Chapter – Vshodhganga.inflibnet.ac.in/bitstream/10603/44149/13/13_chapter 5.pdf · different behaviors and practices at home or at school, including parental aspiration, expectation,

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Chapter – V

Conclusion, Suggestions and

Limitations

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5.1 Introduction

Chapter – V Conclusion, Suggestions and Limitations

5.2 Significance of the Study

5.3 Statement of the Problem

5.4 Objectives

5.5 Hypotheses

5.6 Variables

5.7 Research Design

5.8 Sample

5.9 Tools

5.10 Procedure

5.11 Conclusion of Findings

5.11.1 Results on Authoritative Parenting Style

5.11.2 Results on Authoritarian Parenting Style

5.11.3 Results on Permissive Parenting Style

5.11.4 Results on Home Involvement

5.11.5 Results on School Involvement

5.11.6 Results on Psychological Autonomy

5.11.7 Results on Total Involvement

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5.11.8 Results on Correlations

5.12 Limitation of the Study

5.13 Suggestions

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5.1 Introduction

The family is the child’s first, and longest lasting, context for

development. Compared with other species, human children develop slowly;

requiring years of support and teaching before they ready to be independent.

Families are pervasive, and parents are universally important in children’s

lives. The attachments children form with parents and siblings usually last a

lifetime, and they serve as models for relationship in the wider world of

neighborhood and school (Berk, 2002).Within the family, children

experience their first social conflict. Discipline by parents and arguments

with siblings provide important lessons in compliance and cooperation and

opportunities to learn how to influence the behavior of others. Finally,

within the family, children learn the language, skills and social and moral

values of their culture.

Besides promoting survival of its members, the family unit our

evolutionary ancestors performed the following vital services for society:

Reproduction. Replacing dying members.

Economic services. Producing and distributing goods and services.

Social order. Devising procedures for reducing conflict and

maintaining order.

Socialization. Training the young to become competent, participating

members of society.

Emotional support. Helping others surmount emotional crises and

fostering in each person a sense of communication and purpose.

Among function of the family, socialization has been of greatest

interest to child development researchers. Socialization begins in earnest

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during the second year, once children are first able to comply with parental

directives. Effective caregivers pace their demands so they fit with

children’s capacities. There are many ways parents can foster children’s

competence-for example, through warmth and sensitivity to children’s

needs; by serving as models and reinforces of mature behavior; by using

reasoning and inductive discipline; and by guiding and encouraging

children’s mastery of new skills.

Child-rearing styles are constellations of parenting behaviors that

occur over a wide range of situations, thereby creating a pervasive and

enduring child-rearing climate. In a landmark series of studies, Diana

Baumrind gathered information on child rearing by watching parents interact

with their preschoolers (Baumrind, 1971). Her findings, along with many

others that extend her work, reveal three features that consistently

differentiate an authoritative parenting style from less effective, authoritarian

and permissive styles. They are (I) acceptance of the child and involvement

in the child’s life to establish an emotional connection with the child ;( II)

control of the child to promote more mature behavior; and (III)autonomy

granting to encourage self-reliance (Barber & Olsen, 1997; Gray &

Steinberg, 1999; Hart, Newell, & Olsen, 2002).

What is Parenting & Parenting Style?

Parenting is a complex activity that includes many specific behaviors

that work individually and together to influence child outcomes. Although

specific parenting behaviors, such as spanking or reading aloud, may

influence child development, looking at any specific behavior in isolation

may be misleading. Many writers have noted that specific parenting

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practices are less important in predicting child well-being than is the broad

pattern of parenting. Most researchers who attempt to describe this broad

parental milieu rely on Diana Baumrind’s concept of parenting style. The

construct of parenting style is used to capture normal variations in parents’

attempts to control and socialize their children (Baumrind, 1991). Two

points are critical in understanding this definition. First, parenting style is

meant to describe normal variations in parenting. In other words, the

parenting style typology Baumrind developed should not be understood to

include deviant parenting, such as might be observed in abusive or

neglectful homes. Second, Baumrind assumes that normal parenting

revolves around issues of control. Although parents may differ in how they

try to control or socialize their children and the extent to which they do so, it

is assumed that the primary role of all parents is to influence, teach, and

control their children.

