Tiempos de ocio compartidos en familia: una lectura socioeducativa de la realidad gallega

[LEISURE TIME SHARED AS A FAMILY: A SOCIO-EDUCATIONAL INTERPRETATION OF THE GALICIAN SITUATION] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2018) 32, 65-79] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2018.32.06 http://recyt.fecyt.es/index.php/PSRI/ Versión en español: https://recyt.fecyt.es/index.php/PSRI/article/view/63624/40607 LEISURE TIME SHARED AS A FAMILY: A SOCIO-EDUCATIONAL INTERPRETATION OF THE GALICIAN SITUATION1 TIEMPOS DE OCIO COMPARTIDOS EN FAMILIA: UNA LECTURA SOCIOEDUCATIVA DE LA REALIDAD GALLEGA LAZER E TEMPOS PARTILHADOS COM A FAMÍLIA: UMA LEITURA SOCIOEDUCATIVA DA REALIDADE GALEGA Andrea MAROÑAS BERMÚDEZ*, Rubén MARTÍNEZ GARCÍA* & Lara VARELA-GARROTE** Universidade de Santiago de Compostela*, Universidade da Coruña** Received date: 01.III.2018 Reviewed date: 19.III.2018 Accepted date: 16.IV.2018 KEY WORDS: cultural leisure free time sporting leisure leisure family life ABSTRACT: The fast-paced world in which we live today makes it increasingly difficult for parents to organise the day-to-day lives of their children. Work and family-related commitments dominate daily routines and make it increasingly difficult to find time for other aspects that are essential for our well-being and development, such as leisure. This lack of time determines the rhythms of the daily lives of children who routinely find it difficult to share recreational experiences with their parents, as family leisure time is often relegated to second place. In view of this situation, this article has the following aims: a) to find out how Galician families with children in primary school organise their leisure time in terms of artistic/cultural and physical/ sporting activities; and b) to examine how parents’ educational level and income influence this leisure time. We used a quantitative research methodology consisting of an ad hoc questionnaire for the collection of data, from which a total of 2,037 valid responses were obtained. The results show that Galician parents tend to share responsibility for leisure experiences with their children, but when examining the role of the mother and father in isolation, there are notable differences in their roles, especially with respect to the type of leisure activity carried out. In terms of conclusions, we can confirm that parents generally prefer to share 65 2018 32 06 CONTACT WITH THE AUTHORS: ANDREA MAROÑAS BERMÚDEZ. Universidade de Santiago de Compostela. Facultade de Ciencias da Educación. E-mail: [email protected] FUNDING: The article is part of the research project"La conciliación en los tiempos cotidianos de la infancia en Galicia: problemáticas específicas y alternativas pedagógico-sociales y prácticas de ocio en las escuelas, familias y comunidades (Concilia_d@s)", financed by the Consellería de Cultura, Educación e Ordenación Universitaria de la Xunta de Galicia in the call for Emerxentes (2014PG004), being a director Professor Doctor Rita Gradaílle Pernas. eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2018.32.06 http://recyt.fecyt.es/index.php/PSRI/ [66] [Andrea MAROÑAS BERMÚDEZ, Rubén MARTÍNEZ GARCÍA & Lara VARELA-GARROTE] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2018) 32, 65-79] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 leisure activities with their children, but when the role of the parents is analysed in isolation, inequalities are detected in terms of gender, with mothers being more actively involved. The study also shows that there are inequalities in terms of the income and educational level of the parents. It is necessary to develop socio-educational policies for the promotion of shared leisure regardless of gender and socio-economic factors. PALABRAS CLAVE: ocio cultural tiempo libre ocio deportivo ocio vida familiar RESUMEN: La sociedad apresurada en la que nos encontramos inmersos incrementa las dificultades de las familias con hijos para organizar sus tiempos cotidianos. Las ocupaciones relativas al ámbito laboral y familiar están ligadas a la falta de tiempo en las rutinas diarias, resultando más complejo atender a otras facetas vitales para el bienestar y desarrollo humano como es el ocio. Esta falta de tiempo condiciona los ritmos cotidianos de los más pequeños que, habitualmente, ven limitadas sus posibilidades de compartir experiencias lúdicas con sus progenitores, situando al tiempo de ocio familiar en un segundo plano. Ante esta realidad, el presente artículo tiene como objetivos: a) conocer cómo configuran las familias gallegas con hijos escolarizados en Educación Primaria sus tiempos de ocio vinculados al ámbito artístico-cultural y físico-deportivo; y b) estudiar cómo influye el nivel de estudios e ingresos de los progenitores en la configuración de dichos tiempos. La metodología de investigación es cuantitativa, empleando para la recogida de información un cuestionario elaborado ad hoc, obteniendo un total de 2037 válidos. Los resultados evidencian que las familias gallegas tienden a la corresponsabilidad al compartir experiencias de ocio con sus hijos, pero cuando se estudia el protagonismo de la madre y del padre en solitario se observan diferencias notables en sus papeles, especialmente en función de la tipología de actividad de