De las representaciones sociales a la acción: proximidad y relación entre las representaciones sociales del desarrollo de la inteligencia y un estilo parental democrático

• Autores: Isabel Miguel, Joaquim Valentim, Felice Carugati
• Localización: International Journal of Social Psychology, Revista de Psicología Social, ISSN-e 1579-3680, ISSN 0213-4748, Vol. 31, Nº 2, 2016, págs. 266-281
• Idioma: español
• DOI: 10.1080/02134748.2016.1152682
• Títulos paralelos:
  • From social representations to action: proximity and the relation between social representations of the development of intelligence and authoritative parenting style
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• Resumen
  • español

    Un número considerable de estudios defiende que la construcción de las representaciones sociales de la inteligencia está determinada por el carácter subjetivo e inextricable del objeto en cuestión, así como por la identidad social de los sujetos. En el marco de la sociogénesis de las representaciones sociales, este artículo trata de explorar el papel de la posición social en la organización de las acciones reportadas por el individuo sobre el objeto de representación. Se ha probado un modelo teórico que analiza las relaciones entre las representaciones sociales del desarrollo de la inteligencia, las metas parentales y un estilo parental democrático, con submuestras de educadores, que incluían 227 madres, 117 padres y 122 madres-profesoras. Los procedimientos de modelo de ecuaciones estructurales indicaron, como se esperaba, que ciertas dinámicas sociocognitivas específicas son el resultado de la organización de múltiples discursos en los que el contenido, la posición social y la interacción conductual están estrechamente ligados. Por último se discuten las contribuciones teóricas de los resultados del estudio

  • English

    A well-established body of literature holds that the construction of social representations of intelligence is guided by the subjective inexplicability about the target-topic and by the social identities of subjects. Within the general framework of the sociogenesis of social representations, this article aims to explore the role of social positions in organizing an individual’s reported action towards the object of representation. A theoretical model which examines the relations between social representations of the development of intelligence, parental goals and the authoritative parenting style was tested in sub-samples of educators, which included 227 mothers, 117 fathers and 122 mother-teachers. Structural equation modeling procedures indicated, as hypothesized, that specific socio-cognitive dynamics are relevant in shaping the patterns of relations with the object of representation, suggesting that these dynamics are a result of the organization of multiple discourses where content, social positions and behavioural interaction are strongly intertwined. Theoretical contributions of findings are discussed

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