Education systems are shaped by various internal and external contextual forces (De Beer, 2017). External contextual trends typically include language, demography, geography, technology, politics, and financial and economic trends. Religion represents one of these external contextual trends that can affect an education system (see Van der Walt, Potgieter & Wolhuter, 2010; Wolhuter & Van der Walt, 2018). Making use of established metabletic-comparative methodology, this article seeks to highlight the impact of religion as a formative factor of education in the BRICS countries. Religion is treated significantly differently in the education systems of the BRICS member states. In schools in India and China, no religious activities are allowed in accordance with the respective constitutions, while any religious activities may take place in schools in Brazil, Russia and South Africa, provided that the activities comply with particular guidelines. Broadly considered, any religious activities are conducted in primary schools in Brazil, provided that attendance is voluntary. Religion in Brazilian schools is influenced by the strong position of the Roman Catholic faith in Brazilian society, which could potentially be detrimental to minority groups in Brazil (Senefonte, 2018:440). Learners in Russia, according to Russian law, are free to choose for themselves the religious module in which they wish to receive education. Schools in Russia do not, however, always implement this legislation correctly, since a school's resources actually determine which module the learners should take. The manner in which religion is being dealt with, causes unhappiness among learners and parents as they do not really have freedom of choice regarding the religious module in which they wish to receive instruction (Zöllner, 2016). The legislation in China clearly states that no religious activities may take place in public schools, yet the ruling party of China intends to enshrine tenets of atheism in learners in schools (Vickers, 2022; Wang & Froese, 2020). Compared to the other BRICS member states, China has the most officially, constitutionally recognised ethnic groups. In terms of legislation and policy formulations, the ethnic minority groups obtain various benefits in terms of education. The wide variety of ethnic groupings poses various challenges to the government of China as the views of all these groups in the education system have to be taken into account. Various documents, including the South African Schools Act 76 of 1996, and other education policies provide clear guidelines as to how religion ought to be dealt with in South African schools. In South Africa, learners are taught various major deities worldwide. All learners in South Africa are exposed to the concept of religion through the subject Life Orientation (Grades 7-12). Teachers in South Africaface the challenge of respecting all kinds of religions and not preaching their own views on a religion. This challenge of respecting all religions can result in conflict in schools, as learners may feel that they will be discriminated against if one type of religion is singled out, for example during assembly. This underscores the role and value of South African teachers in inculcating citizenship values (see Wolhuter, Janmaat, Van der Walt & Potgieter, 2020). The Government of India faces opposition from minority groups with regard to religion in schools as the socio-political hegemony religion is especially preferred in terms of the drafting of academic textbooks (Traub, 2018). This preferential treatment of a particular religion is contrary to the Indian constitution, as no single religion may be singled out, nor should any religion be discriminated against (Majumdar, 2018). The preference given to a particular religion in textbooks can result in a negative impact on the education system of India. The analysis and interpretation show that there is still a close relationship between religion and education in the BRICS countries. However, all five BRICS member states face different problems regarding religion and each of the five member states also deals with its problems differently. This conclusion is now unpacked in this summary, and in detail defended in the ensuing full text. In terms of dealing with religion, South Africa appears to be more tolerant than Brazil, Russia, India and China, although this tolerance still causes more problems for the South African government, in the sense of opposition from various adherents of a wide variety of faith groupings who would like schools to play a role in strengthening the religious beliefs of their children. Several court cases have been fought in South Africa as schools struggle to accommodate the wishes of all religious groups in South Africa (see Nthontho, 2020). In contrast to forces in all the BRICS countries trying to separate religion and (public) education, the United Nations Declaration of Human Rights, the proto-charter of Human Rights Charters in the contemporary world, Article 26 states that everyone has the right to education, education should be oriented towards the total development of the child's personality, and that parents have a preferential right to decide on the type of education their children should receive. The BRICS member states can learn from each other how to deal with religion in schools, even though none have yet managed to deal satisfactorily with religion in education. The common factor among all five BRICS countries is that religion is used again and again (consciously or unconsciously) to reinforce political or ideological hegemony. It seems that the shortcoming in all these countries is pointing to a lack of recognition of the place and role of religion in the lives of their citizens and that secular-political objectives, notably the forcing of official ideological hegemony, as well as the achievement of national unity above the full recognition of religious freedom, are also stated in the education system and in citizens 'choice of the kind of religious education of their children. As a result, the role of religion in creating a strong moral fibre for a society therefore never seems to come into its own. Moreover, judging by the United Nations Charter's Human Rights provisions on education, educative education (incl. teaching and learning), in accordance with its full scope of semantic value, does not currently come into its own. The same seems to be the case as regards the human right to parental advocacy with respect to religious education. The experience of the BRICS countries in terms of religion-in-education shows that it is sensible and even necessary, for example, along the path of enlarged parental speech in education and school autonomy, to allow more room for religious freedom in education. The BRICS countries are currently being proposed as the leading grouping of the Global South in a new formative world order. Against this background, current trends regarding religion-in-education in these countries therefore probably represent a bold example. However, it should nonetheless be denounced by the academic community and better examples should subsequently be extracted and presented from other national education systems from future research.

