An Analysis of Parenting Styles and Child Behavior in Singapore

This report investigates the impact of parenting styles on children's behavior in Singapore. The study analyzes semi-structured interviews with seven parents, examining authoritarian, authoritative, and permissive parenting styles. The research explores the correlation between parenting approaches and children's attitudes in school. The findings suggest that authoritative parenting is associated with positive child behavior, while authoritarian parenting may lead to difficulties. The report includes thematic analysis and graphical representations to support its conclusions, emphasizing the importance of parenting in shaping children's development. The study concludes that parenting styles significantly influence children's behavioral and psychological outcomes, highlighting the need for supportive and nurturing parenting practices.

Running head:
Name of the Student
Name of the University
Author Note

1Reference:
Abstract
Behavioral issues amongst children have the potential to impose impact on their
cognitive and psychological development. Considering the fact that Singapore is evidencing a
good number of behavioral issues leading to psychological problems amongst the children,
the purpose of this report is to evaluate the parenting styles in Singapore and their impact on
the children. Thematic analysis of semi structured interviews has been conducted for this
research. The total number of participants selected was 7. It has been found that in Singapore,
majority of the parents demonstrated authoritarian parenting style. However parents
demonstrating authoritative and permissive parenting style have also been found. The result
demonstrated that children raised in a family with authoritative and controlling tendencies
have a hard time and a bad attitude in school. And on the other hand, children raised in a
democratic upbringing, have a very good attitude in school.

2Reference:
Table of Content
Introduction:....................................................................................................................................3
Research Design..............................................................................................................................4
Result:..............................................................................................................................................6
Findings/discussion........................................................................................................................11
Conclusion:....................................................................................................................................12
Reference:......................................................................................................................................13
Appendices:...................................................................................................................................14

3Reference:
Introduction:
Being the primary care givers of a child, parents exert the most significance impact on
the development of the child. According to researchers, the development of children is
strongly influenced by the parenting style along with the environment and culture they grow
(Álvarez-García et al., 2016). Therefore it can be understood that the relationship between
parents and children is of utmost importance. Behavioral issues that includes externalizing
issues like hyperactivity, aggression and rule breaking behavior as well as
internalizing issues like withdrawer, depression as well as anxiety has become the most
common psychological issues in the early childhood. According to a current survey
approximately, 22.4 percent of children between the ages ranging from 5 to 12 years suffers
from mild to severe behavioral issues that has the potential to impose impact on their future
(Shan & Hawkins, 2014). Behavioral issues in the early childhood are one of the most
significant predictor of poor mental health in the following stages of life. According to
researchers, the environment in which a child grows up has high potential of implementing
impact on the behavioral issues of the child. The family is a social arrangement that has the
potential to exerts major influence on children’s development and parenting styles, in
particular, influences the social environments of children within the family.
Parenting is considered to be an ecological variable that highly influence the
personality development of a child. There mainly prevail four styles of parenting, namely,
Disciplinarian or authoritarian parenting, uninvolved parenting, permissive parenting and
authoritative parenting. The Authoritative parenting style involves strict discipline and one
way communication, mainly from parent to child. Parents following the mentioned style of
parenting are found to be less nurturing and possess high expectations from children (Su et
al., 2015). When it comes to the permissive parenting style, parents lets their offspring

4Reference:
whatever they want and is comprised of limited guidance or direction. While this style of
parenting is found to be resulting least number of physiological issues in children for being a
warm and nurturing parenting style, the permissive parenting style if not practice
appropriately, has the potential to give birth to a good number of external as well as internal
behavioural issues along with ruining the future of the child. According to the survey more
than 83.2 percent of the parents in Singapore practices permissive parenting (Stright & Yeo,
2014).
When it comes to uninvolved parenting, no particular disciple is followed. Like
Authoritarian parenting, parents following the mentioned parenting style lacks caring attitude.
Finally, democratic parents are reasonable and nurturing, and set high, clear expectations.
The purpose of this research is to find out the parenting style of the Singaporean parents that
has the potential to ensure that the child demonstrate appropriate attitude instead of rude or
inappropriate behavior in school (Bacus, 2014). The hypothesis of the paper is if a child is
raised in a family with Authoritarian and controlling tendencies, a child has a hard time and a
bad attitude in school. And on the other hand, if a child is raised in a authoritative upbringing,
then a child tend to have a very good attitude in school (Diaconu-Gherasim & Măirean,
2016).
Research Design
Material used
In order to conduct the research, primary data has been collected with the help of semi
structure interview. A semi structure interview is defined as a method of research and
involves fairly open framework that allows conversational, focused as well as two way
communication. In this research, a semi-structured interview has been conducted with
Singaporean parents in order to gain a detailed understanding of the parenting style used by

