RELATIONSHIP OF PERCIEVED PARENTING STYLE ON SOCIAL ANXIETY IN

ADOLESCENT POPULATION

Submitted by Deepak kumar

Roll No- 20/153

Department of Psychology

University of Delhi

Supervisor – Dr. Nandita Babu, Dr Dinesh Chhabra

August 21
 Abstract
Anxiety, especially social anxiety, is the most common mental health issue among adolescents,
and parenting styles have been suggested to play a crucial role in the development of
adolescents’ anxiety symptoms. Previous studies indicated that parenting styles were important
influencing factors for the development of children’s well-being. A total of 114 (58 females, 56
males) between the age range 14-16yrs took part in this study. The social anxiety interaction
scale (SAIS) and perceived parenting style scale for adolescents were used to measure the
relationship between the parenting style and social anxiety among the population. The results
from this study suggest that there is a significant relationship and impact of mother and father’s
parenting style on the social anxiety of the child. It was also observed that there was a significant
difference in the perceived parenting style of the mother among adolescent boys and girls
however the same was not true for fathers. It was also found that there is no significant
relationship between adolescent girls and boys on the measure of social anxiety.
Parenting Styles

Parents play a significant role in the lives of children, particularly during their early years of
development, which are critical for the child's physical, social, and emotional development.
From infancy to adulthood, parenting is the process of nurturing and supporting a child's
physical, emotional, social, and intellectual development. The biological parent of the child in
issue is the most common participant in parenting, but others may include an older sibling, a
grandmother, a legal guardian, aunt, uncle, or other family member, or a family friend (Lytton, &
Romney, 1991). It is a general caregiving pattern that provides a context for specific episodes of
parental child-rearing behaviour and is determined by patterns of control, responsiveness,
warmth, and punishment that parents use to manage their children's behaviour the most
frequently, across contexts, and over time.
Parenting styles typically fall on a spectrum between being slack and being extremely
punishing, with extremes in either direction being considered undesirable. Parenting style has a
considerable impact on the development of the parent-child/adolescent connection, which has a
positive or bad impact on the growth and development of the children's/adolescents'
personalities. (Baumrind, 1991). Because the way you interact with your child and how you
discipline her will have an impact on her for the rest of her life, it's critical to make sure your
parenting style supports healthy growth and development. The temperaments of both parents and
children influence parenting style, which is mostly influenced by one's own parents and culture.
Therefore, the relationship between parent and children is extremely important. The environment
of interaction, discipline and dealing with the child's behavior and emotions has a clear impact
on child development.
Baumrind (1971) identified parental practices, which influence the developing child, as
parenting style, and this parenting style was categorized into three types, namely authoritarian,
authoritative, and permissive parenting style. Another parenting style was discovered later on
known as “uninvolved parenting style”.

Parents who adopt authoritarian styles anticipate strong conformity from their children and
support penalizing regulation in reaction to acts of insurgence (Kang & Moore, 2011). They are
generally found setting harsh rules to tolerate by and monitor their child’s time as well as their
behaviour for the period of the day and night. They impose certain values on their children, such
as respecting authority and obeying orders, and they affirm this through threats and corporal
punishment without providing children any explanation of the reason for punishment (Berk,
2000). Parents try to shape, organize, and assess the child’s behaviour and attitude according to
their supreme values and sometimes children are verbally and physically abused. Their children
may be good in education but have low social activity, lack of confidence and manifest sadness
and anxiety (Authoritarian parents also use emotional deprivation and coercive suppression of
opinions (Baddareen & Ghaith, 2013). Baumrind says these parents “are obedience- and status-
oriented, and expect their orders to be obeyed without explanation”. They are often described as
domineering and dictatorial. Their approach is "spare the rod, spoil the child." While these
parents have high demands, they are not very responsive to their children. They expect their
children to behave exceptionally and not make errors, yet they provide very little direction about
what their children should do or avoid in the future.
Uninvolved parents expect children to raise themselves. An uninvolved parenting style is
characterized by few demands, low responsiveness, and very little communication. This style is
often called neglectful, indifferent or dismissive parenting, is both unresponsive and
undemanding toward the child. They don't devote much time or energy into meeting children's
basic needs. Uninvolved parents may be neglectful but it's not always intentional. A parent with
mental health issues or substance abuse problems, for example, may not be able to care for a
child's physical or emotional needs on a consistent basis. At other times, uninvolved parents lack
knowledge about child development. And sometimes, they're simply overwhelmed with other
problems, like work, paying bills, and managing a household. These parents are also not
supportive and are not emotionally attached, have low warmth and give little value to the child’s
feeling and opinion, which results into social seclusion, loneliness, fear, and anxiety among
adolescents (Maccoby & Martin, 1983).
Baumrind first introduced the concept of authoritative parenting style. According to Baumrind
(1966), the authoritative parents provide guidance to their children in an issue oriented and
rational manner. Since the level of demandingness is higher in this parenting style, parents
usually welcome effective communication as well as effective relationships between them (Piko
& Balazs, 2012). Hoskins (2014) points out that authoritative parents display more
demandingness and responsiveness by exhibiting more supportive behaviour towards harsh
behaviour. These parents encourage verbal give-and take, express reasoning behind rules and use
power, reason, and shaping to strengthen objectives. This style of parenting is more associated
with positive adolescent outcomes. As a result, it is found as the most beneficial and effective
style of parenting among most of the families. In other words, authoritative parenting style
fosters positive well-being of adolescents. For parents to be classified as authoritative, they
should fulfil the criterion proposed by Baumrind; however, for parents to be categorized as
authoritative, they should have a low score in terms of passive acceptant. Nijhof and Engels
(2007) have a firm belief that authoritative parenting style plays an influential role in the
development of healthy adolescent psychologically and socially. This is particularly because
authoritative parenting style helps the children to develop higher levels of self-reliance, self-
esteem and ability to employ effective coping strategies, while developing positive self-image
(Parker & Benson, 2004). Permissive parents attempt to behave in an acceptant, affirmative and
non-punitive manner toward their children’s impulses, actions and desires (Baumrind,
1966). Considering the definition proposed by Baumrind that this parenting style tends to have a
higher level of responsiveness, it implies that a responsive parent is more likely to define and
determine rules associated with family, while encouraging the adolescents to consider it as a
resource (Johnson & Kelley, 2011). Such types of parents don’t present themselves as authority
figures or role models. They might use reason or manipulation to get what they want. But they
avoid exercising over power (Baumrind 1966). According to him, they are non traditional and
lenient, do not require mature behavior, allow considerable self-regulation, and avoid
confrontation. He also states that permissive parents view themselves as resources to be used by
their children, and do not insist that their children conform to external standards. This parenting
style is also called indulgent or laissez-faire parenting as it typically allows children a great deal
of freedom to behave as they see fit (Lee et.al., 2019). Permissive parents are low in
demandingness and high in responsiveness. The quality of responsiveness often present in
permissive parenting can facilitate higher positive self-perceptions in children (Lamborn et al.,
1991). However, a lack of demandingness may mean permissive parents provide fewer
opportunities for their children to develop self-reliance. Children of permissive parents generally
experience less academic success (Baumrind and Black, 1967), in part due to a lack of self-
reliance and reduced persistence on tasks (Ginsburg and Bronstein, 1993).
The parenting styles of individual parents also combine to create a unique blend in each family.
For example, the mother may display an authoritative parenting style while the father favors a
more permissive approach. This can sometimes lead to mixed signals in order to have a cohesive
approach to parenting. It's essential that parents learn to cooperate and combine their parenting
styles.

Adolescence and perceived parenting

Adolescence is a developmental period in which many physical, psychological, emotional and

social changes take place. In addition to challenges to physical and intellectual growth, searching
for identity is an important task for adolescents. They gradually become more independent, seek
more autonomy, and establish their self-concepts and values, which lead to changes in the family
environment. Entering adolescence brings challenges to both adolescents and their parents.
Adolescents may consider their parents harsher and more controlling, while parents may see
children rebellious and more irresponsible. Both parents and adolescents face the challenges of
reorganizing responsibilities and establishing a more egalitarian family relationship. These
considerations suggest that the patterns and forms of parenting, as well as adolescents’
perceptions of parenting, would change over time when children become more independent. In
the process of relationship restructuring, an increase in conflicts and a decrease in closeness
between parents and children might exist.

