VIETNAM NATIONIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF JAPANESE LANGUAGE AND CULTURE

GRADUATION PAPER

THE INFLUENCE OF PARENTING STYLES

ON CHILDREN'S DISCIPLINE

Supervisor: Đào Thị Diệu Linh (Ph.D)

Student: Đinh Huyền Trang
Course: QH2018.J3.CLC TT23

Hanoi 2023
 ĐẠI HỌC NGOẠI NGỮ - ĐẠI HỌC QUỐC GIA HÀ NỘI
KHOA NGÔN NGỮ VÀ VĂN HÓA NHẬT BẢN

KHÓA LUẬN TỐT NGHIỆP

ẢNH HƯỞNG CỦA PHONG CÁCH GIÁO DỤC CỦA CHA MẸ

ĐẾN TÍNH KỶ LUẬT CỦA CON CÁI

Giáo viên hướng dẫn: TS.Đào Thị Diệu Linh

Sinh viên: Đinh Huyền Trang
Lớp: QH2018.J3.CLC TT23

Hà Nội 2023
 XÁC NHẬN CHO PHÉP BẢO VỆ KHOÁ LUẬN TỐT NGHIỆP

Tôi là:
hướng dẫn Khoá luận của,
Sinh viên: Đinh Huyền Trang
Mã sinh viên: 18041297
Lớp: 18J3
Tên đề tài Khoá luận tốt nghiệp (tiếng Việt): ẢNH HƯỞNG CỦA PHONG CÁCH GIÁO
DỤC CỦA CHA MẸ ĐẾN TÍNH KỶ LUẬT CỦA CON CÁI

Xác nhận cho phép bảo vệ Khoá luận tốt nghiệp:

Đồng ý

Không đồng ý

Hà Nội, ngày 31 tháng 7 năm 2023

Giáo viên hướng dẫn
(ký và ghi rõ họ tên)
 ACKNOWLEDGEMENT

I am deeply grateful to my supervisor, Mrs. Dao Thi Dieu Linh, for her unwavering support
and guidance throughout my master’s program. It has been a honor for me to have her read and
comment on my work, and I have learnt a lot from her critical mindset. Her expertise and
patience have been invaluable to me and have played a crucial role in the success of this thesis.
I would also like to thank my colleagues at Faculty of Japanese Language and Culture for
their support and collaboration during my research.
I am deeply thankful to my friends and family for their love and support during this
process. In particular, I would like to thank Ngoc Anh for helping me understand thesis writing,
and Heinrich who has taken his time to listen to my worries and support me through many
sleepless nights. Without their encouragement and motivation, I would not have been able to
complete this journey.
Finally, I would like to extend my sincere gratitude to all of the participants in my study.
Their willingness to share their experiences and insights has been invaluable to my research and
has helped to make this thesis a success. Thank you for your time and contribution.
I am grateful to everyone who has supported me throughout this process. Without your help
and guidance, this thesis would not have been possible.
 TABLE OF CONTENTS

ACKNOWLEDGEMENT.............................................................................................................4
LIST OF TABLES..........................................................................................................................8
INTRODUCTION..........................................................................................................................9
1. Rationale of the study.................................................................................................................9
2. Purpose of the study.................................................................................................................10
3. Research subjects and research objects.................................................................................10
3.1. Research object...............................................................................................................10
3.2 Research subjects............................................................................................................10
4. Study hypothesis.......................................................................................................................10
5. Research objectives..................................................................................................................10
6. Scope of the study.....................................................................................................................10
7. Research Methods....................................................................................................................11

7.1. Theoretical research methods...........................................................................................11

7.2. Practical research method.................................................................................................11

8. Structure of the thesis..............................................................................................................11
CHAPTER 1: THEORETICAL BASIS OF PARENTING STYLE AND ITS IMPACT ON
CHILDREN'S DISCIPLINE.......................................................................................................12
1. History of research on the issue..............................................................................................12

1.1. Foreign research studies....................................................................................................12

1.2. Local research studies.......................................................................................................14

2. Theoretical foundation on parenting style and its impact on children's discipline............16

2.1. Parenting Style...................................................................................................................16

2.1.1. Definition of style............................................................................................................16

2.1.2. Types of styles..................................................................................................................17

2.1.3. Definition of parenting styles.........................................................................................20

2.1.4. Types of parenting styles................................................................................................21

 2.2. Discipline of Children........................................................................................................24

2.2.1. Definition of Discipline...................................................................................................24

2.2.2. Definition of discipline in Children...............................................................................25

2.2.3. Factors affecting children's discipline...........................................................................25

2.3. Lý luận nhận thức về phong cách giáo dục của cha mẹ ảnh hưởng đến tính kỷ luật
của con cái..................................................................................................................................26

2.4. Character development characteristics of primary and secondary school students...27

2.4.1. Character development characteristics of primary school students..........................27

2.4.1. Character development characteristics of secondary school students.......................30

2.5. The influence of parenting style on children’s discipline...............................................30

2.5.1. Definition of influence....................................................................................................30

2.5.2. The influence of parenting style on children’s discipline............................................30

Summary of chapter 1..................................................................................................................33
CHAPTER 2: RESEARCH CONDUCTING AND METHODOLOGY................................34

2.1. Research conducting..........................................................................................................34

2.1.1. Research Subjects...........................................................................................................34

2.1.2. Research stages...............................................................................................................35

2.2. Methodology.......................................................................................................................37

2.2.1. Method of literature review...........................................................................................38

2.2.2. Questionnaire survey method........................................................................................38

Summary of chapter 2..................................................................................................................39
CHAPTER 3: RESEARCH RESULTS AND EVALUATION OF THE INFLUENCE OF
PARENTING STYLES ON CHILDREN'S DISCIPLINE.......................................................41

3.1. Parenting Style Status.......................................................................................................41

3.1.1. Status of fathers’ parenting styles.................................................................................41

3.1.2. Status of mothers’ parenting styles...............................................................................41

 3.1.3. Parenting styles in different family education contents..............................................42

3.2. Level of awareness of parenting styles and children's discipline..................................48

3.2.1. General awareness at 3 levels: awareness, understanding, and application.............48

3.2.2. Compare the level of awareness of parents in some criteria.......................................49

3.3. Level of influence of parenting style on children's discipline........................................51

3.3.1. Influence of fathers’ parenting style on children's discipline.....................................51

3.3.2. Influence of mothers’ parenting styles on children's discipline.................................54

3.3.3. Educational measures for parents to enhance their awareness of their children's
discipline....................................................................................................................................56
Summary of chapter 3..................................................................................................................60
CONCLUSIONS AND RECOMMENDATIONS.....................................................................61
Conclusion.....................................................................................................................................61
Recommendations.........................................................................................................................61
REFERENCES.............................................................................................................................63
APPENDIX 1................................................................................................................................65
APPENDIX 2................................................................................................................................68
 LIST OF TABLES
Table 2.1: The sample of the study population is primary and secondary school students..34
Table 2.2. The sample of study subjects is parents...............................................................35
Table 3.1: Distribution rate of father's parenting styles........................................................41
Table 3.2: Distribution of mother's parenting styles.............................................................42
Table 3.3: Distribution of father's parenting style in each parenting style...........................43
Table 3.4: Average score at three levels: know, understand, apply......................................48
Table 3.6: Correlation coefficient between father's perceived education and discipline of
children of primary and secondary school students.......................................................................51
Table 3.7: Correlation coefficient between mother's education and discipline of children of
primary and secondary school students..........................................................................................55
 INTRODUCTION
1. Rationale of the study
The role of parents in shaping the behavior of their children has long been a topic of
interest for psychologists. However, determining the actual cause-and-effect relationship
between specific parental actions and their children's future behavior is a difficult task. It is
worth noting that even children who grow up in completely different environments may display
similar personalities, while those who are raised together in the same environment may develop
very different personalities.
In the 1960s, psychologist Diana Baumrind conducted a study of over 100 preschool
children using natural observation, parent interviews, and various research techniques. Through
this study, she identified key aspects of child-rearing, including discipline, warmth and nurturing,
communication style, and expectations of maturity and control. Based on these aspects,
Baumrind proposed that most parents exhibit one of three different parenting styles. Subsequent
research by Maccoby and Martin proposed a fourth parenting style (authoritarian, authoritative,
permissive, and uninvolved). Each style has different effects on children's behavior.
It is important to note that if parents ever feel uncomfortable using physical punishment
methods in the process of educating their children, positive discipline methods can serve as a
more optimal replacement. Discipline is a way that can be combined with or replaced by
traditional child-rearing methods to change and adjust problematic behavior in a more positive
way, for both the mind and body. This is considered one of the effective, civilized ways to
balance love and firmness when teaching children important life lessons.
Throughout history, parenting styles and methods have exerted a significant influence on
the psychological and physical health, as well as the self-evaluation, of children. However, the
nature of how parents discipline their children is subject to variation based on differences in
personality, physical characteristics, perspectives, and ages between parents. This variability
highlights the complexity of understanding the factors that contribute to the development of
parenting styles and methods and underscores the importance of further research in this area.
Given these theoretical and practical implications, researching and evaluating the influence
of parenting style can have a significant impact on developing and fostering a habit of discipline
in children. As such, studying the topic of "The influence of parenting Styles on children's
discipline" is not only important, but also necessary. Through this research, I hope to shed light
on this complex relationship and provide valuable insights for parents, educators, and researchers
alike.
2. Purpose of the study
This study aims to investigate the impact of parenting styles on their children's discipline.
The study aims to propose measures that can be used to educate parents on their approach to
educating their children. The research will be guided by the following objectives:
(1) To determine the current parenting styles used by parents, (2) To identify the effects of
these parenting styles on children's discipline, and (3) to propose interventions that could be used
to improve parenting style. The results of this study will contribute to the existing literature on
parenting practices and offer recommendations for improving parental education and child
discipline. Ultimately, this research will inform the development of programs and interventions
aimed at improving parental practices and promoting positive outcomes for children.
3. Research subjects and research object
3.1. Research object
The influence of parenting styles on children’s discipline.
3.2 Research subjects
Students from selected primary and secondary schools, and their parents.
4. Study hypothesis
Variability exists in the parenting styles of parents which may have an effect on the level
of discipline instilled in their children.
The influence of parenting styles on children’s discipline is demonstrated through
variations in their levels of awareness, understanding, and application.
5. Research objectives
The objective of this study is to investigate the theoretical aspects of parenting styles and
how parents perceive their children's discipline within the context of educational methodology.
This study examines the influence of parenting styles and methods on children's discipline, while
also assessing the level of understanding and application.
Based on the findings, based on the findings of this study, several educational interventions
are recommended to improve children's discipline.
6. Scope of the study
 This research study explores the impact of parenting styles on children's discipline in a
unidirectional manner, with a particular emphasis on primary and secondary school students.
The study aims to investigate parents' perceptions of their own parenting styles and
subsequently provide recommendations for appropriate educational methods to be implemented.
7. Research Methods
7.1. Theoretical research methods
The researcher is responsible for collecting and analyzing relevant documents and research
works in accordance with their respective departments and historical timeline. Based on this
synthesis, the researcher will provide a summary of the research history of the issue and
construct a system of conceptual tools and related concepts to guide the design of research tools.
7.2. Practical research method
* Survey method using questionnaires
This is the primary method utilized to survey the current situation of parenting styles.
* Multiple-choice method
This method is employed to survey the level of awareness parents have about their
parenting style.

