21.2.1.1.2: Parenting Styles for Parents
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Parenting Style and Learning Outcome
The concept of parental participation has a lot of different variables (Dewi and Indrasa, 2017), encompassing a wide range of parental behaviors related to their children’s education. Epstein (1992) defined parental involvement as:
- parent practices that create a positive learning environment at home
- parent-school communications about school programs and student progress
- parent participation and volunteering at school
- parent and school communications about learning activities at home
- parent involvement in school decision-making and governance
- parent access to a school’s resources (Catsambis, 2001).
According to Epstein, parents’ involvement in their children’s education is not a one-time fixed thing. Rather, differences in any of the three overlapping domains of influence family, community, or school might alter how parental participation (Epstein, 1992).
Children’s relationships with their families are critical to their growth (Popa, 2022). Parental childcare attitudes are defined by the following:
- the parents’ warm and caring approach to the child
- expectations of the child
- communication with the child
- disciplinary attitudes toward them.
Diana Baumrind identified three categories of parental attitudes (Baumrind, 1968).
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Permissive parents take the strategy of tolerating and endorsing behavior based on their children's wishes without looking into the causes or grounds of the behavior (Liu and Guo, 2010). Although the child’s behavior is harmful to the environment, it is tolerated, and the parents are powerless to encourage the child to follow the rules. While such parents have greater talents in terms of child care, they have less ability to control their children’s conduct. They give their children too much freedom, lack discipline, and have low expectations of their children (Verrocchio et al., 2015).
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Authoritarian parents use strict rules and constraints formed by an excessive level of authority to control their children’s behavior. For those parents, what matters is that their children follow the rules without questioning them and that their parents interfere and regulate their children’s behavior without hesitation for the sake of the child. Despite their failures in child care, these parents have the mindset of having the most parental control. They use both verbal and non-verbal (physical) sanctions to penalize the child’s unwanted behavior while failing to appreciate positive behavior (Song et al., 2022). Moreover, in this parenting style, parents place unrealistic expectations on their children (Ren and Zhu, 2022). These are the parents who are the most resistant to change and also make swift decisions.
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Lastly, with verbal and physical emotions, authoritative parents assist their children. They have compassion and close ties with their children. Those parents approach their children in a more cooperative manner. Their expectations are based on the abilities of their children. Those parents are attempting to mold their children’s cooperative and sensitive behavior. They are aware of their children’s thoughts, feelings, and attitudes and treat them respectfully (Liu et al., 2022). The norms of authoritative parenting, which are widely regarded as the most ideal kind of parental care and attitudes, are open, obvious, and debatable. Because of its adaptable structure, it can be reconfigured.
The role of these parental attitudes and actions can have an impact on their children’s personality traits and adaption to their surroundings. Growing up in a family with permissive parents might make children selfish. These children are uninterested in other people’s feelings and thoughts. They may be lacking in self-control and have low self-esteem. They could be lacking in social skills. Anxiety, sadness, and uneasiness may be experienced by children of authoritarian parents. When they are furious, they may resort to more physical aggression. Furthermore, they are unable to communicate effectively. They may exhibit a lack of self-assurance. In social situations, they are introverted people who can be confrontational. Children raised by authoritative parents are more capable socially and accept responsibility; they are self-assured, cooperative, pleasant, cheerful, autonomous, socially skillful, and independent (Önder and Gülay, 2009). [1]
Attributions:
- [1]Kong C and Yasmin F (2022) Impact of Parenting Style on Early Childhood Learning: Mediating Role of Parental Self-Efficacy. Front. Psychol. 13:928629. doi: 10.3389/fpsyg.2022.928629 Creative Commons Attribution License (CC BY).