivíduos reproduzem com seus filhos os comportamentos que seus pais emitiam na sua educação. O presente estudo teve como objetivo verificar as variáveis relacionadas à intergeracionalidade das práticas de disciplina parentais. Para atingir tal objetivo, o estudo foi dividido em dois momentos uma coleta de dados online do tipo survey e a realização de um grupo focal. A survey contou com a participação de 35 pais (29 mães e 6 pais) de crianças de 3-6 anos (20 meninas e 15 meninos), recrutados em duas escolas de educação infantil e em redes sociais. Os participantes responderam a um formulário online no qual havia questões relativas a caracterização dos participantes, sobre as práticas de disciplina recebidas na infância dos participantes e as que eles aplicavam na educação dos filhos (Inventário de Dimensão de Disciplina – Versão Retrospectiva e Versão Pais, respectivamente), e um questionário elaborado pela autora com base na literatura da área para identificar variáveis relacionadas a manutenção/rompimento da intergeracionalidade. Os resultados indicaram correlação estatisticamente significativa entre algumas práticas de disciplina utilizada pela mãe e pelo pai do participante e as práticas utilizadas por eles na educação dos filhos. A maioria (77,1%) dos participantes responderam que nunca, quase nunca ou às vezes repetiam com seus filhos as práticas parentais que seus pais utilizavam na sua infância. Os participantes que responderam que não mantêm o ciclo intergeracional atribuíram esse rompimento principalmente ao acesso à informação (69,2%) e avaliação negativa da parentagem dos pais (30,8%). Já os participantes que responderam que mantinham o ciclo intergeracional atribuíram isso principalmente à avaliação positiva da parentagem dos pais (75%), seguido de influência do parceiro e mesmo nível socioeconômico (ambos com 37,5%). As participantes do grupo focal foram recrutadas a partir de um convite disponibilizado no final do formulário utilizado na survey. Dos 35 participantes, 9 responderam ao convite e duas mães participaram do grupo focal, o qual ocorreu em um encontro com duração de aproximadamente uma hora. No grupo focal foram apresentados vídeos disparadores para fomentar a discussão sobre o tema e, ao final, foram levados alguns dados da literatura. Ambas as participantes tinham 2 filhos e relataram ter tido dificuldades com a disciplina do filho primogênito, procurando ajuda profissional de psicólogos para ter acesso às informações de disciplina parentais positivas. Além da ajuda profissional, ambas consideraram que o suporte do parceiro e a avaliação negativa das práticas utilizadas pelos sesus pais durante a infância das mesmas contribuíram para o rompimento do ciclo intergeracional das práticas parentais. Assim, pode-se verificar uma congruência entre os dados quantitativos obtidos a partir dos instrumentos e dos dados qualitativos advindos do grupo focal, indicando que o rompimento da intergeracionalidade ocorre devido a acesso à informação, auxílio do parceiro e avaliação negativa das práticas de disciplina utilizadas pelos pais. O estudo mostrou-se limitado devido ao número reduzido de participantes e a características sociodemográficas (alta escolaridade e renda). Estudos futuros com um número maior de participantes e com mais diversidade em relação ao nível socioeconômico e escolaridade, de forma a trazer uma maior generalização e compreensão a respeito das variáveis que contribuem para manutenção/rompimento da intergeracionalidade.Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)FAPESP: 2019/02915-2porUniversidade Federal de São CarlosCâmpus São CarlosPsicologia - PsiUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessIntergeracionalidadePráticas de disciplina parentaisCriançaIntergenerationalityParental behavior praticesCIENCIAS HUMANAS::PSICOLOGIA::TRATAMENTO E PREVENCAO PSICOLOGICAIntergeracionalidade das práticas de disciplina parentais: fatores que mantêm e fatores que quebram esse cicloIntergenerational parenting practices: factors that maintain and factors that break this cycleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesis60060023483cb7-2bae-4cec-9733-794046e8a1e9reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALmonografia raquel.pdfmonografia raquel.pdfRelatório de pesquisaapplication/pdf452051https://repositorio.ufscar.br/bitstream/ufscar/14199/1/monografia%20raquel.pdf387a47ddbbb794538a896094b02521f3MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/14199/2/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD52TEXTmonografia raquel.pdf.txtmonografia raquel.pdf.txtExtracted texttext/plain107970https://repositorio.ufscar.br/bitstream/ufscar/14199/3/monografia%20raquel.pdf.txtea3d4176dfd29c0fe053d1df97159debMD53THUMBNAILmonografia raquel.pdf.jpgmonografia raquel.pdf.jpgIM Thumbnailimage/jpeg4852https://repositorio.ufscar.br/bitstream/ufscar/14199/4/monografia%20raquel.pdf.jpgded2857847c68537d885d512960c9101MD54ufscar/141992023-09-18 18:32:09.929oai:repositorio.ufscar.br:ufscar/14199Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:09Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Intergeracionalidade das práticas de disciplina parentais: fatores que mantêm e fatores que quebram esse ciclo |
dc.title.alternative.eng.fl_str_mv |
Intergenerational parenting practices: factors that maintain and factors that break this cycle |
title |
Intergeracionalidade das práticas de disciplina parentais: fatores que mantêm e fatores que quebram esse ciclo |
spellingShingle |
Intergeracionalidade das práticas de disciplina parentais: fatores que mantêm e fatores que quebram esse ciclo Sarmento, Raquel Salvadori Intergeracionalidade Práticas de disciplina parentais Criança Intergenerationality Parental behavior pratices CIENCIAS HUMANAS::PSICOLOGIA::TRATAMENTO E PREVENCAO PSICOLOGICA |
title_short |
Intergeracionalidade das práticas de disciplina parentais: fatores que mantêm e fatores que quebram esse ciclo |
title_full |