Parenting style captures two important elements of parenting: parental

responsiveness and parental demandingness (Maccoby & Martin, 1983).

Parental responsiveness (also referred to as parental warmth or

supportiveness) refers to "the extent to which parents intentionally foster

individuality, self-regulation, and self-assertion by being attuned, supportive,

and acquiescent to children’s special needs and demands" (Baumrind, 1991).

Parental demandingness (also referred to as behavioral control) refers to "the

claims parents make on children to become integrated into the family whole,

by their maturity demands, supervision, disciplinary efforts and willingness

to confront the child who disobeys" (Baumrind, 1991).

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Four Parenting Styles

Categorizing parents according to whether they are high or low on

parental demandingness and responsiveness creates a typology of four

parenting styles: indulgent, authoritarian, authoritative, and uninvolved

(Maccoby & Martin, 1983). Each of these parenting styles reflects different

naturally occurring patterns of parental values, practices, and behaviors

(Baumrind, 1991) and a distinct balance of responsiveness and

demandingness.

Indulgent parents (also referred to as "permissive" or "nondirective")

"are more responsive than they are demanding. They are nontraditional and

lenient, do not require mature behavior, allow considerable self-regulation,

and avoid confrontation". Indulgent parents may be further divided into two

types: democratic parents, who, though lenient, are more conscientious,

engaged, and committed to the child, and nondirective parents.

Authoritarian parents are highly demanding and directive, but not

responsive. "They are obedience- and status-oriented, and expect their orders

to be obeyed without explanation”. These parents provide well-ordered and

structured environments with clearly stated rules. Authoritarian parents can

be divided into two types: non-authoritarian-directive, who are directive, but

not intrusive or autocratic in their use of power, and authoritarian-directive,

who are highly intrusive.

Authoritative parents are both demanding and responsive. They

monitor and impart clear standards for their children’s conduct. They are

assertive, but not intrusive and restrictive. Their disciplinary methods are

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supportive, rather than punitive. They want their children to be assertive as

well as socially responsible, and self-regulated as well as cooperative.

Uninvolved parents are low in both responsiveness and

demandingness. In extreme cases, this parenting style might encompass both

rejecting–neglecting and neglectful parents, although most parents of this

type fall within the normal range.

What is Parental Involvement?

Even though the term was established as a special title in the

Psychological Abstracts as recently as 1982, a vast amount of papers on

parental involvement have been published. Interestingly, this rigorous

research actively has not produced a clear picture of either the concept itself

or its effects on other important variable such as school achievement.

Parental involvement has been defined across studies as representing many

different behaviors and practices at home or at school, including parental

aspiration, expectation, attitude and beliefs regarding child’s education

(Hong and HO, 2005).

Many researchers and theorist pointed out that the operational use of

parental involvement has been somewhat vague and at times inconsistent,

despite the intuitive meaning of concept (Christenson, Rounds & Gorney,

1992; Fan & Chen, 2001; Hong and Ho, 2005). According to Brito &

Waller, (1994) parent involvement is a term that can include many different

activities. It can range from an impersonal visit to school once a year, to

frequent parent-teacher consultations to active school governorship. It can

refer to parental expectations (Hess et al, 1984) or to the ways parents help

their children develop positive attitudes or to homework supervision

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(Bloom, 1984). Regarding of these difficulties in operationally defining the

term, most researchers would agree with the typology suggested by Epstein,

according to which parental involvement has five dimensions: Parenting,

helping with homework, communicating with school, volunteering at school

and participating in school decision making.

5.2 Significance of Study

Parenthood is a great blessing for human life. But parenting in today’s

life is one of the most challenging experiences. We have to deal with many

unforeseen situations as parents in child rearing. With proper guidance

parenting also can be one of life's most rewarding experiences. As we

discussed previously there are various types parenting styles. This research

will offer insights in how specific parenting style is developed in particular

individual. Above it this report will examine what type of background

affects parental involvement.

Even today our social systems are different in rural and urban areas. It

could create different types of parenting styles and parenting involvement.

Besides social factors economic condition and education of the parents can

play a crucial role in the developing diverse types of parenting styles and

parental involvement. In modern times political and socio- economic

changes have increased awareness concerning the relationship between and

home and school and particularly the involvement of parents in their

children’s education.

