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1
Lin, Xin. "Systematic review of parenting style, feeding style, and feeding practice studies." Thesis, University of Macau, 2017. http://umaclib3.umac.mo/record=b3690630.
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Clements, Andrea D., A. L. Acuff, Wallace E. Jr Dixon, and C. Snyder. "Maternal and Child Temperament and Parenting Style." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4936.
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Ellis, Rachel M. Bakken Linda. "Relationship between parenting styles and children's motivational style the development of learned helplessness /." Diss., A link to full text of this thesis in SOAR, 2007. http://soar.wichita.edu/dspace/handle/10057/1117.
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Thesis (M. Ed.)--Wichita State University, College of Education, Dept. of Counseling, Educational and School Psychology<br>"May 2007." Title from PDF title page (viewed on Dec. 20, 2007). Thesis adviser: Linda Bakken. Includes bibliographic references (44-48 leaves).
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Turkel, Yesim Deniz. "The Relationship Between Parenting Style And Learned Resourcefulness." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607309/index.pdf.
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The purpose of the present study is to investigate the relationships of different types of perceived parenting style and learned resourcefulness.
The sample of the study consisted of 834 (360 males, 474 females) volunteered high school students in Yenimahalle Alparslan High School in Ankara. The data were gathered by administering two instruments, namely Parenting Style Inventory (PSI) and Rosenbaum&rsquo<br>s Self-Control Schedule (SCS).
The results of ANOVA employed to learned resourcefulness scores of the students revealed a significant main effect for parenting style groups. Neither the main effect for gender nor the gender and parenting style interaction effect was significant. The results yielded that there were significant differences between those who perceived their parents as authoritative and those who perceived their parents as neglectful and authoritarian. Significant differences were also found between those who perceived their parent indulgent and those who perceived their parents as neglectful and authoritarian. These findings suggested that those who perceived their parents as authoritative had a relatively high level of learned resourcefulness as compared to those who perceived their parents as neglectful and authoritarian. Findings also suggested that those who perceived their parents as indulgent had a higher level of learned resourcefulness than those who perceived their parents as neglectful and authoritarian.
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Reed, Lori Patricia. "The relationship between personality type and parenting style." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28270.
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This study investigated the relationship of personality type and parenting style. Using a sample of convenience, 102 parents (71 female, 31 male) completed three tests: the Myers Briggs Type Indicator which measures personality types, 64 items from the Block Child Rearing Practices Report which measures parental child rearing attitudes and values, and FACES III which measures family functioning. Forty of the 64 items from the Block Child Rearing Practices Report clustered into two homogeneous groups that served as subtests for parenting style. A canonical correlation between four personality type scores (extraversion-introversion, sensing—intuition, thinking—feeling, judging— perceiving) and two parenting style scores (nurturance, restrictiveness) indicated significant relationships between personality and parenting. Parents who were strong on sensing and moderately introverted tended to employ a parenting style that was highly restrictive and moderately nurturant. Parents who were strong on perceiving and moderately extraverted tended to employ a parenting style that was highly nurturing and much less restrictive.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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Kennell, Brian Lee Schommer-Aikins Marlene. "The relationship between parenting style and epistemological beliefs." Diss., A link to full text of this thesis in SOAR, 2006. http://soar.wichita.edu/dspace/handle/10057/662.
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Thesis (M.Ed.)--Wichita State University, College of Education, Dept, of Counseling, Educational Psychology, and School Psychology.<br>"December 2006." Title from PDF title page (viewed on Nov.3, 2007). Thesis adviser: Marlene Schommer-Aikins. Includes bibliographic references (leaves 52-55).
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Klippenstein, Rick. "Perceived parenting style and the topics adolescents avoid." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
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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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<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>
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Malik, Garima. "The role of parenting style in child substance use." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1118077175.
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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains ix, 86 p.; also includes graphics. Includes bibliographical references (p. 81-86). Available online via OhioLINK's ETD Center
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Fehr, Karla K. "Pretend Aggression in Play, Aggressive Behavior, and Parenting Style." Cleveland, Ohio : Case Western Reserve University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1259854581.
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Thesis(M.A.)--Case Western Reserve University, 2010<br>Title from PDF (viewed on 2010-01-28) Department of Psychology Includes abstract Includes bibliographical references and appendices Available online via the OhioLINK ETD Center
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Young, Margaret H. "Parenting Style and Child Behavior Problems: A Longitudinal Analysis." DigitalCommons@USU, 1993. https://digitalcommons.usu.edu/etd/2807.
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Data from the National Survey of Children were used to study the relationships between children's perceptions of parental support and control and measures of self-esteem and behavior problems over time. Data were collected in 1976 , when the children were aged 7-11; 1981, when the children were in their early to mid teens (age 12 to 16); and 1987, when the children were in their late teens and early 20s (age 17 to 22). Parenting measures , based on children's reports, were developed for each wave from items included in the data; constructed variables measuring self -esteem and internal and external expressions of behavior problems were also comprised of individual items drawn from each wave of data. Preliminary analyses showed that parental support was positively correlated to children's self-esteem and negatively related to behavior problems. Although the parental control measures had little effect on the outcome variables , the effect that was present showed that parental coerciveness, rejection, and permissiveness were negatively correlated with children's self-esteem, while being positively associated with both internal and external behavior problems. The preliminary results also showed that the parental effects of mothers and fathers differed for daughters and sons. LISREL analyses were done in an effort to more fully investigate the interactive effects between the constructed variables of interest. Generally, the measures were related as expected , although the relationships were not as strong as anticipated. Of the parenting measures, parental support showed the strongest effects on child outcomes; parental control measures had very little effect on children's self-esteem or behavior problems . In 1987, parenting style had virtually no effect on youths' self-esteem or on behavior problems. For this wave, self-esteem was the strongest predictor of behavior problems in young adults.
