Abstract
In this study it was aimed to examine the effects of parental attitudes on their 3-7 year-old children’s social behaviors. Parents of 70 children constitute the target group of this research. In the study, Child Behavior Evaluation Scale has been used for children, and Parental Attitudes Scale (PAS) has been used for the parents. Data has been evaluated using SPSS 23 package program. Percentage and frequency distribution have been taken into account in the analyzing process of the data. Regression and Correlation analysis has been conducted. As a result, it has been concluded that while Authoritative Parenting affects Children’s Social Behavior, Authoritarian Parenting affects Disobedient Behaviors negatively. Also, Permissive Parenting affect only Disobedient Behaviors and There is no correlation between Overprotection Parental Scores and any kind of Children’s Social Behavior Scores.
Keywords: Parental attitudes, Children’s problem behaviors, Disobedient Behaviors, Social anxiety, Adjustment
Effects of Parental Attitudes on Children’s Social Problem Behaviors
When parents want to ensure that the best possible outcome for their children, they face the challenge of balancing the maturity and disciplinary demands for the integration of children into the family and social system. With the help of maintaining an atmosphere of warmth, responsiveness and support, it will be easier to answer the question that “What parenting styles best achieve the balance?”
In order to finding an answer for this question, we wanted to focus on how is related with parenting styles and child’s socio-emotional development. We wanted to examine relationship between parenting styles and children’s problem behaviors. Therefore we studied different researches to find our specific research topic. We thought that there is a strong relationship between parent’s behaviors and children’s problem behaviors. We emphasized three dimension of children’s behaviors, they are disobedient behavior, adjustment level and social anxiety.
Literature Review
Theories
Baumrind’s Parenting Style Model Theory: Baumrind’s parenting style concepts is based on an approach that focuses on the configuration of different parenting practices and considers that some important variations in the configuration of parenting elements (warmth, involvement, maturity demands, and supervision) have an impact on child’s responses to parental influence. In that aspect, parenting styles can be shown as the characteristics of parents which can affect the family socialization and child’s receptiveness. (Mamat, Mohamad , & Talib, 2011)
Baumrind suggested three types of parenting style which are “authoritarian, permissive, and authoritative”.
Authoritarian Parenting: Authoritarian parents are highly demanding and unresponsive. These parents want to mold and control the behavior and they set some standards and rules and expect attitudes of their children according to them. Generally, they have a tendency for emphasizing obedience, respecting for authority, and ordering. (Mamat, Mohamad , & Talib, 2011)
Permissive Parenting: Permissive parents responded but were not demanding. Thus, there is no control and authority over their children in permissive parenting. They do not indicate a way for their children to regulate their behavior. (Alizadeh, Talib, Abdullah, & Mansor, 2011)
Authoritative Parenting: Authoritative parents can maintain the balance between high levels of demandingness and responsiveness. They establish and firmly apply rules and standards for their children’s behavior. Then, they consistently observe and use non-punitive method or discipline. These parents are also showed as warmer and more supportive. Encouragement of bidirectional communication is important in this parenting style. (Mamat, Mohamad , & Talib, 2011)
Parenting styles affects children’s self-esteem, dependency, aggression, conscience, behavioral problems and cognitive development. High level of parental involvement interferes children’s optimal development. And also high parental constraint may restrict the child’s opportunities for self discovery and natural learning. (Costanzo & Woody, 1985) In addition, children of authoritative parents shows greater competence in early peer relationships, low rate of drug use as adolescents, and have more emotional well being as young adults.
Proximal Home Development Theory: The proximal home environment model is suggested by Gottfried & Gottfried (1984, 1988. 1995). Gottfried suggests, “proximal home environment comprises the cognitive, social-emotional and physical formulation available to children in their family relationship.”
Gottfried, Gottfried & Bathurst, further suggest that father involvement, role satisfaction in employment and in parenting, work related issues (work-family conflict), job flexibility, employment schedules, and children’s development are other specific aspects related to proximal home environment. (Mamat, Mohamad , & Talib, 2011)
Research Results
1. Research: The study about how parenting styles affect child’s shyness was to research the longitudinal relations between children’s social wariness/inhibition and parents’ beliefs about how to best socialize their children. In this study questionnaire data on child temperament and parenting practices were collected from the parents (mothers and fathers) of sixty 2-year-olds; identical data were collected 2 years later. Results demonstrated that few differences existed between mothers’ and fathers’ expressed parenting styles at ages 2 and 4 years.
