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Impact of Parenting Style on Shyness and Self Efficacy

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Introduction

Shyness is the caution and anxiety that individuals felt in face of novel social situations/objects or social evaluation, mainly for the avoidance of conflicts in the context (Rubin, Coplan, & Bowker, 2009). Shyness has been defined as a tendency to feel anxious and to show inhibited behavior in interpersonal situations (Han PG. Wu YP, Gao FQ 2014), for instance, to be afraid or experience discomfort upon meeting people. In particular, certain situations, such as interacting with authority figures, members of the opposite sex and strangers, are more likely to elicit shyness. Studies have also consistently found that shy people appear to be at risk for later maladjustment, such as psychological and social difficulties (Nelson LJ, Padilla-Walker LM, Badger S, Barry CM, Carroll JS, et al. 2008, Kimberley AA, Coplan RJ,Weeks M 2010) Shyness is also associated with several types of interpersonal difficulties, such as expressing one’s own opinions or talking in the presence of others, meeting people, and establishing and maintaining satisfying relationships (Asendorpf JB 2000, Ponti L, Tani F 2015). Shy people, in comparison to people who are not shy, have fewer social relationships, and these are less intimate and supportive (Nelson LJ, Rubin KH, Fox NA 2005, Asendorpf JB 2000). As a result, they receive less social support from their social networks than their non-shy counterparts. Moreover, both in childhood and in adolescence, shyness is associated with peer rejection, exclusion, and victimization (Coplan RJ, Prakash K, O’Neil K, Armer M 200

Parenting style is a pattern of attitudes that parents exhibit toward the upbringing of their children (N. Darling, and L. Steinberg 1993). Baumrind (1971) identified two broad dimensions of parenting styles: demandingness which relates to the amount of parental control exerted over children’s activities and behavior, and responsiveness that is determined by the amount of warmth and nurturance displayed by parents towards their children. Baumrind then used these dimensions to identify three parenting styles: authoritarian, authoritative and permissive.

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The permissive parent tries to stand on in a non-disciplinary, lasting, plus positive route in the direction of the adolescent’s main pushes, requirements, plus movements (Baumrind, 1966). The permissive parent guides with the adolescent as to choices and provides radiances as for family runs the confirmation. Few solicitations are completed of the child review such belongings as errands, for instance. This sort of parenting does not gratify the parent to go about as dynamic aces answerable for enclosing or regulating the child’s progressing future (Baumrind, 1966). The child is allowable to govern his or her own exact actions. The parent does not govern the child nor inspire the adolescent to conform exterior values. Compatible to this sort of parenting, self-regulation means the assistance of an adolescent to live devotedly without exterior strength. Those supporting this sort of parenting style (Baumrind, 1968) sense that penalty has certain harmful effects in addition is a missing policy for governing conduct. They moreover feel that head-to-head command, levels of distinction, and idiosyncratic suggestions of parental authority quick rebelliousness in children. As exhibited by the people who clasp this parenting sort, well-founded parental switch crops latency and reliance in the adolescent (Baumrind, 1968). Permissiveness releases the child from the manifestation and force of the parent.

The authoritarian parent tries to form, govern, and assess the behavior and standpoints of the adolescent according to a set stock of manner (Baumrind, 1966). Obedience is fabulousness and healing procedures are castoff to take a look at self-will. Precisely when the child carries movements or approaches that are extraordinary in linking to what the parent desires, these movements or spirits go in contradiction of what the authoritarian parent understands as absurd behavior. This kind of parenting attempts to groundwork reverence of force, appreciation for effort and conservation of solicitation besides, tedious construction. Vocal bounce and receipts is not encouraged and the parent’s proclamation should be predictable as true. Upkeep of configuration and solicitation are in height requirements for such parents.

The authoritative parent attempts to expedite the adolescent, however in a discerning fashion (Baumrind, 1966). Such a parent employs bounce and revenue however stakes the perceptive ahead his or her dealings. These parents concern both autonomous determination and taught rendering. They run-through well-founded resistor with actual ponders however the child is not knotted up with suppressions (Bumrind, 1966). They regard the reimbursements of presence of a parent and a mature nonetheless; moreover concern the adolescent’s discrete diversions and talents. Principles for upcoming behavior are established. The disbelief is that authoritative resistor can accomplish cautious congruity with collection measurements without defeat of individual self-principle or self-confidence. By using cause, the authoritative parent sequences the adolescent to examine for the explanations for directives and over the long heave to rehearsal his choice either to gratify, or to swing over and to amend to the consequences (Baumrind, 1968). Offspring outstretched by authoritative parents score greater on methods of capability, accomplishment, communal advancement, self-acknowledgments, furthermore, rational fortune than do offspring outstretched by the further three parenting sorts (Steinberg, Lamborn, Darling, Mounts, & Dornbusch, 1994).

Self-efficacy is defined as a person’s confidence and belief that he or she is able to achieve something that has significant effect over their lives. It also has major effect over a person’s self-esteem and ability to compete with other individuals. Self-efficacy beliefs determine how people feel, think, motivate themselves and behave. Such beliefs produce these diverse effects through four major processes which includes cognitive, motivational, affective and selection processes (Bandura 1994)

Bradley and Corwyn (2001) proposed that environment stimulates or encourages one’s behavior such as self-efficacy. Bandura (1994) explains that self-efficacy plays an important role in determining one’s capacities to organize and execute courses of action required to produce given attainments. It influences the choices people make, courses of action they pursue, amount of stress and anxiety that one experiences as he or she is involved in the activity. A strong sense of efficacy encourages people to do well in many ways. They can approach difficult tasks as challenges and maintain strong commitment (F. Pajares 1996). If they face failure, they will attribute it to insufficient efforts and lack of knowledge. On the other hand, people with low self-efficacy always assume that tasks are tough and avoid indulging in it. They have little or no idea on how to resolve it by using the best choice.

