COVID-19 e a Saúde Mental Infantil: Impacto de Variáveis Sociodemográficas, Práticas Educativas e Estressores

Valandro, Graciana Sanchotene; Rodrigues, Gabriel dos Reis; Marin, Angela Helena

doi:10.1590/1982-4327e3518

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School and Educational Psychology • Paidéia (Ribeirão Preto) 35 • 2025 • https://doi.org/10.1590/1982-4327e3518 linkcopiar

COVID-19 e a Saúde Mental Infantil: Impacto de Variáveis Sociodemográficas, Práticas Educativas e Estressores

Autoria SCIMAGO INSTITUTIONS RANKINGS

Resumo

A pandemia de COVID-19 teve importante repercussão para famílias em diferentes países. Este estudo teve como objetivo avaliar o impacto de variáveis sociodemográficas, práticas educativas parentais e estressores da pandemia de COVID-19 nos problemas emocionais e de comportamento de crianças de seis a 11 anos. Mães/pais (N = 132) responderam remotamente ao Questionário de Dados Sociodemográficos, Inventário de Práticas Parentais, Questionário de Capacidades e Dificuldades e Response to Stress Questionnaire COVID-19. Análises de regressão indicaram que diagnóstico clínico parental e ser menino repercutiam nos problemas externalizantes, assim como idade parental, na hiperatividade. Já estado civil teve efeito sobre problemas de conduta infantil; e nível educacional sobre problemas emocionais e internalizantes. Destaca-se que a disciplina coercitiva se associou a todas subescalas dos problemas emocionais/comportamentais. Finalmente, os estressores da pandemia impactaram os problemas de conduta, emocionais, de relacionamento com pares, externalizantes e internalizantes. Evidenciou-se que fatores de distintas ordens acentuaram vulnerabilidades infantis no contexto da COVID-19.

Palavras-chave:
parentalidade; relações pais-criança; distúrbios do comportamento; COVID-19

Mother/Father	n	%
Gender
Female	124	93.90
Male	8	6.10
Marital Status
In a steady relationship	105	79.50
Not in a steady relationship	27	20.50
Education
Incomplete elementary education	10	7.60
Complete elementary education	10	7.60
Complete secondary education	39	29.50
Incomplete higher education	24	18.20
Complete postgraduate education	49	37.10
Physical/mental illness diagnosis
No	101	76.50
Yes	31	23.50
Child
Gender
Female	65	49.20
Male	67	50.80
Schooling
Pre-school	17	12.90
From 1 ^st to 5 ^th grade	94	71.20
From 6 ^th to 9 ^th grade	21	15.90
Physical/mental illness diagnosis
No	107	81.10
Mother/Father	n	%
Gender
Female	124	93.90
Yes	25	18.90

Emotional/behavioral problems	F	Degrees of freedom	p	Adjusted R²	Shapiro-Wilk of residuals
Emotional problems	4.17	17, 114	.001	.29	.238
Conduct problems	8.76	17, 114	.001	.50	.347
Hyperactivity	4.30	17, 114	.001	.39	.108
Problems with peers	3.99	17, 114	.001	.37	< .001
Externalizing problems	8.09	17, 114	.001	.48	.761
Internalizing problems	5.85	17, 114	.001	.39	.138
Prosocial behavior	2.36	17, 114	.004	.15	< .001