In the present study, the relations between children’s social fearfulness/shyness at 2 and 4 years of age, and parents’ choices of preferred rearing styles are investigated at these same two time periods. Moreover, not only mothers’, but also fathers’ socialization preferences are explored. (Kenneth, Larry, Hastings, & Asendorpf, 1999) Given the relevant literature extant (see Rubin et al., 1995 for a review), it was estimated that dispositional shyness would predict beliefs that children should not be encouraged to be independent.
Other findings of note centered heavily on the consistency of perceived shyness or social wariness, not only over time, but also across venues and reporters. Therefore, mothers’, and to a lesser extent fathers’, perceptions of their children as shy and socially wary maintained stable from ages 2 to 4 years. Further, mothers and fathers demonstrated a moderate level of agreement with each other about the extent to which their children were socially vary.
Finally, because parents provided the information both on children’s inhibition and on their own parenting styles, it may be disputed that the findings on the transactions between the two variables represent little more than shared method variance.(Kenneth, Larry, Hastings, & Asendorpf, 1999)
2. Research: Another research about affects of parenting styles on children’s self-regulation and competence at school. It was hypothesized that both self-regulation and competence relevant outcomes could be related to parents’ styles of motivating and supporting the child’s school-related behavior.
In the study, dimensions of parent style are examined that were expected to have significance for children’s development of autonomy and competence in school. Parental autonomy support, involvement, and provision of structure were examined using an in-depth structured interview. Analyses of the interview ratings showed that these three aspects of the home environment were differentially related with varied school outcomes. The dimension of autonomy support was most consistently connected to self-regulation, competence, and adjustment variables. Combined parental autonomy support positively estimated children’s self-regulation and was inversely connect to acting out and learning problems. This dimension also suggests that achievement as measured by standardized tests and grades. (Grolnick & Ryan, 1989)
3. Research: “The role of Parenting Styles in Children’s Problem Behavior” study examines the role of father’s and mother’s parenting styles on children’s internal and external problem behaviors. These parenting styles are affection, behavioral control and physical control. 196 children who are 5-6 years of age are studied in six times from kindergarten to second grade.
When we look at the results high level of psychological control exercised by mothers combined with high affection increases the level of both internal and external problem behaviors among children. If behavioral control exercised by mothers is combined with a low level of psychological control external problem behavior decreases.
4. Research: “Mothers’ and fathers’ working models of childhood attachment relationships, parenting styles, and child behavior” study examines whether or not parents ‘working models of childhood attachments create a risk for difficulties in current parent-child relations. For this study 27 families and their preschool children are observed in different laboratory in play time. Working models of attachment were assessed using the Adult Attachment Interview (George, Kaplan, & Main, 1984).
According to this study, there is a relationship between parents’ joint attachment and interactions with the child. Results shows that insecure working models can be a risk factor less competent parenting. Also, according to attachment research parents relationships with their children affect their experiences with their own family origin. For mothers, insecure mothers are less structured than secure mothers. Children of insecure parents show more negative affect and less warm.
The present study search for the answer the following research question. What is the correlation between parenting styles and Children’s behavioral problems at the pre-school level? The following hypothesis was posited: There is a correlation between parenting styles and children’s behavioral problems, such that children who are raised with Authoritative Parenting Style show less behavioral problems in early ages, and children with more behavioral problems live in a Authoritarian Home Environment.
