scholarly journals The Influence of Parental Perfectionism and Parenting Styles on Child Perfectionism

Children ◽  
2021 ◽  
Vol 8 (9) ◽  
pp. 777
Author(s):  
Cláudia Carmo ◽  
Diana Oliveira ◽  
Marta Brás ◽  
Luís Faísca
Keyword(s):  
Social Learning ◽  
Parenting Styles ◽  
Empirical Support ◽  
Learning Model ◽  
Self Report ◽  
Childhood Experiences ◽  
Perceived Parenting ◽  
Authoritarian Parenting ◽  
The Social

Perfectionism is a significant transdiagnostic process related to the development and maintenance of several psychological disorders. The main models of the development of perfectionism focus on early childhood experiences and postulate that parental relation is an important factor for understanding this construct in children. The purpose of this study was to examine the relationship between child and parental perfectionism, seeking to evaluate the empirical support of the Social Learning Model and the Social Expectations Model and children’s perception of parenting styles. The present study included 119 children (51.2% girls, Mage = 11.67 years) and their parents. Data were collected through administration of several self-report measures. The results show a relationship between the majority of the same parent and child perfectionism dimensions, thus providing supportive evidence for the Social Learning Model. Concerning the analysis of the role of gender in the transmission of perfectionism, observed fathers’ perfectionism only relates with the sons’ perfectionism, and mothers’ perfectionism relates with daughters’ perfectionism. Our findings allow for a deeper understanding of the role of the perception of an authoritarian parenting style in the development of maladaptive perfectionism. Mother and fathers’ perceived parenting styles contribute more to daughter than son perfectionism. The results contribute to expanding the understanding of the role of parental factors in the development of perfectionism.

The Moderating Role of Parenting Styles in Adolescents’ Bullying and Depression

2021 ◽  
Vol 11 ◽  
Author(s):  
Anat Brunstein Klomek ◽  
Kineret Koren
Keyword(s):  
Depressive Symptoms ◽  
Parenting Style ◽  
Parenting Styles ◽  
Adverse Outcomes ◽  
Self Report ◽  
Moderation Effect ◽  
Perceived Parenting ◽  
Positive Correlation ◽  
Authoritarian Parenting ◽  
Authoritarian Parenting Style

Background: Bullying others among school-aged youth is a worldwide phenomenon that has a variety of adverse outcomes, depression being one of them. Objective: The objective of the current study was to examine whether perceived parenting styles moderated the relationship between bullying others and depression among adolescents. It was hypothesized that perceived authoritarian parenting would increase the association between bullying others and depression than non-authoritarian parents. Methods: The sample included 116 adolescents aged 12-17, with a mean age of 13.87. The percentage of male participants was 47.41% . We used self-report questionnaires, which measured the different variables in the study (bullying, perceptions of parenting styles, and depression). Results: A positive correlation between bullying others and depressive symptoms was found. Bullying others and perceived authoritarian parenting style were also correlated, and a positive correlation was found between perceived authoritarian parenting style and depressive symptoms. The moderation effect of perceived parenting style on the association between bullying others and depressive symptoms was found significant. Among adolescents perceiving their parents as authoritarian, the association between bullying others and depressive symptoms was found to be stronger. In contrast, among adolescents perceiving their parents as non-authoritarian, the association was low. Conclusion: Results of this study have important clinical implications by understanding the parenting component in the association between bullying others and depression. Our results suggest that the psychological outcomes for bullies may depend, among other things, on their perception of parents' parenting style.

scholarly journals The role of personality in the relationship between the perceived parenting style and the choice of coping mechanisms

2020 ◽  
Vol 11 (2) ◽  
pp. 93-109
Author(s):  
Maria Popescu
Keyword(s):  
Parenting Style ◽  
Parenting Styles ◽  
Coping Style ◽  
Coping Styles ◽  
Emotional Stability ◽  
Perceived Parenting ◽  
Social Coping ◽  
Parenting Dimensions ◽  
The Relationship

This study examined the moderating role of personality in the relationship between perceived parenting type and personal coping style. One hundred and fourteen women and 30 men, aged between 16 and 71 years old, participated in the present study. The instruments used were the Parenting Style Inventory-II (PSI-II), the COPE inventory, and Big-Five IPIP-50. Results showed that social coping was the only coping style that was significantly predicted by parenting dimensions. It was found that extraversion negatively moderates the relationship between mothers’ and, respectively, fathers’ parenting styles and social coping. Emotional stability also negatively moderates the link between parenting and social coping, but only for the mother’s parenting. When analysed the separate dimensions of the parenting styles, it was found that emotional stability also negatively moderates the relationship between mother’s, respectively father’s warmth and social coping. Agreeableness was found to moderate the positive link between maternal parenting style and social coping, more specifically, maternal control. Openness to experience negatively moderated the relationship between maternal warmth and social coping. No significant relationships were found for conscientiousness. The present study can contribute to clinical practice by the insight it provides on the interaction between personality and environmental factors in the development of coping styles. This information can be used in tailoring the psychological interventions so that they can best suit each personality type.