'n Onderwysstelsel word deur verskeie samelewingskontekstuele kragte gevorm. Hierdie kontekstuele faktore sluit taal, demografie, geografie, tegnologie, politiek en finansiële en ekonomiese tendense in. Godsdiens is een van die laasgenoemde tendense wat 'n onderwys-stelsel kan beïnvloed. Die BRICS-organisasie bestaan uit Brasilië, Rusland, Indië, Sjina en Suid-Afrika en is 'n supra-nasionale blok wat baie aandag in die openbare sowel as akademiese diskoers oor internasionale politiek en maatskaplike kwessies trek (De Beer, 2017). Godsdiens word wyd geag as 'n omstrede en sensitiewe faktor in onderwysstelsels (sien Van der Walt, Potgieter & Wolhuter, 2010). In hierdie artikel word godsdiens as vormgewende faktor van die onderwysstelsels in die BRICS-lande ondersoek, om die waarde daarvan as 'n aanskouingsles vir Suid-Afrika en ander lande te bepaal. Die BRICS-lidlande is doelbewus vir hierdie navorsing gekies weens die besondere waarde van hierdie lande as vertoonvenster van onderwysstelsels se antwoord op samelewingstendense van die een-en-twintigste eeu. Dokumentontleding is uitgevoer ten opsigte van beleidsdokumente, wetgewing, artikels en staatspublikasies, ten einde inligting in te samel. In die verwerking en interpretasie van inligting is die metableties-vergelykende metode gebruik ten einde beste praktyke ten opsigte van die hantering van godsdiens in die onderwysstelsels vanuit die BRICS-lidlande te identifiseer. Die ondersoek het ernstige tekortkominge in al die BRICS-lande se hantering van godsdiens in onderwys aan die lig gebring. Nie een van die lande se beleid of praktyk slaag die toets, soos gemeet aan die Verenigde Nasies se Handves van Menseregte nie. Die noodsaak van voortgesette navorsing oor die plek van godsdiens in die onderwysstelsels van die wêreld word ten slotte verduidelik.

ABSTRACT This study aimed to analyze the impacts of the social isolation resulting from the COVID-19 pandemic on family life, with emphasis on the experience of motherhood and the relationship with children. Twenty mothers from the middle social strata, from 29 to 45 years old, who kept working activities at a distance and were in social isolation, participated. In-depth individual interviews were conducted by digital means. The collected material was transcribed and submitted to thematic content analysis. The results showed that the changes imposed by the pandemic directly impacted family life, highlighting gender inequalities in routine organization, distribution of household tasks and parental care. An ambivalent relationship was observed between mothers and maternity and their social imperatives, which reverberated in the bond they establish with their children. The analysis reveals that emotional and physical burden contributes to exacerbate feelings of guilt and loneliness experienced in the relationship with motherhood, in addition to showing conflicts in the performance of the roles of mother, wife and professional. The women interviewed showed exhaustion with domestic and child care demands, in addition to conflicts related to the mismatch between expectations and social standards that regulate the exercise of motherhood and their personal experiences as mothers. The conclusions suggest the presence of an identity crisis due to the social ideals linked to the experiences of motherhood, which invites us to think about the urgency of looking at maternal suffering, seeking to understand the subjective dimensions of the transformations that this experience goes through in the times of social isolation.

RESUMEN El objetivo de este estudio fue analizar los efectos del aislamiento social resultante de la pandemia de COVID-19 en la vida familiar, con énfasis en la experiencia de la maternidad y la relación con los niños. Participaron 20 madres de estratos sociales medios, de 29 a 45 años de edad, que mantenían actividades laborales a distancia y se encontraban en aislamiento social. Se realizaron entrevistas individuales exhaustivas por medios digitales. El material recopilado se transcribió y se sometió a un análisis de contenido temático. Los resultados mostraron que los cambios impuestos por la pandemia afectaban directamente a la vida familiar, lo que explicaba las desigualdades de género en la organización rutinaria, la distribución de las tareas domésticas y el cuidado de los niños. Se observó una relación ambivalente entre las madres y la maternidad y sus imperativos sociales, que reverberaban en el vínculo que establecen con sus hijos. El análisis revela que la sobrecarga emocional y física contribuye a exacerbar los sentimientos de culpa y soledad experimentados en la relación con la maternidad, además de mostrar conflictos en el desempeño de los papeles de madre, esposa y profesional. Las mujeres entrevistadas mostraron agotamiento con las demandas domésticas y el cuidado de sus hijos, además de conflictos relacionados con el desajuste entre las expectativas y las normas sociales que regulan el ejercicio de la maternidad y sus experiencias personales como madres. Las conclusiones sugieren la presencia de una crisis de identidad ligada a los ideales sociales vinculados a las experiencias de la maternidad, lo que invita a pensar en la urgencia de mirar el sufrimiento materno, tratando de comprender las dimensiones subjetivas de las transformaciones en tiempos de aislamiento social.

RESUMO Este estudo teve por objetivo analisar o impacto do isolamento social decorrente da pandemia de Covid-19 sobre a vida familiar, com ênfase na vivência da maternidade e na relação com os filhos. Participaram 20 mães de camadas sociais médias, de 29 a 45 anos, que mantinham atividades laborais a distância e estavam em isolamento social. Foram realizadas entrevistas individuais em profundidade por meio digital. O material coletado foi transcrito e submetido à análise de conteúdo temática. Os resultados mostraram que as mudanças impostas pela pandemia impactaram diretamente a vida familiar, explicitando as desigualdades de gênero na organização da rotina, distribuição de tarefas domésticas e cuidados parentais. Observou-se uma relação ambivalente das mães com a maternidade e com seus imperativos sociais, que reverberam no vínculo que estabelecem com seus filhos. A análise revela que a sobrecarga emocional e física contribui para exacerbar sentimentos de culpa e solidão vivenciados na relação com a maternidade, além de evidenciar conflitos no desempenho dos papéis de mãe, esposa e profissional. As entrevistadas demonstraram exaustão com as demandas domésticas e de cuidados com os filhos, além de conflitos relacionados ao descompasso entre expectativas e padrões sociais que regulam o exercício da maternidade e suas experiências pessoais como mães. As conclusões sugerem a presença de uma crise identitária relacionada aos ideais sociais vinculados às vivências da maternidade, o que convida a pensar na urgência de se olhar para o sofrimento materno, buscando compreender as dimensões subjetivas das transformações que perpassam essa experiência na vigência do isolamento social.