5Reference:
them. For this a paper containing the questions developed for the interview has been created.
During the interview a recorder has been used in order to record the answers given by each of
the participant. A consent form has been provided to all the participants for granting their
permission that they understand the terms of the event or activity that will be performed.
Other materials required for the research included pen and paper.
Participants
A total number of 7 participants have been selected for the semi structured interview.
Seven participants consist of three male and four female were selected from the convenient
sampler of population which are accessible. The age of the participants ranged between 35
years and fifty years. The participants possess offspring of age ranging from 7 to 11 years
old. . The participants are working in the healthcare industry at the same hospital which
include nurses, allied-health professionals, medical and support staffs. The participants had
the working experience ranged from ten to thirty years.
Data collection procedure
When it comes to the data collection, primary data collection procedure has been
followed. The primary data can b defined as the data that has been collected by the
researchers from 1st hand sources using methods like surveys, interviews as well as
experiment. For this research, semi structured interview has been conducted n order to collect
data.
Data analysis procedure
For this research, thematic data analysis procedure has been followed. No qualitative
analysis software has been used for this research. The responses of the participants have been
segregated into 4 chief themes that include Authoritarian, authoritative, permissive and

6Reference:
uninvolved parenting style. Each and every participants has been assigned under each of the
four themes on the basis of the answers given by them
Result:
The table 1 represents the tendency of responses to different parenting styles for each
parent. The scoring of attitude problem was also developed form the weight of the responses.
In figure 1 the frequency of responses towards different parenting styles is presented through
graphical presentation (bar graph).
Authoritative Authoritarian Permissive Uninvolved Attitude problem in
Children
Participant 1 6 4 0 0 3
Participant 2 7 3 0 0 2
Participant 3 3 7 0 0 5
Participant 4 8 2 0 0 1
Participant 5 10 0 0 0 1
Participant 6 3 7 0 0 4
Participant 7 5 1 2 2 3
Total Response 42 24 2 2
Table 1: Response frequency of individual parent in different parenting styles
Source: (Created by author)

7Reference:
Authoritative Authoritarian Permissive Uninvovled
0
5
10
15
20
25
30
35
40
45
Number of response
Figure 1: Response frequency for different parenting styles
Source: (Created by author)
From figure 1 it can be clearly interpreted that, most of the responses were given from
the authoritative tendency, where the authoritarian responses were less but not the least.
However, the number of permissive and uninvolved responses are negligible.
After sorting the results from low to high level of Authoritarian tendency the Table 2
has been created mentioning the corresponding scores in attribute for measuring indentified
attitude problems in children. The purpose of this table is to analyse the data trends in the
graphical format presented in figure 2
Authoritarian Attitude problem in Children
Participant 3 7 5
Participant 6 7 4
Participant 1 4 3
Participant 2 3 2

8Reference:
Participant 4 2 1
Participant 7 1 3
Participant 5 0 1
Table 2: Authoritarian Responses in descending order along with scores in attitude
problem in children
Source: (Created by author)
Participant 3
Participant 6
Participant 1
Participant 2
Participant 4
Participant 7
Participant 5
0
1
2
3
4
5
6
7
8
Authoritarian
Attitude problem in Children
Figure 2: Line graph for Authoritarian Responses and scores in attitude problem in
children
Source: (Created by author)

