Child Indicators Research

, Volume 8, Issue 1, pp 93–109 | Cite as

Adolescents’ Perspective on Their Participation in the Family Context and its Relationship with Their Subjective Well-Being

  • Mònica González
  • Ma Eugènia Gras
  • Sara Malo
  • Dolors Navarro
  • Ferran Casas
  • Mireia Aligué
Article

Abstract

Although several authors (Casas 1994) and international organizations (Council of Europe 1998) have emphasized the importance of promoting the participation of children in families, scientific studies on this topic are scarce. Even fewer studies address the link between participation and subjective well-being (SWB). The aim of the present study is to explore different elements of family dynamics that may contribute to adolescents’ participation in the family and its relationship with SWB. Participation in the family context refers to the possibilities given to children and adolescents to openly communicate their opinions and interests in their families, to involve themselves in decisions that affect both them and their family, and to assume some responsibilities in the home that are consistent with their stage of development (Casas et al. 2008; UNICEF 2003). Data have been collected from a representative Spanish sample of 5934 adolescents in the 1st year of compulsory secondary education (M = 12.09, SD = 0.69). The results show that girls report more participation in the family than boys. Participation in the family context is related to: (a) the frequency of having a good time as a family; (b) the frequency of learning things with the family; (c) children’s perception of having their own space at home; (d) their evaluation of having a good time as a family; (e) satisfaction with the space they have at their disposal at home; and (f) satisfaction with the people they live with. Unlike girls, for boys the frequency of having a good time as a family predicts their perception of participation in the family context. Adolescents who perceive that they participate more in decisions taken in the family home display higher scores on well-being. Girls who perceive that they participate at home score higher than boys on two of the three scales used to measure well-being. Results will be discussed in the light of their implications for the implementation of the UN Convention on the Rights of the Child and the development of childhood policies.

Keywords

Family participation Adolescence Subjective well-being Binary logistic regression 

