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  3. Comparison of male students with different parenting styles (permissive, authoritarian and autocratic) in terms of social-emotional and academic adjustment in Ahvaz high schools.

Comparison of male students with different parenting styles (permissive, authoritarian and autocratic) in terms of social-emotional and academic adjustment in Ahvaz high schools.

Number of pages: 151 File Format: word File Code: 29951
Year: 2014 University Degree: Master's degree Category: Educational Sciences
Tags/Keywords: compatibility - easygoing - Emotional compatibility - parenting - tyrannical
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  • Summary of Comparison of male students with different parenting styles (permissive, authoritarian and autocratic) in terms of social-emotional and academic adjustment in Ahvaz high schools.

    Dissertation for Master's Degree in Educational Psychology

    Abstract

    The purpose of this research was to compare male students with different parenting styles (permissive, authoritarian and authoritarian) in terms of emotional, social, academic adjustment and its components in Ahvaz high schools. The sample of this research consisted of 240 male students who were selected by multi-stage random sampling method. In this research, the subjects completed the parenting styles questionnaire and the emotional, social and academic adjustment questionnaire. To analyze the data, multivariate analysis of variance (MANOVA) and one-way analysis of variance (ANOVA) were used to examine the differences between groups. The results of multivariate analysis of variance (MANOVA) showed that there is a significant difference between students with different parenting styles in terms of emotional, social and academic adjustment. In addition, the results of one-way analysis of variance showed that there is a significant difference between male students with different parenting styles in terms of emotional adjustment (F = 8.67 and P = 0.000). Also, one-way analysis of variance showed that there is a significant difference between male students with different parenting styles in terms of social adjustment (F = 2.929 and P = 0.055), and finally one-way analysis of variance showed that there is a significant difference between male students with different parenting styles in terms of academic adjustment (F = 2.926 and P = 0.05).

    Introduction

    Styles Parenting [1] is one of the concepts that suggest the methods and techniques of parents dealing with children in the family. Darling[2] and Steinberg[3] (1993, quoted by Heydari Khah, 2013) define parenting styles as systems of attitudes, communication and child care methods, as well as the emotional atmosphere governing the parents' behavioral environment. Parenting styles have been examined from three aspects: goals related to socialization, parents' performance in achieving goals from their children, and the emotional atmosphere governing the family. It means goals, results and ends that parents are looking for during the socialization of their children. The meaning of parental performance is also the set of actions of parents, ultimately it means the emotional atmosphere, the set of emotional relationships, attachments and cohesion among other family members (Steinberg, 2001). The type of parenting style that parents show has a great impact on the child's development (Born Stein [4] and Zlotnik [5], 2008). Researches related to the relationship between parents and children, which have examined the attitudes and actions of parents in the process of raising children, are influenced by the work of Baumrind [6] and Bori [7] (1991), who generally proposed three patterns governing the relationship between parents and children: decisive [8], permissive [9] and autocratic [10].

    According to the findings of Steinberg, Elman [11] and Mantz [12], (1989) Parenting styles are related to academic success, and Steinberg's research (Steenberg, 2001) has shown that parenting styles are related to social competence. In Bamrind's studies (1978), it has been emphasized that parenting styles are one of the effective factors in social, emotional and academic adaptation. Based on this, parenting styles were investigated as one of the effective factors in social, emotional and academic adjustment in this research. Statement of the problem According to Darling and Stenberg (1993), parenting style is one of the universal instruments that expresses the emotional relationships and general communication between parents and children and is considered an important factor for children's growth and learning. The researches related to the relationship between parents and children, which have examined the attitudes and actions of parents in the process of raising children, are influenced by the work of Baumrind and Bori (1991), who generally put forward three patterns governing the relationship between parents and children: assertive, permissive and authoritarian.

    Assertive parents are described as warm, friendly and emotionally supportive people, while they have control over what their children do. They use logical reasons and justifications for their demands from their children. These parents try to warn their children how their behavior affects others (Bamrind, 1991; Bori, 1991).

    Permissive parents are described as parents who try to create a warm, calm and intimate environment for their children, have few demands from their children and control and monitor what they do.

    Permissive parents are described as parents who try to create a warm, calm and friendly environment for their children, have few demands from their children and do not control and supervise what they do. These parents give their children too much freedom and ignore their mistakes (Bamrind, 1991; Bori, 1991, quoted by Yousefi, 2016). Authoritarian parents lack warmth, intimacy and a low level of emotional support in their relationships with their children, they expect their children to fulfill their wishes and demands without discussion and without question. In these families, children are not allowed to express their opinions, and there is little opportunity to think about situations or apply reasoning (Bamerind, 1991; Bori, 1991).

    Among the challenges that students face when they enter the educational environment, their thoughts are related to the ability to cope with the demands that affect their adaptation (Zichovski [13], (2007. Schooling, periods of life). in which rapid cognitive and behavioral changes require that a person has the ability to adapt (Spear [14], 2000). Adaptation is a process in which a person tries to adapt to internal pressures and external requirements (Red-Victor, 2003). Educational situations, which are referred to as academic adaptation [16], in fact, academic adaptation refers to the ability of learners to adapt to the conditions and requirements of education and the roles that the school faces as a social institution (Pitus [17], 2006). Rosser[18], Eccles[19] and Samerf[20] (1998) believe that students who face difficulties in academic adjustment will probably have problems in other aspects of life. Academic compatibility becomes more important when a teenager enters secondary school. According to the researches, parenting styles are among the factors affecting academic adjustment. Children with an assertive parenting style have high levels of academic achievement (Parish[21] and McCluskey[22], 1993). The children of negligent parents have poor academic progress (Lamburn[23], Montes[24], Stenberg and Darren Buch[25], 1991; quoted by Yousefi, 2016; and Baumrind, 1991). Children with authoritarian parenting styles have low academic achievement (Stenberg, Lambern, Darling, Montes, and Darren Buch 1994).