8. Structure of the thesis

The thesis comprises three main chapters, in addition to the introductory and concluding
sections:
Chapter 1: Theoretical foundation on parenting style and its impact on children's discipline
Chapter 2: Research design and methodology
Chapter 3: Research findings and evaluation on parenting style and its impact on children's
discipline
 CHAPTER 1: THEORETICAL BASIS OF PARENTING STYLE AND ITS
IMPACT ON CHILDREN'S DISCIPLINE

1. History of research on the issue

1.1. Foreign research studies
The issue of parenting styles has been studied for decades across various fields such as
psychology, sociology, and management sciences. Researchers in these fields have explored the
impact of parental education styles on the psychological development and personality of
children. However, there is currently a lack of research on the influence of parental education
styles on children's discipline worldwide.
One of the foundational studies on parenting styles was conducted by psychologist D.
Baumrind. She posited that different parenting styles are created based on the influence parents
have on their children. Baumrind introduced three parenting models: authoritative, authoritarian,
and permissive. She contended that children who receive authoritative parenting are more likely
to have better socialization outcomes than those with authoritarian or permissive parents.
In the United States, authors Colleen Dilorio and William Dudley examined the
relationship between mothers' parenting styles and adolescents' conflict and violence. Their study
demonstrated that parenting styles are related to adolescents' reactions in conflict situations,
emphasizing the role of parenting as a factor affecting adolescents' responses to conflict
situations.
In 1966 and 1971, Dianna Baumrind proposed a theory of parenting styles that categorizes
parents into three distinct styles based on their level of responsiveness (warmth, acceptance, and
involvement) and demands (control, supervision, and maturity expectations) towards their
children. These parenting styles are authoritarian, authoritative, and permissive. According to
Baumrind, children raised by authoritative parents tend to exhibit more positive social behaviors
than those raised by authoritarian or permissive parents. Authoritative parents are characterized
by their warmth, willingness to negotiate rules with their children, and encouragement for
independent thinking and personal development. Their primary goal is to foster autonomy,
responsibility, self-regulation, and cooperation among their children. In contrast, authoritarian
parents attempt to control and impose their views on their children, offer little explanation for
their rules, and display limited affection for their children. Rather than encouraging, authoritarian
parents tend to punish their children for noncompliance. Permissive parents also express care for
their children but provide little demands or control over their actions. According to Baumrind,
parents with a permissive style are more responsive than demanding, show less authority, and
interact with their children as friends rather than parents. Baumrind also suggested that most
parents exhibit more than one parenting style in raising their children and that certain parents
may adopt a typical parenting style to educate their children.
Mimi Chang's (2007) study shed light on significant cultural differences in the use of
parenting styles between Chinese-American parents and mainstream American parents. The
research revealed that Chinese-American parents often employ their authority to "manage" their
children, which can lead to cultural conflicts within Chinese-American families. Despite residing
in the United States and assimilating into American culture, Chinese-American parents tend to
maintain a strong sense of authoritarianism when it comes to educating their children. In terms of
communication, Chinese parents exercise their power to educate their children, often inhibiting
their children's freedom of expression and individuality. In contrast, mainstream American
parents tend to educate their children based on their natural instincts, allowing each child to
develop self-awareness and express themselves without constraints. The study's findings have
contributed to the body of evidence linking nationality, territory, or ethnicity to parenting styles.
In 2007, Rose M. F. Huver conducted a study investigating the relationship between
parenting styles and adolescents' perceptions and smoking behavior. The study compared
adolescents raised in different parenting styles and found no statistically significant impact of
educational style on adolescents' smoking behavior.
In Asia, parenting style and its impact on the personality development of children have
also been studied extensively. R. K. Chao, a pioneer in this field, argued in his research on the
relationship between parents' child-rearing styles and children's personalities that the model of
parenting styles proposed by Baumrind may not be suitable for Asians due to differences in
beliefs. He affirmed that "Education" and "Management" are different methods of child-rearing
in China compared to the "Authoritarian" and "Authoritative" methods in the West. This
viewpoint has set the stage for further studies in this field.
In another study, Chen and colleagues found that positive parenting style has a positive
impact on children's social abilities and learning capacity. However, if both parents are
authoritarian, the impact is negative. An investigation by Liu found that closeness between
parents and children makes children smarter and more capable than strict discipline or
punishment.
Research systems worldwide provide extensive information on parenting styles and their
impact on children's discipline. However, these studies tend to have a broad focus on issues
related to children's discipline without delving into the psychology and aspirations of the
children themselves. As such, there is a need for more research studies that explore the specific
factors that influence children's discipline and the relationship between parenting styles and
children's psychological development. This thesis aims to contribute to the existing body of
knowledge by conducting a comprehensive investigation of children's discipline, with a
particular focus on the psychological and developmental aspects of children.
1.2. Local research studies
Limited research has been conducted on the influence of parenting styleal style on their
children's discipline in Vietnam.
In "Giáo dục gia đình với tuổi thiếu niên," author Duc Minh presents his views on the
parenting style of parents. The author argues that if parents only teach their children in an
imposing and commanding manner, the children are likely to develop in a distorted manner.
While it is necessary to use a commanding style in educating children, it should not be abused.
Author Mac Van Trang's research on the deviant behavior of adolescents echoes similar
views. According to Trang's research, children growing up in broken or incomplete families,
lacking love and care from their parents, are prone to deviant behavior.
The group of authors Pham Thanh Binh, Le Phong, Tran Thi Huong, and Tran Van Tinh,
in their research on the moral weakness of students in some central provinces, demonstrate that
harsh or indulgent parenting methods have a significant impact on the deviant behavior of
children.
In "Tâm lý học gia đình," author Ngo Cong Hoan discusses the reciprocal influence
between parents' parenting style and the child's development. The author argues that a
democratic parenting style can promote the child's independence, autonomy, and dynamism.
However, if parents educate their children with excessive authority, frequent imposition, and
harshness, there will be a distorted development and difficulties in social interaction.
Nguyen Thi Hoa's studies have shown that during adolescence, problematic behavior is
heavily influenced by family dynamics, with parents playing a significant role as the main factor.
 Recent research by Luu Song Ha and Nguyen Thi Bich Phuong has explored the
correlation between parenting styles and positive communication or deviant, maladaptive
behavior among adolescents.
Le Nhu Hoa and Nguyen Khac Vien have conducted research on issues related to family
education. Although these studies do not directly examine parenting styles, they provide a better
understanding of children's developmental characteristics and needs to parents, which in turn
helps them choose appropriate parenting styles for their children.
In his 2012 study on family, Nguyen Huu Minh posited that the family and close
relationship with parents serve as important protective factors for adolescents. He also noted that
while the parent-child relationship in Vietnam is becoming less authoritarian, the role and
position of the child in the family has gradually increased. Nevertheless, the parent-child
relationship still adheres to traditional hierarchical order, with parents making decisions about
everything related to their children. The majority of parents believe that children must always
obey the instructions of elders in the family. These beliefs may lead to a lack of respect for
children's rights or behaviors that violate their freedom of body. Minh also identified issues in
the parent-child relationship, such as gender bias and inadequate education of parents towards
their children.
Author Le Thi Quy's research on family violence and its impact on children (2000)
highlighted that the family is the most reliable and peaceful place for children in their early
years. As they mature, well-cared-for children usually possess sufficient knowledge and health to
lead useful lives for their family and society. Family violence, however, can affect the formation
of the child's personality, causing them to emulate their parents or exhibit violent behavior.
Family violence has transformed many gentle children into violent individuals, and in certain
cases, they also employ brutal and inhumane tactics when interacting with others. Children with
low self-esteem, fear, and clumsiness tend to distance themselves from their families and are
susceptible to negative influences from society or become victims of social evils.
Studies on the impact of parental education style on children's discipline tend to be lacking
in specificity or conducted on a large scale. Awareness of moral values pertains to an individual's
comprehension of standards and codes of conduct in interpersonal relationships, allowing them
to differentiate between right and wrong values for themselves, their community, and their
nation. The possession of a strong moral compass is fundamental to the regulation of moral
behavior.