The literatures on the predictors of parental involvement and

parenting style have emphasized the role of demographic factors. The prime

aim of the present study is to identify the demographic factors such as socio-

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economic status, education and area in development of specific parenting

style and the degree of parental involvement. The findings of this research

will guide and help the educational psychologists, teachers, researchers and

other professionals who design and implement intervention programmes at

schools and communities aiming at increasing parental participation in their

children’s educational process. It will also be significantly beneficial to the

parents in their involvement of parental issues.

5.3 Statement of the Problem

The Role of Demographic Factors in the Development of Parenting

Styles and Parental Involvement and its Effect on Children’s Academic

Performance.

5.4 Objectives

The main objectives of the present study were as under:

1. To determine the role parent’s education on the development of

specific parenting styles.

2. To study the impact of Socio-Economic status on the development of

parenting styles.

3. To find out the significant role of area on the development on certain

parenting styles.

4. To study the effect of parent’s education on the level of parental

involvement.

5. To examine and analyze the impact of Socio-Economic –Status in the

development of parental involvement.

6. To find out the significant role of area for the development of parental

involvement.

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7. To find out correlation between particular parenting style and parental

involvement.

8. To find out correlation between particular parenting styles and

children’s academic performance.

9. To find out correlation between particular parental involvement and


Methodology

5.5 Hypotheses

The following hypotheses were tested to fulfill the objectives of the study:

1. There will be no significant difference among various groups of

parents having certain educational level on authoritative parenting

style.

2. There will be no significant difference among various group parents

having certain socio-economic status on authoritative parenting style.

3. There will be no significant difference between urban and rural

parents on authoritative parenting style.

4. There will be no significant difference among various interactions of

parental education, SES and area with regard to authoritative

parenting style.


parents having certain educational level on authoritarian parenting

style.


having certain socio-economic status on authoritarian parenting style.

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parents on authoritarian parenting style.


parental education, SES and area with regard to authoritarian

parenting style.


parents having certain educational level on permissive parenting style.


having certain socio-economic status on permissive parenting style.


parents on permissive parenting style.


parental education, SES and area with regard to permissive parenting

style.


parents having certain educational level on parent’s home

involvement.


having certain socio-economic status on parent’s home involvement.


parents on parent’s home involvement.


parental education, SES and area with regard to parent’s home

involvement.


parents having certain educational level on parent’s school

involvement.

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having certain socio-economic status on parent’s school involvement.


parents on parent’s school involvement.


parental education, SES and area with regard to parent’s school

involvement.


parents having certain educational level on parent’s psychological

autonomy.


having certain socio-economic status on parent’s psychological

autonomy.


parents on parent’s psychological autonomy.


parental education, SES and area with regard to parent’s

psychological autonomy.


parents having certain educational level on parent’s total involvement.


having certain socio-economic status on parent’s total involvement.


parents on parent’s total involvement.


parental education, SES and area with regard to parent’s total

involvement.

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29. There will be no correlation between particular parenting style and

parental involvement.

30. There will be no correlation between various parenting styles and


31. There will be no correlation between various parental involvements

and children’s academic performance.

5.6 Variables

5.6.1 Independent Variables

I. Parents Education

i. Up to Primary

ii. Up to Secondary

iii. Graduate and Above

II. Socio-Economic Status

i. Upper Lower

ii. Middle

iii. Upper Middle

III. Area

i. Urban

ii. Rural

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5.6.2 Dependant Variables

I. Parenting Styles

i. Authoritative Parenting Style

ii. Authoritarian Parenting Style

iii. Permissive Parenting Style

II. Parental Involvement

i. Home

ii. School

iii. Psychological Autonomy

III. Academic performance

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5.7 Research Design

To conduct the research a 3 x 3 x 2 factorial Design will be used for

collecting and analyzing the data:

Variables Education

Total SES Area

Up to

Primary

(A1)

Up to

Secondary

(A2)

Up to

Graduate &

Above

(A3)

Upper

Lower(B1)

Urban(C1) 40 40 40 120

Rural(C2) 40 40 40 120

Middle(B2) Urban(C1) 40 40 40 120

Rural(C2) 40 40 40 120

Upper

Middle(B3)

Urban(C1) 40 40 40 120

Rural(C2) 40 40 40 120

Total 240 240 240 720

5.8 Sample

The sample of the study was comprised of 720 parents whose children

were studying in primary and secondary school. The sample was selected

from the both sexes, and age range from 18 to 50 years of parents. The

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sample was randomly selected from various cities and villages of North

Gujarat as per the requirement of research design of this study.

