Diverse academic research about child education and its relationships with children’s psychological development has been conducted ever since the last century. The object of this study was to analyze quality in family interaction and parental stress of fathers and mothers whose children who are in the phase of transition to the first year of primary education and the relationships of these factors with these children’s self-concept, social skills and behavior problems. The participants were 39 children (5.9 years), their mothers (n=39) and their fathers (n=25) who answered the Family Interaction Quality Scales, the Parental Stress Index, the Preschool and Kindergarten Behavior Skills and the Child Self-Concept Perception Scales. The results indicated several significant correlations/relationships and lead to three models of multiple linear regression, whereby the predictive value of the variable relating to the children’s social skills stood out. Quality in family interaction can therefore be both a decisive source of security and well-being and also an environment propitious to externalizing behaviors which hinders children’s formation of positive self-concept and an adequate repertoire of social skills.
Stasiak, G. R., Dobrianskyj Weber, L. N., & Tucunduva, C. (2014). Qualidade na Interação Familiar e Estresse Parental e suas Relações com o Autoconceito, Habilidades Sociais e Problemas de Comportamento dos Filhos. Psico, 45(4), 494. https://doi.org/10.15448/1980-8623.2014.4.15846