Jérssia Laís Fonsêca dos Santos

A Relação entre os estilos parentais e o engajamento escolar

The present study aimed to know the correlations between the dimensions (responsiveness and demand) of parenting styles and school engagement. Participants were 313 students, average age of 15.76 (SD 1 Endereço para correspondência: Departamento de Psicopedagogia, Universidade Federal da Paraíba, Centro de Educação, Campus I, Cidade Universitária, Castelo Branco, João Pessoa, PB, Brasil 58051-900. E-mail: patynfonseca@hotmail.com O presente artigo contou com apoio do Conselho Nacional de Desenvolvimento Científi co e Tecnológico (CNPq) por meio de bolsas de Mestrado e de Iniciação Científi ca concedidas ao terceiro e quarto autores, respectivamente. Os autores agradecem a esta instituição. Santos, J. L. F., Fonsêca, P. N., Brasileiro, T. C., Andrade, P. O., Freitas, N. B. C. 760 = 1.50). Majority were females (55.6%) and from public school (77%). The participants answered the Parental Perception Questionnaire, School Engagement Scale and a sociodemographic questionaire. The results showed that the dimension responsiviness of maternal parenting styles correlated with the general factor of the School Engagement Scale (r = .25; p < .01) and the factors vigor (r = .24; p < .01), absorption (r = .21; p < .01) and dedication (r = .20; p < .01). Analyzing the results from MANOVA, were observed that the dimensions (responsiveness and demand) of the maternal parenting styles did not present any signifi cant statistic effect, contrary to what happened to the School Engagement Scale, where signifi cant differences were found in the education level [Wilk’s lambda = .81, F(20.979) = 3.10, p < .001, effect size = .05], indicating that participants from 2o year of high school had higher average in the factors dedication and absorption and the general factor. Concludes that there is need for a pedagogic work of orientation for the parents to inform the importance role of parental responsiveness in the dedication of the children in the school activities.

Hábitos de estudo e estilos parentais: estudo correlacional

In this study we aim at correlating the dimensions of parenting style (demandingness and responsiveness) with study habits. The research included 600 students aged between 11 and 20 years (mean = 14.3, SD = 2.32), belonging mostly (57.5%) to female students in public and private schools in the city of Joao Pessoa (PB). We analysed the data through PAWS (version 20) statistical program and calculated the correlation coefficient and MANOVA. The results show that the study habits correlated with maternal responsiveness dimension (r = 0.19, p <0.01) and paternal (r = 0.16, p <.01) and sociodemographic variables (sex, schooling and school) influenced the study habits and dimensions of parenting styles. We conclude that parents who demonstrate high responsiveness influence positively on the building habits of study, although there is a need for further studies.

Single-Item Self-Esteem Scale: Brazilian Adaptation and Relationship with Personality and Prosocial Behavior

The objective of this correlational study was to test the psychometric properties of convergent validity of the Single-Item SelfEsteem Scale (SISES). The correlation between the SISES and the Rosenberg Self-Esteem Scale (RSE), which also measures self-esteem, and with scales that measure other variables (personality and prosocial behaviors) was also tested. A total of 203 students, aged 18 to 58 years (M=23.49, SD= 5.84), from public and private universities in the city of João Pessoa, participated in the study. The Pro-Socialness Scale (PSS), the Ten-Item Personality Inventory (TIPI), the SISES, the RSE, and a demographic questionnaire were used. The results showed that the Portuguese version of the SISES presents satisfactory validity. Therefore, as this study shows a correlation between self-esteem and personality traits and socio-demographic variables, it contributes to the scientific literature in this field and provides an alternative for measuring self-esteem.

