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Measuring and Predicting Parenting Style Using Self-Determination Theory Open Access


Other title
Parenting Style
Self-Determination Theory
Type of item
Degree grantor
University of Alberta
Author or creator
Egeli, Natasha A
Supervisor and department
Fall 2015
Examining committee member and department
Troy Janzen, Educational Psychology
Deanna Williamson, Human Ecology
Christina Rinaldi, Educational Psychology
Ying Cui, Educational Psychology
Joyce Magill-Evans, Occupational Therapy
Department of Educational Psychology
Counselling Psychology
Date accepted
Graduation date
Doctor of Philosophy
Degree level
Research on the influence of parenting styles on child outcomes has been fueled by an interest in promoting optimal child development. The majority of these studies have concluded that an authoritative parenting style is ideal for the successful socialization of children. However, some theorists question whether classifying parents as one of four parenting style types is overly simplistic, or hypothesize that children’s behaviours influence parenting style rather than the reverse. Regardless, the majority of parenting experts agree, it is the parent’s responsibility to generate a parent-child context that provides for the needs of the child. This dissertation is comprised of three studies that contribute to the existing parenting research by examining parenting style through the lens of Self-Determination Theory (SDT). The first study explores the factor structure and validity of a measure of six dimensions of parenting style. The second study tests the hypothesis that there are meaningful differences in parenting style between groups of parents who perceive their children misbehave infrequently, moderately, or frequently. Last, the third study examines the extent that adult social competence accounts for variance in parenting style. The results of these studies indicate that: 1) the Revised-Parents as a Social Context Questionnaire can be used to assess dimensions of parenting style relevant to SDT, as well as overall parenting style quality; 2) there are significant differences in parenting style based on how frequently parents perceive their children misbehave; and 3) adult social competence accounts for significant differences in overall quality of parenting style. Results support examining parenting style through the lens of SDT.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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