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Abstract(s)
As rotinas criam estabilidade, segurança e, posteriormente, o desenvolvimento de
aptidões nas crianças (Sytsma et al., 2001). Já o funcionamento familiar diz respeito à
forma como os membros da família interagem e mantêm as relações, a forma como
decidem e resolvem os seus problemas (Silburn et al., 2006). O presente estudo tem
como principal objetivo compreender a relação entre as rotinas da criança em idade
escolar e o funcionamento familiar. Para a realização deste estudo recorreu-se a uma
amostra composta por 210 mães/pais de crianças com idades compreendidas entre os 6
e os 13 anos, que responderam a um questionário sociodemográfico e às versões
portuguesas do Questionário de Rotinas da Criança (Systma-Jordan, 2001; versão
portuguesa: Alves et al., 2016; Major et al., 2023) e do SCORE-15 (Stratton et al., 2014;
versão portuguesa: Vilaça et al., 2015). Inicialmente, através da correlação de Pearson,
foi possível concluir que, todas as dimensões das rotinas da criança em idade escolar
(rotinas da vida diária, trabalhos de casa e interação familiar, responsabilidades
domésticas e rotinas de disciplina) influenciam o funcionamento familiar percecionado
pelos pais da criança. De seguida, os resultados das regressões lineares múltiplas
demonstraram que todas as dimensões das rotinas da criança em idade escolar, à
exceção do trabalhos de casa e interação familiar, predizem os recursos que a família
possui. No que diz respeito à comunicação na família nenhuma dimensão das rotinas
da criança a predizem. Por fim, as dificuldades familiares, apenas as rotinas da vida
diária a predizem. Este estudo permitiu dar um contributo para o estudo das rotinas
das crianças portuguesas em idade escolar e a sua relação com o funcionamento
familiar.
Routines create stability, security, and, posteriorly, the development of skills in children (Sytsma et al., 2001). Family functioning, on the other hand, concerns the way family members interact and maintain relationships, the way they decide and solve their problems (Silburn et al., 2006). The main objective of this study is to understand the relationship between school-age children’s routines and family functioning. To carry out this study, a sample of 210 mothers/fathers of children aged between 6 and 13 years old was used, who answered a sociodemographic questionnaire and the Portuguese versions of the Child Routine Questionnaire (Systma-Jordan, 2001; Portuguese version: Alves et al., 2016; Major et al., 2023) and SCORE-15 (Stratton et al., 2014; Portuguese version: Vilaça et al., 2015). Initially, through Pearson’s correlation, it was possible to conclude that all dimensions of school-age children’s routines (daily life routines, homework and family interaction, domestic responsibilities and discipline routines) influence the family functioning perceived by parents of child. Then, the results of multiple linear regressions showed that all dimensions of school-age children’s routines, with the exception of homework and family interaction, predict the resources that the family has. Whith regard to communication in the family, no dimension of the child’s routines predict it. Finally, family difficulties, only the routines of daily life predict it. This study made it possible to contribute to the study of the routines of Portuguese school-aged children and their relationship with family functioning.
Routines create stability, security, and, posteriorly, the development of skills in children (Sytsma et al., 2001). Family functioning, on the other hand, concerns the way family members interact and maintain relationships, the way they decide and solve their problems (Silburn et al., 2006). The main objective of this study is to understand the relationship between school-age children’s routines and family functioning. To carry out this study, a sample of 210 mothers/fathers of children aged between 6 and 13 years old was used, who answered a sociodemographic questionnaire and the Portuguese versions of the Child Routine Questionnaire (Systma-Jordan, 2001; Portuguese version: Alves et al., 2016; Major et al., 2023) and SCORE-15 (Stratton et al., 2014; Portuguese version: Vilaça et al., 2015). Initially, through Pearson’s correlation, it was possible to conclude that all dimensions of school-age children’s routines (daily life routines, homework and family interaction, domestic responsibilities and discipline routines) influence the family functioning perceived by parents of child. Then, the results of multiple linear regressions showed that all dimensions of school-age children’s routines, with the exception of homework and family interaction, predict the resources that the family has. Whith regard to communication in the family, no dimension of the child’s routines predict it. Finally, family difficulties, only the routines of daily life predict it. This study made it possible to contribute to the study of the routines of Portuguese school-aged children and their relationship with family functioning.
Description
Keywords
Funcionamento Familiar Idade Escolar Rotinas das Crianças