RESEARCH METHODOLOGY

Study method in this study is an Instrumental case study that is used to examine
a particular case in order to provide a perspective on the issue or improvement
of a theory. The criteria for research subjects consist of:
3.1 Research Gap:
Parenting practices around the world share three major goals: ensuring
children’s health and safety, preparing children for life as productive adults, and
transmitting cultural values (APA, 2018).  Needless to say, these objectives are
ambitious.  Being a successful parent is no small feat and whether children
become competent, healthy, productive adults depends on a variety of
environmental and biological factors. The influences on child outcomes are
numerous, but a wealth of literature indicates parenting practices are an
important part of the equation.  The extent to which parenting practices shape
behavioural development in children is a complex question and, though we may
not be able to answer it with certainty, we can be certain that parents are
important factors in their children’s behavioural outcomes. Hence, the research
will serve the purpose of knowing how the children’s behaviour is affected by
the different parenting styles.
3.2 Objectives of the Study:
Primary Objective:
· To understand how parenting styles affect the children’s behaviour.
• Identify parenting styles, including positive guidance techniques that help
children develop positive self-concepts, self-management, and responsibility.
Secondary Objectives:
· To understand which style leads the children to be juvenile delinquent, that
ultimately makes the children low academic achievers.
· To find the role of parents in shaping the future of their children.
3.3 Scope of the Study:

Parenting style has a big impact on how children develop into adults, and there
are important implications for their future success. Evidence suggests that
family environments constitute the basic ecology where children’s behaviour is
manifested, learned, encouraged, and suppressed. Parents’ roles in the family
environment have primarily been to prepare children for adulthood through
rules and discipline. The period of adolescence can be difficult for both parents
and offspring; therefore, understanding the importance of maintaining high
quality parenting is particularly essential. In view of this situation, the present
study analyses the role of parents on the development of children. The
empirical study in this research is restricted to Indian families, more
specifically to people of all ages, wherein the opinions of _____________
parents and ___________ children were studied.
3.4 Need of the Study:

3.5 Research Design:

Descriptive Research Design and Quantitative Research Design will be used. As
these designs provide the opportunity to cover all the aspects that are required to
conduct the research. Data that will be used, will be derived from both primary
and secondary sources. Primary data will be collected through questionnaires
and, personal interview. Secondary data will be collected from researches done
in India earlier, on the same topic.
3.6 Sampling Design:
1. Population: Research was conducted on respondents residing in India.
2. Sampling Frame: India
3. Sampling method: Non-Probability Convenience Sampling
4. Sampling size: _____________
3.7 Data Collection Sources:
· Primary data is collected through the use of google forms and personal
interviews of the samples.
· Secondary data is collected from previous research papers, fitness and health
journals and, magazines.
3.8 Statistical Tools:
Microsoft Excel 2019 software and SAS, SPSS were used for data analysis. For
the measurement and analysis of the information gathered, appropriate
mathematical and statistical techniques were used.

