Dissertations / Theses on the topic 'Authoritative Parenting Styles'

Relationships between parenting styles practiced in individuals' families of origin and the measurement of individuals' spiritual maturity in adulthood were studied. Relationships between gender and the authoritative (facilitative) parenting style comprised the main focus of the study. Participants for this study were recruited from a large, non-denominational Christian church located in north Texas. A total of 300 individuals were randomly selected. A total of 160 individuals filled out the demographic sheet, the Parental Authority Questionnaire (PAQ), and the Spiritual Assessment Inventory (SAI). Canonical correlation procedures were performed among the set of SAI scales measuring individuals' spiritual maturity (awareness, instability, grandiosity, realistic acceptance, disappointment, and impression management) and the set of PAQ scales that measure parenting styles (authoritative or facilitative, authoritarian, and permissive) of mothers and fathers. Conclusions about female and male students raised in homes characterized by fathers and mothers with an authoritative (facilitative) parenting style were varied. Female adults raised in homes characterized by fathers and mothers with an authoritative (facilitative) parenting style were not correlated in a positive manner with spiritual maturity. Male adults raised in homes characterized by fathers with an authoritative (facilitative) parenting style demonstrated significance at only a large observed p value and therefore, could not be reported. Male students raised in homes characterized by mothers with an authoritative (facilitative) parenting style were correlated significantly with spiritual maturity in one correlation at the .04 level of significance. In another correlation, at the .003 level of significance, male adults raised in homes characterized by mothers with an authoritative (facilitative) parenting style were not correlated. Some cautions were discussed regarding the findings, and directions for future research on parenting styles and spiritual maturity were discussed.

Though Quintilian introduced the term in loco parentis in his Institutio Oratoria by suggesting that teachers think of themselves as parents of a student's mind, composition scholars have let parenting as a metaphor for teaching fall by the wayside in recent discussions of classroom authority. Podis and Podis have recently revived the term, though, and investigated the ways writing teachers enact Lakoff's "Strict Father" and "Nurturing Mother" authority models. Unfortunately, their treatment of these two opposite authority styles reduces classroom authority styles to a mutually exclusive binary of two less than satisfactory options. I propose clinical and developmental psychologist Diana Baumrind's taxonomy of parenting styles as the ideal way to reform our thinking as a field about the authority model we should adopt in our writing classrooms. While Baumrind includes the inferior models Podis and Podis work from in her authoritarian and permissive parenting styles, she found that the authoritative style, which is both strict and nurturing, promises the best results for parenting children: autonomy and academic achievement. By applying her descriptions of authoritative parents and the outcomes for their children to the practices of composition instructors and their students, I reveal how useful Baumrind's taxonomy of parenting styles could be for a field that often uses nuanced terms for authority without either clearly defining them or backing claims with replicable, aggregable, data-driven (RAD) research. If our field chooses to adopt Baumrind's terminology and definitions, then, we will be able to communicate about classroom authority in terms anchored in a coherent paradigm and garner more respect for our field as we probe the outcomes of Baumrind's authoritative parenting style as a college composition teaching style through our own empirical research.

Due to psychosocial and hormonal changes, adolescents with Type 1 Diabetes (T1D) are at risk for poorer regimen adherence, quality of life (QOL), and glycemic control (HbA1c). Authoritative parenting (AP) supports youth development during the transition into adolescence. To date, the mechanisms behind authoritative parenting and better HbA1c are yet to be examined. Parent-youth dyads completed measures of authoritative parenting, adherence, and QOL. As hypothesized, more authoritative parenting related to higher socioeconomic status (SES; β = -.13, p = .04) rather than ethnicity. Further, more authoritative parenting related to better glycemic control via the mechanisms of higher youth QOL (β = .24, p < .001) and better diabetes adherence (β = .17, p = .008). Parents who provide more authoritative parenting have youth with better QOL, better adherence, and better glycemic control. More authoritative parenting helps youth achieve better diabetes care and quality of life during the transition into adolescence.