References

  1. Alkire, S. (2002). Valuing freedoms. Oxford: Oxford University Press.CrossRefGoogle Scholar
  2. Alkire, S. (2005). Subjective quantitative studies of agency. Social Indicators Research. doi:10.1007/s11205-005-6525-0.Google Scholar
  3. Apud, A. (2005). Participatión infantil. Enrédate con UNICEF. Formación del profesorado. Google Scholar
  4. Argyle, M. (1993). Psicología y calidad de vida. Intervención Psicosocial, 2(6), 5–15.Google Scholar
  5. Butler, I., Robinson, M., & Scanlan, L. (2005). Children and decision making. London: National Children’s Bureau.Google Scholar
  6. Calvo, A. J., González, R., & Martorell, M. C. (2001). Variables relacionadas con la conducta prosocial en la infancia y adolescencia: personalidad, autoconcepto y género. Infancia y Aprendizaje: Journal for the Study of Education and Development. doi:10.1174/021037001316899947.Google Scholar
  7. Campbell, A., Converse, P. E., & Rodgers, W. L. (1976). The quality of American life: Perceptions, evaluations and satisfactions. New York: Russell Sage.Google Scholar
  8. Casas, F. (1994). Children’s participation in European society. Conference on evolution of the role of children in family life: participation and negotiation. Madrid: Council of Europe & Ministerio de Asuntos Sociales.Google Scholar
  9. Casas, F. (2002). Políticas y Servicios para la Infancia en Europa. In F. Casas & C. Gómez-Granell (Eds.), Infancia, familia y calidad de Vida (pp. 3–22). Barcelona: Instituto de Infancia y mundo Urbano (CIIMU).Google Scholar
  10. Casas, F., & Bello, A. (2012). Calidad de vida y bienestar infantil subjetivo en España. ¿Qué afecta al bienestar de niños y niñas españoles de 1° de ESO? Madrid: UNICEF.Google Scholar
  11. Casas, F., González, M., Montserrat, C., Navarro, D., Malo, S., Figuer, C., & Bertran, I. (2008). Informe técnico sobre experiencias de participación social efectiva de niños, niñas y adolescentes (principalmente europeas). Madrid: Ministerio de Educación, Política Social y Deporte. http://www.observatoriodelainfancia.msps.es/documentos/2009-participacioninfantilene.pdf. Accessed 25 May 2014.Google Scholar
  12. Casas, F., Coenders, G., González, M., Malo, S., Bertran, I., & Figuer, C. (2012a). Testing the relationship between parents’ and their children’s subjective wellbeing. Journal of Happiness Studies. doi:10.1007/s10902-011-9305-3.Google Scholar
  13. Casas, F., Bello, A., González, M., & Aligué, M. (2012b). Personal well-being among Spanish adolescents. Journal of Social Research & Policy, 3(2), 19–45.Google Scholar
  14. Council of Europe. (1991). Specific social problems associated with recent changes in family structures. Varieties of welfare provision and Young and children in difficulty. Strasbourg: CDPS, Ps-ED, Project III 4.Google Scholar
  15. Council of Europe (1998). Recommendation No. R (98) 8 of the committee of Ministers to member states on Children’s Participation in family and social life. Adopted by the Committee of Ministers on 18th September 1998 at the 641st meeting of the Ministers’ Deputies.Google Scholar
  16. Cummins, R. A., & Cahill, J. (2000). Avances en la comprensión de la calidad de vida subjetiva. Intervención psicosocial, 9(2), 185–198.Google Scholar
  17. Cummins, R. A., & Lau, A. (2005). Manual: Personal wellbeing index-school children. Third Edition. Resource document (3rd ed.). Melbourne: Australian Centre on Quality of Life, Deakin University. http://www.excellenceforchildandyouth.ca/sites/default/files/meas_attach/Personal_Wellbeing_Index_-_School-Age_Children_(PWI-SC)_m.pdf. Accessed 12 April 2014.Google Scholar
  18. Cummins, R. A., Eckersley, R., Van Pallant, J., Vugt, J., & Misajon, R. (2003). Developing a national index of subjective well-being: the Australian unity well-being index. Social Indicators Research. doi:10.1023/A:1024704320683.Google Scholar
  19. Davey, C. (2010). Children’s participation in decision-making a summary report on progress made up to 2010. London: Participation Works.Google Scholar
  20. De Oliva, A., Gutierrez, M., & Camacho, P. (2006). Derechos y participación en la infancia. Propuestas socioeducativas. Madrid: Cruz Roja Juventud.Google Scholar
  21. Diener, E. (1994). El bienestar subjetivo. Intervención Psicosocial, 3(8), 67–113.Google Scholar
  22. Fernández-Barrera, J. (2009). Los niños y las niñas: ¿Ciudadanos de hoy o de mañana? Revista alternativas. Cuadernos de Trabajo Social, 16(111–126).Google Scholar
  23. Frydenberg, E., & Lewis, R. (1993). Boys play sport and girls turn to others: age, gender and ethnicity as determinants of coping. Journal of Adolescence. doi:10.1006/jado.1993.1024.Google Scholar
  24. Hammarberg, T. (2007). Les enfants ont doit d’être entendus et les adultes le devoir de les écouter. Conferència a la Journée internationale des droits de l’enfant. Varsovia.Google Scholar
