Dissertations / Theses: 'Parenting - Discipline'

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Holliday, Monica J. "Authoritative parenting and outcomes of positive discipline parent training| Parenting style and perceived efficacy." Thesis, Adler School of Professional Psychology, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3662133.

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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 authoritative parenting style. 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.

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Bellhouse, Margaret Ruth. "Parental discipline style : an investigation into the validity of parents' reports." Thesis, Open University, 2001. http://oro.open.ac.uk/54376/.

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Parenting is thought to play an important role in the development and maintenance of children's behaviour difficulties. Research involving the assessment of parent-child interactions has contributed greatly to the current understanding in this area. The present study sought to assess the concurrent validity of a popular self-report measure of parental discipline style, by examining the relationship between parents' reports of these aspects of their parenting behaviour and objective observations of the same behaviour. This represents one of only a few investigations of this kind in relation to parenting behaviour. Parents of children who experienced significant behavioural difficulties completed questionnaires about their parenting style, depression, sense of competence in their parenting and their children's behaviour problems. These parents were also observed in interactions with their children at home. An observational coding system was developed for the study. Analysis of the observational system indicated that it was both reliable and valid. However, there was no relationship between observed and parent-reported discipline styles. Comparisons between parent-reported discipline style and other questionnaire factors led to mixed results. Taken together, these results suggested that the self-report measure of parenting style did not have good concurrent validity, and this finding contrasted with those reported by the questionnaire's developers. These results were interpreted with reference to the design of the questionnaire, respondent-related factors, deficits in parental monitoring skills, and biases in response to the questionnaire. These results have implications for therapeutic intervention and for future research involving parental self-report measures of discipline, and these are discussed.

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Lee, Ember Lynn Brestan Elizabeth V. "Undergraduate attitudes towards parental discipline strategies." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Theses/LEE_EMBER_22.pdf.

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Oliveros, Arazais. "PARENTAL ATTRIBUTIONS AND DISCIPLINE OF CHILD BEHAVIOR." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2183.

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Extant empirical evidence suggests that multiple risk and protective factors implicated in children's development of behavior problems are intertwined. This study, therefore, investigated the relationships among parental depression and anger, attributions of control, discipline, parent-child relationship variables, and children's behavior problems. Results were based on the responses of parents (55 mothers and 13 fathers) with children in Head Start and parents (52 mothers and 4 fathers) with children in Private School settings. All parents had children who ranged in age from 3- to 8-years. Compared to Private School parents, Head Start parents had lower levels of nonviolent discipline, involvement, and autonomy granting and endorsed greater internalizing behavior problems in their children. Significant correlations were found among parent-child relationship characteristics, parental discipline practices, and child behavior problems in both samples. Regression analyses suggested that Private School parents' use of psychological aggression and autonomy granting interact in the prediction of children's internalizing behavior problems. Although Head Start parents' higher attributions of child control for failure predicted lower levels of nonviolent discipline, and Private School parents' use of psychological aggression predicted greater levels of children's externalizing behavior problems, there was no evidence of parental discipline mediating the relationship between parental attributions and children's behavior problems. These findings emphasize the importance of research involving disadvantaged and nondisadvantaged community samples in order to provide a context for understanding how parental discipline and children's behavior problems are related to parent traits and parent-child relationship characteristics.
M.S.
Department of Psychology
Arts and Sciences
Psychology

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Dirkse, Melvin. "Bring them up in the training (discipline) and admonition (instruction) of the Lord, Ephesians 6:4." Theological Research Exchange Network (TREN), access this title online, 2005. http://www.tren.com/search.cfm?p091-0056.

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King, Veronica D. "Parenting and Discipline Correlations with Social Supports for Single, African American Mothers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5489.

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Assistance to young, single, African American mothers requires adaptation to their environmental stressors along with reliance on social support. Further information is necessary for developing and supporting an appropriate model for delivery of that assistance. The purpose of this quantitative study was to examine potential correlations between general social support and parenting skills and disciplinary practices amongst low-income, African American single mothers. Bronfenbrenner's ecological systems theory model supported this study to further develop an accurate perspective of African American families to inform more effective approaches to parenting. The participants for this correlational research design study were 78 mothers who had preschool age children, between the ages of 2 and 5. The Multidimensional Scale of Perceived Social Support, the Parents' Child-Rearing Behavior Interview Questionnaire, and the Attitudes Toward Spanking Children Questionnaire were used to measure the variables under study. Ordinal regression was used to examine the correlations between social support, parenting skills, and disciplinary practices. A significant interaction between social support, parenting skills, and disciplinary practices was not found with the tools used in this study; however, there was only a relationship determined between general social support and disciplinary practices. The knowledge gained from this study can be useful to researchers and practitioners in developing culturally appropriate parenting support and education, positively impacting the delivery of parenting by single, urban, African American mothers.

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White, Yvette C. "Mothers' Parenting Discipline Style and Their Early Puberty Daughters' Engagement in High-Risk Behaviors." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7846.

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Some early puberty girls engage in high-risk externalizing behaviors such as early sexual activity, delinquent behavior, and disruptive behaviors. Harsh parenting experienced by girls who develop early has been associated with delinquent and disruptive behaviors. The purpose of this quantitative correlational study was to examine predictive relationships between the style of parental discipline by mothers of early puberty girls and the likelihood and frequency of the girls' engagement in high-risk behaviors. Parenting style theory, including the authoritarian, authoritative, and permissive style of parenting, served as the theoretical foundation for the study. Survey data were collected from 28 mothers who identified as having a daughter who experienced early puberty. The Parenting Scale subscales were used to measure the dysfunctional parenting behaviors of laxness, overreactivity, and verbosity. Logistic regression analysis revealed no statistically significant relationships between the early puberty girl's involvement in risky behaviors and dysfunctional parenting. Results may be used by human service and public health officials to increase awareness of early puberty and to promote public health policies to address the individual, social, and economic implications of early puberty in girls.

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Bere, Gamuchirai. "The challenges of cohabiting families with regard to discipline of adolescents." Thesis, University of Western Cape, 2013. http://hdl.handle.net/11394/3320.

