Titulo:
Explorando la relación entre los estilos parentales, el autoconcepto y la metacognición subjetiva y objetiva de los niños
.
Sumario:
Objetivo. Examinar la relación entre los estilos parentales (de madres y padres), el autoconcepto de los niños y las medidas subjetivas y objetivas de metacognición, e investigar si el autoconcepto y el estilo parental predijeron la metacognición. Metodología. Diseño correlacional cuantitativo en el que se trabajo con una muestra por conveniencia de 196 estudiantes pertenecientes a una institución educativa de carácter oficial. Empleando una serie de modelos de regresión de mínimos cuadrados ordinarios (MCO), el estudio examinó hasta qué punto los estilos parentales de la madre y el padre, así como el autoconcepto de los niños, predijeron la conciencia metacognitiva subjetiva y el monitoreo metacognitivo objetivo de los niños. Resultados. L... Ver más
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Latinoamericana de Estudios de Familia - 2021
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Explorando la relación entre los estilos parentales, el autoconcepto y la metacognición subjetiva y objetiva de los niños Exploring the relation between parenting style and children’s self-concept and subjective and objective metacognition Objetivo. Examinar la relación entre los estilos parentales (de madres y padres), el autoconcepto de los niños y las medidas subjetivas y objetivas de metacognición, e investigar si el autoconcepto y el estilo parental predijeron la metacognición. Metodología. Diseño correlacional cuantitativo en el que se trabajo con una muestra por conveniencia de 196 estudiantes pertenecientes a una institución educativa de carácter oficial. Empleando una serie de modelos de regresión de mínimos cuadrados ordinarios (MCO), el estudio examinó hasta qué punto los estilos parentales de la madre y el padre, así como el autoconcepto de los niños, predijeron la conciencia metacognitiva subjetiva y el monitoreo metacognitivo objetivo de los niños. Resultados. Los estilos parentales de los padres y las madres predijeron la metacognición en tres dominios del aprendizaje (comprensión lectora, matemáticas y similitudes), aunque de diferentes maneras. Además, los autoconceptos de los niños también predijeron la metacognición en los tres dominios. Conclusión. La educación de los niños debe extenderse más allá del contexto de la escuela para incluir a la familia. Estos esfuerzos de extensión educativa deben incorporar procesos de intervención en la formación de los niños en los que se considere no sólo cómo la vida familiar afecta los resultados del aprendizaje y el desempeño de los niños en diferentes campos de los dominios académicos, sino también cómo la vida familiar afecta las habilidades metacognitivas durante la infancia. Objective. To examine the relationship between parenting styles (of mothers and fathers), children’s self-concept, and subjective and objective measures of metacognition, and to investigate whether self-concept and parenting style predicted metacognition. Methodology. A convenience sample of 196 students who belong to an official educational institution was used; this study implemented a quantitative correlational design. The study also used a series of ordinary least squares (OLS) regression models to examine the extent to which mothers’ and fathers’ parenting styles as well as children’s self-concept predicted children’s subjective metacognitive awareness and objective metacognitive monitoring. Results. Parenting styles predicted metacognition in three learning domains (reading comprehension, mathematics, and similarities), although in different ways. Furthermore, children’s self-concepts also predicted metacognition in all three domains. Conclusion. Education must extend beyond school and children to include family. These educational outreach efforts should incorporate more than just how family life affects learning outcomes, such as children’s performance in academic domains, but also how family life affects children’s metacognitive abilities. Gutiérrez de Blume, Antonio P. Montoya Londoño, Diana Marcela García Gómez, María Eugenia Osorio Cárdenas, Andrea Milena González Benítez, Liliana estilos parentales conciencia metacognitiva autoconcepto de los niños precisión del monitoreo parenting style metacognitive awareness children’s self-concept monitoring accuracy 13 2 Núm. 2 , Año 2021 : Julio - Diciembre Artículo de revista