Relationship between Parenting Styles and Socio-Emotional and Character Development among School Students

Abstract

This study examines the relationship between parental styles and students' socio-emotional and character development in schools. The study also examines gender and school system effects on parenting styles and socio-emotional and character development in students. The correlational study focused on school children in Islamabad/Rawalpindi, Pakistan. The Social-emotional and character development scale (SECDS) and Parenting style Scale by Ghafoor and Kurukkan (2014) were used to assess social-emotional and character development and parenting styles. The study included 400 schoolchildren, 200 of whom were male and 200 females. Data was analyzed using SPSS 20. Results indicated that parents' attentiveness is positively correlated with pro-social conduct, honesty, self-control, self-development, school respect, and home respect. These qualities are negatively correlated with parental control. Female participants had more parental attentiveness, pro-social behavior, honesty, self-control, self-development, and respect in school and at home than male participants. Males scored higher on parental control. The study found that private school students had higher levels of parental responsiveness, pro-social conduct, honesty, self-control, self-development, school respect, and home respect than government school students. However, government school students had more parental control. Parenting methods affect children's behavior. School-aged children benefit from parental attention in socio-emotional and character development. Parental control, however, hinders such development. Female participants reported more parental attention, socio-emotional, and character development. Private school students develop socio-emotionally and character more than government school students.