Characterization of conflictive family relationships according to family structure in parents of basic education students: A comparative descriptive analysis
Keywords:
family structure; family relationships; family conflict; family environment; elementary education, family structure, family relationships, family conflict, family environment, elementary educationAbstract
This research is based on the diversity of family structures in the school context and the need to examine their relationship with the quality of intrafamilial relationships. The objective was to compare conflictive family relationships according to family structure among parents of elementary school students. A quantitative, non-experimental, cross-sectional, descriptive-comparative study was conducted with a census sample of 124 parents from a primary school (52 from traditional families and 72 from non-traditional families). The Intrafamilial Relationships Assessment Scale (ERI), which evaluates cohesion and support, expression, and relational difficulty, was applied, with a reliability of α = 0.909 in the sample. The results showed significant differences: in cohesion and support, 61.5% of traditional families reached a high level compared to 22.2% of non-traditional families; in expression, 63.5% compared to 15.3%. Regarding relational difficulties, 47.2% of non-traditional families presented a high level compared to 23.1% of traditional families. Intrafamilial conflict was also high in 59.7% of non-traditional families and in 19.2% of traditional families. It is concluded that family structure is significantly associated with household relational dynamics, with lower cohesion, less emotional expression, and greater conflict in non-traditional families. The ERI proved to be a reliable and relevant instrument for assessing family climate in school-aged children.
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