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ISSN: 2186-8492, ISSN: 2186-8484 Print
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PERCEIVED PARENTING STYLES AND EMOTIONAL
INTELLIGENCE AMONG IRANIAN BOY STUDENTS
Abbas Abdollahi1, Mansor Abu Talib 1, Seyedeh Ameneh Motalebi 3
1 Faculty of Human Ecology, 3 Institute of Gerontology, Universiti Putra Malaysia,
MALAYSIA.
1 abdollahi.abbas58@yahoo.com
ABSTRACT
The aim of present study examined the association between perceived parenting styles
and emotional intelligence in Iranian boy students. The sample size was 188 boy
students (age from 16 to 19) were chosen by a multi-stage cluster sampling method.
For gathering data, students filled out Parental bonding instrument (PBI), and
Assessing Emotions Scale (AES). To analyze the data, Pearson correlation coefficient
and multivariate regression analysis were used. The findings revealed there were
positive associations between affectionate constraint parenting style, and optimal
parenting style with high ability of emotional intelligence, and negative associations
existed between affectionless control style and neglectful parenting style with high
ability of emotional intelligence. The affectionate constraint parenting style was a
powerful predictor of high ability of emotional intelligence, and neglectful parenting
style was a plausible predictor of low ability of emotional intelligence in adolescents.
Keywords: Perceived Parenting Styles, Depression, Iranian, Students
INTRODUCTION
Emotional intelligence as one of the important factors play an important role in mental health.
Mayer, Salovey, and Caruso (2004) defined emotional intelligence as a kind of social
intelligence, includes the capability of monitoring one’s emotions and other’s emotions, and
manipulating the information for managing one's thoughts and actions, and regulating
emotion in self and others, and utilizing suitable emotions for solving actively and effectively
daily difficulties and obstacles. Noorbakhsh, Besharat, and Zarei (2010) concluded
individuals high in emotional intelligence have more successful performances than
individuals low in emotional intelligences. Schutte et al. (2001) revealed individuals with
high ability of emotional intelligence reported greater empathy, self-control, cooperative
responses, kindly relationships, and marital satisfaction than individuals with low ability of
emotional intelligence. Several studies have revealed that emotional intelligence is a powerful
predictor of success in different aspects, such as life skills, mental health, academic
achievement (Bastian, Burns, & Nettelbeck, 2005; Fernandez-Berrocal, Alcaide, Extremera,
& Pizarro, 2006; Goldenberg, Matheson, & Mantler, 2006; Lloyd, Malek-Ahmadi, Barclay,
Fernandez, & Chartrand, 2012). Bar-On (2000) stated that emotional intelligence often
expanded and developed by training. In the same vein, Other Studies have shown that
emotional intelligence is an ability that can be learned (Clyne & Blampied, 2004;
Dasborough & Ashkanasy, 2003; Hein, 2005; Kotsou, Nelis, Grégoire, & Mikolajczak,
2011). One of the benefits of emotional intelligence than IQ is the acquisition, because
individuals can learn, develop, and improve their emotional intelligence (Brown & Moshavi,
2005; Harms & Credé, 2010; Metz, 2004). Among the social factors influencing on emotional
intelligence, parents play a key role in emotional intelligence training (Fonte, 2009; Hsieh,
2006), because they play an important role in fostering of children. Several studies have
revealed that a significant association existed between high ability of emotional intelligence
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with perceived care and supportive parent-ing style (Lopes et al., 2004; Lopes, Salovey, &
Straus, 2003). In another study, Fonte (2009) showed that a positive association existed
between authoritative parenting style and high ability of emotional intelligence in children,
and a negative association existed between permissive parenting style with the ability of
emotional intelligence in children. Asghari and Besharat (2011) found that a significant
association existed between perceived warmth parenting style and high ability of emotional
intelligence in Iranian students. Perceived parenting styles defined as an opinion of
adolescences or children about styles of parental behaviors during their childhood. According
to the definition, assessment of children about parental behaviors is important. There are two
types of perceived parenting styles: care, and overproduction. Several studies have revealed
that rejective and overprotective parenting styles significantly associated with emotional
intelligence in their children (Fonte, 2009; Lopes et al., 2004). Perceived parenting styles
defined as a perception of adolescents or children about styles of parental behaviors during
the childhood. Based on the definition, assessment of children about parental behavior is
important. Theoretical model of perceived parenting styles consists of care, and
overproduction (Gordon Parker, 1983). The studies have concluded that rejective, and
overprotective parenting styles significantly associated with depression in children
(Bemporad & Romano, 1992). Children with overprotective parenting style and extreme
control lead to dependency to the parents, and they could not be autonomous and overcome to
their problems. Therefore, lack of care and overprotective parental styles are likely influence
on self-image and susceptibility to depression, low self-esteem, and low ability of emotional
intelligence (Thammawijaya, 2012).
