2026· International journal of research and innovation in social science· 0 citations
Abstract
Parenting experiences play a crucial role in shaping an individual's psychological development, particularly during emerging adulthood. Among the various psychological outcomes influenced by family experiences, self-esteem is considered fundamental to emotional well-being, self-worth, and overall psychological adjustment. The present study aims to examine the role of perceived parenting styles in shaping self-esteem among emerging adults. Specifically, it investigates the relationship between perceived parenting styles and self-esteem, gender differences in self-esteem and differences in self-esteem across perceived parenting styles. A quantitative cross-sectional research design was employed. Data were collected from a convenience sample of 100 emerging adults, comprising 50 males and 50 females. The Perceived Parenting Style Scale developed by Divya and Manikandan and the Rosenberg Self-Esteem Scale were used to assess perceived parenting styles and self-esteem, respectively. Statistical analyses were conducted using Pearson's product-moment correlation, an independent samples t-test, and one-way analysis of variance (ANOVA) in SPSS. The findings revealed significant positive correlations between self-esteem and all three perceived parenting styles—authoritative, authoritarian, and permissive. No significant gender differences were found in self-esteem among emerging adults. However, significant differences in self-esteem were observed across the perceived parenting style groups, with participants perceiving permissive parenting reporting the highest mean self-esteem scores. Post hoc analysis further indicated that the significant difference was evident only between the authoritative and permissive parenting style groups. These findings highlight the importance of perceived parenting experiences in the development of self-esteem and suggest that perceptions of parental behaviour may play a significant role in shaping self-esteem during emerging adulthood.
A large number of theoretical reasoning and empirical studies have shown that both parenting style and self-esteem have an impact on the formation of rejection sensitivity, and there may be more complex mechanisms between the above variables. This study aims to explore the co-existing impacts of parenting style and self-esteem on rejection sensitivity.
It is a cross-sectional study and 1341 Chinese college students completed a questionnaire on parenting style, rejection sensitivity, and self-esteem. Latent profile Analysis (LPA) would be used to examine the model.
The profiles of parenting effecting self-esteem showed a three-solution profile. Profile 1 (high parental control group) received highest parental control and lowest self-esteem. Profile 2 (medium parental control group) had moderate level of parenting styles and self-esteem. Profile 3 (low parental control group) had the lowest parental control, highest care, encouragement, and self-esteem. The profiles of parenting and self-esteem effecting rejection sensitivity also showed a three-solution profile. Profile 1a (high parental control and low self-esteem group) showed highest rejection sensitivity. Students in Profile 2a (low parent control and high self-esteem group) showed lowest rejection sensitivity. Students in 3a (moderate parental control and self-esteem group) received moderate levels of rejection sensitivity.
Current research has enriched our understanding of whether parenting styles and self-esteem coexist and how they affect rejection sensitivity. Provide empirical support to guide parents in educating their children, helping children improve self-esteem, and reducing rejection sensitivity.
Ling Guo, Zilan Ye, Yonglin Huo et al.· BMC Psychology· 0 citations
During the critical stage of early adulthood, cultivating emotional intelligence-related abilities like social competence and emotional regulation may be useful for enhancing general well-being. The present study explored the relationship between parenting styles and emotional intelligence (EI) among emerging adults, with the primary objective of examining how different parenting approaches are related to the development of EI in individuals aged 19 to 25. A quantitative research design was employed, utilizing the Parental Authority Questionnaire (PAQ) by Buri (1991) and the Emotional Intelligence Scale by Dr. Arun Kr. Singh & Dr. Shruti Narain (2014). Data were collected from a sample of 100 college and university students. Pearson’s Product-Moment Correlation was computed using the SPSS-26 software. Overall, findings indicated no statistically significant correlation between general parenting styles and the emotional intelligence of emerging adults. However, in-depth analysis revealed that mothers' authoritative parenting style was comparatively more correlated with higher EI levels. Conversely, fathers' parenting styles showed minimal correlation, suggesting a limited paternal influence on the emotional development of their children in this sample. These results provide a potential importance of emotional presence and involvement in parenting. In particular, the data suggest that when a father is not consistently emotionally engaged or involved in everyday interactions, even if he adopts an authoritative style, his impact on the child's emotional development may be limited. The study contributes to the understanding of family dynamics and underscores the differentiated roles of mothers and fathers in shaping emotional intelligence during emerging adulthood.
Ankita Dey, Agnimita Mitra· Journal of Psychology and So...· 0 citations
This study aims to examine the predictive impact of perceived parental attitudes and parental self-efficacy on current parenting styles of preschool parents. The study employs a correlational survey model, which is a quantitative research design. Data were collected from 202 parents of children aged 36-72 months using the Parental Attitude Scale, Berkeley Parental Self-Efficacy Scale, and the Shortened Perceived Parental Attitude Scale-Child Form (s-EMBU), and hierarchical regression analysis was applied to determine the predictive relationship between the variables. T-tests and ANOVA were used to analyze whether parental attitudes differed according to demographic variables. Findings revealed that repressive/authoritarian attitudes significantly differed based on income, education level, number of children, and employment status. Hierarchical regression analysis indicated that parental self-efficacy and a perceived democratic father attitude were significant predictors of democratic parenting styles. Also, regression analyses show that perceived paternal overprotection in childhood is a significant predictor of authoritarian parenting behaviors in adulthood. Additionally, mothers were found to exhibit significantly higher repressive attitudes than fathers. The results support the notion that both intergenerational patterns of parental attitudes and parental competence beliefs play a critical role in shaping current parenting styles during the preschool period. These findings highlight the importance of school-based parent guidance and psychoeducational programs in preschool settings, particularly those implemented by teachers and school counselors, that aim to strengthen parental self-efficacy and support more democratic and developmentally appropriate parenting practices.