ocio. Como conclusiones podemos afirmar que, en general, las familias prefieren compartir conjuntamente con sus hijos las actividades de ocio estudiadas, pero cuando se analiza el papel de los progenitores en solitario se detectan desigualdades en cuanto al género, siendo mayor el protagonismo de las madres. También se comprueba que existen desigualdades en cuanto al nivel económico y de estudios de las familias. Es necesario desarrollar políticas socioeducativas para la promoción de un ocio compartido con independencia del género y de factores socioeconómicos. PALAVRAS-CHAVE: atividade cultural atividade de tempo livre desporto lazer vida familiar RESUMO: A sociedade apressada em que estamos imersos aumenta as dificuldades das famílias com crianças para organizar seus tempos diários. As ocupações relacionadas ao trabalho e à família estão ligadas à falta de tempo nas rotinas diárias, sendo mais complexo abordar outros aspetos vitais para o bem-estar e o desenvolvimento humano, como o lazer. Essa falta de tempo condiciona os ritmos diários dos mais jovens que, geralmente, limitam suas possibilidades de compartilhar experiências lúdicas com os pais, colocando o tempo de lazer da família em segundo plano. Diante dessa realidade, este artigo tem como objetivos: a) saber como as famílias galegas com crianças matriculadas no Ensino Básico compõem seu tempo de lazer vinculado aos campos artístico-culturais e físico-desportivos; e b) estudar como o nível de estudos e renda dos pais influencia a configuração de tais tempos. A metodologia de pesquisa é quantitativa, usando um questionário ad hoc para coletar informações. Os resultados mostram que as famílias galegas tendem a compartilhar a responsabilidade quando compartilham experiências de lazer com seus filhos, mas ao estudar o papel da mãe e do pai, há diferenças notáveis em seus papéis, especialmente dependendo do tipo de atividade de lazer. Como conclusões, podemos afirmar que, em geral, as famílias preferem compartilhar com seus filhos as atividades de lazer estudadas, mas quando o papel dos pais é analisado isoladamente, as desigualdades são detetadas em termos de género, sendo as mães as protagonistas. Mostra também que existem desigualdades em termos de nível econômico e estudos das famílias. É necessário desenvolver políticas socioeducativas para a promoção do lazer compartilhado, independentemente de fatores de género e socioeconómicos. 1. Introduction Spain tops the list of least egalitarian European countries in the use of time, a situation that is not only difficult for all of society, but also particularly adverse for women (Goñi-Legaz, Ollo-López and Bayo-Moriones, 2010). Along with the family and work situation, gender is a significant variable in the study of social time because the mass incorporation of women into the workplace has not coincided with greater involvement of men in domestic and childcare activities (Maclnnes and Solsona, 2006). This means that, in addition to suffering the consequences of the wage gap, the worst working conditions and glass ceilings, they are the ones that continue to have to maintain a dual presence that makes them particularly disadvantaged in terms of time inequalities (Brullet, 2010; Prieto and Pérez de Guzmán, 2013). The division of responsibilities in the family is still not governed by equal criteria, meaning that it is too often impossible to adapt the organisation of time to the realities of everyday life (Valdemoros, Ponce de León, Sanz & Caride, 2014). The multiplicity of work, administrative, childcare and rest schedules generates asynchronies that families need to resolve by seeking strategies to enable them to deal with the numerous activities that eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2018.32.06 http://recyt.fecyt.es/index.php/PSRI/ [67] [LEISURE TIME SHARED AS A FAMILY: A SOCIO-EDUCATIONAL INTERPRETATION OF THE GALICIAN SITUATION] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2018) 32, 65-79] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 they have to carry out on a daily basis (Caballo, Gradaílle & Merelas, 2012). The overload of work and its corresponding personal sacrifices are not enough to prevent many families from being forced to resort to external reconciliation services, and even to dispense with other forms of social time of equal or greater importance to life, such as leisure experiences. Distribution of time is related to quality of life; indeed, an unbalanced organisation generates, among other issues, higher levels of stress, worse levels of well-being and less satisfaction with family functioning (Boz, Martínez-Corts & Munduate, 2016). The dynamics of current society –characterised by ‘time poverty’ (Warren, 2010) or ‘time stress’ (Haller, Hadler & Kaup, 2013)– reach all social sectors, including children, whose daily rhythms are set more according to commercial interests and the obligations of adults than their care needs or preferences (Rosenfeld & Wise, 2011). The rigidity of time structures prevents an increasing number of parents from taking on daily tasks such as accompanying their children to school, eating at home, helping with homework and doing leisure activities as a family. As a result, children spend increasing amounts of time at school, where a wide variety of