2. Theoretical foundation on parenting style and its impact on children's discipline

2.1. Parenting Style
2.1.1. Definition of style
According to the Vietnamese dictionary, style can be defined as "the ways, methods of
living, working, and behaving that create the uniqueness of each individual or a certain type of
person". Scholars such as Hoang Le Minh, Dang Xuan Ky, Nguyen Hai Khoat, and Nguyen
Quang Uan have also offered their own definitions of style, each emphasizing its characteristic
features.
According to Hoang Le Minh, style can be described as "the sum of typical methods,
manners, and forms that individuals employ in their daily activities" [40].
Dang Xuan Ky defines style as "the customs, manners, methods, demeanor, conduct,
etiquette, etc. that are systematic and become a stable habit of an individual or a group of people,
expressed in all aspects of their activities such as work, study, living, behavior, expression
(speaking and writing) ... creating values, distinctive features of the subject". The author
emphasize that style is always unique, distinctive, systematic, stable, and characteristic of the
subject, and is influenced by various factors such as cultural traditions, lifestyle, habits, living
conditions, practical experience, and personal imprint. It is worth noting that style is not innate
but can be developed through continuous efforts, cultivation, training, and improvement of the
subject.
Furthermore, scholars like Nguyen Hai Khoat and Nguyen Quang Uan have defined style
as "a system of principles, methods, ways of expression, and characteristics of an individual or a
group of people in their basic activities" [12].
In general, the authors' viewpoints cover various aspects of the concept of style. However,
despite these individual nuances, the concept of style shares a few similarities.
It is characterized by the synthesis of relatively stable methods, ways, reactions, and
behaviors that are systematic and sustainable for individuals in their activities.
It is always unique and distinctive, creating the values and distinctive characteristics of that
subject.
 It is influenced by factors such as cultural traditions, lifestyles, habits, living conditions,
practical experience, individual imprints, as well as psychological characteristics of individuals.
Ultimately, style is a means for people to adapt to environmental changes.
Based on these viewpoints, Style is considered to be a synthesis of typical characteristics,
and relatively stable methods, ways, and behaviors of individuals in their basic activities.
As such, style is a stable system of actions of individuals that creates their individuality,
and based on that, their behavior can be predicted in certain situations. The stability of style is
dependent on the structure of the body and its functioning, including senses and the nervous
system, as well as characteristics of profession, social relationships, communication
environment, and other factors. On this basis, style is a stable system of actions of individuals
that creates their individuality and allows for predictions of their behavior in certain situations.
2.1.2. Types of styles
Various taxonomic views of researchers have resulted in different classifications of styles.
Here are some common classifications:
- Likert's Classification
Over the course of several years, Likert conducted extensive research into the patterns and
styles of leaders and managers, resulting in the development of important approaches to
understanding leadership behavior. Likert posits that effective managers are strongly subordinate
and rely on communication to ensure that all departments function collectively. He argues that
every member of a group, including leaders and administrators, must adopt a supportive attitude,
characterized by shared needs, values, aspirations, goals, and a common hope. Because Likert's
approach places a strong emphasis on human motivations, he considers this approach to be the
most effective for leading a team.
In order to provide direction for research and to clarify his concepts, Likert developed a
framework consisting of four systems of management styles.
+ The first system, referred to as the "authoritarian" management style, is characterized by
managers who possess high levels of power and exhibit a low level of trust in their subordinates.
These managers tend to motivate through the use of threats and punishments, while limiting
decision-making to the highest levels of the organization. Communication flows primarily from
the top down, with little input from subordinates.
 + The second system, known as the "decisive-merciful" management style, is characterized
by managers who have the trust of their superiors and believe in the potential of their
subordinates. This style of management utilizes a combination of rewards and, occasionally,
threats or punishments. Managers using this approach tend to allow some information to flow
upward from subordinates, as well as accepting some ideas and opinions from them. While some
delegation of decision-making power is allowed, strict policy checks are in place to ensure that
decisions remain aligned with organizational goals.
+ The third system, referred to as "consultative" management, is characterized by
managers who have a great deal of trust and hope in their subordinates, although it is not
absolute. This style of management is characterized by a willingness to seek out and utilize the
ideas and opinions of subordinates, as well as using rewards to motivate. Communication flows
in both directions, with managers seeking feedback and ideas from subordinates. Broad policies
and decisions are planned at the highest level, with some specific decisions made at lower levels.
Action is taken with reference to different opinions and perspectives.
+ Finally, the fourth system of management style is the most participatory and is referred
to as the "group-participation" style of management. Managers who use this approach have
complete faith in their subordinates and actively seek out their ideas and opinions. They
incorporate them constructively within the organization and base economic rewards on group
participation, with a focus on goal setting and evaluating progress toward those goals.
Communication flows freely and frequently in both directions, with decision-making encouraged
throughout the organization. Managers using this style of management view themselves and their
subordinates as a team, operating collaboratively to achieve organizational objectives.
According to Likert's theory, managers who adopt a four-system approach to their
activities are more successful in their roles as leaders. This approach has been proven to be
effective in setting and achieving goals, leading to better overall outcomes. Such a finding holds
significant implications for management practice.
Classification of American psychologist K. Lewin
K. Lewin was a pioneering researcher in management and parenting styles. He identified
three distinct styles, each with the following characteristics.
+ Authoritarian style: Individuals with this style are characterized by a lack of
consideration for the opinions of others and a reliance on personal experience to make decisions.
Their demands and orders are usually very strict, requiring others to strictly comply and having
their actions rigorously monitored, forcing them to meticulously follow the set requirements.
People with an authoritarian style may behave impulsively, lack trust in others, and exhibit low
self-control. On the other hand, they are decisive and resolute, which can be effective in quickly
resolving issues. This style does not promote creativity or encourage personal growth and may
lead to passive behavior and external compliance without genuine respect for orders.
+ Authoritative style: In contrast, individuals with this style are characterized by calmness
and reasonableness. Tasks are delegated with consideration for the demands of others. People
with an authoritative style are respectful of others' dignity and rich in love for humanity. Their
communication is always polite, gentle, and friendly. However, individuals who adopt an
authoritative style may, in some cases, exhibit hesitation, a lack of decisiveness and a tendency
to compromise. This approach may also lead to missed opportunities. The authoritative style not
only demonstrates authority but also creates favorable conditions for others to develop their
initiative and creativity, thereby increasing their satisfaction with their tasks. In the authoritative
style, members are open and friendly to each other, fostering a free and natural relationship.
Leaders who use the authoritative style are generally respected and trusted by their team
members.
+ Free-style: The free-style approach is characterized by low levels of engagement in
activities and sparing use of executive power. People with this style often delegate tasks and
provide general information and outline general plans rather than giving direct orders. The
results of their work are often uncertain, and those who adopt this style rarely intervene deeply in
their personal life. This approach may stem from a lack of managerial ability or highly
specialized skills but unable to perform. In the free-style approach, there is a lack of monitoring
or supervising of the work execution process, resulting in carelessly completed tasks and poor
quality work.
In addition to the aforementioned styles, Weber (1905) identified the following:
+ Bureaucratic style: This style is characterized by the separation of power from the
interests and desires of those around, the avoidance of responsibility, and the lack of adherence
to principles and common rules.
 + Charismatic style: On the other hand, this style is based on the leader's credibility, which
instills confidence in subordinates and inspires them to perform their work to the best of their
abilities.
In the study of leadership styles, Bui Ngoc Oanh has identified both positive and negative
styles [45].
Negative leadership styles
+ Nepotistic style
+ Passive style
+ Generous, frivolous style
+ Slow, indecisive style
+ Shallow, hasty, immature, thoughtless style
+ Authoritarian, dictatorial style
Positive leadership styles
+ Deep, courageous style
+ Style that identifies organizational issues
+ Flexible style that coordinates multiple management styles
It is widely acknowledged among experts that each leadership style has its own strengths
and weaknesses. However, empirical research on management and leadership styles has shown
that the authoritative leadership style tends to be the most effective.
2.1.3. Definition of parenting styles
The definition of parenting styles pertains to the characteristic ways in which parents
educate their children. As defined in the Encyclopedia, parenting styles are a psychological
construct that reflects these ways.
Although the concept of parenting style had been studied worldwide between 1910 and
1950 by authors such as Dewey, Baumrind, and Darling, a clear definition of it was not provided.
It was not until 1966, that psychologist D. Baumrind's study on the impact of child-rearing
practices on children's behavior established a milestone for research on parenting styles. In her
seminal work, Baumrind posited that the factors that make up parents' parenting styles are
"Parental responsiveness" and "Parental expectations". Parental responsiveness refers to the
attention, warmth, and responsibility that parents have for their children, while parental
expectations encompass the demands that parents want their children to fulfill, along with the
control of carrying out those demands, which reflects parents' desires for their children's
maturity.
According to Darling and Steiberg, parenting styles are "A set of attitudes towards children
and creating an emotional environment in which parents' behaviors are expressed".
Similarly, in Vietnam, various authors have studied parenting styles, including Truong Thi
Khanh Ha, who defined the parenting style of parents as "A psychological structure that reflects
the strategies that parents often use in raising children".
Parenting style has been defined in various ways. In this context, parenting style is
conceptualized as a system of expressions, defined as follows:
"Parenting style is a system of expressions that reflects the stable actions and attitudes of
parents as they educate their children, which reflects their unique personalities."
The actions and attitudes of parents during the process of educating their children can be
expressed in various ways and significantly influence their child's personality development,
which involve two fundamental elements: demands/control and care/attention, each of. These
expressions of parenting style are indicative of the level, nature, demands, control, or
responsiveness of the parents and result in a distinct parenting style for each parent.
The parenting style of parents is reflected in their use of educational methods, approaches,
as well as their behavior, communication, and guidance with their children to develop according
to the standards that parents believe are the best. The impact of parenting style on their children's
reception of educational methods and content, as well as their reactions to demands and
responses from their parents, is significant and can directly impact the effectiveness of their
children's education. Parenting style reflects the abilities, qualities, and behaviors of parents
towards their children and directly impacts their credibility with their children, thus affecting the
effectiveness of their children's education.
As analyzed above, parenting style is a stable system of actions. However, parenting styles
may still show flexibility in different situations. In addition to their dominant educational style,
parents also have alternative parenting styles for different educational situations.
2.1.4. Types of parenting styles
In D. Baumrind's research on parenting styles, two factors were identified as distinguishing
parenting styles: the level of demand and control, and the responsiveness/emotional warmth of
parents towards their children. Combining this with K. Lewin's classification of parenting styles,
it became clear that parenting styles can be categorized based on these two dimensions. When
parents exhibit high levels of demand and control, paired with low levels of responsiveness or
emotional warmth towards the child, they are classified as authoritarian parenting style.
Conversely, when parents exhibit low levels of demand and control, paired with high levels of
responsiveness or emotional warmth towards the child, they belong to the permissive parenting
style. Parents who exhibit balanced levels of demand, control, and responsiveness or emotional
warmth towards the child belong to the authoritative parenting style. Finally, when parents
exhibit very low levels of demand, control, and responsiveness or emotional warmth towards the
child, they are classified as uninvolved parenting style.
Each parenting style exhibits distinct characteristics, which are detailed below:
Authoritarian Parenting Style
The authoritarian parenting style is characterized by high demands and tight control over
children's behavior, while paying little attention to their thoughts and emotions, and showing
little emotional expression towards them [18]. In this style, children are expected to comply with
strict rules set by their parents, who provide clear directions on what to do and what not to do.
Moreover, disobedience or rule violation is met with punishment. Parents using this style do not
provide explanations for their children's actions, and if questioned, the answer is simply
"Because dad/mom wants you to do so." According to Baumrind, authoritarian parents "expect
compliance and want their children to comply with rules without explanation" [70].
Parents who adopt an authoritarian style are often characterized as rigid, strict, and
inflexible. They demand high standards from their children without considering whether they are
suitable or not. During task completion, they frequently monitor and correct their children's
mistakes. Their manner of communicating with their children is typically cold, commanding, and
coercive.
While the use of the authoritarian style in parenting can create discipline, order, and
structure within the family, it can also place undue pressure on children, causing them to feel
tense and constrained.
Permissive parenting style
The permissive parenting style is characterized by a high degree of parental concern and
affection towards children, with a corresponding lack of control. Parents who adopt this style
tend to assume the role of guide and observer, offering encouragement and assistance only when
requested by the child. Rarely disciplining children, these parents have low expectations for their
children's maturity and self-control.
Permissive parents permit their children to make autonomous decisions without
interference, while suggesting topics for exploration and seldom prohibiting any actions,
allowing children to act with minimal parental supervision. Although permissive parents may
express anger towards their children's misconduct, they tend to do so weakly and often exhibit
leniency.
Parents who adopt the permissive parenting style are not neglectful or irresponsible.
Rather, they believe that children develop and thrive when they are independent and learn
through direct experiences. They accept and support their children's unique characteristics,
always stimulating and encouraging their work while igniting their inner motivation. Children
raised under this parenting style typically feel comfortable, develop independence, and exhibit
creativity.
Authoritative Parenting Style