INTRODUCTION
Behavioural problems including externalizing problems (e.g., hyperactivity,
rule-breaking behaviours, and aggression) and internalizing problems (e.g.,
anxiety, withdrawal, and depression) are among the most common mental
health issues in early childhood. Moreover, behavioural problems in early
childhood are a significant predictor of negative mental health outcomes in
later. For example, they are highly predictive of a range of difficulties during
childhood, such as conduct disorder, poor scholastic achievement, and peer
rejection, as well as negative outcomes in adolescence and adulthood, such as
mental health problems, poor employment prospects, and antisocial behaviour.
During early childhood, several developmental trajectories emerge. Behavioural
problems in early childhood may also hinder the development of a range of
social, emotional, and cognitive competences in children and early childhood is
a critical period for the development of behavioural problems related to social
maladaptation. Finally, untreated behavioural problems during early childhood
are considered disadvantageous. Thus, to prevent the development of
behavioural problems, it is necessary to understand the early childhood
development of these problems as well as their psychology and developmental
course.
Early childhood child-rearing environments can significantly affect the
incidence of children’s behavioural problems. The family is a social
arrangement that exerts significant influence on children’s development and
parenting styles, and in particular, influences the social environments of
children within the family. Depending on the parenting style they adopt, parents
elect to use different discipline strategies to manage their children’s behaviour
and such strategies are considered a fundamental aspect of parenting.
The most frequent categorization of ineffective discipline includes the two
styles of parenting identified by Baumrind—the authoritarian and permissive
styles—each of which is theorized to differentially influence offspring.
According to Baumrind’s typology, parenting styles vary on a two-dimensional
framework of parental demandingness (e.g., control, supervision, maturity
demands), which refers to the role parents play in promoting respect for rules
and social conventions, and responsiveness (e.g., warmth, acceptance,
involvement), which is related to the level of parental involvement between
children and parents. Ineffective discipline can be attributed to two parental
authority prototypes or styles, authoritarian and permissive, which are
characterized as being either high or low on the two parenting dimensions (i.e.,
demandingness and responsiveness).
The authoritarian style has high demandingness and low responsiveness and is
characterized by firmly enforced rules and edicts decided by parents as well as
strong control over children’s autonomy Parents with an authoritarian style
attempt to control the behaviour of their children in accordance with a set
standard of conduct. They tend to use demands to discipline their children and
only allow them minimal autonomy. They also demonstrate low affection and
emotional warmth in their parent–child relationships. This type of parenting is
likely to be negatively associated with children’s psychosocial development;
that is, children of authoritarian parents are likely to have low self-esteem, be
less content and less secure, and have negative attitudes toward the world;
conversely, they are likely to do well in terms of obedience to standards.
Permissive parenting, on the other hand, has low demands and high
responsiveness. It is characterized by a lack of monitoring, control, and
discipline, yet it is warm and nurturing. Permissive parents attempt to behave in
a nonpunitive and accepting manner toward their children’s desires and actions
and allow their children to regulate their own activities as much as possible.
Permissive parenting occurs when parents fail to set limits and do not expect
developmentally appropriate behaviour of their children. As a consequence, this
type of parenting is likely to be negatively associated with children’s
psychosocial development and children of permissive parents exhibit
characteristics such as narcissistic tendencies, social irresponsibility, and self-
centred motivation. Consequently, both authoritarian and permissive
disciplinary styles are potentially harmful for children’s psychosocial
development.
While, those with an authoritative parenting style establish rules and guidelines
that their children are expected to follow. However, this parenting style is much
more democratic. Authoritative parents are responsive to their children and
willing to listen to questions. These parents expect a lot of their children, but
they provide warmth, feedback, and adequate support. When children fail to
meet the expectations, these parents are more nurturing and forgiving rather
than punishing. Baumrind says these parents "monitor and impart clear
standards for their children’s conduct. They are assertive, but not intrusive and
restrictive. Their disciplinary methods are supportive, rather than punitive. They
want their children to be assertive as well as socially responsible, and self-
regulated as well as cooperative."
The combination of expectation and support helps children of authoritative
parents develop skills such as independence, self-control, and self-regulation. 
In summary, authoritarian and permissive parenting directly impact children’s
behavioural problems. Although many studies have focused on this relationship,
to date, not enough research has examined the association between parenting
style and children’s behavioural problems in early childhood, with a focus on
the role of child gender. The present study attempts to clarify the effects of
authoritarian and permissive parenting respectively in early childhood on the
externalizing and internalizing problem behaviours of children. We
hypothesized that in a mixed sample, authoritarian and permissive parenting in
early childhood would be associated with poor child outcomes, producing
similar results to studies conducted in other countries. We also hypothesized
that authoritarian parenting would be more strongly associated with behavioural
problems in girls than in boys and that permissive parenting would be more
strongly associated with behavioural problems in boys than in girls.

