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Parenting Style and Psychological Problems
Parenting Style and Psychological Problems
research-article2020
JFIXXX10.1177/0192513X20958445Journal of Family IssuesSzkody et al.
Article
Journal of Family Issues
2021, Vol. 42(9) 1931–1954
Effects of Parenting
1–24
© The Author(s) 2020
Article reuse guidelines:
Styles on Psychological sagepub.com/journals-permissions
DOI: 10.1177/0192513X20958445
https://doi.org/10.1177/0192513X20958445
Problems by Self Esteem journals.sagepub.com/home/jfi
Abstract
Current research supports the lasting effects of parenting styles on children
and adolescents’ self-esteem, and internalizing and externalizing problems.
Few studies have examined parenting style, self-esteem, and psychological
problems together while considering gender. The current study explored
the indirect effect of parenting style though self-esteem on emerging adult
psychological problems as moderated by gender among 381 emerging adults.
The most notable finding suggested that maternal authoritative parenting was
related to higher levels of female self-esteem, which in turn related to lower
levels of female psychological problems. Results indicated a relationship
between higher levels of self-esteem and lower psychological problems.
Findings from the current study contribute to research emphasizing the
long-lasting effects of parenting style on emerging adult self-esteem and
mental health, particularly among females.
Keywords
Emerging adult, externalizing, internalizing, gender, parenting, self esteem
1
Mississippi State University, Mississippi State, MS, USA
Corresponding Author:
Erica Szkody, Mississippi State University, P.O. Box 6161, Mississippi State, MS 39762, USA.
Email: ems669@msstate.edu
21932 42(9)
Journal of Family Issues 00(0)
was associated with decreased risk for male EACS depression through appro-
priate autonomy granting and self-esteem (Patock-Peckham & Morgan-
Lopez, 2009), whereas paternal permissive and authoritative parenting were
associated with decreased risk for male and female EACS depression and
higher scores of autonomy granting as mediated by feelings of self-esteem. It
is clear that despite the importance of parenting style and associated behav-
iors, self-esteem strongly influences EACS mental health. Thus, in the cur-
rent study it was hypothesized that parenting style (i.e., authoritative,
authoritarian, and permissive) would have an indirect effect on internalizing
and externalizing problems through self-esteem.
Hypotheses
Many studies have explored the differential predictive power of maternal and
paternal parenting styles on child, adolescent, and emerging adult psychopa-
thology. Likewise, the link between parenting styles and child self-esteem has
been well established (Boer & Tranent, 2013; Driscoll et al., 2008; Lee et al.,
2013; Li et al., 2010). Previous research has focused on the specific outcomes
of alcohol, depression, or other specific internalizing and externalizing prob-
lems (Patock-Peckham & Morgan-Lopez, 2009). Notably, Georgiou et al.
(2016) conducted a study with 10- to 14-year-old offspring and their mothers,
examining the effects of common factors (e.g., warmth, protection, etc.) related
to parenting styles on internalizing and externalizing problems as mediated by
self-esteem, friendship quality, and social acceptance. They found that positive
parenting characteristics (i.e., warmth) were attributed to increased self-esteem
and, in turn, less internalizing and externalizing problems in offspring, whereas
negative parenting characteristics (i.e., parental rejection, anxious rearing and
overprotection) led to lower self-esteem and, in turn, more internalizing and
externalizing problems in offspring.
Similar to Georgiou et al. (2016), the current study examined the indirect
effect of parenting on both internalizing and externalizing problems through
self-esteem. Expanding on this research, the current study examined parenting
styles (i.e., authoritative, authoritarian, and permissive) specifically in the
context of gender among emerging adults, using a path analysis model as
shown in Figure 1. Mothers and fathers may promote different specific behav-
iors as signs of adulthood that differ depending on the gender of the child
(Endendijk et al., 2018; Nelson et. al, 2007). As parent-child gender is influ-
ential during childhood and adolescence and it may play a role in the contin-
ued development of self-esteem in emerging adults, the current study examined
the pathways among parent-child dyads. Differential parent-child gender dif-
ferences have been demonstrated across prior research examining EACS and
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Szkody et al. 19377
Figure 1. Path analysis. Effects are shown in Table 2. χ2(12) = 42.209, CFI = .98,
RMSEA = .08.
