REFERENCE Chiew, L. Y. (2011). A study of relationship between parenting styles and selfesteem: selfesteem’s indicatorparenting styles. Cholewa, K. (2019). Mortality Salience on Anxiety, Moderated by SelfEsteem and Parenting Styles. HIGHLIGHTED CONCEPTS Numerous researches suggest that there is a connection between parenting styles and self-esteem. Anxiety moderated by parenting styles and self-esteem OBJECTIVES The study seeks to establish the impact of authoritative & authoritarian parenting on the self-esteem of undergraduate students. The study aims to know whether an individual’s self-esteem really affects his/her own anxiety level. METHODOLOGY Instrument/s -Parental Authority Questionnaire (PAQ) -Rosenberg SelfEsteem Scale Respondents 100 random students from UTAR whose ages ranged from 18-25 Instrument/s Rosenberg SelfEsteem Questionnaire Parental Authority Questionnaire (PAQ) (Buri, 1991) Respondents 106 (73 males, 33 females) psychology students FINDINGS CONCLUSION/ RECOMMENDATION Authoritative parenting has a positive influence on the selfesteem of students whereas authoritarian parenting has a negative impact. A study about how demographic variables influence parenting styles. Participants with high self-esteem experienced lower anxiety as compared to those with low self-esteem. Parents play a vital role in building selfesteem and anxiety through their parenting styles. file:///C:/Users/Len ovo/Downloads/fur nham2000.pdf Parent centred & childcentred parenting patterns The study seeks to understand what parenting styles are positive/negative predictor of self-esteem. Instrument/s Rosenberg SelfEsteem Questionnaire Parental Authority Questionnaire (PAQ) (Buri, 1991) Maternal rearing styles have more significance on the personality variables of their children. The authoritarian parenting style Is a negative predictor of self-esteem. Respondents 406 people (179 male, 225 female) 14-28 years old Instrument/s Wolff, J. (2000). Self-esteem: The influence of parenting styles. Retrieved from https://ro.ecu.edu. au/theses/1535 Potential influence of parenting behaviour on the development of low/high self-esteem The study aims to determine the possible influence of parenting style on an individual’s self-esteem. Child Report of Parenta1 Behaviour Inventory (Schludennan & Schluderman, 1970) Self-Perception Profile for Children (SPPC) Respondents 84 children aged 11-12 years of age (Male & Female) This research discovered that kids whose parents had an authoritative parenting style were considerably more selfesteemed than kids whose parents were categorized as having authoritarian parents. Authoritative parenting is the most appropriate parenting style for kids to develop good selfesteem. https://files.eric.ed. gov/fulltext/ED427 896.pdf Parenting style depicts two key parenting aspects: parental responsiveness and parental demand (Maccoby & Martin, 1983) The study aims to define & classify different childrearing styles. Parenta1 Behaviour Inventory (Schludennan & Schluderman, 1970) Instrument/s Rosenberg, M. (1962). The association between selfesteem and anxiety. Journal of Psychiatric Research, 1(2), 135-152. Guttman Scale Association between self-esteem and anxiety Is low self-esteem generating anxiety, or is anxiety generating low self-esteem? Respondents 5,077 junior and senior high schools in a stratified random sample of ten New York State high schools. Authoritative parenting is one of the most coherent family predictors of Parenting style offers a competence from solid parenting early childhood functioning indicator through that predicts kid welladolescence, being across a broad balancing clear, range of settings and elevated parental across various requirements with children's groups. emotional responsiveness and appreciation of child autonomy. Four factors connected with Self-esteem was found self-esteem that to be linked to different could be variables; each of expected to these variables was contribute to linked to anxiety have psychosomatic been proposed: symptoms of anxiety; self-image and the connection of instability, selfself-esteem to anxiety presentation, selfreduced to some esteem threats, degree when each of and isolation these variables was emotions. monitored. www.Tkacova,%20 Sona_505843_Se nior%20Project%2 0Thesis.pdf Ni, Hui. (2012). The Effects of Affective Factors in SLA and Pedagogical Implications. Theory and Practice in Language Studies. https://doi.org/doi:1 0.4304/tpls.2.7.150 8-1513 The foundation of one's adolescence is constructed on one's parents or caregivers, who assist create worldviews, shape the attitude of a child towards private accomplishment, learn how to address life's problems and meet their requirements whether they are psychological or physiological (Pomerantz, Grolnick & Price, 2005). The most significant variables in the learning of SLA and English are affective variables. These variables include emotion, mood, manner, attitude, etc. Instrument/s Establish the role of parenting styles on selfesteem development The Parental Authority Questionnaire (PAQ) (Buri, 1991) The Rosenberg Self-Esteem Scale (RSES) (Rosenberg, 1965) Respondents 117 young adults from the age of 18 to 35 Improve English teaching techniques and identify a brief way of learning English for learners. The questionnaire is adapted partly from that of Zhou Xing and Zhou Yun’s (2002) Respondents 50 English majors Department of Foreign Language (Heze University) The key outcome of the study was the significant correlation between age, sex, and selfesteem deeming that it is possible to predict levels of self-esteem according to one's age and sex. This research shows that the affective variables determine the percentage of the input and consumption of language learners. Parents are a crucial element in the good growth and mental health of a person as they impact different facets of life. Parents balance control and autonomy levels that are reflected in the most popular styles of parenting: permissive, authoritarian, and authoritative (Baumrind, 1966). Teachers should take complete account of the affective variables of the learners. The way in which learners interpret data about affective factors is the key to developing beneficial and useful ideas of learning selfefficacy, which in turn contributes to more efficient learning. Leary, M. (2000). The nature and function of selfesteem: Sociometer theory. Cambridge: Academic Press. Young, D. (1991). Creating a Low‐ Anxiety Classroom Environment: What Does Language Anxiety Research Suggest? The Modern Language Journal. Self-esteem is a subjective judgement by definition and therefore may or