Journal article 2021-07-01T00:00:00Z 2021-07-01T00:00:00Z 2021-07-01 application/pdf Universidad de Caldas Latinoamericana de Estudios de Familia 2145-6445 2215-8758 https://revistasojs.ucaldas.edu.co/index.php/revlatinofamilia/article/view/5244 10.17151/rlef.2021.13.2.2 https://doi.org/10.17151/rlef.2021.13.2.2 eng https://creativecommons.org/licenses/by-nc-sa/4.0/ Latinoamericana de Estudios de Familia - 2021 11 37 Alnafea, T., & Curtis, D. (2017). Influence of mothers’ parenting styles on self-regulated academic learning among Saudi primary school students. Issues in Educational Research, 27(3), 399–416.http://iier.org.au/iier27/alnafea.pdf Brinck, I., & Liljenfors, R. (2013). the developmental origin of metacognition. Infant and Child Development, 22(85), 85–101. https://doi.org/10.1002/icd.1749 Brown, A. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology (pp. 77–165). Erlbaum. Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivación and understanding (pp.65–116). Lawrence Erlbaum. Changalwa, C., Ndurumo, M., Barasa, P., & Poipoi, M. (2012). The relationship between parenting styles and alcohol abuse among college students in Kenya. Greener Journal of Educational Research, 2(2), 13–20. https://doi.org/10.15580/gjer.2012.2.gjer1210 Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates. Dignath, C., Buettner, G., & Langfeldt, H. (2008). How can primary school students learn self-regulated learning strategies most effectively?. A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101–129. https://doi.org/10.1016/j.edurev.2008.02.003 Downing, K., Ho, R., Shin, K., Vrijmoed, L., & Wong, E. (2007). Metacognitive development and moving away. Educational Studies, 33(1), 1–13. https://doi.org/10.1080/03055690600850347 Edalatjoo, A., Mahdian, H., & Mohammadipour, M. (2019). The relationship between parenting styles and academic self-handicapping through the mediating role of metacognitive and perfectionism skills. Iranian Journal of Educational Sociology, 2(3), 56–66. http://iase-idje.ir/article-1-628-en.pdf Erden, M., & Uredi, I. (2008). The effect of perceived parenting styles on self- regulated learning strategies and motivacional beliefs. International Journal about Parents in Education, 2(1), 25–34. Flavell, J. (1979). Metacognition and Cognitive Monitoring A New Area of Cognitive — Developmental Inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066x.34.10.906 Flavell, J. (1987). Speculation about nature and develpment of metacognition. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivación and understanding (pp. 21–29). Hillsdale. Flavell, J. (1999). Cognitive development: children’s knowledge about the mind. Annual Review of Psychology, 50, 21–45. https://doi.org/10.1146/annurev.psych.50.1.21 Follmer, D. J., & Sperling, R. A. (2019). Examining the role of self-regulated learning microanalysis in the assessment of learners’ regulation. Journal of Experimental Education, 87(2). https://doi.org/10.1080/00220973.2017.1409184 Fuentes, M., García-Ros, R., Pérez-González, F., & Sancerni, D. (2019). Effects of parenting styles on self-regulated learning and academic stress in Spanish adolescents. International Journal of Environmental Research and Public Health, 16(15), 1-19. https://doi.org/10.3390/ijerph16152778 García, F. (2015). Parenting: cultural influences and impact on childhood health and well- being. Nova Science. García, F., & Musitu, G. (1999). AF5: Autoconcepto forma A. TEA. García, F., & Musitu, G. (2009). AF5. Autoconcepto forma 5. TEA. García, F., & Musitu, G. (2014). Autoconcepto Forma 5. TEA. Gutiérrez de Blume, A. (2017). The effects of strategy training and an extrinsic incentive on fourthand fifth-grade students’ performance, confidence, and calibration accuracy. Congent- ducation, 4, 1–17. https://doi.org/10.1080/2331186X.2017.1314652 Huang, J., & Prochner, L. (2003). Chinese parenting styles and children’s self-regulated learning. Journal of Research in Childhood Education, 18(3), 227–238. https://doi.org/10.1080/02568540409595037 Huff, J., & Nietfeld, J. (2009). Using strategy instruction and confidence judgments to improve metacognitive monitoring. Metacognition and Learning, 4(2), 161–176. https://doi.org/10.1007/s11409-009-9042-8 Inhelder, B., & Piaget, J. (1964). The early growth of logic in the child. Routledge. Karavasilis, L., Doyle, A., & Markiewicz, D. (2003). Associations between parenting style and attachment to mother in middle childhood and