Family educational practices: How do parents perceive them? How do children perceive them? What degree of agreement exists?

Authors

  • Lorena Valdivieso León
    Bio
     Universidad de Valladolid
  • José María Román Sánchez
    Bio
     Universidad de Valladolid, España
  • Valle Flores Lucas
    Bio
     Universidad de Valladolid, España
  • Marcel A. G. Van Aken
    Bio
     Universidad de Utrecht, Holanda

DOI:

https://doi.org/10.4151/07189729-Vol.55-Iss.1-Art.310

Keywords:

Family educational practices family parenting styles parental education children

Abstract

In the context of family educational styles (authoritative, balanced and permissive) we present the results of a study aimed at determining the degree of agreement in the perception of the family educational practices between parents and children.  200 conventional family units participated in this study: 200 children (aged 3 to 6) and 336 parents. Three integrated sets of family educational practices were evaluated with PEF: Family Educational Practices identification scales in small children from Alonso y Román (2003a) and Piagetian clinical interviews. A comparison was made between children's perceptions about fathers' FEP vs mothers' ones, with no significant differences as a result. In addition, a Confirmatory Factor Analysis confirmed the model of one single factor. Finally, it is concluded that the predominant family educational style is balanced, and there is no agreement in the perception of FEP between parents and children.

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Published

2015-05-24

How to Cite

Valdivieso León, L., Román Sánchez, J. M., Flores Lucas, V., & Van Aken, M. A. G. (2015). Family educational practices: How do parents perceive them? How do children perceive them? What degree of agreement exists?. Perspectiva Educacional, 55(1), 129–151. https://doi.org/10.4151/07189729-Vol.55-Iss.1-Art.310

Issue

Vol. 55 No. 1 (2016)

Section

Editorial

License

Copyright (c) 2015 Lorena Valdivieso León, José María Román Sánchez, Valle Flores Lucas, Marcel A. G. Van Aken

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The authors grant an exclusive licence, without time limit, for the manuscript to be published in the Perspectiva Educacional journal, published by the Pontificia Universidad Católica of Valparaíso (Chile), through the School of Pedagogy.