Desajustes escolar y clínico, y ajuste personal de adolescentes de 12 a 18 años

Childhood adaptation: Perception of the parenting style and the anxious-depressive symptomatology

OBJECTIVES

Childhood adaptation is essential for proper social-emotional development. Children growing up in a family context where they feel supported and protected are less vulnerable in the presence of psychopathology. The aim of this study is analysing the impact of parenting styles and the anxious-depressive symptoms on child adaptation.

DESIGN AND SETTING

A total of 367 children between the ages of 10 and 12, following a similar distribution by sex. The children completed self-reports assessing parenting styles, child adaptation, and depressive-anxiety symptomatology.

METHODS

The data were analysed using two complementary methodologies: linear regressions and fuzzy-set qualitative comparative analysis (fsQCA).

RESULTS

Both methodologies indicated that the main predictors explaining child adaptation were depression and an authoritative parenting style. The fsQCA models explained a greater amount of variance and included more variables in their prediction than the regression models.

CONCLUSION

Identifying family and emotional aspects when working with children may help professionals to improve childhood adaptation. Consequently, well-adapted children are less likely to suffer the negative consequences of emotional symptoms in later evolutionary stages.

Relationship between Parental Socialization, Emotional Symptoms, and Academic Performance during Adolescence: The Influence of Parents' and Teenagers' Gender

Scientific interest in students' emotional and psychosocial experiences has been increasing in the last years due to their influence on students' learning processes and academic performance. The present manuscript tries to go further in the study of the relationship between perceived parenting socialization and academic performance by analyzing not only their direct effects, but also by testing their indirect influence through other variables such as students' psychological and school maladjustment, especially focusing on gender differences (both of students and parents). The sample comprised 823 students (416 males and 407 females) from the Basque Country (Spain), with ages ranging between 12 and 16 years (M = 13.7, SD = 1.2). Students completed a sociodemographic data form, the PARQ-Control questionnaire, and the BASC-S3 test. Teachers answered an ad hoc question on each student's academic performance. The data showed that, both for males and females, the same structure of parent-teenager relationship predicted teenagers' academic performance, via psychological and school maladjustment. However, the intensity of the relationship between parental acceptance and teenagers' results in all the other factors differed depending on teenagers' gender. Fathers' influence was greater in males, and mothers' influence was higher in females. This study is considered a starting point for a theoretical model predicting academic performance and psychological and school maladjustment among teenagers.