complementary services has been created (early bird service, school dinners, school transport, extracurricular activities, etc.) with the aim of resolving the overlap of work and school timetables (Varela, Varela & Lorenzo, 2016). Against this backdrop, the school is in an ambivalent situation in which, at the same time as being a fundamental resource for helping the organisation of family life, it also reproduces dynamics that legitimise a distribution of times that increasingly coincide with the working days of adults (Fraguela, Lorenzo, Merelas & Varela, 2013). In addition, competitiveness and the culture of success also affect the composition of children’s schedules, with the inclusion of numerous activities that aim to build perfect CVs at increasingly premature ages (L’Ecuyer, 2015). Because of this, children’s free time is being taken over by ‘activities that do not necessarily respond to their interests, but rather to the desire of their parents to ensure greater academic achievement’ (Martínez, Maroñas & Gradaílle, 2016, p. 44). This time, therefore, tends towards institutionalisation and instrumentalisation. On the one hand, because the complexity of timetables results in children having to use reconciliation services that replace the care and supervision functions that the immediate family once exercised; and, on the other hand, because the obsession with ‘over education’ means that the activities carried out in these services become in many cases an extension of the school day (Fraguela, Lorenzo & Varela, 2011). The experience of leisure especially suffers the consequences of these overcrowded schedules. Indeed, the time devoted to recreational activities on a daily basis is residual when compared to that dedicated to paid work in the case of adults (INE, 2015) or to academic activities in the case of children (Ruiz, Gómez-Vela, Fernández & Badia, 2014). In this respect, we are witnessing a paradoxical situation in which leisure is enjoying growing social popularity but shortage of time has become a common problem that reduces the quantity and quality of the leisure time available (De Valenzuela, Maroñas & Delgado, 2014). Although it has been a line of secondary enquiry, in recent decades, there has been an increase in studies on family leisure with a focus on the following main themes: its relationship with well-being, its benefits and limitations and how it is organised in different types of family (Bocarro, Henderson, Zabriskie, Parcel & Kanters, 2015). According to the model of family leisure functioning of Zabriskie and MacCormick (2001), recreational experiences can be grouped into two broad categories: core activities (those that respond to the need for stability, regularly participating in recreational activities that promote personal relationships and feelings of closeness with family members) and balance (those that introduce the need for change in the family environment, with new information that challenges its members). Within this line, the studies derived from this model indicate that a relatively equal amount of both categories achieves a higher degree of cohesion and family satisfaction, as well as greater levels of adaptation to the challenges of today’s society (Zabriskie & McCormick, 2003; Agate, Zabriskie, Taylor & Poff, 2009). The growing interest in the subject may be related to the many benefits that shared leisure has been shown to have for family life. These include greater cohesion, the assimilation of healthy leisure patterns, greater adaptability to change, greater and better intrafamily communication and improved emotional bonds (Bocarro, et al. 2015). From this perspective, the socio-educational reach that the family has in the forming of healthy leisure habits is no less, since, although ways of experiencing leisure vary in the different stages of life, the guidance and accompaniment of adults is of vital importance in the creation of leisure itineraries during childhood and youth; hence, it is of interest to relate family co-responsibility with this eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2018.32.06 http://recyt.fecyt.es/index.php/PSRI/ [68] [Andrea MAROÑAS BERMÚDEZ, Rubén MARTÍNEZ GARCÍA & Lara VARELA-GARROTE] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2018) 32, 65-79] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 type of experience (Caride, 2012, Monteagudo & Cuenca, 2012). The specialised literature on the subject has associated, with disparate results, the type of family, income, place of residence, age and educational level with the quality of family leisure (Craig and Mullan, 2013; Goñi-Legaz et al. 2010; Hornberger, Zabriske & Freeman, 2010); however, the internal functioning of the family itself is a key factor in the carrying out of successful leisure experiences within the family (Valdemoros et al. 2014). Inequalities in the use of time are transferred to the dimension of leisure; this means that mothers and fathers continue to adopt different roles in the recreational activities that they share with their children (Craig & Mullan, 2013; Sayer, Bianchi and Robinson, 2004). The research suggests that mothers, despite having less free time available, are the ones who share more time with their children and that the presence of male or female parents