Method
Participants
The target population for this study was Turkish parents and their preschool age children. The sample in this study consisted of 70 parents of preschool age. Parents of both male and female children were selected using convenient sampling. Our sample was consisted of 57 mother and 13 father. There were 37 female and 33 male children. Children’s age group varied between 2 and 7. Parent’s age group varied between 21 and 50. The number of working mothers was 38 and the number of non-working mother was 31, and the number of working fathers was 62, the number of non-working fathers was 2. There were 5 employment category for parents. 3 mothers were employee. 13 mothers were government employee, 6 mothers were self-employee, 26 mothers were professional job and 22 mothers were non-working. On the other side, 12 fathers were employee. 12 fathers were government employee, 1 father was retired, 15 fathers were self-employee, 29 fathers were professional job and 1 father did not share the information. There were 3 family from low income level, 55 family from medium income level, and 10 family from high income level.
Table 1
Demographic Characteristics of the Participants
Children’s Gender Parent’s Gender
Frequency Percent Frequency Percent
Female 37 52,9 Female 57 81,4
Male 33 47,1 Male 13 18,6
Total 70 100,0 Total 70 100,0
Children’s Age Groups Parent’s Age Groups
Age 2-3 23 32,9 Age 21-30 23 32,9
Age 4-5 25 35,7 Age 31-37 23 32,9
Age 6-7 20 28,6 Age 38-50 22 31,4
Total 68 97,1 Total 68 97,1
Number of Siblings Family’s Income Levels
0 30 42,9 Low 3 4,3
1 35 50,0 Medium 55 78,6
2 3 4,3 High 10 14,3
3 2 2,9 Total 68 97,1
Total 70 100,0
Mother’s Job Category Father’s Job Category
Frequency Percent Frequency Percent
Employee 3 4,3 Employee 12 17,1
Government Employee 13 18,6 Government Employee 12 17,1
Self-Employee 6 8,6 Retired 1 1,4
Professional Job 26 37,1 Self-Employee 15 21,4
Non-working 22 31,4 Professional Job 29 41,4
Total 70 100,0 Total 69 98,6
Mother’s Working Status Father’s Working Status
No 31 44,3 No 2 2,9
Yes 38 54,3 Yes 62 88,6
Total 69 98,6 Total 64 91,4
Materials
Two different instruments were used in our research. Child Behavior Evaluation Scale’s Turkish version “Çocuk Davranışları Değerlendirme Ölçeği” was used to assess parent’s reports of children’s disobedient behaviors, adjustment, and social anxiety (Appendix I). Items were designed with the help of three different scale which are Child Behavior Checklist by Achenbach (2001), Parent Rating Scales: Behavior Assessment System for Children by Reynolds and Kamphaus (2004), and Children’s Problems Checklist by Schinka (1985). According to reliability and validity research, in the Children Behavior Evaluation Scale, 71 items were grouped under three factors (34 items for disobedient behaviors, 19 items for adjustment, and 18 items for social anxiety). Participants rated responses to each item using a five-point Likert scale ranging from 1 “never” to 5 “always.”. Cronbach alphas for reliability for the scales were acceptable, Cronbach Alfa coefficient and Spearman Brown split half reliability coefficients were used for specifying the consistency of the scale. Former yielded .95 and latter .82. The item analysis showed that all correlations were significant at .001 level. Results indicated that the scale is valid and reliable for application in Turkey. (SÜBAŞI & ŞEHİRLİ, 2010)
Table 2
Reliability Values of Child Behavior Evaluation Scale’s Turkish Version
Factors Cronbach’s Alpha
Two half test correlation
Disobedient Behaviors .96 .96
Adjustment .93 .89
Social Anxiety .88 .88
Total .95 .82
Second instrument was the Parents Attitude Scale’s Turkish version “Ebeveyn Tutum Ölçeği” (ETÖ) (Appendix II). Items were selected from the scales either developed abroad or in Turkey in order to measure the child rearing behaviors of parents, who have children between the ages of 2 and 6. The PAS consisted of 4 sub-scales: authoritative (17 items), authoritarian (11 items), permissive (9 items), and overprotection (9 items). Participants rated responses to each item using a five-point Likert scale ranging from 1 “never” to 5 “always.” According to the results of the principal component analysis, the final version of the scale consisted of 46 items. Cronbach’s alpha
values were found as .83, .76, .75, and .74 respectively(.83 for authoritative dimension, .76 for authoritarian dimension, .75 for overprotective dimension and .74 for permissive dimension). The results of the validity and reliability analyses showed that Parents Attitude Scale (PAS) has sound psychometric properties. (Sendil & Karabulut Demir, 2008)
Procedure
The first step of the procedure started with school visit and permission process. The second step was distributing of research instruments through teachers. 100 surveys distributed as hard copies with a consent letter (Appenix III) and an envelope in order to anonymous collection at Milli Saraylar Anaokulu in Istanbul and 24 surveys were returned. Also, 46 survey results were collected via www.surveymonkey.com . Data was gathered in two weeks completely.
