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[pt] O estudo da motivação do estudante de ensino médio tem ganhado notável relevância em busca do bem-estar desses alunos e de uma aprendizagem mais eficiente, como forma de enfrentamento das altas taxas de evasão escolar nesta última etapa da educação básica brasileira. Diversos atores podem influenciar no florescimento humano dos indivíduos, especialmente a família que, por meio de suas práticas, se torna causa de colaboração ou de transtorno para a motivação do adolescente. Esta pesquisa teve como objetivo geral investigar as relações entre os estilos parentais e a motivação do aluno do ensino médio. Para tal, recorreu-se ao aporte teórico dos Estilos Parentais de Maccoby e Martin e da Teoria da Autodeterminação de Deci e Ryan. O trabalho se dividiu em duas etapas, utilizando métodos mistos. Na primeira etapa, de contorno qualitativo, foram coletadas entrevistas abertas de 41 estudantes de uma escola federal do Rio de Janeiro, cujo objetivo foi realizar um levantamento inicial das percepções dos estudantes acerca das razões que os levam a estudar e ir para escola, de tal modo que este estudo exploratório pudesse subsidiar a construção de uma escala de motivação para alunos do ensino médio. Embora tenha sido verificado que a maioria das categorias encontradas eram intercambiáveis, identificou-se categorias específicas para cada pergunta. Esses dados revelam que, apesar de a maior parte dos motivos ser semelhante, existem particularidades motivacionais que precisam ser avaliadas dentro do seu contexto específico. A segunda etapa, de cunho quantitativo, consistiu na aplicação de três escalas psicométricas em uma amostra de 818 estudantes fluminenses. O primeiro instrumento utilizado, denominado de Escala de Motivação para Estudar no Ensino Médio, foi desenvolvida, ao longo deste trabalho, com base nos resultados da primeira etapa. A análise fatorial exploratória empregada revelou um modelo tridimensional, agrupando a nova estrutura em 31 itens, de modo que o tipo de motivação que obteve a maior média por item foi a controlada, seguida da autônoma e figurando a desmotivação com a menor média. Novos ajustes foram sugeridos para aperfeiçoar a estrutura do modelo, como apontado pela análise fatorial confirmatória. A segunda escala, Medida de Motivação para Aprendizagem no Ensino Técnico Profissional, foi usada também para avaliar a motivação desses alunos, tendo como enfoque aspectos que levam os estudantes para ir à escola. A análise da média por dimensões verificou que a maior pontuação foi da motivação identificada, enquanto, a desmotivação notabilizou-se com a menor média. A terceira escala aplicada foi o Instrumento para Avaliar Responsividade e Exigência Parental Percebidas na Adolescência. Foi observado que as dimensões de exigência e responsividade das mães e dos pais têm o potencial de influenciar na motivação dos filhos, ainda que de forma fraca ou moderada. Em relação aos estilos de parentalidade, a pesquisa constatou que mães e pais autoritativos favorecem uma motivação mais autônoma, em seus filhos; mães autoritárias têm uma propensão maior a ter filhos com motivação controlada; e mães e pais negligentes tendem a ter filhos desmotivados. Da síntese desses resultados, pode-se concluir que práticas parentais com maior nível de responsividade e exigência são mais benéficas para a motivação dos adolescentes, do que práticas que tenham nível alto de exigência, mas baixo em responsividade. As piores práticas podem ser consideradas aquelas que tenham um nível baixo para essas duas dimensões. / [en] The study of high school students motivation has gained remarkable relevance in the pursuit of their well-being and more efficient learning, as a way to address the high truancy rates in this final stage of Brazilian basic education. Several actors can influence the flourishing of individuals, especially the family, which, through its practices, becomes a source of collaboration or disruption to adolescent motivation. This research aimed to investigate the relationships between parenting styles and high school students motivation. To do so, we relied on the theoretical framework of Maccoby and Martin s Parenting Styles and Deci and Ryan s Self-Determination Theory. The work was divided into two stages, using mixed methods. In the first stage, of qualitative assessment, open interviews were performed with 41 students from a federal school in Rio de Janeiro. The objective was to do an initial assessment about students perceptions of the reasons that lead them to study and go to school, in such a way that this exploratory study could contribute to the construction of a motivation scale