adolescence. International Journal of Behavioral Development, 27(2), 153–164. https://doi.org/10.1080/0165025024400015 Kuhn, D. (2000). Metacognitive development. American Psychological Society, 9(5), 178–181. https://doi. org/10.1111/1467-8721.00088 Martínez-Escudero, J., Villarejo, S., García, O., & García, F. (2020). Parental socialization and its impact across the lifespan. Behavioral Sciences, 10(6), 1–18. https://doi.org/10.3390/BS10060101 Martínez, I., Musitu, G., Garcia, J., & Camino, L. (2003). Un análisis intercultural de los efectos de la socialización familiar en el autoconcepto: España y Brasil. Psicologia Educação Cultura, 7(2), 239–259. https://www.uv.es/~garpe/C_/A_/C_A_0022.pdf Marulis, L.M., Baker, S.T., & Whitebread, D. (2020). Integrating metacognition and executive function to enhance young children’s perception of and agency in their learning. Early Childhood Research Quarterly, 50(1), 46–54. https://doi.org/10.1016/j.ecresq.2018.12.017 Musitu, G., & Allatt, P. (1994). Psicosociología de la familia. Albatros. Musitu, G., & García, F. (2001). Escala de estils de socialización parental en la adolescencia ESPA29. TEA. Musitu, G., & García, F. (2004). Escala de estilos de socialización parental en la adolescencia ESPA 29. TEA Nelson, T., & Narens, L. (1990). Metamemory: a theoretical framework and new findings. In G. Bower (Ed.), The Psychology of Learning and Motivation (pp. 125–173). Academic Press. Ning, H. (2019). The bifactor model of the junior metacognitive awareness inventory ( Jr. MAI). Current Psychology, 38(2), 367–375. https://doi.org/10.1007/s12144-017-9619-3 Nwosu, K., Nwanguma, V., & Onyebuchi, G. (2016). Parenting styles , test anxiety , and selfefficacy of secondary school students in Nigeria : Lessons from Nigerian sociocultural context. Educational Research Journal, 6, 32–41. https://www.researchgate.net/profile/Kingsley-Nwosu/publication/296195948_ O’Leary, A., & Sloutsky, V. (2019). Components of Metacognition Can Function Independently Across Development. Dev Psychol, 55(2), 315–328. https://doi.org/doi:10.1037/dev0000645 Paulson, S., Marchant, G., & Rothlisberg, B. (1998). Early adolescent’s perceptions of patterns of parenting, teaching, and school atmosphere: Implications for achievement. Journal of Early Adolescence, 18(1), 5–26. https://doi.org/10.1177/0272431698018001001 Perry, N. (1998). Young children’s self-regulated learning and contexts that support it. Journal of Educational Psychology, 90(4), 715–729. https://doi.org/10.1037/0022-0663.90.4.715 Piaget, J. (1970). L ’épistemologie génétique. Presses Universitaires de France. Piaget, J. (1977). The grasp of consciousness. Routledge. Piaget, J. (1978). Success and understanding. Routledge. Rani, M., & Duhan, K. (2020). Metacognition and Its correlates : a study. International Journal of Home Science, 6(2), 403–409. https://www.homesciencejournal.com/archives/2020/vol6issue2/PartG/6-2-42-176.pdf Roebers, C. (2017). Executive function and metacognition: Towards a unifying framework of cognitive self-regulation. Developmental Review, 45, 31–51. https://doi.org/10.1016/j.dr.2017.04.001 Rosselli, M., Matute, E., & Ardila, A. (2004). Neuropsicología del desarrollo infantil. Manual Moderno. Schraw, G., & Dennison, R.S. (1994). Assesing metacognitive awareness. Contemporany Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/ceps.1994.1033 Seroussi, D., & Yaffe, Y. (2020). Links between israeli college students’ self-regulated learning and their recollections of their parents’ parenting styles. SAGE Open, 10(1), 1-11. https://doi.org/10.1177/2158244019899096 Shatz, M., Wellman, H., & Silber, S. (1983). The acquisition of mental verbs: A systematic investigation of the first reference to mental state. Cognition, 14, 301–321. https://doi.org/10.1016/0010-0277(83)90008-2 Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of children’s knowledge and regulation of cognition. Contemporary Educational Psychology, 27(1), 51–79. https://doi.org/10.1006/ceps.2001.1091 Steinberg, L., Lamborn, S., Darling, N., Mounts, N., & Dornbusch, S. (1994). Over‐time changes in adjustment and competence among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Development, 65(3), 754–770. https://doi.org/10.1111/j.1467-8624.1994.tb00781.x Tabachnick, B., & Fidell, L. (2013). Using multivariate statistics (6th ed.). Pearson. Van Loon, M. H., De Bruin, A. B. H., Van Gog, T. & Van Merriënboer, J. J. G. (2013). Activation of