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Ratner, Kaylin. "The role of parenting and attachment in identity style development." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/902.
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Due to the significant relationships between parenting style, attachment, and identity formation found in previous literature, this study investigated the possibility of attachment playing a mediational role in the relationship between parenting and identity style. A total of 264 students from two high schools participated in this study. Although not mediational, significant relationships between maternal responsiveness, attachment, and the normative identity style were found. An outstanding and unexpected finding of this study was that the attachment and responsiveness measurements, although thought to be assessing different variables, are now suspected to be looking at constructs that are almost one-in-the-same. Extending to practical applications, the results of this study could be used to aid programs focused on fostering positive youth development by emphasizing parental interaction, warmth, and support.<br>B.S.<br>Bachelors<br>Sciences<br>Psychology
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Asher, Jeff A. "EXPLORING THE RELATIONSHIP BETWEEN PARENTING STYLES AND JUVENILE DELINQUENCY." Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1165594171.
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Ross, Toni Carmen Faith. "Empathy in autism spectrum disorder: Predictions from child/adolescent temperament, parenting styles, and parenting stress." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30863.
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Individuals with autism spectrum disorder (ASD) exhibit definitional impairments in social relatedness; a phenomenon that can be explained, in part, by their deficits in empathy. Despite the extent of these deficits, relatively little is known about which factors promote or impede empathic functioning within this group. To date, studies of neurotypical children and adolescents suggest the explanatory power of temperament, parenting style, and parenting stress; associations which have yet to be adequately explored with ASD. Thus, the overarching aim of this investigation was to test whether the aforementioned intra- and interindividual features would predict empathy amongst children and adolescents with ASD. To account for some of the heterogeneity in ASD, two groups of parent-child dyads were recruited: one comprising male children and adolescents with intact receptive and expressive language (n = 40, M = 7.68 years); the other, males with little to no language use in either domain (n = 40, M = 9.09 years). A third group of parent-child pairs comprising male neurotypical children and adolescents with age-appropriate language functioning was included as a comparison sample (n = 40, M = 9.53 years). Parents completed wellestablished questionnaires pertaining to child/adolescent temperament and empathy, as well as parenting style and parenting stress, primarily via telephonic interviews. Results showed that temperamental regulation and negative affectivity were linked to empathy within the neurotypical group in positive and inverse directions, respectively. Only regulatory processes were positively associated with empathy within the non-verbal ASD group, whilst only negative affectivity was inversely associated to empathy within the verbal ASD group. Further, warm, responsive, autonomy-promoting parenting was positively associated with empathy within the neurotypical group, whilst punitive and lax parenting were inversely associated with empathy. Positive forms of parenting were also found to predict empathy within both ASD groups – though somewhat less so within the verbal ASD group. Perhaps a consequence of the severity of their empathic deficits, lax and permissive parenting techniques were not tied to empathy within the ASD groups. Finally, parenting stress was inversely linked to empathy within the non-verbal ASD and neurotypical groups only. Results highlight that findings obtained within neurotypical samples cannot always be extrapolated to ASD. Results further underscore the need for ASD interventions to adopt a family systems perspective, teaching parents how to perceive and respond to their children in adaptive ways.
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Thakar, Dhara Aniruddha. "Parenting style discrepancies a comparison inter-ethnic and intra-ethnic couples /." Connect to this title online, 2008. http://scholarworks.umass.edu/theses/94/.
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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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von, Strunck Hilmar. "Exploration of the Relationship between OCD and Parenting Style Subtypes." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2017.
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Obsessive compulsive disorder (OCD) is an illness that significantly reduces the quality of life of those affected by the disorder. Current and past research has established a relationship between an authoritarian parenting style and the development of OCD. There is an absence of research regarding the influence of parenting styles on the development of different subtypes of OCD. This study examined the relationship of Baumrind's parenting styles (permissive, authoritarian, and restrictive) as gathered from participant answers on the Parenting Behavior Questionnaire and the OCD subtypes (contamination, harm, unwanted thoughts, and symmetry) as gathered from participant answers to the Dimensional Obsessive Compulsive Scale. Participants were 140 members of OCD Foundations within the United States, between the ages of 18 and 69, who self-selected to take the online survey that was linked to them by an e-mail from the foundations. A one-way between subjects ANOVA showed no significant difference between the 3 parenting styles and the 4 subtypes of OCD. Future studies should use a clinical sample that isolates participants for the specific diagnosed OCD subtypes. This isolation would eliminate the limitation of this study that had participants answering questions across all subtypes, regardless of their diagnosis. This study may impact social change by furthering the discussion of how parenting and OCD may be related, thus helping scholars, educators, and other professionals to be more proactive in guiding parents when raising their children.