Social anxiety in adolescents

Young socially anxious children tend to experience a number of physical symptoms such as
stomachaches or complaints about feeling ill. In addition, they may cry, whine, freeze, or cling to
parents in social situations, begging the parent to stay. These children may even refuse to
participate in social activities or attend school. They also might not speak in certain situations
(e.g., when meeting new or unfamiliar people). Even if children successfully engage in the above
activities and demands, it is not without a fuss or fight, often ending with the child in tears and
the parents feeling upset, guilty, and even angry. Despite such extreme behaviours, young
children are often unable to say why they are so worried or to identify what it is that is so
upsetting.Teens and young adults are typically more self-focused and may have harsh negative
thoughts about themselves. They may be more likely to mumble or avoid eye contact. Teens
often struggle with academics as they are unable to participate fully in class and engage in group
and oral projects. This can lead to “skipping” school and/or using drugs or alcohol in order to
cope. Finally, teens may also have trouble dating or experience problems at work (e.g., difficulty
with job interviews and interacting with co-workers and bosses) due to extreme social fear or
embarrassment. Unfortunately, not all kids and teens are able to recognize that their anxious
response may be unreasonable given the situational demands, making it hard for parents to
encourage their child to take a different perspective and gain courage to confront their fears.
According to Mallet and Rodriguez-Tomé (1999), an acute awareness of the self as a social
object may also confer vulnerability for increased social anxiety and in line with this suggestion,
public self-consciousness has been found to be related to social anxiety in adolescents.

Social anxiety is the psychological condition a person experiences due to the fear of making an
embarrassing impression, and in male dominated societies it is experienced more by girls than
boys. The ways females are perceived and evaluated by others generate social anxiety in
them(Azuma et al., 1981).

According to Schkenkar and Leary (1982) anxiety in social situations appears as an individual
perceives or expects one’s evaluation and an uncertainty regarding satisfactory evaluation from
others. Doubts for getting favourable impression in real or imagined social evaluation situations
produce such anxieties which result in feelings of apprehension and self consciousness or
distress.Social anxiety occurs when one believes that perception of others about them is different
from their perception about themselves (Loudin et al., 2003

Relationship between parenting styles and social anxiety

Parenting style and ideas were important influencing factors for children’s psychological and
behavioral development . In the studies of children’s parenting style in Chinese migrant families,
parents tended to usually adopt some negative parenting styles (e.g., punishment and
authoritarian) and seldomly adopt positive parenting styles (e.g., emotional warmth and
understanding). Poor parenting style would increase the incidence rate of children’s
psychological problems, and the negative parenting styles, such as overprotection and excessive
interference, were more likely to increase children’s social anxiety. The defining feature of social
anxiety disorder is an excessive fear in response to social situations in which the person believes
they may be judged and negatively evaluated by others.The literature available on the
educational practices of parents of children with social anxiety stresses the important role of
overprotection, excessive criticism or rejection, as well as lack of parental affection. Other
studies had also shown that rejective, overprotective, and anxious parenting styles were related to
the increase of children’s anxiety. Here, it is common to find parents of young people with social
anxiety who put more emphasis on telling them what not to do than on guiding them to use
socially appropriate behaviour, which has been called a negativist style . Studies also found that
parents’ command and reprimand were negatively correlated with adolescents’ self-esteem and
emotional balance, and positively related to social anxiety and behavior problems .
Researchers have shown the relationship between high stress of parents and current problems in
child parents' functions and recently evidence has been presented regarding the negative effects
of high stress of parents on children's behavior. In a study by Crnic, Gaze, & Hoffman(2005)
anticipated again highly stressful events of life as well as the distress of parenting in pre-school
children for a biennial period.
Study of Farzadfard Houman (2008) approved the above results regarding the relationship
between the parenting style and anxiety of mothers and also found out that parenting skills
training led to the significant decrease of mothers' tension.. Van Gastel,Legerstee, &
Ferdinand(2009) also showed that high stress levels and current anxiety of parents during life are
related to the anxiety of children. But only the two factors were capable of anticipating the
anxiety of children. In addition, overprotective parenting is negatively related to the anxiety of
children. Research indicates that inappropriate parenting styles bring about various consequences
for children and parents; for instance, the children of parents with Permissive parenting styles
have significantly aggressive and law breaking behaviors. Also, Yousefi (2007) gained similar
results with respect to the Authoritarian style. The students with parents of non-Authoritative
parenting style had different behavioral problems. Further, parents with high levels of anxiety
sensitivity may intervene more often, as they observe signs of anxiety in their children, judging
these symptoms as harmful. Studies examining the relationship between early parental
interactions and later psychopathology provide some evidence that parenting styles characterized
by overprotection and low warmth or noncontingent parental responsiveness may be significant
influences in the development of psychopathology (anxiety, depression, anxiety sensitivity etc.) .
Anxiety sensitivity can be thought of as the fear of anxiety symptoms based on the belief that
they will have harmful consequences.
OlgaGómez-Ortiz, Eva M.Romera Rocío Jiménez-Castillejoa Rosario Ortega-Ruizab Luis
Joaquín García-López conducted a study in 2019 to explore the relationship between maternal and
paternal educational practices and social anxiety, and test both the direct and the indirect pathways.
The sample size included school children attending secondary education. They used the measures
(i) The Scale of Social Anxiety for Adolescents developed by SAS-A; La Greca & Lopez, 1998
and (ii) The Evaluation Scale of the Educational Style of Fathers and Mothers of Adolescents
developed by Oliva, Parra, Sanchez-Queija,& López, 2007. The results revealed that a direct
relationship, with a low effect size, exists between parental educational practices and social anxiety
and that there is also an indirect relationship, mediated by negative self-esteem and emotional
suppression (the emotional regulation strat-egy), which accounted for variance in social anxiety.A
study was conducted by Natasha Kritzas, Adelene Ann grobler in 2005 to investigate the
relationship between perceived parenting styles and resilience in adolescence. The sample
included 360 English speaking subjects with a mean of age 17 to 20 years. The measures used
were (i) Parental Authority Questionnaire (PAQ) developed by Buri in 1991 and (ii) Orientation
to Life Questionnaire (OLQ) developed by Antonovsky in 1987. The results revealed that
Authoritative parenting provided the most significant contribution to the explanation of the
variance in resilience for black and white adolescents, and both genders. Surprisingly, the findings
suggest that there is a positive relationship between fathers' authoritarian styles and emotion-
focused coping strategies in white adolescent learners. In contrast, other researchers found that
authoritarian and harsh parental styles are closely related to psychological disturbance. Another
study conducted by Saira Yousaf in 2005 explored the relationship between self-esteem, parenting
style and social anxiety in girls. A sample of 100 female students was selected from different
schools. The results revealed that social anxiety has negative correlation with self-esteem but not
significant. Further, it indicates that low self esteem would cause social anxiety and authoritative
style of parenting would lead towards social anxiety in girls. Social anxiety negatively correlates
with a permissive type of parenting style. However, pessimistic and authoritative parenting styles
both predicted social anxiety among adolescents. A study was conducted by Jihong Xu, Shiguang
Ni, Maosheng Ran, Chenping Zhang in 2017 to investigate how parenting styles could affect
adolescent’s social anxiety in migrant families. The sample included 1345 adolescents from
migrant families in four non-government-funded junior middle schools in Guangdong province.
The results revealed that social anxiety for adolescents in migrant families are positively correlated
with parental rejection and overprotection, and negatively correlated with parental emotional
warmth. Evidence also indicates that parents’ negative rearing behaviors such as overprotection,
rejection, punishment, and less emotional warmth are related to childhood anxiety. This study also
indicates that mother’s overprotection is associated with adolescents’ social anxiety in migrant
families. More specifically, parents’ overprotective attitudes, especially mothers’ attitudes, can
increase children’s social anxiety. Another study by Salma Parvez and Erum Irshad (2013)
investigates parenting styles of socially anxious university students. Clinical interviews were
conducted and Liebowitz social anxiety scale was administered on the student and Parenting Style
was used to assess the parenting style of socially anxious students. The same measure was
performed on non-anxious students for comparison. It was found that female students are more
anxious as compared to male students. It was also found that parents of socially anxious students
were reported to be overprotective and rejecting as compared to non-anxious students.

Rationale
Parenting styles have a crucial impact on the psychological development of adolescents/children
(our pop. Of study) and their future. Any failure in the parents’ role may induce unwanted
damaging results on children’s growth and may lead to psychological problems. The parental
rearing pattern has an effect on social anxiety for Pop. (Our population of the study). This study
promotes a better understanding of the relationship between parenting styles and social anxiety.
We firmly believe that to improve children’s mental health in families, it is very crucial to
improve their parents’ rearing styles and cultivate positive social interaction behavior. While it is
acknowledged that other factors including genetic influences and peer relationships may also be
important, they are simply not the focus of this study. The available evidence seems to suggest
that the family is an important study context in the development of social anxiety. However, it is
necessary to define the role played by the different perceived parental styles. Although previous
studies have examined the relationship between the latter and social anxiety, showing a low
effect size in the relationship (Gómez-Ortiz et al., 2016), the possible relationship between
parental styles and anxiety, mediated by mother and father differently, has not been explored so
far. Therefore, we aimed to study the relationship between Perceived Parenting Styles and Social
Anxiety among adolescents/college students

Method
Aim
To study the relationship of perceived parenting style on social anxiety of adolescents (14-
16 year olds).
Objectives
1. To study the impact of perceived parenting style on social anxiety
2. To compare adolescent boys and girls with respect to their social anxiety levels.
3. To study the impact of the perceived parenting style of mothers among adolescent boys
and girls.
4. To study the impact of the perceived parenting style of fathers among adolescent boys and
girls.

