Parental Beliefs about Childhood and Adolescence from a Longitudinal Perspective
Abstract
:1. Introduction
1.1. Parenting Strategies
1.2. Parental Beliefs
2. Materials and Methods
2.1. Participants
2.2. Instruments
2.3. Data Analysis
3. Results
3.1. Ideas about Childhood
3.2. Ideas about Childhood throughout the Longitudinal Follow-Up
3.3. Ideas about Adolescence
3.4. Comparison of Ideas at Different Developmental Moments
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Ethics Statement
Conflicts of Interest
References
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Dimension | Questions about Childhood (Parental Ideas Questionnaire, CIP) | Questions about Adolescence (Parental Ideas about Adolescence Questionnaire, CIP-A) |
---|---|---|
Ideas about developmental milestones | When do you think a child starts to talk well enough to be understood by strangers? | In what ways do you believe that a teenager the same age as your son/daughter is mature enough to, for example, have a girlfriend/boyfriend? |
Nature or nurture | From a very young age, some children are more restless than others, some cry more and others are calmer. Why do you think children are so different from one another, right from when they are newborns? | Many people think that adolescence is a very difficult stage in which children start to act out, question their parents’ authority and become more irresponsible. Do you agree? |
Parental role | Who do you think should be responsible for most childcare tasks both for babies and older children (e.g., bathing them, feeding them): the father, the mother or both? | I am going to describe a series of circumstances involving an adolescent in this age group, and I want you to tell me who you think should intervene: the father, the mother, both or neither: Example: Your teenage son or daughter arrives home at night two hours after the agreed-upon time. |
Parent–child relationship | In what ways do you think there is a relationship between a pregnant woman and the fetus she is carrying? | I am going to read out a list of things that parents can do with their teenage children. I want you to tell me how important you think each thing is on a scale of 1 to 5: 1 = not at all important, and 5: very important/fundamental. Example: Get to know their friends. |
Parents’ capacity to influence their children | Do you believe that parents can do something to foster their children’s intelligence? | Do you think that, at this age (the age of their son or daughter), parents should do something to help them do well at school? |
Educational aspirations and values | If you close your eyes and daydream, how far would you like your son or daughter to go in their studies? | Some parents would prefer their children to stay at home for a long time while others would prefer them to leave home and become independent earlier on. Which would you prefer? |
V-Test | p | Class\ Type | Type\ Class | Global | Variable | Type | N |
---|---|---|---|---|---|---|---|
Modern | |||||||
6.78 | 0.000 | 85.19 | 83.64 | 52.94 | What procedures were used to find information? | Active sources | 54 |
6.74 | 0.000 | 77.61 | 94.55 | 65.69 | Information about child-rearing | Yes | 67 |
5.87 | 0.000 | 80.36 | 81.82 | 54.90 | How can intelligence be fostered? | Active procedures | 56 |
4.04 | 0.000 | 65.38 | 92.73 | 76.47 | Can intelligence be fostered? | Yes | 78 |
3.99 | 0.000 | 77.27 | 61.82 | 43.14 | Causes of different temperament | Nature-nurture | 44 |
3.72 | 0.000 | 70.00 | 76.36 | 58.82 | Why do young children play? | To learn | 60 |
3.45 | 0.000 | 75.61 | 56.36 | 40.20 | Education level | High | 41 |
3.04 | 0.001 | 62.82 | 89.09 | 76.47 | Can something be done to make them less shy? | Yes | 78 |