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Payne, Rachel Page. "Baumrind's Authoritative Parenting Style: A Model for Creating Autonomous Writers." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3518.
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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.
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Alexander, Denesha. "Relationship Between Juvenile Offenders' Psychosocial Maturity and Experienced Parenting Style." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7526.
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Juvenile delinquency continues to be a social ill with parents often being liable for their child's reprehensible behavior. In this nonexperimental, correlational study, the relationship between experienced parenting style and psychosocial maturity was examined in a sample of juvenile offenders receiving intensive in-home services. The General Theory of crime by Gottfredson and Hirshi provided the framework for the study along with parenting style typologies by Baumrind. Data were collected from a convenience sample of 60 11th grade juvenile offenders and their parent/caretakers using questionnaires. Multiple regression analysis was used to examine the data. The Psychosocial Maturity Index was used to measure psychosocial maturity, and the Parenting Skills Dimensions Questionnaire Short Version was used to measure experienced parenting style. Results indicated parenting style did not account for the variance in measures of psychosocial maturity. Stakeholders may benefit from an improved understanding of how measures of psychosocial maturity are impacted by parenting practices.
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Isaacs, Lynn-Joy. "dolescents in a rural community’s perceptions, experiences and challenges concerning parental involvement during late adolescence." University of Western Cape, 2020. http://hdl.handle.net/11394/7681.
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Magister Artium (Child and Family Studies) - MA(CFS)<br>Parental involvement during late adolescence has been confirmed by scholars as a major
determinant in fostering the educational and psychosocial outcomes in the life trajectory of an
individual. Certain bodies of literature, however, argue that parental involvement declines
dramatically during adolescence, while others insist that parents merely employ more
developmentally appropriate forms of involvement. Western-based parental involvement
frameworks – while useful – have not sufficiently captured the contextualised perceptions,
experiences and challenges of late adolescents in rural South Africa.
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Mabe, Geoffrey R. "Parenting Style and Its Relationship to Interpretation of the Bible and Worship Style in College Students." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1096.
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To extend research on Baumrind’s parenting styles, a scenario study was conducted to determine if the gender of a stimulus child and the parenting style employed by stimulus parents would relate significantly to biblical interpretation style and preferred worship style. A 2x3 independent groups factorial design was employed for analysis in two different procedures. Respondents (152 undergraduate students) were provided with one of six scenarios, each of which varied by gender of stimulus child and by one of three parenting styles employed by the stimulus parent. Respondents were then directed to complete the Scriptural Literalism Scale (Hogge & Friedman, 1967) and the Worship Style Index, which provided measures of biblical interpretation style and worship style respectively. The results suggested that parenting styles relate to how one comes to interpret the Bible and worship style and that gender also relates to worship style. The authoritarian and authoritative parenting styles related more and the permissive parenting style the least to a literal approach to biblical interpretation and to a structured worship style.
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Kim, Mi Jeong. "Parenting style and older children's and young adolescents' dietary intake and nutritional status." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5842.
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While parenting style and its relevant dimensions have long been studied in the
area of child development, studies on the effects of perceived parenting behaviors on
childrenâÂÂs/adolescentsâ nutritional health status have been largely neglected. The present
study examined whether perceived parenting style and its dimensions are associated with
older childrenâÂÂs/young adolescentsâ health outcomes, including self-concept, eating
behaviors, physical activity behaviors, energy and nutrient intake, and body
measurements. This study placed a distinct emphasis on gender differences by exploring
the effects of maternal and paternal parenting behaviors on male versus female subjectsâÂÂ
health outcomes in separate analyses. In addition, this study extended the investigation
of the roles family meal behaviors play in an environment in which general parenting
behaviors exert their impact on childrenâÂÂs/adolescentsâ health. Sources of insight from
nutrition, psychology, and sociology contributed to this holistic examination of
childrenâÂÂs/adolescentsâ health.
The study subjects included 123 children (9-11 years old) and 106 adolescents
(13-15 years old). Data were obtained through survey questionnaires, dietary recall and
records, and anthropometry. Various statistical methods were employed in this study, including multiple regression analysis, cluster analysis, factor analysis, and path analysis.
Findings of this study confirmed that an authoritative style is more desirable for study
subjectsâ health outcomes, compared with a non-authoritative style. Generally,
maternal/paternal nurturing appeared to be desirable, but maternal/paternal control was
an undesirable predictor of youth health, while the subjectsâ age (9-11 versus 13-15
years) and gender played critical roles in the associations. Family meal behaviors
appeared to be significant predictors of youth health outcomes. Findings from path
analysis suggested that the effects of maternal/paternal nurturing/control on the subjectsâÂÂ
health outcomes are mediated by family meal behaviors. Perception that family dinner
meals are family rituals turned out to be the most important mediator of the relationship
between maternal/paternal nurturing and the subjectsâ health outcomes. Of interest, lack
of food pressure by parents appeared to be detrimental to eating behaviors and essential
nutrient intake of study subjects. Finally, this study showed that fathers play positive
roles in improving male/female subjectsâ as well as childrenâÂÂs/adolescentsâ health
outcomes, especially their physical activity behaviors and self-concept.
