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Estilos parentais e perceção de autoeficácia em pais de crianças dos 0 aos 6 anos: interface com fatores de risco e proteção no desenvolvimento precoce
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Abstract(s)
Os estilos parentais são uma variável cada vez mais estudada no âmbito do desenvolvimento infantil. A perceção de autoeficácia tem vindo a surgir no contexto de uma parentalidade positiva, como potencial moderadora de impacto dos fatores de risco. A presente investigação teve como objetivo explorar os estilos parentais assim como a perceção de autoeficácia parental (competência parental e expetativa de desempenho parental) em progenitores de crianças em idade pré-escolar, analisando o impacto dos fatores de risco e de proteção no desenvolvimento infantil, em dois grupos: crianças em Educação Infantil (EI) e crianças em Intervenção Precoce na Infância (IPI). Procedeu-se à tradução e adaptação da escala EIPSES – Early Intervention Parenting Self-Efficacy Scale (Guimond, Wilcox & Lamorey, 2008), para a língua portuguesa denominada de EAEP – Escala de Autoeficácia Parental (Távora & Marinho, 2019). Participaram no estudo 170 mães/pais de crianças dos 0 aos 6 anos de idade aos quais, para além da EAEP, foi administrado um questionário sociodemográfico e o Questionário de Estilos Parentais (QEP) (Santos & Cruz, 2008). Ambas as escalas demonstraram níveis de consistência interna aceitáveis. Foram observadas diferenças significativas entre grupos (EI e IPI) na perceção de autoeficácia parental e estilos parentais nas variáveis habilitações literárias, género do progenitor e número de filhos. Observaram-se associações significativa entre os estilos parentais e a perceção de autoeficácia parental e as seguintes variáveis: idade do progenitor (os progenitores mais velhos, tendem a manifestar menor perceção de autoeficácia e a competência parental); idade da criança (com o aumento da idade da criança, os progenitores tendem a apresentar estilos parentais mais autoritativo e autoritários) e idade gestacional (com crianças de termo de gestação, os progenitores tendem a ser menos permissivos). Além de associações estatisticamente significativas entre os grupos (EI e IPI) no que se refere à necessidade de reanimação/aspiração do bebé e à presença de problemas desenvolvimentais e de saúde. Em ambas as ocorrências (presença de problemas desenvolvimentais e necessidade de reanimação/aspiração, a percentagem foi mais elevada no grupo de IPI. Foram ainda observados valores mais elevados de autoeficácia parental no que diz respeito à expetativa de desempenho parental e um maior número de fatores de risco ambiental, na generalidade, no grupo de EI. No grupo de IPI verificou-se uma perceção de competência parental mais elevada. Já no que se refere aos estilos parentais, os resultados apontam para uma relação positiva entre o estilo autoritativo e a competência parental, enquanto o estilo permissivo parece associar-se a uma perceção de autoeficácia parental mais baixa, quer na componente da competência parental quer na da expetativa de desempenho parental. Por fim, ainda foram reveladas associações inversas entre o estilo autoritário, a perceção de autoeficácia parental e a expetativa de desempenho parental. O estudo realizado contribuiu para a adaptação da EAEP, assim como para a análise das relações entre os estilos parentais e autoeficácia parental em contexto de EI e IPI. Permitiu ainda a compreensão de algumas variáveis individuais, do contexto, da criança e fatores de risco que poderão ter impacto no desenvolvimento infantil. De um modo geral, foram obtidos mais dados acerca da relação entre os estilos parentais com a perceção de autoeficácia parental, mediados pelo contexto e que vão ter influência no desenvolvimento infantil. É de destacar que, apesar de se ter verificado exposição a alguns fatores de risco, os progenitores mostraram níveis elevados de autoeficácia parental e uma tendência frequente de recorrer ao estilo autoritativo, independentemente do grupo (EI ou IPI). Os resultados obtidos permitir observar algumas associações importantes e não verificaram o papel de outros identificados na literatura, como a associação de alguns fatores de risco ao desenvolvimento atípico.
