Beliefs about practices: study on mothers primiparous from urban and no-urban context

Authors

  • Raimundo Arão Silva Universidade Federal do Pará
  • Celina Maria Colino Magalhães Universidade Federal do Pará

DOI:

https://doi.org/10.7322/jhgd.19994

Keywords:

parental cognitions, beliefs, goals and socialization strategies

Abstract

The literature about parental cognitions has been indicating that mothers from different contexts and with differences in the educational level tend to shows different beliefs. The present study has as objective investigates the parental cognitions in mothers from two different contexts. The sample was formed by 100 primiparous mothers, being 50 from urban context and 50 from no-urban context. The participants answered to the Questionnaire of beliefs about maternal practices. The data were analyzed in agreement with the categories proposed by the authors of the instrument. The results indicated that the mothers of the two contexts differed as the age, education and value of the scores in the evaluation of beliefs on maternal practices. The level of maternal education was correlated positively with the age, with the scores of the evaluation of the practices. It was verified that the mothers from two contexts resemble each other as for the level of importance attributed the some practices, but they differ in relation to other and that they present the same order of valorization of the dimensions of beliefs. The results found corroborate data of the national literature that it has been indicating that the Brazilian mothers tend to value practices related to stimulation. These results contribute to the enlargement of the understanding of the Brazilian mothers' cognitions and to strengthen the evidence of the effects of the context and of the education on the parental cognitions.

References

Harkness S, Super CM. The Developmental Niche: a conceptualization at the interface of cjild and culture. International Journal of Development, 1999; 9: 545-569.

Bandeira TTA, Moura MLS, Vieira ML. Metas de socialização de pais e mães para seus filhos. Rev Bras Crescimento Desenvolv Humano. 2009; 19(3): 445-456.

Miller, S. A. Parent’s beliefs about children’s cognitive development. Child Development. 1988; 59: 259-285.

Goodnow JJ. Parents’ idéas, actions, and feedings: models and methods from deve-lopmental and social psychology. Child Development. 1988; 59: 286-320.

Sigel IE, McGillicudd-DeLisi AV, Harwood JJ. Parental Belief Systems: the psycholgiacal consequences for children (2nd. ed.). Hilldale: Lawrence Erlbaum Associates: 1992.

Ribas RC. Cognições de mães brasileiras acerca da paternidade e do desenvolvimento humano: Uma contribuição ao estudo da psicologia parental. Tese (Doutorado) - Programa de Pós-Graduação em Psicologia Social. Universidade do Estado do Rio de Janeiro: 2002.

Keller H. Diferentes caminhos de socialização até a adolescência. Rev Bras Crescimento Desenvolv Hum. 1998; 8: 1-14.

Keller H. Culture of Infancy. Mahwah, New Jersey. London. Lawrence Erlbaum Associates Publishers: 2007.

Krepnner K, Planck M. The Child and The Family: Interdependence in developmental Pathways. Teoria e Pesquisa 2000:16: 1-25.

Palácios J, Moreno M.C. Parentnt’ and adolescent’s ideas on children: origins and transmission of intracultural diversity. In: S. Harkness CM. Super (orgs.). Parents’cultural belief systems. (pp. 254-269). New York: The Guiford Press; 1996.

Martin CA. Johnson JE. Children’s self-perceptions and mother’s beliefs about development and competencies. In: I. E. Siegal AV. McGillicuddy-DeLise JJ. Goodnow (org.). Parental belief systems (pp. 95-113). Hillsdalex Lawrence Erlbaum, 1992.

Edwards CP, Gandini L, Giovaninni D. The contrasting developmental timeta-bles of parents and preschool teachers in two cultural communities. In: S. Harkness CM. Super (orgs.). Parents’ cultural belief systems. (pp. 270-288). New York: The Guiford Press; 1996.

Le Vine AR, Miller PM, Richman AL, Le Vine S. Education and Mother-infant interaction: A Mexican Case Study. In: S. Harkness CM. Super (orgs.). Pa-rents’ cultural belief systems. (pp. 254-269). New York: The Guiford Press; 1996.

Harwood R, Schoelmerich A, Ventura-Cook E, Schulze PA, Wilson SP. Culture and Class Influence on Anglo and Porto Rican Mothers’ Beliefs Regarding Long-Term Socialization Goals and Chuild Behavior. 1996; 67: 2446-2461.

Harwood RL, Schoelmeirch A, Schulze PA, Gonzalez Z. Cultural differences in Maternal Beliefs e Behaviors: A study of Middle-Class Anglo Puerto Rican Mother-Infant Pars in four every-day situations. Child Development. 1999;70(4): 1005-1016.

Tudge J, Hogan D, Lee S, Tamme-veski MM, Kulakova I, Putnam S. Cultural heterogeneity: Parental values and beliefs and their preschoolers’ activities in the United States, South Korean, Russia and Estonia. In A. Goneu (org.), Children’s engagement in the world: Sociocultural perspectives. New York. Cambridge University Press. 1999. pp 62-96.

Baker, L.; Mackler, K.; sonnenschein, S.& Serpell, R. Parents’ interation with their First-Grade Children during Story bookrea dung and relations with subsequent home activity and Reading achievement. Journal of School Psychology. 2001; vol.39, n.5: 415-438.

Vinden PG. Parenting atitudes andchildren’s understanding of mind: A com-parison of Korean American and Anglo-American families. Cognitive Development. 2001; 16: 793-809.