inaccurate prior knowledge affects primary-school students’ metacognitive judgments and calibration. Learning and Instruction, 24(SI), 15–25. https://doi.org/10.1016/j.learninstruc.2012.08.005 Whitebread, D. (2014). The importance of self-regulatio for learning from birth. In H. Moylett (Ed.), Characteristics of effective learning: Helping young children become learners for life (pp. 15–35). Open University Press. Whitebread, D., & Neale, D. (2020). Metacognition in early child development. Translational Issues in Psychological Science, 6(1), 8–14. https://doi.org/10.1037/tps0000223 Whitebread, D., Pasternak, D., & Coltman, P. (2015). Making learning visible: the role of language in the development of metacognition and self-regulation in young children. In S. Robson & S.Quinn (Eds.), The Routledge international handbook of young children’s thinking and understanding (pp. 199–214). Routledge. https://revistasojs.ucaldas.edu.co/index.php/revlatinofamilia/article/download/5244/4732 info:eu-repo/semantics/article http://purl.org/coar/resource_type/c_6501 info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text Publication |
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UNIVERSIDAD DE CALDAS |
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https://nuevo.metarevistas.org/UNIVERSIDADDECALDAS/logo.png |
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Colombia |
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Latinoamericana de Estudios de Familia |
| title |
Explorando la relación entre los estilos parentales, el autoconcepto y la metacognición subjetiva y objetiva de los niños |
| spellingShingle |
Explorando la relación entre los estilos parentales, el autoconcepto y la metacognición subjetiva y objetiva de los niños Gutiérrez de Blume, Antonio P. Montoya Londoño, Diana Marcela García Gómez, María Eugenia Osorio Cárdenas, Andrea Milena González Benítez, Liliana estilos parentales conciencia metacognitiva autoconcepto de los niños precisión del monitoreo parenting style metacognitive awareness children’s self-concept monitoring accuracy |
| title_short |
Explorando la relación entre los estilos parentales, el autoconcepto y la metacognición subjetiva y objetiva de los niños |
| title_full |
Explorando la relación entre los estilos parentales, el autoconcepto y la metacognición subjetiva y objetiva de los niños |
| title_fullStr |
Explorando la relación entre los estilos parentales, el autoconcepto y la metacognición subjetiva y objetiva de los niños |
| title_full_unstemmed |
Explorando la relación entre los estilos parentales, el autoconcepto y la metacognición subjetiva y objetiva de los niños |
| title_sort |
explorando la relación entre los estilos parentales, el autoconcepto y la metacognición subjetiva y objetiva de los niños |
| title_eng |
Exploring the relation between parenting style and children’s self-concept and subjective and objective metacognition |
| description |
Objetivo. Examinar la relación entre los estilos parentales (de madres y padres), el autoconcepto de los niños y las medidas subjetivas y objetivas de metacognición, e investigar si el autoconcepto y el estilo parental predijeron la metacognición. Metodología. Diseño correlacional cuantitativo en el que se trabajo con una muestra por conveniencia de 196 estudiantes pertenecientes a una institución educativa de carácter oficial. Empleando una serie de modelos de regresión de mínimos cuadrados ordinarios (MCO), el estudio examinó hasta qué punto los estilos parentales de la madre y el padre, así como el autoconcepto de los niños, predijeron la conciencia metacognitiva subjetiva y el monitoreo metacognitivo objetivo de los niños. Resultados. Los estilos parentales de los padres y las madres predijeron la metacognición en tres dominios del aprendizaje (comprensión lectora, matemáticas y similitudes), aunque de diferentes maneras. Además, los autoconceptos de los niños también predijeron la metacognición en los tres dominios. Conclusión. La educación de los niños debe extenderse más allá del contexto de la escuela para incluir a la familia. Estos esfuerzos de extensión educativa deben incorporar procesos de intervención en la formación de los niños en los que se considere no sólo cómo la vida familiar afecta los resultados del aprendizaje y el desempeño de los niños en diferentes campos de los dominios académicos, sino también cómo la vida familiar afecta las habilidades metacognitivas durante la infancia.