Hypotheses
Hypothesis 1: there will be a significant relationship between perceived parenting style of mother
and social anxiety.

Hypothesis 2: There will be a significant relationship between the perceived parenting style of the
father and social anxiety.

Hypothesis 3: There will be a significant impact of perceived parenting style on social anxiety.

Hypothesis 4: There will be significant differences between adolescent girls and boys on the
measure of social anxiety.

Hypothesis 5: There will be significant differences in perceived parenting style of mother among
adolescent boys and girls.

Hypothesis 6: There will be significant differences in perceived parenting style of father among
adolescent boys and girls.

Sample

The sample consisted of 114 participants (56 males and 58 females) adolescents, currently
in classes 9th, 10th or 11th. The age range was between 14-16 years. In the present study, a purposive
sampling method was used. The researchers have predetermined groups (adolescent students,
currently in classes 9th-11th, and 14-16 yrs.), from whom data was collected.

Research design

This study is a quantitative, correlational research design.

Tools used
Perceived parenting styles scales (PPSS) - The Perceived Parenting Style Scale developed
by Divya and Manikandan (2013) measures the perception of the children about their parent’s
behaviour. It measures perceived parenting style of the subject with regard to three dimensions
such as authoritarian, authoritative and permissive. It consists of 30 items in which responses were
elicited in a five point Likert scale.
Reliability and validity - To find out the reliability of the scale Cronbach Alpha coefficient
was computed for each style and it was found that the authoritative style is having an Alpha
coefficient of 0.79, authoritarian 0.81 and permissive 0.86. All the styles of the perceived parenting
style scale have an acceptable level of reliability (Divya & Manikandan, 2013). Authors also claim
to face validity of the scale.
Social interaction anxiety scale (SIAS) - The social interaction anxiety scale was developed
by Mattick & Clarke (1998). SIAS is a 20-item instrument rated on a 5-point Likert-type scale
ranging from 0 (i.e. not at all characteristic of me) to 4 (i.e. extremely characteristic of me).
 Reliability and validity - The internal consistency (Cronbach's alpha) of SIAS ranged from
0.88 to 0.93 and its test-retest reliability was 0.92. SIAS found to be positively correlated with
other social anxiety scales, which shows its construct validity.
Procedure
Step 1) Rapport formation: Before commencement of the test, an attempt was made to put
the participant at ease through light and casual conversation about topics of interest for the
participant. The participant was engaged in a light conversation to erase their initial nervousness.
Step 2) Instructions. The following instructions were given to the participants before the
commencement of the study:
Perceived parenting styles scale - The following statements depict the way parents behave
with their children. Please read the following statements carefully and mark your agreement in the
answer sheet provided. Respond to each statement which is true to your life. There are the Five (5)
possible answers provided for each question viz: 1) Never, 2) Rarely, 3) Sometimes, 4) Often and
5) Always. Select one among them for each question and put a ‘X’ mark in the corresponding
number in the answer sheet. Your response will be used only for research purposes and be kept
confidential.”
Social interaction anxiety scale - For each item, please circle the number to indicate the
degree to which you feel the statement is characteristic or true for you. The rating scale is as
follows: 0 = Not at all characteristic or true of me, 1 = Slightly characteristic or true of me, 2 =
Moderately characteristic or true of me, 3 = Very characteristic or true of me and 4 = Extremely
characteristic or true of me.
Step 3) Administration: After comfortable rapport was formed with the respondents, the
Google form to assess perceived parenting style and social anxiety was provided to the participant
and the instructions of the test were read. It was made sure that the respondent understood all the
instructions. Also, the participant was asked to try and answer all statements in the questionnaire.
At the end, s/he was thanked for the participation.

Data analysis
Scoring was done by referring to the respective manuals for the present study
Data was entered in excel sheet and every participant filled it
Both descriptive (correlation) and inferential (regression) analysis was done using SPSS software

Results

Table 1

Descriptive Statistic

Mean and Std. Deviation (N=114)

 Mean Std. Deviation

Social Anxiety 29.79 13.61

Authoritative Mother 39.03 7.16

Authoritarian Mother 25.29 7.16

Permissive Mother 24.16 9.05

Authoritative Father 36.72 7.57

Authoritarian Father 24.80 7.97

Permissive Father 23.89 8.64

Table 1 represents the descriptive statistics of the study i.e the mean and Std. deviations of
different variables. Variable for social anxiety (M=29.79, SD=13.61), authoritative mother
(M=39.03, SD=7.16), authoritarian mother (M=25.29, SD=7.16), permissive mother (M= 24.16,
SD=9.05), authoritative father (M=36.72, SD=7.57), authoritarian father (M=24.80,SD=7.97)
and permissive father(M=23.89,SD=8.64) are represented.

Table 2

Variable Gender n df t-value Sig Value SD

Social Anxiety Male 56 112 -1.309 .193 1.873

Female 58 1.723

Table 2 reveals that there is no significant difference in social anxiety levels between boy and girl
adolescents (t= -1.309; p>0.05). Thus, our hypothesis stating “there will be a significant difference
in social anxiety between adolescent girl and boy” is not accepted.
Table 3

Comparison of mean scores of social anxiety across different perceived parenting styles of mothers
(n=114)

Variable df t-value N SD Mean

Authoritative Mother 112 .638 58 6.99 38.45

Authoritarian Mother -2.596* 58 6.48 23.62

Permissive Mother -.313 58 9.46 23.90

*p< 0.05

Table 3 reveals that there is a significant relationship between the perceived parenting style of an
authoritarian mother and social anxiety since it has a significance value of 0.11 which is greater
than 0.05 (t= -2.596; p<0.05). Thus, our hypothesis states “ there will be a significant relationship
between perceived parenting style of mother and social anxiety.” is accepted.

Table 4

Comparison of mean scores of social anxiety across perceived parenting styles of fathers (n=114)

Variable df t-value N Std. Mean

Authoritative Father 112 .599 56 8.19 36.29

Authoritarian Father -1.788 56 7.95 26.14

Permissive Father -.592 56 8.40 24.38

Table 4 reveals that there is no significant relationship between perceived parenting style of father
and social anxiety since all the since all the significance values are less than 0.05. Thus, our
hypothesis states “ there will be a significant relationship between the perceived parenting style of
the father and social anxiety.” is not accepted.

Table 5

Correlation Coefficients among the variables

Variables Socia Authoritati Authoritari Permissi Authoritati Authoritari Permissi

l ve Mother an Mother ve ve Father an Father ve
anxiet Mother Father
y

Social 1
anxiety

Authoritati - 1
ve Mother .35**

Authoritari .39** -.56** 1

an Mother

Permissive .14 -.17** .32* 1

Mother

Authoritati - .82** -.51** -.18* 1

ve Father .36**
 Authoritari .42** -.52** .79** .35** -.60** 1
an Father

Permissive .15 -.19** .33** .92** -.18* .35** 1

Father

**Correlation is significant at 0.01 level.

*Correlation is significant at 0.05 level.

Table 5 shows us the correlation between the variables in Social anxiety, authoritative mother,
authortrain mother, permissive mother and authoritative father , authortrain father, permissive
father. There is a negative correlation (-.35**) between authoritative mothers and social anxiety
which is significant at p<0.01. It could also been seen there was a positive correlation (.39**)
between authoritarian mothers and social anxiety which was significant at p>0.01. Permissive
mother and social anxiety were positively correlated but the value (.14) was not significant.
Authoritative father had a negative correlation with social anxiety(-.36**) was significant at
p>0.01.Authortain father had a positive correlation with social anxiety (.42**) value significant
at p<0.01. Whereas it could be seen that a permissive father had no correlation with social
anxiety (.15) as the value was not significant. Thus our hypothesis 1 & 2 are accepted which
were, “There will be a significant relationship between perceived parenting style of mother and
social anxiety” and “There will be a significant relationship between the perceived parenting
style of the father and social anxiety”.

Table 6
Regression model using stepwise method

B SEB β

Step 1

Constant 11.967 3.813

 Authoritarian .719 .146 .421**

Father

R2=.177 for step 1. F(1, 112) = 24.086 (p<0.01). **p<0.01.

B= Unstandardized beta, SEB= Standard error of beta, β= Standardised beta.

