Study 1:

Sangawi, H., Adams, J., & Reissland, N. (2018). The impact of parenting styles on children developmental outcome: The role of academic self‐concept as a mediator. International Journal of Psychology, 53(5), 379-387.

 

 

 
                                                                          

Abstract

      Although the importance of parenting styles on child development is well established, very little empirical research has examined whether parenting styles also indirectly effect children’s behavioral problems mediated by children’s academic self-concept. We report direct and shared effects of parenting styles on behavioral problems of 199 Kurdish primary school children with a mean age 11 years 7 months by examining their academic self-concept. Questionnaires measured parenting styles (Child version of Alabama Parenting Questionnaire, APQ), assessed children’s academic self-concept (Myself-As-Learner Scale, MALS) and identified children’s behavioral problems (Strengths and Difficulties Questionnaire; SDQ) were given. PROCESS analysis was also used to perform the mediation analysis. The results revealed that parenting styles, particularly the dimension testing parental monitoring was a strong predictor of academic self-concept and behavioral problems including hyperactivity. In terms of the mediation analysis, the PROCESS analysis revealed that Positive and Negative Parenting Composites are indirectly related to internalizing behavior problems. In addition, academic self-concept partially mediated the relationship between Negative Parenting Composite and prosocial behavior. However, the mediation analysis did not satisfactorily show an indirect effect for parenting styles on externalizing problems as being mediated via academic self-concept. In terms of gender, girls had higher scores in the  positive parenting sub-scale than boys. In contrast, boys reported that they were more negatively treated by their parents. Teachers also reported more behavioral problems among boys than girls. Hence, it is argued that parenting styles contribute to the development of children’s academic self-concept and decreases behavioral problems in Kurdistan. The study also confirmed that academic self-concept serves as a significant mediator at least in the association between parenting styles with prosocial behavior and internalizing problems.