Single-Item Self-Esteem Scale: Adaptación Brasileña, Relaciones con la Personalidade y Conducta Prosocial

The objective of this correlational study was to test the psychometric properties of convergent validity of the Single-Item SelfEsteem Scale (SISES). The correlation between the SISES and the Rosenberg Self-Esteem Scale (RSE), which also measures self-esteem, and with scales that measure other variables (personality and prosocial behaviors) was also tested. A total of 203 students, aged 18 to 58 years (M=23.49, SD= 5.84), from public and private universities in the city of João Pessoa, participated in the study. The Pro-Socialness Scale (PSS), the Ten-Item Personality Inventory (TIPI), the SISES, the RSE, and a demographic questionnaire were used. The results showed that the Portuguese version of the SISES presents satisfactory validity. Therefore, as this study shows a correlation between self-esteem and personality traits and socio-demographic variables, it contributes to the scientific literature in this field and provides an alternative for measuring self-esteem.

Single-Item Self-Esteem Scale: Adaptação Brasileira, Relações com Personalidade e Comportamentos Pró-Sociais

The objective of this correlational study was to test the psychometric properties of convergent validity of the Single-Item SelfEsteem Scale (SISES). The correlation between the SISES and the Rosenberg Self-Esteem Scale (RSE), which also measures self-esteem, and with scales that measure other variables (personality and prosocial behaviors) was also tested. A total of 203 students, aged 18 to 58 years (M=23.49, SD= 5.84), from public and private universities in the city of João Pessoa, participated in the study. The Pro-Socialness Scale (PSS), the Ten-Item Personality Inventory (TIPI), the SISES, the RSE, and a demographic questionnaire were used. The results showed that the Portuguese version of the SISES presents satisfactory validity. Therefore, as this study shows a correlation between self-esteem and personality traits and socio-demographic variables, it contributes to the scientific literature in this field and provides an alternative for measuring self-esteem.

Psychometric and Validity Evidence of the Fear of Being Single Scale

The fear of being single can lead to changes in the quality of life of individuals, which may affect their well-being and self-esteem. This research aimed to validate the Fear of Being Single Scale (FBSS) for Brazil, presenting evidence of its psychometric quality through two studies. Study 1 had 172 participants (Age M = 23.69, SD = 7.77; 64.5% women) and replicated the one-factor structure of the instrument, with six items. Study 2 had 220 participants (Age M = 21.90, SD = 5.64; 59.5% women) and confi rmed the structure using a CFA, with satisfactory indices (CFI = .96; TLI = .94), and provided evidence for the factorial invariance of the instrument, in relation to participants’ relationship status. Additionally, convergent validity was presented through signifi cant correlations with loneliness and life satisfaction scores, and a difference was also observed between men and women regarding the fear of being single. Finally, the scale showed adequate levels of reliability (Cronbach’s alpha, α = 0.88) and composite reliability (CR = 0.82). In conclusion, the scale presented satisfactory evidence for its use in a Brazilian context.

La relación entre los estilos parentales y la implicación escolar

The present study aimed to know the correlations between the dimensions (responsiveness and demand) of parenting styles and school engagement. Participants were 313 students, average age of 15.76 (SD 1 Endereço para correspondência: Departamento de Psicopedagogia, Universidade Federal da Paraíba, Centro de Educação, Campus I, Cidade Universitária, Castelo Branco, João Pessoa, PB, Brasil 58051-900. E-mail: patynfonseca@hotmail.com O presente artigo contou com apoio do Conselho Nacional de Desenvolvimento Científi co e Tecnológico (CNPq) por meio de bolsas de Mestrado e de Iniciação Científi ca concedidas ao terceiro e quarto autores, respectivamente. Os autores agradecem a esta instituição. Santos, J. L. F., Fonsêca, P. N., Brasileiro, T. C., Andrade, P. O., Freitas, N. B. C. 760 = 1.50). Majority were females (55.6%) and from public school (77%). The participants answered the Parental Perception Questionnaire, School Engagement Scale and a sociodemographic questionaire. The results showed that the dimension responsiviness of maternal parenting styles correlated with the general factor of the School Engagement Scale (r = .25; p < .01) and the factors vigor (r = .24; p < .01), absorption (r = .21; p < .01) and dedication (r = .20; p < .01). Analyzing the results from MANOVA, were observed that the dimensions (responsiveness and demand) of the maternal parenting styles did not present any signifi cant statistic effect, contrary to what happened to the School Engagement Scale, where signifi cant differences were found in the education level [Wilk’s lambda = .81, F(20.979) = 3.10, p < .001, effect size = .05], indicating that participants from 2o year of high school had higher average in the factors dedication and absorption and the general factor. Concludes that there is need for a pedagogic work of orientation for the parents to inform the importance role of parental responsiveness in the dedication of the children in the school activities.