Table 6 represents the data after stepwise regression method analysis, and it was found that the
model included authoritarian parenting style of father as the only predictor of social anxiety
among adolescents. From the table it can be observed that authoritarian parenting style of father
is a significant predictor of social anxiety as R2 = 0.177 and F(1, 112) = 24.086 (p<0.01). The
value of R2 suggests that 17.7% of the variation in social anxiety is due to the variation in the
predictor variable i.e., authoritarian parenting style of father. The value of F(1, 112) = 24.086 is
significant at p<0.01, which suggests that there is less than 0.1% chance that an F-ratio this large
would happen by chance alone. Therefore, we can conclude that our regression model results in
significantly better prediction of social anxiety among adolescents than it would be by chance.

The table also shows that the value of intercept i.e b0 is 11.967, which suggests that when the
value of predictor variable (authoritarian parenting style of father) is 0 then the model predicts
that the score on social anxiety will be 11.967. The table also shows that if the predictor variable
(authoritarian parenting style of father) is increased by 1 unit, then the criterion variable (social
anxiety) will simultaneously show an increase by .719 units. This change in social anxiety with a
unit change in the variable authoritarian parenting style of the father is significant (B=.719,
p<0.01). When the predictor variable (authoritarian parenting style of father) is changed by 1
standard deviation then the criterion variable (social anxiety) changes by .421 standard deviation
from mean. Although the other predictor variables had significant correlation with criterion
variable (social anxiety), however they were not included in the regression model, since the
variance they contributed to the variance of social anxiety was not as strong as that of the
variable of authoritarian parenting style of father. Thus our hypothesis 3 , “There will be a
significant impact of perceived parenting style on social anxiety” is approved.

Discussion

This study looks into the impact of a parent's reported parenting style on adolescent social
anxiety in children aged 14 to 16. The findings point to the mother and father's parenting styles
as adolescents approaches. Both mother and father had domineering, authoritarian, and
permissive parenting style. Parents play an important role in the lives of their children, especially
during their early years of growth, which are crucial for the physical, social, and emotional
development of the child. Parenting is the process of caring and supporting a child's physical,
emotional, social, and intellectual growth from infancy to adulthood. The findings revealed that
one of the key effects of parenting style is social anxiety in teenagers and young adults.
Teenagers and young people are often more self-centred, and they may have harsh unfavourable
self-perceptions. They may speak quietly or avoid making eye contact. Teenagers frequently
struggle in school due to their inability to actively participate in class and in group and oral
assignments.

If we look at the result and hypothesis it can been seen that hypothesis 4 and 6 were rejected with
stated that Hypothesis 4: There will be significant differences between adolescent girls and boys
on the measure of social anxiety, with reference to previous we can say friends also play a
important in an adolescence life which can help them to reduce social anxiety,Parents-adolescent
conflict is also on the rise as friends have a bigger influence on one another, introducing new
influences on the teenager that may be at odds with their parents' ideals. In addition, social media
has played a growing role in teenage and parent conflict. Hypothesis 6: There will be significant
differences in perceived parenting style of father among adolescent boys and girls. It can be
understood that mothers have a larger role in developing a child's behaviour than father for 6
hypothese.It also seen that Uninvolved parents expect children to raise themselves. An
uninvolved parenting style is characterized by few demands, low responsiveness, and very little
communication.This style is often called neglectful, indifferent or dismissive parenting, is both
unresponsive and undemanding toward the child.

Whereas, we can see that all of the other hypotheses were accepted, such as Hypothesis 1: There
would be a substantial association between the mother's perceived parenting style and social
anxiety. Hypothesis 2: There will be a strong link between social anxiety and the father's
perceived parenting style. Hypothesis 3: Perceived parenting styles will have a major impact on
social anxiety. Hypothesis 5: Adolescent boys and girls will have distinct opinions on their
mother's parenting style. Parents' overprotective views, particularly mothers' attitudes, have been
shown in prior studies to worsen children's social anxiety.Salma Parvez and Erum Irshad (2013)
looked into the parenting techniques of socially anxious university students in another study.The
Parenting Style Questionnaire was used to analyse the parenting style of socially anxious
students, as well as the Social Anxiety Scale. Non-anxious kids, on the other hand, were given
the same test. It has been demonstrated that female students are more concerned than male
students. It was revealed that the parents of socially worried students were likewise socially
nervous.

Conclusion -

The parenting style and attitudes of the parents had a significant impact on the psychological and
behavioural development of the children. Adolescence is a critical period for establishing the
foundations for the majority of social anxiety characteristics. The findings of this study reveal
that the parenting styles of the mother and father have a substantial impact on the child's social
anxiety. There was also a substantial difference in the perception of the mother's parenting style
among adolescent boys and girls, but this was not the case for fathers. On the measure of social
anxiety, there was similarly no significant difference between adolescent girls and boys. This
contributes to a better understanding of the link between parenting styles and teenage social
anxiety. People should be more concerned with adolescent social anxiety and enhance migrant
families' adolescent upbringing methods. To enhance the physical and psychological
development of teenagers, social resources should be made available to assist parents in migrant
families in receiving more family education and parental rearing training..
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 Appendix A

Perceived Parenting Styles Scale (PPSS)

Instructions: The following statements depict the way parents behave with their children. Please
read the following statements carefully and mark your agreement in the answer sheet provided.
Respond to each statement which is true to your life. There are the Five (5) possible answers
provided for each question viz: 1) Never, 2) Rarely, 3) Sometimes, 4) Often and 5) Always. Select
one among them for each question and put a ‘X’ mark in the corresponding number in the answer
sheet. Your response will be used only for research purpose and be kept confidential.

1. Capable of making me to understand about “Right” and “Wrong”.

2. View everything with a critical mind.

3. Never find time for me to help during difficult situations.

4. Congratulate me when I pass the exams.

5. I am compared with other friends / classmates.

6. Never help me in doing day-to-day activities on time.

7. My suggestions and ideas are considered.

8. Insult and beat me in front of others

9. No directions are given while doing things.

10. I have freedom to discuss about anything.

11. I often feel that I am being rejected for affection.

12. No inquiries are made for the decisions taken by me.

13. During the crisis situation they inquire about it.

14. Blame me even for minor things/issues.

15. Never provide an atmosphere for my studies.

 16. I get love and care from parents.

17. Behave to me in a strict manner.

18. Never do anything to satisfy my needs.

19. Being pursued for taking my own decisions.

20. Being scolded for not coming up to their expectations.

21. Fail to inquire about the disturbances and suggest remedial measures.

22. My opinions are considered in all important decisions related to home.

23. Blame me for not doing things properly.

24. No effort is made to know about the progress of my studies.

25. Provide guidance in studies and suggest ways for character formation.

26. Being scolded without knowing the reasons for late from the College.

27. No inquiries are made about my likes and interests.

28. At free time they spent time with me.

29. There is control over each of my activities.

30. They will not enquire about my abilities and goals.

Social Anxiety Interaction Scale (SIAS)

Instructions: For each item, please circle the number to indicate the degree to which you feel the
statement is characteristic or true for you.

The rating scale is as follows:

0 = Not at all characteristic or true of me.

1 = Slightly characteristic or true of me.

2 = Moderately characteristic or true of me.

3 = Very characteristic or true of me.

4 = Extremely characteristic or true of me

 Appendix B

Figure 1. Histogram depicting the normality of errors

Figure 2. p-p plot representing standardised residual.
Figure 3. Scatterplot showing the standardised residuals values against residual predicted values.