5.9 Tools

To measure parenting styles and parental involvement of the parent or

guardian following standardized tools were used.

5.9.1 Parenting Style and Dimension Questionnaire (PSDQ)

To assess the level of a parent’s or guardian’s parenting style with

respect to Baumrind’s primary parenting style typologies the Parenting Style

and Dimension Questionnaire (PSDQ) developed by Robinson, Mandleco,

Olsen, & Hart (2001) was used. The original PSDQ consists of 32 items in

which the parents or guardians indicate how often the stated behavior is used

when interacting with their children. The PSDQ measures the level of a

parent’s parenting style with respect to Baumrind’s primary parenting style

typologies: authoritarian, permissive and authoritative. In this study a

standardized Gujarati version of PSDQ prepared by the investigator and her

supervisor was used. The PSDQ is reliable and valid measure that is widely

used by psychologists. The Cronbach’s alpha for primary factors was found

to be 0.91 (authoritative), 0.86 (authoritarian) and 0.75 (permissive) by

Robinson et al., 2001.

5.9.2 Parental Involvement Scale (PIS)

To measure different parental involvement, Parental Involvement Scale

developed by investigator (Urvi Goswami) and the supervisor of the present

investigation (B.D. Dhila) was used. Parental Involvement Scale includes 27

items forming three patterns of parental involvement: home involvement,

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school involvement and psychological autonomy. Parental involvement

reflected in each item using a 3-point scale anchored by 1 (never) to 3

(always). It is self administrative test for mothers and for fathers. The test-

retest reliability of the scale was found to be 0.78, 0.81 and 0.84 for home

involvement, school involvement and psychological autonomy respectively.

5.9.3 Socio-Economic Status Scale (SESS)

To determine the Socio-Economic Status of the parents Socio-Economic

Status Scale (SESS) developed by Bhardwaj (2006) was used. It includes

seven areas: social, family, education, profession, caste, total assets and

monthly income. The subject is asked to give responses for father, mothers

and himself/ herself (case) separately in the scale. The reliability of the test

of the revised scale has been calculated by test and re-test method by the

author of scale. The correlation between two scores was calculated by

Spearman- Brown formula and for whole scale it is 0.76. The content

validity of the revised scale, since areas and then item are solely based on

research proven items is high and promising. (Bhardwaj, 2006).

5.9.4 Academic Performance

To determine the academic performance of the child results of past two

annual examinations were considered as academic performance. The results

were taken from the parents after verifying the school progress report card of

the children.

5.10 Procedure

In this study, 720 parents whose children were studying in primary or

secondary school were contacted through various parts of North Gujarat,

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Gujarat State, India. The sample was selected from the age range from 18 to

50 years. After giving them proper instructions, they were administered

Gujarati translated Socio-Economic Status Scale {SESS} (Bhardwaj et. al.,

1998), the Gujarati version of Parenting Styles and Dimensions

Questionnaire {PSDQ- Robinson et. al., 2001} and Parental Involvement

Scale (B.D.Dhila and Urvi Goswami, 2011).

The obtained data of 720 subjects were analyzed with adequate

statistical techniques of Analysis of Variance (ANOVA), Least Significant

Difference (LSD) test and Correlation. The result obtained through such

statistical analysis has been presented in the various tables and have been

discussed details in Chapter- IV of the thesis.

5.11 Conclusion of Findings

The result on various parenting style and parental involvement can be

summarized as under.

5.11.1 Results on Authoritative Parenting Style

1. The differences among groups of parents having education up to primary,

up to secondary and graduate & above on authoritative parenting style is

found to be significant on 0.01 level (F= 9.83). The less educated parents

demonstrate more authoritative parenting style while interacting with their

children. The outcomes are really surprising that highly educated parents

(M= 56.39) have less authoritative parenting style than that of parents

having education up to primary (M= 59.30) and secondary (M= 60.05)

school.