for high school students. Although it was observed that most of the categories found were interchangeable, specific categories were identified for each question. These data reveal that, despite most motivations being similar, there are motivational particularities that need to be evaluated within their specific context. The second, of quantitative assessment, consisted of applying three psychometric scales to a sample of 818 students from Rio de Janeiro. The first instrument used, called the High School Study Motivation Scale, was developed, throughout this work, based on the results of the first stage. The exploratory factorial analysis employed revealed a threedimensional model, grouping the new structure into 31 items, so that the type of motivation that obtained the highest average per item was controlled, followed by autonomous and demotivation appearing with the lowest average. New adjustments were suggested to refine the structure of the model, as pointed out by the confirmatory factorial analysis. The second scale, Measure of Motivation for Learning in Technical and Vocational Education, was also used to evaluate the motivation of these students, focusing on aspects that motivate students to go to school. The analysis of the avarage by dimensions found that the highest score was identified motivation, while demotivation stood out with the lowest average. The third scale applied was Instrument to Assess Perceived Parental Responsiveness and Demand in Adolescence. It was observed that both maternal and paternal demand and responsiveness dimensions have the potential to influence children s motivation, even though weakly or moderately. Regarding parenting styles, the research found that authoritative mothers and fathers promote more autonomous motivation in their children, authoritarian mothers tend to have children with controlled motivation, and neglectful mothers and fathers usually have demotivated children. From the synthesis of these results, it can be concluded that parenting practices with a higher level of responsiveness and demand are more beneficial for adolescent motivation than practices that have a high level of demand but low responsiveness. The worst practices can be considered those that have a low level for these two dimensions.

This study aimed to gain insight into the nature and extent of traditional and cyberbullying among Grade Six and Seven learners in four public primary schools in Benoni. Using the Social Learning Theory as a basis for understanding bullying as a learned behaviour (socially learned through the observation of authoritarian parents), a quantitative research method was applied which utilised an online self-report questionnaire to examine the relationship between bullying and the Authoritarian parenting style. Results indicate that 50.4% of learners had been victimised, while 31.6% and 8.8% had engaged in perpetrating traditional and cyberbullying, respectively at least once (N = 279). Further results revealed that the Authoritarian parenting style is significantly related to the perpetration of both types of bullying. These results bring to the fore the reciprocal relationship between both types of bullying, and indicate a need for systemic intervention at the primary school level (involving parents/caregivers). Interventions should therefore not seek to separate types of bullying into discreet problems, but rather focus on their common underlying aspects, including parenting behaviours / Psychology / M.A. (Psychology)

Guided by the theoretical frameworks of Baumrind’s parenting style theory, interpersonal expectations, Self Determination Theory, and self-efficacy, this study examines factors that influence African American students’ GPA and motivation, specifically associations between parents’ and teachers’ control, warmth, and educational expectations and African American adolescents’ GPA, self-efficacy, and intrinsic motivation were examined. The moderating effects of neighborhood safety on the aforementioned associations were also assessed. Using data from the Educational Longitudinal Study of 2002, this study found that parents’ warmth and expectations were positive predictors of all educational variables, while parents control was a negative predictor of GPA and intrinsic motivation. Teachers’ warmth was a positive predictor of GPA and intrinsic motivation, and teachers’ expectations were positive predictor of self-efficacy. Lastly, teachers’ control was a positive predictor of self-efficacy. Neighborhood safety did not moderate associations. Findings suggest that African American students’ academic development can be enhanced by interventions that target relational interactions.