9Reference:
In the figure 2 both lines have same inclination, which represents, that both variables
are correlated enough. Hence it can be interpreted that the greater authoritarian tendencies
result more attitude or behavioural problems in children.
After sorting the results from low to high level of Authoritative tendency the Table 3
has been created mentioning the corresponding scores in attribute for measuring indentified
attitude problems in children. The purpose of this table is to analyse the data trends in the
graphical format presented in figure 3
Authoritativ
e
Attitude problem of
Children
Participant 5 10 1
Participant 4 8 1
Participant 2 7 2
Participant 1 6 3
Participant 7 5 3
Participant 3 3 5
Participant 6 3 4
Table 3: Authoritative Responses in descending order along with scores in attitude
problem in children
Source: (Created by author)

10Reference:
Participant 5
Participant 4
Participant 2
Participant 1
Participant 7
Participant 3
Participant 6
0
2
4
6
8
10
12
Authoritative
Attitude problem of Children
Figure 3: Line graph for A Authoritative Responses and scores in attitude problem in
children
Source: (Created by author)
In the figure 3 the two lines have apparently opposite inclination, which represents,
that both variables are inversely correlated. Hence it can be interpreted that the greater
authoritative tendencies result less attitude or behavioural problems in children.
Hence, hypothesis has been proven by the collected data and qualitative analysis. It is
true that, if a child is raised in a family with authoritative and controlling tendencies, a child
has a hard time and a bad attitude in school. And on the other hand, if a child is raised in a
democratic upbringing, then a child tend to have a very good attitude in school.
Findings/discussion
From the data analysis it has been found that the Authoritative intention of parenting
is supported by the maximum number of responses. However, the second majority number of

11Reference:
responses are indicated the authoritarian parenting. Valuing independence of the children,
clear and flexible rules, supporting behaviour are the major tendency of the parents who are
more inclined towards Authoritative parenting (Luo et al., 2013). On the other hand, parents,
who are inclined towards Authoritarian parenting showed tendency of imposing strict rules
while expecting blind obedience from their children. It has been found from the responses of
the participants that the authoritarian parents are more unresponsive and have more urge to
control the child behaviour and activities. The thematic analysis has been formulated from the
thematic map emerged from the qualitative coding which has been presented in appendix C.
According to (Castro et al., 2015), the parenting style has significant amount impact on the
perception of the child and their resultant behavioural attributes. It has been found that more
dominating parents can develop an aggressive nature and even violent behaviour in their
children. Some other factors also contribute to these unexpected behavioural issues in
children. According to thematic map (Refer to appendix C) as additional behavioural factors
it has been found from the responses that parents having permissive tendency use to impose
very few rules while giving their child maximum amount of indulgence. On the other hand,
very few uninvolved responses were found, where the parents clearly mentioned that they are
dependent on their partner for parenting their children.
This research has successfully portrayed and proved that if a child is raised in a family
with authoritative and controlling tendencies, a child has a hard time and a bad attitude in
school. And on the other hand, if a child is raised in a democratic upbringing, then a child
tend to have a very good attitude in school. However, the research is unable to identify the
different segments of behavioural attributes of the children as a result of the parenting style
and how these attributes are correlated with the parenting tendency. In further research this
factor could be address to collect more primary data regarding the different behavioural
issues in the children.

12Reference:
Conclusion:
Behavioral issues that includes externalizing issues like hyperactivity, aggression and
rule breaking behavior as well as internalizing issues like withdrawer, depression as well as
anxiety has become the most common psychological issues in the early childhood.From this
research it has been found that if a child is raised in a family with authoritative and
controlling tendencies, a child has a hard time and a bad attitude in school. Hence, it can be
concluded that parents should more focus on their parenting tendency to make it more
authoritative instead of making it authoritarian.

