The Relationship Between Parenting Styles and Perceived Stress Among Primary School Students: The Mediating Role of Creative and Critical Thinking Dispositions

Abstract

This study aimed to examine the relationship between parenting styles and perceived stress among primary school students and to determine the mediating roles of creative and critical thinking dispositions in this relationship. The study was conducted using a quantitative research approach and employed a relational survey model. The sample consisted of 598 primary school students and their parents from the European side of Istanbul. Data were collected using the Creative Thinking Scale, Critical Thinking Scale, Perceived Stress Scale, and Multidimensional Parenting Styles Assessment Scale. Descriptive statistics, independent samples t-tests, ANOVA, and mediation analyses using the PROCESS macro were conducted for data analysis. The findings indicated that students’ perceived stress levels were at a lower-moderate level, whereas creative and critical thinking levels were high. The majority of parents demonstrated a positive reinforcement parenting style. Parenting styles had a limited but statistically significant effect on perceived stress. However, creative and critical thinking dispositions did not play a significant mediating role in the relationship between parenting styles and perceived stress. Overall, the findings suggest that the relationship between parenting styles and perceived stress is limited and that cognitive processes such as creative and critical thinking do not significantly mediate this relationship among primary school students.