Please use this identifier to cite or link to this item: http://hdl.handle.net/11328/1492
Title: Social representations of the development of intelligence, parental values and parenting styles: A theoretical model for analysis
Authors: Miguel, Isabel
Valentim, Joaquim Pires
Carugati, Felice
Keywords: Social representations
Intelligence
Parental values
Parenting styles
Issue Date: 2013
Citation: Miguel, I., Valentim, J. P., & Carugati, F. (2013). Social representations of the development of intelligence, parental values and parenting styles: A theoretical model for analysis. European Journal of Psychology of Education, 18, 1163-1180. doi: 10.1007/s10212-012-0160-3. URI: http://hdl.handle.net/11328/1492.
Abstract: Within the theoretical framework of social representations theory, a substantial body of literature has advocated and shown that, as interpretative systems and forms of knowledge concurring in the construction of a social reality, social representations are guides for action, influencing behaviours and social relations. Based on this assumption, the primary goal of the current study was to investigate the relationship between social representations of the development of intelligence and parenting styles while also examining the role played by the values that parents desire for their children. The sample included 466 subjects with educational responsibilities (117 fathers, 227 mothers and 122 mother–teachers). Participants completed a self-administered survey on their representations of the development of intelligence, values desired for their children and parenting styles. A theoretical model which examined the relations among these variables was tested. Structural equation modelling procedures indicated, as hypothesised, that dimensions which emphasise the role of parents and the importance of constant accompaniment of children for the development of intelligence influence the authoritative parenting style, while dimensions which outline the role of school and teachers relate to authoritarian and permissive parenting styles. Additionally, although in some cases values were seen both to be determined bysocial representations and to influence parenting styles, the meditational hypothesis of values was not fully confirmed. Overall, the results obtained suggest that social representations, styles and values tend to build up a potentially significant organisation for parental activities. Theoretical and practical implications of these findings in research and educational intervention are discussed.
URI: http://hdl.handle.net/11328/1492
Appears in Collections:INPP - Artigos em Revistas Internacionais / Papers in International Journals

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