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Masters of Art
Cohabitation families have become a widely accepted and increasing form of family structure nowadays. However this family structure’s characteristics have caused it to be described as a risk factor to child development as it is associated it with negative child outcomes especially during the adolescence period. The adolescence stage itself has been described by literature as a unique human development stage coupled with a variety of physical, cognitive, social and emotional changes, making it a vulnerable stage characterised by experimenting with risk behaviours. Therefore the aim of this study was to explore and describe the challenges of cohabiting families with regard to discipline of the adolescents. An explorative and descriptive research design grounded in a qualitative research approach was used. Two set of data, namely (a) cohabiting biological parents, and (b) adolescent children living in cohabiting families, were collected for a better understanding of the situation. The population for the study encompassed all cohabiting parents and their adolescent children living in the city of Cape Town, and research participants were purposively selected from the caseload of Cape Town Child Welfare. Data was collected by means of individual interviews with the aid of an interview guide. Interviews were transcribed verbatim and field notes were taken. Data analysis was conducted according to Tesch (in Creswell 2009), and ethical considerations, such as confidentiality, voluntary participation, informed consent from parents and informed assent from adolescents, as well as no harm to participants, were adhered to. Most participants identified with cohabiting step-parent families. The reported challenges affecting discipline of adolescent children stemmed from poor parent-child relationships, ambiguous step-family roles, negative family communication patterns, and the applied disciplinary methods in cohabiting families. With consultation from some of the suggestions put forward by all the participants, the researcher concluded the study with recommendations for social workers working with cohabiting families.

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Reine, Gena Patrice. "Parenting style and classroom behavior : exploring the connection in kindergartners and first graders /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Hoffman, Kristin S. "The contribution of nonshared environmental factors to differential parental discipline: A twin study." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/188.

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Children's relationships with their parents are considered to be a major influence in their development. Parents' use of discipline with their children, in particular, constitutes a major component of the parent-child relationship and is linked to children's later social skills and behavioral and emotional functioning. Prior studies have shown that parents treat their children differently. The purpose of this dissertation was to examine whether parents use differing levels of discipline with their children and to delineate parent, child, and contextual factors associated with differential parental discipline. This study utilized a behavior genetics twin study design to control for extraneous influences, such age and life changes, which may significantly impact a parents' use of discipline. Participants in this study consisted of 38 families (36 twin pairs, 2 sets of triplets) who had previously participated in the Southern Illinois Twins and Siblings Study (SITSS; DiLalla, 2002) and were now between the ages of 5 ½ to 10 ½. Children and their parents were each asked to report on various parenting practices and discipline techniques used within their home. Parents completed a variety of questionnaires assessing socioeconomic status, interparental conflict, parent personality, child temperament, and child emotional and behavioral functioning and mothers tracked their discipline for one week through a diary. Results from this study showed that children living in the same family experience different levels and types of discipline. Child temperament and emotional/behavioral functioning were related to differential discipline practices. The twin in the family rated as exhibiting greater levels of extraversion, effortful control, and prosocial skills received more sensitive parental discipline. In contrast, the twin showing more conduct problems, peer problems, emotional symptoms, and inattention/ hyperactivity experienced harsher parental discipline. Importantly, parents and their children did not agree on the amount of differential discipline used in their homes. Parents reported using similar levels of discipline with both of their children and children reported large differences in the type and amount of discipline shown to them and their co-twins. Findings from this study could add to the effectiveness of many parent training programs by helping parents to understand the interactions between various parent, child, and contextual characteristics in the initiation of parental disciplinary strategies. Through this understanding, parents may begin to match their disciplinary styles to best meet their children's phenotypic characteristics and needs and environmental demands. Lastly, the search for various genetic and environmental factors associated with harsh discipline practices will greatly enhance the success of prevention programs. By being able to determine familial and contextual characteristics associated with harsh or aversive punishment practices, we may be able to predict those parents most at risk for harsh discipline and to intervene before abusive discipline practices are used.

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ROTH, SARA E. "A quasi-experimental investigation of the impact of the Nurtured Heart Approach onparenting confidence, use of appropriate verbal discipline and perceptions of child interpersonal strengths in a Caucasian population sample." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1523231595379139.

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Akin, Mergin. "Exploring Theology and Practice in Islamic Parenting." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5094.

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The purpose of this study is to explore Muslims' parenting styles and determine how factors such as religion, education, income, physical and verbal punishment experienced as a child, and the perception of Islamic childrearing influence their parenting styles. The research focuses on the main tenets of parenting in the Islamic tradition such as fatherhood, motherhood, children's and parent's rights and responsibilities, discipline methods, and physical punishment. The study also informs the role of marriage in Islam and the adopted concepts and theories of Western sociological literature. Findings show that authoritative parenting was the most predominant parenting style among study participants. The study also revealed that those who frequently read the Qur'an tended to be less authoritarian. Parents that experienced physical punishment as a child and who think Islam allows spanking were more likely to sponsor an authoritarian parenting style. The study findings provide insights into the complex roles of religion and parenting in Muslim groups.
M.A.
Masters
Sociology
Sciences
Applied Sociology

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Dahl, Rebecca Wade. "Maternal discipline approaches : a comparison between children with conduct problems and a nonclinic group /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/7297.

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Rand, Joseph S. "Parental Experience-Based Change: Positive and Negative Changes in Monitoring, Expectations, Nurturing, and Discipline." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6118.

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This study sought to create a measure of parent's perceptions of parental experience-based change (PEBC), or parents' perceptions of the changes they make to their parenting of secondborn children as a result of experiences with firstborn children. The measure assessed PEBC in the domains of monitoring, expectations, nurturing and discipline. Participants were 401 mothers or fathers of 2 or 3 adolescent children. Factor analyses revealed an 8 factor solution that assessed increasing and decreasing in each of the 4 domains. Criterion validity was evaluated using regression analyses to examine the relationships between each factor and parenting outcomes thought to be related to PEBC, namely efficacy, relationship positivity and negativity, demandingness, responsiveness and granting of autonomy. Reliability of the measure was also evaluated. Overall, results supported the validity and reliability of the measure of PEBC and future research can implement the measure in study of parenting and sibling influence.

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Morgan, Judith Kirstin. "Parental discipline style relation of physical punishment and emotion socialization to adaptive and maladaptive child outcomes /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 56 p, 2007. http://proquest.umi.com/pqdweb?did=1338878441&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Klein, Jenny. "Predictors of Parental Discipline in Families Raising Youth With Hearing and Communication Disorders." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2194.