Data Analysis
Data has been evaluated using SPSS 23 package program. Percentage and frequency distribution have been taken into account in the analyzing process of the demographic characteristics of participants. In order to see that which demographic features of participants predict the parental attitudes, Regression analysis has been conducted with 13 different variables which 10 of them were dummy variables of parents’ job categories and income levels. Another regression analysis has been carried out between the same predictors which mentioned above and children’s social problem behaviors. Then, Correlation analysis between 7 variables which are Disobedient Behaviors Scores, Adjustment Scores, Social Anxiety Scores, Authoritative Parental Scores, Authoritarian Parental Scores, Overprotection Parental Scores and Permissive Parental Scores. Lastly, Regression analysis has been conducted in order to see what the predictable variables of children’s social problem behaviors are. In that analysis, predictors were consisted of the significant predictors from first 2 regression analysis and 4 type of parental scores.
Results
In order to see the effects of demographic features of participants which are parent’s age and gender, children’s age and gender, number of siblings, mothers’ and fathers’ job categories, and families’ income levels on both parental attitudes’ scores and children’s social behavior scores, two different multiple regression analysis were conducted using stepwise method. In first multiple regression analysis, results indicated that the model, with only Parent’s Gender and Number of Siblings, was significant, F = 7,43, p<0.05, for Authoritative Parental Score. Results indicated that the model was explaining 19% of the variance (R²=0.193). Another regression for Authoritarian Parental Scores with the same predictors there is no significant variable. However, a regression model to predict Permissive Parental Scores by Parent’s Gender. The R²=0.062, indicates that parent’s gender are predicting 6,2% of the Permissive Parental Scores. In addition, the model, with only Low Income Level, Medium Income Level, and Number of Siblings, was significant for Overprotection Parental Scores. The model was explaining 18% of the variance (R²=0.183).
In second multiple regression analysis, it has been searched that whether the same variables were significantly predict to children’s social problem behavior scores. However, there are no significant predictors for disobedient behaviors score, adjustment score and social anxiety score.
In order to test this hypothesis that there is a correlation between parenting styles and children’s behavioral problems, correlation analysis was conducted by using Pearson Correlation 2-tailed model. Among 3 Children’s Social Behavior Scores, There is a weak negative correlation between Disobedient Behavior Scores and Adjustment Scores (r = -,265). There is a weak positive correlation between Disobedient Behavior Scores and Social Anxiety Scores (r =,332). There is a moderate negative correlation between Adjustment Scores and Social Anxiety Scores (r = -,476).
Among 4 Parental Attitudes Scores, there is a moderate negative correlation between Authoritative Parental Scores and Authoritarian Parental Scores (r =-,541).There is a moderate negative correlation between Authoritative Parental Scores and Permissive Parental Scores (r =-,384).There is a weak positive correlation between Authoritarian Parental Scores and Permissive Parental Scores (r =,261).
Between 4 Parental Attitudes Scores and 3 Children’s Social Behavior Scores, there is a weak negative correlation between Authoritative Parental Scores and Disobedient Behaviors Scores (r =-,307). There is a moderate positive correlation between Authoritative Parental Scores and Adjustment Scores (r =,589). There is a weak negative correlation between Authoritative Parental Scores and Social Anxiety Scores (r =-,307). There is a moderate positive correlation between Authoritarian Parental Scores and Disobedient Behaviors Scores (r =,481). There is a moderate negative correlation between Authoritarian Parental Scores and Adjustment Scores (r =,-,383). There is a weak positive correlation between Permissive Parental Scores and Disobedient Behaviors Scores (r =,271). There is no correlation between Overprotection Parental Scores and any kind of Children’s Social Behavior Scores.
