Aug 2026· Journal of Psychology and Social Sciences· 0 citations· 15 references
Abstract
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.
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
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.
Jashaswinee Jiban Dash, Mousumi Sethy· International journal of res...· 0 citations
Adolescence is a critical developmental stage in which emotional intelligence plays a fundamental role in psychological well-being, interpersonal relationships, and academic adjustment. This study examined the influence of parent–child communication and peer friendship quality on the emotional intelligence of students at Senior High School X Jakarta. A quantitative explanatory study with a cross-sectional survey design was conducted involving 73 students selected through total sampling. Parent–child communication, peer friendship quality, and emotional intelligence were measured using standardized questionnaires. The data were analyzed using multiple linear regression with IBM SPSS Statistics. The results of the partial (t-test) analysis indicated that parent–child communication did not significantly predict emotional intelligence, whereas peer friendship quality had a significant positive effect. Furthermore, the simultaneous (F-test) analysis demonstrated that parent–child communication and peer friendship quality jointly exerted a statistically significant influence on emotional intelligence (F = 5.112, p = 0.008), explaining 12.7% of the variance in emotional intelligence (R² = 0.127). These findings indicate that adolescents' emotional intelligence is influenced by the combined contribution of family and peer environments, with peer friendship quality emerging as the stronger predictor. The findings contribute to the understanding of adolescent emotional development by highlighting the importance of examining multiple social contexts simultaneously and provide empirical evidence to support the development of school-based social–emotional learning initiatives aimed at strengthening students' emotional competence.
Background and Objectives: Emotional intelligence (EQ) during early childhood forms the foundation for social, emotional, and behavioral competencies essential for lifelong development. Although previous studies have identified multiple factors influencing children’s EQ, comprehensive investigations integrating parenting styles, parental expectations, family emotional environment, sociocultural context, and learning experience provision remain limited in Thailand. This study aimed to (1) examine the levels of these five influencing factors, (2) investigate the emotional intelligence levels of children in early childhood, and (3) analyze the extent to which these factors predict children’s emotional intelligence.
Methodology: This quantitative study involved 360 early childhood teachers working in schools under the Office of the Basic Education Commission (OBEC) in Thailand, selected through multistage random sampling. Data were collected using a validated Likert scale questionnaire with high reliability (Cronbach’s α = 0.81–0.91 for influencing factors; 0.78–0.88 for emotional intelligence). Descriptive statistics, Pearson’s correlation coefficients, and stepwise multiple regression analysis were employed to address the research objectives.
Results: The five influencing factors—parenting styles, parental expectations, family emotional environment, sociocultural context, and learning experience provision—were all rated high (overall x̄ = 3.68, S.D. = 0.61), with learning experience provision receiving the highest score and parenting styles the lowest. Children’s emotional intelligence was also rated high (overall x̄ = 3.69, S.D. = 0.71), with social skills scoring highest and self-management lowest. Correlation analysis revealed significant positive relationships between all factors and emotional intelligence (r = .718 –.778, p < .01). Regression analysis indicated that the five predictors collectively explained 77.50% of the variance in emotional intelligence (R2adj = .775). The strongest predictor was the family emotional environment (β = .490), followed by parental expectations (β = .247), sociocultural context (β = .127), parenting styles (β = .101), and learning experience provision (β = .063).
Discussions: Findings showed that all five factors—parenting styles, parental expectations, family emotional environment, sociocultural context, and learning experience provision—were at a high level, reflecting strong family–school–community support for children’s emotional development. Children demonstrated high emotional intelligence, especially in social skills, consistent with Thai cultural norms emphasizing social harmony. Regression results indicated that five factors predicted 77.80% of emotional intelligence, with family emotional environment as the strongest predictor, followed by parental expectations and sociocultural context. Although parenting styles and learning experience provision had lower predictive power, they remained significant, suggesting that emotional development stems from the combined influence of family systems, cultural context, and structured learning. Overall, the findings highlight the need for collaborative efforts across home, school, and community to foster holistic emotional growth in early childhood.
Conclusions: Children in early childhood in Thailand exhibit high emotional intelligence, supported by strong home, school, and sociocultural environments. The family emotional environment is the strongest predictor, followed by parental expectations and sociocultural context. These findings suggest that collaboration among families, educators, and communities is essential in promoting children’s emotional development. The results provide empirical evidence to guide policy development, parenting practices, and enhancement of early childhood curricula in Thailand.
Kullachat Pantuworakul, Mesa Nuansri· Suranaree Journal of Social...· 0 citations
Parenting style is widely assumed to influence children's learning motivation; however, its relationship within specific early childhood and socio-cultural contexts remains insufficiently examined. This study aimed to investigate the relationship between parenting styles and learning motivation among kindergarten children in Palu, Indonesia. A quantitative correlational design was employed with 17 children from Group B at TK Al-Khairaat Tondo, selected through total sampling. Data were collected using validated and reliable questionnaires for parenting styles (Cronbach's α = 0.962) and structured observation for learning motivation (α = 0.960). Data were analyzed using descriptive statistics and Pearson product-moment correlation. Authoritarian parenting was the most prevalent style (47.06%), while 82.86% of children demonstrated moderate-to-high motivation levels. Correlation analysis revealed no statistically significant relationship between parenting styles and learning motivation (r = −0.251; p = 0.331). These findings suggest that children's learning motivation is shaped by multiple interacting factors, particularly proximal learning environments, teacher–child interactions, and individual characteristics, rather than parenting typology alone. The results call for holistic, school–family collaborative approaches to support early childhood motivational development.
L. Astuti, Andi Agusniatih, Fitriana Fitriana et al.· Journal of Innovation and Re...· 0 citations
Parenting style, defined as the consistent patterns of behavior, attitudes, and practices adopted by
parents, plays a crucial role in the emotional and psychological development of adolescents. This
descriptive correlational study aimed to assess parenting styles and their association with the
psychological well-being of adolescents aged 12-19 years in a selected community in Bangalore. A
total of 60 adolescents and their parents were included in the study using a non-probability
convenience sampling technique. Parenting styles were assessed using the Self-Efficacy for
Parenting Tasks Index (SEPTI), and psychological well-being was measured using the Ryff
Psychological Well-Being Scale (RPWBS). The results revealed that there was no statistically
significant correlation between parenting styles and adolescent’s psychological well-being (r = -
0.132, p = 0.315). Additionally, no significant difference was found between maternal and paternal
parenting styles (t = 0.323, p = 0.75), indicating similarity in parenting approaches. The findings
suggest that parenting styles alone may not independently influence adolescent’s psychological
well-being, and other contributing factors may play a role. The study has implications for nursing
practice, emphasizing the role of nurses in guiding parents and promoting adolescent mental
health.
Piyali Biswas, Shilpa Bhatt, Nikitha Shiji et al.· RV Journal of Nursing Scienc...· 0 citations