High self-compassion has been shown to provide many benefits for overall well-being. Some studies have suggested that the environment in which an individual grew up could have some effect on this trait in adulthood. The present research examined the relationship between the parenting style with which an individual was raised and their later adulthood self-compassion and compassion for others. It was hypothesized that the responsiveness of the parent would be directly related to the way that an individual learns to respond to themselves and others. Authoritative parenting style was expected to be related to higher self-compassion and compassion for others as it is characterized by parents who respond positively to their child. Authoritarian parenting was expected to be related to lower levels of each construct as it is characterized by negative responses to the child’s actions. It was found that both authoritative and authoritarian parenting styles are associated with higher levels of self-compassion. The two parenting styles considered to negatively affect children raised in the style, authoritarian and permissive, were found to be related to higher levels of compassion for others. Future research directions for the relationship are discussed.

El propósito de esta investigación fue comparar la autopercepción según los estilos de crianza percibidos por escolares de 10 a 12 años (60% hombres) de dos colegios privados de Lima, así como comparar ambas variables según sexo. Se aplicaron la Escala de Estilos de Crianza y el Perfil de Autopercepción para Niños (SPPC) a un total de 165 escolares. Los resultados evidenciaron que existen diferencias significativas en las dimensiones aspecto físico (p < .001) y conducta (p = .001) de la autopercepción según los estilos de crianza, específicamente hay mayores puntuaciones en dichas dimensiones en el estilo negligente. Además, los estudiantes tienen una autopercepción positiva de sí mismos, siendo las mujeres las que tienen una autopercepción más positiva sobre su propia conducta. Se concluye que los estilos de crianza influyen en el desarrollo de la autopercepción de los menores, pero no es un factor determinante.<br>The purpose of this research was to compare the self-perception according to the parenting styles perceived by scholars from 10 to 12 years old (60% male) from two private schools in Lima, as well as comparing both variables according to gender. The escales applied were Escala de Estilos de Crianza and Self Perception Profile for Childen (SPPC) where applied to a total of 165 schoolchildren. The results showed that there are significant differences in the physical appearance (p < .001) and behavior (p = .001) dimesions of self-perception according to the parenting styles, specifically there are higher scores in these dimensions in the negligent style. Also, students have a positive self-perception of themselves, where women have more positive self-perception about their own behavior. It is concluded that parenting styles influence the development of minors' self-perception, but it is not a determining factor.<br>Tesis

<p> This study was designed to investigate the impact of Adlerian parent trainings on parenting style and perceived competence, in order to determine if Positive Discipline parent training courses promote the <i> authoritative parenting style.</i> It was hypothesized that an Adlerian parent training would both promote the authoritative style and reduce authoritarian style and permissive style. It was also hypothesized that after attending a parent training, parents would note an increase in their sense of competence as parents. The central constructs were assessed through an online survey that included a measure of parenting style (Parenting Styles and Dimensions Questionnaire; PSDQ) and a measure of parenting competence (Parent Sense of Competence; PSOC). The sample consisted of 101 parents who attended one of 26 distinct Positive Discipline parent training group classes offered in cities across the United States. For the study, parents were assessed for parenting style and competence before the start of the course, after they completed the course, and at a 3-month follow-up period. Results indicated that parents experienced significant increases in both authoritativeness and sense of competence from pre-test to post-test. There was an even stronger significance associated with the increase in authoritativeness from pre-test to the three-month follow-up. Results also confirmed the hypothesis that attendance at the parent training would lead to reduced levels of authoritarian and permissive parenting styles. The study provides emperical support for the theoretical link between the Adlerian parenting model and the authoritative parenting model.</p>

