Childrearing Practices and Children ’ s Behaviours : A Correlational Study Considering Gender and School Age of Children

In this work we attempted to describe and correlate specific parenting practices and child behavior of children differentiated by problem behavior, education and sex. Attended 155 mothers of children enrolled in public schools, attending preschool or elementary school of both sexes, who answered the instruments: CBCL, RE-HSE-P and QRSH-P (version for parents). Data were analyzed statistically using the Pearson correlation test. The results showed that there are differences in the childrearing practices of skillful mothers and repertoire when correlated to pre-school and school children, especially if they are also differentiated by sex. The girls were the most skillful and the boys had more behavior problems.

According to Del Prette (2013), social skills could be understood by means of 2014), but these results are not conclusive, because recent researches (Bolsoni-Silva & Loureiro, 2016;Bolsoni-Silva et al., 2015) did not find such correlation.
Besides gender and school grade, parental childrearing practices are considered strong predictors to child behaviour (Bolsoni-Silva, Loureiro, & Marturano, 2016a;Kim, Doh, Hong, & Choi, 2011;Leme & Marturano, 2014;Sierra & Veja, 2014;Teixeira, Marino, & Carreira, 2015).These practices are understood as the strategies applied by the parents aiming at align their children to the acquisition of some determined behaviours and the suppression of others, which are considered socially unfavorable or inadequate (Newcombe, 1999).These practices may be classified as positive or negative parental practices (Gomide, 2006).
The frequency in the usage of positive or negative educational practices depends, mostly, on social skills that mothers and fathers hold (Bolsoni-Silva et al., 2016a).Bolsoni-Silva et al. (2016a) named this set of abilities as Parental Social Educational Skills (HSE-P), because they are the set of skills owned by the parents, since it is the set of parents' abilities, which are applicable to the children's childrearing practice.Parents with more HSE-P adopt positive practices in children's education more frequently, such as affection, care and attention offer, without establishing any limits; thus, they offer behaviour models more likely to be socially reinforced as well as less probable to cause problems in the future (Alvarenga et al., 2016).
Associations between maternal practices children's behaviour are frequent in literature (Alvarenga et al., 2016;Bartholomeu, Montiel, Flamenghi Jr., & Machado, 2016;Sierra & Veja, 2014).In the study by Sierra & Veja (2014), the establishment of consistent parental practices was positively associated with a satisfactory parents-children relationship.Moreover, data suggested that low communication, involvement and commitment of parents towards the children boosted the children's chances to develop externalizing behaviour problems.
Another study with similar data was performed by Kim et al. (2011), in which it is verified that the increase in social skills of mothers and children, through an intervention, enhanced the decrease in children's aggressive behaviours, in addition to the mothers' social abilities.The recent literature is consistent with demonstrating the relationship of interdependence between mothers' and children's behaviours.In this way, the presented literature demonstrates that analyses were carried out intending to more deeply comprehend the relationship between childrearing practices from fathers and mothers and the children's behaviours, mostly in cases of behaviours considered risky to the children's health and social well-being.
The present research is justified as far as chase for associating specific behaviours related to childrearing practices and mothers and children's behaviours as to gather answers to questions which are unclear in this context.These questions are referred to describing correlations between parental behaviours (positive and negative practices) and child's behaviours (social skills and behaviour problems), J. A. Also, the average age of the respondent mothers was 27.8 years old (SD = 12.4).
Among the ones evaluated and diagnosed with behaviour problems, 60% were boys and 35% were girls.This difference related to gender remained even when the sample was separated regarding the school grade; thus, among the pre-school children, 58% of the ones with behaviour problems were boys and 35% girls.
Among the Primary ones, 61% were boys and 35% were girls.
Seventy-nine mothers of children enrolled in pre-schools were interviewed, who were aged between three and six years old; and 76 mothers of children enrolled in Primary Schools, who were aged between seven and twelve years old.
Considering the mothers' sample: (a) 61.2% were married, (b) 16.1% had a common-law marriage, 16.7% were single, 3.22% were divorced, 0.6% were widows and 0.6% did not present marital status information; (b) regarding the educational level, 34.8% of the sample had (complete or incomplete) Primary level, 46.4% completed the Secondary level, 17.4% had a degree from an Institution of Higher Education and 1.7% did not present educational level information; (c) regarding family income, in terms of minimum wage, the data shows: 27% -up to one wage; 35.4% -2 minimum wages; 21.2% -3 minimum wages; 4.5% -4 wages; 3.20% -5 wages; 5.16% over 6 wages and 2.5% did not present family income information.(Achenbach & Rescorla, 2001) for pre-school and Primary-Secondary School ones (from 1.5 to 5 years old and from 6 to 18 years old, respectively).This checklist investigates, from parents' reports, the frequency of 113 or 118 (depending on age range) answers which indicate behaviour problems through the scores "not true = 0", "somewhat true = 1" and "very true = 2", as well as problems) (Achenbach & Rescorla, 2001).

