RESUMO
Parents' academic socialization of their young children is a critical yet understudied area, especially in the context of vulnerable parent-child dyads. The current longitudinal study examined factors that informed mothers' beliefs and practices concerning children's kindergarten readiness in a sample of 204 Mexican-origin adolescent mothers (M age = 19.94). Adolescent mothers' individual characteristics and assets (i.e., parental self-efficacy, educational attainment, educational utility beliefs, knowledge of child development) and sources of stress (i.e., economic hardship, coparenting conflict) were related to the importance they placed on children's social-emotional and academic readiness for kindergarten, their provision of cognitive stimulation and emotional support to their children in the home, and their enjoyment of literacy activities with their child. Moreover, adolescents' perception of parenting daily hassles emerged as a mediator in this process. Findings underscore the importance of considering Mexican-origin adolescent mothers' strengths and assets along with their unique contextual stressors as they relate to beliefs and practices that could have implications for their children's school success.
RESUMO
INTRODUCTION: Primary headache disorders, such as migraine and tension-type headache (TTH), represent a significant public health concern. Besides, cognitive/mental stress was suggested to contribute to TTH and migraine physiopathology. Thus, this study aimed to evaluate the existence of a causal relationship between stress (mental/cognitive or daily stress) and headache or pain improvement in migraine and TTH patients. AREAS COVERED: We developed a systematic review of the literature, including studies that utilized mental/cognitive stress tasks or daily stress by lifestyle questionnaire in migraine and TTH patients. Necessarily, these studies should have healthy patients and a pain measure (quantitative sensory tests or headache/migraine detection). PubMed, EMBASE, and SCOPUS were searched, using terms about stress and primary headaches. EXPERT OPINION: Both mental/cognitive stress and daily stress (perceived) were related to an increase in pain perception and related to the development of headache or enhanced transient pain intensity in migraine and TTH patients. Different factors could enrich the comprehension of the influence of stress on pain/headache induction in migraine and TTH patients, including methodological standardization, consistency of assessing, and isolating the many headache triggers in randomized controlled trial studies.
Assuntos
Transtornos de Enxaqueca , Cefaleia do Tipo Tensional , Cognição , Cefaleia , Humanos , Transtornos de Enxaqueca/complicações , Transtornos de Enxaqueca/diagnóstico , DorRESUMO
O artigo apresenta uma pesquisa conduzida em escolas públicas, com o objetivo de avaliar a intensidade do estresse percebido, associado ao cotidiano escolar na transição da 1ª série, bem como investigar associações entre desempenho, ajustamento e estresse em domínios específicos da vida escolar. Participaram 171 alunos da 1ª série, com idade entre 6 e 8 anos. Os instrumentos utilizados foram: Inventário de Estressores Escolares, Teste de Desempenho Escolar, Avaliação do Desempenho e do Ajustamento pelo Professor. Nos resultados, as crianças apontaram como mais estressantes os domínios de relacionamento com os companheiros e demandas do novo contexto. O estresse no domínio acadêmico foi negativamente associado a desempenho. A freqüência à educação infantil contribuiu para minimizar o estresse.
This article describes a study conducted in public schools aiming at evaluating how much upset children feel about school daily hassles during the first grade transition. The relationships between daily hassles in different domains of school life and measures of achievement and adjustment were also investigated. One hundred and seventy-one (171) first grade students participated in the study. The instruments used were the School Hassles Inventory, the School Achievement Test, and the items for the assessment of children's achievement and adjustment from the Teacher Report Form. The results showed that: children rated hassles with peers and nonacademic school demands as the most stressful domains during first grade whereas academic concerns correlated negatively to achievement. Prior kindergarten attendance was associated with lower levels of daily stress.
Assuntos
Humanos , Masculino , Feminino , Criança , Adaptação Psicológica , Ensino Fundamental e Médio , Estresse Psicológico/psicologia , Relações InterpessoaisRESUMO
Tensões cotidianas na transição da 1ª série do ensino fundamental são o foco deste artigo. Seu objetivo é formular, com base no conhecimento disponível sobre estresse psicossocial na infância, um esquema teórico para gerar hipóteses e integrar resultados de pesquisas sobre o estresse da transição, em uma perspectiva de desenvolvimento. O texto está subdividido em três seções. A primeira focaliza o estresse psicossocial na infância, em quatro áreas de pesquisa: relação entre estresse psicossocial e ajustamento; tensões cotidianas; enfoque de desenvolvimento no estudo da relação entre estresse e ajustamento; a escola como fonte de estresse. Na segunda, apresentam-se pesquisas sobre a transição da primeira série que contribuem com achados indiretos sobre o enfrentamento da transição por parte das crianças. Na última seção, apresenta-se o esquema conceitual, articulando tarefas adaptativas da transição e domínios de tensões cotidianas, com previsões sobre o impacto da transição no desenvolvimento. Temas de pesquisa são sugeridos a partir do esquema proposto.
This paper focuses on daily hassles during the transition to first grade. A theoretical framework has been posited to generate hypotheses and integrate research results on the stress of this transition. Framework is based on current knowledge on psychosocial stress during childhood, followed by a developmental view of child stress. The paper comprises three sections. The first one focuses on childhood psychosocial stress in four research fields: relationship between psychosocial stress and adjustment; daily hassles; a developmental view of the stress-adjustment relation; school as a source of daily hassles. In the second section, results on the first grade transition are given and contribute through indirect evidence towards the children's coping with the transition. The conceptual framework is presented in the last section, comprising an articulation between adaptive tasks and daily hassle domains, as well as hypotheses on the impact of transition on development. Relevant research issues are suggested on the basis of the proposed framework.