The authoritative parenting style is characterized by a combination of demands and control
with warm care and concern. This style involves the establishment of age-appropriate rules and
regulations while providing explanations behind them. They also engage in discussions with
their children and consider their perspectives. Such parents make clear and reasonable requests
with an enthusiastic approach towards their children's activities. In the event that children fail to
meet expectations, parents who adopt the authoritative parenting style encourage and forgive
them instead of punishing them.
Parents with an authoritative parenting style are decisive while avoiding the imposition of
unreasonable restrictions on their children. They are sensitive, thoughtful, and empathetic to their
children's needs and desires. Disciplinary measures are not frequently used by authoritative
parents as they do not consider it to be the optimal method for educating their children. Children
of parents who adopt the authoritative parenting style often view them as close friends and are
willing to comply with their requests.
Families in which authoritative parenting is practiced often engage in frequent
conversations and exchanges between parents and children. This communication style is
characterized by the exchange of opinions, where direct demands are not commonly made, and
the opinions of family members are based on collective agreement. The discipline approach is
simple and not rigid, with flexibility to adapt to necessary situations. As such, the parents who
practice this parenting style are often easy to compromise and may not always be decisive in
certain situations.
Uninvolved Parenting Style
The uninvolved parenting style is characterized by a lack of attention by parents towards
their children. These parents are often unresponsive, demonstrate little interest or affection
towards their children, and do not demand control over them. This parenting style is often
associated with parents who have busy and stressful lives, which may limit their ability to
provide their children with education. Typically, parents with this style only fulfill their
children's basic needs and appear to be less involved in their children's lives. They display a
reduced interest in nurturing their children and, in extreme cases, may even reject or ignore their
children's needs. This parenting style is characterized by minimal expectations and a reliance on
the child's behavior.
The aforementioned are archetypal parenting styles. It is important to note that the
classification of parenting styles is not absolute, as each style has its own advantages and
disadvantages. It cannot be definitively asserted that any one style is superior to another. Rather,
the effectiveness of a particular style depends on how parents utilize it to impart knowledge and
values to their children. It is common practice for parents to employ a combination of styles
during the pedagogical process, rather than relying on a single style. For instance, parents may
implement an authoritative parenting style in one case and a contrasting parenting style in
another, depending on the educational content being imparted.
2.2. Discipline of Children
2.2.1. Definition of Discipline
Discipline, as defined by the Dictionary of Psychology-Education of Vietnam by author
Pham Minh Hac, refers to the external behavior of individuals, although its implementation is
contingent on the psychological qualities of each individual and the group.
Discipline is the expression of an individual who has undergone a process of training,
compliance with principles, and framework of organizational activities.
The discipline of an individual is demonstrated through their ability to control their
behavior and self-awareness within the framework, without being subject to external control.
 Disciplined individuals identify plans and goals, and make efforts to execute and
accomplish those plans and goals.
2.2.2. Definition of discipline in Children
Discipline is the process of informing children of acceptable and non-acceptable behaviors
and thus teaching them to follow rules. Effective discipline employs a variety of tools, such as
positive reinforcement, modeling, and a loving and supportive family. Punishment is sometimes
used as an effective tool, but it is important to note that good discipline is not primarily about
punishment. Although it may appear straightforward, disciplining children is a challenging task
for every parent.
The discipline of children is demonstrated through the implementation of regulations,
routines, daily activities, behavior, communication with parents, and the implementation of
regulations at home. Therefore, it can be concluded that: “The discipline of children is the
awareness of following the rules established by parents based on the child’s perception of their
obligation and responsibility in implementing the goals and requirements set by the parents.”
2.2.3. Factors affecting children's discipline
The influence of parents' goals on children
Parents can have a positive influence on their children's discipline by encouraging them to
pursue their dreams and goals, even if they seem unattainable. Such parents can profoundly
influence their children's drive to succeed and achieve the best possible results. Children who are
encouraged to develop their full potential are better equipped to recognize when they are going
in the wrong direction and can consequently make the necessary adjustments to redirect their
goals. This approach can improve the quality and direction of children's goals and establish a
solid foundation for them to meet their parents' daily demands.
The impact of social environment on children's discipline
The economic development of society has had a significant impact on the lives of children,
rendering them less challenging, but also making them more susceptible to vices such as lottery,
gambling and football betting without proper parental supervision. Such vices can lead to debt
and financial difficulties, and negatively affect children's discipline.
Professionalism of parents and self-awareness of children
Professionalism is considered a key quality of professional families, encompassing various
elements such as education, skills, standard behavior, civilized communication, trustworthiness,
planning, quality, and efficiency. Developing professionalism in parents can create excellence in
education, rationality, effectiveness, and reliability. Moreover, children who have a developed
sense of responsibility and understand their obligations can contribute significantly to building
high levels of discipline.
2.3. Lý luận nhận thức về phong cách giáo dục của cha mẹ ảnh hưởng đến tính kỷ
luật của con cái
Baumrind's seminal studies in 1967 and 1971 highlighted that children raised in families
with an authoritarian parenting style tend to be obedient but suffer from low happiness, poor
social skills, and low self-esteem. Such outcomes can be attributed to the rigid control
mechanisms enforced by parents with an authoritarian parenting style, who tend to impose their
opinions upon their children while failing to provide rational explanations for their rules. Instead
of encouraging children to follow, they are inclined to mete out punishment when their children
fail to comply with their orders. This approach can engender feelings of insecurity in children
and a lack of confidence in themselves due to the constant need to comply with orders.
Maccoby and Martin (1983) posited that children raised in families where parents adopt an
uninvolved parenting style tend to exhibit a lack of self-control in their adulthood, which
ultimately affects their level of discipline. The authors further noted that parents who adopt
authoritarian or uninvolved parenting styles do not cultivate appropriate discipline in their
children.
Lescarret and Philip-Adish (1995) identified four distinct parenting styles (overprotective,
authoritarian, authoritative, and uninvolved), which have varying degrees of influence on
disciplinary actions towards children with autism. Yang and Liang (2008) also established that
parenting styles can positively impact the disciplinary behavior of children.
Vietnamese authors have also highlighted the influence of parenting styles on the overall
development and self-evaluation of children. In the book "Family Psychology" (1993), Ngo
Cong Hoan believes that a good relationship between parents and children can establish
independence, autonomy, dynamism, and high social positivity for children. On the other hand,
an authoritarian, overbearing, and strict parenting style can distort children's and make them
susceptible to autism and helplessness, separate from themselves, avoid contact with reality, tend
to escape into dreams, have difficulty in socializing and interacting with peers, be passive, lack
initiative, helpless in self-defense, have low self-esteem and dependence, and tend to withdraw.
The author thus concludes that parents with authoritarian parenting styles tend to instill
insecurity and low self-esteem in their children.
Regarding the relationship between five parenting styles (harsh, rejection, controlling,
warm and caring), author Do Ngoc Khanh (2004) pointed out that the higher a child's self-
evaluation level, the more warm, caring, and controlling the parents' behavior is. Conversely, a
child's self-evaluation level will be lower when their parents are less caring, less warm, less
controlling, and more harsh.
It is evident that parenting styles have a crucial influence on their children's discipline,
with each parenting style having a unique effect on the child's behavior. While some parenting
styles can foster confidence and effective communication in children, others can lead to
insecurity, timidity, and low self-esteem.
2.4. Character development characteristics of primary and secondary school students
2.4.1. Character development characteristics of primary school students
a) Perception of primary school students
Intentional and emotional nature is characteristic of primary school students' perception.
They recognize in objects not as basic and essential signs, but as what directly cause children to
feel, that is what is brilliant, moving, new, etc., because they are often confused. "attracted" by
certain impressive factors in the subject and for that is all. Therefore, their perception depends on
the characteristics of the object itself. In students in the first grades of primary school, perception
is often associated with actions, with their practical activities - what is suitable for their needs,
what is directly involved in life and activities, what is taught by the teacher. Only she will be
perceptive.
Perception of primary school students is still general, less detailed, so there is little
differentiation. when the child's perception often "captures" the object of the whole, in which the
parts and details are mixed together; Children's feelings and interests are also mixed with the
object's meaning and objectivity. Such perceptual process only stops at recognizing and naming
the object, not going into every detail and part of it.
The spatial and temporal perception of primary school students is still limited. Primary
school students have a hard time perceiving objects that are too big or too small. they can name
and distinguish geometric shapes correctly, but still confuse volumetric shapes with plane forms,
just as they don't easily recognize shapes when they are arranged differently. Besides, Children
especially have difficulty in locating and quantifying time. It is difficult for them to imagine "the
old days", "the century", but they have a good perception of the "units" of time such as days,
weeks, etc.
Perception of primary school students develops in the learning process. This development
takes place in the direction of more and more clear goals and directions, so it is more accurate,
more complete, more clearly differentiated and more selective. In the development of perception
in primary school students, the role of the teacher is very large. they not only teach children to
see but also guide them to consider; not only teach children to listen but also teach children to
listen; not only for children to recognize or name objects, but also to teach children to discover
the essential properties of objects;...
b) Primary school student's memory
Primary school students' memory is still visual, specific, and direct. Therefore, in children,
visual - visual memory is more developed than verbal - logical memory.
Intentionality still prevails in both memory and repetition in primary school students,
especially in the first grades of primary school. Moreover, affection has a great influence on the
durability and speed of memory.
Primary school students have good memory ability, especially machine memorization.
They memorize mainly based on memorizing each sentence, word by word without rearranging,
rephrasing, and sometimes even without understanding the content and meaning of the material.
Therefore, they quickly remember but quickly forget.
Repetition of what has been memorized is not an easy task for primary school students.
This is regulated because they do not have the skills to determine the purpose and active thinking
activities as well as do not know how to use the methods and tricks of memory and recall.
Studies show that, although primary school students begin to be able to apply some simple
memorization measures (whispering, grouping, etc.), they do not yet know how to use
meaningful memorization measures. meanings, such as finding fulcrums, comparing, using
diagrams, making outlines, etc.
Under the influence of learning activities, intentional memory, meaningful memory, word-
logical memory appear and develop in primary school students. These types of memories play an
increasingly important role in children's learning. To educate students' memory, teachers need to
organize their memory effectively. Here, right from the first grade of primary school, depending
on the content to be memorized, to guide children to use different methods of memorization and
recall. Many experiments have shown that the effectiveness of memorization depends not only
on the level of intellectual activity, but also on the ability to recognize, distinguish between
memory tasks (remember verbatim or remember content). key,…) as well as understanding the
purpose of memorization.
c) Primary school students' thinking
A prominent feature in the thinking of primary school students is the shift from the
intuitive and concrete to the abstract and general. The thinking of students in the first grade of
primary school is specific thinking based on the visual characteristics of the object. while the
thinking of students in the last grade of primary school has escaped from the direct nature of
perception and gradually becomes abstract and general. This trait is evident in all aspects of their
thinking.
In conducting thinking operations: analytical and synthesis operations of primary school
students are still primary. They do them mainly by practical action when directly perceiving the
object and often separate each part, each attribute of the object, or simply add together the
attributes, the parts to make the whole. By the end of primary school, children can already
analyze an object without actually acting on it. they were able to distinguish signs, different
aspects of objects in the form of language and arrange them into a certain system. However,
children still have difficulty in synthesizing. Primary school students already know how to
compare, but this operation has not yet been fully formed. Children in the first grades of primary
school have difficulty in abstracting and generalizing. they perceive external and emotionally
colored cues as intrinsic signs. When merging objects, they do not rely on common signs of their
nature but on common signs of random or functional similarity. In the last grades of primary
school, children got rid of the "suggestion" of visual signs and relied more and more on
knowledge formed in the learning process, so they saw the essential signs of objects and separate
them from nonessential signs to make a correct generalization.
In judgment and inference: children in the first grade of primary school often only make
one-way judgments, based on a single sign, so their judgments are affirmative. when thinking,
Because they rely only on specific visual materials, it is difficult to accept the “if” hypothesis or
to identify and understand a cause-and-effect relationship. By the last grade of primary school,
children have learned to rely on many signs of both nature and non-essential to make judgments,
so judgments are hypothetical. Moreover, they can also prove and argue for their judgment.
Although, now, they have relied on more abstract and linguistic materials, their reasoning is still
easier if they have visual material as their backing. - in concept acquisition: students in the first
grade of primary school often take specific objects instead of definitions or list everything they
see in the object as a definition of it. Only students in the last grade of primary school can
understand concepts based on their essential signs. Thanks to the ability to see and separate the
essential signs of objects, children have been able to distinguish between broader and narrower
concepts, find out the "like" and "species" relationships between them. on this basis, they know
classification and classification in perception - that is, the ability to divide individuals into
classes based on common signs as well as the variability of signs.
2.4.1. Character development characteristics of secondary school students
a) Perception of secondary school students