Lastly, Regression analysis has been conducted in order to see what the predictable variables of children’s social problem behaviors are. In that analysis, predictors were consisted of the significant predictors which are parent’s gender, number of siblings, low income level and medium income level and 4 type of parental scores. Results showed that the model, with only Authoritarian Parental Score, was significant, p<0.05, for Disobedient Behavior Score. Results indicated that the model was explaining 21% of the variance (R²=0.212). The regression model to predict Adjustment Score by Authoritative Parental Score. The R²=0.358, indicates that authoritative parental attitudes are predicting 35% of the adjustment behaviors of children. In addition, the model, with only Authoritative Parental Score and Number of Siblings, was significant for Social Anxiety Score. The model was explaining 15% of the variance (R²=0.150).
Discussion
Limitations
Other variables such as parents’ attachment, parent’s stress, parent’s empathy, many relevant factors can affects children’s problems and they should be considered and investigated for better results. (Alizadeh, Talib, Abdullah, & Mansor, 2011) Moreover, there are many relevant factors that can affect children’s behavior such as, genetics, socio-economics, peer pressure, society, school, etc. Most of the participants in the survey were mother. This can be a factor that affects results.
Future Directions
Family type: The study about parenting styles and child’s social development suggest that cultural and socioeconomic gaps can affect to draw conclusions about parenting style. According to study, “authoritative and flexible parenting style is optimal for the white, middle-class child from a nuclear family, but the same may not be true for other children growing up in other circumstances and situations. Allowing children flexibility and freedom may result in positive outcomes when children live in safe areas and their peers are less likely to engage in dangerous behavior, but in high-risk neighborhoods, higher degrees of parental control might be necessary.” (Lea Bornstein, 2014) When these outcomes are considered, evaluating different ethnic/ racial/ cultural and socioeconomic groups must be done in order to extent research conclusions.
Indirect Effects of Parenting Styles: Work conditions such as work hours, work schedule, job demands, job supervision and job promotion generally have significant associations with parental feelings of role conflict, parental style and parental participation. (Mamat, Mohamad , & Talib, 2011) In current research, parent’s work conditions was not included as a factor among instruments. If it was included, the results of the study would be more detailed.
References
- Achenbach, T., & Rescoria, L. (2000). Children’s Behavioral Checklist for Ages 1,5-5. ASEBA, University of Vermont .
- Alizadeh, S., Talib, D., Abdullah, D., & Mansor, D. (2011). Relationship between Parenting Style and Children’s Behavior Problems. Asian Social Science , 7 (12), 195-200.
- Aunola, K., & Nurmi, J.-E. (2005). The Role of Parenting Styles in Children’s Problem Behavior. Child Development , 76 (6), 1144–1159.
- Chao, R. K. (2001). Extending Research on the Consequences of Parenting Style for Chinese Americans and European Americans. Child Development , 72 (6), 1832–1843.
- COHN, D. A., COWAN, P. A., COWAN, C. P., & PEARSON, J. (1992). Mothers’ and fathers’ working models of childhood attachment relationships, parenting styles, and child behavior. Development and Psychopathology (4), 417-431.
- Costanzo, P. R., & Woody, E. Z. (1985). DOMAIN-SPECIFIC PARENTING STYLES AND THEIR IMPACT ON THE CHILD’S DEVELOPMENT OF PARTICULAR DEVIANCE: THE EXAMPLE OF OBESITY PRONENESS. Journal of Social and Clinical Psychology , 3 (4), 425-445.
- Eyberg , S., Warner , T., & Querido , J. (2002). Parenting Styles and Child Behavior in African American Families of Preschool Children. Journal of Clinical Child & Adolescent Psychology , 31 (2), 272-277.
- Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children’s self-regulation and competence in school. Journal of Educational Psychology , 81 (2), 143-154.
- Lamborn, S. D., Mounts, N. S., Steinberg, L., & Dornbusch, S. M. (1991). Patterns of Competence and Adjustment among Adolescents from Authoritative, Authoritarian, Indulgent, and Neglectful Families. Child Development , 62 (5), 1049–1065.