    There is no doubt that parenting styles have an impact on social adjustment [26]. Scott[27], Ruth[28] and Scott (1998, citing Platoni, 2013) consider social adaptation to include the mechanisms that lead to the acceptance of a person in a group. Therefore, in order to enter the group, one must adapt to the group's criteria by making changes in oneself in order to be accepted as a new member. To determine this type of compatibility, two types of evaluation are required. Subjective evaluations that express a person's level of satisfaction with communication with his friends and objective evaluation that means the acceptance of a person by his peers.

    Effective factors on social adjustment

    Individual factors

    Personality characteristics are effective on people's adjustment. Among these factors is the amount of social tolerance that a person can show against delaying the immediate satisfaction of his needs. People who have high adaptability are able to endure the tasks that arise in the way of meeting their needs (Mektabi, 2017). Social support includes social resources that people are ready to receive in order to improve their relationships (Laura, Graham, and Naomi (2007, Platoni, 2011).

    Family factors

    The type of relationships between family members, parenting methods, family size, and the order of children's birth are among the factors affecting a person's social adjustment, Ahadi (1379, quoted by Platoni, 2011).

         The research results showed that children with assertive parenting style have high levels of competence, academic progress, social development and self-perception, Darren Butch et al. Children of negligent parents have poor academic progress, high delinquency and low psychological performance (Lamburn, Montes, Stenberg and Darren Buch, 1991, quoted by Yousefi, 2016). Children with authoritarian parenting styles have low academic achievement and high levels of psychological and physical disorders (Stenberg et al., 1994).

  • Contents & References of Comparison of male students with different parenting styles (permissive, authoritarian and autocratic) in terms of social-emotional and academic adjustment in Ahvaz high schools.

    List:

     

    Table of Contents

    Title

    Page

    Chapter One: Research Overview

    Introduction 2

    Statement of Problem 3

    Factors affecting social adaptation. 6

    Individual factors. 6

    Family factors. 6

    The importance and necessity of research. 8

    The overall goal of the research. 10

    Partial objectives. 10

    Research hypotheses. 10

    Conceptual and operational definition of variables 12

    Chapter Two: Theoretical foundations and research background

    Theoretical foundations and previous research. 21

    Theoretical foundations. 21

    Parenting styles. 21

    Warm and free parents 25

    Warm and controlling parents 26

    Cold and free parents 26

    Cold and controlling parents 26

    Authoritarian and domineering style. 27

    Authoritative style 27

    Permissive style 28

    Negligent and inattentive style 29

    Compatibility. 29

    Types of compatibility. 30

    1- Social adaptation. 30

    2- Academic compatibility. 30

    3- Family compatibility. 31

    Definitions of social adaptation. 31

    Effective factors on social adaptation. 33

    1- Individual factors. 33

    2- Family factors. 34

    3- Social factors. 34

    4- Religious and moral factors. 35

    Excitement. 37

    Emotional intelligence. 38

    The history of emotional intelligence. 39

    Definitions of emotional intelligence. 44

    Emotional intelligence models. 47

    Ability model. 47

    Daniel Gelman's model of emotional intelligence. 50

    Bar-an character model. 53

    "Cooper and Sawaf" model of emotional intelligence. 54

    The concept of academic compatibility. 54

    Theoretical perspectives on compatibility. 58

    Psychoanalytic view. 58

    The perspective of individual psychology. 59

    Roni-social theory. 59

    Biological-social theory. 59

    Learning theory. 61

    Social learning theory. 61

    Perspective of cognitive psychology. 61

    Contextualist theory 62

    Empirical background. 64

    Chapter summary. 67

    Chapter Three: Research Methodology

    Introduction 66

    Research Design. 66

    Statistical society. 66

    Sampling method. 66

    A) Sampling to validate questionnaires 67

    B) Sampling to test hypotheses 67

    Research tools. 67

    Reliability of emotional questionnaire subscale. 69

    Validity of emotional questionnaire subscale. 69

    The scale of the educational cart. 74

    Reliability of the educational cart subscale. 74

    Validity of the subscale of the educational cart. 74

    Social adjustment subscale. 78

    Reliability of social adjustment subscale. 78

    Validity of social adjustment subscale. 78

    Parenting style questionnaire. 82

    Reliability of the developmental styles questionnaire. 82

    Validity of parenting style questionnaire. 83

    Research implementation method. 86

    Statistical method of data analysis 87

    Chapter four: Research findings

    Introduction 86

    A) Descriptive findings. 86

    b) Findings related to research hypotheses. 88

    Chapter 5 discussion and conclusion

    Introduction 100

    Explanation of research hypotheses. 100

    Research limitations. 110

    Research proposals. 111

    a) theoretical proposals. 111

    b) practical suggestions. 112

    Summary of the research. 113

    Persian sources. 161

    English sources. 166

    Source:

    Sources

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    Banisi, Parinaz, Delfanazri, Qanbarali and Benisi, Vahid (2009). The relationship between emotional intelligence and problem solving styles and general healthThe relationship between emotional intelligence and problem solving styles and general health and general health of Islamic Azad University students in region 12. Journal of Educational Sciences, third year, number 10, pp. 135-156.

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Comparison of male students with different parenting styles (permissive, authoritarian and autocratic) in terms of social-emotional and academic adjustment in Ahvaz high schools.
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