2.5. The influence of parenting style on children’s discipline

2.5.1. Definition of influence
Influence is the effect of an object, phenomenon, or human being on another object,
phenomenon, or human being, resulting in a certain outcome.
Therefore, influence encompasses both the act of impacting and the result of that impact. A
phenomenon is considered to be influenced by another when it shows traces, signs, or images of
the impacting phenomenon. Thus, influence is not merely a process of impact, but also its
outcome. Depending on specific circumstances, influence can be either spontaneous or
voluntary. The former is typically a natural process that is not arranged or observable by the
object being affected, while the latter is a purposeful and directional impact that employs various
forms and methods, eliciting a response from the affected object that may eliminate unsuitable
characteristics and create new ones. Education is an example of voluntary influence that seeks to
transform the psychology and consciousness of the objects being educated. Voluntary influence
is a purposeful and directional impact through various forms and methods, and the response from
the affected object can create new or eliminate unsuitable characteristics. Education is a form of
voluntary influence that aims to transform the psychology and consciousness of the objects being
educated. This influence can be one-way or two-way. In this study, one-way influence is
explored to determine the extent to which parenting style affects their children's perception.
 2.5.2. The influence of parenting style on children’s discipline
The upbringing of students in primary and secondary schools is significantly influenced by
their families, who are responsible for their care and education. Particularly In countries such as
Vietnam, where family values are deeply ingrained, family education has a profound impact on
the early stages of an individual's life, especially during their childhood phase. The family
provides the first socializing environment for individuals, where they acquire social beliefs,
values, standards, rules, models, social knowledge, and experiences that facilitate their
integration into society. Children naturally absorb the quality of family life, and almost
everything that happens in the family is crystallized in the child, forming psychological
personality structures. These personality structures, with their basic layer known as the general
personality, are fundamental and foundational in nature, providing children with the
psychological foundation to perceive, evaluate, and recognize values. A complete and favorable
educational environment is essential for children to fully and sustainably develop their
personality.
The relationship between parents and children, as well as parental methods and behaviors,
provide children with the necessary understanding, skills, and attitudes towards the objects and
phenomena of the world around them to prepare for their integration into social life. As society
continues to evolve, family education becomes increasingly essential in shaping and developing
the personality of young generations. The profound purpose of family education is to build
human character and ethics. Parental education guides children to have a correct perception of
true values, social standards and models, duties, obligations, rights, and orders, not only in the
family but also in society.
Parenting is a continuous and long-term process that begins with the formation of a child's
consciousness and extends throughout their life. This process has unique characteristics that
originate from emotions. Children acquire knowledge about how to live and think through the
emotional expressions, attitudes, actions, and behaviors of adults. The family employs diverse
strategies, including persuasion, explanation, friendly exchange, and imposition of strict rules
and commands, to impart comprehensive and accurate social norms to children. Information can
be conveyed through language, behavior, and attitudes, and children acquire knowledge and
skills incrementally through immersive experiences. Family education provides opportunities for
younger generations to acquire experiences, standards, values, and social roles while growing up
in a variety of households with parents who exhibit diverse parenting styles. This fundamental
knowledge is primarily communicated through the relationship and impact between parents and
children. The influence of parental behavior and attitudes on children during this relationship
shapes much of their future behavior in other relationships. Numerous studies have demonstrated
that parents who adopt an authoritarian parenting style tend to be harsh and inflexible, imposing
predetermined requirements and strict control on their children. They demand obedience without
allowing for feedback, exchange, or opinions, and exhibit little care or affection towards their
children. In turn, the children of these parents tend to be challenging to manage, shy, have low
self-esteem, and are passive or prone to lying. On the other hand, parents who adopt an
authoritative parenting style encourage independence while still imposing limits and controlling
their children's activities. They show great concern for their children and foster positive
psychological development. They are strong supporters of their children, particularly during
adolescence. As a result, their children tend to display high levels of forgiveness, easy
acceptance, and compliance with common standards and regulations. Finally, Children raised in
families with permissive parenting styles often exhibit low cognitive ability, lack self-reliance
and independence. Additionally, children who are not cared for or neglected by their parents
tend to lack control, have poor academic performance, and are prone to becoming wayward
children.
In families where parents adopt an authoritarian parenting style, strict and harsh rules are
implemented, and children are required to comply with parents' opinions and rules without
explanation or the opportunity to express their own opinions. This type of parenting style can
hinder parents' ability to effectively transmit information or knowledge regarding what children
should or should not do. Additionally, frequent use of punishment and discipline can lead
children to feel fearful and passive, causing them to comply with their parents' demands without
expressing their own opinions. Over time, this can decrease their desire to understand the
standards that their parents require.
On the other hand, in families where parents adopt a permissive and easy-going parenting
style, children often lack guidance. They may behave impulsively, failing to conform to general
rules and being lenient with themselves, neglecting to take responsibility for themselves or
others. As a result, their understanding of moral values.
 The authoritative parenting style cultivates an environment in which children feel secure,
self-assured, valued, confident and comfortable. Within this family dynamic, children are
encouraged to express their thoughts and queries, which are met with attentive and elucidative
responses from their parents. This approach facilitates a proper understanding of what children
should and should not do, and forms knowledge about moral values and their importance in daily
life through observing their parents' behavior, actions, and attitudes.

Summary of chapter 1
Style is a combination of methods, techniques, reactions, stable behaviors, and
systematized and sustainable aspects of human activity.
Parenting style is a stable system of expressions that reflects the stable actions and attitudes
of parents as they educate their children, which reflects their unique personalities.
In this thesis, four styles of parenting are discussed: authoritative, permissive,
authoritarian, and uninvolved.
Primary and secondary school students, or adolescents, typically range in age from 5 to 15
years old. This age group experiences many special psychological changes, particularly the
development of self-consciousness. This development is significant for their personal growth, as
it promotes entry into a new stage of development. From adolescence onwards, they develop the
ability to self-educate and become not only the subject of education but also an active participant
in the process.
 CHAPTER 2: RESEARCH CONDUCTING AND METHODOLOGY
2.1. Research conducting
2.1.1. Research Subjects
- The research sample consists of 40 primary and middle school students from four schools
in Hanoi: Chu Van An secondary School (CVA), Le Quy Don secondary School (LQD), Ly
Thuong Kiet primary School (LTK), and Nguyen Trai primary School (NTr).
Table 2.1: The sample of the study population is primary and secondary school
students
Criteria Quantity Percentage (%)
Chu Van An Secondary School 15 37.5%
Le Quy Don Secondary School 12 30%

School Ly Thuong Kiet Primary School 5 12.5%

Nguyen Trai Primary School 8 20%

Total 40 100%
Grade 5 10 25%
6th Grade 12 30%
Class
Grade 8 18 45%
Total 40 100%
Male 19 47.5%

Sex Female 21 52.5%

Total 40 100%
Academic ability Good 25 62.5%
Rather 9 22.5%
Medium 5 12.5%
Weak first 2.5%
 Total 40 100%

In order to obtain an official research sample, a random survey of 50 students was

conducted from the four schools previously mentioned. After processing the initial data and
removing 6 invalid responses, a subset of 40 students who met the criterion of having both
parents was selected from the remaining 44 responses. This subset was chosen to ensure a
homogeneous sample and minimize the potential confounding effects of family structure on the
research variables. The sample selection process was conducted rigorously to ensure the validity
and reliability of the research findings.
- The research sample consisted of 40 pairs of parents of the students being investigated.
Table 2.2. The sample of study subjects is parents

Dad Mom
Criteria Percentage Percentage
Quantity Quantity
(%) (%)

Under 35 4 10% 4 10%

Age From 35 - 45 25 62.5% 25 62.5%

Over 45 11 27.5% 11 27.5%

Total 40 100% 40 100%

Grade 5th 10 25% 10 25%

Grade Grade 6th 12 30% 12 30%

Grade 8th 18 45% 18 45%

Total 40 100% 40 100%

2.1.2. Research stages

The research is organized into three distinct research stages.
Stage 1: Establish the theoretical foundation of the thesis.
 Stage 2: Develop research tools and conduct a survey on the influence of parenting styles
on their children's discipline, as well as the self-assessment of primary and secondary school
students in Hanoi.
Stage 3: Investigate two cases of students and propose psychological and educational
support measures to enhance their self-awareness and help them better adapt to the influence of
their parenting style on their discipline.