Appendix C
Appendix D
ROL Table
ROL FORMAT
YE AUTH Variab AIM OF SAMPLE TOOLS PROC RESULT/ LIMITATIONS/GAP/C CITA
AR ORS les THE /POPUL USED and EDUR OUTCOM RITICISMS TIONS
STUDY ATION analysis E E/FINDIN
techniques GS
 OlgaG social The aim school The Scale The Olga
201 ómez- anxiety of this children of Social structural Gómez
9 Ortiz, study is attending Anxiety for equation -Ortiz,
Eva to Obligator Adolescent models Eva M.
M.Ro explore y s (SAS-A; confirmed Romer
meraa the Secondar La Greca that a direct a,
RocíoJi relations y & Lopez, relationship Rocío
ménez- hip Education 1998) , with a low Jiméne
Castille between effect size, z-
joaRos maternal exists Castille
arioOrt and The between jo,
ega- paternal Evaluation parental Rosario
Ruizab educatio Scale of educational Ortega-
Luis nal the practices Ruiz,
Joaquí practices Educationa and social Luis
nGarcí and l Style of anxiety and Joaquín
a- social Fathers and that there is García-
Lópezc anxiety, Mothers of also an López,
and test Adolescent indirect Parenti
both the s (Oliva, relationship ng
direct Parra, , mediated practic
and the Sanchez- by negative es and
indirect Queija,& self-esteem adolesc
pathways López, and ent
. 2007 ) emotional social
suppression anxiety
(the : A
emotional direct
regulation or
strat-egy), indirect
which relation
accounted ship?,
for variance Internat
in social ional
anxiety. Journal
of
Clinica
l and
Health
Psycho
logy,
Volum
e 19,
Issue 2,
2019,
Pages
124-
133,
ISSN
1697-
2600,
https://
doi.org/
10.101
6/j.ijch
p.2019.
04.001
200 Natash Parenti The aim 360 Parenting Hierarc Result - Kritzas
5 a ng style of this English style hical Authoritativ N,
Kritzas research speaking regress e parenting Grobler
, was to subject ion provided AA.
adelene investiga With a Parental analyse the most The
Ann te the mean of Authority s were significant relation
grobler relations age 17 to Questionna used to contribution ship
hip 20 ire (PAQ) investi to the betwee
between (Buri. gate explanation n
perceive 1991) these of the perceiv
d results. variance in ed
parentin Orientation resilience parenti
g styles to Life for black ng
and Questionna and white styles
resilienc ire (OLQ) adolescents, and
e in (Antonovs and both resilien
adolesce ky. 1987) genders. ce
nce. Surprisingly during
, the adolesc
findings ence. J
suggest that Child
there is a Adoles
positive c Ment
relationship Health.
between 2005
fathers' Jan;17(
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n styles and 12. doi:
emotion- 10.298
focused 9/1728
coping 058050
strategies in 948658
white 6.
adolescent PMID:
learners. In 258689
contrast, 16.
other
researchers
found that
authoritaria
n and harsh
parental
styles are
closely
related to
psychologic
al
disturbance.
201 Saira Self- This A sample For data Sample The results Saira
5 Yousaf esteem, collection of the Yousaf
study is of 100 indicated
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Rosenberg includi n
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self- were used Private Further, it bad,
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esteem, indicates
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parenting demograph scales that low self Journal
along of
style and ic esteem
with Educati
social sheet. factual would cause on and
inform Practic
anxiety social
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in girls scales anxiety and www.ii
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predict
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201 PINKI Social The The The For The results Mishra,
7 MISH anxiety adolescent mean Pinki
study sample of indicated
(dee RA , s were compar and
pak) AND was the study assessed isons, that social Kiran,
U.V. Parenti using the U.V.
taken up involved anxiety has
KIRA ng children sample (2018).
N style, to 120 social of negative Parenti
Adoles anxiety parents ng style
determin adolescen correlation
cents inventory were and
e the ts where as classifi with social
parents ed into anxiety
parenting (boys=60, parenting
were three among
style and girls=60)b administer extrem style.Agree adolesc
ed e ents.Int
assess its etween ableness
parenting groups: ernat. J.
impact the age style high , and Appl.
questionn modera Home
on the range of openness
aire.The te and Sci., 5
social 13 and 18 data was low( correlated (1) :
analyzed mean ± 117-
anxiety years positively
using S.D) on 123.
among Pearson’s the with social
product basis of
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moment their
nts. method of scores Social
correlatio on
anxiety was
n and F- parenti
test ng style negatively
and
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scores
permissive
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were
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compar
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However
permissive
and
authoritativ
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style both
predicts
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anxiety
among
adolescents
201 Jihong Perceiv The 1345 Short- The The results The limitations of this Xu, J.,
7 Xu, ed study adolescen Form ofquantit of this study study include the lack of Ni, S.,
Shigua Parenti aimed to ts from the Egna ative show that comparison of parenting Ran,
ng Ni, ng investiga migrant Minnen researc social styles and anxiety of M., &
(Kar Maosh Style, te how families Beträffand h anxiety for adolescents between Zhang,
tika eng Social parenting four non- e method adolescents migrant families and non- C.
y) Ran, Anxiet styles governme Uppfostran such as in migrant migrant families. Only self- (2017).
Chenpi y could nt-funded : One’s questio families are report measures from The
ng affect junior Memories nnaire positively adolescents themselves in relation
Zhang adolesce middle of survey correlated this study may have ship
nt’s schools in Upbringin was with subjective bias, thus data betwee
social Guangdon g (s-employ parental from multiple reporters n
anxiety g province EMBU), ed in rejection such as children, parents, parenti
in this and and teachers should be ng
migrant study. overprotecti collected in further studies. styles
Social
families. The on, and and
Anxiety questio negatively adolesc
Subscale of nnaire correlated ents’
Self- survey with social
Conscious was parental anxiety
ness Scale conduc emotional in
ted in warmth. migrant
the Evidence familie
classro also s: A
om by indicates study in
trained that parents’ Guang
psycho negative dong,
logists rearing China.
and behaviors Frontie
graduat such as rs in
e overprotecti psychol
student on, ogy, 8,
s with rejection, 626.
psycho punishment,
logy and less
majors. emotional
The warmth are
total related to
time childhood
used anxiety.
for the This study
survey also
was indicates
around that
10 min. mother’s
overprotecti
on is
associated
with
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social
anxiety in
migrant
families.
More
specifically,
parents’
overprotecti
ve attitudes,
especially
mothers’
attitudes,
can increase
children’s
social
anxiety
202 Chin Perceiv The A total of The The The results Convenience Sampling Cong,
0 Wen ed paper 327 Parental Ministr showed no was used as a sampling C. W.,
Cong, Parenti investiga adolescen Perception y of significant method so the results can’t Aik, C.
(Shu Chuah ng tes the ts from Questionna Educati correlations be generalized to a larger P.,
bhri Peng Style, relations internatio ire and on between context and population. Rabban
ka) Aik, Social hip nal and Kutcher Malays parenting A western scale was used i, M., &
Mohtar Anxiet between national Generalize ia, styles and for perceived parenting Ni, A.
am y Malaysia secondary d Social Selang social style and the study was O. Z.
Rabban n schools in Anxiety or State anxiety. In conducted in the Asian (2020).