|
| description_eng |
Objective. To examine the relationship between parenting styles (of mothers and fathers), children’s self-concept, and subjective and objective measures of metacognition, and to investigate whether self-concept and parenting style predicted metacognition. Methodology. A convenience sample of 196 students who belong to an official educational institution was used; this study implemented a quantitative correlational design. The study also used a series of ordinary least squares (OLS) regression models to examine the extent to which mothers’ and fathers’ parenting styles as well as children’s self-concept predicted children’s subjective metacognitive awareness and objective metacognitive monitoring. Results. Parenting styles predicted metacognition in three learning domains (reading comprehension, mathematics, and similarities), although in different ways. Furthermore, children’s self-concepts also predicted metacognition in all three domains. Conclusion. Education must extend beyond school and children to include family. These educational outreach efforts should incorporate more than just how family life affects learning outcomes, such as children’s performance in academic domains, but also how family life affects children’s metacognitive abilities.
|
| author |
Gutiérrez de Blume, Antonio P. Montoya Londoño, Diana Marcela García Gómez, María Eugenia Osorio Cárdenas, Andrea Milena González Benítez, Liliana |
| author_facet |
Gutiérrez de Blume, Antonio P. Montoya Londoño, Diana Marcela García Gómez, María Eugenia Osorio Cárdenas, Andrea Milena González Benítez, Liliana |
| topicspa_str_mv |
estilos parentales conciencia metacognitiva autoconcepto de los niños precisión del monitoreo |
| topic |
estilos parentales conciencia metacognitiva autoconcepto de los niños precisión del monitoreo parenting style metacognitive awareness children’s self-concept monitoring accuracy |
| topic_facet |
estilos parentales conciencia metacognitiva autoconcepto de los niños precisión del monitoreo parenting style metacognitive awareness children’s self-concept monitoring accuracy |
| citationvolume |
13 |
| citationissue |
2 |
| citationedition |
Núm. 2 , Año 2021 : Julio - Diciembre |
| publisher |
Universidad de Caldas |
| ispartofjournal |
Latinoamericana de Estudios de Familia |
| source |
https://revistasojs.ucaldas.edu.co/index.php/revlatinofamilia/article/view/5244 |
| language |
eng |
| format |
Article |
| rights |
https://creativecommons.org/licenses/by-nc-sa/4.0/ Latinoamericana de Estudios de Familia - 2021 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
| references_eng |
Alnafea, T., & Curtis, D. (2017). Influence of mothers’ parenting styles on self-regulated academic learning among Saudi primary school students. Issues in Educational Research, 27(3), 399–416.http://iier.org.au/iier27/alnafea.pdf Brinck, I., & Liljenfors, R. (2013). the developmental origin of metacognition. Infant and Child Development, 22(85), 85–101. https://doi.org/10.1002/icd.1749 Brown, A. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology (pp. 77–165). Erlbaum. Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivación and understanding (pp.65–116). Lawrence Erlbaum. Changalwa, C., Ndurumo, M., Barasa, P., & Poipoi, M. (2012). The relationship between parenting styles and alcohol abuse among college students in Kenya. Greener Journal of Educational Research, 2(2), 13–20. https://doi.org/10.15580/gjer.2012.2.gjer1210 Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates. Dignath, C., Buettner, G., & Langfeldt, H. (2008). How can primary school students learn self-regulated learning strategies most effectively?. A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101–129. https://doi.org/10.1016/j.edurev.2008.02.003 Downing, K., Ho, R., Shin, K., Vrijmoed, L., & Wong, E. (2007). Metacognitive development and moving away. Educational Studies, 33(1), 1–13. https://doi.org/10.1080/03055690600850347 Edalatjoo, A., Mahdian, H., & Mohammadipour, M. (2019). The relationship