Data Collection Procedure
After

Procedure and Data Treatment and Analysis
After collecting data, the instruments were corrected according to appropriate

Results
The results are presented in two tables.On Table 1, there is data referring to the correlations of the subgroup of Pre-school children.On the  It is interesting to emphasise that, for this group, the HSE-P were strongly and positively associated with HSE-P-Conjugal.
According to the results presented in the Table 2, there were similarities between the behaviours observed in the group without behaviour problems and the girls' group.For both, Positive Interaction was positive and directly associated to Negative Interaction, Social Skills, HSE-P and HSE-P-Conjugal.However, only for behaviour problems' samples, there was also association with Negative Practices.
For girls and children without behaviour problems, Negative Interaction asso-

Discussion
to the child's school, familiar social life.Results are organized into internalizing, externalizing and total problems, which may be classified as clinical, borderline and non-clinical.The behaviour problems are evaluated according to the following scales: Internalizing Scale (Anxiety-Depression, Withdrawal-Depression, Somatic Complaints); Externalizing Scale (Rule-breaking behaviour and Aggressive behaviour); and Total Problems Scale (Internalizing and Externalizing problems and also Attention and Thought Parental Social Educative Skills-RE-HSE-P (Bolsoni-Silva et al., 2016), which evaluates (functionally and in terms of frequency) the behaviour of parents-caregivers, children and contextual variables.Concerning this evaluation, the instrument uses open questions, organised in greater categories, which are later subdivided in smaller ones, they are: 1) Parental Social Childrearing Skills-HSE-P (related to positive childrearing practices); 2) Conjugal Social Childrearing Skills (HSE-P-conjugal), specific from conjugal interaction; 3) Negative childrearing practices; 5) Childhood Social Skills and 7) Contextual variables contingent to parental behaviours.This instrument has approval from the Federal Council of Psychology (Conselho Federal de Psicologia) and, regarding the internal consistency, it obtained an alpha value of 0.846.This instrument has two factors: Positive Total and Negative Total and it classify children with and without behaviour problems, school-aged children from pre-school aged children, and boys versus girls.From Roc Curves, it is presented cut-off points for the constructs measured by the instrument.2.2.3.Questionnaire of Socially Skilled It is intended for an evaluation instrument of children's social abilities from four to seven years old through their mothers' report.It is consisted of 18 questions measured by means of a scale of three scouring points (2 = applies; 1 = partially applies; 0 = do not apply).Those questions are in accordance to the social skills categories proposed by Del Prette & Del Prette (2002), who affirm that those abilities have implications in the acquisition of boosters, besides impacting in the children's social and academic compentence.For the instrument correction, the scores are summed up, obtaining a total score of the evaluated abilities.The study of the QRSH-Parents psychometric properties indicated satisfactory internal consistency (alpha 0.82) and predictor O estudo sobre as propriedades psicométricas do QRSH-Parents indicou consistência interna satisfatória (alfa 0.82) e predictive and discriminating validity, thus, it is able to differenciate children with and without behaviour problems (Bolsoni-Silva et al., 2011).
the approval of the research by the Secretary of Education and the Research Ethics Comitee of Universidade Estadual Júlio de Mesquita Filho (UNESP), Children's Education Schools and Primary Schools were contacted as J. A. Rovaris, A. T. Bolsoni-Silva DOI: 10.4236/psych.2018.960761250 Psychologyto check their availability to participate in the project.The interviews with mothers were made at the schools, where their respective children were enrolled, or at the participants' residence.At schools, the goals of the research were informed to the principals or pedagogic coordinators and, after that, the explanations were exhibited to the participant mothers.The mothers who accepted to participate signed down a Term of Free and Aware Consent and attended to the instruments CBCL, RE-HSE-P and QRSH related to their children.As for feedback, mothers were asked if they were interested in specialised attendance for their children.Additionally, at schools, informative lectures about childrearing practices and child behaviours were held.In addition, informative books about parental practices were given.
