223 - Proceeding of the Global Summit on Education (GSE2013)
THE RELATIONSHIP BETWEEN PARENTAL STYLE AND EMOTIONAL
INTELLIGENCE AMONG STUDENTS OF PAYAME NOOR UNIVERSITY
Ghasem Mohammadyari
Department of Educational Science, Payame Noor University, Tehran, Iran
gasem.mohamadyari@pnu.ac.ir
ABSTRACT
This study examines the relationship between parental style and emotional intelligence
among students of Payaeme Noor University on 2011 in Iran. This study is a descriptive
one and type of causal-comparison. Sample size is 75 patients (28 men and 47 women) and
used simple random sampling. The data collected by Shaffer’s Parental Styles of
Questionnaire (1991) and Emotional Intelligence Scale (EIS; Syberyashring, 1986). Results
showed that the level of emotional intelligence of students based on their parental styles is
different. One-way analysis of variance showed that the mean emotional intelligence scores
of children are different based on parental style and Tokay’s test showed that there was a
significant difference between emotional intelligence of students with Authoritative
parental and neglectful parental. Also the results showed that there was no significant
difference between male and female students' in emotional intelligence.
Field of Research: Emotional intelligence, Parental style, University students.
1. Introduction
Parental styles refer to a model of attitudes, behaviors, values and criteria which in
interaction with children, parents express at the time of their request, response, control
and guidance and children cause parents to take them into consideration or to be oblivious
to them (Dixon, Graber, and Brooks-Gunn, 2008). numerous studies provide evidence that
young children’s social, emotional, and behavioral competencies predict first grade
academic success, above and beyond cognitive skills and family background (Raver &
Knitzer, 2002) ˮForemost among these is the parent–child relationshipˮ (Bronfenbrenner &
Morris, 1998, quoted, McWayne, 2008 ). Gunti and Buri (2008) found that parents’
performance on children’s cognitive and mental structural growth has effect, and parents’
performance has everlasting impact on children’s thoughts, emotions, cognition and
behavior, also parents’ behavior can be regarded as a referential structure influencing
children and their evaluation of themselves and the external world. In this study we
examined emotional intelligence according to parental styles.
Proceeding of the Global Summit on Education 2013 (e-ISBN 978-967-11768-0-1)
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2. Workplace Experiences
Four types of family environments were identified: little control and little affection
(neglecting), too much control and too much affection (authoritative), little control and too
much affection (permissive), little affection and too much control (authoritarian). Elena
Nastasa & Sala (2011) found negative Correlation between emotional intelligence and the
authoritarian and the dictatorial parental style and positively correlate between emotional
intelligence and permissive parental style and democratic one. Baumrind’s
conceptualization of parental influence on child development has made a significant impact
on the research literature across a number of disciplines (McWayne, 2008). Baumrind
(1971) found that preschool children whose parents demonstrated authoritative parental
behaviors exhibited self-motivation in preschool and positive adjustment upon their
entrance into elementary school. Conversely, children of authoritarian parents
demonstrated inhibited participation and lacked initiative. Permissively-parented children
exhibited lower levels of self-reliance and achievement motivation. parental types have
been linked theoretically and empirically to children’s social and emotional
outcomes(McWayne, 2008).
3. Workplace Dissonance
Social and emotional skills are important in almost all areas of a person's life - from career
success to being liked by the others, Furthermore, poor emotional competence amongst
adolescent’s results in school difficulties associated with subsequent academic
underachievement, such as school drop-out and persistent antisocial behavior
(Kochenderfer,& Ladd, 1996).
4. Effects on Subsequent Intentions
Emotional ability is an important in almost all areas of a person's life - from mental health
to educational and career and marital success. If results researches showed that emotional
intelligence directly or indirectly related to style of parental, new researches focus to how
to emphasize and developed children emotional intelligence for guide parents.
5. Theoretical Framework
(Figure 1)
Parental style Authoritative
Parental style Permissiveness
Parental style Authoritarian
Children’s Emotional
intelligence
Parental style Neglecting
Proceeding of the Global Summit on Education 2013 (e-ISBN 978-967-11768-0-1)
11-12 March 2013, Kuala Lumpur. Organized by WorldConferences.net
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Based on the objective of this study that is to examine the influence of parental style
(Authoritative, Permissive, Authoritarian, Neglecting) on the children’s Emotional
intelligence, the above theoretical framework was developed (Figure 1). The instrument
used was adopted from Shaffer’s Parental Styles of Questionnaire (1991), The Emotional
Intelligence Scale (EIS; Syberyashring., 1986)) earlier related studies.
