The Impact of Parenting Styles on Child Attitude in School Report

This psychology research report investigates the correlation between parenting styles and a child's attitude in school. The study explores different family education styles, including democratic and controlling approaches, and their impact on a child's development and behavior. The methodology i...Read More

Running head: PSYCHOLOGY
Qualitative Psychological Research
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Abstract
The child’s role in the family and how his communication with relatives develops
depends directly on what it will become in the future, how it will look at the world and
interact with other people. The family is the cradle of child development. Knowledge of
different styles of family education, their pros and cons, will allow you to develop your own
style and create harmonious family relationships. Relationships within the family are often
perceived by the child as a role model. Most psychologists believe that the flaws of
upbringing in childhood cause difficulties in communication in adult life. The formation of
the personality of the baby directly depends on what model of upbringing is typical for his
family (Brooks, et al, 2015). Parents have a great influence on their little one, because they,
and not caregivers, coaches or teachers, spend most of their time with the child, and their
communication model becomes an example to follow. The question in this research is
whether parenting style affects the attitude of a child in school.
Hypothesis: If a child is raised in a family with authoritative and controlling
tenderncies, he or she has a hard time and a rebellious attitude in school. On the other hand, if
a child is raised in a democratic upbringing, then they tend to have a very good attitude in
school.
Introduction
There are many classifications of styles of family education, which are based on
various criteria of relationships within the family. In the classification of J. Baldwin
identified two styles of education. The basis for the separation of democratic and controlling
style lay down such criteria as the nature of the requirements for the child, the degree of
control, emotional support and evaluation especially in school. The family has a high level of
trust, everyone is ready to help each other (Flick, 2018). The opinion of all family members is

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taken into account when solving important issues. The child is perceived as an independent
person. Most definitely, the research shows that the type of parenting style affects the attitude
of a child in school. Child development is adversely affected by both total parental control
and lack of discipline. Restrictions and restrictions are very important for the baby. They
teach him to control his actions and behave within the framework of social norms (Forrester
& Sullivan, 2018).
Methodology
The questionnaires were the most appropriate in this case, while observations and
interviews were also appropriate. Due to some of the students being sampled being very
young, then interviews and observations were appropriate.
Students Boys Girls
Grade 3-5 2 3
Grade 6-8 5 5
Grade 9-11 4 6
Grade 12-13 9 6
Total 20 20
Materials: In this research, we will use random sampling methods to look at student in
various grades and the type of parental style they have back at home. The random sampling
took about 40 students from different grades and classes in the school (Padgett, 2016).
Participants: The random sampling took about 40 students from different grades and classes
in the school. The table above shows the number of students taken from the sample of 40

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students. Both girls and boys from different backgrounds and ages. The boys were more
rebellious than the girls.
Procedure: We had to cover them and ask them through questionnaires, observation and
interviews to collect the information required for the study. For observation, only small
children undertook this as they cannot be able to fill in a questionnaire. The questionnaires
were for children above grade 9 who could comprehend every thing that was asked in the
questionnaire.
Procedure steps
1. Fill in the consent form
2. Make the children understand what is required in the questionnaire
3. Random selection of students to participate
4. Setting of the questionnaire questions
5. Filling of the questionnaire
6. Findings from the questionnaire
In interviews, we interviewed the small kids who could not fill the qusetionnaires. This were
the conclusions from the interviews.
Democratic upbringing
The interview have shown that children who were raised in families with a democratic
upbringing style most often have the following characteristics:
Leaning towards leadership;
Comprehensive development;
Social activity;

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Sociability;
Lack of empathy, lack of altruism.
Controlling / authoritative upbringing
In families with a controlling parenting style, children grow up:
Suggestible;
Obedient;
Initiative less;
Anxious.
Such "clean" options for family education are rare, and most families have a mixed style
(Percy et al, 2015).
The authoritarian parenting style most often leads to tense intra-family relations. It is
based on total control. The child in the family, where they adhere to this style of education,
becomes fearful, irritable, aggressive, and dependent.The liberal style of family education is
characterized by a low level of control of children and trust relationships within the family.
The behavior of the child is practically not regulated, but at the same time children learn to
control themselves independently. Growing up, children most often become active and
creative individuals (Smith, 2015). .
With an indifferent parenting style, the child is given the maximum level of freedom. Adults
spend little time with children, so relationships within such families are not very warm. Using
this style of family education is fraught with the fact that the child can grow hostile and
antisocially minded. The degree of control over the actions of the child is a very important
indicator of the style of family education. It depends on how much freedom is given to a child

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in childhood whether he will grow up confident, active and enterprising, or, on the contrary,
will become an anxious and inactive person (Willig & Rogers, 2017).
In this research, we will use random sampling methods to look at student in various
grades and the type of parental style they have back at home. The random sampling took
about 40 students from different grades and classes in the school. We had to cover them and
ask them through questionnaires, observation and interviews to collect the information
required for the study. Random sampling ensures that one does not take only one character in
student. The student are appropriate for this type of study. We took 20 girls from different
classes and 20 boys from different classes. The 40student were allocated to different groups
appropriately.
Observation was made on the 40 students to see their attitudes and characteristics. 4
of us went class by class and made observations on different students on the sample. The
observations had conclusive answers.

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References
Brooks, J., McCluskey, S., Turley, E., & King, N. (2015). The utility of template analysis in
qualitative psychology research. Qualitative Research in Psychology, 12(2), 202-222.
Flick, U. (2018). An introduction to qualitative research. Sage Publications Limited.
Forrester, M. A., & Sullivan, C. (Eds.). (2018). Doing qualitative research in psychology: A
practical guide. SAGE Publications Limited.
Gergen, K. J., Josselson, R., & Freeman, M. (2015). The promises of qualitative
inquiry. American psychologist, 70(1), 1.
Padgett, D. K. (2016). Qualitative methods in social work research (Vol. 36). Sage
Publications.
Percy, W. H., Kostere, K., & Kostere, S. (2015). Generic qualitative research in
psychology. The Qualitative Report, 20(2), 76-85.
Smith, J. A. (Ed.). (2015). Qualitative psychology: A practical guide to research methods.
Sage.
Willig, C., & Rogers, W. S. (Eds.). (2017). The SAGE handbook of qualitative research in
psychology. Sage.

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Appendix 1
Appendix 2

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Appendix 3
Appendix 4
Questionnaires
1. Is your parent(s) always at home?
2. Are you free to talk to your parents?
3. Is your father or mother absent in your life?
4. Are your parents employed and are you financially stable at home?
5. Are you contantly rebuked by your dad or mon after making a mistake?
6. Do you fear talking to your parents?
7. Are your parents supportive of your decisions?
8. Do your parents approve of your friends and the company that you keep?
9. Do you feel good at school more than at home?
10. Do you fear going back to home after school?
Appendix 5
Informed Consent form in School

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