varies depending on the type of activity carried out (Wallace & Young, 2010). The axes on which this work pivots are the relationships generated between the uses of time, co-responsibility and leisure; in this case, emphasising how artistic/cultural and physical/sporting activities carried out by families with children between 6 and 12 years of age are organised. The proposal materialises in two aims: − To find out how the shared leisure time of the families studied is organised, specifically that involving artistic/cultural and physical/sporting activities. − To study how the educational level and income of the parents influence the organisation of the leisure time. 2. Method This work is part of a broader research project1 that aims to analyse how Galician families with children in primary school in the Autonomous Community of Galicia organise and harmonise their daily lives. 2.1. Description of the sample Using the reference population (Galician primary school pupils during the 2014-2015 academic year – a total of 135,602) as a basis, we carried out a simple random sampling appropriate to the criteria of proportionality and representativeness, and took schools as the reference unit. For the configuration of the schools sample (Table 1), we maintained the proportions of the population in terms of province (A Coruña, Lugo, Orense, Pontevedra); territorial context (dense population area, DPA, intermediate population area, IPA, sparse population area, SPA) (IGE, 2015); type of school (state or private) and year (primary school years 1 to 6). Table 1. Sample identification data (%) Province Territorial context Type of school Year 1 16.2 A Coruña 27.5 DPA 46.6 State 72.3 217.1 Lugo 19.1 IPA 18.9 Private 27.7 316.4 Orense 16.2 SPA 34.6 4 16.3 Pontevedra 37.2 5 18 6 16 A total of 3,400 questionnaires were submitted, of which 2,037 were valid, representing a satisfactory response rate (59.91%). This level of participation ensures the representativeness of the sample with an error of 2.2% and a confidence level of 95.5%. 2.2. Data collection procedure Selection of schools and assignment of class groups was carried out randomly, respecting the criteria of proportionality with regard to the population indicated above. The process consisted of distributing the questionnaires to pupils during school hours. They were asked to give the eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2018.32.06 http://recyt.fecyt.es/index.php/PSRI/ [69] [LEISURE TIME SHARED AS A FAMILY: A SOCIO-EDUCATIONAL INTERPRETATION OF THE GALICIAN SITUATION] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2018) 32, 65-79] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 questionnaires to their parents and return them to the school within a week for the research team to collect them. Once the schools had agreed to participate in the study, no significant difficulties were identified that would have hindered the carrying out of the research. The parents were able to choose who answered the questionnaire. 78.1% were completed by the mother/guardian and 19.6% by the father/guardian; the remaining 2.3% were completed by the mother and father jointly (0.3%), another member of the family (0.3%) and 1.4% did not answer the question. 2.3. Instrument For the collection of the information, an ad hoc questionnaire was prepared for the parents to complete. The tool was configured on the basis of the following themes: personal details; reconciliation; free and shared time; resources and community services and, lastly, leisure, physical activities and health. This article focuses on the study of variables from the first and third themes, namely: Personal details: defining the socio-economic profile of the sample. The following variables were studied: educational background of the mother (disaggregated into ‘primary studies,’ ‘secondary studies,’ ‘vocational training’ and ‘higher education studies’), educational level of the father (with the same response options as the previous variable) and parents’ monthly income (with ranges that included ‘less than €1,000,’ ‘between €1,001 and €1,500,’ ‘between €1,501 and €2,000’ and ‘more than €2,000’). Free and shared time: providing information on who takes responsibility for sharing leisure time with the children. On the one side, the headings ‘attending cultural shows with the children (cinema, theatre, concerts, etc.)’ and ‘sharing games and artistic activities (music, painting, reading, etc.)’ were studied to analyse artistic/cultural leisure experiences and, on the other side, the headings ‘attending sports events with the children (matches, championships, etc.)’ and ‘doing physical and sporting activities with the children (riding a bike, walking, football, etc.)’ to analyse physical/sporting leisure activities. The response alternatives for all of the questions were as follows: ‘mother,’ ‘father,’ ‘shared between mother and father’ and ‘shared with other people’ (others alone, others with the mother or others with the father) and ‘alone’ (no one accompanying). In this regard, we initially present a univariate analysis of the above headings and, then, a bivariate analysis that examines whether there is a relationship between those who share artistic/cultural and physical/sporting leisure experiences, the educational level of the parents and family income. 