Social representations of the development of intelligence, parental values and parenting styles: A theoretical model for analysis

dc.contributor.authorMiguel, Isabel
dc.contributor.authorValentim, Joaquim Pires
dc.contributor.authorCarugati, Felice
dc.date.accessioned2016-04-26T09:37:52Z
dc.date.available2016-04-26T09:37:52Z
dc.date.issued2013
dc.description.abstractWithin 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.pt_PT
dc.identifier.citationMiguel, 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.pt_PT
dc.identifier.urihttp://hdl.handle.net/11328/1492
dc.language.isoporpt_PT
dc.peerreviewedyespt_PT
dc.relation.publisherversionhttp://link.springer.com/article/10.1007%2Fs10212-012-0160-3pt_PT
dc.rightsopen accesspt_PT
dc.subjectSocial representationspt_PT
dc.subjectIntelligencept_PT
dc.subjectParental valuespt_PT
dc.subjectParenting stylespt_PT
dc.titleSocial representations of the development of intelligence, parental values and parenting styles: A theoretical model for analysispt_PT
dc.typejournal articlept_PT
degois.publication.firstPage1163pt_PT
degois.publication.lastPage1180pt_PT
degois.publication.titleEuropean Journal of Psychology of Educationpt_PT
degois.publication.volume18pt_PT
dspace.entity.typePublicationen
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