23
Redwine, S. Michelle (Sondra Michelle). "A Descriptive Study of Parenting Styles and Behaviors of 4-Year-Old Children When Parents Participate in a Parenting Education Program." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277677/.
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This study described and explored perceptions of the context and behaviors of seven 4-year-old children whose parents attended a parenting education program. The problem was to explore a group of 9 volunteer parents' perceptions of their parenting styles and perceptions of their 4-year-old children at home while the parents participated in, and completed, a minimum of 4 out of 6 Active Parenting Today parenting education classes. Volunteer parents were recruited during public school registration for prekindergarten. In addition, perceptions of 4 teachers and 4 classroom educational aides in regard to behaviors of the 4-year-old children whose parents participated in and completed the Active Parenting Today program were explored.
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Moretti, Shelley. "Parents as reading coaches, parenting style, scaffolding and children's reading achievement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61981.pdf.
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Merino, Soto César, and Stephan Arndt. "Confirmatory factorial analysis of Steinberg's Parenting Style Scale: Preliminary construct validity." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/99933.
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The present study tried to find evidences of construct validity and interna! reliability for the Parenting Styles Scale of L. Steinberg. The instrument was applied in a sample of 224 adolescents from 11 to 19 years old from a public school of Lima. With a strategy of multiple group confirmatory factor analysis, the three-subscale structure (Commitment, Psychological Autonomy and Behavior Control/Supervision) was in general stable, although the theoretical grouping of the items was influenced by the distribution of the item. The alpha reliability reached marginal levels and the probable impact of the random error was recognized. Results show that this instrument is a potential too! for research, but these findings are preliminary and additional studies are required to evaluate the generalization of the analysis.<br>Se estudió la validez de constructo y confiabilidad interna de la Escala de Estilos de Crianza de L. Steinberg que se administró a una muestra de 224 adolescentes entre 11 y 19 años de un colegio público en Lima. Mediante el análisis factorial confirmatorio de grupo múltiple, la estructura de tres subescalas (Compromiso, Autonomía Psicológica y Control Conductual/Supervisión) se mantuvo en general estable, aunque la agrupación teórica de los ítems tendió a estar influenciada por la distribución de los ítems. La confiabilidad alfa para las subescalas solo alcanzó niveles marginales de aceptación y se reconoció el probable impacto del error de medición aleatorio. Los resultados muestran que el instrumento utilizado es una herramienta potencial para la investigación, pero estos hallazgos son preliminares y se requieren estudios adicionales para evaluar la generalización del análisis efectuado.
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Gianneschi, Grace Ellen. "Correlating Parenting Style and Sociodemographics with Child Behavior for Emergency Visits." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1497011309970994.
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Clark, Sarah Whitmire. "Predicting Depression Symptoms Among College Students: The Influence of Parenting Style." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3724.
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This study examined parenting style variables in predicting college students’ depression symptoms. Participants were 989 college students who participated in the first wave of the Spit for Science project (Dick et al., 2011). This study described the prevalence of depression symptoms, including the percentage of the sample endorsing various depression symptoms, and the frequency depression scores were elevated at multiple time points. A hierarchical multiple regression was conducted to examine whether two dimensions of parenting style, Autonomy Granting and Parental Involvement, would interact in predicting depression symptoms in the Junior year. The present study demonstrates that parenting style predicts a small but significant amount of variance in depression symptoms, after controlling for demographic characteristics, and these variables interact in producing their effect. Overall, findings suggest that depression symptoms are common and parenting style is relevant in understanding such symptoms.
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Dixon, Wallace E. Jr, William T. III Dalton, Jaima S. Price, Katelyn Todaro, and Matthew T. McBee. "Style of Parenting Contributes (At Least Statistically) to Infant Weight Status." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4916.
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Carroll, Vincent A., William T. III Dalton, and Wallace E. Jr Dixon. "Child Temperament and Parenting Style as Contributors to Maternal Feeding Practices." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4928.
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Lent, Maria. "Parenting Style and Relational Aggression: The Moderating Role of Physiological Reactivity." ScholarWorks @ UVM, 2020. https://scholarworks.uvm.edu/graddis/1184.
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Low levels of physiological arousal in response to stress (e.g., low skin conductance level reactivity; SCLR) have long been conceptualized as a marker of fearlessness and a risk factor for physical aggression (e.g., hitting). Less is known, however, about how individual differences in children’s SCLR and early caregiving experiences interact to produce aggressive behavior. Preliminary evidence suggests that children with low SCLR may be at an increased risk of aggression in the context of highly negative or low positive parenting. Additionally, although most early parenting socialization research has focused on physical aggression, mounting evidence implicates parenting style in the development of relational aggression (i.e., inflicting harm by damaging one’s relationships). In a community sample of 236 pre-adolescent children, we examined children’s SCLR, assessed during a standard laboratory interview, as a moderator of the link between parents’ self-reported positive (i.e., authoritative) and negative (i.e., permissive, authoritarian, psychologically controlling) parenting styles and children’s relational aggression, reported by teachers. Results indicated that increased levels of negative parenting predicted increased relational aggression; however, only permissive parenting marginally interacted with SCLR (p = .076), such that higher levels of permissive parenting predicted increased relational aggression for children with low, but not high, SCLR. No significant main effects or interactions were found with positive parenting. Overall, the results from the present study suggest that decreasing rates of negative parenting may be key to decreasing children’s relational aggression, and that behavioral monitoring and limit-setting with follow-through may be especially important facets of parenting for children with low physiological reactivity.
