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Parenting behaviours and children school competence
Author
Sze, Esther Ching Shim
Supervisor
Ong, Ai Choo
Abstract
This study explored the perceptions of parenting behaviours of Primary Five pupils in Singapore, and their relationships to the child school competence in terms of academic achievement and school adjustment. In addition, it examined whether perceptions varied according to parent and child gender.
The results showed that while fathers and mothers within a family were likely to practise similar parenting characteristics, there were significant differences in the way fathers and mothers were perceived by children. Both boys and girls perceived mothers to be warmer and more controlling than fathers. In general, girls more than boys, perceived mothers to be warmer than fathers.
Furthermore, the results showed that parenting behaviours influence children school competence. Parents who showed more warmth and more positive affect in parent-child communication contributed to better academic standing in their children. Boys' academic achievement was significantly linked to both mothers' and fathers' warmth in terms of support and affection, as well as their affect in communication, whereas girls' academic achievement was only significantly linked to mothers' support. The study further showed that parental warmth, autonomy support, induction and communication had a significant association with both boys' and girls' school adjustment.
Moreover, gender was seen to have influenced the relationship between parenting behaviours and school adjustment. Fathers' warmth and communication had stronger association with boys' school adjustment while mothers' warmth and communication had stronger association with girls' school adjustment. Autonomy support granted by both mother and father is associated with positive school adjustment for both boys and girls.
The results of the study contribute to existing research on parenting in Singapore as well as provide useful data that will enable policy makers to address key issues in the design of parenting and children programs.
The results showed that while fathers and mothers within a family were likely to practise similar parenting characteristics, there were significant differences in the way fathers and mothers were perceived by children. Both boys and girls perceived mothers to be warmer and more controlling than fathers. In general, girls more than boys, perceived mothers to be warmer than fathers.
Furthermore, the results showed that parenting behaviours influence children school competence. Parents who showed more warmth and more positive affect in parent-child communication contributed to better academic standing in their children. Boys' academic achievement was significantly linked to both mothers' and fathers' warmth in terms of support and affection, as well as their affect in communication, whereas girls' academic achievement was only significantly linked to mothers' support. The study further showed that parental warmth, autonomy support, induction and communication had a significant association with both boys' and girls' school adjustment.
Moreover, gender was seen to have influenced the relationship between parenting behaviours and school adjustment. Fathers' warmth and communication had stronger association with boys' school adjustment while mothers' warmth and communication had stronger association with girls' school adjustment. Autonomy support granted by both mother and father is associated with positive school adjustment for both boys and girls.
The results of the study contribute to existing research on parenting in Singapore as well as provide useful data that will enable policy makers to address key issues in the design of parenting and children programs.
Date Issued
2005
Call Number
LC225.33.S55 Sze
Date Submitted
2005