About parental competence and responsible parenting of modern young families
https://doi.org/10.26795/2307-1281-2025-13-4-12
Abstract
Introduction. In the modern era of rapid social transformations and information saturation, families face the need to adapt educational strategies to new challenges. Parental competence and responsible parenting act as key factors in shaping the harmonious development of young families and ensure the sustainability of family institutions. Sociocultural changes in society place increasingly high demands on modern parents: the standards of a "good parent" are constantly rising and being filled with new competencies.
Materials and methods. To conduct the study, a questionnaire was compiled aimed at studying the lifestyle of modern families and the social situation of the development of children and adolescents. The study involved 230 people from all regions of the Russian Federation, including 38 men and 192 women.
Results. The study found that the majority of parents consider themselves competent parents and do not feel the need to deepen their knowledge, and also do not note the factors that prevent them from performing parental functions. At the same time, these parents have a positive attitude towards themselves as parents, they are more likely to be confident in their strategies for interacting with the child and about the child, and "attention and love" have become the leading priority of parenting, half of the respondents consider it extremely important to devote time to interacting with the child. The results showed that modern parents face a shortage of emotional resources when building child-parent relationships.
Discussion and conclusions. As a result of the theoretical analysis of the concepts of "responsible parenting" and "parental competence", distinctions were introduced. As a result of an empirical study, the assessment of the formation of cognitive, emotional and behavioral components of parental competence is given by analyzing the respondents' responses.
Keywords
About the Authors
E. S. GurinaRussian Federation
Elena S. Gurina, Senior Lecturer
Department of Social Psychology and Victimology
Novosibirsk
ResearcherID: rid107206
V. I. Volokhova
Russian Federation
Valentina I. Volochova, Candidate of Psychological Sciences, Acting Director of the Institute
Institute of Childhood
Novosibirsk
S. B. Nesterova
Russian Federation
Svetlana B. Nesterova, Senior Lecturer
Department of Theory and Methodology of Preschool Education
Novosibirsk
N. M. Klepikova
Russian Federation
Natalya M. Klepikova, Candidate of Psychological Sciences, Associate Professor
Department of Theory and Methodology of Preschool Education
Novosibirsk
ResearcherID: rid107955
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