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Children with disabilities are at high risk for several forms of maltreatment, including abuse and neglect (Ammerman, Hersen, Van Hasselt, Lubetsky, & Sieck, 1994; Sullivan & Knutson, 1998b), and children with hearing and communication disorders comprise a substantial portion of children at risk (e.g., Sullivan & Knutson, 2000). For example, some literature investigating the parenting practices of parents raising children and adolescents with hearing and communication disorders suggests that these parents have a tendency to use physically harsh discipline practices (Knutson, Johnson, & Sullivan, 2004; Sullivan & Knutson, 1998b). Further, high prevalence rates of emotional and behavioral problems are documented in these youth (e.g., Greenberg & Kusche, 1989; Hindley, 1997; Prizant, Audet, Burke, & Hummel, 1990). Despite these findings, a limited amount of research focuses on understanding factors related to these undesired outcomes. Therefore, this study investigates the relationships among dimensions of parents' psychological functioning and parent-child interactive processes in a culturally diverse, national sample of families raising children and adolescents with hearing and communication disorders. Results suggest that parents' stress, depression, and anxiety as well as parent-child communication and involvement are important correlates of discipline practices and subsequent child behavior in families raising children and adolescents with hearing and communication disorders. Additionally, psychological aggression and parents' depression are highly predictive factors in the use of corporal punishment. Also, psychological aggression and parenting stress are highly predictive of reported youth behavior problems. The information gained from this investigation may provide direction for assessment and therapeutic intervention with parents of children and adolescents who have hearing and communication disorders.
Ph.D.
Department of Psychology
Sciences
Psychology PhD

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Freeman, Donah, and Raychelle Harper. "A historical perspective on adolescent behaviors and twentieth century parenting paradigms." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1809.

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Olivera, Isaković. "Efekti percpiranih roditeljskih postupaka prilikom korigovanja neprimerenih ponašanja dece na aktuelna uverenja o disciplinovanju u mlađem odraslom dobu: retrospektivna studija." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2018. https://www.cris.uns.ac.rs/record.jsf?recordId=107164&source=NDLTD&language=en.

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Cilj istraţivanja je bio da ispita efekte opaţenog iskustva disciplinovanja, na uverenja o disciplinovanju dece u mlaĊem odraslom dobu, kao i ulogu uslova i naĉina na koji je roditeljska disciplina sprovoĊena, u relacionom odnosu iskustva i aktuelnih uverenja o disciplinovanju. Iskustva disciplinovanja iz detinjstva su operacionalizovana preko širokog spektra roditeljske korektivne discipline, tj. kaţnjavajućih i nekaţnjavajućih postupaka prilikom korigovanja neprimerenih ponašanja dece. Pored roditeljske disciplinske prakse, okolnosti disciplinovanja su operacionalizovane i preko uslova u okviru kojih je sprovoĊena disciplina (emocionalna klima, partnerskiiiikonflikti, neefikasnost u disciplinovanju) i naĉina na koji su roditelji korigovali ponašanja dece (toplina i doslednost, fleksibilnost, taktiĉnost/impulsivnost). Uverenja o disciplinovanju su operacionalizovana preko dimenzija pozitivne discipline, kaţnjavajuće discipline, te disciplinovanja uskraćivanjem ljubavi i agresivnošću.U uzorak istraţivanja je ukljuĉeno 276 studenata Univerziteta u Novom Sadu, pri ĉemu je broj studentkinja bio nešto veći i iznosi 55%. Od ukupog broja, 79% ispitanika je odraslo sa oba roditelja, a 64% se izjasnilo da potiĉe iz porodice proseĉnog materijalnog statusa. Najveći broj roditelja ima srednji nivo obrazovanja (majke 64%, oĉevi 68%).Prilikom prikupljanja podataka korišćena je testovna baterija, Inventar dimenzija disciplinovanja - forma za odrasle (Dimensions of Discipline Inventory Adult-recall form - DDI A), ĉiji su autori Straus i Fauchier (2007). Pored procene disciplinskih postupaka roditelja, DDI A omogućava procenu uslova i naĉina koji su bili dominantni u tim situacijama, a vezani su za period detinjstva, kada su ispitanici imali 10 godina, tako da su dobijeni podaci retrospektivne prirode. TakoĊe, bateriju saĉinjava i skala kognitivne procene korektivnih postupaka roditelja prema deci (uverenja o disciplinovanju), te skala sociodemografskih podataka. Kako je DDI A inventar kod nas prvi put upotrebljen upravo za potrebe ovog istraţivanja, pored prevoda instrumenta, sprovedena je i provera strukture i psihometrijskih karakteristika. Rezultati faktorske analize ukazuju na manje stabilnu strukturu instrumenta na domaćem uzorku, u odnosu na originalna istraţivanja, što se moţe pripisati kulturološkim specifiĉnostima roditeljskog disciplinovanja. Psihometrijske karakteristike svih skala u inventaru su zadovoljavajuće.Proverom hipotetskog modela, utvrĊeni su direktni efekti koje demografske karakteristike i iskustvo disciplinovanja ostvaruju na uverenja o disciplinovanju mladih odraslih, a pored toga, utvrĊeni su i moderatorski efekti disciplinskih okolnosti na aktuelna uverenja o kaţnjavajućoj disciplini. Znaĉajne interakcije su utvrĊene za disciplinsko ponašanje oĉeva (stroga i restriktivna disciplina) i majki (suoĉavanje sa posledicama neprimerenih ponašanja, fiziĉka i psihološka agresivnost), u odnosu na specifiĉne uslove (partnerski konflikti) i naĉine (taktiĉnost/impulsivnost) disciplinovanja. Rezultati su diskutovani u svetlu teorije socijalnog uĉenja, u smislu potvrde efekata neposrednog iskustva disciplinovanja na uverenja o disciplinovanju u mlaĊem odraslom dobu, kao i potvrde znaĉaja disciplinskih okolnosti, tj. specifiĉnih uslova i naĉina na koji je disciplinovanje sprovoĊeno. Pored toga, razmatrane su i praktiĉne implikacije rezultata istraţivanja u kontekstu aktuelne izmene zakonske regulative, vezane za mogućnost uvoĊenja zabrane fiziĉkog kaţnjavanja, kao ivznaĉaja kulturoloških karakteristika disciplinovanja u planiranju i sprovoĊenju izmena roditeljske disciplinske prakse.
The aim of the research was to examine the observed effects of early discipline experiences in relation with the parents on beliefs on disciplining of young adults, as well as to examine the role of context in which parental discipline is conducted. The experiences of discipline in childhood were operationalised through a wide spectrum of parental correctional discipline i.e. punitive and non-punitive acts which are used while correcting child‘s misbehavior.Besides disciplinary behavior practice of a parent, the discipline settings were operationalised through the context under which the discipline is conducted (emotional climate, relationship conflicts, discipline inefficiency) and the modes parents used in order to correct their children‘s behaviour (affection, consistency, flexibility, tactfulness, impulsiveness). The discipline beliefs were operationalised through positive discipline, punitive discipline as well as disciplining by love withdrawal and aggression.The sample consists of 276 students from the University of Novi Sad. The number of female students was slightly higher and amounts to 55% of the total students. 79% of the students grew up in the families with both parents, and 64% claimed to have belonged to middle class families. The majority of their parents had secondary education (64% of mothers, 68% of fathers).In the process of data collecting, the test battery -Dimensions of Discipline Inventory Adult recall form – DDI A, whose authors are Straus and Fauchier (2007), was used. Besides parent discipline behaviour evaluation, DDI A enables the evaluation of the dominant context and modes, related to childhood period when the interviewees were 10 years old. Therefore, the data gathered is of retrospective nature. Furthermore, the battery contains the scales of cognitive appraisal of different corrective acts of parents towards their children (discipline beliefs), as well as the scale of demographic data.As DDI A inventory is used for the first time in Serbia for the purposes of this research, theixinstrument was translated and the structure with psychometric characteristics was tested. The results of factor analysis show less stable structure of the instrument on domestic sample in comparison to the original research, which can be attributed to the cultural specifications of the parental discipline. Psychometric characteristics of all the scales in the inventory are satisfactory.By testing hypothetic model, direct effects of the demographic characteristics and the experience of disciplining in the childhood were established. Furthermore, the moderator effects of discipline setting based on contemporary beliefs on punitive discipline were also established. Significant interactions for discipline manner of the fathers (strict, restrictive discipline) and the mothers (dealing with consequences of misbehavior, physical and psychological aggression), based on specific context (relationship conflicts) and modes of discipline (tactfulness, impulsiveness) were also established. The results were discussed in accordance with the theory of social studies, which confirms the effects of immediate experience of the discipline on discipline beliefs during early adulthood, and also proves the importance of discipline setting, i.e. specific context and modes used for discipline conduction.Practical implications of the results of this research were also analysed, as they could be taken into consideration during the currentxchanges in legislation related to possible prohibition of corporal punishment, while the importance of the cultural characteristics of the discipline should be considered during planning and implementation of the changes in discipline practice.