Resumen: Antecedentes: Mediante un meta-análisis de tres niveles, el objetivo de esta investigación fue examinar la relación entre la participación de los padres en los deberes escolares y el rendimiento académico de los estudiantes, así como estudiar el rol mediador en esta relación de ciertas variables que podrían haber estado relacionadas con algunos resultados inconsistentes en estudios primarios. Método: Se identificaron 28 estudios, con 252 tamaños del efecto, para un total de 378222 participantes. Resultados: Los resultados revelaron una débil relación negativa entre la implicación de los padres en los deberes y el rendimiento de los estudiantes (r = −0,064, p < 0,001). Esta relación fue moderada por el tipo de implicación parental. Específicamente, el rendimiento de los estudiantes se relacionó positivamente con el apoyo a la autonomía, pero no con el apoyo al contenido, el control de los padres, la frecuencia y la combinación de estas dimensiones. Además, dicha relación fue moderada por la medida de rendimiento, el curso de los estudiantes y el género de los padres. Conclusiones: Es necesaria más investigación cualitativa sobre lo que ocurre en torno a las interacciones entre padres e hijos a la hora de la realización de los deberes escolares.

Abstract: Background: Applying a three-level meta-analysis, the goal of our investigation was to examine the relationship between parental homework involvement and students' achievement, and to investigate whether certain study features could have resulted in the inconsistent results relating to this relationship from prior studies. Method: We identified a total of 28 studies (32 independent samples) with 252 effect sizes for a total of 378222 participants. Results: Our meta-analysis revealed an overall weak negative relationship between parental homework involvement and students' achievement (r = −0.064, p < .001). The overall relationship was moderated by the dimension of parental homework involvement. Specifically, students' achievement was positively related to autonomy support, but largely unrelated to content support, parental control, frequency, and mixed. Additionally, the overall relationship was moderated by achievement measure, grade level, and parent gender. Conclusions: Given that parental autonomy support was the only dimension that was positively related to students' achievement, it would be important to conduct qualitative research that provides longitudinal descriptions of parent-child interactions relating to homework tasks as children make their transition from elementary to middle and high school.

Resumo Pais de crianças pequenas, especialmente com deficiências, estiveram expostos a novos estressores resultantes da pandemia da COVID-19, com impactos para sua saúde mental, sua relação pais-filhos e seu senso de competência parental, que se relaciona à autoestima e bem-estar nas práticas educativas parentais. O objetivo deste estudo foi investigar o senso de competência parental de pais de crianças com e sem deficiência auditiva durante o período pandêmico. Uma amostra não probabilística com 74 pais e mães organizados em dois grupos (37 crianças com e 37 sem deficiência) responderam à Escala de Senso de Competência Parental via Google form. Análises descritivas e inferenciais foram usadas para descrever e analisar o senso de competência parental comparando os grupos. Observaram-se diferenças significativas entre os grupos, quando pais de crianças com deficiência mostraram menores escores de senso de competência parental. Evidências científicas sobre os desfechos negativos da pandemia sobre o senso de competência parental de pais de crianças com deficiência auditiva pode dar suporte ao atendimento a essa população.

Abstract Parents of young children, especially with disabilities, were exposed to new stressors resulting from the COVID-19 pandemic, with impacts on their mental health, their parent-child relationship and their sense of parenting competence, which relates to self-esteem and well-being in parental educational practices. The aim of this study was to investigate the parenting sense of competence of parents of children with and without hearing impairment during the pandemic period. A non-probabilistic sample with 74 parents organized into two groups (37 children with and 37 without disability) answered the Parenting Sense of Competence Scale via Google form. Descriptive and inferential analyzes were used to describe and analyze the sense of parental competence by comparing groups. Significant differences were observed between the groups, when parents of children with disabilities showed lower scores on the sense of parental competence. Scientific evidence on the negative outcomes of the pandemic on the sense of parental competence of parents of children with hearing impairment can support the care of this population.

Resumen La conducta agresiva representa uno de los problemas más relevantes en la actualidad. Por ello, es imperativo estudiar sus causas, procesos y consecuencias, así como las posibles formas en las que puede ser tratada y prevenida. Uno de los factores con los que este comportamiento ha sido asociado son las prácticas parentales. Este estudio buscó analizar la relación entre las prácticas de comunicación, autonomía, imposición, control psicológico y control conductual por parte de ambos padres y la conducta agresiva en adolescentes. Se llevó a cabo un estudio no experimental, cuantitativo, transversal y correlacional, en el que se administraron el cuestionario de agresividad y la escala de prácticas parentales a 1171 estudiantes entre 15 y 19 años (M = 15.95; 53 % mujeres). La prueba rho de Spearman permitió observar correlaciones estadísticamente significativas entre las dimensiones que componen la escala de prácticas parentales y las dimensiones de la conducta agresiva. Las prácticas de comunicación, autonomía y control conductual de ambos padres se asociaron negativamente con la CA, mientras que las de imposición y control psicológico se relacionaron positivamente. Una crianza caracterizada por niveles altos de comunicación, fomento de autonomía y adecuado control conductual se asocia con menores niveles de conductas agresivas en los hijos.

Abstract Aggressive behavior represents one of the most relevant problems at present. Therefore, it is imperative to study its causes, processes, and consequences, as well as how it can be prevented and treated. One of the factors with which this behavior has been associated is parental practices. This study aimed to analyze practices of communication, autonomy, imposition, psychological control and behavioral control, and aggressive behavior in adolescents. A non-experimental, quantitative, cross-sectional and correlational study was carried out. Aggression Questionnaire and Parental Practices Scale were administered to a sample of 1,171 students between 15 and 19 years old (M=15.95), 53% of whom were female. Through Spearman’s Rho test, statistically significant correlations were found between the five dimensions of Parental Practices and the four of the Aggressive Behavior variables. Both parents' communication, autonomy and behavioral control were associated negatively, while imposition and psychological control did so positively. Rearing characterized by high levels of communication, promotion of autonomy, and adequate behavioral control, is associated with lower levels of aggressive behavior in adolescents.