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Yang, Qingling. "Parenting between cultures: competing perspectives and practices of Chinese families in temporary transition in the United States." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1452735364.
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Brewer, A. Lauren. "Perfectionism and parenting : the relationships of perceived parenting style of parent, attachment, parent status, and gender to parental perfectionism /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3025605.
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Soares, Sandra. "Estilos parentais: Percepções entre pais e filhos." Master's thesis, ISPA -Instituto Universitário, 2012. http://hdl.handle.net/10400.12/2586.
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O presente estudo enquadra-se no âmbito das práticas e dos estilos parentais. Teve como objectivo comparar as percepções dos estilos parentais entre os pais e os seus respectivos filhos, bem como comparar se existem diferenças entre as percepções dos filhos atendendo ao género destes. Os participantes do presente estudo foram 46 crianças portuguesas, que frequentavam o 4ºano de escolaridade numa escola em Lisboa, e 46 respectivos pais. Foi aplicada uma escala que pretende avaliar os estilos parentais adoptados pelos pais e percepcionados pelos filhos. Foram colocadas duas questões de investigação: saber se existem diferenças nas percepções entre pais e filhos quanto ao estilo parental, bem como, saber se existem diferenças entre as percepções dos filhos atendendo ao género destes. Os resultados obtidos permitiram inferir que pais e filhos têm diferentes percepções face ao estilo parental adoptado pelos pais, mas que não existem diferenças nas percepções dos filhos atendendo ao género destes. Os resultados vão assim de encontro aos estudos anteriores que explicam as diferenças nas percepções entre pais e filhos quanto ao estilo parental adoptado pelos pais pelo facto de existir uma certa incompatibilidade de percepções e pensamentos no relacionamento entre os pais e os filhos. No que respeita à inexistência de diferenças nas percepções dos filhos atendendo ao género destes, os estudos apontam para o facto de que mais do que o género, é a idade das crianças a variável que influencia a percepção nos filhos.<br>This study fits within the practices and parenting styles. The aim was to compare the perceptions of parenting styles between parents and their children, as well as compare if there are differences between the perceptions of these children given the gender. The participants were 46 Portuguese children, who attended the 4th grade at a school in Lisbon, and their parents. A parent’s scale was applied to assess the parenting style adopted by them. It was applied a scale that aims to assess parenting styles adopted by parents and perceived by children. We asked two questions: know there are different perceptions and the perceptions of parents and children regarding parenting style, as well as whether there are differences between the perceptions of these children given the gender. The results agree with those obtained in previous studies that explain the differences in perceptions between parents and children about the parenting style adopted by parents because there is some mismatch of perceptions and thoughts on the relationship between parents and children. Regarding the absence of differences in perception `s of the children given their genre, the studies point to the fact that more than the gender, the age of the children is the variable that influences the perception in children.
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Ledgerwood, Angela D. "Father involvement in Latino families: The influence of acculturation, gender attitudes, and parenting style." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1343783135.
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Miners, Richard. "Parenting style, moral development and friendship : (how) do we choose our friends?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ64020.pdf.
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Nel, Maria Elizabeth. "The affect of parenting style on academic achievement in early years education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198881.
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Lack of parental involvement is one of the biggest challenges schools face. Due to lack of support or too much interference from the parent the academic learning process of the student is disturbed and delayed. This also puts a lot of stress on the teacher trying to support the student in achieving to the best of his or her abilities as well as managing the parents on the side. The purpose of this study was to investigate how 1) different parenting styles deliver different results and if that implies that there exists a more effective parenting style when it comes to school performance, 2) if we could make any correlations between school behaviour, motivation, results and how parents approach their children at home, and 3) to further explore how parenting style affects the academic performance of students in a local Hong Kong kindergarten. Therefore the aim was to explain the relationship between parenting styles, goal orientation and academic achievement in an Early Years Hong Kong school setting.
This study identified the parenting styles prevalent in the kindergarten and explored which of the four parenting styles from Baumrind (1971) and Chao (1994) are being used by the kindergarten parents. It continued by identifying the academic achievement prevalent amoung the students and correlating it with their parent’s parenting style. A combination of qualitative and quantitative methods was used throughout this study. A group of 60 Kindergarten students were monitored through observation for a period of 6 months in order to track their academic achievement. A survey was sent home and completed by the 60 parents of these students collecting information on parenting style and socio-economic information.
Finally both findings were correlated and significant similarities and connections were identified between both parenting style and academic achievement. The study found strong correlations between parenting styles and the performance of students in school especially concerning authoritative, authoritarian and training parenting styles. The results indicated students from authoritative parenting background scored significantly higher in academic achievement while students from authoritative and training background had low performance. There was no significant correlation found between goal orientation and parenting style or academic achievement.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Davids, Olivia Davene. "An exploration of the perceptions of non-admitting sex offenders of their family environment." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/3887.