Indirect Effects
Additionally, it was hypothesized (Hypothesis 6) that parenting style (i.e.,
authoritative, authoritarian, and permissive) would have an indirect effect on
internalizing and externalizing problems through self-esteem. Prior research
has demonstrated gender differences in the continued impact of parents on their
emerging adult children. For example, daughters with a better relationship with
their fathers had less mental health problems even in the context of less adap-
tive parenting styles (i.e., permissive and authoritarian; Steele & McKinney,
2018a). Additionally, a positive mother-daughter relationship continues to
influence mental health problems even in the context of physical maltreatment
(Steele & McKinney, 2018b). Thus, Hypothesis 7 stated that a stronger effect
between maternal and paternal authoritative parenting would be present for
females than males.
Method
Participants
Participants included emerging adults attending a large Southern university
in the United States and consisted of individuals between the ages of 18 years
and 24 years old (M = 18.98, SD = 1.29). The sample consisted of 149 males
and 232 females (N = 381) who were White (74.5%), Black (20.7%), Asian
(1.8%), Hispanic/Latino (1.3%), Asian (1.8%), and other/unknown (1.5%)
ethnicities. Over half of the participants reported their father (54%) and
mother (58%) had a four-year degree or higher.
Procedure
Upon approval from the Institutional Review Board, all psychology under-
graduate students at a large Southern university were recruited through an
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Szkody et al. 19399
online research system where they were encouraged to select a study to par-
ticipate from a list of psychological studies in exchange for credit by select-
ing a link to an online survey. Participants were then given the option to read
through an informed consent document before either proceeding to the sur-
vey or withdrawing from the study. All measures were presented in random
order and based on their current perceptions. After completing the survey or
withdrawing from the study, participants were presented a debriefing page.
Participants were treated within the ethical guidelines set forth by the
American Psychological Association.
Measures
Parenting style. The Parental Authority Questionnaire (PAQ; Buri, 1991) con-
tained 30 questions loading onto permissive (e.g., my mother/father feels that
in a well-run home the children should have their way in the family as often
as the parents do), authoritarian (e.g., I know what my mother/father expects
of me in the family and she/he insists that I conform to those expectations
simply out of respect for her/his authority), and authoritative (e.g., if mother/
father makes a decision in the family that hurts me, she/he is willing to dis-
cuss that decision with me and to admit it if she/he had made a mistake)
scales. All questions regarding parenting were asked for each parent (i.e., a
set of questions for mothers parenting and a set of questions about fathers
parenting). Participants rated each statement according to a five-point Likert
scale ranging from strongly disagree to strongly agree. Test-retest reliabili-
ties ranged from .77 to .92, and internal consistency reliabilities ranged from
.74 to .87 on the subscales, demonstrating good reliability, and convergent
and criterion-related validity have been established (Buri, 1991). For the cur-
rent study, Cronbach alphas ranged from .78 to .90. Scores across items were
summed for each individual subscale (i.e., maternal permissive parenting,
maternal authoritative parenting, maternal authoritarian parenting, paternal
permissive parenting, paternal authoritative parenting, and paternal authori-
tarian parenting). Higher scores on each subscale indicate more of each par-
enting behavior/style.