2.4. Analysis of the data Analysis of the data was carried out with the statistical program IBM SPSS Statistics (version 20.0 for Windows). For studying the association between variables, the Pearson’s chi-squared test and Haberman’s adjusted standardised residuals test (1973) were used. This test shows, with a confidence level of 0.95 (alpha of 0.05), that residuals greater than 1.96 reveal cells with more cases than there should be if the two variables were independent, while residuals lower than 1.96 indicate cells with fewer cases than expected under the condition of independence of the variables (Pardo and Ruíz, 2001). 3. Results The main results obtained are presented below. The data is presented in a disaggregated form according to accompaniment to leisure and shared activities of an artistic/cultural and physical/sporting nature. 3.1. Parental accompaniment to artistic/ cultural leisure activities Regarding who regularly accompanies children to artistic/cultural leisure activities (cinema, theatre, concerts, etc.), the statistics show that it is mostly shared by both parents, with this circumstance occurring in more than half of the sample (54.5%). This is followed by the mother who takes on the task alone in 30.6% of cases. In contrast to the mother, the role of the father alone is highly residual (Figure 1). eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2018.32.06 http://recyt.fecyt.es/index.php/PSRI/ [70] [Andrea MAROÑAS BERMÚDEZ, Rubén MARTÍNEZ GARCÍA & Lara VARELA-GARROTE] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2018) 32, 65-79] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 3. RESULTS The main results obtained are presented below. The data is presented in a disaggregated form according to accompaniment to leisure and shared activities of an artistic/cultural and physical/sporting nature. - Parental accompaniment to artistic/cultural leisure activities Regarding who regularly accompanies children to artistic/cultural leisure activities (cinema, theatre, concerts, etc.), the statistics show that it is mostly shared by both parents, with this circumstance occurring in more than half of the sample (54.5%). This is followed by the mother who takes on the task alone in 30.6% of cases. In contrast to the mother, the role of the father alone is highly residual (Figure 1). Figure 1. Person(s) accompanying the children to artistic/cultural activities (%) a) According to the educational level of the parents The Pearson’s chi-squared test shows a highly significant relationship between the mother’s accompaniment to artistic/cultural activities and her educational level (𝑥𝑥"=138.027; p<0.001). Analysis of the adjusted standardised residuals reflects that mothers with primary school studies show values of sole accompaniment that are higher 54.5 30.6 7.3 4.2 3.4 0 10 20 30 40 50 60 Mother and father Mother Others Father No one Figure 1. Person(s) accompanying the children to artistic/cultural activities (%) a) According to the educational level of the parents The Pearson’s chi-squared test shows a highly significant relationship between the mother’s accompaniment to artistic/cultural activities and her educational level ( =138.027; p<0.001). Analysis of the adjusted standardised residuals reflects that mothers with primary school studies show values of sole accompaniment that are higher than expected and that, therefore, they accompany their children more frequently to these activities alone (4.4). With this same educational level, higher values than expected are again returned for cases in which children carry out these experiences alone (4.9), while, when the mother has more advanced studies, the standardised residuals show values that are lower than expected, that is to say, the opposite trend occurs, with it being uncommon for them to do it alone (-3.9). In addition, the data reflects an association in which the higher the educational level of the mother, the greater the co-responsibility of both parents for accompanying their children to cultural and artistic activities (9.1) (Figure 2). than expected and that, therefore, they accompany their children more frequently to these activities alone (4.4). With this same educational level, higher values than expected are again returned for cases in which children carry out these experiences alone (4.9), while, when the mother has more advanced studies, the standardised residuals show values that are lower than expected, that is to say, the opposite trend occurs, with it being uncommon for them to do it alone (-3.9). In addition, the data reflects an association in which the higher the educational level of the mother, the greater the co-responsibility of both parents for accompanying their children to cultural and artistic activities (9.1) (Figure 2). Figure 2. Accompaniment to artistic/cultural activities and mother’s level of studies (%) Note: Reference value +/- 1.96 [Adjusted standardised residuals] When the relationship between accompaniment to artistic/cultural activities and the educational level of the father is studied, the Pearson’s chi-squared test shows a highly significant association (𝑥𝑥"=73.410; p<0.001). The adjusted standardised residuals show that, when the father has primary school studies, accompaniment