scholarly journals Parenting Style as Correlates of Adolescents’ Academic Achievement Motivation of Bate Secondary School, Haramaya, Ethiopia

2019 ◽  
Vol 7 (2) ◽  
pp. 172 ◽  
Author(s):  
Amare Misganaw Mihret ◽  
Galata Sitota Dilgasa ◽  
Tsigereda Hailu Mamo
Keyword(s):  
Academic Achievement ◽  
Achievement Motivation ◽  
Parenting Style ◽  
Parenting Styles ◽  
Significant Relationship ◽  
Academic Motivation ◽  
Self Report ◽  
Authoritarian Parenting ◽  
Academic Achievement Motivation ◽  
Authoritarian Parenting Style

This study aimed at examining the relationship of adolescents’ academic achievement motivation and parenting styles. Data were collected from randomly selected 192 adolescent students (93 males and 99 females) through standardized scales of achievement motivation self-report inventory and parenting style scale. The data analysis has been done through both descriptive and inferential statistical methods. To this end, finding revealed that authoritarian parenting style is the most commonly practiced parenting style in the families of respondents among other three parenting styles (authoritative, indulgent and neglectful). There is a statistically significant relationship between authoritative parenting style and students’ academic achievement motivation. Significant relationship between authoritarian parenting style and students’ academic achievement motivation has also been reported. There is strong and negative relationship between neglectful parenting style and students’ academic achievement motivation. That it means, neglectful parenting negatively affects students’ academic motivation. As expected, significant relationship between indulgent parenting style and students’ academic motivation was not reported. In the end, some points were forwarded to suggest ways of properly addressing the gaps noted in this research.

The Sociological Theory of Craftsmanship: An Empirical Test in Sport and Education

2018 ◽  
Vol 23 (1) ◽  
pp. 114-135 ◽  
Author(s):  
Thorolfur Thorlindsson ◽  
Vidar Halldorsson ◽  
Inga Dora Sigfusdottir
Keyword(s):  
School Performance ◽  
Quantitative Research ◽  
Sport Participation ◽  
Sociological Theory ◽  
Empirical Test ◽  
Empirical Support ◽  
Measurement Scale ◽  
The Social ◽  
Nationally Representative

The aim of this study is to test empirically the sociological theory of craftsmanship originally developed by C. Wright Mills, Torstein Veblen, and Howard Becker and later extended by Harper, Sennett, and Fine. We conduct a quantitative analysis based on a nationally representative sample of 10,783 Icelandic adolescents (50.2% girls). We developed a scale measuring craftsmanship that we use to test several hypotheses regarding the role of craftsmanship in sport and education. Our findings provide a consistent empirical support for the theory of craftsmanship. First, they indicate that elements of the craftsmanship theory that have been identified by prior qualitative research go together as predicted to form a coherent theoretical construct and a measurement scale that is both reliable and valid. The craftsmanship scale therefore offers good opportunities for quantitative research in an area that has been exclusively qualitative. Second, our findings indicate that, as predicted, the craftsmanship approach makes schoolwork more meaningful and reduces general feelings of meaninglessness. Third, the findings show, as predicted, that the craftsmanship approach influences school performance in a positive way. Fourth, we find that the positive relationship between sport participation and school performance is in part mediated by craftsmanship. Finally, the findings show that the influence of craftsmanship on school performance is in part mediated by meaninglessness. We discuss the implications of the findings in light of sociological theory, culture and the social context of education and sport.

scholarly journals Social Learning with Costly Search

2016 ◽  
Vol 8 (1) ◽  
pp. 83-109 ◽  
Author(s):  
Manuel Mueller-Frank ◽  
Mallesh M. Pai
Keyword(s):  
Social Learning ◽  
Social Welfare ◽  
Discount Rate ◽  
Learning Model ◽  
Search Costs ◽  
Social Optimum ◽  
Linear Rate ◽  
The Social

We study a sequential social learning model where agents privately acquire information by costly search. Search costs of agents are private, and are independently and identically distributed. We show that asymptotic learning occurs if and only if search costs are not bounded away from zero. We explicitly characterize equilibria for the case of two actions, and show that the probability of late moving agents taking the suboptimal action vanishes at a linear rate. Social welfare converges to the social optimum as the discount rate converges to one if and only if search costs are not bounded away from zero. (JEL D81, D83)

