scholarly journals A Comparative Study of the Two Dimensions of Parenting Style and their Effects on the Self-Concept of Pre-Adolescents

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Dr. Giselle D’souza ◽  
Dr. Jennie Mendes
Keyword(s):  
Parenting Style ◽  
Parenting Styles ◽  
Two Dimensions ◽  
The Self ◽  
Self Concept ◽  
Significant Difference ◽  
The World ◽  
Self Worth ◽  
Potential Benefits ◽  
Parenting Dimension

Self-concept of adolescents has been one of the personality constructs that has attracted the attention of psychologists and educationists the world over. Since it is crystallized during adolescence, impacting the self-worth of youth, it becomes imperative to look into determinants of this variable in an attempt to protect their mental health. Among a myriad different factors which are thought to be responsible for influencing self-concept of teens, parenting styles has played a pivotal role. The present research endeavored to study the effect of parenting styles on the self-concept of pre-adolescents with respect to two dimensions of the namely: responsiveness and demandingness of both parents. The results indicated a significant difference in the self-concept of pre-adolescents depending on the parenting dimension of mothers/fathers. The study attempted to explore the potential benefits of either parenting dimension in boosting the self-concept of gen next.

The Comparison of Youth Self-Concepts Assessed from Parenting Style

2020 ◽  
Vol 4 (2) ◽  
pp. 42-50
Author(s):  
Setiana Setiana ◽  
Darmayanti Darmayanti
Keyword(s):  
Social Psychology ◽  
Parenting Style ◽  
Parenting Styles ◽  
Research Method ◽  
Empirical Studies ◽  
Analytical Description ◽  
The Self ◽  
Self Concept ◽  
Authoritative Parenting

This article contains an analytical description of the self-concept of adolescents in terms of parenting styles. The research method used in this research is conceptual and empirical studies in the fields of social psychology, parenting and sociology about self-concepts developed by parenting styles. The findings of this article reveal a comparison of adolescent self-concepts based on parenting styles so that it can be used as a basis for understanding self-concept, where authoritative parenting styles can develop positive adolescent self-concepts.

scholarly journals PARENTING STYLE OF WORKING AND NON-WOKING MOTHER – A COMPARATIVE STUDY

2020 ◽  
pp. 49-51
Author(s):  
Gaja Lakshmi. S
Keyword(s):  
Parenting Style ◽  
Parenting Styles ◽  
Family System ◽  
Two Dimensions ◽  
Family Type ◽  
Child Rearing ◽  
Working Mother ◽  
Autonomy Granting ◽  
Significant Difference ◽  
Parenting Scale

Parenting style is a psychological construct representing standard strategies that parents use in their child-rearing. Parenting styles are the representation of how parents respond to and make demands on their children. The present study attempts to find out the parenting style of working and non - working mothers. For this study 100, college students were randomly selected from three different colleges in Coimbatore city. The sample age range from 18 to 23 years and the mean age is 22.35 years. The personal details such as family type, rural/ urban have been gathered by using demographic profile form and the parenting scale inventory developed by Nancy Douling and Tera Toyokawam (1997) was used to gather the information regarding the parental style. The parenting scale inventory includes three subscales (responsiveness, autonomy granting and demandingness). The collected data were statistically analyzed with the help of mean, standard deviation and ‘t’- test. The results of the analysis showed that there is a significant difference in the responsiveness dimension, there is no significant difference seen in the other two dimensions autonomy granting and demandingness of parenting style of working and non- working mother. And there exists no significant difference seen in the parenting style of mothers who hail from either nuclear or joint family system.

The Effect of Group Counseling on Educable Mentally Retarded Boys’ Self Concepts

1969 ◽  
Vol 35 (5) ◽  
pp. 359-366 ◽  
Author(s):  
Philip H. Mann ◽  
James D. Beaber ◽  
Milton D. Jacobson
Keyword(s):  
Group Counseling ◽  
Mentally Retarded ◽  
The Self ◽  
Self Concept ◽  
Control Groups ◽  
Mentally Handicapped ◽  
Significant Difference ◽  
Educable Mentally Retarded ◽  
And Control ◽  
Significant Factors

The effects of group counseling on the self concepts of young educable mentally handicapped boys were studied, along with the variables of anxiety, deportment and achievement in reading and arithmetic as rated by teachers, attendance, IQ, and age. Results indicated that those who received group counseling tended to exhibit greater improvement in self concept, more reduction in anxiety, and better grades in deportment and the academic subjects of reading and arithmetic, than those who did not receive the counseling. No significant difference was found between experimental and control groups in attendance. Age and IQ were not found to be significant factors in the counseled group.