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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
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Aleem, Sadia. "Bereavement in childhood and the role of attachment." Thesis, University of Bedfordshire, 2018. http://hdl.handle.net/10547/622704.
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The purpose of this research was to utilise attachment theory in understanding the experience of bereavement in childhood. Research objectives were addressed by using a mixed method design. Study One explored how experience of bereavement in childhood relates to current attachment style in adulthood. This was a qualitative interview-based study utilising thematic analysis and a quantitative assessment of attachment styles. Twenty-four participants were employed. The established Experience in Close Relationships (ECR) questionnaire was used. The results through the thematic analysis indicated that people with different attachment styles provide different narratives about their childhood bereavement. This study provides evidence that this was so. Study Two was a co-relational study employing 121 participants who experienced loss of caregiver in childhood. Four established questionnaires were used: Inventory of Complicated Grief (ICG; Prigerson et al., 1995), Experience in Close Relationships Questionnaire-Revised (ECR; Fraley, Waller, & Brennan, 2000), Separation Anxiety Symptom Inventory (SASI; Silove, Manicavasagar, O’Connell, Blaszczynski, Wagner, & Henry, 1993) and Parental Bonding Instrument (PBI; Parker, Tupling, & Brown, 1979). The results showed that complicated grief was related to parental care and overprotection, separation anxiety, and adult attachment style. Anxious attachment style fully mediated the effects of parental bonding on complicated grief. Study Three was a quantitative co-relational study to compare two groups of parents (with and without a bereaved child) on child behavioural differences and links between child behavioural problems and parental characteristics. Two hundred and forty participants were employed: 139 parents of children with bereavement experience and 101 without bereavement experience. Five established questionnaires were used: Child Stress Questionnaire (CSQ), Strengths and Difficulties Questionnaire (SDQ), The Parenting Scale (PS), Inventory of Complicated Grief (ICG), and Experience in Close Relationships Questionnaire-Revised (ECR-R). The results showed that child problems were closely associated to parental qualities. It is proposed that this research can make a contribution towards utilising attachment theory in understanding the experience of bereavement in children.
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Riser, Diana Katherine. "Parent Trauma History and Parenting Style: Relation to Child Trauma and Child Psychopathology." Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/32822.
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The purpose of the current study was to further explore the relations between parent trauma, parenting behavior, child trauma, and child adjustment. The sample included 358 children (191 boys and 167 girls) and their primary caregiver (48 fathers and 310 mothers). The childrenâ s ages ranged from 10 to 17 with an average age of 13. Parent trauma was not found to be related to child trauma through parenting behaviors. Child trauma was found to mediate the relations between parenting and child adjustment. There was some evidence of parenting mediating the relation between parent trauma and child adjustment. This research underscores the importance of understanding the risk and protective factors associated with parent trauma and its influences on child trauma and adjustment as well as the importance of good parenting as a protective factor. Further, this study supports past research which highlights those pathways which lead to resilience.<br>Master of Science
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Lish, R. Allen. "The relationship between parenting style and adolescent psychological well-being a meta-analysis /." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.
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Sari, Cenk Derya. "The Relationship Between Parenting Style, Gender And Academic Achievement With Optimism Among Adolescents." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610008/index.pdf.
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The present study aimed to investigate optimism level of adolescents&rsquo<br>aged between 14-18 and its relation with parenting style, gender, and academic achievement. The sample consisted of 1366 students (708 male, 645 female, and 13 missing value) who volunteered to participate in the study from Ü<br>mitkö<br>y Anatolian High School, Tü<br>rk Telekom Anatolian Technical High School and 75. Yil High School in Ankara. Life Orientation Test (Scheier &<br>Carver, 1985) and Parental Attitude Scale (PAS<br>Lamborn, Mounts, Steinberg, Dornbusch, 1991) were used as the data collection instruments.
The results of one way and two way ANOVA indicated that the main effect of parenting style and academic achievement on optimism level of adolescents was found significant. The results yielded that the main effect for gender, the gender and parenting style interaction effect and the academic achievement and parenting style interaction effect was not significant. Optimism levels of high achiever adolescents were found higher than low achiever adolescents&rsquo<br>. The results revealed significant differences in optimism scores of the adolescents as a function of four parenting styles. In other words, the results of this study showed that the adolescents who perceived their parents as authoritative had a relatively higher level of optimism than those who perceived their parents as authoritarian and neglectful. Results also indicated that the adolescents who characterize their parents as permissive had a relatively higher level of optimism than those who characterize their parents as neglectful and authoritarian.
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Hernandez, Mariabril. "The impact of parenting style on Latinos' level of education and self-efficacy." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1522577.
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<p> Latinos, the largest minority group in the United States, have the lowest level of college degree attainment relative to the total population. Education is often an indicator for future prospects in society. The present study examined how different parenting styles among Latino families affect individual's development in terms of self-efficacy and academic achievement as an adult. The study included 199 participants between the ages of 25-79. The results indicated a significant negative relationship between permissive parenting and the participants' level of education. The results also indicated a positive correlation between both parents' level of education and the participants' level of education. Additionally, the study found that later generation Latinos reported higher levels of education than first generation. The implications, limitations, and suggestions for future research are discussed.</p>
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Bennett, Katherine. "The impact of parenting on children's social-emotional development and information processing style." Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264654.