Ceyhan Turhan, Özge İdrisoğlu· Kastamonu Eğitim Dergisi· 0 citations
The literature shows that parenting style is the main factor for the positive development of children at all stages of development. Positive development has been evaluated using various psychological constructs. This study analyzes this relationship using four constructs with a strong adaptive component: dispositional optimism, hope, general self-efficacy and sense of coherence. Additionally, we adopt an ecological perspective and examine whether these associations differ across cross-sectional age groups, sex, and academic pathways. To this end, a sample of 1507 adolescents and emerging adults from different academic pathways, between 12 and 18 years old and 52% female, completed the following questionnaires: the Youth Life Orientation Test (YLOT), Children’s Hope Scale (CHS), General Self-Efficacy Scale (GSS), Sense of Coherence Scale (SOC-13) questionnaires and a scale for evaluating parenting style (Scale for the Evaluation of Parenting Style in Adolescents). A random sampling was carried out by schools in a Spanish province. Previous reliability and validity analyses of the constructs were carried out and correlational analyses and structural predictions were made. The results show that the constructs define a unique factor of positive development and that positive parenting is associated with better positive development. However, the relevance of these relationships are lower as the age group is higher, except in the group of young people with less successful academic pathways. The relation between positive parenting and positive development are different depending on sex, adolescent stage and academic pathway. Families that provide positive support may calibrate their involvement to the needs typically associated with different age groups. Implications for family and academic arenas are discussed.
Álvaro Balaguer, S. Orejudo, Elkin O. Luis· Current Psychology· 0 citations
Adolescence is a developmental period during which personal resiliency and self-esteem are especially susceptible to change, yet the two constructs are rarely examined together using a validated, multidimensional resiliency framework. The present cross-sectional study examined the relationship between the three components of personal resiliency; Sense of Mastery, Sense of Relatedness, and Emotional Reactivity, and global self-esteem among adolescents, tested whether these components and age predicted self-esteem, and compared resiliency and self-esteem across grade levels and gender. A convenience sample of 597 adolescents (297 male, 300 female), aged 13 to 18 years, completed a demographic sheet, the Resiliency Scales for Children and Adolescents (RSCA; Prince-Embury, 2006), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). Mastery and Relatedness were positively correlated, whereas both showed weak but significant negative correlations with self-esteem; Emotional Reactivity was positively correlated with self-esteem, and age was significantly negatively correlated with self-esteem. Multiple regression indicated that age, Mastery, Relatedness, and Emotional Reactivity together explained 5.9% of the variance in self-esteem, with age and Mastery emerging as significant negative predictors and Relatedness and Emotional Reactivity as significant positive predictors. One-way ANOVA revealed significant differences in Emotional Reactivity and self-esteem with eleventh-grade students reporting the lowest scores on both. A two-way MANOVA further revealed significant, though small, main effects of gender and grade level and a significant Gender × Grade Level interaction. These findings suggest that personal resiliency and self-esteem follow distinct developmental trajectories across adolescence and that their interrelationship may be more complex than traditionally assumed.
Sarah Mufti, Mlaika Shahzad, ³. NamraShahzadi et al.· Journal of Global Social Tra...· 0 citations
Background: Reading ability is associated with adolescents’ self-esteem, and self-esteem is, in turn, closely related to mental health outcomes. However, the psychological mechanisms linking these three constructs remain unclear.
Objective: This cross-sectional study aimed to explore the relationship between reading ability and general psychological distress among Chinese early adolescents and examine the mediating role of self-esteem, while controlling for literacy achievement.
Methods: A total of 373 seventh-grade students were recruited. Reading ability was assessed via a battery of tests. General psychological distress and self-esteem were measured using the Chinese version of the General Health Questionnaire (GHQ-12) and the Rosenberg Self-Esteem Scale, respectively. Data were analyzed with correlation analysis, mediation analysis, and latent profile analysis (LPA).
Results: Reading ability was positively correlated with self-esteem (r = 0.18), while self-esteem was significantly correlated with psychological distress (r = −0.60). The indirect association between reading ability and psychological distress through self-esteem was significant (indirect effect = −0.09, 95% confidence interval [−0.16, −0.02]), whereas the direct association was not significant. LPA identified poor readers (14.7%) and typical readers (85.3%); typical readers reported higher self-esteem (Cohen’s d = 0.29) and marginally better mental health (Cohen’s d = 0.26).
Conclusion: These findings suggest that self-esteem may represent an important psychosocial factor linking reading ability with general psychological distress among early adolescents. The results highlight the potential value of school-based support that attends to both reading-related difficulties and students’ self-evaluations. Given the cross-sectional design, the findings should be interpreted as associations rather than evidence of causal relationships.
Yan Gan, Yuanyu Wang, Li Wang et al.· Health Psychology Research· 0 citations
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