- Lea Bornstein, B. M. (2014). Parenting Styles and Child Social. University of Pennsylvania, USA, National Institute of Child Health and Human Development, USA . USA.
- http://www.child-encyclopedia.com/parenting-skills/according-experts/parenting-styles-and-child-social-development adresinden alınmıştır
- Mamat, M., Mohamad , Z., & Talib, J. (2011). Effects of Parenting Style on Children. World Journal of Social Sciences , 1 (2), 14-35.
- Robinson, C., Mandleco, B., Olsen, S., & Hart, C. (1995). Authoritative, Authoritarian, and Permissive Parenting Practices: Development of a New Measure. Psychological Reports , 77 (3), 819-830 .
- Rubin, K. H., Nelson, L. J., Hastings, P., & Asendorpf, J. (1999). The Transaction between Parents’ Perceptions of their Children’s Shyness and their Parenting Styles. International Journal of Behavioral Development , 23 (4), 937-957.
- Sendil, G., & Karabulut Demir, E. (2008). Ebeveyn Tutum Ölçeği (ETÖ). Türk Psikoloji Yazıları , 11 (21), pp. 15-25.
- Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed. Child Development , 63 (5), 1266–1281.
- SÜBAŞI, G., & ŞEHİRLİ, N. (2010). ÇOCUK DAVRANIŞLARINI DEĞERLENDİRME ÖLÇEĞİNİN GELİŞTİRİLMESİ: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI. Kastamonu Eğitim Dergisi , 18 (3), pp. 789-804.
- Williams, L. R., Degnan, K., Perez-Edgar, K., Henderson, H., Rubin, K., Pine, D., et al. (2009). Impact of Behavioral Inhibition and Parenting Style on Internalizing and Externalizing Problems from Early Childhood through Adolescence. Journal of Abnormal Child Psychology , 37 (8), 1063-1075.
Appendix I
Child Behavior Rating Scale
Date: …/…/….. Child’s Date of Birth: …../…/….. Child’s Gender: F M
This questionnaire is filled by …………………………….
My relationship with the child is as follows:
Parents Other(………………….)
Date of Birth of Person Who Filled in the Questionnaire:…./…/…..
The way parents work, Answers are high school teacher, housewife, salesperson etc. form should be clear.
1. Parent (Mother) Profession:…………………………………….. …….
2. Parent (Father) Profession:…………………………………….. …….
Is the mother working now? Yes No
How long has it been working? ….. Is the father working now? Yes No
How long has it been working? …..
How would you describe your family income level? Very Low Low Medium High Very High
If your child has a sibling or siblings, write their age: 1. Sibling:…………..
2 siblings:…………..
3. Brother:…………..
Please fill out this form with your own thoughts about your child’s behavior. Make sure you answer all the questions.
Dear parents, this scale has been prepared to evaluate children’s behaviors. Answering the scale is done in five-grade response options. The options were arranged as “I totally agree” 5, “I agree” 4, “I am undecided” 3, “I do not agree” 2 and “I strongly disagree” 1 in the scoring.
