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Rotinas da hora de dormir e sentido de competência parental: Um estudo com mães de crianças em idade pré-escolar
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Advisor(s)
Abstract(s)
As rotinas familiares desempenham um papel crucial na dinâmica familiar. Com o
surgimento da parentalidade, iniciam-se também as rotinas infantis que são definidas
como comportamentos observáveis e repetitivos que envolvem diretamente a criança e
um adulto. Uma das rotinas infantis mais comuns nas crianças em idade pré-escolar é
na hora de dormir. Outro conceito que advém da parentalidade é o sentido de
competência parental. Este é definido como uma construção cognitiva e emocional que
se refere à perceção que os pais têm sobre a sua própria eficácia e competências como
cuidadores. O estudo realizado tem como principal objetivo analisar a perceção materna
sobre as rotinas da hora de dormir de crianças em idade pré-escolar e a sua relação com
o sentido de competência parental. A amostra foi composta por 227 mães de crianças
entre os 2 e os 6 anos, e os dados foram recolhidos através do Questionário das Rotinas
de Sono (BRQ-PT) e da escala do Sentido de Competência Parental (PSOC-PT). Os
resultados deste estudo indicam que mães até ao ensino básico percecionam maior
reatividade nas mudanças da rotina, menos atividades adaptativas e mais atividades
desadaptativas. Assim como, mães com um NSE com um nível baixo e médio baixo
percecionam menos consistência das rotinas e mais reatividade por parte dos filhos e,
mães jovens adultas com idades compreendidas entre os 21 e os 31 anos percecionam um
menor sentido de eficácia parental e menor sentido de competência parental geral. Foi
possível verificar uma associação positiva entre os comportamentos de rotina,
consistência das rotinas e atividades adaptativas e a satisfação parental e o sentido de
competência parental geral, e uma associação negativa entre a reatividade por parte das
crianças na alteração das rotinas da hora de dormir e o sentido de eficácia parental
materno. São discutidos os resultados no âmbito do estudo e avaliação das rotinas da
hora de dormir em crianças em idade pré-escolar e o sentido de competência parental.
Family routines play a crucial role in family dynamics. With the onset of parenthood, children’s routines also begin, which are defined as observable and repetitive behaviors that directly involve the child and an adult. One of the most common routines among preschool-aged children is the bedtime routine. Another concept that arises from parenthood is the sense of parental competence. This is defined as a cognitive and emotional construct that refers to parents’ perception of their own effectiveness and abilities as caregivers. The main objective of the study conducted was to analyze mother’s perceptions of the bedtime routines of preschool-aged children and their relationship with the sense of parental competence. The sample consisted of 227 mothers of children between the ages of 2 and 6, and data were collected using the Bedtime Routines Questionnaire (BRQ-PT) and the Parental Sense of Competence Scale (PSOC-PT). The results of this study indicate that mothers with education up to basic schooling perceive greater reactivity in changes to routines, fewer adaptive activities, and more maladaptive activities. Similarly, mothers with a low or lower-middle socioeconomic status perceive less consistency in routines and greater reactivity from their children. Additionally, young adult mothers aged between 21 and 31 perceive a lower sense of parental efficacy and a lower overall sense of parental competence. Regarding associations, it was possible to observe a positive association between routine behaviors, consistency of routines, and adaptive activities with parental satisfaction and the overall sense of parental competence. There was also a negative association between children’s reactivity to changes in bedtime routines and the sense of efficacy. This study discusses the importance of studying and evaluating bedtime routines in preschool children and the sense of parental competence.
Family routines play a crucial role in family dynamics. With the onset of parenthood, children’s routines also begin, which are defined as observable and repetitive behaviors that directly involve the child and an adult. One of the most common routines among preschool-aged children is the bedtime routine. Another concept that arises from parenthood is the sense of parental competence. This is defined as a cognitive and emotional construct that refers to parents’ perception of their own effectiveness and abilities as caregivers. The main objective of the study conducted was to analyze mother’s perceptions of the bedtime routines of preschool-aged children and their relationship with the sense of parental competence. The sample consisted of 227 mothers of children between the ages of 2 and 6, and data were collected using the Bedtime Routines Questionnaire (BRQ-PT) and the Parental Sense of Competence Scale (PSOC-PT). The results of this study indicate that mothers with education up to basic schooling perceive greater reactivity in changes to routines, fewer adaptive activities, and more maladaptive activities. Similarly, mothers with a low or lower-middle socioeconomic status perceive less consistency in routines and greater reactivity from their children. Additionally, young adult mothers aged between 21 and 31 perceive a lower sense of parental efficacy and a lower overall sense of parental competence. Regarding associations, it was possible to observe a positive association between routine behaviors, consistency of routines, and adaptive activities with parental satisfaction and the overall sense of parental competence. There was also a negative association between children’s reactivity to changes in bedtime routines and the sense of efficacy. This study discusses the importance of studying and evaluating bedtime routines in preschool children and the sense of parental competence.
Description
Keywords
Crianças em Idade Pré-
Escolar Perceção Materna Rotinas da Hora de Dormir Sentido de Competência Parental