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Cepe, Milesa. "The effect of Facebook use, self-discipline and parenting styles on the academic achievement of high school and university students." Thesis, University of Canterbury. Psychology, 2014. http://hdl.handle.net/10092/9667.

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While Facebook is primarily used as a means to communicate with friends, it may serve as a distractor from study. Laptops and tablets with Internet access are almost ubiquitous among primary, secondary and tertiary students in New Zealand. Research on the effects of Facebook use on students’ academic achievement appears inconclusive and there was no New Zealand based research to date. The aim of this study was to investigate the effects of Facebook use, self-discipline and parenting styles on academic achievement through an online study. High school (n = 106) and university students (n = 211) and their parents were recruited from a variety of locations around New Zealand. Facebook use only affected academic achievement for high school students and the strength of the relationship between Facebook use and academic outcomes was weak. Furthermore, the regression model found that overall Facebook use did not predict academic achievement. It is argued that Facebook use does not directly affect academic grades of students as it is an amalgamation of behaviours and/or the expression of traits (e.g., low self-discipline) that lead to non-task related activities. Self-discipline and parenting style, on the other hand, were the strongest predictors of academic achievement. High school and university students who were more able to manage distractions and procrastinating activities had higher grade point average (GPA) scores and overall pass rates. Students with authoritative parents were more likely to achieve high academic grades. In contrast, students whose parents had a permissive parenting style were at high risk of low academic achievement. Teaching students to delay an immediate reward in order to achieve a long-term goal is an important skill that needs to be socialised early in life as it is a pathway to better academic outcomes. While the study does not support the idea that Facebook has a direct effect on academic outcomes, further studies on other social networking sites are needed for replication.

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Collett, Brent R. "The Influence of Parental Attributions and Parenting Behaviors on the Attributions Utilized by Children With and Without Attention-Deficit/Hyperactivity Disorder." DigitalCommons@USU, 2000. https://digitalcommons.usu.edu/etd/5573.

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Research suggests that the causal attributions utilized by children with attentiondeficit/ hyperactivity disorder (ADHD) differ from those of nonclinical children. Additionally, research indicates differences among the mothers of children with and without ADHD regarding parenting behaviors and attributions for child behavior. In this study, children' s attributions , maternal attributions , and maternal discipline styles were examined in ADHD and non-ADHD populations Participants included 26 children diagnosed with ADHD and their mothers as well as a nonclinical sample of 24 children who had never been diagnosed with ADHD and their mothers. The results support the hypotheses that child and maternal attributions would differ between these two groups. The hypothesis that discipline styles would differ between the two groups was not supported Results suggest that while maternal discipline styles are correlated with children's attributions, the nature of this association differs within AD.HD versus nonADHD populations.

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Staley, Linda M. "A comparative analysis of the perceptions of parents and caregivers concerning appropriate discipline of young children enrolled in child care." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/861384.