The Role of Motivation, Ability, and Opportunity in Achieving Effective Knowledge-Work

2016 ◽  
Vol 12 (4) ◽  
pp. 20-36 ◽  
Author(s):  
Rezvan Hosseingholizadeh ◽  
Somayyeh Ebrahimi Koushk Mahdi ◽  
Hadi El-Farr
Keyword(s):  
Structural Equation ◽  
Extrinsic Motivation ◽  
Empirical Support ◽  
Knowledge Work ◽  
Work Behavior ◽  
Self Report ◽  
Equation Modeling ◽  
Modeling Techniques ◽  
The Impact

This study aims to empirically test the impact of the Motivation-Ability-Opportunity- (MAO) model on knowledge work. We propose that knowledge work is a function of employees' motivation, ability and opportunity. In this regard, the aim is to provide empirical support to explain the effects of motivation, ability and opportunity on knowledge-work, which we defined as a knowledge-centered behavior. Data was collected through a self-report questionnaire. A sample size of 350 employees of Ferdowsi University of Mashhad answered the questionnaire. Structural equation modeling techniques and hierarchical multiple regression analyses were conducted on hypothesis testing. The findings confirm that motivation, ability and opportunity independently influence knowledge-work behavior. Also, results revealed that both intrinsic and extrinsic motivation has significant influence on knowledge work; however intrinsic motivation has a higher effect than extrinsic motivation.

Boyfriend, girlfriend in a traditional society: Parenting styles and development of intimate friendships among Arabs in school

2008 ◽  
Vol 32 (1) ◽  
pp. 66-75 ◽  
Author(s):  
Ruth Sharabany ◽  
Yohanan Eshel ◽  
Caesar Hakim
Keyword(s):  
Parenting Styles ◽  
Authoritative Parenting ◽  
Perceived Parenting ◽  
Traditional Societies ◽  
Arab Students ◽  
Intimate Friendship ◽  
Parental Authority Questionnaire ◽  
Authoritative Parenting Style ◽  
11Th Grade

The development of intimate same- and other-sex friendships in Arab children and adolescents in Israel was investigated in relation to their perceived parenting styles. It was hypothesized that girls would show higher levels of intimacy than boys, and that cross-sex intimacy in both groups would increase with age, whereas same-sex intimate friendship maintains rather stable over the school years. We hypothesized further that intimate friendship would be contingent more readily on perceived parental authoritative style rather than on either permissive or authoritarian styles. Participants were 723 Arab students drawn from four schools, and from the 5th, 7th, 9th, and 11th grades. The Parental Authority Questionnaire and Intimate Friendship Scale were employed as measures. Findings indicated that girls were more intimate with their female friends than boys were with their male friends, especially in the higher grades, replicating previous studies. However, boys tended to score higher than girls on intimacy with the other gender. Girls equaled their level of intimacy only at the 11th grade. These findings suggest that traditional societies may foster specific characteristics of intimate friendship. A novel finding is the central role of the authoritative parenting style in determining intimate friendships. Results are discussed in terms of universal aspects of friendship and of their expression in the investigated cultural setting.

scholarly journals A Study of an Architecture Design Learning Process Based on Social Learning, Course Teaching, Interaction, and Analogical Thinking

2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
Yun-Wu Wu ◽  
Chang-Fah Huang ◽  
Kuo-Hua Weng
Keyword(s):  
Social Learning ◽  
Learning Process ◽  
Analogical Reasoning ◽  
Learning Model ◽  
Future Application ◽  
Architecture Design ◽  
Analogical Thinking ◽  
Design Learning ◽  
The Social ◽  
New Knowledge

The students in the vocational education of architecture design in Taiwan often face many learning obstacles, such as no problem solving ability and lack of creativity. Therefore, this study used a social learning model as a learning strategy in the architecture design learning process to solve related learning difficulties. Firstly, this study used cognitive development teaching activities and a learning process based on analogical thinking and analogical reasoning to build the social learning model. Secondly, the social learning model of this study was implemented in the teaching of a required course of architecture design for 120 freshmen in China University of Technology. The questionnaire survey results were then statically analyzed and compared to measure the differences in the students’ knowledge about architecture designs before and after the teaching in this study. In this study, the social learning model is proven helpful in inspiring the students’ creativity by converting new knowledge of architecture design into schemas and hence retaining the new knowledge for future application. The social learning model can be applied in the teaching of architecture design in other schools, while more research can be conducted in the future to further confirm its feasibility to promote effective learning.

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