Artículo
Building a composite factorial score for the assessment of quality of parent–child relationships in adolescence
Autor/es | García Moya, Irene
Moreno Rodríguez, María del Carmen Jiménez Iglesias, Antonia María |
Departamento | Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación |
Fecha de publicación | 2013 |
Fecha de depósito | 2023-12-04 |
Publicado en |
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Resumen | The quality of parent–child relationships has important implications for adolescent development and well-being. However, whereas numerous measures of specific dimensions contributing to quality of parent–child relationships ... The quality of parent–child relationships has important implications for adolescent development and well-being. However, whereas numerous measures of specific dimensions contributing to quality of parent–child relationships are available, scales that provide a global assessment of this content are scarce. Consequently, the assessment of quality of parent–child relationships poses a challenge to the researcher, especially when the need exists to consider its main aspects but long instruments can not be used due to diverse circumstances. This paper presents a composite factorial score on quality of parent–child relationships developed from four short measures of affection, communication, parental knowledge and family satisfaction that can contribute to solving some of those difficulties. This composite score can be a useful tool to assess quality of parent–child relationships, especially for studies devoted to the study of the relationships between experiences within the family and the adolescent's well-being. |
Agencias financiadoras | Ministerio de Sanidad, Política Social e Igualdad. España Universidad de Sevilla Ministerio de Educación. España |
Identificador del proyecto | AP2009–0978 |
Cita | García Moya, I., Moreno Rodríguez, M.d.C. y Jiménez Iglesias, A.M. (2013). Building a composite factorial score for the assessment of quality of parent–child relationships in adolescence. European Journal of Developmental Psychology, 10 (5), 642-648. https://doi.org/10.1080/17405629.2012.707781. |
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