Current research efforts to study between perceived parenting styles and emotional
intelligence in Iranian boy students, and what kinds of perceived parenting styles predict low
or high ability of emotional intelligence in Iranian boy students.
METHOD
Participants and Procedure
The sample comprised of 188 high school students, and their ages were from 16 to 19 years
old (M= 17.1, SD=. 93). A random cluster sampling was used. There were fifty-five high
schools in the Ministry of Education, Tehran, 11 region. Six schools were chosen randomly,
and one class was chosen from every school. I got permission from Ministry of Education for
gathering data. All students in these classes were chosen as participants for this study. Data
collected during one of the regularly scheduled classes. They completed questionnaires,
included Parental bonding instrument (PBI) which was separately completed by students for
their fathers and mothers, and The Schutte Emotional Intelligence Scale and Demographic
questions were completed.
Instruments
Parental bonding instrument (PBI) created by G. Parker, Tupling, and Brown (1979) is a self
- report questionnaire about retroactive experiences of children about parental behaviors
during the childhood period. This questionnaire comprises of 25 items assess an adolescent's
view about parenting styles in two aspects. One of them is care with 12 items, and it
evaluates warmth and affection; another one is overprotective parenting style with 13 items
evaluate the opinion of children about the control parenting styles. This questionnaire filled
out by adolescents separately for mothers and fathers. All questions are in 4-point Likert
scales from 0 (Very unlike), 1 (moderately unlike), 2 (moderately like) and 3 (Very like). For
example, this item is representative of overprotective parenting style” Was overprotective of
ISSN: 2186-8492, ISSN: 2186-8484 Print
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me” and this item is representative of care parenting style” Appeared to understand my
problems and worries." In base on PBI scores, parenting styles were divided into four levels,
affectionate constraint (high in care and protection), Optimal parenting (high care and low
protection), affectionless control (high protection and low care), and neglectful parenting
(low in care and protection). The studies reported good concurrent validity and reliability
(Herz & Gullone, 1999; G. Parker et al., 1979; Wilhelm, Niven, Parker, & Hadzi-Pavlovic,
2005). In the present study, the reliability of care, and overproduction were α: .79 and α: .75,
respectively.
Assessing Emotions Scale (AES) is created by Schutte base on the model of emotional
intelligence created by Mayer and Salovey (1993). This self-report questionnaire comprises
of 33 items assess characteristics of emotional intelligence in self and others. All questions
are in 5-point Likert scales from 1 (strongly disagree) to 5 (strongly agree). Total scale scores
calculate by reverse coding items 5, 28 and 33, and then summing all items. The total score is
from 33 to 165. A higher score indicates the higher ability of emotional intelligence and con-
versely. AES divided into three sub scales, Appraisal of Emotions, Use of Emotions and
Regulation of Emotions. Schutte et al. (1998) suggested using the total scores of AES rather
than scores of sub scales. The AES had a good internal consistency with alpha: .90 and test-
retest reliability was .87 (Schutte et al., 1998). Several studies have revealed that this
questionnaire had a powerful convergent and divergent validity (Bastian et al., 2005; Brackett
& Mayer, 2003). At the false form of this scale (Besharat, 2007) alpha ‘s chronbach in a 135
students was 0.88, which showed a good internal consistency. In the current study, the
reliability was α: .88. Based on their AES scores, adolescents in this study were divided into
two levels of emotional intelligence – low ability of emotional intelligence (1 to 82.5), high
ability of emotional intelligence (Up to82. 5).