13Reference:
Reference:
Álvarez-García, D., García, T., Barreiro-Collazo, A., Dobarro, A., & Antúnez, Á. (2016).
Parenting style dimensions as predictors of adolescent antisocial behavior. Frontiers
in psychology, 7, 1383.
Bacus, M. P. (2014). Parenting styles, self-concept and attitude of students: A causal model
on academic performance. In International Conference on Economics, Social
Sciences and Languages (ICESL'14) May (pp. 14-15).
Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., &
Gaviria, J. L. (2015). Parental involvement on student academic achievement: A
meta-analysis. Educational research review, 14, 33-46.
Diaconu-Gherasim, L. R., & Măirean, C. (2016). Perception of parenting styles and academic
achievement: The mediating role of goal orientations. Learning and Individual
Differences, 49, 378-385.
Luo, W., Aye, K. M., Hogan, D., Kaur, B., & Chan, M. C. Y. (2013). Parenting behaviors
and learning of Singapore students: The mediational role of achievement
goals. Motivation and Emotion, 37(2), 274-285.
Shan, C. H., & Hawkins, R. (2014). Childcare and parenting practices in Singapore: A
comparison of fathers’ and mothers’ involvement. Journal of tropical psychology, 4.
Stright, A. D., & Yeo, K. L. (2014). Maternal parenting styles, school involvement, and
children’s school achievement and conduct in Singapore. Journal of Educational
Psychology, 106(1), 301.

14Reference:
Su, Y., Doerr, H. S., Johnson, W., Shi, J., & Spinath, F. M. (2015). The role of parental
control in predicting school achievement independent of intelligence. Learning and
Individual Differences, 37, 203-209.

15Reference:
Appendices:
Appendix A: Consent form
Research Title: Parenting style affects the attitude of the child
Consent form for Parents (Interviewee)
Information for Interviewee
Research details: The purpose of this research is to examine the parenting style and the resultant
impact on the behavioural issues in children.
Legal Obligation: The data will be collected and stored under a very secured and confidential process
complying with the Data Protection Act 2011.
Ethical issues: Interviewees are free to leave the interview session anytime they want. The research
authority also ensures that there will be no sensitive question that can hart the perspective, fillings,
and faith of individual.
Consent part for Interviewee
I......................................................................, have read the above, and I knowingly and
voluntarily participating in the interview session, where I could be asked about my parenting
behaviour and the behavioural issues of my child/children. I am also agreed to answer the question
honestly without hiding the truth or giving any superficial information.
.......................................................................................
(Interviewee Signature)
Appendix B. Questionnaire
1) How do you describe your parenting style?
2) Who decides the rule?
3) What kind of rules you established for your child at home and for school?
4) How do you explain rules and discipline to your child?

16Reference:
5) What rewards do you give to your child when your child displays good behaviour ?
6) What consequences do you give to your child when your child displays undesired
behaviour ?
7) What do you ask your child when your child comes home from school?
8) What do you say to your child before your child goes to school?
9) What do you do to encourage your child to share their thoughts and feelings?
10) How do you want to change your parenting style if you have a chance to?
11) How frequently do you found or heard about behavioural issues of your child?
Appendix C:
Coding for participant 1:
Data Codes
Researcher: How do you describe your parenting
style?
Participant: easy going but responsive parent Responsive, Authoritative
Researcher: Who decides the rule?
Participant: Me Blind obedience, Authoritarian
Researcher: What kind of rules you established for
your child at home and at school?
Participant: Always listen to instructions especially
from elders or teachers in school
Expect Blind Obedience,
Authoritarian
Researcher: How do you explain rules and discipline
to your child?
Participant: I will look at her in the eye, explain why I
am doing the rule and make sure she repeats what I
said
Clear rules, Authoritative
Researcher: What rewards do you give to your child

17Reference:
when your child displays good behaviour?
Participant: Words of encouragement, on how I am
very proud of her and the occasional reward to the toy
store
Supportive, Authoritative
Researcher: What consequences do you give to your
child when your child displays undesired behaviour?
Participant: No playground, takes away her privilege Unresponsive, Authoritarian
Researcher: What do you ask your child comes home
from school?
Participant: How was your day? What happen in
school? What did you eat today?
Responsive, Authoritative
Researcher: What do you say to your child before your
child goes to school?
Participant: Have fun! Value independence,
Authoritative
Researcher: What do you do to encourage your child
to share their thoughts and feelings?
Participant: Sit down and talk to her alone. Sometimes
we go on dates just the two of us
Supportive, Authoritative
Researcher: How do you want to change your
parenting style if you have a chance to?
Participant: I wouldn’t Strict rules, Authoritarian
Researcher: How frequently do you found or heard
about behavioural issues of your child
Participant: Sometimes, usually he behaves as Moderate level (3)