may not directly represent the objective skills or achievements of one. There are at least six probable sources of language anxiety: 1) personal and interpersonal anxieties; 2) learner beliefs about language learning; 3) instructor beliefs about language teaching; 4) instructor-learner interactions; 5) classroom procedures; and 6) language testing Determine the functions of self-esteem To produce more efficient language learning and to inculcate enhanced interest and motivation in learners to learn another language. The Rosenberg Self-Esteem Scale (RSES) Cognitive patterns of selfinterpretation also Self-esteem is involved coincide with the in a multitude of concept that behavioral, cognitive, individuals are and affective motivated to responses. maintain selfesteem. Anxiety about language is a complicated, multidimensional phenomenon. To decrease anxieties based on relationships between instructor and learner, teachers may need to evaluate both their attitude to error correction and their attitudes towards learners. Instrument/s Bailey, P., Daley, C., & Onwuegbuzie, A. (2000). Cognitive, Affective, Personality, and Demographic Predictors of Foreign-Language Achievement. The Journal of Educational Research. Acquiring a foreign language is mainly impeded by nativelanguage learning difficulties in mastering the language's phonological, syntactic, and semantic codes. Affective variables (e.g. anxiety) are not causes of foreign language teaching issues but are side effects of having difficulties coding the native language (Sparks & Ganschow, 1991, 1995). Several parenting behaviours were https://www.ncbi.n recognized as lm.nih.gov/pmc/art associated to icles/PMC354613 excessive children's 4/ anxiety, including elevated levels of criticism and overcontrol, low levels of warmth and autonomy. To further examine the function of different cognitive, affective, personality and demographic factors in the achievement of foreign languages. To identify parenting behaviours that are related to excessive anxiety in children Cognitive variable (academic Foreign Language performance) Classroom Anxiety describes the Scale (FLCAS) largest Self-Perception percentage of Profile for College variance in Students (SPPCS) foreign language Social performance. The Interdependence next highest Scale (SIS) predictor of foreign-language Respondents accomplishment was an affective 184 students variable (foreignenrolled in Spanish language (60.3%), French anxiety). (27.2%), German (9.8%), and . Japanese (2.7%) Instrument/s Children with limited parental Anxiety Disorders warmth may see Interview Schedule the world as for DSM-IV: Client unpredictable and Version (ADISthreatening and Client) Anxiety experience Brief Symptom greater anxiety. Inventory (BSI) Cognitive and affective variables seem to play a major part in anticipating accomplishment in the foreign language There is a need for further inquiry into the connection between parental anxiety, parental behaviours, and the growth of childhood anxiety over time. Lin, G. H. C. (2008). Pedagogies Proving Krashen’s Theory of Affective Filter. Hwa Kang Journal of English Language & Literature. https://files.eric.ed .gov/fulltext/ED30 3992.pdf Language educators should create a comfortable, reduced affective filter and incentive-stimulating study environments where learners can develop greater selfesteem and a greater sense of trust and satisfaction. Cognitive factors are regarded of primary significance in formal (school-type) FL learning. However, affective variables often prove to be decisive: what is the advantage of cognitive skills and abilities, if the learner does not want to use them? Find out how teaching efficiency of learners would be varied if they were taught with pedagogies intended specifically to release their emotional block. 53 freshmen in two different classes, with intermediate English To learn more about the nature, content, and functions of the "affective filter" in foreign language learning The topics in this research were extensive or fundamental Finnish schools with 541 ninth graders They were within the age range of 15-16. The teacher used games, English songs, and films in teaching techniques intended for the affective filter theory by the researcher's concern. Students tended to welcome the modernized teaching method through Krashen's (1982) affective factor concern for human beings. The learners of this research showed their assistance in a considerably distinct way for games, music, and films pedagogies. The margin of error in defining and measuring affective domains of human beings is noteworthy. However, the results can be significant: and categories that are acceptable can be set up and filled with meaningful empirical content. Teachers should be familiar with the concepts of the affective filter theory and should put into practice the suggested teaching techniques resulting from this hypothesis. A study on how the affective filter can be lowered Lei, Q. (2007). EFL teachers’ factors and students’ affect. US-China Education Review. Learners with elevated motivation and selfThis research discusses confidence and low how EFL educators anxiety have low filters influence the impact of and have plenty of learners, what educators feedback to acquire should do to create and and let in. Lowmake excellent use of the motivated learners, low beneficial impact of self-confidence, and learners, and what high anxiety have educators should do to strong filters, so they prevent the adverse receive little feedback impact and promote their and enable even less potential conversion into in. the positive. Solmiano, Danica Mariane H. AB English 4-1 Research 1 The assessment was a pilot study, a written questionnaire, and The research interviews. In May findings indicate 2006, a pilot that the affection survey was of learners is administered to 50 influenced by significant English EFL educators. learners of a All the learners in Normal University the study argue in the South of that their EFL Shandong educators have a Province, China, to real impact on create a suitable their English survey tool for this language research. The final learning, questionnaire including their included the interest in influences of nine language, EFL educators and motivation, and the impact of 62 language attitude, variables on etc. learners As EFL experts, in order to create more productive language learners, teachers have the responsibility not only to react to the linguistic requirements of learners, but also to their affective requirements. Positive impact of teachers on the effects of learners may improve language skills of learners.