i, adolesce Selangor Disorder Educati addition, context. Perceiv
Ariann nts’ participat Scale for on parenting ed
a Oh perceptio ed in this Adolescent Depart styles did parenti
Zhing ns of study. s were used ment, not ng style
Ni their to measure and significantl and
parents’ the school y predict the adolesc
parenting adolescent princip adolescents’ ents’
styles s’ als social socakai
and their perception granted anxiety. al
measured s of the However, anxiety
level of parenting ethical there were in
social styles and approv significant Selang
anxiety, social al and racial and or,
including anxiety, permis age group Malays
differenc respectivel sion to differences ia.
es by age y. carry in the Makar
and race out this categories a
study. of parenting Human
Written style and Behavi
parenta levels of or
l social Studies
consent anxiety. In in Asia,
and conclusion, 24(1),
student the 17-23.
assent parenting
were style
obtaine received by
d prior Malaysian
to the adolescents
data was not
collecti significantl
on. y related to
Both their social
the anxiety.The
measur results
ing showed that
instrum Malay
ents adolescents
were and those
admini aged 15–16
stered. years old
It was a had the
quantit highest risk
ative for social
study. anxiety.
Pearso
n’s R
and
One-
Way
ANOV
A were
perfor
med for
statistic
al
analysi
s.
201 Arantx Parenti The main 59 studies Literature They The studies The considerable variation Parenti
9 a ng goal of review review reviewed in the conceptualization of ng
(Fai Gorosti Styles this study ed 59 suggest that parental socialization and Styles
ma) aga , and was to studies parental the diverse range of and
Jone Interna synthesiz that warmth, instruments used hampers Internal
Aliri , lizing e the analyse behavioural the comparison of results izing
Nekane Sympt literature the control, and across studies. Sympto
Balluer oms on the relation autonomy Systematic review has been ms in
ka and associati ship granting are limited to studies that have Adoles
Joanes on of betwee inversely used questionnaires and cence:
Lameir parenting n associated this fact may be related to A
inhas practices parenti with the effect sizes found. System
and ng and internalizin atic
styles one or g problems, Literat
with more especially ure
anxiety, outcom depression, Review
depressio e in Arantx
n, and variabl adolescents. a
suicidal es. The Conversely, Gorosti
ideation eviden psychologic aga * ,
in ce base al control Jone
adolesce is and harsh Aliri ,
nts. largest control by Nekane
with parents Balluer
respect show a ka and
to positive Joanes
depress relationship Lameir
ion, with inhas
followe adolescent
d by anxiety,
anxiety depression,
, but and suicidal
there is ideation.
conside Although
rably the
less associated
researc effect sizes
h on are small or
the moderate,
relation the results
ship suggest that
betwee these
n variables
parenti should be
ng and taken into
suicida account
l when
ideatio designing
n in programme
young s aimed at
people. promoting
The parenting
review styles
ed conducive
studies to the
were wellbeing
conduc of
ted in adolescents.
almost
thirty
differe
nt
countri
es, with
half of
them
being
publish
ed
since
2016,
indicat
es that
the
relation
ship
betwee
n
parenti
ng.
200 Neerja Parenti The aim The FOR -The -The results The study's cross-sectional Therga
7 R ng of the sample STUDENT student of the study character restricts onkar,
Therga Style & study comprised S- s were indicated inferences about causality, Neerja
(Tris on-kar, Test was to 207 Test admini statistically and the sample's non- R.,
hna) A J Anxiet explore students Attitude stered significant representativeness limits its Wadka
Wadka y the (109 male Inventory the negative generalizability. r, A. J.
r relations and 98 (TAI) , TAI, correlations (2007).
hip female)/1 TDAP , between test Relatio
between 5- 17 Test of and anxiety and nship
test years Democrati TAPC. democratic betwee
anxiety from the c Attitude (Both attitude of n Test
and 11th of the TDAP parents and Anxiet
parenting standard Parents and acceptance y and
style (science (TDAP) , TAPC of parents. Parenti
stream) yield - ng
from three Test of separat Statistically Style J.
education Acceptanc e significant Indian
al e of the scores negative Assoc.
institution Parent by for the correlations Child
s in Pune the Child child’s were also Adoles
and 200 (TAPC) percept observed c.
mothers. ion of between the Ment.
FOR fathers worry and Health
PARENTS and emotionalit 2007;
- mother y 2(4):
s.) components 10-12
Parental - of test
Attitude Mother anxiety and
regarding s were democratic
Academics admini attitudes of
Scale stered mothers as
(PAA) the well as
(PAA) fathers
Parental and the - There was
Expectatio (PEGS no
ns and A) statistically
Gender scales , significant
Stereotype both of correlation
d which between test
Perception were anxiety and
s in the develo attitudes
Area of ped and
Academics specifi expectation
(PEGSA) cally of mothers
for the towards
their child’s
present academics
study and gender
- High stereotyped
scores perceptions
in these of mothers
2 tests regarding
indicat academics.
e high
parenta
l
expecta
tions
regardi
ng their
child’s
academ
ics as
well as
greater
gender
stereot
yped
percept
ions of
parents
.
201 Sahithy Parenti The pilot 12 Sociodemo Childre Anxiety in Based on a very small Parenti
9 a BR, ng study children graphic n were children sample size, carried out in a ng
(Fai Vijaya styles, was (eight proforma first was single centre catering to styles,
ma) Raman temper designed male and admini positively urban areas. Therefore, the temper
ament, to four Raven’s stered associated findings of this study ament,
and examine female), Coloured CPM with cannot be generalised. and
anxiety the aged eight Progressiv and father’s anxiety
associati to 12 e Matrices screene authoritaria The study was cross- in
on years and (CPM) d on n and sectional in nature. A childre
between their the permissive longitudinal study would n:
parenting parents Developm basis of parenting help to get a better prelimi
styles, took part ental a style, and understanding of temporal nary
tempera in the Psychopat parent negatively and perhaps causal finding
ment, study. hology report associated relationships between s in the
and Check List on with parenting style, Indian
child’s for DPCL mother’s temperament, and child’s populat
anxiety. Children and authoritativ anxiety ion
(DPCL) SCAR e parenting Sahithy
ED-P. style. a BR,
Mini MINI Anxiety in Vijaya
Internation was children Raman
al admini was also Open
Neuropsyc stered negatively Journal
hiatric to the associated of
Interview parents with Psychia
. If the temperamen try &
Screen for scores t Allied
Child were dimensions, Science
Anxiety within sociability s ·
Related normal and August
Emotional limits emotionalit 2019
Disorders- on all y, and
Parent the positively
version tools, associated
further with
Parenting researc distractibilit
Styles and h y. There
Dimension assess were also
s ment significant
Questionna was associations
ire carried between
out. temperamen
Malhotra Those t
Temperam childre dimensions
ent n who and
Schedule were parenting
found styles,
to have specifically
difficul permissive
ties as parenting
identifi style was
ed negatively
throug associated
h with
DPCL/ sociability
SCAR and
ED- emotionalit
P/CPM y. The effect
were of parenting
offered styles in
more Indian
detaile context did
d not differ
evaluat from those
ion and of West as
treatme the study
nt, and finds both
not authoritaria
include n and
d in the permissive
study. parenting
Parents style to be
of associated
childre with child
n anxiety.
include Temperame
d in the nt
study dimensions
then were also
filled associated
out with
PSDQ parenting
questio style and
nnaire child
and outcome.
were
intervie
wed for
child
temper
ament.
 1919
bbbh

