GIUV2023-542
For decades, research on parental socialisation has analysed parents' different socialising activities and their relationship with the adjustment and development of their children. The so-called two-dimensional theoretical model allows parents' socialising activities to be analysed based on two theoretically orthogonal dimensions (affection and severity) and four parental styles (indulgent, authoritative, authoritarian and negligent). The SOCIALIZ research group examines the transcultural validity of the parental socialisation model with four typologies. Furthermore, along with family, other family and non-family influences can affect the adjustment and development of children, such as peers, school or culture. The SOCIALIZ research group also examines different protective and risk factors related to adjustment and development over the course of life, as well as educational variables and factors that are beneficial and detrimental to school adjustment. High-quality and rigorous research implies valid and reliable measures. The group works on psychological measures, especially parental socialisation and self-concept. The group's research agenda also includes other methodological...For decades, research on parental socialisation has analysed parents' different socialising activities and their relationship with the adjustment and development of their children. The so-called two-dimensional theoretical model allows parents' socialising activities to be analysed based on two theoretically orthogonal dimensions (affection and severity) and four parental styles (indulgent, authoritative, authoritarian and negligent). The SOCIALIZ research group examines the transcultural validity of the parental socialisation model with four typologies. Furthermore, along with family, other family and non-family influences can affect the adjustment and development of children, such as peers, school or culture. The SOCIALIZ research group also examines different protective and risk factors related to adjustment and development over the course of life, as well as educational variables and factors that are beneficial and detrimental to school adjustment. High-quality and rigorous research implies valid and reliable measures. The group works on psychological measures, especially parental socialisation and self-concept. The group's research agenda also includes other methodological issues, such as robust statistics, power analysis and confidence intervals.
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- Analizar la relacion entre la socializacion parental y el desarrollo de los hijos durante el proceso de socializacion y mas alla de la adolescencia
- Investigar transculturalmente la socializacion parental y factores protectores y de riesgo para el ajuste y el bienestar
- Estudiar variables intra y extrafamiliares y su relacion con el ajuste y el bienestar a lo largo del ciclo vital
- Examinar factores protectores y de riesgo para el ajuste escolar
- Desarrollar investigaciones sobre temas metodologicos e instrumentos de medicion de constructos psicologicos
- Family and parental socialization.Family processes and their biopsychosocial consequences are analysed from a cross-cultural approach. This is mainly the study of parental socialisation through the two-dimensional theoretical model (affection and severity) of four styles (authoritative, indulgent, authoritarian and negligent).
- Methodological topics.Classical methodological topics and their application in research are analysed, for example, the study of robust statistics, power analysis and confidence intervals.
- Study and development of invariant measuring instruments.Psychological construct measures (e.g. self-concept and parental socialisation) are analysed through the analysis of their reliability, validity, factorial structure (e.g., CFA) as well as their invariance by sex, age and country.
- School adjustment and education.Protective and risk factors for adjustment and success in school are analysed, for example, academic stress, self-concept, academic involvement, performance and procrastination. The contribution of family, peers and teachers to school adjustment are also analysed.
- Development and well-being across the life span.Protective and risk factors for psychosocial well-being are analysed from a life cycle perspective. This is especially the contribution of family, school and peers to child and adolescent development, as well as the subsequent relationship with development in adult life.
| Name | Nature of participation | Entity | Description |
|---|---|---|---|
| JOSE FERNANDO GARCIA PEREZ | Director | Universitat de València | |
| Research team | |||
| OSCAR FERNANDO GARCIA BUELGA | Member | Universitat de València | |
| MARTA ALCAIDE NAVARRO | Member | Universitat de València | |
| RAFAEL GARCIA ROS | Collaborator | Universitat de València | |
| MARIA DEL CASTILLO FUENTES DURAN | Collaborator | Universitat de València | |
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- socialización parental; afecto; severidad; estilos parentales; autorizativo; autoritario; negligente; indulgente
- estadísticos robustos; potencia estadística; intervalos de confianza
- medición; invarianza; análisis factorial; fiabilidad; validez; estudios tranculturales
- estrés académico; autoconcepto; implicación académica; rendimiento; escuela; profesores
- adolescencia; vida adulta; bienestar; desarrollo psicosocial; familia