Internalizing and externalizing problems. The Adult Self- Report (ASR; Rescorla
& Achenbach, 2004) consists of 123 statements used to assess internalizing and
externalizing psychopathology. Problem behaviors are scored with 0 = not true,
1 = somewhat or sometimes true, and 2 = very true or often true. The Internal-
izing Problems scale includes the Withdrawn (e.g. I don’t get along with other
people), Somatic Complaints (e.g., I feel dizzy or light headed), and Anxious/
Depressed Syndrome scales (e.g. I am too fearful or anxious), and the External-
izing Problems scale includes the Rule-breaking Behavior (e.g., I lie or cheat),
Aggressive Behavior (e.g., I physically attack people), and Intrusive syndrome
(e.g., I talk too much) scales. The Somatic problems, Withdrawn, and Anxious/
Depressed syndrome scales were summed to create the internalizing problems
variable. Likewise, Rule-Breaking Behavior, Aggressive Behavior, and Intru-
sive syndrome scales were summed to create the Externalizing problems vari-
able. Higher scores on each subscale indicated more Internalizing or
Externalizing problems. Both the Internalizing Problems and Externalizing
Problems variables were utilized as dependent variables within the examined
model. Internal consistency alphas ranged from .87 to .93 (Rescorla & Achen-
bach, 2004). The Cronbach alphas ranged from .91 to .95 for this study.
Data Analysis
Missing data was analyzed using SPSS 24.0. Given that variables were less
than 10% missing, mean replacement was utilized for missing values consis-
tent with Bennett (2001). Path analysis was conducted using AMOS 24.0.
Model fit was examined with the comparative fit index (CFI) and (RMSEA);
a value greater than or equal to .95 or .90 on the CFI, and a RMSEA less than
or equal to .06 or .08, indicate good or acceptable model fit, respectively (Hu
& Bentler, 1999). Direct effects among variables were used to test hypotheses
1 through 5. Hypotheses 6 through 8 were tested using indirect effects, which
have been suggested to more adequately test for indirect effects (MacKinnon,
2008; Rucker et al., 2011). Indirect effects were estimated with bootstrapping
using 2,000 iterations, which is considered to be more robust than other tests
of indirect effects (Hayes, 2009). Hypothesis 9 was tested using multiple
group analysis using pairwise parameter comparisons, a statistical test com-
paring the difference between path coefficients (i.e., paths different based on
gender). This comparison produces a Z score indicating the statistical differ-
ence between groups on a particular path coefficient, similar to statistically
comparing correlation coefficients. Exogenous parenting variables were cor-
related within parent style (e.g., all maternal parenting styles correlated
amongst themselves) and between parents (i.e., maternal parenting styles cor-
related to paternal parenting styles). Internalizing problems and externalizing
problems residuals also were correlated.
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Szkody et al. 1941
11
Results
Correlations and direct effects used to examine hypotheses 1 through 5 are
reported in Table 1 and Table 2. Negative correlations between self-esteem
and both internalizing and externalizing behavior problems were found
across males and females.
Indirect Effects
As shown in Figure 2, the path analysis demonstrated good model fit accord-
ing to the CFI and acceptable model fit according to the RMSEA, although it
should be noted that models such as the one in the current study tend to arti-
ficially increase the RMSEA due to low df (Kenny et al., 2015). As shown in
12
1942
Males Female
1. 2. 3. 4. 5. 6. 7. 8. 9. M(SD) M(SD)
1. M permissive – .82* .01 .02 -.24* -.10 -.08 .15 .12 16.45(5.77) 15.27(6.46)
2. P permissive .80* – .00 .11 -.10 -.19* -.00 .12 .12 15.68(5.43) 14.81(6.74)
3. M authoritative -.01 -.05 – .80* .19* .20* .31* -.22* -.23* 25.31(6.46) 26.16(7.40)
4. P authoritative -.14 .07 .73** – .17 .19 .27* -.20 -.26* 24.13(7.00) 25.04(7.56)
5. M authoritarian -.42* -.21 .01 .19 – .72* .14 -.03 -.00 23.36(6.60) 23.96(6.49)
6. P authoritarian -.33* -.37* .16 .02 .72* – .04 -.02 .03 23.944(6.22) 24.80(6.78)
7. EA self-esteem -.02 .01 .24* .21* .02 .08 – -.66* -.47* 21.86(5.46) 21.34(5.43)
8. EA internalizing .08 -.01 -.18 -.16 -.03 -.04 -.57* – .71* 13.01(13.82) 14.38(11.73)
9. EA externalizing .07 .04 -.19 -.16 .05 -.00 -.34* .75* – 11.97(10.13) 10.52(8.46)
Note. Correlations appear below the diagonal for males and above for females. * indicates p < .01. EA = Emerging Adult. M = Maternal.