201 Rana, Parenti explore 200 Social Data Results The major limitation of the Rana,
3 Shabbi ng the students Anxiety was revealed study is the age range of the S. A.,
Arz r Styles relations (100 boys, Scale for collect that there participants as all the data Akhtar,
oo Ahmad and hip 100 girls) Adolescent ed was a was drawn from university S., &
; Social between with an s, and throug significant students. Secondly, data Tahir,
Akhtar, parenting age Parental h relationship was only collected from M. A.
Anxiet
Shazia; styles ranged Attitude stratifie between educated boys and girls and (2013).
Tahir, y and 18-20 Inventory. d parenting thirdly that data was not Parenti
Muha among social years random styles and collected from parents. The ng
mmad Adoles anxiety sampli social results of the study could be styles
Azam. cents among ng and anxiety; the more generalized by taking and
adolesce Correla authoritaria a broad based sample of social
nts tion, T- n and earlier age range from anxiety
test, uninvolved school because the onset of among
and parenting social anxiety takes place adolesc
two styles of in early adolescence ents.
way mother and New
ANOV father were Horizo
A were the ns,
used significant 7(2),
predictors 21-34.
for social
anxiety; and
girls have
higher
levels of
social
anxiety than
boys.
200 Muris perceiv The aim 159 Children Results Muris,
0 et al. ed was to primary completed showed that P.,
(Shr parenta assess school (a) the parental Meeste
eya) l the children EMBU, a rearing rs, C.,
rearing, relations questionna behaviours, Mercke
self- hip ire in particular lbach,
reporte between measuring rejection H., &
d perceive perception and anxious Hülsen
attach d s of rearing, beck, P.
ment parental parental were (2000).
style, rearing rearing positively Worry
and behaviou behaviours associated in
worry rs and , (b) a with worry. childre
self- single-item Thus, n is
reported measure of children related
attachme attachment who to
nt style, style, and perceived perceiv
on the (c) the their parents ed
one hand, Penn State as more parenta
and Worry rejective l
worry, on Questionna and anxious rearing
the other ire for reported and
hand. Children higher attach
(PSWQ- levels of ment.
C), an worry. Behavi
index of Furthermor our
severity of e, self- researc
worrying reported h and
attachment therapy
style , 38(5),
appeared to 487-
be related to 497.
worry.
More
specifically,
children
who
classified
themselves
as
avoidantly
or
ambivalentl
y attached
displayed
higher
levels of
worry than
did children
who
classified
themselves
as securely
attached.
These
findings are
consistent
with the
notion that
family
environmen
t factors
such as
parental
rearing and
attachment
style
contribute
to the
severity of
anxiety
symptoms
in children.
201 Atilgan relation aim was 545 (255 TOOL The The the sample consisted of Erozka
2 EROZ ships to females; USED study findings adolescents who were n, A.
(NA KAN betwee examine 290 Anxiety was a showed that recruited from the school (2012).
MA n the males) Sensitivity quantit the setting. In as much as they Examin
N) anxiety relations students Index-R, ative democratic, represent a convenience ation of
sensitiv hips studying and and protective- sample, the generalizability Relatio
ity and between in Parental relation demanding, of findings needs to be nship
perceiv anxiety different Attitudes al and shown through replication betwee
ed sensitivit high Scale study. authoritaria in a more representative n
parenti y and schools in Pearso n parenting sample from the general Anxiet
ng parenting Mugla n styles were population and among y
styles using the Produc found to be adolescents in other Sensiti
random t- significantl settings. vity
sampling Mome y correlated longitudinal studies are and
one 1st , nt to anxiety needed to examine the role Parenti
one 2nd , Correla sensitivity of negative parenting styles ng
one 3rd, tion and and their influence on the Styles
and one analysi democratic, development of the anxiety in
4th grade s was protective- related sensations and the Adoles
class from employ demanding, processes that lead to the cents.
each ed to and elevation of anxiety Kuram
different search authoritaria sensitivity Ve
type of for n parenting Uygula
high relation styles mada
school. ships important Egitim
betwee predictors Bilimle
n of anxiety ri, 12,
anxiety sensitivity 52-57.
sensitiv the results
ity and shows that
parenti there is a
ng significant
styles; relationship
multipl s between
e anxiety
hierarc sensitivity
hical and
regress parenting
ion styles and
analysi perceived
s was parenting
also styles,
used adolescents’
for perceived
explain negative
ing parenting
anxiety styles may
sensitiv be a
ity precursor to
anxiety
sensitivity
200 Megan Unprot This 923 The Social Student Students’ The findings are based on
8 Spokas ective study students Interaction s reports of self-reports, which may be
(Tan , parenti focuses enrolled Anxiety particip social subject to memory bias
ushr Richar ng, on the in an Scale, ated in anxiety and/or distortion based on Spo
ee) d G. social Cross- Introducto the were symptomatology. In kas
Heimb anxiety sectional ry The main associated addition, the self-reports ,
erg and and Psycholog Parental study with ratings were administered through M.,
externa Longitud y course at Bonding by of low an online computer system &
l locus inal a large, Instrument, signing parental and therefore were Hei
of Relations urban up warmth and completed under less mb
control hips university Memories throug high controlled conditions than erg,
among of My h an parental prior research. R.
overprote Parents’ online overprotecti G.
ctive Upbringin researc on. (20
parenting g is the h 08)
, social English admini Overprotect .
anxiety translation stration ive Ov
and of the Egna system. parenting erp
external Minuen Prior to contributes rote
locus of Betraffand particip to the ctiv
control. e ation, developmen e
Uppfostra potenti t of a Par
m al cognitive enti
scale particip style in ng,
(EMBU; ants which an Soc
Perris et al. were individual ial
1980)- an asked believes An
inventory to read that xiet
used to the outcomes y,
assess inform are largely and
memories ed determined Ext
of parental consent by external ern
rearing form factors. This al
behavior. and use cognitive Loc
the style may us
The comput develop as a of
Multidime er result of the Co
nsional system control ntr
Locus of to exerted over ol:
Control agree the child by Cro
Scale. to the the parent or ss-
conditi because sect
Correlation ons. overprotecti ion
al analysis Therea on may al
was done. fter, interfere and
student with the Lo
s were child’s ngit
asked acquisition udi
to of necessary nal
provide social skills, Rel
demogr leaving the atio
aphic child nsh
inform feeling out ips.
ation of control Co
and when gnit
comple presented ive
te an with social The
online demands. It rap
battery is the y
of expectation and
questio that one’s Res
nnaires behavior is ear
. controlled ch,
Student by external 33(
s were forces that 6),
provide then serves 543
d with to increase –
a social 551
debrief anxiety. .
ing doi:
stateme An 10.
nt, additional 100
includi mediational 7/s
ng a list model was 106
of also tested, 08-
commu and this 008
nity model was -
resourc also 922
es for significant, 7-5
counsel suggesting
ing that social
service anxiety,
s, parenting,
followi and external
ng locus of
comple control
tion of influence
the each other
online in various
study. ways.
Student
s
logged
in to
the
system
using
their
univers
ity
email
address
and
receive
d
researc
h
credits
for
their
course
after
comple
ting the
questio
nnaires
.
200 Essako Insecur This 104 Behavioral Behavioral There are several Essako
5 w, e study children Inhibition inhibition limitations to the current w,
(Sur Ungere attach examine aged 3–4 Screening– and study. As this research was G.S.,
abh) r and ment, d the years who Temperam insecure part of a larger longitudinal Ungere
Rapee behavi associati were ent attachment study on the effect of an r, J.A.
oral on assessed Questionna were both intervention program &
inhibiti between for ire found to be aimed at reducing Rapee,
on, and insecure behaviora associated behavioral inhibition, and R.M.
anxiety attachme l Child– with child presumably the risk for (2005).
nt, inhibition mother anxiety, anxiety disorders, the Attach
behavior and attachment even after comparison group (i.e., the ment,
al mother– was controlling behaviorally uninhibited Behavi
inhibitio child assessed for the group) was relatively small oral
n, attachmen using the effect of in comparison to the Inhibiti
anxiety t preschool each other behaviorally inhibited on, and
in an at version of and of group, which may have Anxiet
risk the Strange maternal influenced the y in
sample Situation trait results.Another limitation Presch
of procedure anxiety. concerns the assessment of ool
preschoo (Cassidy & Maternal preschool anxiety. As Childre
l Marvin, anxiety was many forms of anxiety n.
children. 1992). also during childhood are Journal
The associated normal and transitory in of
relations DSM-IV with child nature and are adaptive and Abnor
hip criteria anxiety, necessary for normal mal
between were used development as children Child
maternal to assess learn to gain control over Psycho
anxiety anxiety their fears, diagnosing logy,
and child diagnoses anxiety disorders in this 33,
anxiety in children young age group is 131-
was also difficult. 143.
assessed. Mothers
completed https://
the Trait europe
version of pmc.or
the g/articl
StateTrait e/MED
Anxiety /15839
Inventory, 492
Form Y
200 Roselin Parenta Associati 1047 1.Diagnosi Its a Strong Lieb,
0 d Lieb, l on Adolesce s of social longitu association R.,
Hans Psycho between nts age Phobia in dinal between Wittch
Ulrich patholo Social between parent and study parent en, H.,
Wittch gy, phobia, 14-17, child - social Höfler,
en, Parenti and and one of based on phobia and M.,
Michae ng Parental their DSM-IV child social Fuetsch
l style, Psychopa parent Munich phobia , M.,
Höfler, Social thology, composite Stein,
DiplSta Phobia Parenting Internation Other form M., &
t, style and al of parental Merika
Martin character Diagnostic psychopath ngas,
a istics of Interview ology are K.
Fuetsc family 2. also (2000).
h, functioni Parenting associated Parenta
Murray ng Style- with social l
b Stain Questionna phobia of Psycho
ire of adolescents patholo
recalled e.g gy,
parenting depression, Parenti
rearing anxiety etc ng
3. Family among Styles,
functionin parents and the
g- Risk of
McMaster parental Social
family overprotecti Phobia
assessment on and in
device rejection are Offspri
associated ng.
with social JAMA
phobia Psychia
no try,
association 57(9),
between 859-
family 866.
functioning
and social
phobia.
201 Sandhu Parenti Social n=227; Social Correla Results Limitations: It employed Gurpre
5 & ng Withdra Females. Anxiety tional from self-report measures and it et Kaur
(Atu Sharma styles, wal and Age Scale for and multiple was a correlational study. Sandhu
fa) social Social group=6- Children multipl regression Hence causal effects , and
withdra Anxiety 11 years version; e analyses cannot be established. Vandan
wal in Parent regress indicated a
and Relation Child ion that Sharma
Social to Relationshi analysi uninvolved ,
Anxiet Stylistic p Scale- an s was , non- “Social
y Parenting Indian employ reasoning, Withdr
Dimensi adaptation ed to neglect and awal
ons in of Roe- explore reject and
the Siegelman the parenting Social
Indian Parent- relation dimensions Anxiet
Cultural Child ship positively y in