6. Methodology
This study is a descriptive one and type of causal-comparison.
6.1 Sample and data collection method
Undergraduate psychology students of Payame Noor University in Iran were selected
randomly. A structured group-administered questionnaire using 5-point Likert scale was
used in assessing the students’ parental style and emotional intelligence. The students
were asked to respond to the questionnaire in a group administered setting in the
classroom.
6.2 Instrumentation
The following Table 1 indicates the measures of the study variables used in the study. The
instrument items were adopted from previous studies by Shaffer’s parental styles
questionnaire (1991) and the Emotional Intelligence Scale (EIS; Syberyashring., 1986).
Table 1: instrumentation of the study variables
study variables
No. of items
source of scale
Parental styles
77
Shaffer (1991)
(EIS)
33
Syberyashring (1986)
type of scale
5-points likert scale
5-points likert scal
7. Finding & Discussion
3.2. Hypothesis. There is a significant difference between students emotional intelligence
according to parental styles.
One-way analysis of variance shows that the mean emotional intelligence scores of
students are different based on parental styles. Tukey post hoc test used to examine
differences between the averages so the results are in Table 3.
Proceeding of the Global Summit on Education 2013 (e-ISBN 978-967-11768-0-1)
11-12 March 2013, Kuala Lumpur. Organized by WorldConferences.net
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Table2. one-way analysis of variance among the mean differences of emotional intelligence
the based on parental style
Sum of Squares
Between Groups
Within Groups
Total
1022.367
7914.913
8937.280
df
3
71
74
Mean Square
340.789
111.478
F
Sig.
3.057
.034
Hoc Tukey test analysis shows that there is a significant difference between the mean score
of children's emotional intelligence with Authoritative parental and Neglecting parental:
(M.D =-11.76825, P<0.0.032). Foundlings are consistent with founding of Elena Nastasa &
Sala (2011) and McWayne (2008).
Table3. Tukey HSD (emotional intelligence)
(J) parental
(I) parental
Authoritative
M. D (I-J), S.E
Permissive
Authoritarian
M. D (I-J), S.E
M. D (I-J), S.E
Authoritative
Permissive
1.46667, 2.91437
Authoritarian -3.55714, 3.78587
-2.09048, 4.05663
Neglecting
-10.30159, 4.20653
-11.76825,* 3.94607
-8.21111, 4.85120
*. The mean difference is significant at the 0.05 level.
3.3. Hypothesis3 .There is a significant difference between males and females in Spiritual
intelligence.
Independent t-tests shows that there is no significant difference between women and
men emotional intelligence; (M1-M2 =1/48, P>0.05).
Table4. Independent Samples t- Test
Levines Test
F
EQ
055
Sig.
t
.815
.560
df
Sig. (2-tailed)
73
0/577
Mean.D
1.47720
Std. Error .
2.63580
Proceeding of the Global Summit on Education 2013 (e-ISBN 978-967-11768-0-1)
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7.1 Reliability analysis
The internal consistency was evaluated by examining Cronbach alpha’s for each scale.
Shaffer’s questionnaire the first time has been translated, edited and used in Shiraz by
Naghashian (1980) on the base of Shaffer’s works. Its final coefficient has been reported
a=.0.87 by the creator and this research is a =.85 and Syberyashring questionnaire
translated, edited by Mansoory (2001) in Tehran for Iranian students and its reliability in
this research is a =.81.
7.2 Descriptive statistics & analysis
The findings showed that the distribution of gender was higher for females with a total of
47 female respondents (62.7%). On the other hand, there were 28 male respondents or
37.3 percent out of the total respondents. The age of the respondents showed that most of
them were 20 years old, 20% were 19 and 18 years old and the rest (20%) were above 20
years old.
Table (5) shows Mean and standard deviation of the parent's spiritual intelligence
according to gender and education; also you see the mean and standard deviation of the
student's mental health.
Table5. The mean and standard deviation of research variables
Parental style
student’s emotional intelligence
Authoritative, Permissive, Authoritarian, Neglecting
Male
female
Mean
101.8085
104.6571
103.1905
101.1000
92.8889
103.2857
Std. D
11.03480
11.05159
9.73971
9.10982
10.10500
11.05159
8. Conclusion and Future Recommendation
Results showed that students with Authoritative parental have a higher emotional
intelligence than and neglecting parental has a fewest than others and recommend: to
study student’s emotional intelligence with family structure.
Proceeding of the Global Summit on Education 2013 (e-ISBN 978-967-11768-0-1)
11-12 March 2013, Kuala Lumpur. Organized by WorldConferences.net
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