Effects of Parenting Styles
Categories
Children raised by authoritative parents emerge as more independent, self-controlled, and adventurous, because these parents set standards and limits for their children and explain why they discipline their children. These rules and explanations develop these children’s senses and adaptations to social cues (Lightfoot, Cole, & Cole, 2013, p. 349). Children nurtured by authoritative parents score than other children raised by authoritarian, permissive, or neglectful (uninvolved) parents in measures of competence, social development, self-esteem, and mental health. This correlates with how authoritative parents facilitate moderate levels of family acceptance, supervision, and control.
- With parental warmth, acceptance, and involvement, a study by Gray and Steinberg (1999) exhibited that this negatively correlated with externalizing behavior (such as physical aggression, disobedience, destruction of property) and other problematic behaviors.
- In other words, balanced levels of supervision and monitoring correlates with reduced aggression and behavioral problems such as cheating, copying homework, and being tarty.
- More likely to develop better self-regulation over their emotions and behaviors.
- Children raised with acceptance and psychological autonomy (free-will to make decisions) granting experience healthy psychosocial development.
- More likely to develop better work ethics and sense of identity.
- More likely to develop better social competence, self-reliance, and maturity (Steinberg, Elmen, & Mounts, 1989).
- With a unique contribution of psychological autonomy, these children develop better emotional health.
- More likely to develop higher self-esteem and self-image.
- More likely to develop confidence, sense of control over their lives, and pride in their efforts.
- More likely to avoid internalizing behaviors (such as symptoms associated with anxiety and depression) (Gray & Steinberg, 1999).
- More likely to achieve higher grade point averages (GPA) and to perform better in school.
- More likely to earn higher achievement test scores (Steinberg et al., 1989).
Children tended by authoritarian parents seem to lack social competence, withdrawing from social contact and social interaction. They often lack spontaneity and intellectual curiosity (Lightfoot, Cole, & Cole, 2013, p. 349). Authoritarian parents shape and control their children with an absolute set of standards, emphasizing obedience, respect for authority, and tradition.
- Children raised by authoritarian parents endure harsher discipline and restrictive styles, so these children are more likely to develop worsening behavioral problems over time.
- According to Thompson, Hollis, and Richards’s 2003 study, these children are additionally are at higher risk for developing conduct problems and disruptive behavior disorders.
- More likely to develop aggression and externalizing behavior problems.
- More likely to elicit protection from others.
- More likely to be less resourceful and less socially-adept.
- More likely to develop lower self-esteem, self-reliance, and poor interpersonal relations.
- More likely to develop a heightened sense of inadequacy (Ang & Goh, 2006).
- More likely to face adjustment problems.
- Lower rates of sociability-competence.
- More likely to endure internalized distress, which could contribute to adolescent anxiety (Thompson, Hollis, & Richards, 2003).
- Less likely to adjust well in school, with lower positive attitudes toward school, teachers, and the educational process.
- Less likely to be accepted by peers.
- Less likely to accomplish distinguished studentship and school academic achievement (Chen, Dong, & Zhou, 1997).
Children of permissive parents behave relatively immaturely, having difficulty controlling impulses, accepting social responsibilities, and acting independently. Although these parents show high warmth and responsiveness, they have lax and inconsistent discipline over their children as well as general ignorance over their children’s activities, including misbehaviors.
- More likely to develop externalizing behaviors, conduct disorder, and delinquent behaviors (Williams et al., 2009).
- Without clear parental or social expectations, these children are less likely to behave responsibly and maturely (Shumow, Vandell, & Posner, 1998).
- More likely to lack impulse control and self-reliance (Dornbusch, Ritter, Leiderman, Roberts, & Fraleigh, 1987).
- Permissive parenting minimizes opportunities for children to learn to cope with stress and to develop appropriate morals and goals (Goodman, 2007).
- More likely to develop internalizing distress (Williams et al., 2009).
- More likely to lack direction and independence.
- Because these parents aren’t involved with their children’s academic success, such as caring for their grades or helping with their homework, these children are less likely to achieve academic success as well as high grades (Shumow et al., 1998).
- More likely to develop antisocial behavior and aggression.
- More likely to initiate negative physical contact at peers or adults and aversive engagement such as swearing and threatening others (Knutson, DeGarmo, & Reid, 2004).
- Less likely to self-regulate, leading them to become more impulsive.
- Less likely to develop high self-enhancement, self-confidence, and self-esteem (Lamborn, Mounts, Steinberg, & Dornbusch, 1991).
- Less likely to develop psychosocial competence, impairing the ability to develop positive friendships with well-socialized peers (Knutson et al., 2004).
- More likely to develop deviant peer relationships, which encourages further antisocial behaviors.
- More likely to develop psychological and internalizing distress, particularly depression (Aunola, Stattin, & Nurmi, 2000).
- Less likely to concentrate and feel motivated to perform well academically.
- Less likely to score well on standardized achievement tests and achieve high grades (Leung & Kwan, 1998).
- More likely to avoid tasks and expect failure.