18Reference:
expected
Coding for participant 2
Data Codes
Researcher: How do you describe your
parenting style?
Participant: Flexible and not strict Flexible, Authoritative
Researcher: Who decides the rule?
Participant: Both My husband and I Flexible, Authoritative
Researcher: What kind of rules you
established for your child at home and at
school?
Participant: School things first like
homework, study for exams before leisure
like using iPad
Responsive, Authoritative
Researcher: How do you explain rules and
discipline to your child?
Participant: Simple and straight forward,
use simple language for her to understand
Clear rules, Authoritative
Researcher: What rewards do you give to
your child when your child displays good
behaviour?
Participant: A new book, visit to the mall
and at times she can pick 1 or 2 toys
Supportive, Authoritative

19Reference:
Researcher: What consequences do you give
to your child when your child displays
undesired behaviour?
Participant: No outing, no toy Strict rules, Authoritarian
Researcher: What do you ask your child
comes home from school?
Participant: How is school? How is she?
What she do in school?
Responsive, Authoritative
Researcher: What do you say to your child
before your child goes to school?
Participant: Enjoy school Value independence, Authoritarian
Researcher: What do you do to encourage
your child to share their thoughts and
feelings?
Participant: Talk to her and tell her to be
open to me, I am ready to listen
Value independence, Authoritarian
Researcher: How do you want to change
your parenting style if you have a chance
to?
Participant: I am okay with the current
parenting style
Clear rules, Authoritative
Researcher: How frequently do you found
or heard about behavioural issues of your
child
Participant: Rarely Low level (2)

20Reference:
Coding for participant 3:
Data Codes
Researcher: How do you describe your
parenting style?
Participant: set limits and enforcing
boundaries
Strict rules, Authoritarian
Researcher: Who decides the rule?
Participant: I made the decisions, whatever I
think it’s the best for my child
Unresponsive, Authoritarian
Researcher: What kind of rules you
established for your child at home and at
school?
Participant: Time management, time to eat,
study and play time
High Expectation, Authoritarian
Researcher: How do you explain rules and
discipline to your child?
Participant: I explain rules by showing the
time and the do and don’ts visuals, and also
introduce him the consequence when he do
good or bad behaviour
Expect blind obedience Authoritarian
Researcher: What rewards do you give to
your child when your child displays good
behaviour?

21Reference:
Participant: Extend play time and buy toys Supportive, Authoritative
Researcher: What consequences do you give
to your child when your child displays
undesired behaviour?
Participant: Take away his favourite stuffs,
shorten his play time
Strict rules, Authoritarian
Researcher: What do you ask your child
comes home from school?
Participant: How is the school? What do he
eat in school?
High Expectation, Authoritarian
Researcher: What do you say to your child
before your child goes to school?
Participant: Good luck and have fun in
school
Value independence, Authoritative
Researcher: What do you do to encourage
your child to share their thoughts and
feelings?
Participant: walk along the streets and parks
and tell him to share his thoughts and
feelings free and easy
Value independence, Authoritative
Researcher: How do you want to change
your parenting style if you have a chance
to?
Participant: I wouldn’t change it Strict rules, Authoritarian
Researcher: How frequently do you found or heard

22Reference:
about behavioural issues of your child
Participant: In home I never found any bad behaviour,
but I often reported from school regarding attitude
problem
Very high level (5)
Coding for participant 4:
Data Codes
Researcher: How do you describe your
parenting style?
Participant: Participative on new task and
likely task oriented
Authoritative
Researcher: Who decides the rule?
Participant: I decide Unresponsive, Authoritative
Researcher: What kind of rules you
established for your child at home and at
school?
Participant: rules covering how time to be
spent for home and for school study and
homework and leisure
High Expectation, Authoritarian
Researcher: How do you explain rules and
discipline to your child?
Participant: By discussion and cover the
effect of the consequences to my child for
compliance and non-compliance
Clear rules, Authoritative

