This study addresses the relationship between self-esteem and dimensions of parenting styles. The purpose of this study is to show the relationship between dimensions of parenting styles and the child’s self-esteem. The dimensions of parenting styles that have been studied in this paper are: Permissive, Authoritarian and Authoritative. From the research conducted in other studies, it results that the dimensions of parenting styles are related to self-esteem, where respectively the permissive and authoritative dimension is related to increased self-esteem, while the authoritative dimension is related to decreased self-esteem. Based on the data extracted from the results of the SPSS program for this study, it has resulted that there is a negative correlation between self-esteem and the permissive dimension of parenting styles. This means that the more permissive the parents are, the lower the children’s self-esteem. For the authoritative dimension, a significant relationship bordering on self-esteem has resulted. This relationship was established only with the mother. So an authoritative mother brings about an increase in the child’s self-esteem. For the relationship between the authoritative dimension and self-esteem, based on the data results, no correlation has resulted between them. Based on the studies conducted, it turns out that this result may come as a result of the fact that children do not see their parents today as authoritarian. From this study we come to the conclusion that the relationship between the dimensions of parenting styles and self-esteem depends on the way parents behave with their children, that is, the dimension of parenting styles they use with them.

This article examines the conditions influencing the development of learning to learn (L2L) competence in student teachers. Methodologically, it integrates two approaches: a) a review of literatura on L2L in higher education; b) an analysis of the formative experiences of students at a escuela normal to identify the institucional and pedagogical conditions affecting L2L development. The findings reveal fragmented, decontextualized, and disconnected experiences that point to a lack of coherence between institutional educational practices and the delibereted promotion of L2L. The study argues that L2L cannot be regarded as an automatic outcome of schooling or as a direct effect of curricular design. Rather, it is a complex process that requires rethinking and regenerating teacher education by re-signifying the culture of normalismo en Mexico.

PRESENTACINaprender a aprender en la educacin superior

El presente artculo presenta una revisin crtica de las principales teoras econmicas del desempleo, explorando sus fundamentos y limitaciones.Se analizan las concepciones clsicas de Adam Smith y David Ricardo sobre empleo productivo, identificando la falta de una definicin explcita del desempleo.Tambin se examina el enfoque neoclsico, centrado en el equilibrio del mercado laboral y las crticas por su incapacidad para explicar el desempleo involuntario.Finalmente, se aborda la perspectiva keynesiana, que vincula el desempleo con la insuficiencia de demanda agregada y defiende la intervencin estatal para corregir desequilibrios de corto plazo.El artculo concluye destacando la necesidad