Eating away from home has been identified as one possible contributor to childhood obesity, with links to poor diet quality and higher weight status due to dietary quality of meals at restaurants and consumersâ attitudes. Parenting style has been associated with childrenâ s weight status and overall attitudes toward food, with authoritative parenting being shown to help protect against childhood obesity. The current study aimed to compare and contrast parenting and feeding practices at home and in the restaurant. Twenty-five mothers with children, ages five to eight, who ate at restaurants at least two times per week participated in facilitated, individual interviews. Interviews topics included: parenting, child input in choosing restaurants and restaurant meal selection, and food rules and practices at restaurants versus at home. Socio-demographic information, parenting style, and the mothersâ heights and weights were gathered, with descriptive statistics computed. Interview data were transcribed, then thematically coded using NVivo software. All mothers scored highest on authoritative parenting styles. Participating mothers were Caucasian, well-educated, with above-average family incomes. Mothers had an average of 2.2 children and a BMI of 27.9 kg/m2. Mothers described more stringent behavioral expectations and more permissive food rules at restaurants. Parents had greater influence in determining whether to eat away from home and where, whereas children had greater responsibility for meal selections at restaurants. The results suggest that practices may differ at restaurants than at home, highlighting the importance of further research, along with educational and behavioral strategies directed toward mothers when eating away from home.<br>Master of Science

This study examines the relations between depressive symptom expression and cultural and family contexts among adolescent females from different ethnic groups. Specifically, ethnic identity, parenting style, family stress and the quality of parent-adolescent relationships were examined as potential protective factors for depressive symptom expression among a diverse group of female adolescents. This study addressed the following research questions: 1) Are there ethnic group differences in depressive symptom expression across Latina, African American and Asian adolescent females? 2) Are there ethnic group differences in the association of family processes with depressive symptom expression across these three ethnic groups? 3) Regardless of ethnic group membership, does ethnic identity moderate the association of family processes with depressive symptoms? The sample consisted of 93 female high school students. Overall, 30% of participants reported depressive symptoms in the moderate to severe range. The results of this study indicate that there are few statistically significant differences in depressive symptom expression across Latina, African American and Asian participants; however, Latina participants consistently reported the highest rates of depressive symptoms. Family stress and authoritative parenting style were significant predictors of depressive symptom expression, such that participants of all ethnicities who reported high levels of depressive symptoms also reported high levels of family stress and low levels of authoritative parenting. No ethnic group differences were found for authoritative parenting, family stress or ethnic identity indicating that these processes were comparable across ethnic groups. These results indicate that family process variables are important predictors of depressive symptoms in adolescent females, which lead to recommendations that adolescent treatment of depressive disorders should include family therapy. In addition, due to the 30% prevalence rate of depression in this study, it is recommended that mental health professionals and school systems collaborate in order to offer outreach programs through local schools. INDEX WORDS: Adolescents, Depression, Ethnic minorities, Authoritative parenting, Family stress, Ethnic identity

Magister Artium - MA<br>This study aims to explore the family environment of non-admitting sex offenders in order to gain insight into the family characteristics that could be contributing factors towards the behaviour of denial. However, the focus will not be on the families of the sex offenders, but rather on the non-admitting sex offenders’ views of their family environment. The theoretical framework used is the Social Learning Theory, because it supports the fact that most behaviour is learned through modelling the behaviour of others. The researcher used a qualitative approach and the aim of the study was to generate information that would describe the family environment of non-admitting sex offenders. The population of this study was incarcerated, sentenced sex offenders with specific focus on the non-admitting sex offender as the unit of analysis. Ten (10) participants were purposively selected for the study and semi-structured interviews were conducted with each one in order to generate the needed information for the study