Strongly Disagree Disagree Undecided Agree Totally Agree
01. Intentionally angers others. 1 2 3 4 5
02. Overreacts to frustration (yelling, kicking, etc.) . 1 2 3 4 5
03. Damages own property. 1 2 3 4 5
04. He resists not doing it even though he can. 1 2 3 4 5
05. He makes fun of his friends. 1 2 3 4 5
06. He raises his voice with ease. 1 2 3 4 5
07. Breaks the rules just to see what happens 1 2 3 4 5
08. He hits children for no reason. 1 2 3 4 5
09. He spoils his friends’ games. 1 2 3 4 5
10. He shows his reaction by swearing when he is not allowed to do what he wants. 1 2 3 4 5
11. He gets angry when expressing his wishes. 1 2 3 4 5
12. He shows his anger by attacking the environment. 1 2 3 4 5
13. He often opposes ideas. 1 2 3 4 5
14. When the attention shifts away from him, he tries to draw attention to himself with different reactions. 1 2 3 4 5
15. He breaks the rules. 1 2 3 4 5
16. Damages belongings of family members or others. 1 2 3 4 5
17. When he gets angry, he throws the thing he has in his hand to the person or things in front of him. 1 2 3 4 5
18. He does it slowly because he doesn’t want to do the things he needs to do. 1 2 3 4 5
19. Threatens other children to hurt them . 1 2 3 4 5
20. Admits mistakes when disclosed. 1 2 3 4 5
21. He gets angry very easily. 1 2 3 4 5
22. Does not want to share toys. 1 2 3 4 5
23. He imitates the people around him too much. 1 2 3 4 5
24. He cannot control his excitement when he is excited (for example, he attacks the environment, bites, cries, shouts). 1 2 3 4 5
25. He always wants what he says. 1 2 3 4 5
26. He gets angry at everything. 1 2 3 4 5
27. She screams a lot. 1 2 3 4 5
28. He argues all the time. 1 2 3 4 5
29. He damages things when his wishes are not fulfilled. 1 2 3 4 5
30. He shows his anger by being stubborn. 1 2 3 4 5
31. When he gets angry, he bites the other person. 1 2 3 4 5
32. He doesn’t get angry when he doesn’t get what he wants, he controls himself. 1 2 3 4 5
33. Refuses to listen . 1 2 3 4 5
34. He bullies and bullies others. 1 2 3 4 5
35. Speaks confidently. 1 2 3 4 5
36. Answers questions correctly and appropriately when asked. 1 2 3 4 5
37. Makes decisions easily. 1 2 3 4 5
38. Expresses himself well. 1 2 3 4 5
39. Expresses his/her feelings easily. 1 2 3 4 5
40. He determines his own style of dressing. 1 2 3 4 5
41. He wants to try again the things he failed (he never gives up) . 1 2 3 4 5
42. He can easily cope with his fears. 1 2 3 4 5
43. When playing in a friend group, he is usually the quarterback. 1 2 3 4 5
44. He easily asks everything he is curious about. 1 2 3 4 5
45. Speaks comfortably to people of all ages 1 2 3 4 5
46. Can express personal experiences clearly and comprehensibly 1 2 3 4 5
47. He enjoys helping his friends. 1 2 3 4 5
48. He says something he doesn’t want easily 1 2 3 4 5
49. Makes friends easily 1 2 3 4 5
50. Can express feelings appropriately and clearly 1 2 3 4 5
51. Enjoys collaborating in a group 1 2 3 4 5
52. Maintains mutual conversations in an uninterrupted, fluent and meaningful way. 1 2 3 4 5
53. He is clear and open in expressing his ideas. 1 2 3 4 5
54. Worries quickly 1 2 3 4 5
55. Fears the same thing for too long 1 2 3 4 5
56. Sees himself as the leading cause of events 1 2 3 4 5
57. Does not want to interact with strangers 1 2 3 4 5
58. Gets offended very quickly 1 2 3 4 5
59. Is ashamed to ask for something 1 2 3 4 5
60. Last chosen by children to play 1 2 3 4 5
61. Has difficulty making new friends 1 2 3 4 5
62. Vomits when angry 1 2 3 4 5
63. Cries too quickly 1 2 3 4 5
64. Gets overly excited about events 1 2 3 4 5
65. Afraid of very loud noises 1 2 3 4 5
66. Keeps away from children 1 2 3 4 5
67. Has difficulty entering a new environment 1 2 3 4 5
68. Meeting new people creates anxiety 1 2 3 4 5
69. Doesn’t want to talk when he/she enters environments where people he/she does not know 1 2 3 4 5
70. Fears of unexpected events around him 1 2 3 4 5
71. Has few friends 1 2 3 4 5
Appendix II
Parent Attitude Scale
Please rate how often you demonstrate the parenting characteristics listed below. The options were arranged as “I totally agree” 5, “I agree” 4, “I am undecided” 3, “I do not agree” 2 and “I strongly disagree” 1 in the scoring.