23Reference:
Researcher: What rewards do you give to
your child when your child displays good
behaviour?
Participant: variety include praise, gift,
lessen supervision and extend leisure time
Supportive, Authoritative
Researcher: What consequences do you give
to your child when your child displays
undesired behaviour?
Participant: remind the consequences and
reaffirm the good and undesired behaviour
Responsive, Authoritative
Researcher: What do you ask your child
comes home from school?
Participant: What he learned in school?
Have you eaten in school? How do you feel
now?
Values independence, Authoritative
Researcher: What do you say to your child
before your child goes to school?
Participant: Have a great time in school Supportive, Authoritative
Researcher: What do you do to encourage
your child to share their thoughts and
feelings?
Participant: Find the best spot to listen to
my child what he want to say
Values independence, Authoritative
Researcher: How do you want to change
your parenting style if you have a chance

24Reference:
to?
Participant: No change Strict rules, Authoritarian
Researcher: How frequently do you found
or heard about behavioural issues of your
child
Participant: Never Very low (1)
Coding for participant 5:
Data Codes
Researcher: How do you describe your
parenting style?
Participant: I adopt authoritative parenting
style whereby I believe parents should set
rules to shape children's positive
behaviours, but not forgetting to listen and
understand their needs and treat them as if
they are your best friends
Authoritative
Researcher: Who decides the rule?
Participant: I set the rules in consultation
with my husband and will moderate the
rules to best fit my children's behaviours
and situations as the children grow up.
Flexible, Authoritative
Researcher: What kind of rules you
established for your child at home and at

25Reference:
school?
Participant: At home - a) They expected not
to fight but be caring and loving to each
other. Both will be punished regardless who
started the fight first.
b) Must do homework independently and
help each other
c) respect everyone.
Responsive, Authoritative
Researcher: How do you explain rules and
discipline to your child?
Participant: I explain the rationale and
consequences for the rules which I have set
to my children. They must understand the
importance and relevance of the rules. I
punished them by not allowing them to
watch TV and cutting their pocket money
Responsive, Authoritative
Researcher: What rewards do you give to
your child when your child displays good
behaviour?
Participant: Praise them as it is a form of
motivation
Responsive, Authoritative
Researcher: What consequences do you give
to your child when your child displays
undesired behaviour?
Participant: Their favourite things will be Responsive, Authoritative

26Reference:
confiscated or deprive them of their
favourite activities
Researcher: What do you ask your child
comes home from school?
Participant: How's their day in school? I
will ask them what they had eaten during
recess time and fun and unhappy moments.
Value independence, Authoritative
Researcher: What do you say to your child
before your child goes to school?
Participant: Have fun in school Supportive, Authoritative
Researcher: What do you do to encourage
your child to share their thoughts and
feelings?
Participant: I won't scold or judge them
whenever they share their thoughts and
feelings. Listen with an open mind
encourages them to share their feelings
openly to me
Supportive, Authoritative
Researcher: How do you want to change
your parenting style if you have a chance
to?
Participant: No but I need to have more
patience at times
Responsive, Authoritative
Researcher: How frequently do you found

27Reference:
or heard about behavioural issues of your
child
Participant: Never Very Low level (1)
Coding for participant 6:
Data Codes
Researcher: How do you describe your
parenting style?
Participant: authoritative and responsive Authoritative
Researcher: Who decides the rule?
Participant: Me Strict rules, Authoritarian
Researcher: What kind of rules you
established for your child at home and at
school?
Participant: Discipline ,punctuality and
obedient
Blind obedience, Authoritarian
Researcher: How do you explain rules and
discipline to your child?
Participant: Communicate with children
No demands
Blind obedience, Authoritarian
Researcher: What rewards do you give to
your child when your child displays good
behaviour?
Participant: Star stickers or ice creams Strict rules, Authoritarian