Miller AM, Harwood RL. Long-term socialization goals and the construction of infants’ network among middle class Anglo and Puerto-Rican mothers. International Journal of Behavioral Development, 2001; 23: 450-457.

Leyerdecker B, Lamb ME. Harwood RL, Sholmerich A. Mother’s socialization goals and evaluation of deseirable and undesirable everyday situations in two diverse cultural groups. International Journal of Behavioral Development. 2002; 26:248-258.

Citlak B, Leyerdecker B, Schöelmerich A, Driessen R, Horwood R. Socialization goals among first and se cond generation migrant Turkish and German mothers. Int J Behavioral Development. 2008; 32-56.

Suizzo MA. French Parents’ cultural models and childrearing beliefs. International Journal of Behavioral Develoment.2002; 26, 297-37.

Melo C. Crenças maternas sobre desenvolvimento e educação de crianças em contexto de baixa renda. Dissertação de mestrado. Universidade de Brasília. 1996.

Lordelo E, Fonseca A, Araújo MLVB. Responsividade do ambiente de desenvolvimento: crenças e práticas como sistema cultural de criação de filhos. Psicologia: Reflexão e Crítica. 2000.13;73-80.

Seidl MLM, Bastos ACS, Ribas RCR, Vieira M, Piccinini CA, Magalhães CMC. Nicho de desenvolvimento de crianças brasileiras. conhecimento sobre desenvolvimento infantil em mãe primíparas: influências dos fatores, diferenças regionais, nível socioeconômico, idade, escolaridade materna, idade e sexo do bebê. In: III Congresso Norte-Nordeste de Psicologia. João Pessoa. 2003.

Seidl de Moura M L, Ribas Jr. RC, Piccinini CA, Bastos ACS, Magalhães CMC, Vieira ML, Salomão NMR, Silva AMPM, Silva AK. Conhecimento sobre desenvolvimento infantil de mães primiparas de diferentes centros urbanos do Brasil. Estudos de Psicologia. 2004. 9(3). pp. 421-429.

Ruela SF. Um Estudo Inter geracional de Crenças Valorizadas por Mãe sem uma Comunidade Rural do Estado do Rio de Janeiro. [Dissertação]. Programa de Pós-Graduação em Psicologia Social. Universidade do Estado do Rio de Janeiro. Rio de Janeiro. 2006.

Vieira ML, Seidl de Moura ML, Lordelo ER, Piccinini C, Magalhães CMC, Pontes FAP, et al. Concepções de mães de sete capitais brasileiras sobre as metas de socialização de seus filhos: analise lexical através do programa informático ALCESTE. Anais do V Congresso Norte Nordeste de Psicologia. 2007. p.746. [Acesso em 13/01/2008] disponível em: http://www.conpsi5.ufba.br

Lordelo E, Seidl de Moura ML, Vieira M, Piccinini CA, Magalhães CMC, Pontes FAR, et al. Metasde Socialização em sete capitais brasilei-ras: Análise da ordem de evocação e frequência de descritores. Anais do V Con-gresso Norte Nordeste de Psicologia. 2007. p. 746. [Acesso em 13/01/2008] disponível em http://www.conpsi5.ufba.br

Seidl de Moura, ML, Vieira ML, Lordelo ER, Piccinini C, Magalhães CMCM, Pontes FAR. Metas desocialização de mães de sete cidades brasileiras: uma analise de conteúdo. Anaisdo V Congresso Norte Nordeste de Psicologia. 2007. p. 746. [Acesso em 13/01/2008] disponível em http://www.conpsi5.ufba.br

Silva RA, Magalhães CMC. Beliefs about practices: study on mothers primiparous from urban and no-urban context. Rev. Bras. Crescimento Desenvolv. Hum. 2011;21 (1):39-50.

Seidl de Moura ML, Bastos AC, Picinini C, Vieira M, Salomao. Brazilian mothers socialization goals: Intracultural differences in seven cities. Int J Behavioral Development. 2008;32(6):465–472.

Downloads

Published

2011-04-01

Issue

Vol. 21 No. 1 (2011)

Section

Original Research

License

CODE OF CONDUCT FOR JOURNAL  PUBLISHERS

 

Publishers who are Committee on Publication Ethics members and who support COPE membership for journal editors should:

 

Publishers should:

 

  • Define the relationship between publisher, editor and other parties in a contract
  • Respect privacy (for example, for research participants, for authors, for peer reviewers)
  • Protect intellectual property and copyright
  • Foster editorial independence

 

Publishers should work with journal editors to:

 

  • Set journal policies appropriately and aim to meet those policies, particularly with respect to:

–         Editorial  independence

–         Research ethics, including confidentiality, consent, and the special requirements for human and animal research

–         Authorship

–         Transparency and integrity (for example, conflicts of interest, research funding, reporting standards

–         Peer review and the role of the editorial team beyond that of the journal editor

–         Appeals and complaints

  • Communicate journal policies (for example, to authors, readers, peer reviewers)
  • Review journal policies periodically, particularly with respect to new recommendations from the COPE
  • Code of Conduct for Editors and the COPE Best Practice Guidelines
  • Maintain the integrity of the academic record
  • Assist the parties (for example, institutions, grant funders, governing bodies) responsible for the investigation of suspected research and publication misconduct and, where possible, facilitate in the resolution of these cases
  • Publish corrections, clarifications, and retractions
  • Publish content on a timely basis