Autonomía: las voces de madres y padres

  1. Caba Collado, María Ángeles de la
  2. López Atxurra, José Rafael
Zeitschrift:
Revista de educación

ISSN: 0034-8082

Datum der Publikation: 2015

Nummer: 370

Seiten: 149-171

Art: Artikel

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Andere Publikationen in: Revista de educación

Zusammenfassung

The debate between approaches that highlight decision-making and those that underscore social-relational dimensions has enriched the concept of autonomy, opening up new avenues of reflection and strengthening the field of research into educational strategies.In this context, the aim of this study was to explore conceptions of autonomy and parenting strategies in 272 parents with children aged between 10 and 14, and to analyze significant differences in accordance with their educational level, sex and their children's age. The design was descriptive, cross-sectional and mixed. The data were analyzed with the ATLAS-ti program, using a qualitative methodology with an inductive textual content analysis process. Next, the weight and significance of the dimensions found were analyzed, percentages and chi-squared values were calculated. The results revealed a conception of autonomy that is mainly oriented towards the development of personal habits aimed at taking care of oneself and one's things, but which also included the assumption of responsibilities in the family and school contexts. Also present, although to a much lesser extent, were learning to think and the social-relational dimensions (civic action, care of others, etc.), with emotional aspects and the use of technological resources being only marginally considered. Giving children the opportunity to perform tasks and teaching them right from wrong were the strategies found to have most weight, while setting limits and controlling had less. Support was often oriented towards rewarding them when they did something well and giving advice, as opposed to other strategies outlined in psycho-pedagogic literature (stimulation, positive feed-back, etc.). Parents of secondary school children were observed to attach greater importance to control strategies, while lower expectations were found in relation to children helping out at home. Significant differences were also found in relation to both the conception of autonomy and parenting strategies in accordance with parents sex and educational level.

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