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2. The differences among groups of parents having various SES on

authoritative parenting style is found to be non significant (F= 1.81). Upper

middle class parents exhibit more authoritative parenting style (M= 59.13)

than parents from middle (M= 58.98) and upper lower (M= 57.63).

3. The difference between parents of urban and rural area on authoritative

parenting style is found to be non significant. The F value of 2.00 is found to

be insignificant reveal that parents from urban (M= 58.08) and rural areas

(M= 59.08 ) are not differing on authoritative parenting style.

4. In case of interaction effects regarding various main independent i.e.

parental education, SES and area no interaction effect found to be significant

on authoritative parenting style.

5.11.2 Results on Authoritarian Parenting Style


up to secondary and graduate & above on authoritarian parenting style is

found to be non significant (F= 1.19). Parents educated up to secondary

exhibit more authoritarian (M= 31.06) than parents educated up to primary

(M= 30.98) and highly educated parents (M= 29.84).


authoritarian parenting style is found to be non significant (F= 0.13). Middle

class parents exhibit more authoritarian parenting style (M= 30.84) than

parents from upper lower (M= 30.65) and upper middle (M= 30.38).

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7. The difference between parents of urban and rural area on authoritarian



(M= 30.25) are not differing on authoritarian parenting style.


parental education, SES and area the interaction effect found to be

significant on authoritarian parenting style on 0.01 level (M= 3.23). The

group exhibited most favorable authoritarian parenting style is urban upper

lower class graduate parents (M= 33.15) and the group comparatively the

least favorable to authoritarian parenting is urban upper middle graduate

parents (M= 27.33); all others held authoritarian parenting style in between.

5.11.3 Results on Permissive Parenting Style


up to secondary and graduate & above on permissive parenting style is

found to be non significant (F= 1.27). Parents educated up to primary (M=

12.63) exhibit more permissive than parents educated up to secondary (M=

12.13) and highly educated parents (M= 12.26).


permissive parenting style is found to be non significant (F= 0.38). Middle

class parents exhibit more permissive parenting style (M= 12.48) than

parents from upper lower (M= 12.33) and upper middle (M= 12.20).

11. The difference between parents of urban and rural area on permissive



(M= 12.49) are not differing on permissive parenting style.

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12. Significant differences among the SES and area interacting subgroup in

appearance of permissive parenting style (F= 3.53 p < 0.05). Upper middle

class parents living in rural area (M= 12.83) exhibit more permissive

parenting style, while parents of upper middle class living in urban locality

(M= 11.58) shows the least permissive parenting style, other groups are in

between.

5.11.4 Results on Home Involvement

13. The differences among groups of parents having education up to

primary, up to secondary and graduate & above on home involvement is

found to be non significant (F= 2.24). Parents educated up to secondary (M=

26.23) exhibit more homely involved than parents educated up to primary

(M= 25.58) and highly educated parents (M= 25.92).

14. The differences among groups of parents having various SES on home

involvement is found to be non significant (F= 0.79). Middle class parents

exhibit more homely involved (M= 26.08) than parents from upper lower

(M= 25.70) and upper middle (M= 25.95).

15. The difference between parents of urban and rural area on home

involvement is found to be non significant. The F value of 0.31 is found to


(M= 25.84) are not differing on home involvement.



on home involvement.

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5.11.5 Results on School Involvement


primary, up to secondary and graduate & above on school involvement is


25.75) exhibit more involved than parents educated up to primary (M=


18. The differences among groups of parents having various SES on school


exhibit more involved (M= 25.63) than parents from upper lower (M=

25.20) and upper middle (M= 25.51).




(M= 25.47) are not differing on school involvement.



on school involvement.

5.11.6 Results on Psychological Autonomy


primary, up to secondary and graduate & above on psychological autonomy

is found to be non significant (F= 0.85). Parents educated up to secondary

(M= 17.69) exhibit more psychological autonomy than parents educated up

to primary (M= 17.53) and highly educated parents (M= 17.36).

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psychological autonomy is found to be non significant (F= 0.91). Upper

middle class parents exhibit more psychological autonomy (M= 17.65) than

parents from upper lower (M= 17.33) and middle (M= 17.60).




(M= 17.64) are not differing on school involvement.



on psychological autonomy.

