| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1005.13 KB | Adobe PDF |
Advisor(s)
Abstract(s)
A coparentalidade diz respeito à forma como os pais se relacionam entre si nos
respetivos papéis parentais, assim como executam e partilham a responsabilidade de
educar uma criança. As rotinas da criança consistem em atividades e comportamentos
regulares e observáveis que ocorrem da mesma forma todos os dias. A literatura sugere
que a relação coparental tem um importante papel na formação e manutenção de
rotinas consistentes na vida das crianças. Este estudo tem como objetivo analisar a
relação entre a perceção paterna de coparentalidade e das rotinas de crianças em idade
pré-escolar. O estudo contou com a participação de 158 pais de crianças entre os 3 e os
6 anos (M = 4.15; DP = 0.802), que preencheram as versões portuguesas do
questionário Child Routines Questionnaire: Preschool (CRQ:P), que avalia as rotinas
da criança em diferentes dimensões, incluindo Vida Diária, Disciplina e
Educação/Atenção Positiva e do Coparenting Questionnaire (CQ), que avalia a
coparentalidade nas dimensões Cooperação, Conflito e Triangulação. Os resultados
revelaram que pais com Ensino Secundário percecionam a existência de maior
cooperação comparativamente a pais com escolaridade inferior e que pais com Ensino
Básico percecionam a existência de mais conflitos e triangulação na relação coparental
comparativamente a pais com escolaridade superior. Ademais, foi possível identificar
que pais com Ensino Superior percecionam a existência de mais rotinas de vida diária
do que pais com Ensino Básico. Verificou-se também que pais com Nível
Socioeconómico Médio percecionam uma maior frequência de rotinas de Educação/
Atenção Positiva quando comparados com pais com Nível Socioeconómico Baixo/
Médio Baixo. Observaram-se associações positivas e significativas entre as dimensões
Vida Diária, Educação/Atenção Positiva, Disciplina e o Total das Rotinas e a
Cooperação entre os pais. Verificou-se ainda que as dimensões Vida Diária, Disciplina e
o Total das Rotinas da criança se correlacionam negativamente com o Conflito na
coparentalidade. São discutidas as implicações do estudo para a intervenção junto de
pais com filhos em idade pré-escolar.
Coparenting concerns the way in which parents relate to each other in their respective parental roles, as well as how they execute and share the responsibility of raising a child. Child’s routines in the family context are regular and observable activities and behaviors that occur in the same way every day. The coparental relationship and child's routines are interconnected, as the coparental relationship plays an important role in the development and maintenance of consistent routines in children's lives. This study aims to analyze the relationship between paternal perception of coparenting and the routines of preschool children. The study involved the participation of 158 fathers of children between the ages of 3 and 6 years old (M= 4.15; SD= 0.802), having completed the Portuguese versions of the Child Routines Questionnaire: Preschool (CRQ:P), which evaluates the child's routines in different dimensions, including Daily Life, Discipline and coparenting; and the Coparenting Questionnaire (CQ), which evaluates coparenting in the dimensions of cooperation, conflict and triangulation. The results revealed that parents with Secondary Education perceive the existence of greater cooperation than parents with Basic Education and that parents with Basic Education perceive the existence of more conflicts and triangulation in the coparental relationship compared to parents with Secondary Education as well as parents with Higher Education. Furthermore, parents with a Higher Education perceive the existence of more daily life routines than parents with Basic Education. It was also found that parents with a Medium Socioeconomic Level perceive the existence of better Education/Positive Attention routines compared to parents with a Low/Low Medium Socioeconomic Level. The results revealed positive and significant associations between the dimensions of Daily Life, Education/Positive Attention, Discipline and Total Routines and Cooperation between parents. It was also found that the dimensions of Daily Life, Discipline and the child's Total Routines correlate negatively with Conflict in coparenting. The implications of the study for intervention with parents with preschool-aged children are discussed.
Coparenting concerns the way in which parents relate to each other in their respective parental roles, as well as how they execute and share the responsibility of raising a child. Child’s routines in the family context are regular and observable activities and behaviors that occur in the same way every day. The coparental relationship and child's routines are interconnected, as the coparental relationship plays an important role in the development and maintenance of consistent routines in children's lives. This study aims to analyze the relationship between paternal perception of coparenting and the routines of preschool children. The study involved the participation of 158 fathers of children between the ages of 3 and 6 years old (M= 4.15; SD= 0.802), having completed the Portuguese versions of the Child Routines Questionnaire: Preschool (CRQ:P), which evaluates the child's routines in different dimensions, including Daily Life, Discipline and coparenting; and the Coparenting Questionnaire (CQ), which evaluates coparenting in the dimensions of cooperation, conflict and triangulation. The results revealed that parents with Secondary Education perceive the existence of greater cooperation than parents with Basic Education and that parents with Basic Education perceive the existence of more conflicts and triangulation in the coparental relationship compared to parents with Secondary Education as well as parents with Higher Education. Furthermore, parents with a Higher Education perceive the existence of more daily life routines than parents with Basic Education. It was also found that parents with a Medium Socioeconomic Level perceive the existence of better Education/Positive Attention routines compared to parents with a Low/Low Medium Socioeconomic Level. The results revealed positive and significant associations between the dimensions of Daily Life, Education/Positive Attention, Discipline and Total Routines and Cooperation between parents. It was also found that the dimensions of Daily Life, Discipline and the child's Total Routines correlate negatively with Conflict in coparenting. The implications of the study for intervention with parents with preschool-aged children are discussed.
Description
Keywords
Coparentalidade Crianças em Idade Pré-Escolar Perspetiva Paterna Rotinas da Criança