PARENTING STYLES : EFFECT ON SOCIAL DEVELOPMENT AND ACADEMIC COMPETENCE OF PRE-SCHOOL CHILDREN
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Date
10-08-01
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UNIVERSITY OF AGRICULTURAL SCIENCES GKVK BANGALORE
Abstract
The present study " Parenting styles: Effect on Social Development and
Academic Competence of pre-school children " was conducted in rural and urban
areas of Dharwad taluka of Karnataka state during 1998-99. The sample was
selected through multistage sampling method which comprised of 128 pre-school
children (3+ to 5+ years) and their parents in which 64 each were accepted and
rejected on the basis of socio-metric ratings. Data was collected through
questionnaire for literates and by interviewing for illiterates. Results revealed that
in both rural and urban areas parents of accepted children were significantly higher
on authoritative and permissive pattern than parents of rejected children. Accepted
children were significantly higher on co-operation, assertion and self-control than
rejected children in both rural and urban areas. Rural accepted boys had
significantly higher externalizing and internalizing problem behaviours than rural
accepted girls, whereas no such difference was found among urban group. In both
rural and urban areas accepted children were academically more competent than
rejected children.
Among rural group, father^ authoritative pattern significantly
influenced the social skills whereas authoritarian pattern of fathers influenced selfcontrol
and total social skills. However both authoritative and authoritarian pattern
by fathers significantly and negatively influenced the internalizing problem
behaviours. Among urban group, the externalizing problem behaviours were
influenced significantly and positively by mothers' authoritative pattern while
mother^ authoritarian pattern had a significant and negative influence. Father^
authoritative pattern had positive and significant influence on the academic
competence of rural children whereas authoritarian pattern of fathers significantly
and negatively influenced the academic competence of urban children.
Rural parents parenting .styles were significantly influenced by socio
economic factors like gender of the child, parent^ education, caste, father^
occupation and economic status of family whereas only parent^ age was the
influencing factor in case of urban group. Both academic competence and social skills
of rural children were significantly and negatively influenced by caste while they
were significantly and positively influenced by mother^ occupation. However
problem behaviours of urban children were significantly influenced by family size
and parent^ age
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