Parenting styles are increasing in popularity in terms of child development. Parental self-efficacy has been emerging in the field of positive parenting, as a potential balance when it comes to the impact of risk factors. The main goal of this study is to explore the parenting styles as well as parental self-efficacy (parental competence and parental outcome expectations) in preschoolers’ parents, analyzing the impact of both risk and protective factors regarding child development, in two groups: children in Child Education (EI) and in Early Intervention (IPI). In order to measure the previously mentioned variables, the adaptation of EIPSES- Early Intervention Parenting Self-Efficacy Scale (Guimond et al., 2008), to Portuguese language took place, later renamed as EAEP- Escala de Autoeficácia Parental (Távora & Marinho, 2019). 170 mothers/fathers of children ranging from 0 to 6 years participated in this study, by answering a sociodemographic survey, EAEP and a Parenting Styles Questionnaire (QEP) (Santos & Cruz, 2008). The results showed acceptable internal consistency levels to both EAEP and QEP. Significative differences between groups (Child Education and Early Intervention) were observed in parental self-efficacy and parenting styles in terms of sociodemographic variables such as: educational level, parental gender, number of kids. There were also significative associations between parenting styles, parental self-efficacy and the following variables: parental age (older parents tend to manifest lower parental competence and parental self-efficacy); child’s age (as the child’s becomes older, parents tend to be more authoritative and authoritarian) and gestational age, (with full term children, parents tend to be less permissive). Besides associations between context and both the need to suction or to do CPR to the baby and the presence of developmental or health problems. In both cases (presence of developmental or health problems in a child and the need to suction or to do CPR), the IPI group had a higher percentage. Higher levels of parental self-efficacy were verified, more specifically in the parental outcome expectations, as well as a higher existence of risk factors in the Child Education group. On the other hand, the Early Intervention group reported levels of higher parental competence. When it comes to parenting styles, authoritative style and parental competence were positively related. In contrast, there were negative associations between permissive style and parental self-efficacy, in both, parental competence and parental outcome expectations. At last, the results highlight some negative associations between authoritarian style, parental self-efficacy and parental outcome expectations. This study contributed, not only to the translation and adaptation of EAEP for Portuguese country, but also to expand the knowledge about associations between parenting styles in two different groups, Child Education and Early Intervention. It allowed the enlightenment of some variables, related to the context, parents, to the child or even to risk factors, that may impact the child’s development. In a general perspective, more data was provided about the relationship between parenting styles and parental self-efficacy, mediated by context and that will influence the child’s development. More importantly, despite being exposed to some risk factors, parents showed higher levels of parental self-efficacy as well as a tendency to be authoritative, regardless of the group (EI or IPI). The results showed some important associations on one hand, but did not showed the role of other variables, present in previous studies, such as the association between some risk factors and an atypical development.
Parenting styles are increasing in popularity in terms of child development. Parental self-efficacy has been emerging in the field of positive parenting, as a potential balance when it comes to the impact of risk factors. The main goal of this study is to explore the parenting styles as well as parental self-efficacy (parental competence and parental outcome expectations) in preschoolers’ parents, analyzing the impact of both risk and protective factors regarding child development, in two groups: children in Child Education (EI) and in Early Intervention (IPI). In order to measure the previously mentioned variables, the adaptation of EIPSES- Early Intervention Parenting Self-Efficacy Scale (Guimond et al., 2008), to Portuguese language took place, later renamed as EAEP- Escala de Autoeficácia Parental (Távora & Marinho, 2019). 170 mothers/fathers of children ranging from 0 to 6 years participated in this study, by answering a sociodemographic survey, EAEP and a Parenting Styles Questionnaire (QEP) (Santos & Cruz, 2008). The results showed acceptable internal consistency levels to both EAEP and QEP. Significative differences between groups (Child Education and Early Intervention) were observed in parental self-efficacy and parenting styles in terms of sociodemographic variables such as: educational level, parental gender, number of kids. There were also significative associations between parenting styles, parental self-efficacy and the following variables: parental age (older parents tend to manifest lower parental competence and parental self-efficacy); child’s age (as the child’s becomes older, parents tend to be more authoritative and authoritarian) and gestational age, (with full term children, parents tend to be less permissive). Besides associations between context and both the need to suction or to do CPR to the baby and the presence of developmental or health problems. In both cases (presence of developmental or health problems in a child and the need to suction or to do CPR), the IPI group had a higher percentage. Higher levels of parental self-efficacy were verified, more specifically in the parental outcome expectations, as well as a higher existence of risk factors in the Child Education group. On the other hand, the Early Intervention group reported levels of higher parental competence. When it comes to parenting styles, authoritative style and parental competence were positively related. In contrast, there were negative associations between permissive style and parental self-efficacy, in both, parental competence and parental outcome expectations. At last, the results highlight some negative associations between authoritarian style, parental self-efficacy and parental outcome expectations. This study contributed, not only to the translation and adaptation of EAEP for Portuguese country, but also to expand the knowledge about associations between parenting styles in two different groups, Child Education and Early Intervention. It allowed the enlightenment of some variables, related to the context, parents, to the child or even to risk factors, that may impact the child’s development. In a general perspective, more data was provided about the relationship between parenting styles and parental self-efficacy, mediated by context and that will influence the child’s development. More importantly, despite being exposed to some risk factors, parents showed higher levels of parental self-efficacy as well as a tendency to be authoritative, regardless of the group (EI or IPI). The results showed some important associations on one hand, but did not showed the role of other variables, present in previous studies, such as the association between some risk factors and an atypical development.
Description
Keywords
Intervenção precoce na infância Educação infantil Perceção de autoeficácia parental Estilos parentais Fatores de risco e de proteção Early intervention Childhood education Parenting self-efficacy Parenting styles Risk and protective factors