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European Journal of Psychology of Education

, Volume 24, Issue 3, pp 405–419 | Cite as

Parents’ perceptions of their child’s resilience and competencies

  • Riitta KärkkäinenEmail author
  • Hannu Räty
  • Kati Kasanen
Article

Abstract

This study examined parental views of their child’s educability through the parents’ perceptions of their child’s resilience. The purposes of the study were: (1) to examine psychometric properties of the rating scale created to measure parental views of their child’s educational and psychological resilience, (2) to explore whether the parents’ views of the child’s resilience were related to their notions of the child’s competencies and (3) to examine how parents’ perceptions of their child’s resilience were related to the parent’s social position and the child’s gender. Data were collected by questionnaire from the parents of fifth-grade children (N=391). The parental rating scale consisted of three dimensions of resilience, all with satisfactory reliability. Parents’ views of their child’s resilience were related to their perceptions of child’s abilities and school success, suggesting that the parental rating scale had concurrent validity. The results also indicated that parents’ views of their child’s resilience were related to their gender and education and to the child’s gender. Furthermore, parents’ views of their child’s educational resilience, based on parents’ trust in their child’s internal capacities, were related to the parental definition of their child’s cognitive-verbal competencies, in particular.

Key words

Competencies Educational and psychological resilience Gender and educational differences Parental rating scale 

Résumé

Cetter étude a examiné la façon dont les parents conçoivent l’éducabilité de leur enfant au travers de leur propre perception de la résilience de l’enfant. Les objectifs de cette étude étaient (1) d’examiner les propriétés psychométriques de l’échelle créée pour mesurer les points de vue parentaux sur la résilience éducative et psychologique de l’enfant, (2) d’explorer si ces points de vue sur la force de résistance de leur enfant étaient liés dans l’esprit des parents aux compétences de celui-ci et (3) de considérer comment les perceptions des parents de la résilience de leur enfant étaient liées à leur propre position sociale et au sexe de l’enfant. Les données ont été récoltées au moyen d’un questionnaire soumis aux parents d’élèves de CM2 (5ème classe, 11–12 ans) (N=391). L’échelle parentale comprenait trois dimensions de résilience, chacune ayant un degré de fiabilité satisfaisant. Le point de vue parental sur la résilience de leur enfant était lié à leur perception des aptitudes et de la réussite scolaire de celui-ci, suggérant ainsi que l’échelle de mesure attribuée aux parents avait une validité concrète. Les résultats ont aussi indiqué que la façon dont les parents perçoivent la résilience de leur enfant est liée à leur position sociale, à leur sexe, ainsi qu’au sexe de l’enfant. En outre, le point de vue parental sur la résilience éducative de leur enfant, fondé sur la confiance de ceux-ci en les capacités innées de l’enfant, était tout particulièrement relié à leur définition des compétences verbo-cognitives de l’enfant.

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Copyright information

© Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands 2009

Authors and Affiliations

  • Riitta Kärkkäinen
    • 1
    Email author
  • Hannu Räty
    • 1
  • Kati Kasanen
    • 1
  1. 1.Department of PsychologyUniversity of JoensuuJoensuuFinland

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