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The purpose of this study was a comparative analysis of the perceptions of parents and caregivers concerning appropriate discipline of young children enrolled in child care. A questionnaire, the Parent and Caregiver Perceptions Concerning Appropriate Discipline for Young Children Enrolled in Child Care Questionnaire (PCPQ), was designed by the researcher. Through the use of a Likert scale, respondents indicated their agreement or disagreement with statements derived from various discipline philosophies. This survey was distributed to the parents and caregivers of young children enrolled in 17 licensed child care facilities throughout the state of Indiana. Of the total sample, 1,963 persons, respondents included 592 parents and 312 caregivers. Diverse ages and educational levels were represented. Females represented the largest group of respondents. While most of the parents were married, the caregivers were evenly divided between single and married. The mean response for caregiver teaching experience was 4.57 years. Factor analysis resulted in three factors with reliability coefficients above .65. Of the 40 items on the survey, only four were eliminated from further analysis due to a lack of reliability. Factor I included items related to the Need for Discipline, Factor II was related to the Need for Consistency, and Factor III was related to the Need for Authority. The mean score for each factor was computed. A multivariate analysis of variance (MANOVA) was conducted at the .05 level of significance.Results1. There was a difference in the perceptions of parents and caregivers concerning appropriate discipline of young children enrolled in child care. The hypothesis, there is no difference in the perceptions of parents and caregivers concerning appropriate discipline of young children enrolled in child care, was rejected, F(3,674) _ 4.58, R = .003.2. Univariate F-tests were conducted to determine if the independent variable (parent or caregiver) differed on all three dependent variables (Factors I, II, or III) or on just one. The difference was primarily in Factor II, The Need for Consistency, F(1,676) = 5.75, p = .017. Parents and caregivers had similar perceptions regarding Factor I; they agreed with the need for discipline. Parents and caregivers did not have similar perceptions regarding Factor II; parents agreed and caregivers more strongly agreed with the need for consistency. Regarding Factor III, they had similar perceptions in that they sometimes agreed and they sometimes disagreed with the need for authority.
Department of Elementary Education

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Sawires, Jacqueline. "The effects of acculturation level and parenting styles on parent-child relationships within the Egyptian culture." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1708.

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The purpose of this study was to examine the relationship between the parental level of acculturation and parenting styles on parent/child conflict among Egyptians since no research has been done in this area on this population.

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Rodriguez, Denise, and Allen Kay Sackett. "Attitudes and practices of corporal punishment with ethnicity and religiosity as predictive variables." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2040.

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Van, Schalkwyk Ilana. "Faktore wat die dissiplinering van kleuters tydens die egskeidingsproses (Afrikaans)." Diss., Pretoria : [s. n.], 2006. http://upetd.up.ac.za/thesis/available/etd-11052007-105127/.

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Littleton, Rhonda LaFaye. "Equipping families in leading children through the process of faith development." Online full text .pdf document, available to Fuller patrons only, 2005. http://www.tren.com.

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Thesis (D.Ed.Min.)--Southwestern Baptist Theological Seminary, 2005.
Includes abstract. Includes prospectus. This is an electronic reproduction of TREN, #049-0460. Includes bibliographical references (leaves 103-110).

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Nel, Gezina Elizabeth. "Sosio-emosionele gesinsfunksionering na 'n egskeiding 'n Ouerskapsprogram vir die gesin met voorskoolse kinders /." Thesis, Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09192005-092127.

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Littleton, Rhonda. "Equipping families in leading children through the process of faith development." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p049-0460.

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Boyer, Richard R. ""Do you intend your child to be His disciple, to obey His word and show His love?" helping parents to fulfill the vows which they make at the time of their child's baptism /." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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Taylor, Steven C. "Equipping selected parents of Normandy Park Baptist Church in Jacksonville, Florida, to develop selected spiritual disciplines in their children grades one through three." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p053-0272.

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Bock, Amye Elizabeth. "An Evaluation of the Implementation of "The Happiest Toddler on the Block" Parenting Strategies by Young Mothers." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3982.

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Young parents and their children are considered a high-risk population as they are more likely to lack social support networks, have limited access to opportunities to enhance parenting skills, and are often financially dependent. Young children whose mothers have poor parenting skills are more likely to have persistent problem behavior. Three young mothers living in a transitional housing facility participated in this study. The purpose of this study was to determine if these mothers could implement parenting strategies that are a part of a commercially available parenting book and DVD. This study found that: (1) mothers were able to correctly implement the parenting strategies; (2) child problem behavior decreased from baseline to follow-up; and (3) the mother's perception of child problem behavior shifted positively from baseline to follow-up phases.

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Baker, Douglas D. ""I am my child's discipler!" a training course for helping parents feel called, confident, and competent in the spiritual training of their children /." Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Burton, Rosalinda Strano. "The relation of adult attachment security to changes in maternal parenting behaviors : a parenting intervention study." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-08-3777.

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The goal of the current study was to examine the impact of mothers’ attachment classification on their ability to change their parenting beliefs and behaviors over the course of a parenting intervention program. Results indicated that in large part, this study did not support the idea that secure mothers would benefit more from a parenting intervention program than insecure mothers. However, treatment group placement was found to moderate the extent to which attachment security and time interact on level of permissiveness. Specifically, insecure mothers in the seminar plus hands-on condition significantly decreased in their permissiveness over time. Thus, insecure individuals benefit from parenting intervention programs when they have the opportunity to practice as well as learn the material presented to them.
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HSU, CHUNG-LUN, and 徐崇倫. "“Warm Support , Iron Discipline” The Relation Between Parenting and Adolescent Mental Health." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/15526466110438840293.

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碩士
國立臺北大學
社會學系
98
This study discusses the relation between parenting and adolescent mental health by using quantitative data. According to literature reference, we can distinguish “parenting” into two different parts which are “parental care” and “parental control”. 　This study uses TEPS(Taiwan Education Panel Survey) “Wave-2 student questionnaire” as the main analytic data. The respondents of this project are junior high school students and their parents. Besides, this study uses “Factor Analysis” to create the measure of adolescent mental health, making use of “OLS simple regression” to conduct statistical analysis. 　After controlling for economic change、marriage status、gender、family income and parental educational level, the regression model showed that “parental care” has a positive effect on adolescent mental health. However, the effect of “parental control” depends on the degree of “parental care”. These results also show the interaction between “parental care” and “parental control”, implying that “parental care” would provide the “buffer” effect for mediating the negative influence of “parental control” on adolescent mental health.

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Lin, Chin-Yu, and 林晉宇. "The Influence of Personality on Creativity and Job Performance - Parenting Discipline Styles as a Moderator." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/ykenyw.