2.83 | 0.002 | 69.39 | 61.82 | 48.04 | The fact that your son or daughter is very masculine/feminine | Least important | 49 |
2.68 | 0.004 | 63.77 | 80.00 | 67.65 | Age at which they should be told off | Under 18 months | 69 |
2.47 | 0.007 | 62.86 | 80.00 | 68.63 | How far will your son or daughter realistically get in his or her studies? | University | 70 |
2.12 | 0.017 | 64.29 | 65.45 | 54.90 | That they be independent | Fairly/the most important | 56 |
1.93 | 0.027 | 63.64 | 63.64 | 53.92 | Sex | Female | 55 |
1.72 | 0.043 | 62.50 | 63.64 | 54.90 | Role of father and mother | The same | 56 |
Traditional–Moderate | |||||||
4.25 | 0.000 | 55.88 | 67.86 | 33.33 | When do they start to speak properly? | Between 3 and 4 years | 34 |
3.64 | 0.000 | 51.43 | 64.29 | 34.31 | Information about child-rearing | No | 35 |
3.63 | 0.000 | 43.40 | 82.14 | 51.96 | Causes of different temperament | Nature | 53 |
2.85 | 0.002 | 47.06 | 57.14 | 33.33 | What procedures were used to find information? | No information sought | 34 |
2.83 | 0.002 | 41.67 | 71.43 | 47.06 | Causes of intelligence | Nature | 48 |
2.80 | 0.003 | 40.38 | 75.00 | 50.98 | Sought information about child-rearing | No | 52 |
2.50 | 0.006 | 40.43 | 67.86 | 46.08 | Sex | Male | 47 |
1.95 | 0.025 | 34.92 | 78.57 | 61.76 | Origin of ideas | Experience | 63 |
1.66 | 0.049 | 37.21 | 57.14 | 42.16 | That they show initiative | Fairly important | 43 |
Traditional | |||||||
5.14 | 0.000 | 65.00 | 68.42 | 19.61 | What can be done with a shy child? | Don’t know/No answer | 20 |
4.94 | 0.000 | 36.54 | 100.00 | 50.98 | Sought information about child-rearing | No | 52 |
4.93 | 0.000 | 73.33 | 57.9 | 14.71 | Can something be done to make them less shy? | No | 15 |
4.52 | 0.000 | 64.71 | 57.89 | 16.67 | How can intelligence be fostered? | It can’t | 17 |
4.31 | 0.000 | 44.12 | 78.95 | 33.33 | What procedures were used to find information? | No information sought | 34 |
3.66 | 0.000 | 40.00 | 73.68 | 34.31 | Information about child-rearing | No | 35 |
3.42 | 0.000 | 42.86 | 63.16 | 27.45 | Degree of importance: your child should get good grades | The most important | 28 |
3.40 | 0.000 | 45.83 | 57.89 | 23.53 | How far will your son or daughter realistically get in his or her studies? | Lower than university | 24 |
2.55 | 0.005 | 62.50 | 26.32 | 7.84 | Causes of gender differences | Don’t know | 8 |
2.51 | 0.006 | 33.33 | 63.16 | 35.29 | Habitat | Rural | 36 |
2.51 | 0.006 | 31.71 | 68.42 | 40.20 | Why do young children play? | Entertainment/fun | 41 |
2.13 | 0.017 | 33.33 | 52.63 | 29.41 | How confident is your partner? | Very confident | 30 |
2.11 | 0.017 | 28.89 | 68.42 | 44.12 | Role of father and mother | Different | 45 |
1.87 | 0.031 | 26.42 | 73.68 | 51.96 | Degree of importance: that your child be obedient | Fairly/the most important | 53 |
1.82 | 0.035 | 27.08 | 68.42 | 47.06 | Causes of intelligence | Nature | 48 |
V-Test | p | Class\ Type | Type\ Class | Global | Variable | Type | N |
---|---|---|---|---|---|---|---|
Stable Modern Pattern | |||||||
7.78 | 0.000 | 94.55 | 83.87 | 53.92 | Time 4 | Modern | 55 |
6.29 | 0.000 | 90.38 | 75.81 | 50.98 | Time 1 | Modern | 52 |
6.14 | 0.000 | 77.92 | 96.77 | 75.49 | Time 2 | Modern | 77 |
5.64 | 0.000 | 83.61 | 82.26 | 59.80 | Time 3 | Modern | 61 |
Stable Traditional–Moderate Pattern | |||||||
6.51 | 0.000 | 67.86 | 86.36 | 27.45 | Time 4 | Traditional–Moderate | 28 |
5.70 | 0.000 | 52.63 | 90.91 | 37.25 | Time 1 | Traditional–Moderate | 38 |
3.78 | 0.000 | 52.00 | 59.09 | 24.51 | Time 2 | Traditional–Moderate | 35 |
Changing Traditional/Traditional–Moderate/Traditional–Moderate/Traditional Pattern | |||||||
6.66 | 0.000 | 100.00 | 66.67 | 11.76 | Time 1 | Traditional | 12 |