<p>Föräldrar kan ha olika typer av uppfostringsstil gentemot sina barn: auktoritär, auktoritativ och släpphänt. Den auktoritativa föräldrastilen har enligt tidigare forskning visat sig påverka sannolikheten för hög empati hos barnen. Syftet med denna studie var att undersöka betydelsen av olika föräldrastilar för individens empatiska förmåga. En enkätstudie utfördes med en kombination av ett mätinstrument för föräldrastilar, <em>Parental Styles Dimensions Questionnaire (PSDQ) samt en för empati, <em>A Questionnaire Measure of Emotional Empathy (QMEE). Deltagarna var 191 gymnasiestudenter från tre olika skolor i Mellansverige. Resultatet visade att föräldrastil har betydelse för empati, men endast den auktoritativa föräldrastilen visade sig ha ett signifikant samband med empati, särskilt hos män. Detta tolkades som att ju mer auktoritativa föräldrarna är desto mer sannolikt är det att barn har en hög nivå av empati. </em></em></p>

The thesis addressed the saving behaviour of adolescents within the social context of the family, which has received little attention to date. The research regarded adolescent economic socialization and the development of saving behaviour as an integral part of general socialization and adolescent psychological development. The importance of saving was investigated relative to alternative ways for getting larger sums of money. Three large survey studies with adolescents and one survey study with adolescents and their parents were carried out. In Study 1, 470 students between the ages of 11 and 18 took part. The results of this study revealed that adolescents do think of saving as a means of accumulating larger sums of money. Studies 2 and 3 sampled 290 and 443 students between the ages of 11 and 17 and 13 to 14, respectively, providing empirical evidence of adolescents’ endeavour for independence, reflected by their saving motives as well as the changing of their attitudes towards saving as a skill. The thesis examined a number of significant predictors for adolescents’ general tendency to save. The studies linked adolescent saving with home atmosphere and perceived parenting style empirically for the first time. A path model illustrates the associations that were found between the behaviour and attitudes of the parents and the saving behaviour and attitudes of their adolescent child. It demonstrates that the development of saving behaviour is linked to the power relationship between parent and child. The findings support the behavioural life-cycle hypothesis as well as the benefits of being raised in an ‘authoritative home’ with regard to skills in saving.

The main aim of the present study was to explore the relationship between parenting styles, as used by the pre-school parent and the social behaviour of the five-year old. Specific attention was given to three main parenting styles: authoritative, authoritarian and permissive. The eight developmental perspectives applicable for the five-year old were also discussed. The research was conducted according to the quantitative approach. The Parental Styles Dimensions Questionnaire (PSDQ) was completed and returned by a sample of 30 parents (N=30) from Evergreen Pre-primary in Gauteng. The representative sample of five-year olds being observed by the teacher were 24 pupils (N=24). The teacher rated the five-year olds' behaviour using the Behavioural Questionnaire (BQ). These results indicated primarily that the Authoritative Parenting Style was most used by the parents of the five-year old group and that this Parenting Style tends to lead to more acceptable social behaviour among the five-year olds.<br>Social Work<br>M. Diac.(Play Therapy)

碩士<br>大葉大學<br>教育專業發展研究所<br>104<br>This study considered whether authoritative parents are associated with prosocial behavior in adolescents and examines the mediating role of empathy. Questionnaire survey of 278 students age 13-15 years (133 males and 145 females ) were taken from 5 counties. 3 Instruments were used such as the Parenting Style Scale（Hsieh & Ye, 2010）, the Basic Empathy Scale (BES) （Jolliffe, & Farrington, 2006） and Prosocial Tendencies Measure–Revised (PTM-R) (Carlo & Randall, 2002). The data were analyzed by descriptive statistics, Pearson product-moment correlation coefficient, simple linear regression model and hierarchical regression model. (a)Results indicated that empathy in adolescents was significantly positively linked with authoritative parenting style and prosocial behavior in adolescence. Authoritative parenting style was positively linked with prosocial behavior in adolescents; (b) Family with authoritative parenting style could be predicted empathy and prosocial behavior in adolescents; Empathy in adolescents could be positively predicted prosocial behavior; (c) Furthermore, empathy in adolescents played a partially mediating role between authoritative parent style and prosocial behavior in adolescents. Discussion focuses on the distinct contribution that empathy gives in prosocial behavior in adolescents.