LR
1. Kaisa Aunola and Jari-Erik Nurmi (2005) studied about the combination
of mothers' and fathers' parenting that would be most influential in
predicting their children's internal and external problem behaviours, in
Finland. A total of 196 children (aged 5-6 years) were followed up six
times from kindergarten to the second grade to measure their problem
behaviours. Mothers and fathers filled in a questionnaire measuring their
parenting styles once in every year. The results showed that a high level
of psychological control exercised by mothers combined with high
affection predicted increases in the levels of both internal and external
problem behaviours among children. Behavioural control exercised by
mothers decreased children's external problem behaviour but only when
combined with a low level of psychological control.
2. Our study aims to investigate the determinants of academic performance with
emphasis on the role of parental styles in adolescent students in Peshawar, Pakistan.
A total of 456 students from 4 public and 4 private schools were interviewed.
Academic performance was assessed based on self-reported grades in the latest
internal examinations. Parenting styles were assessed through the administration of
the Parental Bonding Instrument (PBI). Regression analysis was conducted to assess
the influence of socio-demographic factors and parenting styles on academic
performance. Factors associated with and differences between "care" and
"overprotection" scores of fathers and mothers were analyzed. Higher socio-
economic status, father's education level, and higher care scores were independently
associated with better academic performance in adolescent students. Affectionless
control was the most common parenting style for fathers and mothers. When
adapted by the father, it was also the only parenting style independently improving
academic performance. Overall, mean "care" scores were higher for mothers and
mean "overprotection" scores were higher for fathers. Parenting workshops and
school activities emphasizing the involvement of mothers and fathers in the
parenting of adolescent students might have a positive influence on their academic
performance. Affectionless control may be associated with improved academics but
the emotional and psychosocial effects of this style of parenting need to be
investigated before recommendations are made. Sarwat Masud 1, Syed Hamza
Mufarrih 2, Nada Qaisar Qureshi 2, Fahad Khan 1, Saad Khan 1, Muhammad Naseem
Khan 1 2019
3. The object of the present research was to examine the role of parenting practices for
young adolescent psychosocial adjustment and self-regulation problems. The sample
included 287 sixth- and seventh-grade subjects from intact families. The participants
completed a questionnaire that measured variables including family interaction,
parental involvement in children's activities, parental support, joint decision-making,
and monitoring of children's behavior. Children's involvement with friends, after-
school activities, school achievement, and self-reported externalizing behaviors
(problem behaviors, cigarette and alcohol use) were also measured. Self-concept
 domains (scholastic competence, social acceptance, and behavioral conduct) were
assessed with Harter's Self-Perception Profile. The findings indicated that self-
conceptions of positive behavioral conduct and higher parental monitoring of
children's activities were consistently negatively related to young girls' and boys'
behavior problems and substance use. Parental monitoring was higher for girls and
for younger children. Lower monitoring was also related to children's pattern of after-
school activities that were connected to at-risk behavior. Parental involvement and
supervision of children's day-to-day activities seem particularly important in
socializing children's behavior at the time of early adolescence. Z Raboteg-Sarić 1, M
Rijavec, A Brajsa-Zganec 2009
4. Using longitudinal data from a sample of 451 families with a child in eighth grade at
the time of study, three research questions have been addressed: First, the study
explored the ways in which mothers and fathers differ with regard to four parenting
styles. Second, the study examined the manner in which individual parenting styles
combine to form family parenting styles. Finally, the study investigated the extent to
which these various styles are related to delinquency, depression, and school
commitment for adolescents. Regardless of reporter, the most common family
parenting styles are those in which both parents display the same style of parenting.
Having two authoritative parents is associated with the most positive outcomes for
adolescents. In the absence of this optimal family parenting style, there is evidence
that having one authoritative parent can, in most cases, buffer a child from the
deleterious consequences associated with less optimal styles of parenting. 2007.
Leslie Gordon Simons, Rand D. Conger.
5. Enhancing people’s quality of life and their mental health is one of the
challenges for the “World Health Organization”. As parents have a close
interpersonal relationship with their children, they play an important role in
changing their children’s quality of life and mental health. However, the
important question is whether parents’ child rearing styles affect children’s
quality of life and mental health. The purpose of this article is to investigate
the role of parents’ child rearing styles in children’s quality of life and mental
health. The main hypothesis is that the parenting styles have a significant
role in predicting the quality of life and mental health. The population of the
research included all of the high school students in Neyshabour city as well as
their parents who were selected through a random sampling method. For data
collection, Baumrind’s parents’ child rearing styles, the quality of life
(WHOQOL-BREF) and Goldberg’s mental health questionnaires were
employed. For data analysis in the descriptive level mean, standard deviation
and Pierson’s correlation methods were utilized, and Multiple Regression Test
was used at the inference level. The findings show that the main hypothesis is
approved. Baumrind, D. (1991).
6. Attempted (a) to replicate or modify parent-child relationships found in 2 previous studies
by D. Baumrind (see record 1967-05780-001) and D. Baumrind and A. E. Black (see
record 1967-10271-001); and (b) to differentiate further among patterns of parental
authority and measure their effects upon the behavior of preschool children. Data were
based upon observational procedures, and were analyzed for boys and girls separately.
Ss were 146 white preschool children and their families. Results include the following: (a)
authoritative parental behavior was clearly associated with independent, purposive
behavior for girls but only associated with such behavior for boys when the parents were
nonconforming; (b) authoritative parental control was clearly associated with all indexes
 of social responsibility in boys compared to authoritarian and permissive parental control,
and with high achievement in girls, but not with friendly, cooperative behavior; and (c)
contrary to expectations, parental nonconformity was not associated with lack of social
responsibility in either boys or girls. Baumrind, D. (1971).
7. The authors used data from Waves 1 and 2 of the National Survey of Families and
Households to test the generality of the links between parenting practices and child
outcomes for 1,331 children in 2 age groups: 5-11 and 12-18. Parents' reports of support,
monitoring, and harsh punishment were associated in the expected direction with
parents' reports of children's adjustment, school grades, and behavior problems in Wave
1 and with children's reports of self-esteem, grades, and deviance in Wave 2. With a few
exceptions, parenting practices did not interact with parents' race, ethnicity, family
structure, education, income, or gender in predicting child outcomes. A core of common
parenting practices appears to be linked with positive outcomes for children across
diverse family contexts. Amato, P. R., & Fowler, F. (2002).
8. Chinese parenting has often been described as controlling or authoritarian. These styles
of parenting have been found to be predictive of poor school achievement among
European-Americans, and yet the Chinese perform quite well in school. This paradox
was explored in terms of cultural concepts that distinguish the Chinese from European-
Americans. 50 immigrant Chinese and 50 European-American mothers of preschool
children (aged 2–5 yrs) completed standard measures of parental control and
authoritative-authoritarian parenting style as well as childrearing items involving the
Chinese concept of chiao shun, which contains the idea of training. After controlling for
their education and their scores on the standard measures, the Chinese mothers scored
significantly higher on the "training" ideologies. This "training" concept has features
beyond the authoritarian concept that may explain Chinese school success. Chao, R. K.
(1994)
9. Examined whether the positive relation between authoritative parenting and adolescent
adjustment is moderated by the ecological context in which adolescents live. A
socioeconomically and ethnically diverse sample of approximately 10,000 high school
students completed measures concerning their family background; their parents'
behavior; and 4 indicators of adjustment: school performance, self-reliance,
psychological distress, and delinquency. The Ss were grouped into 16 ecological niches
defined by ethnicity, socioeconomic status (SES), and family structure, and analyses
were conducted within each niche to contrast the adjustment scores of adolescents from
authoritative vs nonauthoritative homes. Analyses indicate that the positive correlates of
authoritative parenting transcend ethnicity, SES, and family structure. Steinberg, L.,
Mounts, N. S., Lamborn, S. D., & Dornbusch, S. M. (1991)
10. Current research suggests that parents who experience symptoms of trauma
transfer distress to their children. The purpose of this study was to
understand the possible moderating effect of mothers’ parenting style on this
relationship for adolescents. This study differs from much of the existing
literature in that the adolescents themselves are the reporters of their own
well-being. The level of maternal trauma, use of parenting styles, and
adolescent depression were examined for a clinical sample of 113 mothers
and adolescent dyads. Results indicate that mothers who experience high
levels of trauma symptoms are more likely to parent using authoritarian or
permissive behaviors. Although mother’s level of trauma alone was not
related to adolescent’s depression, an interaction was found such that
mothers experiencing high levels of trauma symptoms who parented with an
authoritarian style had adolescents who experienced more depression than
those whose mothers were less authoritarian. These findings are discussed in
 light of the larger literature on “secondary trauma”, or the transfer of
distress, which often focuses on young children, with mothers as the
reporters of both their own and their children’s functioning. Clinical
implications are also considered. Maccoby, E. E., & Martin, J. A. (1983).