Self-Concepts of Preschool Girls in a Preballet Program

1993 ◽  
Vol 77 (1) ◽  
pp. 104-106
Author(s):  
Anne E. Kozlowski
Keyword(s):  
Preschool Children ◽  
Standard Deviation ◽  
Normative Data ◽  
T Test ◽  
The Self ◽  
Self Concept ◽  
Significant Difference ◽  
One Year

The self-concepts of 10 5-yr.-old girls enrolled in a preballet program at a ballet school in Tulsa, Oklahoma for over one year were measured using the Purdue Self-concept Scale for Preschool Children. Their scores were compared against the scale's normative data for girls of similar age. A one-sample two-tailed t test showed girls' mean was 1 standard deviation above the normative population's mean, a significant difference. Preballet education may be an effective tool for enhancing self-concept, although selective factors may contribute also.

scholarly journals KONSEP DIRI SEORANG DA'I

2019 ◽  
Vol 1 (2) ◽  
pp. 207
Author(s):  
Noormawanti, Iswati
Keyword(s):  
Social Interaction ◽  
The Self ◽  
Self Concept ◽  
Social Aspects ◽  
The Core ◽  
Self Development ◽  
The World ◽  
Entire Complex ◽  
The Individual ◽  
Beliefs And Attitudes

The concept of self is an understanding of the attitude of the individual towards himself so that it results in the interaction of two or more people. Self-concept is a factor that communicates with others. The concept of self is the views and attitudes of individuals towards themselves, characteristics and individual and self-motivation. The self-view includes not only individual strengths but also weaknesses and even failures. This self-concept is psychological, social and physical. Self-concept is our views and feelings about ourselves, which include physical, psychological and social aspects. The concept of self is not just a descriptive picture, but also an assessment of ourselves, including what we think and how we feel. Anita Taylor defines self-concept as "all you think and feel about you, the entire complex of beliefs and attitudes you hold abaout yourself '. Human behavior is a product of their interpretation of the world around them through social interaction. Behavior is often a choice as a feasible thing to do based on how it defines the existing situation. The definition they give to other people, situations, objects and even themselves determines their behavior. So it is individuals who are considered active to regulate and determine their own behavior and environment. While the core of the individual is consciousness (consciousness). self-development depends on communication with others, which shape or influence themselves

Adolescents with Craniofacial Anomalies: Psychosocial Adjustment as a Function of Self-Concept

2006 ◽  
Vol 43 (4) ◽  
pp. 392-400 ◽  
Author(s):  
Monica J. Bilboul ◽  
Alice W. Pope ◽  
Heather T. Snyder
Keyword(s):  
Psychosocial Adjustment ◽  
Child Behavior Checklist ◽  
Medical Center ◽  
Retrospective Chart Review ◽  
Parent Report ◽  
The Self ◽  
Self Report ◽  
Self Concept ◽  
Craniofacial Anomalies ◽  
Self Worth

Objective To evaluate associations between self-concept and psychosocial adjustment among adolescents with craniofacial anomalies. Design Retrospective chart review. Setting Reconstructive plastic surgery department in urban medical center. Participants Forty-nine adolescents with congenital craniofacial anomalies, aged 14 to 18 years, and their parents. Main Outcome Measures Psychosocial adjustment (internalizing problems and social competence), assessed by self-report and parent-report forms of the Child Behavior Checklist; appearance self-concept and global self-worth, assessed by the Self-Perception Profile for Adolescents. Results Both appearance self-concept and global self-worth were associated with psychosocial adjustment; however, global self-worth remained associated with adjustment when the effects of appearance self-concept were controlled, whereas appearance self-concept was no longer associated with adjustment when global self-worth was controlled. Demographic variables (ethnicity, socioeconomic status, and adolescent gender) largely failed to moderate the associations between self-concept and adjustment. Conclusions Adolescent dissatisfaction with appearance is linked to psychosocial adjustment problems only when it is part of a negative overall view of the self.

Special Education Placement and the Self-Concepts of Elementary-School age Children

1980 ◽  
Vol 3 (3) ◽  
pp. 30-35 ◽  
Author(s):  
Beth E. Yauman
Keyword(s):  
Special Education ◽  
Reading Achievement ◽  
Pairwise Comparison ◽  
The Self ◽  
Self Concept ◽  
School Age Children ◽  
Control Group ◽  
Special Education Placement ◽  
Significant Difference ◽  
Education Participation

This study investigated the relationship between degree or extent of special education participation and measured self-concept. Subjects were 45 third-grade male students of average or above intelligence who were divided into three groups: 1) students in self-contained LD classes, 2) students provided individual tutoring, and 3) a control group of students from regular classes. Since achievement has consistently been found to correlate with scores on self-concept measures, a reading achievement score was obtained for each subject in order to examine the differences in self-concept while statistically controlling for achievement. The results indicated a significant difference among the three groups on both reading achievement and self-concept measures. With the effect of reading achievement covaried out, no significant difference remained among the three groups on measured self-concept. Rank ordering and statistical pairwise comparison of self-concept scores indicated poorer self-concepts for the tutored group despite higher achievement levels than the self-contained group.

