| Summary: | 碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 94 === How Parenting Styles affect children’s development in Emotional Intelligence--A Correlational Study of Junior High School Students
Abstract
Student: Hsieh Shun-Chi Advisor: Dr. Nellie S. Cheng
The purpose of this research is to investigate how parenting styles affect children’s development in emotional intelligence. Taking junior high school students in Taoyuan as population, this research randomly drew out 774 students and obtained 708 as final samples.
Several statistical techniques, e.g. Chi-square test, T test, One-way ANOVA, Pearson Product-moment correlation, Stepwise Multiple Regression, were applied to analyze data. The results of the research are listed below:
1. Among those families containing both parents (the intact family), 64.8％ of families have consistent parenting style (both parents same parenting styles) while 35.2% parents have inconsistent parenting style. For consistent parenting style, the Authoritative-Reciprocal style was applied the most; for inconsistent parenting style, father applies the Authoritative-Reciprocal parenting style and mother Indulgent-Permissive parenting style most often. In single-parent family, no matter the parent is father or mother, Indifferent-Uninvolved parenting style is the most adopted way.
2. For the four components of emotional intelligence, the sampled students obtained the highest scores on “the awareness of emotion”; the following orders are “utilization of emotion in solving problems”,” expression of emotion”, and “regulation of emotion”.
3. The sampled students’ parenting styles were found significantly different in various areas—living areas, grades, family life satisfaction and family socioeconomic status. For those who live in urban area, mother adopting Authoritative-Reciprocal style outnumbers （38.7％） other styles; while in rural area, mother adopting Indifferent-Uninvolved style has highest numbers （46.7％）. First grade students perceived their parents adopting Authoritative-Reciprocal parenting styles more often than the students in other grades. Those who have higher life satisfaction and socioeconomic status also are more probable in perceiving their parents adopting Authoritative-Reciprocal parenting styles.
4. Depending on students’ perceived family life satisfaction, grades, marriage status of parents and family socioeconomic status, their level of Emotional Intelligence were found significant different. (1) Emotional intelligence of family life satisfaction students is better than those of family life dissatisfaction students. (2) Emotional intelligence of lower grade students is better than those of higher grade students. (3) Emotional intelligence of students in intact family is better than those of students in single-mother family. (4) Emotional intelligence of students in high or middle socioeconomic status family is better than those of students in low socioeconomic status family.
5. There is significant difference between parenting styles and emotional intelligence of the students. Students’ emotional intelligence is the best under the condition of using consistent Authoritative-Reciprocal style by both parents. On the contrary, students’ emotional intelligence is the worst when both parents applying consistent Indifferent-Uninvolved style.
6. “Responsiveness” of mother’s parenting style has the highest positive correlation to junior high school students’ emotional intelligence.
7. “Responsiveness” of mother’s parenting style has the most reliable predicting power regarding the emotional intelligence of junior high school students.
According to the results of this research, the researcher also provides some suggestions for educational administration offices, teachers, administrators, parents and future researchers.
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