by the mother scores higher than expected, it being, therefore, more common for her to be the one that accompanies her children (5.3) or they do it alone (2.8). With this same level of studies and focusing on joint accompaniment, lower levels than expected are observed (-7.1). By contrast, when the father has university studies, higher levels than expected are 35.9 [-7.7] 41.7 [4.4] 5.8 [3.3] 4.3 [2.7] 68.9 [9.1] 23.1 [-5.9] 0.6 [-3.7] 0 10 20 30 40 50 60 70 80 Mother and father Mother Father Alone Primary studies Secondary studies Vocational training University studies Figure 2. Accompaniment to artistic/cultural activities and mother’s level of studies (%) Note: Reference value +/- 1.96 [Adjusted standardised residuals] When the relationship between accompaniment to artistic/cultural activities and the educational level of the father is studied, the Pearson’s chi-squared test shows a highly significant association ( =73.410; p<0.001). The adjusted standardised residuals show that, when the father has primary school studies, accompaniment by the mother scores higher than expected, it being, therefore, more common for her to be the one that accompanies her children (5.3) or they do it alone (2.8). With this same level of studies and focusing on joint accompaniment, lower levels than expected are observed (-7.1). By contrast, when the father has university studies, higher levels than expected are shown (5.3), that is to say, as in the case of the mothers, the higher the educational level of the father, the greater the degree of co-responsibility. eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2018.32.06 http://recyt.fecyt.es/index.php/PSRI/ [71] [LEISURE TIME SHARED AS A FAMILY: A SOCIO-EDUCATIONAL INTERPRETATION OF THE GALICIAN SITUATION] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2018) 32, 65-79] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 b) According to the level of parental income The Pearson’s chi-squared test shows a highly significant statistical relationship between parental accompaniment to artistic/cultural activities and income level ( =162.67; p<0.001). In this respect, a study of the adjusted standardised residuals shows that the lower the parental income, the more common it is for the mother to be responsible for accompanying the children to these activities. In contrast, as the income increases, greater joint participation is observed, and it is less common for her to be the one who accompanies the children alone. Similarly, when parental income is less than €1,000 per month, it is more common for children not to be accompanied to this type of activity (5.1), while when the income exceeds €2,000, it is less common for someone to accompany them (-3.7). Conversely, the standardised residuals show that when parental income is low, it is more usual than expected for them to attend cultural shows with other people (2.7) (Figure 3). shown (5.3), that is to say, as in the case of the mothers, the higher the educational level of the father, the greater the degree of co-responsibility. b) According to the level of parental income The Pearson’s chi-squared test shows a highly significant statistical relationship between parental accompaniment to artistic/cultural activities and income level (𝑥𝑥"=162.67; p<0.001). In this respect, a study of the adjusted standardised residuals shows that the lower the parental income, the more common it is for the mother to be responsible for accompanying the children to these activities. In contrast, as the income increases, greater joint participation is observed, and it is less common for her to be the one who accompanies the children alone. Similarly, when parental income is less than €1,000 per month, it is more common for children not to be accompanied to this type of activity (5.1), while when the income exceeds €2,000, it is less common for someone to accompany them (-3.7). Conversely, the standardised residuals show that when parental income is low, it is more usual than expected for them to attend cultural shows with other people (2.7) (Figure 3). Figure 3. Accompaniment to artistic/cultural activities and income level (%) Note: Reference value +/- 1.96 [Adjusted standardised residuals] 31.6 [-8] 43.6 [4.9] 11.6 [2.7] 7.6 [5.1] 10.6 [3.1] 71.3 [9.9] 19.9 [-7.0] 4.6 [-3.3] 0.8 [-3.7] 0 10 20 30 40 50 60 70 80 Mother and father Mother Father Others Alone Less than €1,000 Between €1,001 and €1,500 Between €1,501 and €2,000 More than €2,000 Figure 3. Accompaniment to artistic/cultural activities and income level (%) Nota: Valor de referencia +/- 1,96 [Residuos tipificados corregidos] 3.2. Artistic/cultural leisure activities shared as a family When observing the statistics relating to who shares artistic/cultural leisure experiences (music, painting, reading, etc.) with their children, the same trend as in the case of accompaniment is shown. Almost half of the sample stated that both parents shared activities with their children in this area (47.5%), followed again by the mother alone (33.6%), with the father’s involvement alone still being of little significance (5.5%) (Figure 4). - Artistic/cultural leisure activities shared as a family When observing the statistics relating to who shares artistic/cultural leisure experiences (music, painting, reading, etc.) with