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碩士
國立東華大學
國際企業學系
104
The rapid loss business of classic international trade is due to the rise of e-commerce. However, should international traders need to acquire the ability of “innovation” in order to follow the current trend while facing the attack of the “innovation.” According to Executive Yuan 2015 technology white paper, the following two-year development direction of our country will emphasis on building Taiwan as the “Synthesization” hub that could link the creativity, innovation and entrepreneurship of Asia Pacific region. And when discuss about the importance of international trade, its influence related with politic, economy and culture of the country. It symbols the important indicator of the country’s economy upwards and downwards. Thus, human resources will be one of the key factors for traders or import and export manufacturers to expand foreign trade and maintain a permanent competitive advantage during current global competitive-international market. Moreover, the most critical key factor is to find the right talented employee. Therefore, this research selects the international trade related work background people as the study samples, and discussed the key factors of building creativity and job performance via literature reviewed. This research was carried out an investigation by questionnaire to explore the relevance influences the “parenting discipline styles.” and “personal characters,” “creativity” on their “job performance.” The purpose of this study is to realize the value of creativity for international traders and to provide reference for companies to select and evaluate the right international trade staff in the future.

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CHAN, SHU-JU, and 詹淑如. "The Relationships among Parenting Style, Teacher Discipline, and School Lunch Dietary Behavior of Elementary Students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/45874170543702727755.

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碩士
中華大學
科技管理學系
105
The high rate of obesity and imbalanced nutrient uptake in Taiwanese children have severely affected their health development. Parents are the key to influencing children’s dietary behaviors, since parents’ behaviors and attitudes are the primary model for their children to imitate and learn from. In addition to family, school are another location that can systematically teach nutritious dietary behaviors with its educational purpose. Hence, homes and schools are the two major environments for cultivating positive dietary behaviors in school children. Parents and teachers are also the important models who affect school children’s learning. In consideration of these factors, this study planned to investigate the relationship between parenting styles, teacher disciplines, and elementary school children’s lunchtime dietary behaviors from both the parents and teachers’ perspectives. By doing so, this study expected to provide references for parents, teachers, and school in improving children’s healthy diets. In order to achieve the study objective, this study made use of research on dietary behaviors by researchers such as Man-Yin Huang (2013) and Yueh-Ching Chou (2010) as the basis for questionnaire design. The questionnaire includes the four variables of dietary preference, dietary attitude, dietary hygiene, and dietary etiquette. Moreover, by basing on the bi-dimensional theory of “demand” and “response” proposed by Maccoby and Martin (1983), the questionnaire also analyzed the types of parenting styles and teacher disciplines. After the questionnaire was designed, this study surveyed elementary school students in New Taipei City between Grade four and six. A total of 524 effective questionnaires were obtained, with a 95.2% response rate. After collecting the data, this study applied K-means cluster analysis and MANOVA for statistical analysis. The study results showed that parents and teachers can be classified into four types: “authoritative,” “authoritarian,” “indulgent,” and “uninvolved.” Different parenting styles and teacher disciplines had significant effects on elementary school children’s lunchtime dietary behaviors. In terms of parents, school children with authoritative parents had better dietary behaviors than those with uninvolved parents. For teachers, it was also revealed that school children with authoritative teachers showed better dietary behaviors than those with uninvolved teachers. This finding will be able to serve as a reference for parents and teachers to guide school children’s dietary behaviors, which will lead school children to establish positive dietary habits and promote their health development.

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Jaquez, Sasha D. "Examining the link between parenting discipline strategies and child problem behavior in a Hispanic population." 2009. http://digital.library.okstate.edu/etd/Jaquez_okstate_0664M_10324.pdf.

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Tichovolsky, Marianne H. "Parenting and Parent Predictors of Changes in Child Behavior Problems." 2011. https://scholarworks.umass.edu/theses/558.

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Behavior problems are common during early childhood, and while many children will outgrow them, others will continue to have substantial difficulties. Unfortunately, too little is known about which children will exhibit continued difficulties, making it difficult to intervene before maladaptive behavior becomes entrenched. A number of parenting and parent characteristics, including ineffective discipline, maternal depression, parenting stress, and limited social support have consistently been found to be associated with externalizing problems in young children. While these variables are concurrently related to behavior problems, we know very little about whether or not they predict change in externalizing behaviors over time. The proposed research examined several parenting and parent predictors of changes in child behavior problems, including lax and overreactive discipline, single parent status, and parental depression. In addition, this study evaluated whether child gender and ethnicity moderated the relationships between these variables and changes in problem behavior. Single parenthood was the only significant predictor for the sample as a whole, while parent depression was a significant predictor for girls. Several significant ethnic differences emerged, highlighting the importance of considering cultural context in studies of parenting and externalizing behavior.

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Wang, Yu-Yin, and 王毓吟. "The Relationships among Perceived Parenting Style, Teacher Discipline and Depressive Mood of Junior High School Students." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/34413527079631960097.

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碩士
中原大學
教育研究所
95
The Relationships among Perceived Parenting Style, Teacher Discipline and Depressive Mood of Junior High School Students. Abstract This study aims at investigating the correlation among parenting style, discipline style and secondary students’ depressive mood. The survey method was cluster random sampling. First, choose one school separately from areas of cities and villages and towns, and scales are above 50 classes. Then, choose the eighth-grade teachers and students as the subjects from the two schools. Valid sample included 19 eighth-grade teachers and 665 eighth-grade students. The data were analyzed by using the statistics of description, t-test, one-way ANOVA ,two-way ANOVA and stepwise. The conclusions are as the following: 1、Secondary students’ depressive mood were affected by their school area(city and villages and towns), family situation(parents and single parent), class rank last semester, and the satisfaction degree of self academic achievement. 2、The students who perceived authoritative parenting style on Father had less depressive mood than the students who perceived neglect parenting style on Father. 3、The students who perceived authoritative parenting style on Mother had less depressive mood than the students who perceived authoritarian parenting style on Mother. 4、The students who perceived authoritative parenting style had less depressive mood than the students who perceived authoritarian and neglect parenting styles. 5、The students who perceived the discipline style of negotiator had less depressive mood than the students who perceived the discipline style of enforcer. 6、The students who perceived neglect parenting style on Mother and the discipline style of enforcer had less depressive mood. 7、The reflection on Father, the teachers’ discipline style of enforcer and the teachers’ discipline style of support have the prediction on students’ depressive mood. Finally, according to the conclusions, I will provide concrete suggestions for the families, schools, educational administrations and researchers in the future.

