Graduation Date

5-2017

Document Type

Honors Thesis

Degree Name

Bachelor of Arts

Department

Psychology

Director of the Honors Program

Gigi Gokcek, Ph.D.

First Reader

Veronica Fruiht, Ph.D.

Second Reader

Mojgan Behmand, Ph.D.

Abstract

Research demonstrates the significance of the quality and quantity of caregiver guidance in the rearing of children. Many empirical studies find a correlation between social and developmental psychology and child rearing (Karreman et al., 2006). An important component of social-emotional development is a child’s ability to self-regulate––controlling bodily impulses, managing strong emotions, and maintaining focus and attention (Eisenberg, 2005). Children of authoritative parents have well-regulated emotions, respond well to difficult tasks, and exhibit developed social skills and happy and spirited dispositions; whereas, children of authoritarian and permissive parents lack many of those skills (Baumrind, 1971). Studies also show that cultural background and preschool attendance may also influence the development of self-regulation (e.g., LeCuyer et al., 2011; Alejandro et al, 2016). Sixty-four parents completed the Parenting Style and Dimensions Questionnaire and the Children’s Behavior Questionnaire. Results indicated that authoritative parenting is positively correlated with enhanced self-regulation, and authoritarian and permissive parenting are associated with decreased self-regulation. Further results showed that ethnicity did not play any role in parenting style or child self-regulation, and neither did preschool attendance. With this research, it becomes crucial to emphasize quality care for children during early development.

Keywords: early childhood, parenting styles, self-regulation

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