Maternal educational practices and infant behavioral repertoires: a comparison and prediction study

dc.contributorUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2020-12-11T05:11:46Z
dc.date.accessioned2022-12-19T20:31:00Z
dc.date.available2020-12-11T05:11:46Z
dc.date.available2022-12-19T20:31:00Z
dc.date.created2020-12-11T05:11:46Z
dc.date.issued2020-01-01
dc.identifierRevista De Psicologia Pucp. San Miguel: Pontificia Univ Catolica Peru, v. 38, n. 1, p. 243-273, 2020.
dc.identifier0254-9247
dc.identifierhttp://hdl.handle.net/11449/197605
dc.identifierWOS:000503209900011
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5378243
dc.description.abstractThis study aimed to describe, compare and predict maternal and infant behaviors considering the problems of child behavior, schooling and gender. A total of 155 mothers whose children were in early childhood education or elementary schooling participated. They completed the CBCL, RE-HSE-P and QRSH-Pais. Analyses including chi-squared tests, student's t-test, and logistic regression revealed that children's behavior did not differ during the school phase; however, boys showed more behavior problems, while girls showed more social skills. Furthermore, negative practices were associated with children with behavioral problems and younger boys. In addition, additional predictors included social skills, complaints of behavioral problems, and positive and negative practices, reinforcing the influence of several variables on the behavioral health of mothers and children.
dc.languagepor
dc.publisherPontificia Univ Catolica Peru
dc.relationRevista De Psicologia Pucp
dc.sourceWeb of Science
dc.subjectRegression Analysis
dc.subjectSocial Skills
dc.subjectEducational Practices
dc.subjectBehavior Problems
dc.titleMaternal educational practices and infant behavioral repertoires: a comparison and prediction study
dc.typeArtículos de revistas


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