Stage 1: Establish the theoretical foundation of the thesis

Purpose
- Systematize research by foreign and Vietnamese authors related to the influence of
parenting style on their children's discipline.
- Establish the main viewpoint and research methodology on the topic of the thesis.
Content
- Develop a detailed outline by collecting relevant documents to gain an overview of
research on the influence of parenting styles on their children's discipline worldwide and in
Vietnam. Collect and filter relevant information on the topic's theoretical basis.
- Determine the approach to studying the influence of parenting styles on their children's
discipline for primary and secondary school students.
- Based on the collected information, determine the research direction of the topic.
Develop a conceptual framework and related concepts (parenting styles; primary and secondary
school students; factors affecting parenting styles on their children's discipline) as the basis for
practical research and complete the theoretical foundation with the identified content.
Method of conduct
- Analyze, synthesize, systematize, and generalize research by authors within and outside
the country on the topic. Based on that, develop a theoretical framework for the research.
- Identify the tool concepts and related concepts such as parenting style, parenting styles on
their children's discipline, primary and secondary school students, and factors affecting parenting
styles on their children's discipline. The thesis will also seek the opinions of experts in the fields
of psychology and education on the theoretical issues of the topic.
Phase 2: Establish research tools and conducting practical surveys
Purpose
 The purpose of this thesis is to develop a research toolkit for the purpose of data collection,
and to conduct a survey evaluating the effects of parenting styles on children's discipline in
Hanoi.
Content
After conducting a thorough analysis of relevant literature and consulting with experts in
the field, the present thesis aims to develop a standardized questionnaire to evaluate students'
opinions on the impact of parenting styles on their discipline.
The research will investigate the factors that influence parenting styles and their effects on
children's discipline. In addition, this survey will focus on the evaluation of students regarding
the impact of their parenting styles on their discipline, considering three types of parenting style
(authoritative, authoritative, and permissive), as well as the students' self-evaluation regarding
their emotions, future, and family.
Method of conduct
To achieve these research objectives, the thesis will use various methods, including the
expert method, survey method using a questionnaire, in-depth interview method, and
mathematical statistical method.
Phase 3: Establish research tools and conducting practical surveys
Purpose
Following a survey on the impact of parental education on student discipline in Hanoi, this
thesis aims to conduct an in-depth study of two student cases to confirm the theoretical basis of
the thesis and supplement the results of the actual research.
Content
The study content is prepared into problem areas such as information about oneself: class,
school, academic performance, birth order in the family, parents' occupations, parents' age, and
family economic conditions. At the same time, analyze the basic characteristics of how students
evaluate their parenting style and how they perceive the impact of their parenting styles on their
children's discipline.
Based on the data obtained through quantitative and qualitative research on the evaluation
of parenting styles on students' discipline, the thesis proposes some measures to help students
become more positive.
Method of conduct
 To implement the research content in this stage, the following research methods were used:
literature research method, in-depth interview method.
2.2. Methodology
2.2.1. Method of literature review
Purpose
The purpose of this method is to establish a theoretical foundation for the thesis and
develop a system of concepts and tools related to the topic of parenting styles and their influence
on children's discipline.
Content
- Review of research conducted by foreign and Vietnamese authors on topics related to the
influence of parenting styles on children's discipline. Based on this review, a theoretical
framework for the research topic will be developed.
- Identification of relevant conceptual tools, such as parenting styles, the influence of
parenting styles on the discipline of primary and middle school students, and factors that affect
students' self-evaluation.
Method of conduct
- A systematic collection and selection of valuable research works from books,
newspapers, journals, and theses on issues related to parenting styles and their impact on
children's discipline will be conducted.
- These research works will then be analyzed, synthesized, systematized, and generalized.
The findings from these works will be used in the process of building a theoretical basis,
designing research tools, and analyzing and explaining the results obtained from practice.
2.2.2. Questionnaire survey method
Purpose
The purpose of this survey is to evaluate students' current perceptions of parenting styles
related to discipline for their primary and secondary school-age children, as well as to identify
the factors influencing these perceptions.
Method of conduct
The questionnaire is based on information collected from two sources. First, research
documents on the influence of parenting style on their children's discipline in primary and
secondary schools are analyzed, synthesized, and summarized. Second, experts in psychology
and education are consulted to identify the issues to be surveyed in the questionnaire.
Based on the results of the survey and theoretical basis, the researcher develops a
questionnaire consisting of 20 questions. The questionnaire aims to explore the parenting style of
parents and its impact on their children's discipline in the following areas: learning and work,
morality and lifestyle, behavior in relationships with family members and those around them, as
well as common views on the influence of parenting style on their children's discipline.
Scoring Method
Each question in the survey table has four options, corresponding to four parenting styles.
The scoring system is as follows:
- If the answers indicate low control/demand and low support/care from parents, these
parents belong to the uninvolved parenting style and earn 1 point.
- If the answers indicate high control/demand and low support/care from parents, these
parents belong to the authoritarian parenting style and earn 2 points.
- If the answers indicate low control/demand and high support/care from parents, these
parents belong to the permissive parenting style and earn 3 points.
- If the answers indicate high control/demand and high support/care from parents, these
parents belong to the authoritative parenting style and earn 4 points.
Based on the average scores achieved by each parent, their parenting style is determined as
follows:
- ≤ 1.75: Uninvolved parenting style.
- 1.76 - 2.50: Authoritarian parenting style.
- 2.51 - 3.25: Permissive parenting style.
- 3.26: Authoritative parenting style.

Summary of chapter 2
The research was divided into three phases, with each phase designed to accomplish a
specific objective. Phase 1 focused on the theoretical foundation of the research; Phase 2
examined the relationship between parenting styles and children's disciplinary attitudes; Phase 3
studied two case studies of students and proposed psychological and educational support
measures to enhance their self-awareness and help them better adjust to their parenting styles.
A synchronous set of research methods, including literature research, survey
questionnaires, and case studies, was employed to ensure the accuracy and scientific validity of
the practical research results. The survey questionnaire served as the primary research method
for this study, with clear definitions of the purpose, content, and procedures for each method.
The literature research method was used to collect and analyze relevant theoretical literature in
the field of parenting styles and children's disciplinary attitudes. The survey questionnaire
method was used to collect data on the relationship between parenting styles and children's
disciplinary attitudes. The case study method was used to study two cases of students and
propose psychological and educational support measures to improve their self-awareness and
their ability to adapt positively to their parenting styles. The data collected from these methods
serve as an important foundation for proposing psychological and educational support measures.
The proposed psychological and educational support measures aim to improve students' self-
awareness and their ability to adapt positively to their parenting styles.
 CHAPTER 3: RESEARCH RESULTS AND EVALUATION OF THE INFLUENCE
OF PARENTING STYLES ON CHILDREN'S DISCIPLINE
3.1. Parenting Style Status
3.1.1. Status of fathers’ parenting styles
Table 3.1 presents the results of the study on the status of parenting styles used by fathers.
Table 3.1: Distribution rate of father's parenting styles

Type parenting style Quantity Percent

Uninvolved parenting style 4 ten%

Authoritarian parenting style 9 22.5%

Permissive parenting style 11 27.5%

Authoritative parenting style 16 40%

Total 40 100%

The research findings indicate that fathers who adopt a authoritative parenting style exhibit
the highest proportion, followed by those with an authoritarian parenting style. Conversely, the
lowest proportion of fathers is observed among the uninvolved parenting style group, followed
by those who adopt an authoritarian parenting style.
However, the research also reveals that a certain percentage of fathers (10%) do not
prioritize their children's education within the family. Further research has shown that most
fathers in this parenting style group believe that they are too occupied with work, thus leaving
the task of educating their children to either schools or their spouses.
3.1.2. Status of mothers’ parenting styles
Table 3.2 displays the current state of the mothers’ parenting styles.
 Table 3.2: Distribution of mother's parenting styles
Type parenting style Quantity Percent
Uninvolved parenting style 2 5%
Authoritarian parenting style 11 27.5%
Permissive parenting style 13 32.5%
Authoritative parenting style 14 35%
Total 40 100%

The results of the study show that the authoritative parenting style is the most common
among both mothers and fathers. This finding suggests that many of the mothers and fathers
studied were able to strike a balance between managing their children and creating a supportive
psychological environment for them. However, a significant proportion of mothers do not use an
authoritative parenting style in educating their children.
The study also revealed that neither strict management nor loose freedom is an effective
measure for educating children at this age. Most of the mothers studied were concerned about the
education of their children, had high demands for them, and were always available to guide and
help them when needed. Additionally, a relatively high proportion of mothers were found to be
authoritarian in educating their children.
Comparing the results of this study with prior research on paternal parenting styles, there is
not a significant difference in the proportion of parenting styles between fathers and mothers. It
is noteworthy that the authoritarian parenting style of both fathers and mothers is equal.
However, the research results show that fathers are not more authoritarian than mothers in
educating their children. This finding provides a new perspective on men in rural areas of Central
Vietnam.
Based on the above results, it can be concluded that the majority of parents involved in the
study adopt the authoritative education style. While there is not a significant difference between
the three education styles (i.e., authoritative, permissive, and authoritarian), the difference
between these three styles and the indifferent education style is greater. Furthermore, there is not
a significant difference in the proportion of education styles between fathers and mothers in the
research area.
3.1.3. Parenting styles in different family education contents
As discussed in the theoretical basis, parenting style is considered to be a stable, enduring
construct that is consistently employed by individuals in various situations and contexts.
Similarly, parents tend to adopt a specific style throughout their children's education, irrespective
of their age or the educational content.
In educating their children, parents may employ not only the dominant educational style,
but also other styles in a flexible manner to achieve educational effectiveness. This implies that
certain parents may implement a specific educational style for a particular type of content, while
utilizing a different educational style for other types of content.
The education of children within the family setting encompasses a wide range of aspects.
This study delves into the expressions of parenting styles exhibited by parents in four key areas
of family education: social and familial relationships, academic and labor activities, ethics, and
lifestyle. These are critical and necessary components of education that every parent must impart
to their children. However, the utilization of parenting styles in these contexts by parents can
vary, with each parent adopting different parenting styles for each family education content. To
assess the overall parenting styles of parents in different family education contents, the study
calculates the average scores achieved by each parent in each educational content, based on the
evaluation scale of each parenting style. These scores are then used to determine the parenting
styles of each parent in each family education content.
The results of our analysis, presented in Table 3.3, provide valuable insight into the
parenting styles employed by parents across different educational contexts.
 Table 3.3: Distribution of father's parenting style in each educational content