instructions.Results related to CBCL permitted the identification of children with and without behaviour problems.Data from QSRH-Parents evaluated the children's social skills in order to complement the data from RE-HSE-P, from direct reports.Data obtained from RE-HSE-P, considering the spontaneous answers from the mothers, was organised in the following analysis categories: Child Social Skills, Behaviour Problems, Parental Childrearing Social Skills (HSE-P), Social Skills in Conjugal Interaction (HSE-P-Conjugal), Negative Childrearing Practices (NCP), Negative Childrearing Practices in Conjugal Interaction (NCP-Conjugal).It was also utilized in the analyses the categories Positive Interaction and Negative Interaction, considering the first as the sum of positive practices and positive conjugal interaction from the mother, and the last as the sum of negative practices and negative conjugal interaction from the mother.To perform the analyses, the categories from RE-HSE-P and the score of Social Skills from QRSH-Parents were used.Then, the sample was divided into Pre-school children and Primary School children, which were organised in subgroups (boys and girls; with and without behaviour problems).After this organisation, Pearson Correlation tests were performed, considering the variables boys versus girls, and children with and without behaviour problems, being these ones both Pre-school and Primary School children.The correlations were evaluated by means of the following criteria: very strong (>0.70),strong (0.51 -0.70), moderate (0.26 -0.50) and weak (0 -0.25).
aspects of the relationship, like Child Social Skills, in addition to strong association with HSE-P, and HSE-P-Conjugal; Negative Interaction and behaviour Problems presented strong positive correlation with Negative Practices (NP) and Conjugal Negative Practices (NP-Conjugal).Results as concerns the group with behaviour problems were, partially, different.While associations with Negative Interaction remained the same to the group without problems, not only the Positive Interactions and Social Skills obtained strong correlations with positive aspects of the relationship (HSE-P, HSE-P-Conjugal and Social Skills-QRHS), but also with Behaviour Problems.Additionally, Behaviour Problems associated with negative aspects of the relationship, and also with the HSE-P.For girls, the set of Social Skills was inversely proportional to the Behaviour Problems, the Negative Interaction and the Negative Practice.It was also noticed that the Social Skills were related to Positive Interactions and to HSE-P.On the other hand, the Behaviour Problems were strongly associated with Negative Practices; moderately with Negative Interactions.Still about girls, Positive Interaction was strongly associated with HSE-P and the Negative Interactions were associated with Behaviour Problems, Negative Practices and Negative Practices -Conjugal.Concerning the boys, these correlations were partially different, because Positive Interaction and strong associations with positive aspects of the relationship (such as HSE-P and Child's Social Skills), also demonstrated correlation with Behaviour Problems, which were associated with HSE-P and strongly associated with Negative Practices.Additionally, Social Skills had strong association with HSE-P and HSE-P-Conjugal, as well as Negative Interaction with Negative Practices and J. A. Rovaris, A. T. Bolsoni-Silva DOI: 10.4236/psych.2018.960761253 Psychology Negative Practices-Conjugal.
ciated strongly and directly with Social Skills, behaviour Problems, HSE-P, Negative Practices and Conjugal-Negative-Practices.Also, Social Skills obtained strong positive associations with HSE-P, HSE-P-Conjugal and Negative Practices.Behaviour Problems and HSE-P were strongly associated with Negative Practices.Only for girls, the HSE-P were associated with HSE-Conjugal; for this sample, Social Skills (according to QRSH) were directly associated to HSE-P-Conjugal.The groups of boys and the groups of people with behaviour problems showed similar results.For both, social skills (according to QRSH) were moderately associated with HSE-P and HSE-P-Conjugal.In these cases, social skills were also strongly associated with Positive Interactions.Nevertheless, only for children with behaviour problems, there was association with HSE-P-Conjugal and Negative Interaction.Still, for both groups (boys and children with behaviour problems), Positive Interaction obtained strong association with Social Skills, HSE-P and HSE-P-Conjugal; Negative Interaction presented strong, direct association with Negative Practices and Conjugal-Negative Practices.However, for boys, Negative Interaction was also strongly associated with Behaviour Problems.On the other hand, for these groups, Social Skills were strongly correlated with HSE-P and HSE-P-Conjugal.Additionally, Behaviour Problems had strong association with Negative Practices targeted to the child and to the respective spouse; Finally, HSE-P denoted correlation with HSE-P-Conjugal and Negative Practices revealed correlation with Conjugal-Negative Practices.

Table 2
, there is the description of the findings referring to the subgroup of Primary School children.Both tables present data organised regarding gender and presence (or not) of J. A. Rovaris, A. T. Bolsoni-Silva DOI: 10.4236/psych.2018.960761251 Psychology

Table 1 .
Correlations between children's behaviours with and without behaviour problems (according to CBCL), as well as boys and girls, and the behaviour categories from RE-HSE-P and scores of social skills from QRSH-Parents to the subgroup of Pre-school children.Significant differences at level of p value ≤ 0.05.**Significant differences at level of p value ≤ 0.01.
*behaviour problems.It's noticeable on Table 1, for children without behaviour problems, that the Positive Interaction illustrated direct and moderate association with the positive

Table 2 .
Results of correlations of children's behaviours with and without Behaviour Problems (according to CBCL), and regarding to boys and girls, with the behaviour categories of RE-HSE-P and score of Social Skills of QRSH-Parents for the subgroup of school-aged children.