Intergeracionalidade das práticas de disciplina parentais: fatores que mantêm e fatores que quebram esse ciclo |
title_fullStr |
Intergeracionalidade das práticas de disciplina parentais: fatores que mantêm e fatores que quebram esse ciclo |
title_full_unstemmed |
Intergeracionalidade das práticas de disciplina parentais: fatores que mantêm e fatores que quebram esse ciclo |
title_sort |
Intergeracionalidade das práticas de disciplina parentais: fatores que mantêm e fatores que quebram esse ciclo |
author |
Sarmento, Raquel Salvadori |
author_facet |
Sarmento, Raquel Salvadori |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/7475447026450652 |
dc.contributor.author.fl_str_mv |
Sarmento, Raquel Salvadori |
dc.contributor.advisor1.fl_str_mv |
D'Affonseca, Sabrina Mazo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0381029115416584 |
dc.contributor.authorID.fl_str_mv |
08508bd4-15bc-4d83-8f35-ddd7aa3968f4 |
contributor_str_mv |
D'Affonseca, Sabrina Mazo |
dc.subject.por.fl_str_mv |
Intergeracionalidade Práticas de disciplina parentais Criança Intergenerationality Parental behavior pratices |
topic |
Intergeracionalidade Práticas de disciplina parentais Criança Intergenerationality Parental behavior pratices CIENCIAS HUMANAS::PSICOLOGIA::TRATAMENTO E PREVENCAO PSICOLOGICA |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::PSICOLOGIA::TRATAMENTO E PREVENCAO PSICOLOGICA |
description |
Disciplinary behaviors and the way to educate children tend to be passed on from generation to generation, in which individuals reproduce with their children the behaviors that their parents emitted in their education. The present study aimed to verify the variables related to the intergenerational nature of parental discipline practices. To achieve this goal, the study was divided into two moments: an online survey data collection and the realization of a focus group. The survey was attended by 35 parents (29 mothers and 6 fathers) of children aged 3-6 years (20 girls and 15 boys), recruited from two early childhood schools and social networks. The participants answered an online form in which there were questions related to the characterization of the participants, about the discipline practices received in the childhood of the participants and those they applied in their children's education (Discipline Dimension Inventory - Retrospective Version and Parents Version, respectively), and a questionnaire prepared by the author based on the literature in the area to identify variables related to the maintenance / disruption of intergenerationality. The results indicated a statistically significant correlation between some disciplinary practices used by the participant's mother and father and the practices used by them in their children's education. The majority (77.1%) of the participants answered that they never, almost never or sometimes repeated with their children the parenting practices that their parents used in their childhood. Participants who responded that they do not maintain the intergenerational cycle attributed this break mainly to access to information (69.2%) and negative assessment of parenting (30.8%). The participants who replied that they maintained the intergenerational cycle attributed this mainly to the positive evaluation of the parents' parenting (75%), followed by the influence of the partner and the same socioeconomic level (both with 37.5%). The focus group participants were recruited from an invitation made available at the end of the form used in the survey.Of the 35 participants, 9 responded to the invitation and two mothers participated in the focus group, which took place in a meeting lasting approximately one hour. In the focus group, trigger videos were presented to encourage discussion on the topic and, at the end, some data from the literature were taken. Both participants had 2 children and reported having difficulties with the discipline of their first child, seeking professional help from psychologists to access positive parenting discipline information. In addition to professional help, both considered that the support of the partner and the negative evaluation of the practices used by their parents during their childhood contributed to the disruption of the intergenerational cycle of parenting practices. Thus, it is possible to verify a congruence between the quantitative data obtained from the instruments and qualitative data from the focus group, indicating that the disruption of intergenerationality occurs due to access to information, assistance from the partner and negative evaluation of the discipline practices used by parents. The study proved to be limited due to the reduced number of participants and sociodemographic characteristics (high schooling and income). Future studies with a larger number of participants and with more diversity in relation to socioeconomic level and education, in order to bring about a greater generalization and understanding regarding the variables that contribute to the maintenance / disruption of intergenerationality. |
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2019 |
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2019-12-15 |
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SARMENTO, Raquel Salvadori. Intergeracionalidade das práticas de disciplina parentais: fatores que mantêm e fatores que quebram esse ciclo. 2019. Trabalho de Conclusão de Curso (Graduação em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14199. |
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https://repositorio.ufscar.br/handle/ufscar/14199 |
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SARMENTO, Raquel Salvadori. Intergeracionalidade das práticas de disciplina parentais: fatores que mantêm e fatores que quebram esse ciclo. 2019. Trabalho de Conclusão de Curso (Graduação em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14199. |
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