Mother/father	Betas	EPS	CPS	HS	PPS	PS	EXT	INT
Age	B	-.02	.02	-.09b	.01	-.01	-.07	-.02
Age	β	-.07	.07	-.24	.04	-.03	-.12	-.03
Gender (female)	B	-.37	-.35	-.94	-.58	-.23	-1.29	-.95
Gender (female)	β	-.15	-.17	-.34	-.35	-.14	-.31	-.26
Marital status (in a steady relationship)	B	.09	.89b	-.11	.11	.32	-1.00	.21
Marital status (in a steady relationship)	β	.04	-.45	-.04	.07	.19	-.24	.06
Completed elementary school	B	-1.44	-1.07	-.91	-1.02	.06	-1.98	-2.46
Completed elementary school	β	-.57	-.54	-.33	-.62	.03	-.48	-.68
Completed secondary school	B	-1.55	-.64	.06	-1.27a	-.09	-.58	-2.81a
Completed secondary school	β	-.62	-.32	.02	-.77	-.06	-.14	-.77
Undergraduate degree	B	-2.14a	-.59	-.07	-1.48a	-.39	-.67	-3.62b
Undergraduate degree	β	-.85	-.29	-.02	-.90	-.25	-.16	.99
Graduate degree	B	-2.10a	-.96	.35	-2.07c	-.41	-.61	-4.17c
Graduate degree	β	-.84	-.48	.13	-1.26	-.26	-.15	-1.15
Diagnosis (yes)	B	.53	.07	1.42b	.38	-.32	1.49a	.91
Diagnosis (yes)	β	.21	.03	.52	.23	-.19	.36	.25
Affection	B	-.13	-.35	-.96	-.11	.53	-1.31	-.24
Affection	β	-.01	-.08	-.16	-.03	.15	-.14	-.03
Education	B	.08	-.25	.14	-.18	-.06	-.11	-.09
Education	β	-.02	.09	.04	-.08	-.03	-.02	-.02
Coercive discipline	B	.92b	1.50c	1.11c	.64b	.72c	2.62c	1.56c
Coercive discipline	β	.26	.52	.28	.27	-.31	.44	.29
Social	B	-.56	-.22	-.37	-.05	.30	-.59	-.61
Social	β	-.16	-.08	-.09	-.02	.14	-.10	-.12
Child
Gender (female)	B	-.36	-.35	-.94a	-.06	.34	-1.29a	-.43
Gender (female)	β	-.14	-.18	-.34	-.04	.21	-.31	-.12
1 ^st to 5 ^th grade	B	.12	.23	-.17	.42	-.55	.06	.54
1 ^st to 5 ^th grade	β	.05	.11	-.06	.25	-.34	.01	.15
6 ^th to 9 ^th grade	B	.75	.35	.59	.32	.12	.93	1.07
6 ^th to 9 ^th grade	β	.29	.17	.21	.19	.08	.23	.29
Diagnosis (yes)	B	-.02	.45	.66	.50	-.39	1.11	.49
Diagnosis (yes)	β	-.01	.22	.24	.31	-.24	.27	.13
Pandemic stressors	B	.13c	.04ª	.06	.04a	.04	.10a	.17c
Pandemic stressors	β	.34	.14	.15	.17	.15	.17	.31

Variables	M ( SD )	Minimum	Maximum	25 ^th Percentile	Median	75th Percentile
Affection	3.63 ( .46)	2.00	4.00	3.44	3.75	4.00
Education	3.25 ( .74)	.50	4.00	2.50	3.25	3.50
Discipline	0.94 ( .69)	.00	3.33	.33	.66	1.33
Social	2.57 ( .73)	.25	4.00	2.00	2.50	3.00
RSQ	30.4 (6.63)	17.00	51.00	26.00	30.00	35.00
EPS	3.11 (2.53)	.00	9.00	1.00	2.00	5.00
CPS	1.75 (1.99)	.00	9.00	.00	1.00	3.00
HS	3.70 (2.75)	.00	10.00	1.00	4.00	5.00
PPS	1.30 (1.65)	.00	7.00	.00	1.00	2.00
PS	8.77 (1.59)	4.00	10.00	8.00	9.00	10.00
EXT	5.45 (4.12)	.00	17.00	2.00	5.00	8.25
INT	4.42 (3.69)	.00	15.00	1.75	3.50	7.00

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Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia Av.Bandeirantes 3900 - Monte Alegre, 14040-901 , Tel.: (55 16) 3315-3829 - Ribeirão Preto - SP - Brazil
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[1] Note. EPS = Emotional Problems; CPS = Conduct Problems; HS = Hyperactivity; PPS = Peer-Relationship Problems; PS = Prosocial Behavior; EXT = Externalizing Problems; INT = Internalizing Problems. a = p ≤ 0.05, b = p ≤ 0.01. c = p ≤ 001.