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Hevers, Emma M. "The relationship between fathers’ attachment style, parenting style, feelings of parenting competency and psychological wellbeing." Thesis, 2016. http://hdl.handle.net/1959.13/1313015.
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Masters Research - Master of Clinical Psychology (MClinPsych)<br>Adult attachment is the long-term bonds between two people satisfying each other’s needs for intimacy, trust and security. The attachment style of a parent is believed to influence the attachment style they have with their own children. Attachment has been mostly studied between mothers and children. Recent literature indicates that both maternal and paternal parenting are important in relation to positive child development. The current study investigated whether there was a relationship between fathers’ adult attachment style (attachment anxiety and attachment avoidance) and authoritative parenting style. We also examined whether fathers’ sense of competency (parental self-efficacy and satisfaction) was predicted by their parenting and attachment style. Participants included 212 fathers (aged 21-70 years, M = 38, SD = 7.47) with biological children (aged 2-12 years, M = 4.60, SD = 3.22). Participants completed an online survey involving demographic questions and questionnaires on adult attachment style, parenting style, sense of competency and psychological wellbeing. Fathers who reported being securely attached displayed an authoritative parenting style with their children. Furthermore, fathers who displayed higher levels of secure attachment and authoritative parenting styles were more likely to feel increased competency in their role as a parent. These results highlight the importance of secure attachment in fathers and their parenting style, feelings of parenting competency and psychological wellbeing. It also highlights the importance of assessing fathers’ attachment style when working with them around their parenting practices. Self-report questionnaires and social desirability by participants are important limitations to consider when interpreting the results.
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Lin, Hsiu-Yen, and 林秀燕. "A Study on Elementary School Teacher’s Personality Traits, Parenting Stress, and Parenting Style." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/01187142317814767866.
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碩士<br>臺北市立教育大學<br>心理與諮商教學碩士學位班<br>101<br>Exploring the related studies of personality traits, parenting stress, and parenting styles formed the framework of this study. Three main purposes are included. First, the study explored the differences in personality traits, parenting stress, and parenting styles of elementary school teachers with different background variables. Second, the study explored the relationship among the personality traits, parenting stress, and parenting styles of elementary school teachers. Third, the study explored the prediction of elementary school teachers’ personality traits and parenting stress to parenting styles.
The study aimed to observe elementary school teachers with children in the range from elementary school to high school in Taiwan. Data was gathered from questionnaires (basic information, Personality Traits scale, Parenting Stress scale, and Parenting Style scale) that had been distributed to teachers in 31 public and private elementary schools in Taiwan 19 cities and counties, and received 378 valid questionnaires in total. The collected data was analyzed by Independent Sample T-test, One-way ANOVA, Pearson Correlation Coefficient, and Multiple Regression Analysis. Six conclusions as follows generated from the findings illustrated the relationship among the personality traits, parenting stress, and parenting styles of elementary school teachers.
1. The personality traits in elementary school teachers showed positive and significant tendency on Agreeableness and Conscientiousness. Male teachers got higher and significant scores than female teachers on Emotional Stability, Extraversion and Openness.
2. The parenting stress in elementary school teachers showed lower level, and the highest was “Husband-Wife Impedes”, the lowest is “Parents-Child Dysfunctional Interaction”.
3. Most elementary school teachers’ parenting style was “authoritative”.
4. There had a negative and significant correlation between personality traits and parenting stress in elementary school teachers mostly. Only “Husband-Wife Impedes” had a negative and significant correlation with “Emotional stability”.
5. There had a positive and significant correlation between personality traits and parenting styles in elementary school teachers.
6. There had a negative and significant correlation between parenting stress and parenting styles in elementary school teachers mostly. Only “Husband-Wife Impedes” had a negative and significant correlation with “responsiveness”.
7. “Emotional stability”, “Extraversion”, “Agreeableness”, “Conscientiousness”, and “Parents-Child Dysfunctional Interaction” could effectively predict the parenting style ‘responsiveness’.
8. “Agreeableness”, “Conscientiousness”, “Parenting Capacity Constraints”, “Relationship between Husband-wife Impedes”, “Parents-Child Dysfunctional Interaction”, and “Rearing Attitudes Frustration” could effectively predict the parenting style “demandingness”
Finally, according to the results of the study, the researcher proposed specific suggestions for school counseling and future research.
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Ellis, Rachel M. "Relationship between parenting styles and children’s motivational style: the development of learned helplessness." Thesis, 2007. http://hdl.handle.net/10057/1117.
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This study examined the phenomenon of learned helplessness, looking at the relationship between children’s motivational style and parenting style. Motivational variables included goal orientation (learning goal or performance goal) and parenting variables included three typologies: authoritative, authoritarian, and permissive. Forty-two preschool students and their parents participated in this study assessing the influence parenting styles had on children’s motivational style. Results of the study showed no variance among the parents in terms of their parenting style, all were classified as authoritative. Thus, no data analysis was conducted and no relationship was established between parenting style and children’s motivational style.<br>Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Counseling, Educational and School Psychology
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Kennell, Brian Lee. "The relationship between parenting style and epistemological beliefs." Thesis, 2006. http://hdl.handle.net/10057/662.