Strongly Disagree Disagree Undecided Agree Totally Agree
1. I encourage my child to do things by himself. 1 2 3 4 5
2. When my child is telling me something, I listen without interrupting. 1 2 3 4 5
3. I allow my child to express their feelings freely. 1 2 3 4 5
4. I make my child feel that what he is doing is important. 1 2 3 4 5
5. I apologize to my child when I make a mistake in parenting. 1 2 3 4 5
6. I respect my child’s personal views. 1 2 3 4 5
7. I explain how I feel about my child’s good and bad behavior. 1 2 3 4 5
8. When my child misbehaves, I explain why it is wrong. 1 2 3 4 5
9. I can talk about anything with my child. 1 2 3 4 5
10. I give my child the opportunity to try things he can do on his own. 1 2 3 4 5
11. I accept that my child has a unique point of view. 1 2 3 4 5
12. I correctly answer questions my child asks about sexual matters in a language he or she understands. 1 2 3 4 5
13. I explain to my child why he or she must follow the rules. 1 2 3 4 5
14. When I buy something for my child, I get his opinion as well. 1 2 3 4 5
15. I help my child learn to be independent. 1 2 3 4 5
16. I praise my child when he behaves well. 1 2 3 4 5
17. I believe that my child should be willing to try new things as he gets older. 1 2 3 4 5
18. I get angry quickly with my child. 1 2 3 4 5
19. I yell at my child when he misbehaves. 1 2 3 4 5
20. I scold my child to correct him. 1 2 3 4 5
21. When I get angry with my child, I punish my child. 1 2 3 4 5
22. I am impatient with my child. 1 2 3 4 5
23. I hit my child when he disobeys. 1 2 3 4 5
24. When we disagree with my child, I force him to accept my ideas. 1 2 3 4 5
25. I punish my child for the slightest mistake. 1 2 3 4 5
26. I use corporal punishment as a way to discipline my child. 1 2 3 4 5
27. I compare my child with other children. 1 2 3 4 5
28. I force my child to do more than they can. 1 2 3 4 5
29. I protect my child from work that may be tiring for him. 1 2 3 4 5
30. I protect my child from work that may be difficult for him. 1 2 3 4 5
31. I act protectively towards my child. 1 2 3 4 5
32. I protect my child from the little difficulties of life. 1 2 3 4 5
33. I protect my child when his friends tease him. 1 2 3 4 5
34. I do my best to ensure that my child is not disappointed. 1 2 3 4 5
35. I keep my child away from hard work that might discourage him. 1 2 3 4 5
36. I worry about my child getting sick. 1 2 3 4 5
37. I would sacrifice almost all my entertainment for my child. 1 2 3 4 5
38. I allow my child to interrupt when I am talking to someone else. 1 2 3 4 5
39. I turn a blind eye to my child’s spoilers. 1 2 3 4 5
40. I spoil my child. 1 2 3 4 5
41. I allow my child to interrupt when others are talking. 1 2 3 4 5
42. I let my child do anything. 1 2 3 4 5
43. I ignore my child’s misbehavior. 1 2 3 4 5
44. I allow my child to take and use any of my personal belongings without asking me. 1 2 3 4 5
45. Which television program to watch in our home is determined according to my child’s wishes. 1 2 3 4 5
46. I let my child sleep whenever he wants. 1 2 3 4 5
Appendix III
Consent Letter
Dear parents, we invite you, as senior students of xxx University, Preschool Education Department, to a research on Parental Attitudes conducted by us within the scope of our Pred411: Applied Research in Child Development and Family Issues course.
Participation in this survey is completely voluntary. The information to be obtained from the forms within the scope of your participation in the study will be evaluated anonymously and will be used for research purposes only.
Research Associates Contact Information
xxx
Purpose of Research: This research focuses on parenting and children’s behavior.
You will be given a questionnaire to fill out for use in the research. Before you start filling out the questionnaire, be sure to read the information section, it will help you answer these questions correctly. After completing the questionnaires, you must put them in the envelopes that will be given to you, close the envelope and hand the questionnaires to your child’s teacher. Your information and answers will not be shared with anyone.
I Agree to Participate in the Research
I do not agree to participate in the research
Signature:
2017-1-2-1483341435