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Measuring and Predicting Parenting Style Using Self-Determination Theory

  • Author / Creator
    Egeli, Natasha A
  • 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.

  • Subjects / Keywords
  • Graduation date
    2015-11
  • Type of Item
    Thesis
  • Degree
    Doctor of Philosophy
  • DOI
    https://doi.org/10.7939/R39K46428
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
    English
  • Institution
    University of Alberta
  • Degree level
    Doctoral
  • Department
    • Department of Educational Psychology
  • Specialization
    • Counselling Psychology
  • Supervisor / co-supervisor and their department(s)
    • Fall 2015
  • Examining committee members and their departments
    • Troy Janzen, Educational Psychology
    • Joyce Magill-Evans, Occupational Therapy
    • Deanna Williamson, Human Ecology
    • Ying Cui, Educational Psychology
    • Christina Rinaldi, Educational Psychology