11. The aim of the study was to investigate the extent to which adolescents' achievement
strategies are associated with the parenting styles they experience in their families.
Three hundred and fifty-four 14-year-old adolescents completed a Strategy and
Attribution Questionnaire and a family parenting style inventory. Analogous
questionnaires were also completed by the adolescents' parents. Based on
adolescents' report of the parenting styles, four types of families were identified:
those with Authoritative, Authoritarian, Permissive, and Neglectful parenting styles.
The results further showed that adolescents from authoritative families applied most
adaptive achievement strategies characterized by low levels of failure expectations,
task-irrelevant behaviour and passivity, and the use of self-enhancing attributions.
Adolescents from neglectful families, in turn, applied maladaptive strategies
characterized by high levels of task-irrelevant behaviour, passivity and a lack of self-
enhancing attributions. The results provide a basis for understanding some of the
processes by which parenting styles may influence adolescents' academic
achievement and performance. K Aunola 1, H Stattin, J E Nurmi 2000.
12. The purposes of this study were (1) to explore differences in maternal and paternal
parenting style and parental involvement, (2) to examine the differences between
parents' and adolescents' perceptions of parenting style and parental involvement,
and (3) to explore the changes in parenting style and parental involvement between
the adolescents' ninth and twelfth grade years. Subjects were 244 ninth graders
recruited from several school districts in the Southeast and Midwest. Thirty-one
subjects participated in a small longitudinal study three years later when they were in
the twelfth grade. Measures of maternal and parental demandingness,
responsiveness, values toward achievement, involvement in schoolwork, and
involvement in school functions, designed for this program of research, were
obtained from both adolescents and their parents. Results showed that both
adolescents and parents perceived mothers to be more involved in parenting than
were fathers during both ninth and twelfth grades. Mothers and fathers were not
found to be different regarding their values toward achievement. Additionally, both
mothers and fathers perceived themselves to be higher on all aspects of parenting
than their adolescents perceived them to be during both ninth and twelfth grades. In
the longitudinal study, both adolescents and parents perceived levels of parenting to
drop between ninth and twelfth grades, except values toward achievement which did
not change. Implications for interpretation of existing research and for considerations
of future research are discussed. S E Paulson 1, C L Sputa 1996