5.11.7 Results on Total Involvement


primary, up to secondary and graduate & above on total involvement is


69.67) exhibit more involved than parents educated up to primary (M=


26. The differences among groups of parents having various SES on total


exhibit more involved (M= 69.30) than parents from upper lower (M=

68.23) and upper middle (M= 69.09).

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27. The difference between parents of urban and rural area on total



(M= 68.94) are not differing on total involvement.



on total involvement.

5.11.8 Results on Correlations

29. The correlation between authoritative parenting style and home

involvement is reported 0.68 which is moderate positive correlation and

significant at 0.01 level that means high level of authoritative parenting style

is positively related with home involvement.

30. The correlation between authoritative parenting style and school

involvement is reported 0.49 which is moderate positive correlation and


is positively related with school involvement.

31. The correlation between authoritative parenting style and psychological

autonomy is reported 0.44 which is moderate positive correlation and


is positively related with psychological autonomy.

32. The correlation between authoritarian parenting style and home

involvement is reported -0.04 which is very low negative correlation that

means high level of authoritarian parenting style is inversely related with

home involvement.

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33. The correlation between authoritarian parenting style and school

involvement is reported -0.13 which is very low negative correlation and

significant at 0.01 level that means high level of authoritarian parenting style

is inversely related with school involvement.

34. The correlation between authoritarian parenting style and psychological

autonomy is reported -0.07 which is very low correlation that means high

level of authoritarian parenting style is inversely related with psychological

autonomy.

35. The correlation between permissive parenting style and home

involvement is reported -0.15 which is very low negative correlation and

significant at 0.01 level that means high level of permissive parenting style

is inversely related with home involvement.

36. The correlation between permissive parenting style and school

involvement is reported -0.23 which is low negative correlation and


is inversely related with school.

37. The correlation between permissive parenting style and psychological

autonomy is reported -0.14 which is very low negative correlation and


is inversely related with psychological autonomy.

38. The correlation between parent’s authoritative parenting style and their

children’s academic achievement is reported 0.10 which is very low positive

correlation and significant at 0.01 level that means high level of authoritative

parenting style is positively related with r academic achievement.

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39. The correlation between parent’s authoritarian parenting style and their


correlation and significant at 0.01 level that means high level of

authoritarian parenting style is positively related with academic

achievement.

40. The correlation between parent’s permissive parenting style and their


correlation that means high level of permissive parenting style is positively

related with academic achievement.

41. The correlation between parent’s home involvement and their children’s

academic achievement is reported 0.11 which is very low positive

correlation and significant at 0.01 level that means high level of home

involvement is positively related with academic achievement.

42. The correlation between parent’s school involvement and their children’s


correlation and significant at 0.05 level that means high level of school


43. The correlation between parent’s psychological autonomy and their


correlation which is insignificant that means high level of psychological

autonomy is positively related with academic achievement.

44. The correlation between parent’s total involvement and their children’s


correlation and significant at 0.05 level that means high level of total


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5.12 Limitation of the Study

In the present case, all possible care and precautions have been

observed to make most adequate statistical analysis and most representative

selection of the sample through randomization. Still at the same time the

investigator is fully conscious of the limitations of the study and the

generalizations of its results in view of some of the less expected findings

and observations as pointed out in the earlier chapter on the discussion of the

results and it is necessary to consider following limitations before

generalizing the result.

1. In the present study the sample was made of literate subjects while

illiterate subjects have not been selected for the investigation.

2. The study was limited to only upper lower, middle and upper middle

class parents. The lower class and upper class parents have not been

included as the subjects of the study.

3. The majority of the children were studying in Gujarati medium school

very few subjects were included from English medium school.

5.13 Suggestions

On the basis of the results of the study following suggestions are made.

1. Attempt should be made to find out parenting style and involvement

illiterate subjects.

2. Subjects from lower and upper socio-economic status should be

involved in the study.

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3. Parenting style and parental involvement change dramatically when

parents become grandparents so the parenting styles and parental

involvement should be measures on these two different roles of

parents.

4. Other major demographic factors such as parent’s gender, mother’s

working condition, types of family etc. should be involved in study.

5. Attempt should be made on other areas of Gujarat and India.

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Chapter – Vshodhganga.inflibnet.ac.in/bitstream/10603/44149/13/13_chapter 5.pdf · different behaviors and practices at home or at school, including parental aspiration, expectation,