碩士<br>國立臺南大學<br>幼兒教育學系碩士在職專班<br>102<br>The purposes of this study: 1. To explore the formation of mother’s parenting style. 2. To explore the social behavior of children of mother with authoritative parenting style. 3. To explore the the social behavior of children of mother with permissive parenting style. The study uses the purposive sampling choosing four families as the objects for the observation and interview; the constant comparative method to analyse the data from the objects. Furthermore, the study uses the triangulation to check the data from the interview of parents, researcher, and children’s behavior. In addtion, the study also uses the valid data from the co-teachers and parents to do double check in order to be more completed and reasonable with the result. The result shows: 1. The way causing the mother’s parenting style includes the attitude and discussion of father, the parenting style of family-of-origin, the gender of children, the information of parenting, and the self-modification of mother. 2. The mother with authoritative parenting style (high responsive and high demand) is easy to make her children indecisive and high compatible performances. 3. The mother with permissive parenting style (high responsive and low demand) makes her children selfish performance.

Dissertação de Mestrado Integrado em Psicologia apresentada à Faculdade de Psicologia e de Ciências da Educação<br>Objetivos: A Flexibilidade Psicológia Parental é uma competência importante no contexto da parentalidade uma vez que alguns estudos sugerem que esta promove o uso de estilos parentais mais adaptatativos e, ainda, contribui para transmissão de bem-estar psicológico para a criança. Assim, o presente estudo procurou conhecer melhor este recurso/competência, explorando os seus correlatos sociodemográficos, clínicos, da criança e do contexto de prestação de cuidados. Para além disso, teve como objetivo analisar se a sintomatologia ansiosa e depressiva estava associada a estilos parentais (mal)adaptativos, e se essa relação ocorria através da flexibilidade psicológica parental. Método: Foi conduzido um estudo transversal, utilizando uma amostra de 454 pais de crianças com idades compreendidas entre os dois e os 19 anos que responderam a um conjunto de instrumentos de avaliação de autorresposta. Uma parte da amostra foi recolhida online, através de anúncios nas redes sociais, em grupos relacionados com o tópico da parentalidade e num site elaborado para este propósito, enquanto que a restante parte da amostra foi recolhida presencialmente no Agrupamento de Escolas de Montemor-o-Velho. Resultados: Verificou-se que a sintomatologia depressiva (p < .001), a história de problemas de saúde psiquiátricos ou psicológicos (p < .10), o temperamento do filho (p < .05) e a flexibilidade psicológica geral (p < .01) foram as variáveis que se associaram de forma mais significativa com a flexibilidade psicológica parental. Ainda, os resultados evidenciaram que o efeito da sintomatologia ansiosa e depressiva nos estilos parentais autoritário e autoritativo ocorreu, de forma indireta, através da flexibilidade psicológica parental. Especificamente, níveis mais elevados de sintomatologia associaram-se a menor flexibilidade psicológica parental que, por sua vez, se associou à utilização de estilo parental menos autoritativo e mais autoritário. Conclusões: Os resultados obtidos demonstraram algumas características que contribuem para a flexibilidade psicológica parental, bem como o papel deste construto enquanto competência que favorece a adoção de estilos parentais mais adaptativos, até mesmo na presença de sintomatologia ansiosa e depressiva. Assim, constituem um importante contributo para o contexto de intervenção na medida em que sugerem a intervenção preventiva junto de pais em risco de utilizar estratégias parentais maladaptativas, para além de fomentarem a reflexão acerca de intervenções futuras baseadas no modelo da Terapia da Aceitação e Compromisso (ACT), todavia, adaptadas ao contexto da parentalidade.Palavras-chave: Estilo Parental Autoritário; Estilo Parental Autoritativo; Evitamento Experiencial; Flexibilidade Psicológica Parental; Parentalidade; Sintomatologia Ansiosa; Sintomatologia Depressiva.<br>Objective: Parental Psychological Flexibility is an important competence in the parenting context as some studies suggest that it may promote more adaptive parental styles and may contribute to the child’s psychological well-being. Thus, the purpose of the present study was to explore the sociodemographic, clinical, child and context of care correlates of this resource. Besides that, it aimed to analyze if the anxious and depressive symptomatology were associated with the parental styles, and if this relationship occurs through the Parental Psychological Flexibility. Methods: A cross-sectional study was conducted using a sample of 454 parents of children aged between two and 19 years, who answered to a set of self-response assessment instruments. A portion of the sample was collected online, through advertisement on social networks, in groups related to parenting stuff and on a site designed for this purpose, while the rest of the sample was collected in person at the Montemor-o-Velho school. Results: We found that the depressive symptomatology (p < .001), the history of psychiatric or psychological health problems (p < .10), the child's temperament (p < .05) and the general psychological flexibility (p < .01) were the variables that were most significantly associated with parental psychological flexibility. Moreover, the results proved that the effect of anxious and depressive symptomatology on parental styles occured, indirectly, through parental psychological flexibility. Specifically, higher levels of symptomatology were associated with lower parental psychological flexibility which, in turn, was associated with the use of less authoritative and more authoritarian parental style. Conclusion: The results showed some characteristics that contribute to the parental psychological flexibility, as well as the role of this construct as a competence that increase the adoption of more adaptive parental styles, even in the presence of anxious and depressive symptomatology. Therefore, they constitute an important contribution to the intervention context insofar, as they suggest the implementation of preventive interventions with parents at risk of using maladaptive parental strategies, in addition to encouraging the development of future interventions based on the Acceptance and Commitment Therapy model (ACT), but adapted to the parenting context.Key-words: Anxious Symptomatology; Authoritarian Parenting Style; Authoritative Parenting Style; Depressive Symptomatology; Experiential Avoidance; Parental Psychological Flexibility; Parenting.