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Ly, Gia. "The child rearing experiences of newcomer mothers after taking a parenting program in Winnipeg." 2016. http://hdl.handle.net/1993/31072.

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Canada is a nation known for being highly multiethnic due to its rich history of immigration. But many immigrant parents struggle with acculturation and, at the same time, they are faced with the challenge of raising their children in a new country. This study explored the process of transition among newcomer mothers living in Winnipeg. Using a qualitative approach, ten in-depth interviews were conducted to gain a greater understanding of the process that parents go through as they learn about a particular disciplinary approach - Positive Discipline in Everyday Parenting (PDEP). Four main themes emerged: 1) the meaning of parenting; 2) a new vision of parenting; 3) conflicting notions of discipline; and 4) navigating the acculturation gap. Each primary theme had several sub-themes that expressed the process of transition to a new parenting context. Many mothers had experienced corporal punishment as children but none approved of it. They explained that PDEP had provided them with a new non-violent vision of parenting. Mothers described the parenting changes they had made and how their confidence had increased since learning about PDEP. They also described the impact that the loss of extended family support had on parenting dynamics. Although some of the mothers observed that the PDEP program had not decreased the acculturation gap between them and their children, it had helped them to better understand their children’s perspectives. The implications of the findings for professionals who support newcomer parents are discussed.
February 2016

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Saunders, Rachel Cook 1977. "Stability and change in parenting attitudes and behaviors regarding discipline : the effectiveness of a hands-on training program in positive guidance." 2009. http://hdl.handle.net/2152/18411.

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This study examined which methods are most effective in training parents to use positive guidance techniques, a lecture-base only parent training series or a lecture-based plus hands-on parent training series. Maternal characteristics of depression, stress level, and attitudes towards positive guidance were explored as possible moderators. A two way repeated measures ANOVA indicated that the cognitive understanding of the use of positive guidance over time of the participants in the control versus treatment groups did not significantly differ. However, a t-test showed that both groups improved in their cognitive understanding of positive guidance over time. A second two way repeated measures ANOVA confirmed that the behavioral use of positive guidance over time of the participants in the control versus treatment groups significantly differed. Further investigation revealed that, while the two groups did not differ in their behavioral use of positive guidance before the program, the treatment group improved over time whereas the control group did not. Depression, stress level, and attitudes towards positive guidance did not moderate the effects of being in the control versus treatment group on participants' behavioral use of positive guidance. The results indicate that all participants gained a better understanding of effective parenting techniques, but a hands-on component in parent training programs may be necessary for parents to incorporate these strategies into their parenting behaviors.
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LIN, CHIA-CHING, and 林佳靜. "A Study on the Parenting Discipline and Learning Adoption of New Immigrant Children in Junior High School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/80349353180437076855.

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碩士
國立屏東教育大學
華語文教學碩士學位學程
102
This research aimed at probing into the learning adaptation of the new immigrant children in the junior high school. The researcher applied case study，adopting semi-structured interviews and document analysis to gather information and analyzed degree of the correlation of the parental style in psychological adjustment，schoolwork and interpersonal adaption . The research objects were three ninth-grade immigrant students studying in Kaohsiung county. The collected data was conducted by qualitative analysis through descriptive analysis.According to the result of data analysis，conclusions are drawn as the following statements. 1.Parenting styles of new immigrant children The high-care discipline of parenting styles have significant impacts on the learning adoption（self-concept, academic learning, interpersonal relationship） of new immigrant students：whereas, the actual performance varied. 2. New immigrant children’s learning adoption to circumstances The new immigrant students’ self-concept have no significant differences in background and identity through the interviews from their homeroom teachers, peers and subject teachers. Simultaneously, it has no significant difference in relationships, behaving good teacher-pupil relationships and intimate peer interaction. It conveys that most of the cases behave positive and vigorous attitude toward academic learning by interviews and classroom observation . Their learning is school-based and be willing to learn in groups, along with enhanced motivation, and then self-acceptance and affirmation. Based on the mentioned results, the researcher will propose suggestions for educational administration authority, school counselors and parents for reference.

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WENG, MIN-CHEN, and 翁敏甄. "The Relationships among Parenting Style, Teacher Discipline, Peer Relationship Quality, and Well-Being in Junior High School Students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/r6fp74.

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碩士
國立臺灣藝術大學
藝術與人文教學研究所
106
Nowadays, physiological well-being is seen as a standard and used widely to evaluate the mental heath. The writer, a junior high school’s teacher believes that teenagers’ moods, values, behaviors and well-being are affected by their parents, teachers and peer groups. As a result, the purposes of this study were to investigate the current status and correlations between well-being and three variables, junior high school students’ awareness of parenting styles, teacher disciplines, and peer relationships quality. This study used well-being as dependent variable and three independent variables in the questionnaire, including parenting styles, teacher displines, and the quality of peer relationships. The survey covers the sample in Taipei and New Taipei city. The number of total effective samples are 518. These quantitative data were analysed through descriptive statistics, independent t-test, one-way ANOVA, Pearson’s correlation, and Stepwise regression statistical methods. The main findings of this study were as following: 1. Most of junior high school students’ awareness parenting style tends to be Authoritative- Reciprocal. 2. Most of junior high school’s students aware their teacher discipline tending to be Indulgent- Permissive. 3. The quality of peer relationships between Junior high school students is slightly above the average. 4. The status of well-being for junior high school students is around the average level. 5. The dimention of parenting, “Response” and “Requair”, have positive correlations with the well-being. 6. The dimention of teacher displine, “Reflection”, has a positive correlation with well-being, while the other dimention “demand” has a nagtive correlation with well-being. 7. All dimentions of peer relationship quality have positive correlations with well-being. 8. There are three variables, Parents’ and teacher’s “response”, peer relationships’ “conflict resolution” and “affective bond & companionship”, which can predict junior high school students’ well-being effectively. Finally, according to the result, the study provided suggestions for education fields and social welfare organizations.

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Ronkin, Emily. "Hostile Attribution Biases And Externalizing Behaviors: The Influence Of Parenting Practices." 2017. http://scholarworks.gsu.edu/psych_theses/161.