Contents in family Uninvolved Authoritari- Permissive Authorita- Total

education (%) an (%) (%) tive (%) %

Father's parenting
styles in educational
17.6 32.2 22.2 28.1 100
content in school
relationships
Father's parenting
styles in educational
12.7 18.9 32.7 35.7 100
content in family
relationships
Father's
parenting styles in the
8.1 33.5 20.0 38.4 100
content of work-study
education
Father's
parenting styles in the
3.5 28.6 24.3 43.5 100
content of moral
education - lifestyle

The results of the study revealed distinctive characteristics in the parenting styles of fathers
across various educational backgrounds.
+ In the context of education for children's social interactions at school, fathers tend to
adopt authoritarian and authoritative parenting styles, with the former being slightly more
prevalent. This suggests that fathers prefer these two styles of parenting over permissive and
uninvolved styles when guiding their children's interactions with peers, teachers, and others.
Fathers who exhibit an authoritarian parenting style in this context cite the need for children to
communicate and make friends at this age, not only with classmates and schoolmates, but also
with individuals outside of the school environment. These relationships may include those with
both same-sex and opposite-sex peers, and often involve exploration and curiosity. Without close
monitoring, children may become prone to early romantic relationships, which can negatively
impact their academic performance. Additionally, fathers believe that children at this age can be
stubborn and tend to act impulsively based on their emotions, rather than displaying mature
thinking. As a result, parents must take corrective measures and closely monitor their children to
prevent the development of maladaptive attitudes and behaviors in their interactions with others.
In this context, fathers are very strict, and they are the primary decision makers when it comes to
their children's relationships with peers, teachers, and others. Discipline is therefore emphasized
as a critical component of child-rearing.
+ The content of education related to children's learning and labor is an important aspect of
family education. The dominant parenting style in this area is the authoritative style, with 38.4%
of fathers adopting this approach. However, it is worth noting that this is not the majority,
indicating that there is still a significant proportion of fathers who do not employ a democratic
parenting style in managing their children's studies. The authoritarian parenting style is the most
prevalent, followed by the free style, and only a small percentage of fathers adopt the indifferent
parenting style (8.1%). It is crucial for parents to pay attention to and manage their children's
learning and labor to help them develop a positive attitude towards these activities. Employing a
suitable parenting style can effectively control children while simultaneously creating a relaxed
atmosphere that fosters their interest in learning and labor.
+ In the context of education related to children's relationships with family members, most
fathers adopt democratic or free parenting styles, accounting for 32-35% of the total. Only 19%
of fathers use the authoritarian parenting style, while the remaining 12% do not prioritize
educating their children on family relationships. Overall, fathers tend to have a relaxed concept
in this area. Fathers who adopt the authoritative or free parenting style believe that family
relationships are natural and should be allowed to develop naturally. They only intervene to
remind children when they exhibit negative behaviors, without being overly strict, which could
create a suffocating atmosphere that would affect all family members. However, some fathers
still believe that children's education on how to interact with family members should be strict to
help them understand the necessary standards. This would help children avoid making mistakes
when they enter society.
+ The education of morality and lifestyle is a crucial aspect of child-rearing, with parenting
styles playing a significant role in shaping children's behaviors and attitudes. A study of fathers'
parenting styles found that nearly half of the participants identified as authoritative parents,
followed by authoritarian, permissive, and uninvolved parents. Authoritarian fathers, in
particular, expressed concerns regarding the moral degradation and decline of young people's
values, especially among teenagers. They attributed these issues to lax family education, wherein
parents either neglect or pamper their children. Consequently, fathers with authoritarian
parenting styles emphasized strict moral and lifestyle education for their children. However,
most fathers acknowledged the importance of not being overly controlling, as this could result in
spoiling their children. They highlighted the need for regular communication, understanding
their children's thoughts and desires, and instilling the right moral values and attitudes towards
discipline. Overall, these findings underscore the critical role of parenting styles in shaping
children's moral and lifestyle education.
In families, the authoritative parenting style is predominantly used by mothers. Parenting
styles are considered crucial in family education, as parents who lack attention cannot allow their
children to be independent. Effective education requires parents to guide their children rather
than force them to conform to their own desires.
In the context of education about labor learning, a relatively high percentage of mothers
use the authoritative parenting style. When speaking with these mothers, I received the following
comments:
Mrs. LTN, the mother of a 6th grader, expressed, "For me, the biggest concern is my
children's education. Every parent wants their children to study well and have a bright future.
However, it is not necessary to force children to study or control their time too strictly. This
approach is not effective in education and may even create unnecessary pressure for children."
Mrs. NTTL, the mother of an 8th grader, shared her thoughts, "The final year of middle
school is very stressful for children. Parents should not add to the pressure by forcing their
children to study at home, as it can negatively impact their mental health. In my opinion, parents
should clearly understand their child's abilities and avoid pushing them to do things beyond their
level of capability."
 The percentage of mothers with an uninvolved parenting style does not differ significantly
among all four parenting styles. In the context of family relationship education, the highest
percentage of mothers exhibit an uninvolved parenting style. The remaining three parenting
styles have an equal percentage of mothers who exhibit an uninvolved parenting style.
Interviews with mothers who adopt an uninvolved parenting style in the context of
educating their children on how to behave in family relationships revealed that these mothers
allow their children the freedom to express their feelings and do not force them to do things they
do not like, fearing that doing so might create discord between parents and children.
In comparison to uninvolved parenting, a greater proportion of mothers employing an
authoritarian parenting style exhibit a focus on academic and social development at school.
According to interview results, mothers utilizing this approach tend to be strict and maintain
close relationships with their children, prioritizing their children's education in areas such as
academics, work, and behavior with teachers and peers. Consequently, the proportion of mothers
adhering to an authoritarian parenting style in these two areas is greater. While most mothers
believe that studying and practicing work are essential for their children's future, children at this
age can be easily distracted. Therefore, strict parental control is deemed necessary.
Although most mothers display close involvement in their children's education, a minority
remain uninvolved. Although this percentage is not statistically significant compared to the total
number of mothers surveyed, it still accounts for approximately 5% to 20% in the four
educational areas. When discussing the causes of this indifference with mothers in this group, the
majority cited a lack of time as the reason. Some also believe that their children are mature
enough to take care of themselves and do not require constant supervision. Moreover, some
mothers believe that their children have acquired these parenting styles at school and are more
likely to listen to teachers than their parents.
These perceptions reflect a lack of emphasis on family education. During primary and
secondary school, family education, particularly the role of parents, is crucial in shaping and
developing students' personalities.
In light of the aforementioned research findings, it is evident that the distribution of each
type of parenting style varies across all four areas of family education. Each parenting style has
its dominant style, with a higher proportion in that style but a lower proportion in other styles.
Further in-depth research conducted through interviews has yielded insights into the following
mothers' opinions on their choice of parenting style for each style:
Mrs. HPY, mother of a 5th-grade student at Chu Van An Primary School, disclosed that
"My nephew is more active than other children. Therefore, my wife and I have to be strict and
manage his time closely. If we allow him to do as he pleases, he will become distracted from his
studies, play games, and socialize."
The mother of a 6th-grade student at Ly Thuong Kiet Secondary School shared that: "As a
farmer all year round with muddy hands and feet, I hope that my children can study well so that
life will be less challenging for them than it was for me. Therefore, my wife and I are always
strict with our children's education."
Mrs. D.NB, mother of 8th-grade students at Nguyen Trai Secondary School, stated that:
"Watching TV and listening to the radio, I observe that children nowadays are more spoiled, and
my child is at an unruly age. I feel very anxious, but being too harsh is not an effective way to
educate children. I usually communicate more with him so that he knows what is right and what
he should do, and what is wrong and should be avoided."
In accordance with the mothers' opinions, the following factors influence a mother's
parenting style for each child:
- The mother's personal characteristics.
- The characteristics of each child, including age and personality.
- The content of family education.
Additionally, some objective factors also influence a mother's choice of parenting style for
each child.
Due to various reasons, each mother has a different parenting style for each child in the
family. However, there is a relative balance in the proportion of parenting styles for the mother's
general parenting style.
Moreover, in addition to the research results mentioned above, an examination of their
parenting styles at different ages and their use of different parenting styles for each of their
children's ages provides a more comprehensive evaluation of my parenting style.
3.2. Level of awareness of parenting styles and children's discipline
3.2.1. General awareness at 3 levels: awareness, understanding, and application
 Table 3.4: Average score at 3 levels: awareness, understanding, and application

Level of awareness Level of understanding Level of application

T L T L T L
Classification Classification Classification
B C B C B C
General 0 0 0 0 0 0
High Rather High
TB .78 .42 .64 .43 .76 .40