  25. Huebner, E. S. (1991). Correlates of life satisfaction in children. School Psychology Quarterly, 6, 103–11.CrossRefGoogle Scholar
  26. Lansdown, G. (2001). Promoviendo la participación de los niños en la toma de decisiones democráticas. Florencia: UNICEF Centro Innocenti.Google Scholar
  27. Maganto, J. M., Bartau, I., & Etxeberría, J. (2003). La participación de los hijos en el trabajo familiar. Revista de Investigación Educativa, 21(1), 249–269.Google Scholar
  28. Martín, E., Rodríguez, V., & Marchesi, A. (2003). Encuesta sobre las relaciones de convivencia en los centros escolares y en la familia. Instituto de Evaluación y Asesoramiento Educativo. Madrid: Centro de Innovación Educativa FUHEM. https://www.fuhem.es/media/educacion/File/encuestas/ENCUESTA_SOBRE_CONVIVENCIA.pdf . Accessed 14 May 2014.Google Scholar
  29. McAuley, C., Mackeown, C., & Merriman, B. (2012). Spending time with family and Friends: Children’s views on relationships and shared activities. Child Indicators Research, 5. doi: 10.1007/s12187-012-9158-2.Google Scholar
  30. Meil, G. (2006). Padres e hijos en la España actual. Madrid: Fundación “La Caixa”.Google Scholar
  31. Musitu, G., & Cava, M. J. (2003). El rol del apoyo social en el ajuste de los adolescentes. Intervención Psicosocial, 12(2), 179–192.Google Scholar
  32. Navarro, D. (2011). La participació social dels adolescents en el context escolar i el seu benestar personal: estudi psicosocial d’una experiència participativa. Doctoral thesis. Universitat de Girona. http://www.tdx.cat/handle/10803/52645. Accessed 22 May 2014.
  33. Parmentier, B. (2008). Summary and conclusions. European seminar towards a culture of child participation. Florence: ChildONE European Network of National Observatories on Childhood.Google Scholar
  34. Pérez, P. M., & Cánovas, P. (1995). Relaciones familiares y valores: análisis intergeneracional. Infancia y sociedad, 29, 117–145.Google Scholar
  35. Planeta. (2005). Una estrategia global para fomentar la participación de los alumnos de Educación Primaria. Spain: Planeta Editorial.Google Scholar
  36. Promundo. (2008). Prácticas familiares y participación infantil a partir de la visión de los ninos y adultos: un estudio exploratorio en América Latina y el Caribe. Rio de Janeiro: Viveiros de Castro Editora.Google Scholar
  37. Rodríguez, M. C., Peña, J. V., & Inda, M. (2011). La participación de los niños y niñas en las labores domésticas: Análisis discursivo de las opiniones parentales. Barcelona: XII Congreso Internacional de Teoría de la Educación. Autonomía y responsabilidad en educación. Contextos de aprendizajes y educación en el siglo XXI.Google Scholar
  38. Sastre, G., & Moreno, M. (2000). Nuevas perspectivas sobre el razonamiento moral. Educação e Pesquisa, 26(2), 123–135.Google Scholar
  39. Sastre, G., Moreno, M., & Pavón, T. (1998). Cultura de género y diversidad en el razonamiento moral. Educar, 22, 141–153.Google Scholar
  40. Sastre, G., Moreno, M., & Pavón, T. (2003). La construcción del razonamiento moral: El sentimiento de culpa. Anuario de psicología, 34(2), 191–201.Google Scholar
  41. Sinclair, R. (2004). Participation in practice: making it meaningful, effective and sustainable. Children & Society, 18(2), 106–118. doi:10.1002/chi.817.CrossRefGoogle Scholar
  42. Suriel, A. (2006). Derecho a la participación de los niños, niñas y adolescentes. Guía práctica para su aplicación. República Dominicana: UNICEF.Google Scholar
  43. Tomyn, A., & Cummins, R. A. (2011). The subjective wellbeing of high-school students: validating the personal wellbeing index—school children. Social Indicators Research, 101(3), 405–418. doi:10.1007/s11205-010-9668-6.CrossRefGoogle Scholar
  44. Torres, A. (2009). La educación para el empoderamiento y sus desafios. SAPIENS. Revista Universitaria de Investigación, 10(1), 89–108.Google Scholar
  45. UNICEF. (2003). The state of the world’s children. New York: UNICEF.Google Scholar
  46. United Nations (1989). Convention on the Rights of the Child.Google Scholar
  47. United Nations. (2010). Report of the committee on the rights of the child. General assembly. Official records. Sixty-fifth session. Supplement n.. 41. Geneve: Centre International de conferences de Genève (CICG).Google Scholar
  48. Youniss, J., & Ketterlinus, R. D. (1987). Communication and connectedness in mother – and father- adolescent relationships. Journal of Youth and Adolescence. doi:10.1007/BF02139094.Google Scholar
  49. Zani, B. (1993). Dating and interpersonal relationships in adolescence. In S. Jackson & H. Rodriguez-Tomé (Eds.), Adolescence and its social worlds (pp. 95–119). Hillsdale: Erlbaum.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  • Mònica González
    • 1
  • Ma Eugènia Gras
    • 1
  • Sara Malo
    • 1
  • Dolors Navarro
    • 1
  • Ferran Casas
    • 1
  • Mireia Aligué
    • 1
  1. 1.Quality of Life Research InstituteUniversity of GironaGironaSpain

Personalised recommendations