The relation between parenting styles and school engagement

The present study aimed to know the correlations between the dimensions (responsiveness and demand) of parenting styles and school engagement. Participants were 313 students, average age of 15.76 (SD 1 Endereço para correspondência: Departamento de Psicopedagogia, Universidade Federal da Paraíba, Centro de Educação, Campus I, Cidade Universitária, Castelo Branco, João Pessoa, PB, Brasil 58051-900. E-mail: patynfonseca@hotmail.com O presente artigo contou com apoio do Conselho Nacional de Desenvolvimento Científi co e Tecnológico (CNPq) por meio de bolsas de Mestrado e de Iniciação Científi ca concedidas ao terceiro e quarto autores, respectivamente. Os autores agradecem a esta instituição. Santos, J. L. F., Fonsêca, P. N., Brasileiro, T. C., Andrade, P. O., Freitas, N. B. C. 760 = 1.50). Majority were females (55.6%) and from public school (77%). The participants answered the Parental Perception Questionnaire, School Engagement Scale and a sociodemographic questionaire. The results showed that the dimension responsiviness of maternal parenting styles correlated with the general factor of the School Engagement Scale (r = .25; p < .01) and the factors vigor (r = .24; p < .01), absorption (r = .21; p < .01) and dedication (r = .20; p < .01). Analyzing the results from MANOVA, were observed that the dimensions (responsiveness and demand) of the maternal parenting styles did not present any signifi cant statistic effect, contrary to what happened to the School Engagement Scale, where signifi cant differences were found in the education level [Wilk’s lambda = .81, F(20.979) = 3.10, p < .001, effect size = .05], indicating that participants from 2o year of high school had higher average in the factors dedication and absorption and the general factor. Concludes that there is need for a pedagogic work of orientation for the parents to inform the importance role of parental responsiveness in the dedication of the children in the school activities.

Study habits and parenting styles: correlational study

In this study we aim at correlating the dimensions of parenting style (demandingness and responsiveness) with study habits. The research included 600 students aged between 11 and 20 years (mean = 14.3, SD = 2.32), belonging mostly (57.5%) to female students in public and private schools in the city of Joao Pessoa (PB). We analysed the data through PAWS (version 20) statistical program and calculated the correlation coefficient and MANOVA. The results show that the study habits correlated with maternal responsiveness dimension (r = 0.19, p <0.01) and paternal (r = 0.16, p <.01) and sociodemographic variables (sex, schooling and school) influenced the study habits and dimensions of parenting styles. We conclude that parents who demonstrate high responsiveness influence positively on the building habits of study, although there is a need for further studies.

Hábitos de estudio y estilos parentales: estudio correlacional

In this study we aim at correlating the dimensions of parenting style (demandingness and responsiveness) with study habits. The research included 600 students aged between 11 and 20 years (mean = 14.3, SD = 2.32), belonging mostly (57.5%) to female students in public and private schools in the city of Joao Pessoa (PB). We analysed the data through PAWS (version 20) statistical program and calculated the correlation coefficient and MANOVA. The results show that the study habits correlated with maternal responsiveness dimension (r = 0.19, p <0.01) and paternal (r = 0.16, p <.01) and sociodemographic variables (sex, schooling and school) influenced the study habits and dimensions of parenting styles. We conclude that parents who demonstrate high responsiveness influence positively on the building habits of study, although there is a need for further studies.