P = Paternal.
Journal of Family Issues 42(9)
Szkody et al.
Table 2. Direct and Indirect Effects and Gender Differences for Path Analysis.
Direct Effects
Note. ♂ indicates male, and ♀ indicates female coefficients. p < .05 indicated by *, p < .001 indicated by **. EA = Emerging Adult.
13
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Journal of Family Issues 00(0)
Figure 2. Structural model. Thin black line indicates significant path for at least
one gender, while bold black line indicates significant path for both genders. Grey
line indicates non-significant path. ♂ indicates male and ♀ indicates female path
coefficients. Effects are shown in Table 2.
Discussion
The current study examined the direct and indirect effects of parenting style
through self-esteem on emerging adult internalizing and externalizing prob-
lems while examining the influence of gender dyads. The most notable find-
ing in the current study is that the only significant indirect effects were found
when examining authoritative style within the mother-daughter dyad. That is,
maternal authoritative parenting was related to higher levels of female self-
esteem, which in turn was related to lower levels of female internalizing and
externalizing problems.
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15
parenting and self-esteem (see Duineveld et al., 2017). Parental support for
emerging adults’ autonomy during emerging adulthood may allow for appro-
priate developmental opportunities for growth, leading to increased success
and self-esteem. When examining these relationships with self-esteem, the
current study did not find gender differences, consistent with prior research
on self-esteem (e.g., Martinsen et al., 2016).
Authoritarian style was not significantly related to self-esteem or increased
externalizing and internalizing problems for either gender, yet permissive
style was significant in mixed parent-child gender dyads. Maternal permis-
sive style was associated with higher male internalizing problems, whereas
paternal permissive style was associated with higher female externalizing
problems. Paternal permissive parenting style results are consistent with the
research of Steele and McKinney (2018a), which found increased external-
izing behaviors in daughters with a good relationship with their fathers in the
context of a permissive parenting style. Steele and McKinney (2018a) sug-
gested that the better relationship with their fathers may have decreased bar-
riers and deemphasized the social prohibitions associated with externalizing
behaviors, specifically substance use.
Results give further support to the influence of gender on parenting style
and the impact on self-esteem and mental health. Paternal permissive style
results are consistent with Pinquart’s (2019) recent meta-analysis supporting
increased rates of externalizing problems; however, authoritarian parenting
results are inconsistent with Pinquart (i.e., more externalizing problems with
authoritarian parenting) as current findings indicated an association between
decreased externalizing problems within the father-daughter dyad, giving
further credence to other research suggesting distinct differences for emerg-
ing adults in a Southern United States sample (McKinney & Brown, 2017).
Emerging adults in the Southern United States may interpret authoritarian
parenting as normative and associated with parental love, moderating the
negative effects typically associated with authoritarian style. Moreover, cul-
tural expectations of a stricter or harsher parenting style (e.g., code of honor;
Cohen & Nisbett, 1994) may further emphasize the discrepancy between
emerging adult expectations of parenting and the parenting received from a
more permissive parenting style.
Many theoretical approaches provide guidance for understanding the
changing parent-child relationship as well as the influence of the parent-child
relationship on self-esteem. Attachment theory, social relational theory, and
the theory of emerging adulthood suggest that the parent-child relationship
evolves over time as emerging adults gain more autonomy and become more
independent (Lindell & Campione-Barr, 2017). As the relationship changes,
satisfaction from the relationship increases. Additionally, individuals have
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17
more or less formed their identity by the point of emerging adulthood, sug-
gesting that influence of parenting styles may be different during this time-
period than in childhood or adolescence when identity formation is still
young (Lindell & Campione-Barr, 2017).