13. An overview of the Family Socialization and Developmental Competence longitudinal

program of research (FSP) is followed by a presentation of the hypotheses and findings
pertaining to family patterns as determinants of adolescent competence, and of types of
 adolescent substance users. Data include clusters derived from comprehensive ratings of
parents and their children in the FSP completed independently within and across time
periods at ages 4, 9, and 15 yrs. At Time 3, the sample included 139 adolescents and
their parents. Parenting types were identified that differ on the bases of commitment and
balance of demandingness and responsiveness. Authoritative parents who were highly
demanding and highly responsive were remarkably successful in protecting their
adolescents from problem drug use and in generating competence. Casual recreational
drug use was not associated with pathological attributes. Baumrind, D. (1991)

14. This article investigates how children and their parents rate their parenting styles, and
how this rating is associated with academic achievement, alcohol, and tobacco use.
We surveyed students and their parents in two public school districts. A total of 386
matched parent-child pairs from eighth- and ninth-grade students were analyzed for
parent and student classification of parents as authoritative, authoritarian, permissive,
or mixed parenting styles. Agreement on parenting styles between parents and
children was poor. Students perceived parents as less authoritative, less permissive
and more authoritarian than parents considered themselves. High grades were
associated with child and parent perception of higher authoritativeness, lower
permissiveness, and lower authoritarianism. Child tobacco and alcohol use was
associated with child perception of lower authoritativeness, and higher
permissiveness while parent perception of parenting style was not associated with
child substance use. This study provides further evidence that parenting styles and
adolescents' perceptions of them are associated with child achievement and
substance use. While we cannot determine whether child or parent perception of
parenting style is more accurate, child perception is more strongly associated with
grades and substance use than is parent perception. It is likely that parents would
benefit from understanding how they are perceived by their children. D A Cohen 1, J
Rice 1997