The main research question was What are the relationships between parenting style, self-regulated learning (SRL) and the academic achievement of selected (upper) primary school students in Ethiopia? The following specific research questions were formulated: • What are the views of the students on the parenting styles, and on parental acceptance and control, the cognitive strategies they use, and their self-regulated learning? • What is the relationship between parenting style and SRL? • What is the relationship between parenting style and academic achievement? • What is the relationship between SRL and academic achievement? • Does SRL moderate the relationship between parenting style and academic achievement? In this study a correlational design was used, but it was also exploratory and descriptive. Data were collected by means of a self-report questionnaire, while the academic achievements of the students were derived from official records. The questionnaire was completed by 477 randomly selected students from two classes in each of five schools in Hawasa, Ethiopia. The analysis of the data was done by means of descriptive, correlation, and ANOVA tests. The major findings included the following: Most of the children experienced acceptance by their parents, in particular from their female parents/guardians. The best levels of acceptance were, for example, “When I get a poor grade at school, my parents encourage me to try harder”, or “I can count on my parents to help me if I have some kind of a problem”, and “My parents keep pushing me to do my best in whatever I do”. However, it was found that the parents seldom spent time merely talking to their children. The female parents/guardians seemed to control their children more than the male parents/guardians, and were more involved with their children. The children, though, also believed that their parents/guardians did not really know how they spent their leisure time. More often the children perceived their parents as being neglectful. Regarding their cognitive strategies, the students particularly made use of memorization. The cognitive strategies of the children whose parents were authoritative were significantly better than those of the other children. When a student’s self-regulation increased, his/her cognitive strategies also increased, and when the cognitive strategies improved, so did the average achievement. The parents’ parenting styles were also significantly related to their children’s achievement, and were moderated by cognitive strategies as co-variants.<br>Psychology of Education<br>D. Ed. (Psychology of Education)