Resumen Introducción: Los estilos de vida se generan y consolidan en la adolescencia; cuando estos son poco saludables, se exponen a riesgos en su salud. Objetivo: Identificar los estilos de vida de adolescentes y su relación con la percepción de sus contextos de desarrollo. Metodología: Estudio descriptivo, con análisis bivariado de comparación de medias y correlación, realizado a una muestra de 489 adolescentes de 10 a 19 años de establecimientos educacionales públicos del Biobío, Chile, se excluyeron adolescentes con déficit cognitivo y/o con alteraciones no corregidas de los órganos de los sentidos. Los aspectos éticos consideraron el consentimiento de los padres y asentimiento de cada adolescente. Se utilizó instrumento FANTÁSTICO versión chilena adaptada, que mide 8 dimensiones relacionadas con la salud, bienestar mental y percepción relaciones afectivas familiares y entorno escolar. Los análisis fueron descriptivos y correlacionales. Resultados: Casi la mitad de la muestra manifestaron estilos de vida que requiere modificaciones y/o intervenciones. Los más jóvenes presentaron estilos más saludables con diferencias por sexo. Los comportamientos saludables tuvieron relación estadísticamente positiva con bienestar mental y con la percepción de sus contextos de desarrollo como las relaciones afectivas familiares y el entorno escolar. Conclusiones: La evidencia sustenta el diseño de futuros estudios de intervención que consideren edades tempranas de la adolescencia, las diferencias por sexo, dirigidos especialmente a mejorar los contextos de desarrollo más próximos como la familia, los establecimientos educaciones y el barrio donde se desenvuelven.

Abstract Introduction: Although lifestyles are generated and consolidated in adolescence, when these lifestyles are unhealthy, adolescents expose themselves to health risks. Objective: Identify the lifestyles of adolescents and its relationship with the perception of their development contexts. Methodology: A descriptive study was used, with bivariate analysis of comparison of means and correlation, carried out on a sample of 489 adolescents aged 10 to 19 years old from public schools of Biobío, Chile, excluding adolescents with cognitive deficits and/or sense organ disorders. Ethical aspects considered parental consent and the agreement from every adolescent. The "FANTÁSTICO" instrument, adapted Chilean version was used, which measures 8 dimensions related to health, mental wellbeing and perception, family affective relationships, and school environment. The analyses were descriptive and correlational. Results: Almost half of the sample reported lifestyles that require changes and/or interventions. The youngest ones showed healthier lifestyles with differences by sex. Healthy behaviors had a statistically positive relationship to mental well-being and to the perception of their developmental contexts such as family affective relationships and their school environment. Conclusions: The findings support the design of future intervention studies that consider early adolescent ages and differences by sex, especially aimed at improving the closest developmental contexts such as family, schools, and their neighborhoods.

Abstrato Introdução: Embora os estilos de vida sejam gerados e consolidados na adolescência, quando esses estilos de vida não são saudáveis, os adolescentes se expõem a riscos à saúde. Objetivo: Identificar os estilos de vida dos adolescentes e a sua relação com a percepção dos seus contextos de desenvolvimento. Metodologia: Foi utilizado um estudo descritivo, com análise bivariada de comparação de médias e correlação, realizado em uma amostra de 489 adolescentes de 10 a 19 anos de escolas públicas de Biobío, Chile, excluindo adolescentes com déficits cognitivos e/ou distúrbios dos órgãos dos sentidos. Os aspectos éticos consideraram o consentimento dos pais e assentimento de cada adolescente. Foi utilizado o instrumento FANTÁSTICO, versão chilena adaptada, que mede 8 dimensões relacionadas à saúde, bem-estar mental e percepção das relações afetivas familiares e do ambiente escolar. As análises foram descritivas e correlacionais. Resultados: Quase metade da amostra estudada apresentou estilos de vida que requerem modificações e/ou intervenções. Os mais jovens apresentaram estilos mais saudáveis com diferenças por sexo. Os comportamentos saudáveis relacionaram-se positivamente com o bem-estar mental e com a percepção dos seus contextos de desenvolvimento, como as relações afetivas familiares e o ambiente escolar. Conclusões: As descobertas apóiam o desenho de futuros estudos de intervenção que considerem as idades iniciais da adolescência e as diferenças por sexo, especialmente destinadas a melhorar os contextos de desenvolvimento mais próximos, como família, escolas e seus bairros.

ABSTRACT In recent decades Ecuadorian families have experienced parental absence, divorce, economic crisis and the COVID-19 pandemic, conflicts that have altered the interaction and mental health of household members and affected the self-esteem of adolescents. The research purpose was to determine the relationship between family functioning and self-esteem. A non-probabilistic sampling that included 285 students was used. The study was based on a post-positivist paradigm, with a non-experimental, quantitative, descriptive-correlational, and cross-sectional design. Data were collected using the FF-SIL Family Functioning questionnaire and the Rosemberg Self-Esteem scale. Among the main findings it was found that 42.5 % come from moderately functional families and 36.1 % have family dysfunctionality. Meanwhile, 36.1 % have low self-esteem while 34.4 % have medium self-esteem. Family functionality was positively related to self-esteem (r=.553; p<0.05), that is, as family functioning increases or decreases so does self-esteem in adolescents.

RESUMEN En las últimas décadas la familia ecuatoriana ha experimentado ausencia parental, divorcios, crisis económica y la pandemia COVID-19, conflictos que han alterado la interacción y salud mental de los miembros del hogar y afectado la autoestima de los adolescentes. El objetivo de la investigación fue determinar la relación entre el funcionamiento familiar y la autoestima. Se utilizó un muestreo no probabilístico que incluyó a 285 estudiantes. La investigación se fundamentó en un paradigma pos-positivista, con diseño no experimental, de modalidad cuantitativa, con un alcance descriptivo-correlacional y de corte trasversal. Los datos se recogieron mediante el cuestionario de Funcionamiento Familiar FF-SIL y la escala de Autoestima de Rosemberg. Entre los principales hallazgos se encontró que el 42,5 % provienen de familias moderadamente funcionales y el 36,1 % poseen disfuncionalidad familiar. En tanto, el 36.1 % posee una autoestima baja mientras que el 34,4% una autoestima media. La funcionalidad familiar se relacionó de forma positiva con la autoestima (r=,553; p<0,05), es decir, conforme aumenta o disminuye el funcionamiento familiar también lo hace la autoestima en los adolescentes.

Abstract: Parental figures who are in the process of intervention in the Focused Prevention Program of the ex-Sename, present a series of psychosocial problems, including histories of domestic violence or family neglect experienced during their childhood. The present study aims to establish if there is a relationship between having suffered parentalization, presenting alexithymia and low parental competencies. The research used quantitative methodology, with a cross-sectional descriptive-relational design. The sample was purposive and following instruments were applied: Lisa Hooper's Parentalization Inventory, the Toronto Alexithymia Scale and the E2P Positive Parenting Scale. The caregivers who responded to the interviews (about one or more children) were 120, of whom 35 (29%) were men and 85 (71%) women, all of them in the process of intervention in the Focused Prevention Program in a sector of the city of Coquimbo. Statistical analyses included descriptive, correlation and logistic binary regression models. The results show a significant inverse predictive effect indicating that the presence of difficulty in identifying emotions (a dimension of alexithymia) and having been parentalized in childhood predicts that bonding, protective and reflective parenting competencies will be at risk. This could shed light on one of the mechanisms by which neglectful parental care is reproduced in the family.

Resumen: Los padres y/o cuidadores que se encuentran en proceso de intervención en un Programa de Prevención Focalizada de la línea de Protección de Derechos del ex-Sename, presentan una serie de problemáticas psicosociales, entre las cuales destacan historias de violencia intrafamiliar y/o negligencias familiares vividas durante su infancia. El presente estudio tiene por objetivo establecer si existe relación entre haber sufrido parentalización, padecer alexitimia y mostrar bajas competencias parentales. La investigación usó metodología cuantitativa, con un diseño descriptivo-relacional transversal. La muestra fue intencionada y se aplicaron los siguientes instrumentos: el Inventario de Parentalización de Lisa Hooper, la Escala de Alexitimia de Toronto y la Escala de Parentalidad Positiva E2P. Los cuidadores que respondieron las entrevistas (sobre uno o más hijos) fueron 120, de los cuales 35 (29%) fueron hombres y 85 (71%) mujeres, todos ellos en proceso de intervención en el Programa de Prevención Focalizada de un sector de la ciudad de Coquimbo. Se aplicaron estadísticas descriptivas, análisis de correlaciones y modelos de regresión logística binaria. Los resultados muestran un efecto predictivo significativo inverso que indica que la presencia de dificultad para identificar emociones (una dimensión de la alexitimia) y haber sido parentalizado en la infancia predicen que las competencias parentales vinculares, protectoras y reflexivas se encontrarán en riesgo. Esto podría dar luces sobre uno de los mecanismos en que se reproduce el cuidado parental negligente en la familia.

Resumen Antecedentes: la investigación indica que las personas pertenecientes a minorías sexuales tienen un mayor riesgo de sufrir problemas de salud mental. Además, el apoyo parental podría desempeñar un papel protector. El objetivo de este estudio fue examinar, en una muestra representativa de adolescentes, si la orientación sexual estaba relacionada con un mayor riesgo de sufrir problemas de salud mental. Se analizó el posible efecto moderador del apoyo parental en la relación entre la orientación sexual y la salud mental, moderado también por el género de los participantes. Método: participaron 1.790 estudiantes de secundaria. Se evaluaron indicadores de dificultades emocionales y conductuales, depresión, experiencias psicóticas, conducta suicida, bienestar y autoestima. Resultados: se encontraron efectos principales significativos de género y orientación sexual. Tener una orientación sexual diversa (es decir, lesbiana/gay, bisexual y questioning) estaba relacionado con mayores dificultades de salud mental. Además, se encontró una interacción significativa del género y la orientación sexual en la conducta suicida. Por último, el apoyo parental y el género moderaron la relación entre la orientación sexual y la conducta suicida. Conclusiones: estos resultados ponen de manifiesto la importancia de promover la salud mental y el bienestar de los jóvenes pertenecientes a minorías sexuales.

Abstract Background: The scientific literature indicates that people from sexual minorities may be at increased risk for mental health difficulties. Moreover, parental support could play a protective role against poor mental health. The objective of this study was to examine whether a person's sexual orientation was related to a greater risk of mental health problems in a representative sample of adolescents. In addition, the study analyzed the possible moderating effect of parental support in the relationship between sexual orientation and mental health, as also moderated by participant gender. Method: The sample consisted of 1790 secondary-school students. Indicators of emotional and behavioral difficulties, psychotic-like experiences, suicidal behavior, well-being, and self-esteem were assessed. Results: The results indicated significant main effects of gender and sexual orientation. Having a diverse sexual orientation (i.e., lesbian/gay, bisexual and questioning) was related to increased risk of mental health difficulties. Moreover, the results showed a significant interaction effect of gender and sexual orientation on suicidal behavior. Finally, the results showed the moderating effect of parental support and gender in the relationship between sexual orientation and suicidal behavior. Conclusions: These findings highlight the importance of promoting sexual minority youths' mental health and well-being.

Resumen El objetivo del estudio fue identificar las metas de logro y prácticas parentales de apoyo a la autonomía y control psicológico, para determinar la relación entre estas medidas, según el nivel de estudios, el sexo de los progenitores y de los adolescentes de Cuenca, Ecuador. Para ello, se realizó un estudio cuantitativo, relacional de corte transversal con una muestra constituida por 713 madres (Meda d = 43, DT = 7), 543 padres (Medad = 46, DT = 8) y 1085 adolescentes (Medad = 16.1, DT = 1.1). Se aplicó el cuestionario Parental de Metas Orientadas al Logro, adaptado al español del instrumento Parental Achievement Goals AGQ y Autonomy Support Scale. La subteoría de contenido de metas de la teoría de la autodeterminación ha sido la base teórica para explicar que las metas de logro parental orientan el apoyo a la autonomía y el control psicológico. Se emplearon las pruebas .-Student, ANOVA, chi-Cuadrado de independencia para tablas de contingencia y el coeficiente de correlación . de Pearson para establecer la relación lineal de las variables de estudio. Los resultados revelan que las metas de logro dominio de la tarea y éxito en la tarea son predominantes, mientras que la evitación del fracaso en la tarea es baja. Por otro lado, la práctica de apoyo a la autonomía se percibe alta y significativamente mayor al control psicológico. Finalmente, se confirma la relación de las medidas parentales con el nivel de estudios y el sexo de los progenitores y de los adolescentes.

Abstract The importance of parental practices as one the most direct influences on the development of minors and adolescents has generated an increased relevance in recent decades of the study of parental expectations on the psychological adjustment of children. In this sense, the Goal Content Subtheory of Self-Determination Theory has been the theoretical basis to explain that the purpose of human behavior responds to an extrinsic or intrinsic motivation. That is why, extrinsic motivation guides parents towards parental goals: the success of the task and the avoidance of task failure and they adopt more parental control strategies with their progeny, while intrinsic motivation guides the mastery goals of the task which would explain parental support behaviors. The objective of the study was to identify the achievement goals and parenting practices, support for autonomy-psychological control, and to determine the relationship between these parenting measures, according to the sex and educational level of the parents from Cuenca, Ecuador. For this, a quantitative, relational, cross-sectional study was carried out with 713 mothers (Medad = 43, DT = 7), 543 fathers (Medad = 46, DT = 8) and 1 085 adolescents (Medad = 16.1, DT= 1.1). The participants were selected from within 18 educational institutions through a probabilistic sample calculated with a 95 % confidence level, and a 3 % margin of error. For data collection, the Parental Achievement-Oriented Goals questionnaire was applied, adapted to Spanish from the Parental Achievement Goals AGQ instrument; and Autonomy Support Scale. In the data analysis, the T-Student test, ANOVA, Chi-Square, test of independence for contingency tables and the Pearson r correlation coefficient, were used for the linear relationship of the study variables. The results reveal that the achievement goals: mastery of the task and success in the task predominate and the avoidance of failure in the task is low, in terms of the sex of the parents, the parents were oriented towards the mastery of the task while mothers toward goals focused on homework success. Likewise, parents with a low level of education orient themselves to success in the result of the task and the avoidance of failure in the task, while parents with a higher level of education orient their goals of parental achievement towards the mastery of the homework. The perception of support for autonomy is high and significantly upper than the psychological control of the parents, it was found that the manifestation of support “being aware of accepting and acknowledging the child's feelings” is the most valued statement in the mother in relation to the dad. On the other hand, adolescents perceive greater psychological control from mothers than from fathers, in the demonstrations “threatening to punish the child” and “induce guilt”. Regarding the level of studies of the parents, the results indicate that the higher the level of studies, the greater the support for autonomy and when is lower the level of studies, there is greater psychological control. This research has confirmed the relationship between the level of education of the parents, the sex the adolescent and parents with the goals of parental achievement, support and psychological control; this shows that these characteristics affect parental practices. It is necessary for future research to attention on the educational level of the parents, as this is one of the most consistent family variables that can favor appropriate parental goals and practices for the psychosocial adjustment of the children.

Abstract We investigate the relationship between parentality and careers in a Norwegian corporation in Brazil, and using Joan Acker’s theory Gendered Organizations, we study how parental life could affect work life. Acker’s framework, especially Process 4: ‘the internal mental work of individuals making sense of their place and opportunities in the gendered organization’ is useful on societal, organizational and individual levels. We develop the framework by comparing men’s and women’s mental work regarding parentality and career opportunities. Results show that women want longer leaves, knowing that maternity is an obstacle. Men do not want longer father leave, and do not see fatherhood as obstacle. However, women agree with men about the company being supportive of their family life. We question the idea of “choices” for women since maternity is central when obstacles to careers are analyzed. Discrimination is blunt; women see it, even if they do not know how exactly it works. “Having it all” is a central theme of lack of satisfaction for women, in Brazil as elsewhere. Exporting gender equality in the context of this multinational company might be more an expectation, perception and/or myth than a reality, despite the current official statements. An analysis based on Acker and Brazilian authors point to the need of approaching organizations/careers x family considering e.g. parentality and care work, rather than maternity only. This work offers practical contributions to the diversity discussion and we suggest, for further studies, inclusion of e.g. race/ethnicity, sexual orientation, and class.

Resumo Investigamos a relação entre parentalidade e carreira em uma corporação norueguesa no Brasil, pelas lentes da teoria das Organizações Generificadas de Joan Acker. A estrutura de Acker, especialmente o Processo 4: “o trabalho mental interno de indivíduos dando sentido ao seu lugar e oportunidades na organização generificada” é útil nos níveis social, organizacional e individual. Desenvolvemos a estrutura comparando o trabalho mental de homens e mulheres em relação à parentalidade e oportunidades de carreira. Os resultados mostram que as mulheres querem licença maternidade mais longa, sabendo que a maternidade é um obstáculo. Os homens não querem licença paterna mais longa e não veem a paternidade como obstáculo. No entanto, ambos concordam a respeito do apoio da empresa à vida familiar. Questionamos a ideia de “escolhas” para as mulheres, uma vez que a maternidade é central quando se analisam os obstáculos à carreira. A discriminação é direta; as mulheres veem, mesmo que não saibam exatamente como funciona. “Ter Tudo” é um tema central da insatisfação das mulheres, tanto no Brasil quanto em outros lugares. A exportação de igualdade de gênero no contexto desta empresa multinacional pode ser mais uma expectativa, percepção e/ou mito do que uma realidade, apesar dos discursos oficiais. Uma análise das pesquisas de Acker e autoras brasileiras aponta a necessidade de abordar organizações/carreiras x família considerando parentalidade e trabalho do cuidado, ao invés de maternidade apenas. Este trabalho oferece contribuições práticas para a discussão da diversidade e sugerimos, para estudos posteriores, a inclusão de raça/etnia, orientação sexual e classe.

Resumen El rol parental en el desarrollo del aprendizaje de los niños constituye, en el presente, una parte de la discusión en el campo psicoeducativo. Aunque las competencias parentales (PC) y las funciones ejecutivas (EF) han sido investigadas por la psicología y la neuropsicología, su relación con las competencias académicas permanece abierta para ser estudiada a profundidad. El objetivo de esta investigación es analizar el efecto de los PC percibidos por los padres en EF comportamentales y las mediciones basadas en el desempeño de las competencias lectoras y matemáticas en niños. Trabajamos con 131 niños y niñas de colegio, entre 9 y 11 años, y sus padres. Se hizo uso del Análisis Multivarial de Variación (MANOVA) y el modelo de ecuación estructural (SEM). Los resultados indican que las habilidades parentales desde la perspectiva de los padres poseen un efecto significativo en las EF, la lectura y las habilidades matemáticas. De forma que los modelos mejor ajustados indican que las EFs median la relación entre las habilidades parentales, lectoras y matemáticas.

Abstract The role of parenting in the development of children’s learning constitutes, at present, part of the discussion in the psychoeducational field. Although parental competences (PC) and executive functions (EF) have been investigated by psychology and neuropsychology, their relationship with academic competences remains to be fully studied. The aim of this investigation was to analyze the effect of PC perceived by parents on behavioral EF and performance-based measures of reading and mathematical competences in children. We worked with 131 school children of both sexes, between 9 and 11 years old, and their respective parents. Multivariate Analysis of Variance (MANOVA) and structural equation model (SEM) were used. The results indicate that parental skills from the parents’ perspective have a significant effect on EF, reading, and mathematical skills. However, the best fit model indicates that EFs mediate the relationship between parenting skills and reading and math skills.

ABSTRACT Background/Objectives: Current research has identified direct victimization at home as one of the main predictors of child-to-parent violence (CPV). However, the mechanisms involved in this relationship have not been studied. Thus, we first analyze the differences between CPV offenders and offenders who have committed other types of offenses, as well as the differences between two types of CPV offenders: specialists (those who have only committed CPV) and generalists (those who have committed CPV in addition to other offenses), in multiple risk factors. Next, we specifically examine direct victimization at home and its relationship with social-cognitive processing in CPV. Method: The sample consisted of 208 Spanish young offenders recruited from the Juvenile Justice Service (163 males) aged 14-20 years. Concretely, 83 were CPV offenders, 126 other offenders and concerning the CPV group, 57 were specialists and 26 generalists. A wide range of individual, family, and social variables were evaluated. Results: Compared to other offenders, CPV offenders show more socio-cognitive difficulties, less parental warmth and more parental criticism/rejection, more direct victimization at home and more vicarious victimization at school and in the street. Specialist and generalist CPV offenders differ significantly in their characteristics, with the generalists showing a more negative profile than the specialists. The most important result is that direct victimization at home is linked to social-cognitive processing, and, while some of the variables (anticipation of positive consequences and justification of violence) are positively related to CPV motivated by instrumental reasons, other variables (anger and aggressive response access) are positively related to CPV motivated by reactive reasons. Conclusions: Dysfunctional social-cognitive processing is implicated in the relationship between direct victimization at home and CPV, varying the components involved depending on the reasons for the violence. It is discussed the implications of the obtained results for research and professional practice.

RESUMEN Antecedentes/Objetivos: La investigación actual ha identificado a la victimización directa en el hogar como uno de los principales predictores de la violencia filio-parental (VFP). Sin embargo, los mecanismos implicados en esta relación no han sido estudiados. Así, en el presente estudio analizamos, en primer lugar, las diferencias entre jóvenes infractores con delitos relacionados con la VFP y jóvenes infractores con otro tipo de delitos, así como las diferencias entre dos tipos de infractores: especialistas (los que han cometido sólo delitos relacionados con la VFP) y generalistas (los que han cometido delitos relacionados con la VFP y además otros delitos), en múltiples factores de riesgo. A continuación, examinamos específicamente la victimización directa en el hogar y su relación con el procesamiento socio-cognitivo en la VFP. Método: La muestra estuvo compuesta por 208 jóvenes infractores españoles reclutados en el Servicio de Justicia Juvenil (163 chicos) con edades comprendidas entre los 14 y los 20 años. Concretamente, 83 con delitos relacionados con la VFP (57 especialistas y 26 generalistas) y 126 con otros delitos. Se evaluó una amplia gama de variables individuales, familiares y sociales. Resultados: En comparación con otros infractores, los jóvenes con delitos relacionados con la VFP muestran más dificultades socio-cognitivas, menos calidez parental y más crítica/rechazo parental, más victimización directa en el hogar y más victimización vicaria en la escuela y en la calle. Los especialistas y generalistas difieren significativamente en sus características, mostrando los generalistas un perfil más negativo que los especialistas. Más importante, la victimización directa en el hogar se vincula con el procesamiento socio-cognitivo y, mientras algunas de las variables (anticipación de consecuencias positivas y justificación de la violencia) se relacionan positivamente con la VFP motivada por razones instrumentales, otras variables (ira y acceso de respuesta agresiva) se relacionan positivamente con la VFP motivada por razones reactivas. Conclusiones: El procesamiento socio-cognitivo disfuncional está implicado en la relación entre la victimización directa en el hogar y la VFP, variando los componentes involucrados según los motivos de la violencia. Se discuten las implicaciones de los resultados obtenidos para la investigación y la práctica profesional.

Resumen La violencia contra las mujeres es un tema que ha resonado a través de los años y se ha manifestado al interior del espacio escolar. Asimismo, se ha relacionado con variables como el sentido de pertenencia, la autoeficacia, el miedo al fracaso y el apoyo emocional parental. Por tanto, el objetivo de este estudio fue determinar la relación entre dichas variables. La muestra estuvo compuesta por 3,826 mujeres y se utilizó el cuestionario de PISA 2018, junto con índices de escala (variables). Para comprobar el modelo teórico, se aplicó el análisis de senderos, llegándose a encontrar relaciones directas del sentido de pertenencia, miedo al fracaso y apoyo emocional parental con la violencia escolar, así como una relación indirecta de la autoeficacia con la violencia escolar. En conclusión, es importante que las escuelas tomen en cuenta las variables analizadas para prevenir la violencia escolar contra las mujeres en el bachillerato.

Abstract Violence against women is a topic that has resonated through the years and this has been manifested within the school space, likewise, it has been related to variables such as the sense of belonging, self-efficacy, fear of failure and the parental emotional support, therefore, the objective was to determine the relationship between these variables. It was a sample of 3,826 women; the instrument used was the PISA 2018 questionnaire and scale indices (variables) were used. To verify the theoretical model, the path analysis was applied, finding direct relationships between the sense of belonging, fear of failure and parental emotional support with school violence and an indirect relationship between self-efficacy and school violence. In conclusion, it is necessary that schools take into account the variables analyzed since they will be preventing school violence in baccalaureate women.

Resumo A violência contra a mulher é um tema que tem repercutido ao longo dos anos e tem se manifestado no espaço escolar. Da mesma forma, tem sido relacionado a variáveis como o sentimento de pertencimento, autoeficácia, medo do fracasso e suporte emocional dos pais. Portanto, o objetivo deste estudo foi determinar a relação entre essas variáveis. A amostra foi composta por 3.826 mulheres e foi utilizado o questionário PISA 2018, juntamente com os índices da escala (variáveis). Para verificar o modelo teórico, aplicou-se a path analysis, encontrando relações diretas entre o sentimento de pertença, o medo do fracasso e o suporte emocional parental com a violência escolar, bem como uma relação indireta entre a autoeficácia e a violência escolar. Em conclusão, é importante que as escolas levem em consideração as variáveis analisadas para prevenir a violência escolar contra a mulher no ensino médio.

In recent decades Ecuadorian families have experienced parental absence, divorce, economic crisis and the COVID-19 pandemic, conflicts that have altered the interaction and mental health of household members and affected the self-esteem of adolescents. The research purpose was to determine the relationship between family functioning and self-esteem. A non-probabilistic sampling that included 285 students was used. The study was based on a post-positivist paradigm, with a non-experimental, quantitative, descriptive-correlational, and cross-sectional design. Data were collected using the FF-SIL Family Functioning questionnaire and the Rosemberg Self-Esteem scale. Among the main findings it was found that 42.5 % come from moderately functional families and 36.1 % have family dysfunctionality. Meanwhile, 36.1 % have low self-esteem while 34.4 % have medium self-esteem. Family functionality was positively related to self-esteem (r=.553; p&lt;0.05), that is, as family functioning increases or decreases so does self-esteem in adolescents.

En las últimas décadas la familia ecuatoriana ha experimentado ausencia parental, divorcios, crisis económica y la pandemia COVID-19, conflictos que han alterado la interacción y salud mental de los miembros del hogar y afectado la autoestima de los adolescentes. El objetivo de la investigación fue determinar la relación entre el funcionamiento familiar y la autoestima. Se utilizó un muestreo no probabilístico que incluyó a 285 estudiantes. La investigación se fundamentó en un paradigma pos-positivista, con diseño no experimental, de modalidad cuantitativa, con un alcance descriptivo-correlacional y de corte trasversal. Los datos se recogieron mediante el cuestionario de Funcionamiento Familiar FF-SIL y la escala de Autoestima de Rosemberg. Entre los principales hallazgos se encontró que el 42,5 % provienen de familias moderadamente funcionales y el 36,1 % poseen disfuncionalidad familiar. En tanto, el 36.1 % posee una autoestima baja mientras que el 34,4% una autoestima media. La funcionalidad familiar se relacionó de forma positiva con la autoestima (r=,553; p&lt;0,05), es decir, conforme aumenta o disminuye el funcionamiento familiar también lo hace la autoestima en los adolescentes.

Nas últimas décadas, a família equatoriana vivenciou ausência dos pais, divórcio, crise econômica e a pandemia do COVID-19, conflitos que alteraram a interação e a saúde mental dos membros da família e afetaram a autoestima dos adolescentes. O objetivo da pesquisa foi determinar a relação entre funcionamento familiar e auto-estima. Foi utilizada uma amostragem não probabilística que incluiu 285 alunos. A investigação assentou num paradigma pós-positivista, de desenho não experimental, de modalidade quantitativa, de âmbito descritivo-correlacional e transversal. Os dados foram coletados por meio do Questionário de Funcionamento Familiar FF-SIL e da Escala de Autoestima de Rosemberg. Entre os principais achados, constatou-se que 42,5% vêm de famílias moderadamente funcionais e 36,1% apresentam disfunção familiar. Enquanto isso, 36,1% têm baixa autoestima enquanto 34,4% têm média autoestima. A funcionalidade familiar relacionou-se positivamente com a autoestima (r=0,553; p&lt;0,05), ou seja, à medida que o funcionamento familiar aumenta ou diminui, também aumenta a autoestima dos adolescentes.