their children, the same trend as in the case of accompaniment is shown. Almost half of the sample stated that both parents shared activities with their children in this area (47.5%), followed again by the mother alone (33.6%), with the father’s involvement alone still being of little significance (5.5%) (Figure 4). Figure 4. Person(s) sharing artistic/cultural leisure activities with the children (%) a) According to the educational level of the parents The Pearson’s chi-squared test reflects a highly significant relationship with the educational level of the mother (𝑥𝑥"=94.646; p<0.001). In this regard, the adjusted standardised residuals indicate that, when the mother has primary school studies, she shows higher levels than expected in cases in which she takes on responsibility individually (4.7), whereas, when she has higher education studies, the levels are lower than expected (-5.0). When the mother has primary school studies, she shows lower 47.5 33.6 8.9 5.5 4.5 0 5 10 15 20 25 30 35 40 45 50 Mother and father Mother Others Father No one Figure 4. Person(s) sharing artistic/cultural leisure activities with the children (%) eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2018.32.06 http://recyt.fecyt.es/index.php/PSRI/ [72] [Andrea MAROÑAS BERMÚDEZ, Rubén MARTÍNEZ GARCÍA & Lara VARELA-GARROTE] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2018) 32, 65-79] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 a) According to the educational level of the parents The Pearson’s chi-squared test reflects a highly significant relationship with the educational level of the mother ( =94.646; p<0.001). In this regard, the adjusted standardised residuals indicate that, when the mother has primary school studies, she shows higher levels than expected in cases in which she takes on responsibility individually (4.7), whereas, when she has higher education studies, the levels are lower than expected (-5.0). When the mother has primary school studies, she shows lower levels than expected in cases of joint accompaniment (-6.1), whereas, when she has university studies, she shows higher values (7.9). This means that, when the educational level of the mother is higher, co-responsibility with the father is more common in terms of carrying out artistic and cultural activities with their children (Figure 5). levels than expected in cases of joint accompaniment (-6.1), whereas, when she has university studies, she shows higher values (7.9). This means that, when the educational level of the mother is higher, co-responsibility with the father is more common in terms of carrying out artistic and cultural activities with their children (Figure 5). Figure 5. Person(s) sharing artistic/cultural activities according to mother’s level of studies (%) Note: Reference value +/- 1.96 [Adjusted standardised residuals] The Pearson’s chi-squared test according to the educational level of the father shows a highly significant association (𝑥𝑥"=47.180; p<0.001). The adjusted standardised residuals show that, when the father has primary school studies, the mother scores higher values than expected (2.6), it being, therefore, more common for her to share artistic/cultural leisure experiences with her children alone. With this same level of studies of the father and analysing joint accompaniment, lower levels than expected are observed (-4.1). When the father has university level studies, however, the levels are higher (3.8), in such a way that co-responsibility is more common. b) According to the level of parental income 32.7 [-6.1] 46.2 [4.7] 4 [2.1] 60.1 [7.9] 27.6 [-5] 3 [-2] 1 [-2.9] 0 10 20 30 40 50 60 70 Mother and father Mother Father Alone Primary studies Secondary studies Vocational training University studies Figure 5. Person(s) sharing artistic/cultural activities according to mother’s level of studies (%) Note: Reference value +/- 1.96 [Adjusted standardised residuals] The Pearson’s chi-squared test according to the educational level of the father shows a highly significant association ( =47.180; p<0.001). The adjusted standardised residuals show that, when the father has primary school studies, the mother scores higher values than expected (2.6), it being, therefore, more common for her to share artistic/cultural leisure experiences with her children alone. With this same level of studies of the father and analysing joint accompaniment, lower levels than expected are observed (-4.1). When the father has university level studies, however, the levels are higher (3.8), in such a way that co-responsibility is more common. b) According to the level of parental income The chi-squared test shows a statistically significant association between sharing artistic/cultural experiences and family income level ( =120.634; p<0.001). In this regard, the adjusted standardised residuals reflect the same trend as in accompaniment to artistic/cultural shows in cases of the mother alone and cases in which both parents take on the task. When the family’s income is less than €1,000, the mother shows higher values than expected (5.5) and, therefore, it is more common for her to be the one who shares this type of experience alone with her children. Similarly, with this same level of income, joint sharing between both parents shows lower values than expected (-7.1) so co-responsibility is unusual. Conversely, when the income is higher than €2,000, the standardised residuals show higher values than expected in cases in which both parents share this responsibility (9.5), it being, therefore, common for both parents to jointly share artistic/cultural activities with their children. 