The Effects of Social Support and School Placement on the Self—Concept of LD Students

1988 ◽  
Vol 11 (2) ◽  
pp. 115-124 ◽  
Author(s):  
Ellice Ann Forman
Keyword(s):  
Social Support ◽  
Learning Disabled ◽  
The Self ◽  
Self Report ◽  
Self Concept ◽  
Future Research ◽  
Athletic Competence ◽  
School Placement ◽  
Self Worth ◽  
Resource Rooms

The effects of two types of environmental influences on the self-concept of LD students were examined: social support and school placement. The 51 children and adolescents who participated in the study were receiving LD services in self-contained classes or resource rooms, or had been diagnosed as learning disabled but were not yet receiving services. Social support and self-concept were assessed using two self-report measures developed by Harter (1985). Students with higher levels of perceived social support were found to score higher in general self-worth, athletic competence, scholastic competence, and behavioral conduct than students with fewer social supports. In addition, support from classmates was the most important predictor of high self-concept. School placement was not found to be related to self-concept. The findings of this study suggest that future research needs to examine the social contextual factors that may foster positive self-concepts in LD students.

Parenting and Obsessive Compulsive Symptoms: Implications of Authoritarian Parenting

2010 ◽  
Vol 24 (3) ◽  
pp. 151-164 ◽  
Author(s):  
Kiara R. Timpano ◽  
Meghan E. Keough ◽  
Brittain Mahaffey ◽  
Norman B. Schmidt ◽  
Jonathan Abramowitz
Keyword(s):  
Parenting Style ◽  
Parenting Styles ◽  
Personal Responsibility ◽  
Two Dimensions ◽  
Future Research ◽  
Obsessive Beliefs ◽  
Obsessive Compulsive ◽  
Strict Adherence ◽  
Authoritarian Parenting ◽  
Compulsive Disorder

Cognitive behavioral theories of obsessive-compulsive disorder (OCD) have hypothesized a central role of social learning in the development of OCD. Research indicates that learning via key developmental relationships, such as parent–child interactions, may account for the emergence and maintenance of OC symptoms in adulthood. Baumrind identified three parental authority prototypes or styles, including permissive, authoritative, and authoritarian, that differ on the two dimensions of nurture and behavioral control. Permissive parents allow their children to do as they wish with little discipline, whereas authoritative parents implement reasonable guidelines while still providing a warm and nurturing environment. The third style, authoritarian, represents parenting that is rigid and values strict adherence to rules with lower levels of nurturing. To date, there has been no study examining these parenting styles and OCD symptomatology. The current investigation examined the relationships between parenting styles, obsessive-compulsive (OC) symptoms, and OC-related dysfunctional beliefs (i.e., “obsessive beliefs”) in a nonclinical sample (N = 227). Participants completed measures of these constructs, as well as a measure of general mood and anxiety symptoms. Results indicated that the authoritarian parenting style was significantly associated with both OC symptoms and OC beliefs (e.g., beliefs about the importance of thoughts and personal responsibility), even after controlling for general distress. Analyses also revealed that OC beliefs act as a partial mediator of the relationship between parenting style and OC symptoms. Findings are discussed in light of the implications for future research, particularly that pertaining to risk for OCD and the development of vulnerability factors.

scholarly journals Exploring the relation between parenting style and children’s self-concept and subjective and objective metacognition

2021 ◽  
Vol 13 (2) ◽  
pp. 11-37
Author(s):  
Antonio P. Gutiérrez de Blume ◽  
Diana Marcela Montoya Londoño ◽  
María Eugenia García Gómez ◽  
Andrea Milena Osorio Cárdenas ◽  
Liliana González Benítez
Keyword(s):  
Parenting Style ◽  
Parenting Styles ◽  
Family Life ◽  
Educational Institution ◽  
Ordinary Least Squares ◽  
Educational Outreach ◽  
Self Concept ◽  
Convenience Sample ◽  
Mothers And Fathers ◽  
Correlational Design

Objective. To examine the relationship between parenting styles (of mothers and fathers), children’s self-concept, and subjective and objective measures of metacognition, and to investigate whether self-concept and parenting style predicted metacognition. Methodology. A convenience sample of 196 students who belong to an official educational institution was used; this study implemented a quantitative correlational design. The study also used a series of ordinary least squares (OLS) regression models to examine the extent to which mothers’ and fathers’ parenting styles as well as children’s self-concept predicted children’s subjective metacognitive awareness and objective metacognitive monitoring. Results. Parenting styles predicted metacognition in three learning domains (reading comprehension, mathematics, and similarities), although in different ways. Furthermore, children’s self-concepts also predicted metacognition in all three domains. Conclusion. Education must extend beyond school and children to include family. These educational outreach efforts should incorporate more than just how family life affects learning outcomes, such as children’s performance in academic domains, but also how family life affects children’s metacognitive abilities.

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