15. Purpose: To determine if the reactions of adolescents toward

hypothetical situations that can lead to conflict and violence varied by
parenting style of their mothers.
Methods: This study was part of a larger research project involving adolescents
and their mothers participating in a longitudinal HIV-prevention program.
Mothers and their adolescents were recruited from a community-based
organization (CBO) and interviewed separately. Data were analyzed using the
responses of 439 African-American adolescents ranging from ages 11 to 14 years.
The responses of adolescents to questions about parenting were used to classify
mothers into one of three parenting styles: authoritative, authoritarian, or
permissive. The "anticipated reactions to hypothetical situations" scale consists of
11 items with 6 response categories. The six responses were reclassified into three
categories ranging from "not at all violent" to "extremely violent." Higher scores
indicate more violent reactions to the hypothetical situations. The parenting scale
consists of two subscales: a 13-item parental involvement scale and a 13-item
parental control scale. Items were rated on a 5-point Likert scale from "strongly
disagree" to "strongly agree." Analysis of variance was used to determine if the
anticipated reactions of adolescents toward hypothetical situations varied by
parenting style of their mothers. Jessica M Miller 1, Colleen DiIorio, William Dudley
2002
16. Reports of parenting styles were assessed in 110 primarily white, middle-class sixth,
eighth, and tenth graders (M = 11.98, 13.84, and 16.18 years of age) and their parents
(108 mothers and 92 fathers). Parents judged the legitimacy of parental authority and
rated family conflict and rules regarding 24 hypothetical moral, conventional,
personal, multifaceted (containing conventional and personal components),
prudential, and friendship issues. Adolescents viewed their parents as more
permissive and more authoritarian than parents viewed themselves, whereas parents
viewed themselves as more authoritative than did adolescents. Parents' parenting
styles differentiated their conceptions of parental authority, but adolescents'
perceptions did not. Differences were primarily over the boundaries of adolescents'
personal jurisdiction. Furthermore, conceptions of parental authority and parenting
styles both contributed significantly to emotional autonomy and adolescent-parent
conflict. The implications of the findings for typological models of parenting and
distinct domain views of social-cognitive development are discussed. J G Smetana 1
1995
17. The study investigated the influence of parenting styles on adolescents’ delinquency. 404
sample sizes were used for the study. 6 research questions and 6 research hypotheses were
designed and formulated for the purpose of the study. Regression statistic was used for the
analyses of the study. Irrespective of gender, location and age, the results of the analyses
show that lassair-faire parenting style effectively predicts adolescents’ delinquency while
authoritarian and authoritative did not. Parents who are positively oriented in their styles
(demandingess and responsiveness) will make their adolescents socially competent and goal
– directed. Parents who exerted control and monitored adolescent activities and promoted
self-autonomy were found to have the most positive effects on adolescents’ behaviour.
Uninvolving parents and also non responsive to adolescents needs had negative impacts on
their behaviour. Okoro, 2013

18. Background: While international studies have reported the superiority

of the authoritative style (which combines parental involvement with
demandingness), some studies in Spain and in other countries have found that
the indulgent style (involvement without demandingness) might be just as
good or even better. This study aims to discern whether the differences are
cultural or methodological.
Method: 306 adolescents from high schools in Madrid and Valencia (Spain)
answered a questionnaire that included two parenting style instruments (SOC-30
and PSI), together with a self-esteem scale (AF5) and a question on academic
performance.
Results: Concordance between the two instruments assessing parenting styles
was poor. When associating parenting styles (according to the SOC-30) with
outcomes (self-esteem and academic achievement), results were similar to
 previous studies in Spain. But if we use the PSI, results were similar to studies
in Anglophone countries: the authoritative style achieved the best outcomes.
Conclusions: The discrepancies found between studies carried out in Spain and
in Anglophone countries do not seem to be due to differences between cultures,
but to methodological differences (i.e., differences between the instruments
used). If we use the same instruments that were used in Anglophone countries,
the most effective parenting style is still the authoritative. Alfonso Osorio 1, Marta
González-Cámara 2016
19. The purpose of this study was to examine the links among authoritative, authoritarian, and
permissive parenting, parental involvement in literacy activities, child classroom
competence, and child behavior problems. Participants in the study included 175 three- to
four-year old children attending Head Start facilities in rural Oklahoma, their primary
caregivers, and their teachers. Caregivers completed the revised Preschool Behavior
QuestionnaireHead Start (PBQ-HS) and a literacy involvement questionnaire. Each child was
evaluated using the McCarthy Scales of Children’s Abilities (MSCA). Teachers completed a
modified version of The Preschool Behaviour Questionnaire (PBQ). Correlation and
regression analyses tested the four hypotheses. Kristal Lea Sommer(2010)
20.