Demographic survey
Demographic information was collected to measure different features of an individual’s
background. Participants completed a demographic survey about their age, educational level,
and family structure.
RESULTS
Simple frequency analysis in SPSS 20 was used to present demographic information,
including education levels, family structure, age, and depression in Table 1. As it can be seen
from the table 1, almost half (53.2%) of all adolescents reported high levels of emotional
intelligence and nearly half (46.8%) of all adolescents reported low levels of emotional
intelligence. Nearly Two-thirds (79.80%) of adolescents reported their parents are alive, and
(12.20%) of adolescents were living with a single parent, and (8%) of adolescents reported
their parents divorced. Participants equally were in junior, sophomore, and senior levels
nearly (33%). The ages of participants were from 16 to 18 years old equally by (32%) except
for 19 years old (6%). Pearson's correlation and multivariate regression used to analyze data.
Table1. Demographic information, including education levels, family structure, age, and
depression
EI Family Structure Education levels Age
High
Low
Single
Alive Div
Junior
Sop Senior
16 17 18 19
n 100 88 23 15 15 62 62 64 60 60 56 12
% 53.2 46.8 12.2 79.8 8 33 33 34 31.9 31.9 29.8
6.4
n: Number, Div: Divorced, Sop: Sophomore
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As can be seen from table 2. Negative correlations existed between low ability of emotional
intelligence and paternal affectionate constraint style and paternal optimal parenting style,
and positive association existed between paternal affectionless control, and paternal
neglectful parenting style with low ability of emotional intelligence. There were positive
associations between high ability of emotional intelligence with paternal affectionate
constraint, and paternal optimal parenting style, and a negative association existed between
high ability of emotional intelligence with paternal affectionless control style, and paternal
neglectful parenting. These results are significant at p < 0.01 levels.
Table 2. Pearson correlation between parenting styles and Emotional intelligence
Paternal parenting styles Maternal parenting styles
AC OP ALC NP AC OP ALC NP
LowEI1 -.554** -.021** .367** .380** -.621** -.412** .451** .481**
highEI1 .564** .026** -.387** -.395** .632** .321** -
.481** -.512**
**. Correlation is significant at the 0.01 level (2-tailed).
Affectionate Constraint: AC, Optimal Parenting: OP , Affectionless control: ALC, Neglectful Parenting: NP
In regard of maternal parenting styles with adolescence's emotional intelligence, the table.2
shows that negative associations existed between low ability of emotional intelligence with
maternal affectionate constraint and maternal optimal parenting, and positive associations
existed between low ability of emotional intelligence with maternal affectionless control and
maternal neglectful parenting. There were positive associations between high ability of
emotional intelligence with maternal affectionate constraint and maternal optimal parenting,
and there were negative associations existed between high ability of emotional intelligence
with maternal affectionless control and maternal neglectful parenting styles.
It is apparent in Table. 3, that paternal neglectful parenting style was the greatest predictor of
low ability of emotional intelligence in adolescents (. 48). In addition, the paternal
affectionate constraint negatively predicted low ability of emotional intelligence in
adolescents (-.052). The results showed the paternal Affectionless control style, and the
paternal neglectful parenting style negatively predicted high ability of emotional intelligence
with (-.44), and (-.48) in adolescents, respectively. In addition, paternal affectionate
constraint positively predicted high ability of emotional intelligence in adolescents (.41).