Le surpoids (embonpoint et obésité) chez l’enfant est un problème préoccupant qui prend de plus en plus d’ampleur. Le rôle du parent dans cette problématique est prédominant, puisqu’il assure la disponibilité des aliments, choisit les mets présentés, joue le rôle de modèle dans l’acte alimentaire et interagit avec l’enfant durant les prises alimentaires pour guider son comportement alimentaire. Le parent offre et façonne l’environnement dans lequel évolue l’enfant. Cette thèse explore le rôle de la mère dans cet environnement. Le parent utilise diverses pratiques alimentaires pour guider l’alimentation de l’enfant. Certaines sont douces, comme encourager positivement l’enfant à essayer un aliment (ex. Goûtes-y, moi je trouve ça très bon!) et d’autres plus coercitives (ex. Tu ne sors pas de table sans avoir terminé ton assiette). Les interactions parent-enfant lors de la prise alimentaire sont susceptibles d’avoir différentes conséquences sur l’alimentation de l’enfant, modifiant possiblement les apports alimentaires, les préférences, la néophobie et le statut pondéral. Les interactions parent-enfant en général, donc hors du contexte précis de l’alimentation, peuvent aussi influencer les comportements alimentaires de l’enfant. L’objectif général de cette thèse est d’explorer les relations entre les interactions parent-enfant en général, aussi nommées « styles parentaux » (SP), les interactions parent-enfant dans le contexte alimentaire, portant le nom de «styles parentaux alimentaires» (SPA), les stratégies alimentaires utilisées par les parents pour guider l’alimentation de l’enfant, nommées « pratiques alimentaires parentales » (PAP), les comportements alimentaires de l’enfant et le statut pondéral de ce dernier. Cette thèse comprend 4 objectifs spécifiques. D’abord, d’examiner les relations entre les SP, les SPA et les PAP. Dans un deuxième temps, les relations entre les SPA, le comportement alimentaire de l’enfant (préférence et fréquence de consommation) et le statut pondéral de l’enfant seront explorées. Puis, l’existence de relations entre l’usage de PAP et le comportement alimentaire de l’enfant sera évaluée. Finalement, les relations entre les attitudes de la mère à l’égard de son poids et de celui de son enfant et du comportement néophobique de l’enfant seront explorées. Cent vingt-deux mères d’enfants d’âge préscolaire, de 3 à 5 ans, ont été recrutées par des milieux de garde de l’île de Montréal et ont complété et retourné un questionnaire auto-administré portant sur le style parental, style parental alimentaire, les PAP, les fréquences de consommation de l’enfant, les préférences de l’enfant pour certains aliments et groupe d’aliments, la néophobie de l’enfant, le poids et la taille de l’enfant, le régime actuel de la mère, la perception du poids de l’enfant, la préoccupation face au poids de l’enfant ainsi que la description du profil familial. Les SP, les SPA et les PAP montrent des corrélations. Les SPA, plus particulièrement les deux échelles qui les composent (exigence et sensibilité) montrent des corrélations avec la consommation et la préférence pour certains aliments. Des différences sont aussi notées entre les différents SPA et le statut pondéral de l’enfant et certains comportements alimentaires. La présente thèse suggère une implication de trois concepts, soient les SP, les SPA et les PAP, dans la dynamique alimentaire de la dyade mère-enfant. Des relations importantes entre les SPA et les préférences alimentaires sont suggérées. Les futures recherches dans ce domaine devront évaluer l’impact relatif des PAP, des SP et des SPA sur le comportement alimentaire (consommation et préférence) et le poids de l’enfant. Une intervention efficace visant des changements de comportements alimentaires auprès des familles devra adresser à la fois les PAP, mais aussi les SP et les SPA. / Childhood overweight is a fast growing and worrisome problem. The role of parents in this situation is of great importance as they ensure food availability, chose the presented meals, act as role models in the feeding act and interact with children during feeding to guide their eating behavior. The parent offers and molds the environment in which the child will evolve. This thesis explores the mother's role within this environment. The parent uses various feeding practices to guide the child's food choices. Some are kind, such as positively encouraging the child to taste new foods, (e.g., give this a taste, I think it's delicious!) while others are coercive (e.g., you are not leaving from this table until you finish your plate). Parent-child interactions during mealtime are likely to have different consequences on the child's eating habits, possibly modifying his food intake, food preferences, neophobia and weight status. Parent-child interactions can also influence a child's eating behavior without necessarily being within a food setting. The main objective of this thesis is to explore the relationship between the general parent-child interactions, also known as the parenting style, the parent-child interactions in a food setting, known as the feeding style, the feeding strategies used by the parents to guide the child's food choices, known as the feeding practices, the child's eating behavior and his weight status. This thesis has 4 specific objectives. First, to examine the relationship between the parenting style, the feeding style and the feeding practices. Second, to study the relationship between the feeding style, the child's eating behavior (food preferences and consumption frequency) and his weight status. Thirdly, to evaluate the existence of a relationship between the feeding practices and the child's eating behavior. Finally, to explore relations between mother’s attitudes toward her weight and her child’s weight and neophobic behavior. One hundred twenty-two mothers of preschoolers aged 3 to 5, were recruited by daycare centers on the island of Montreal and completed and auto-administered questionnaire on parenting style, feeding style, feeding practices, child consumption frequency, child preference for certain foods and food groups, child neophobia, child weight and height, the mother's diet, the mother's perception of the child's weight, the mother's concern regarding the child's weight and a description of the family profile. Parenting styles, feeding style and feeding practices display correlations among themselves. The feeding styles, more precisely the two scales that describe them (demandingness and sensibility), show correlations with the consumption and preference for certain foods. Differences were also noted between various feeding styles and child weight status and certain eating behaviors. The following thesis suggests that three concepts are implicated in the feeding dynamic of the mother-child dyad; the parenting style, the feeding style and the feeding practices. It is suggested that the feeding style and food prerefences are correlated. Future research in this field will need to evaluate the relative impact of feeding practices, parenting styles and feeding styles on eating behavior (consumption and preferences) and child weight. An effective intervention seeking to change eating behavior among families will need to address parent feeding practices as well as parenting style and feeding style.