28Reference:
Researcher: What consequences do you give
to your child when your child displays
undesired behaviour?
Participant: communicate to them first
But Still they don’t listen sometimes take
away their privileges
Strict rules, Authoritarian
Researcher: What do you ask your child
comes home from school?
Participant: how is the day today? Did u
eat? What food?
What did u learn today in the school? If any
homework
Unresponsive, Authoritarian
Researcher: What do you say to your child
before your child goes to school?
Participant: Wish them like all the best or
best of luck if they have any class test or
exams
Unresponsive, Authoritarian
Researcher: What do you do to encourage
your child to share their thoughts and
feelings?
Participant: Love them, be a role model, set
a goals / and rewards, give praise, tell them
to think positive, try to do it if they have
difficulty in any work or study
Responsive, Authoritative

29Reference:
Researcher: How do you want to change
your parenting style if you have a chance
to?
Participant: Depends upon what is
conditions or situations if we need to change
our parenting style.
Flexible, Authoritative
Researcher: How frequently do you found
or heard about behavioural issues of your
child
Participant: Sometimes I am called from his
school for his behavioural issues
High level (4)
Coding for participant 7:
Data Codes
Researcher: How do you describe your
parenting style?
Participant: In my own perspective, mine’s
a rewards and punishment style. I think by
rewarding my child’s good behaviour(such
as helping out washing the dishes, taking
own initiative to do her homework, it may
help reinforce such behaviours. It could be a
bit contradicting when I say ‘Punishment’
because I try minimising on that.
Authoritative

30Reference:
Researcher: Who decides the rule?
Participant: I’ll delegate this to my wife
because I think I’m a softie and when my
kid cries , sometimes I give in which is no
good. I rarely decides.
Uninvolved
Researcher: What kind of rules you
established for your child at home and at
school?
Participant: At home, we would expect her
obedience. To obey rules such as hygiene
rule such as don’t bite your fingers.Courtesy
rule, to be polite such as being soft spoken
and turn down the volume of her tablet
when we are watching tv. Keep her toys
after playing etc
Few rules, Permissive
Researcher: How do you explain rules and
discipline to your child?
Participant: First of all have eye contact
when I’m trying to explain to her. Usually
we have to take note of our facial expression
and body language when we talk to her
about rules and discipline, then she knows
we mean business . Also to watch our tone,
be calm and composed
Responsive, Authoritative
Researcher: What rewards do you give to

31Reference:
your child when your child displays good
behaviour?
Participant: For me , the rewards are usually
toys, kinder Bueno surprise eggs, ice cream
, MacDonald happy meal
Indulgent, Permissive
Researcher: What consequences do you give
to your child when your child displays
undesired behaviour?
Participant: I’ll apply negative
reinforcement such as removing her tablet
or smartphone which she usually watch you
tube on them.
Strict rules, Authoritarian
Researcher: What do you ask your child
comes home from school?
Participant: We’ll tell her to change her
clothes and eat her dinner. I’ll ask her if she
pays attention to classes and is, she is
having a good day at the child care centre
Responsive, Authoritative
Researcher: What do you say to your child
before your child goes to school?
Participant: We’ll tell her to change to her
uniform and eat her breakfast, usually it’s a
bit rush because my wife will take her to the
centre then go to her workplace immediately
Uninvolved

32Reference:
Researcher: What do you do to encourage
your child to share their thoughts and
feelings?
Participant: I just tell her to say what comes
to her mind. Sometime ask her simply such
as “how you feel if your friend don’t share
the toy with you?” or “Do you think it is
right to not to tidy up? What would your
teacher say if you do that? “
Supportive, Authoritative
Researcher: How do you want to change
your parenting style if you have a chance
to?
Participant: To maintain an Authoritative
style. I think in theory, Authourative style is
the healthiest and most beneficial. It’ll be
good to have the ability to speak to my child
without judgment or reprimand and to get
into my child’s world and life to get a
deeper understanding of what they are going
through and help them.
Responsive, Authoritative
Researcher: How frequently do you found
or heard about behavioural issues of your
child
Participant: Sometimes, not very frequently Moderate level (3)

33Reference:
Thematic map

Authoritative
Positive attitude in
children
Negative Attitude in
children
Authoritarian Permissive Uninvolved
Responsive
Flexible
Clear rules
Unresponsive
Strict rules
Blind obedience
Fewer rules
Indulgence
Values independence
No involvement in parenting
Attitude of a child
34Reference: