Learning and Parenting in Spanish Environments: Prosocial Behavior, Aggression, and Self-Concept

Gema Bagán,Anna Llorca,Ana M Tur-Porcar

doi:10.3390/su11195193

Abstract

The psychology of sustainability and sustainable development is related to improvements in people’s quality of life in different environments, including the family. Based on this theoretical approach, this study explores the relationships between parenting styles (maternal and paternal support, control, and neglect) and prosocial behavior, aggression, and self-concept of children from Spain aged 4–7 years (M = 5.81; DS = 1.05). Participants were 635 boys and girls (53.7% boys; 46.3% girls) from Valencia and Castellón (Spain). Most parents had low educational levels and low-qualified, temporary jobs. Over 82% of participants were from Spain. The other participants were from Western Europe, Eastern Europe, Latin America, Sub-Saharan Africa, North Africa, and Southeast Asia. The results indicate that maternal support and control have the strongest relationships with children’s prosocial behavior, aggression, and self-concept, fundamentally as predictors of self-concept and aggression. According to children’s perceptions, maternal parenting plays a more prominent role than paternal parenting. Authoritarian and neglectful parenting at these ages seems to be perceived less negatively than at other ages, and the effects of such parenting may arise at a later age. Furthermore, prosocial behavior and self-concept curb aggression. These results can support the design of interventions in childhood.

Highlights

Socialization during childhood primarily occurs through family relations
We observed that paternal support and maternal support were positively related to prosocial behavior and self-concept, whereas the relationship with physical and verbal aggression was negative (Table 1)
We explored the possibilities created by the psychology of sustainability to analyze the relationships between parenting styles and the development of children’s behaviors and emotions

Summary

Introduction

Socialization during childhood primarily occurs through family relations. According to the psychology of sustainability, the concept of sustainability must be broadened to embrace the psychological dimension of human development [1]. The psychology of sustainability can enrich the traditional view of sustainability Instead of limiting this view to ecology, equity, and the economy, the psychology of sustainability deals with sustainability in terms of improvement in the quality of life of people in a range of contexts, thereby encouraging sustainable development [1,2,3]. During the early years of development, proximal and contextual factors are essential for the development of cognitive or social skills as well as the way in which an individual understands relationships in the future [5,6]. Among these factors, parenting occupies a crucial position

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Conclusion