Context Relationshi betwee predicted Relatio
p n the social n to
Questionna variabl anxiety and Stylisti
ire; The es. social c
Parenting withdrawal Parenti
Styles and in girls. ng
Dimension Dimens
s While ions in
Questionna authoritati the
ire ve style Indian
and Cultura
connection l
parenting Contex
dimensions t.”
inversely Resear
predicted ch in
social Psycho
withdrawal logy
and social and
anxiety Behavi
among oral
girls. Science
s, vol.
3, no. 3
(2015):
51-59.
doi:
10.126
91/rpbs
-3-3-2.
198 Bruch, Social to assess 21 social imaginary Social Bruch,
9 M. A., phobia the phobic audience phobics M. A.,
(Tos Heimb and relevance patients'(S scale by D. perceived Heimb
hi) erg, R. percept of Ps')compa Elkind and their erg, R.
G., ions of Buss'(19 red with R. Bowen mothers as G.,
Berger, early 80) those of more Berger,
P., & parenta formulati 22 avoidant of P., &
Collins l and ons agorapho social Collins,
, T. M. person regarding bic phobic T. M.
(1989). al antecede patients situations, (1989).
charact nts of (AGs). S their parents Social
eristics social as seeking phobia
evaluativ to isolate and
e fears them, their percept
for parents as ions of
understa overemphas early
nding the izing the parenta
develop opinions of l and
ment of others, and persona
social their parents l
phobia as charact
deemphasiz eristics.
ing family Anxiet
sociability. y
Social Resear
phobics also ch, 2,
reported 57–63
greater self-
consciousne
ss and fewer
dating
partners
during
adolescence
.
A
discriminan
t function
analysis
revealed
that these
criterion
variables
accurately
classified
91% of
social
phobics and
77.3% of
agoraphobic
s.
200 Bögels, Parenta The aSubjects Social socially An important limitation of Bögels,
1 S. M., l present were 190 Anxiety anxious the present study is that it S. M.,
van rearing study children Scale children solely relies on self report van
Oosten, styles; investiga aged (SAS). judge their Oosten,
A., Social ted between 8 parents as A.,
Muris, anxiety whether and 18 The child less Muris,
P., & socially years version of emotionally P., &
Smulde anxious the Egna warm and Smulde
rs, D children Minnen more rs, D.
perceive Betraffand rejecting (2001).
their e than normal Famili
current Uppfostran control al
parental (EMBU-C; children, correla
rearing Castro et but they did tes of
as al., 1993). not differ social
rejecting, from anxiety
overprote Parent clinical in
ctive, and Attitudes control childre
lacking Toward children. n and
emotiona Child- With adolesc
l warmth, Rearing respect to ents.
and as scale overprotecti Behavi
emphasiz (PACR; on, results our
ing the Bruch et were mixed: Resear
importan al., 1989). maternal ch and
ce of overprotecti Therap
other’s on, as y,
opinion, perceived 39(3),
and de- by the child, 273–
emphasiz predicted 287.
ing social childhood doi:10.
initiative social 1016/s
s and anxiety in 0005-
family the 7967(0
sociabilit regression 0)0000
y. Also analysis, but 5-x
examine socially
d anxious
whether children did
parents not differ
of from
socially control
anxious groups on
children overprotecti
report to on. Socially
rely on anxious
such children and
rearing their parents
practices, perceived
and their family
suffer as less
themselv sociable
es from than normal
social children and
fears. their
parents, but
they did not
differ from
the clinical
control
group in
perceived
family
sociability.
Social
anxiety of
the mothers
significantl
y predicted
children’s
social
anxiety in
the
regression
analysis.
tioned
rearing
practices,
social
anxiety of
the mother
still
significantl
y predicted
social
anxiety of
the child. In
the extreme
group
comparison
s,
differences
in the
expected
direction
were found
between
socially
anxious and
normal
children on
parental
rejection,
emotional
warmth, and
family
sociability.
However,
the lack of
differences
between
socially
anxious and
clinical
control
children
suggests
that these
variables do
not form a
specific
pathway to
social fears.
201 Rebeca perceiv Impact of 548 Asian Fathers' Implications for educators
0 P.Ang ed perceive adolescen perceived and mental health https://
( parenti d ts parenting practitioners working with doi.org/
mub ng style parenting style was adolescents and their 10.103
ashir ,self style on significantl families will also be 7/0002-
) relianc adolesce y associated explored. 9432.7
e , self nts' self- with 6.4.503
esteem reliance, adolescents'
. interpers sense of
onal inadequacy
relations, for the
sense of entire
inadequa sample as
cy, and well as for
attitude Chinese
to school, adolescents.
after Fathers'
controlli perceived
ng for parenting
effects of . style was
adolesce also
nts' self- significantl
esteem y associated
with Malay
adolescents'
self-
reliance.
Mothers'
perceived
parenting
style was
significant
only for
Malay
adolescents'
attitude to
school.
201 Pinki Parenti The The The scales The The
8 Mishra ng present sample of used for urban adolescents
(Yas and style; study the study assessing areas of with
hi) U.V. Social was involved adolescent Luckno authoritaria
Kiran anxiety taken up 120 s was w city n fathers
to adolescen children were resulted in
determin ts social selecte low social
e the (boys=60, anxiety d anxiety in
parenting girls=60) inventory purposi comparison
style and between where as vely to to
assess its the age parents conduc authoritativ
impact range of were t the e and
on the 13 and 18 administer study. permissive
social years. ed For fathers.
anxiety parenting selectio High social
among style n of the anxiety was
adolesce questionna respon seen among
nts. ire. dents, adolescents
purposi with
The data ve permissive
was random fathers
analyzed sampli where
using ng significant
Pearson’s techniq differences
product ue was were
moment adopte evident
method of d. among
correlation children
and F-test. Simple with fathers
For mean random adopting
compariso sample different
ns, the of size parenting
sample of N was styles.
parents drawn
were from a The results
classified populat indicated
into three ion of that social
extreme size N anxiety has
groups in such negative
high , a way correlation
moderate that with
and low( every parenting
mean ± possibl style.
S.D) on the e Agreeablen
basis of sample ess and
their scores of size openness
on n has correlated
parenting the positively
style and same with social
social chance anxiety.
anxiety of Social
scores of being anxiety was
their scales selecte negatively
were d. correlated
compared in case of
permissive
type of
parenting
style.
However
permissive
and
authoritativ
e parenting
style both
predicts
social
anxiety
among
adolescents
 Kristin anxiety The a sample Rather than Results The study utilized a small
200 e E. , purpose of 31 two- solely show that sample, and while the
9 Rork a gender of the parent relying parental scheduling constraints of
(tan & , present families.T upon behaviors busy American families no
ya ) Tracy parenti study is he final retrospecti play an doubt has an effect on
L. ng to communit ve important research participation rate,
Morris behavi determin y sample questionna role in the this study was particularly
our e the included ires, this developmen challenged because three
associati 17 boys, study t of family members were
on of 15 girls, incorporate childhood required to be present at the
parenting and the d direct social same time. Over 90% of the
behavior mothers observatio anxiety. families were European-
s and and n and a Results also American biological
social fathers of Daily provide parents, potentially limiting
anxiety these Activity preliminary generalizability to other
in children. Log to indications ethnic groups or parents
children. assess the that parental (i.e., step-parents, foster
Three qualities of warmth and parents, kinship).
parental social overprotecti Participants were well-
factors— interaction. on may be educated, making it
including associated possible that they may have
parental with been more knowledgeable
socializat differential about effective parenting
ion, levels of than the general
control, child population.Additionally, a
and anxiety. limitation inherent in
warmth Maternal studies involving direct
—were and paternal observation is that of
investiga overprotecti reactivity. Individuals may
ted on both have behaved differently
related to knowing that they were (a)
child social involved in a study and (b)
anxiety in being videotaped.
the entire
sample,
while
maternal
overprotecti
on also
related to
boys’
general
anxiety
symptoms.
More
specifically,
maternal
overprotecti
on and
observed
negative
commands
related to
child social
anxiety, and
paternal
overprotecti
on related to
child
general
anxietyF.in
dings also
suggest that
certain
parental
behaviors
may be
closely
associated
with child
social
anxiety, as
findings
revealed
associations
between
parental
negative
commands
and idea
generations
with child
social
anxiety.
These
findings
suggest that
parental
behaviors
such as
telling the
child what
not to do (as
opposed to
what to do)
and taking a
greater role
in child
activities
(i.e., ‘‘over-
helping’’)
may lead to
a greater
chance that
the child
will have
elevated
social
anxiety.
These
parental
behaviors
may hurt a
child’s
developmen
t of social
autonomy,
further
contributing
to elevated
social
anxiety
201 Fentz perceiv To 504 1. Group The anxiety Fentz,
1 et al ed investiga outpatient perceived differe group Results do not support H.N. et
(An parenti te s with parenting nces in reported theories of parental control al
ushk ng perceive panic style perceiv both parents as a specific risk factor for (2011).
a) style, d disorder/a measured ed as less anxiety The
anxiety parenting goraphobi the PBI parenti caring and disorders, but they are in role of
disorde style in a a, social 2. beck’s ng style their fathers accordance with prior depress
rs and large phobia or anxiety were as more findings showing an ion in
depress clinical obsessive inventory analyze controlling association between perceiv
ion sample – 3. beck’s d by than did the depression and ed
of compulsiv depression means student perceived lack of parental parenti
patients e inventory of group. care. ng style
with disorder, multiva among
various and in 210 riate However, patients
anxiety psycholog analyse these with
disorders y s of between- anxiety
(PDA, students. covaria group disorde
SP and nce differences rs.
OCD) by (MAN disappeared journal
comparin COVA when taking of
g (I) the ), and self- anxiety
anxiety Cohen’ reported disorde
group to s d depressive rs. vol.
a control (Cohen symptoms 25, pp.
group of , 1988) into 1095-
psycholo was consideratio 1101.
gy comput n. doi:10.
students, ed to 1016/j.j
and (II) estimat Also no anxdis.
the three e effect differences 2011.0
anxiety sizes. in parental 7.008
disorder Additio style were
groups to nally, found
one bivariat between the https://
another. e three sci-
Addition correlat diagnostic hub.se/
ally (III) ions, anxiety https://
comorbid and a groups, doi.org/
depressio series when 10.101
n and of depressive 6/j.janx
anxiety hierarc symptoms dis.201
disorder, hical were 1.07.00
and (IV) multipl taken into 8
the e account.
severity regress
of self- ion
reported analyse Self-
anxiety s reported
and was depressive
depressiv perfor symptoms
e med, were more
symptom with consistently
s on each of associated
perceive the PBI with
d subscal negatively
parenting es as perceived
style. depend parenting
ent style than
variabl with self-
es, reported
and anxiety
both symptoms
BAI in both the
and anxiety
BDI group and
scores the student
as group.
indepe
ndent
variabl
es.