6.12 | 0.000 | 73.68 | 77.78 | 18.63 | Time 4 | Traditional | 19 |
5.06 | 0.000 | 41.46 | 94.44 | 40.20 | Time 3 | Traditional–Moderate | 41 |
2.91 | 0.000 | 40.00 | 55.56 | 24.51 | Time 2 | Traditional–Moderate | 25 |
V-Test | p | Class\ Type | Type\ Class | Global | Variable | Type | N |
---|---|---|---|---|---|---|---|
Modern | |||||||
6.99 | 0.000 | 75.86 | 84.62 | 28.43 | Going out with friends | Totally mature | 29 |
5.98 | 0.000 | 100.00 | 50.00 | 12.75 | Taking decisions about religion | Totally mature | 13 |
5.41 | 0.000 | 76.19 | 61.54 | 20.59 | Choosing their friends | Totally mature | 21 |
5.32 | 0.000 | 78.95 | 57.69 | 18.63 | Having their own ideas about moral issues | Totally mature | 19 |
4.04 | 0.000 | 51.43 | 69.23 | 34.31 | Choosing their own clothes | Totally mature | 35 |
3.30 | 0.000 | 45.95 | 65.38 | 36.27 | Making them do domestic chores | Very important | 37 |
3.16 | 0.001 | 36.51 | 88.46 | 61.76 | Kissing them and showing explicit affection | Very important | 63 |
2.76 | 0.003 | 38.78 | 73.08 | 48.04 | Going out and doing things together | Very important | 49 |
2.70 | 0.003 | 45.16 | 53.85 | 30.39 | Assessing the influence of friends | Positive | 31 |
2.41 | 0.008 | 36.54 | 73.08 | 50.98 | Helping them with schoolwork | Very important | 52 |
Traditional–Moderate | |||||||
4.91 | 0.000 | 88.24 | 54.55 | 33.33 | Having their own ideas about moral issues | Moderately mature | 34 |
4.14 | 0.000 | 82.86 | 52.73 | 34.31 | Making them do domestic chores | Important | 35 |
3.70 | 0.000 | 74.47 | 63.64 | 46.08 | Going out with friends | Mature | 47 |
3.21 | 0.001 | 73.81 | 56.36 | 41.18 | When prefer child to become independent | Don’t know | 42 |
2.81 | 0.002 | 74.29 | 47.27 | 34.31 | Going out and doing things together | Fairly important | 35 |
2.71 | 0.003 | 57.89 | 100.00 | 93.14 | Indecisive about studies. Who should intervene? | Father and mother | 95 |
2.47 | 0.007 | 62.86 | 80.00 | 68.63 | Is adolescence a very difficult age? | Yes | 70 |
Traditional | |||||||
3.50 | 0.000 | 52.38 | 52.38 | 20.59 | Having sexual intercourse | Totally immature | 21 |
2.91 | 0.002 | 44.00 | 52.38 | 24.51 | When prefer child to become independent | Later | 25 |
2.89 | 0.002 | 34.04 | 76.19 | 46.08 | Sex | Male | 47 |
2.73 | 0.003 | 35.90 | 66.67 | 38.24 | Having a girlfriend/boyfriend | Immature | 39 |
2.59 | 0.005 | 33.33 | 71.43 | 44.12 | Ideal age for children to leave home | 25 years and over | 45 |
Childhood | ||||
---|---|---|---|---|
Adolescence | Modern | Traditional–Moderate | Traditional | |
Modern | 14.8 ** | 5.1 | 6.1 | |
Traditional–Moderate | 28.4 | 12.7 | 12.7 | |
Traditional | 6.9 ** | 3.9 | 9.8 ** | |
Evolution of Ideas about Childhood | ||||
Adolescence | Modern | Traditional–Moderate | Traditional | |
Modern | 20.6 ** | 3.9 | 1.0 ** | |
Traditional–Moderate | 32.4 | 11.8 | 9.8 | |
Traditional | 7.8 ** | 5.9 | 6.9 ** |
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Ridao, P.; López-Verdugo, I.; Reina-Flores, C. Parental Beliefs about Childhood and Adolescence from a Longitudinal Perspective. Int. J. Environ. Res. Public Health 2021, 18, 1760. https://doi.org/10.3390/ijerph18041760
Ridao P, López-Verdugo I, Reina-Flores C. Parental Beliefs about Childhood and Adolescence from a Longitudinal Perspective. International Journal of Environmental Research and Public Health. 2021; 18(4):1760. https://doi.org/10.3390/ijerph18041760
Chicago/Turabian StyleRidao, Pilar, Isabel López-Verdugo, and Carmen Reina-Flores. 2021. "Parental Beliefs about Childhood and Adolescence from a Longitudinal Perspective" International Journal of Environmental Research and Public Health 18, no. 4: 1760. https://doi.org/10.3390/ijerph18041760