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Children’s social information processing (SIP) encompasses cognitive and behavioral sequence that underlies social responses. SIP in peer interactions is well studied. Less is known about SIP in mother-child interchanges. Youth who show one SIP pattern a hostile attribution of intent (HAI) bias—in peer interactions consistently exhibit externalizing symptoms. This relationship is less consistently observed for HAI biases toward mothers. I hypothesized that this inconsistent association reflects moderating factors; specifically, engaging in foundational parenting practices (monitoring/supervision, consistent discipline) would weaken the relationship between HAI biases toward mothers and externalizing behaviors. Logistic regression yielded limited support for hypotheses. Consistent discipline predicted externalizing behaviors in some contexts; however, moderator effects were not detected. Isolated parenting practices thus may not buffer against the risk of externalizing behaviors linked to HAI biases toward mothers. Future research might examine how different HAI biases (peer, mother, etc.) related to each other and outcome variables.

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Amstutz, Marcia L. Evans Barbara B. "Maternal disciplinary response patterns impact of situation and perception of infant temperament : a research report submitted in partial fulfillment ... /." 1988. http://catalog.hathitrust.org/api/volumes/oclc/68788066.html.

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Mariaskin, Amy. "The Roles of Parenting and Moral Socialization in Obsessive-Compulsive Belief and Symptom Development." Diss., 2009. http://hdl.handle.net/10161/1327.

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Despite the prominence of cognitive theories of anxiety disorders, which posit that thoughts can affect the expression of psychopathology, empirical investigation of the origins of such thoughts is scant. In the study of obsessive-compulsive disorder (OCD), a number of cognitive factors, deemed obsessive beliefs, have been identified as correlates of the disorder. Although both parenting behaviors and obsessive beliefs have demonstrated associations with obsessive-compulsive symptoms, research exploring the relations between all three of these constructs has been heretofore limited. Moreover, given the moral content of some obsessions and compulsions (e.g. praying, harm prevention techniques), it is possible that specific moral socialization techniques serve to promote obsessive beliefs. This study investigated parenting, obsessive beliefs, moral socialization and obsessive-compulsive symptoms in a large non-clinical sample (N=288). Thirty-four students who were measured as relatively high or low on obsessive beliefs subsequently completed an additional procedure in which they were interviewed about moral socialization. Results provided support for a model in which obsessive beliefs served as a mediator of the relations between parenting behaviors and symptom levels. Adding self-conscious emotions to the model as a covariate significantly improved overall fit statistics. With respect to moral socialization, few differences emerged in the moral socialization histories of individuals relatively high or low on obsessive beliefs. However, those in the high obsessive beliefs group were more likely to report relationship-centered discipline (i.e. the parent using damage to the parent-child relationship as a vehicle for punishment) than those in the low obsessive beliefs group.

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Hill, Ashley Lynn. "The development of effortful control links with parenting, infant emotion regulation, and social competence in early childhood /." 2003. http://etd.nd.edu/ETD-db/theses/available/etd-12052003-102051/.

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Taillieu, Tamara L. "The impact of aggressive parental disciplinary strategies implemented in childhood on externalizing and internalizing problem behaviour in early adulthood." 2011. http://hdl.handle.net/1993/4367.

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Parental use of aggressive discipline, specifically corporal punishment (CP) and psychological aggression (PA), has been shown to increase the risk of problem behaviours in children and adolescents. A major gap in the research concerns our lack of understanding regarding how CP and PA contribute to adverse development in adulthood. Because these techniques do not occur in isolation, a number of protective factors were also considered. Both CP and PA were associated with lower levels of parental warmth/support and responsiveness, and more inconsistency in discipline; whereas high induction was associted with more frequent CP and PA. CP predicted later partner violence, and PA predicted anxiety and lower self-esteem in adulthood, even after the effects of positive parenting were considered. These findings suggest that not only do CP and PA tend to occur within environments that are less conducive to positive development, but also predict problematic outcomes in adulthood even after protective factors are considered.

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Goldstein, Lauren Hillary. "Parental discipline, nurturance, and the parent-child attachment relationship : associations with preschool children's types of disruptive behavior problems." 2003. https://scholarworks.umass.edu/theses/2408.

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Kreig, Colleen Shawn. "The link between parental discipline and social behavior among abused and comparison children moderating influences of nurturing parenting style and child gender /." 2003. http://www.lib.ncsu.edu/theses/available/etd-12282003-154545/unrestricted/etd.pdf.

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Lo, Pei Chia, and 羅珮家. "The Research on the Relationship among Parenting Styles, Teacher Discipline Styles and Prosocial Behavior for the Fifth and Sixth Grade Elementary School Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/79095594285007583815.

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碩士
玄奘大學
應用心理學系碩士在職專班
104
The purpose of this research aims to explore the relationship among the variables, “parenting styles”, “teacher discipline styles”, and “prosocial behavior”, for fifth and sixth grade elementary school students. There are three hypotheses in this study. Hypothesis one is that the prosocial behavior performance of the fifth and sixth grade elementary school students is descendant. Hypothesis two is that the prosocial behavior performance of the fifth and sixth grade elementary school students correlates with their parents’ parenting styles. Hypothesis three is that teacher’s discipline styles have a great influence on the prosocial behavior performance of the fifth and sixth grade elementary school students. This research surveyed the fifth and sixth grade students from one elementary school in Hsinchu County. The valid samples are 279 students. In addition, this research also investigated 29 teachers who have taught for over ten years in Hsinchu County to compare the prosocial behavior performance of the fifth and sixth grade students currently and the performance of the students in the past. This study utilized the questionnaire survey method. The main findings would be concluded as follows： 1. The senior elementary teachers perceive that students’ prosocial behavior is worse than in the past. 2. The prosocial behavior performance of students from single-child families is worse than students from non single-child families. 3. The prosocial behavior performance of the fifth and sixth grade elementary school students correlates with their parents’ parenting styles. The students have better prosocial behavior performance, while their parents adapt authoritative parenting styles. However, the prosocial behavior performance of the students from single-child families is irrelevant to their parents’ parenting styles. 4. By controlling the influence of parenting styles, teacher’s discipline styles could predict the prosocial behavior performance of the fifth and sixth grade elementary school students effectively. Especially, the teacher’s responses to students can predict it more efficiently, instead of the teacher’s requirements. Based on our research findings, this study proposes some suggestions for parents, elementary school teachers and future researchers.

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Dissertations / Theses on the topic 'Parenting - Discipline'

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