Table 3. Results of multivariate regression analysis of perceived parenting styles to predict
Emotional intelligence
Paternal
B Beta F(3,184)
Adjusted
R square Maternal B Beta F(3,184)
Adjusted
R square
AC -.412a -.378a
51.055a .445a
AC -.406a -.372a
54.223a .461a ALC .447a .328a ALC .467a .332a
NP .481a .327a NP .487a .353a
AC .412b .378b
55.021b .472b
AC .471b .392b
54.882b 0.466b
ALC -.447b -.327b ALC -.482b -.345b
NP -.481b -.328b NP -.487b -.352b
a. Dependent Variable: Low levels EI, b. Dependent Variable: high levels of EI
Affectionate Constraint: AC, Optimal Parenting: OP Affectionless control: ALC, Neglectful Parenting: NP
In addition, the results showed that maternal neglectful parenting style, and maternal
affectionless control style were powerful predictors of low ability of emotional intelligence in
adolescents (. 47) and (. 49) respectively. Maternal affectionate constraint style negatively
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predicted low ability of emotional intelligence (- .41) in adolescents. Maternal neglectful
parenting style and maternal affectionless control parenting style negatively predicted high
ability of emotional intelligence in adolescents (-. 48), and (-. 49), respectively. Maternal
affectionate constraint parenting style positively predicted high ability of emotional
intelligence by (.47) in adolescents. These results were significant at p < 0.01 levels.
DISCUSSION
Returning to the questions posed at the beginning of this study, it is now possible to state that
affectionate constraint parenting style and optimal parenting style were positively associated
with high ability of emotional intelligence in adolescents, and affectionless control parenting
style, and neglectful parenting styles were negatively associated with high ability of
emotional intelligence in adolescents. Also, paternal and maternal neglectful parenting styles
were the highest predictors of low ability of emotional intelligence in adolescents, and
paternal and maternal affectionate constraint styles were the highest predictors of high ability
of emotional intelligence in adolescents. These findings are consistent with previous studies
(Asghari & Besharat, 2011; Delale, Taksic, & Ivcevic, 2007; Fonte, 2009; Hsieh, 2006;
Nastas & Sala, 2012; Thammawijaya, 2012).
The current findings add to the body of literature on emotional intelligence, and the vital role
of parenting style in the development of emotional intelligence in adolescents and children.
The findings of this study are expected, because the root of emotional intelligence is
affection, and affectionate constraint parenting style trains regulation, utilization, and
appraisal emotions in adolescents and children. According to the findings, it appears that
early parents-child relationship is crucial, and parents would have the affectionate parenting
style with children, and parents would care the basic needs of children, and in the childhood
period, they allow them the autonomy for growing self-confidence, self-regulation and
emotional integrity.
According to the social learning Theory, parents are the pattern for children (Gottman, 2001).
If parents had favorable emotional awareness, their children would learn emotional regulation
from them; and they could express favorable emotions for solving the problems in their lives,
eventually; parents have the children with high ability of emotional awareness.
Several important limits need to be considered. First, data for this study were collected by
using self-report instruments. These self-report instruments might produce exaggerated
optimal responses; therefore, it is better other researchers use other suitable methods for
assessing EI, such as direct observation, peer or family member's assessment. Second, the
subjects of the study belong to the high school students; therefore, the results cannot be
generalized to girls or boys, who study at different levels of education.
The findings of this study have several important implications for clinicians, counselors in
schools, universities, and mental health centers for training emotional intelligence in
adolescences. Additionally, the findings from this study can be fruitful for parents and family
members to nurture a generation with greater emotional intelligence and mental health. Also,
it is recommended that through speech makes parents aware of the consequence of negative
parenting styles on children.
It is recommended that further studies be undertaken in the following areas: First, need to
further researches about family structure, and parenting styles with emotional intelligence in
adolescents. Second, future studies could be done as a comparative study between individuals
with high ability of emotional intelligence, and low ability of emotional intelligence about
their mental health and other features that play important roles in their emotional intelligence.
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Also, in regard to the urbanization characteristics and the study was done in Tehran city. It
seems the results would be different in the village. Therefore, I suggest that the future study
could be done in the village, because of the social and cultural differences between city and
village. Lastly, need to research on the association between parental emotional intelligence
with the emotional intelligence of children.
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エシアン
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エシアン ゾロナル
ゾロナルゾロナル
ゾロナル オフ
オフオフ
オフ ソシルサエニセズ
ソシルサエニセズソシルサエニセズ
ソシルサエニセズ アンドヒオメニテズ
アンドヒオメニテズアンドヒオメニテズ
アンドヒオメニテズ
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Vol. 2 No. 3 August 2013
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アンド
アンドアンド
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小山市、
小山市、小山市、
小山市、
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