between parenting styles and academic self-handicapping through the mediating role of metacognitive and perfectionism skills. Iranian Journal of Educational Sociology, 2(3), 56–66. http://iase-idje.ir/article-1-628-en.pdf Erden, M., & Uredi, I. (2008). The effect of perceived parenting styles on self- regulated learning strategies and motivacional beliefs. International Journal about Parents in Education, 2(1), 25–34. Flavell, J. (1979). Metacognition and Cognitive Monitoring A New Area of Cognitive — Developmental Inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066x.34.10.906 Flavell, J. (1987). Speculation about nature and develpment of metacognition. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivación and understanding (pp. 21–29). Hillsdale. Flavell, J. (1999). Cognitive development: children’s knowledge about the mind. Annual Review of Psychology, 50, 21–45. https://doi.org/10.1146/annurev.psych.50.1.21 Follmer, D. J., & Sperling, R. A. (2019). Examining the role of self-regulated learning microanalysis in the assessment of learners’ regulation. Journal of Experimental Education, 87(2). https://doi.org/10.1080/00220973.2017.1409184 Fuentes, M., García-Ros, R., Pérez-González, F., & Sancerni, D. (2019). Effects of parenting styles on self-regulated learning and academic stress in Spanish adolescents. International Journal of Environmental Research and Public Health, 16(15), 1-19. https://doi.org/10.3390/ijerph16152778 García, F. (2015). Parenting: cultural influences and impact on childhood health and well- being. Nova Science. García, F., & Musitu, G. (1999). AF5: Autoconcepto forma A. TEA. García, F., & Musitu, G. (2009). AF5. Autoconcepto forma 5. TEA. García, F., & Musitu, G. (2014). Autoconcepto Forma 5. TEA. Gutiérrez de Blume, A. (2017). The effects of strategy training and an extrinsic incentive on fourthand fifth-grade students’ performance, confidence, and calibration accuracy. Congent- ducation, 4, 1–17. https://doi.org/10.1080/2331186X.2017.1314652 Huang, J., & Prochner, L. (2003). Chinese parenting styles and children’s self-regulated learning. Journal of Research in Childhood Education, 18(3), 227–238. https://doi.org/10.1080/02568540409595037 Huff, J., & Nietfeld, J. (2009). Using strategy instruction and confidence judgments to improve metacognitive monitoring. Metacognition and Learning, 4(2), 161–176. https://doi.org/10.1007/s11409-009-9042-8 Inhelder, B., & Piaget, J. (1964). The early growth of logic in the child. Routledge. Karavasilis, L., Doyle, A., & Markiewicz, D. (2003). Associations between parenting style and attachment to mother in middle childhood and adolescence. International Journal of Behavioral Development, 27(2), 153–164. https://doi.org/10.1080/0165025024400015 Kuhn, D. (2000). Metacognitive development. American Psychological Society, 9(5), 178–181. https://doi. org/10.1111/1467-8721.00088 Martínez-Escudero, J., Villarejo, S., García, O., & García, F. (2020). Parental socialization and its impact across the lifespan. Behavioral Sciences, 10(6), 1–18. https://doi.org/10.3390/BS10060101 Martínez, I., Musitu, G., Garcia, J., & Camino, L. (2003). Un análisis intercultural de los efectos de la socialización familiar en el autoconcepto: España y Brasil. Psicologia Educação Cultura, 7(2), 239–259. https://www.uv.es/~garpe/C_/A_/C_A_0022.pdf Marulis, L.M., Baker, S.T., & Whitebread, D. (2020). Integrating metacognition and executive function to enhance young children’s perception of and agency in their learning. Early Childhood Research Quarterly, 50(1), 46–54. https://doi.org/10.1016/j.ecresq.2018.12.017 Musitu, G., & Allatt, P. (1994). Psicosociología de la familia. Albatros. Musitu, G., & García, F. (2001). Escala de estils de socialización parental en la adolescencia ESPA29. TEA. Musitu, G., & García, F. (2004). Escala de estilos de socialización parental en la adolescencia ESPA 29. TEA Nelson, T., & Narens, L. (1990). Metamemory: a theoretical framework and new findings. In G. 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