Theoretical Framework

Diana Baumrind is a leading clinical and developmental psychologist whose work on parenting styles is groundbreaking, even decades after she published her 1966, 1967 and 1971 studies on the effects that different parenting styles have on child rearing. In her study, ‘Child Care Practices Anteceding Three Patterns of Preschool Behavior,’ from the abstract published on APA PsychNet, of the American Psychological Association, she observed three groups of preschoolers. Mistrustful and unhappy preschoolers had controlling and nonnurturing parents. Self-reliant and happy preschoolers had demanding but nurturing and communicative parents. Immature and dependent preschoolers had warm parents who did not set limits. On this basis, Baumrind developed the authoritarian, authoritative and permissive parenting styles.eoretical framework.

Social Learning Theory, theorized by Albert Bandura, posits that people learn from one another, via observation, imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation. Albert Bandura is an influential social cognitive psychologist who is perhaps best-known for his social learning theory, the concept of self-efficacy, and his famous Bobo doll experiments. He is a Professor Emeritus at Stanford University and is widely regarded as one of the greatest living psychologists.

Material and Method

The present study is aims at studying the impact of parenting styles on shyness and self-efficacy.

Objectives:

  1. To explore the impact of parenting styles on the self-efficacy and shyness among adolescence
  2. To explore the gender differences on shyness and self-efficacy among adolescence.
  3. To explore the predictive impact of mother parenting style on shyness and self-efficacy.
  4. To explore the predictive impact of father parenting style on shyness and self-efficacy
  5. To explore the positive impact of parenting styles on shyness and self-efficacy
  6. To explore the negative impact of the parenting styles on shyness and self-efficacy

Hypothesis

  1. Parenting style is predictor of adolescence shyness and self-efficacy.
  2. Mother parenting styles predicts shyness.
  3. Mother parenting styles predicts self-efficacy.
  4. Father parenting styles predicts shyness.
  5. Father parenting styles predicts self-efficacy.

Sample

Convenient sampling technique was used in the study. The data will take from 322 undergraduate students from different Universities of Islamabad. The age range of the participants ranges from 18-24 years. Only who volunteered to participate, were included in the study.

Instruments

Parental Authority Questionnaire. (PAQ)

(Buri, 1991) is a questionnaire concocted by John Buri intended to quantify the style of parenting utilized by mothers and fathers. Authorization to utilize the Parental Authority Questionnaire was acquired by Buri before using it in this study. The survey contains 30 items created to quantify the authoritative, permissive, and authoritarian parenting types built up by Baumrind (1971). The survey contains 10 authoritative, 10 authoritarian, and 10 permissive items, and yields parental authority scores for every style in view of the phenomenological evaluation by the respondent. The PAQ has two structures, one relating to fathers’ parental authority, and the other to mothers’ parental authority. Every structure comprises of thirty items. Reactions to each of these items are made on a 5-point Likert scale running from strongly disagree (1) to strongly agree (5). The PAQ yields six separate scores for every member; mother’s authoritarianism, mother’s authoritativeness, mother’s permissiveness, father’s authoritarianism, father’s authoritativeness, and father’s permissiveness. The scores can go from 10-50, with higher scores showing that the parent is seen as sharing more qualities of the specific parenting style.

Buri (1991) set up test-retest reliability over a two week period with reliabilities of. 81 for mother’s permissiveness,. 78 for mother’s authoritativeness,. 86 for mother’s authoritarianism,. 77 for father’s permissiveness,. 92 for father’s authoritativeness, and. 85 for father’s authoritarianism. Cronbach’s alphas recommend elevated amounts of internal consistency extending from. 75 to. 87 for each of the six scales for student tests (Buri, 1991). Generally, reliability was observed to be high for the instrument.

Discriminant-related validity was set up through disparity in PAQ scores with inter-correlational information communicating opposite connections of hypothesized uniqueness in PAQ scores, demonstrating that those parenting styles thought to have a negative association with one another, did. Mother’s authoritarianism was conversely identified with mother’s permissiveness (r = -. 38; p . 10) (Buri, 1991). Correlational information additionally gave bolster that the PAQ is not powerless against social desirability reaction predispositions with no measurably huge qualities found with a measure of social desirability. 01 to. 23 (Buri, 1991).

Shyness Scale (SS)

This measure is also referred to as the McCroskey Shyness Scale. It was developed to obtain individuals self-report of their shy behavior. Unlike many shyness scales that have been developed in the field of Psychology, this scale does not confound communication apprehension with shy behavior. These are two very different constructs and adding items from both provide an uninterpretable score. CA relates to fear and/or anxiety about communicating. Willingness to Communicate (WTC) relates to an orientation to initiate communication. Shyness relates to the actual communication behavior of reduced talking. This measure has generated high alpha reliability estimates (>.90) and has excellent face validity. Research has indicated that it also has high predictive validity-distinct from either CA or WTC measures.

General Self-Efficacy Scale

The scale assesses optimistic self-beliefs to cope with a variety of difficult demands in life. Specifically, it assesses the belief that one’s actions are responsible for successful outcomes. This scale contain 10 items. Reactions to each of these items are made on a 4-point running from Not all true (1) to exactly true (4). The internal reliability of general self-efficacy scale is Cronbach’s alphas between. 76 and 90.

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