Les trois études recensées sur le style parental et la santé mentale chez des jeunes Vietnamiens démontrent qu’une perception du style autoritaire parental était reliée à une plus faible estime de soi ainsi qu’à un plus haut niveau de dépression. Dans cette étude, nous examinons l’acculturation et les styles parentaux des mères et des pères en relation avec la santé mentale chez de jeunes adultes Vietnamiens âgés de 18 à 25 ans (N = 53). Les résultats obtenus indiquent que le modèle de style parental que les jeunes attribuent le plus à leurs parents est autoritaire. Le niveau de fermeté (authoritativeness) des mères est plus élevé que celui des pères. Les styles parentaux n’ont aucun effet sur le niveau d’estime de soi, de détresse psychologique et d’affiliation ethnique chez les jeunes. Ceux qui adoptent une stratégie de marginalisation démontrent une plus faible estime de soi que ceux qui adoptent celle d’intégration, d’assimilation ou d’ethnocentrisme. Les résultats sur le style parental démontrent que les jeunes ayant des parents autoritaires ne sont pas plus maladaptés que ceux ayant des parents fermes ou permissifs. Les résultats concernant les différences entre les quatre modes d’acculturation selon la détresse psychologique ne sont pas significatifs. Adopter une stratégie de marginalisation semble être associé à une plus faible estime de soi, mais non à une plus faible adaptation psychologique chez les jeunes Vietnamiens. / The three studies that have been carried out on parenting style and mental health outcomes in Vietnamese youth showed that adolescents’ perception of their parents using the authoritarian style was related to lower self-esteem and higher depression. In this study, we examined acculturation and parenting styles of mothers and fathers in relation to mental health outcomes in Vietnamese young adults aged 18 to 25 years old (N = 53). It was found that the parenting style youth attributed the most to their parents was authoritarian. Mothers’ levels of authoritativeness were higher than fathers’. Parenting styles had no effect on youth levels of self-esteem, psychological distress and ethnic affiliation. Youth who adopted the marginalization strategy showed lower self-esteem than those who adopted integration, assimilation or ethnocentrism. Parenting style results show that youth with authoritarian parents are not less maladjusted compared to youth with authoritative or permissive parents. Differences between the four acculturation modes on psychological distress were not significant. Adopting the marginalization strategy seems associated with lower self-esteem but not with poorer psychological adjustment in Vietnamese youth.

The topic of this thesis is the lack of discipline in the teaching process based on the perception of this issue second-degree students. The goal of the theoretical part of the thesis is with support of the professional literature to handle terminology and show what is the definition of the issue of discipline and indiscipline in the classroom of the second degree with an emphasis primarily on the causes of indiscipline, the role of teacher and lack of discipline solutions. The theoretical part contains the definition of discipline and perception. Further, there are characterized terms of school indiscipline, selected causes of lack of discipline and disciplinary means. The paper also emphasized the role of teachers, especially the authority of the teacher, his skills and attributes. There are also briefly described developmental traits of older school age in relation to discipline. The practical part is built on the survey and the use of group interviews with pupils of eighth and ninth grades of primary school. The main aim of the practical part of the thesis is to find out through a questionnaire survey and group interviews, how the pupils of primary schools perceive discipline and indiscipline in the classroom. By the research survey was found that the most common types of indiscipline in the...

This study aimed to gain insight into the nature and extent of traditional and cyberbullying among Grade Six and Seven learners in four public primary schools in Benoni. Using the Social Learning Theory as a basis for understanding bullying as a learned behaviour (socially learned through the observation of authoritarian parents), a quantitative research method was applied which utilised an online self-report questionnaire to examine the relationship between bullying and the Authoritarian parenting style. Results indicate that 50.4% of learners had been victimised, while 31.6% and 8.8% had engaged in perpetrating traditional and cyberbullying, respectively at least once (N = 279). Further results revealed that the Authoritarian parenting style is significantly related to the perpetration of both types of bullying. These results bring to the fore the reciprocal relationship between both types of bullying, and indicate a need for systemic intervention at the primary school level (involving parents/caregivers). Interventions should therefore not seek to separate types of bullying into discreet problems, but rather focus on their common underlying aspects, including parenting behaviours / Psychology / M. A. (Psychology)

Obwohl Identitätsentwicklung und Ablösung-Individuation in Eltern-Kind Beziehungen als verbundene Aufgaben psychosozialer Reifung gelten, sind sie in der psychologischen Forschung relativ unabhängig voneinander behandelt worden. Darüber hinaus sind Langzeitstudien im jungen Erwachsenenalter selten, obwohl sich hier Autonomie und Identität voll entwickeln und qualitative Veränderungen in Eltern-Kind Beziehungen stattfinden. Aus diesem Grund umfasst die vorliegende Dissertation eine differenzierte, dynamisch-entwicklungsbezogene Integration von Eltern-Kind Beziehungen und Identitätsentwicklung im Übergang zum Erwachsenenalter, die sequentielle und reziproke Zusammenhänge zwischen Komponenten, Mechanismen, die diese Zusammenhänge erklären und Determinanten interindividueller Entwicklungsunterschiede beschreibt. In einer längsschnittlichen Untersuchung an Studierenden, wurden die vorgeschlagenen Zusammenhänge getestet. Zusammenhänge zwischen agentischen Eigenschaften, reifer Verbundenheit mit Eltern und Identitätssicherheit zeigten das vorhergesagte Muster reziproker Verstärkung, indiziert durch die Vorhersage eines Anstiegs in Verbundenheit durch Selbstwirksamkeitsüberzeugungen und reziproke Assoziationen zwischen Verbundenheit und Sicherheit bezüglich / Identifikation mit Identitäts-Commitments. Abgelöstheit von Eltern und Identitätsunsicherheit waren relativ unabhängig voneinander. Es wurde argumentiert, dass eine situationsspezifischere Messung eventuell stärkere Zusammenhänge hervorbringt, da stressvolle Situationen kurzfristige Selbstunsicherheiten erzeugen und Annährungsverhalten auslösen. Es wurden Vorschläge gemacht, wie zukünftige Forschung auf diesen Ergebnissen aufbauen könnte, indem sie die vorgeschlagenen Sequenzen und Mechanismen unter Nutzung von Langzeitstudien mit multiplen Messzeitpunkten über Adoleszenz und junges Erwachsenenalter hinweg testet und Eltern als interaktive Agenten mit eigenen Identitäts- und Ablösungsthematiken einbezieht. / Although identity development and separation-individuation in parent-child relationships are widely perceived as related tasks of psychosocial maturation, they have been treated relatively independently in psychological research. Furthermore, longitudinal investigations in young adulthood are very scarce although this is the age period where autonomy and personal identity fully develop and significant, qualitative changes in parent-child relationships take place. Therefore, the present dissertation covers the proposition of a differentiated, dynamic-developmental integration of parent-child relationships and identity development in the transition to adulthood that describes sequential and reciprocal associations between components of identity and relationships, mechanisms that could explain these associations, and determinants of interpersonal differences in development. In a 2-Wave longitudinal study on young adult students, the proposed longitudinal associations were tested. Associations between personal Agency, Mature Connectedness with parents, and Identity certainty showed the predicted pattern of reciprocal reinforcement, indicated by the prediction of an increase in Mature Connectedness by self-efficacy beliefs and by reciprocal associations between Mature Connectedness and certainty about and identification with identity commitments. Separateness and identity uncertainty were relatively independent. It was argued that a more situation-specific and short-termed measurement might provide stronger association because stressful situations might cause momentary self-uncertainty and trigger affiliation-seeking. Recommendations were offered on how future research might extend upon these results by testing the proposed sequences and mechanisms using longitudinal studies with multiple assessment points across the adolescent and young adult years and by incorporating parents as interactive agents with their own identity and separation issues.