Studies on attachment theory have shown that parental attachment styles
are associated with EACS self-esteem as well as their intimacy with others
(e.g., Weisskirch, 2018). These studies suggest that the social patterns learned
from interactions between EACS and their parents do influence the ways in
which they about think about themselves and how they interact with others.
Further, social relational theory posits that individuals may develop self-
esteem through their interactions with others. The findings in the current
study supported the literature. Parenting styles that were associated with
autonomy granting (e.g., authoritative parenting and permissive parenting)
were associated with better self-esteem, suggesting that autonomy may help
to facilitate the development of self-esteem. This is even more important for
EACS, as the theory of emerging adulthood states that individuals begin to
explore new relationships and take on more responsibility (e.g., paying their
own bills for the first time, attending classes, setting their own schedule,
beginning a career or job, etc.) as they transition to college and out of the
family home (Arnett, 2015).
Finally, it is important to highlight the robust relationship between higher
levels of self-esteem and decreased levels of both internalizing and external-
izing problems in both genders. The findings are consistent with prior
research examining the influence of self-esteem on children and adolescent
internalizing and externalizing problems (Georgiou et al., 2016), which
emphasizes the vital role of parenting characteristics in the development of
children’s self-esteem. The current study is one of the first studies to extend
Georgiou and colleagues’ (2016) findings from adolescence into emerging
adults and with respect to parent and child gender, further emphasizing the
continuing influence of parents as well as the protective role of self-esteem.
Thai samples (Babore et al., 2016; Boden et al., 2008; Lee et al., 2013).
Emerging adults not enrolled may experience higher rates of internalizing or
externalizing problems as well as having less supportive parents, or may have
different developmental trajectories altogether.
As with all studies including a self-report element, concerns exist about
self-report biases. For example, participants may underreport their self-
esteem to appear humble, or may underreport internalizing or externalizing
problems due to fears of stigma. Despite these concerns, Finley, Mira, and
Schwartz (2008) emphasize the use of self-report measures as valid, espe-
cially with emerging adults who may be freer to report on their parents than
younger children. Additionally, several studies have found that other parent-
ing variables, such as helicopter parenting (e.g., Buchanan & LeMoyne,
2020a; Buchanan & LeMoyne, 2020b; Patock-Peckham & Morgan-Lopez,
2009), may further influence the development of self-esteem in emerging
adulthood, and it was not assessed in the current study.
The current study is a cross-sectional exploration of emerging adults’ self-
esteem and mental health, limiting the ability to explore causality; however,
the utilization of path analysis allowed for the comparison of the distinct
influences of both mothers and fathers on male and female offspring. Prior
research has not always included parent-child gender dyads, whereas the cur-
rent study provides analysis of the four-unique parent-child dyads. For exam-
ple, the current study found indirect effects for the mother-daughter dyad
only, supporting the notion that the mother-daughter relationship plays a spe-
cialized role in daughters’ mental health during emerging adulthood.
Furthermore, the study used a developmental perspective to determine the
analysis model. It was assumed that parenting begins before birth, and there-
fore self-esteem development. Thus, parenting was used at the independent
variable in the model. However, future studies should examine the possibility
of a bidirectional effect between the reporting of perceived parenting styles
and emerging adult self-esteem.
As a time of transition for both emerging adults and their parents, it is
important to explore this stage further. Few students live at-home with their
parents during college, potentially dimming the current influence of parents,
yet parents still appear to have consistent on-going effects on their children.
Given the importance of a successful transition from high school to college,
parenting characteristics may be more influential than initially predicted.
Clearly, emerging adult self-esteem and associated mental health problems
should be examined in noncollege populations, for example, among military
recruits during basic training as well as young children and adolescents.
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Szkody et al. 1949
19
Funding
The author(s) received no financial support for the research, authorship, and/or publi-
cation of this article.
ORCID iDs
Erica Szkody https://orcid.org/0000-0003-4959-1895
Ellen H. Steele https://orcid.org/0000-0002-0106-8803
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