3.3. Attendance at sporting events as a family If we look at the statistics on who attends sporting events with their children, in general, we can see that most of the sample goes with their mother and father together to these events (52.6%). This is again followed by the mother alone (23%) and, in third place, by the father alone (10.9%), these last two being less far apart than in the case of accompaniment to artistic/cultural activities (Figure 6). eISSN: 1989-9742 © SIPS. DOI: 10.7179/PSRI_2018.32.06 http://recyt.fecyt.es/index.php/PSRI/ [73] [LEISURE TIME SHARED AS A FAMILY: A SOCIO-EDUCATIONAL INTERPRETATION OF THE GALICIAN SITUATION] SIPS - PEDAGOGÍA SOCIAL. REVISTA INTERUNIVERSITARIA [(2018) 32, 65-79] TERCERA ÉPOCA Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 a) According to the educational level of the parents The Pearson’s chi-squared test shows the existence of a highly significant association between the mother’s level of education and the one who attends sporting events with the children (𝑥𝑥"=110.30; p<0.001). It can be observed that mothers with primary school studies have lower levels than expected in cases of joint accompaniment (- 7.0), while those with higher education studies have higher values (6.4). When the mother has primary school studies (5.6) or vocational training (2.6), she accompanies her children alone, with higher values than expected, while those with university studies do so to a lesser extent (-5.9); this means that the higher the level of studies, the greater the co-responsibility (Figure 7). Figure 7. Accompaniment to sporting events according to mother’s level of studies (%) 52.6 23 10.9 6.8 6.7 0 10 20 30 40 50 60 Mother and father Mother Father Others No one Figure 6. Person(s) accompanying the children to sporting events (%) a) According to the educational level of the parents The Pearson’s chi-squared test shows the existence of a highly significant association between the mother’s level of education and the one who attends sporting events with the children ( =110.30; p<0.001). It can be observed that mothers with primary school studies have lower levels than expected in cases of joint accompaniment (-7.0), while those with higher education studies have higher values (6.4). When the mother has primary school studies (5.6) or vocational training (2.6), she accompanies her children alone, with higher values than expected, while those with university studies do so to a lesser extent (-5.9); this means that the higher the level of studies, the greater the co-responsibility (Figure 7). Note: Reference value +/- 1.96 [Adjusted standardised residuals] Regarding the analysis of the father’s level of studies, the chi-squared test shows the presence of a significant association (𝑥𝑥"=34.692; p<0.05) with the accompaniment to sporting events variable. When analysing the standardised residuals, we observe to a greater extent than expected that when parents have primary school studies, those who attend shows with their children are either mothers (2.3) or mother or father accompanied by other people (2.2) and it is less common than expected for both parents go together (-2.7). However, if the studies of the father are higher, it is more common than expected for them to attend the shows alone (3.1). When the father has vocational training studies, the standardised residuals give higher values than expected in the mother and father together category (2.0). b) According to the level of parental income The attendance of the father and mother at sporting events is highly associated with the level of parental income. The Pearson’s chi-squared test shows the existence of a highly significant association between both variables (𝑥𝑥"=160.994; p<0.001). Studying the adjusted standardised residuals, in families with incomes lower than €1,000, it is the 35.7 [-7.0] 36 [5.6] 28.2 [2.6] 63.1 [6.4] 16.2 [-5.9] 0 10 20 30 40 50 60 70 Mother and father Mother Father Primary studies Secondary studies Vocational training University studies Figure 7. Accompaniment to sporting events according to mother’s level of studies (%) Note: Reference value +/- 1.96 [Adjusted standardised residuals] Regarding the analysis of the father’s level of studies, the chi-squared test shows the presence of a significant association ( =34.692; p<0.05) with the accompaniment to sporting events variable. When analysing the standardised residuals, we observe to a greater extent than expected that when parents have primary school studies, those who attend shows with their children are either mothers (2.3) or mother or father accompanied by other people (2.2) and it is less common than expected for both parents go together (-2.7). However, if the studies of the father are higher, it is more common than expected for them to attend the shows alone (3.1). When the father has vocational training studies, the standardised residuals give higher values than expected in the mother and father together category (2.0).