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This study explored parenting styles and epistemological beliefs. The purpose was
to determine if one’s epistemological beliefs are associated with the parenting style one
experiences as a child. Parenting styles were classified as authoritative, authoritarian,
indulgent, and neglectful. Epistemological beliefs were classified as certain knowledge,
simple knowledge, omniscient authority, quick learning, and innate ability. An ancillary
analysis revealed epistemological beliefs and vocabulary knowledge were related to
GPA. Sixty-four mostly 17 and 18 year-old students from a medium sized high school in
the Midwest completed the Epistemic Beliefs Inventory, a parenting style measure, and a
vocabulary measure. Significant differences between parenting styles were found for
quick learning, certain knowledge, and omniscient authority. This suggests that the
parenting style parents use may impact the formation of the child’s epistemological
beliefs. A significant interaction effect was found between vocabulary and quick learning
for GPA. This suggests that sophisticated beliefs in quick learning may help a student
overcome their low vocabulary knowledge and earn a high GPA.<br>Thesis (M.Ed.)--Wichita State University, College of Education, Dept, of Counseling, Educational Psychology, and School Psychology<br>"December 2006."
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Graves, Abigail Reid. "An analysis of mind-mindedness, parenting stress, and parenting style in families with multiple children." Thesis, 2016. http://hdl.handle.net/1828/7608.
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Mind-Mindedness, a parent’s tendency to attribute thoughts and intentions to his or her child, is related to numerous child outcomes including infant attachment security and child social-cognitive development. Despite established research, the construct is still developing and current research continues to provide clarification. This study sought to contribute to the clarification of mind-mindedness in three main ways. First, the present study examined within-parent consistency with respect to mind-mindedness, parenting stress, and parenting style. Results indicated that parenting stress and parenting style tended to covary for two children in the same family, whereas mind-mindedness did not. Additionally, parents tended to experience different levels of parenting stress or utilize different parenting strategies between their two children. By contrast, significant differences for mind-mindedness were not found. Secondly, the present study examined the relation between mind-mindedness and parenting stress. Results supported an inverse relation between mind-mindedness and parenting stress for the older child. Results also revealed a positive relation between mind-mindedness and parental distress for the younger child; this was specifically relevant for children age 30 months and younger. Multiple interpretations for this finding are explored.
Third, this study examined the relations between parenting style, parenting stress, and mind-mindedness. Results indicated two general trends: For the younger children, when parents thought about their child in a more mind-minded manner, they also tended to utilize more authoritative parenting strategies; this parenting style was also related to lower parenting stress. For the older children, when parents thought about their child in a more mind-minded manner, they also tended to utilize less authoritarian parenting strategies as well as experience less parenting stress as related to parent-child dysfunctional interactions.
The findings of this study support previous findings regarding mind-mindedness and parenting stress as well as contribute to an improved understanding of the consistency of parenting constructs between two children in the same family and the relation between parenting stress and parenting style. These findings also raise questions for future research with respect to mind-mindedness in very young children. Future research areas and implications are discussed.<br>Graduate
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Li, Sin-Mei, and 李欣眉. "The relationships among parenting style, creativity and problem solving." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/41753654117362309446.
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碩士<br>國立彰化師範大學<br>教育研究所<br>98<br>The study revealed the relationship among parenting style, creativity and problem solving of fifth and sixty graders and compared the gender and grade differences in the above variable. Participants were fifth and sixth graders recruited from the north, medial and south side of the main island in Taiwan in 2009 academic year. AMOS 7.0 was conducted to construct the structural equation model of study of fifth and sixth graders’ parenting style, creativity and problem solving. Then the result showed that (1) students’ creativity had a positive effect on problem solving; (2) students’ parenting style had a positive effect on creativity and problem solving; (3) the measurement invariance on gender and grade were found.
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Lu, Hui-Ling, and 呂慧玲. "A Study on Parenting Style and Students' Well-being." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/47654887162257683771.
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碩士<br>南華大學<br>非營利事業管理學系<br>102<br>The purpose of the study was to examine the current status, correlations and demographic differences between parenting style and students’ well-being of higher grade students in elementary schools, as well as to explore how parenting styles impact students’ well-being.
The purposive sampling was conducted and 393 students were selected by from one of elementary schools in Chia-Yi County. The data collected by questionnaires were analyzed through descriptive analysis, principal components analysis (PCA), and regression analysis, the results revealed as below:
1. Parenting styles are significantly different, the styles of "demand" are more than "response".
2. Parenting styles can be ranged in descending order as "authoritative", "neglect", "indulgent", and "authoritarian".
3. All dimensions in the "emotional well-being" scale scored in descending order as: "interpersonal harmony", "life satisfaction", "physical-mental health", and "self-confidence".
4. Demographic variables (gender, number of siblings, family structure, parental education, and parental socioeconomic status) scored significantly differently in both parenting styles and emotional well-being scales.
5. Parents with parenting style of "Authoritative" make their children get the best "emotional well-being".
6. "Parenting styles" can predict "emotional well-being" of children.
Several education and cultivation suggestions were made based on the above mentioned findings. The aim of this research was to help parents understanding their children’s psychological needs in the development stage as well as giving them proper cares and disciplines. Besides, this research also could be the reference for school counselling and parenting education.