In the present study, this author examined the relations among parenting styles, parenting practices and the impact on children's school behavior and academic achievement. This study focused on the four primary parenting styles defined by Baumrind, permissive, uninvolved, authoritarian , and authoritative, the emotional climate used by parents in rearing their children. This researcher's findings paralleled those of Baumrind supporting her earlier work that an authoritative parenting style may be most conducive in raising thriving well adjusted children. This study examined 11,820 children. Of the sample, 1, 5,833 (49.3%) were female and 5,987 (50.7%) were male.
This study made use of an existing dataset obtained from the World Wide Web. The dataset is The Early Childhood Longitudinal Study, Kindergarten Class (ECLS-K) of 2007. The ECLS-K focused on the early school experiences children from kindergarten through fifth grade ending in 2007. In addition, this dataset asked questions that were derived from Baumrind's 1966 through 1991 studies of parenting styles. The ECLS-K provided data about the effects of a wide range of family, school, community, and individual variables on children's cognitive, social, emotional, and physical development, their early learning and early performance in school, as well as their home environment, home educational practices, school environment, classroom environment, classroom curriculum, and teacher qualifications.
|Advisor:||Koob, Jeffrey J.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 48/02M, Masters Abstracts International|
|Subjects:||Behavioral psychology, Social work, Individual & family studies|
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