Based on the data table, it can be inferred that students in primary and secondary
schools in Hanoi possess a high level of awareness regarding discipline. This indicates that most
students are able to identify and comprehend the fundamental concept of discipline.
At the understanding level, the average score of the students is significantly lower
compared to their performance at the knowing level. Although most of the students are able to
recall the name and concept of discipline and recognize its significance, they struggle to
understand the meaning of some disciplinary practices and fail to comprehend the necessity of
discipline in life.
At the application level, the overall average cognitive outcome score across all
disciplinary practices is 0.76, lower than that of the knowing level but higher than that of the
understanding level. Despite the students' lower understanding of discipline, most of them are
able to apply disciplinary practices effectively in given situations, possibly through the
application of their daily habits.
3.2.2. Compare the level of awareness of parents in some criteria
In order to more fully assess the level of awareness of students at some primary and
secondary schools in Hanoi about discipline, I compared the difference in cognitive levels
between the groups. students according to each criterion: gender, school, academic ability, grade
level.
By gender
 From the test results, there is no difference in cognitive levels in male and female students.
By school
Based on the research results, it is found that there are cognitive differences between
students of specific schools as follows:
- Level of knowledge: there is no difference in the perceived levels of discipline among
students in the studied schools. Most of the students' awareness is at the level of knowledge at
schools with similar average scores.
- Level of understanding: there is a difference in the perception of discipline between
students of Chu Van An school and Ly Thuong Kiet and Nguyen Trai schools, between Nguyen
Trai and Le Quy Don schools. However, the average difference in awareness among schools is
not large.
- Level of application: there is no difference in awareness in the level of application in
schools.
In general, there is no big difference in the level of perceived discipline among the studied
schools in Hanoi. It can be seen that the knowledge that students are educated in schools is
similar, the focus on moral education in schools in the study area is not much different.
In terms of grades
Upon analyzing the results table, it is evident that there exists a significant difference
between the 5th, 6th, and 8th graders in terms of their awareness in applying discipline. This
difference is most prominent in the 5th and 8th graders, as the former demonstrated the highest
level of application for discipline, while the latter demonstrated the lowest level of application
for discipline. Consequently, it can be inferred that students in the 8th grade possess the most
profound understanding of discipline. However, the study reveals that as students progress
through grades, their awareness of discipline decreases. This poses a noteworthy concern as
primary and secondary school students are not yet adults and refuse to be considered as children,
resulting in their readiness to react and behave differently from the teachings of their parents and
teachers.
Judging by academic ability
Research results show that students' knowledge and understanding are similar in all grades,
which is reflected in the average difference in scores between grades. At the same time, we also
found that there was no cognitive difference in applying discipline in student relationships.
 In general, academic performance did not affect children's perception of discipline. From
the above research results, I find that the general awareness level of primary and secondary
school students studied about the parent's parenting style and the discipline of their children is
quite high. However, going into each specific value, there is still a difference. Most of the values
in the relationship with parents and teachers are well understood to some extent, but their self-
discipline, or in their relationship with friends, is still limited. .
3.3. Level of influence of parenting style on children's discipline
3.3.1. Influence of fathers’ parenting style on children's discipline
In order to investigate the effect of fathers' parenting styles on their children's
discipline in primary and secondary schools, a study was conducted to examine the relationship
between fathers' parenting styles and students' cognitive levels using statistical correlation
coefficient r. The results are presented in Table 3.6.
Table 3.6: Correlation coefficient between father's perceived education and discipline
of children of primary and secondary school students
Awareness
Level of Level of Level of
Parenting style awareness understanding application

Authoritative
0.76** 0.70** 0.72**
parenting style
Permissive
0.22** 0.25** 0.10**
parenting style
Authoritarian
- 0.26** - 0.21** 0.25**
parenting style
Uninvolved parenting
-0.06** - 0.14** - 0.17**
style
correlation
**: Coefficient at 0.001 (2 sides)
means

Based on the research results in Table 3.6, it can be observed that the correlation
coefficient between a father's parenting style and the cognitive levels of primary and secondary
school students regarding discipline varies. Specifically:
 - There is a negative correlation between the father's uninvolved parenting style group and
each student's cognitive level. The father's uninvolved parenting style is negatively correlated
with students' awareness of discipline, although not significantly so (with a correlation
coefficient of r = -0.06).
- There is an inverse correlation between the father's indifferent parenting style and the
students' perception of discipline at the level of understanding and the level of application. The
correlation coefficient for these two levels is r = -0.14 and r = -0.17, respectively.
The results show that if the father is more uninvolved and not interested in the education of
his children, the child's perceived level of discipline in relationships is lower. The characteristics
of a father with apathetic parenting style include being disinterested in his child, having very
limited daily conversation with his child, and not considering the child's development a top
concern. Children whose fathers belong to this style hardly feel their father's affection and
teachings, and they live and act according to their own preferences. The management,
prompting, and guidance of fathers towards children belonging to this parenting style group is
almost nonexistent, so these children learn very little about impulse relationships and discipline
in society from their fathers' upbringing.
This section examines the relationship between permissive parenting style and awareness
of discipline among primary and secondary school students. Table 3.6 shows a positive
correlation between permissive parenting style of fathers and all three levels of discipline
awareness, with correlation coefficients of 0.22, 0.25, and 0.10, respectively. These coefficients
are equivalent, indicating that the impact of uninvolved education on awareness levels of primary
and lower secondary school students about discipline is not high. Fathers with permissive
parenting style tend to grant their children the right to self-determination, respect their decisions,
and allow them to act freely without force or control. These fathers are more involved than
uninvolved parents, but they let their children decide everything. They behave with their children
in a relaxed and friendly manner, which can foster a positive father-son relationship. However,
excessive freedom is not always beneficial in educating children. Primary and secondary school
students are at an impulsive age, with little life experience and a lack of maturity in thinking.
Although children are free to follow their own thoughts, they do not always act with the right
perception. Parents who do not guide, correct, and pay attention to the impact of their children's
behavior in a timely manner make a mistake in educating their children at this age. It is evident
that the permissive parenting style has a significant influence on the awareness levels of primary
and secondary school students about discipline. This finding emphasizes the importance of
understanding the parenting style and its impact on children's behavior, and the need for parents
to guide and correct their children's behavior in a timely manner.
In the authoritarian parenting style group, a significant difference was found in the
correlation coefficient between the father's parenting style and each student's perception of
discipline. Specifically, at the level of students' knowledge and understanding of discipline, the
correlation coefficient exhibited a negative value, ranging from -0.26 to -0.21, indicating a
negative correlation between the father's authoritarian parenting style and the student's
knowledge and understanding of discipline. In contrast, the correlation coefficient of the father's
arbitrary parenting style with the students' perception of discipline exhibited a positive value (r =
0.25), indicating a positive correlation between the father's authoritarian parenting style and the
students' perception of discipline. The explanation for this phenomenon is that authoritarian
fathers in the parenting style group always strictly control all activities and studies of their
children, and all children's actions are closely supervised by the father. Fathers set rules and
requirements for their children, which must be followed without any explanation. With these
fathers, children always obey, do as the father asks, and exhibit submissive and fearful attitudes.
Yelling and punishment are always used by the father in this parenting style group.
Consequently, children often perform actions out of fear of punishment rather than
understanding why such actions are necessary. In families with authoritarian parents, children
have limited understanding of discipline in the parenting style at home. While every request from
the father may not necessarily be right, children in such families often feel unable to question the
father's authority, leading to a lack of clarity and understanding in the child's perception of
discipline.
When asked about their parenting style, most students reported feeling afraid of their
fathers. They had questions about everything their fathers asked them to do, but they never
shared these concerns with their fathers. Instead, they either tried to solve the problems on their
own or asked their peers or teachers for help.
In addition, I also received In addition, comments from two homeroom teachers regarding
their students as the following:
 Teacher NTLH, homeroom teacher of grade 5, Nguyen Trai Primary School shared: “In my
class, there are many students who are very serious about their studies and their academic
results are also high in most subjects. However, through monitoring, I see that for other
activities in the class they are very quiet, less engaged and active like other students.”
Mr. TCT, homeroom teacher of grade 6, Chu Van An Secondary School commented:
“Most of the 6th graders are good and have a sense of learning. But there are still some parents
who do not trust their children, control them too tightly, putting pressure on them. There are still
parents who disrespect their children, scold them in front of friends, or teachers. That makes
them feel guilty and live in isolation.”
From that, the limitations of such authoritarian parenting styles are evident, as they
negatively affect children's desire to learn and internalize positive values in the family..
Continued observation of the data table reveals a strong correlation between authoritative
parenting style and students' awareness levels of discipline, with correlation coefficients of
0.764, 0.707, and 0.723 for understanding level, application level, and awareness level,
respectively. This relationship indicates that fathers who adopt an authoritative parenting style
have a significant impact on the cognitive levels of their primary and secondary school children
with regards to discipline. Notably, the correlation coefficient is much higher than that of
permissive and arbitrary parenting styles, highlighting the dependency relationship between
authoritative parenting and children's awareness of discipline. Interviews with parents of this age
group suggest that children at this developmental stage are neither young nor adults. They aspire
to adulthood while still navigating the surprises that come with it. Therefore, parental guidance
and support are essential, particularly in terms of moral education and the development of
positive qualities that will benefit their children long-term. Many fathers recognize the
significance of their role in their children's lives during this period and believe that regular care
and discussion with their children is the best way to prompt them to recognize and correct any
deviations from moral standards. Additionally, this approach can help to address any confusion
or difficulties that their children may face in daily life and relationships with others. By
providing dedicated instruction and attention, fathers can enhance the effectiveness of their
children's education.
3.3.2. Influence of mothers’ parenting styles on children's discipline
 Similar to my father's parenting style, I computed the correlation coefficient (R) between
maternal parenting styles and the level of awareness regarding discipline among primary and
secondary school students. The outcomes have been tabulated in Table 3.7.

Table 3.7: Correlation coefficient between mothers’ education and discipline of

children of primary and secondary school students
Awareness
Level of Level of Level of
Parenting style awareness understanding application

Authoritative
0.58** 0.67** 0.62**
parenting style
Permissive
0.12** 0.06** 0.02**
parenting style
Authoritarian
- 0.21** - 0.20** 0.24**
parenting style
Uninvolved parenting
- 0.19** - 0.10** - 0.15**
style
**: Coefficient

In table 3.7, it is observed that there exists a negative correlation between the mother's
uninvolved parenting style and the levels of awareness, understanding, and application of
primary and secondary school students with respect to discipline. The correlation coefficient R is
negative, and the value is smaller as compared to the negative correlation coefficient of the
father's uninvolved education control with different levels of students' awareness. This indicates
that when the mother is uninvolved and does not care about her child, the child's perception of
discipline is lower, and much lower than when the father is indifferent. This highlights the role of
mothers in rural areas in educating their children, especially in educating their children on
discipline. The study area is the city, and all the studied parents are public employees.
Similar to the fathers’ authoritarian parenting style, the mother's authoritarian parenting
style also exhibits a negative correlation with the level of awareness (r = -0.21) and the level of
understanding (r = -0.20). However, it is positively correlated with the level of application (r =
0.24) in the awareness of primary and secondary school students about discipline. The results
illustrate that the impact of authoritarian parenting education on parents' perception of discipline
in some primary and secondary schools in Hanoi city is similar.
Furthermore, the correlation between the mother's permissive parenting style and the
students' cognitive levels is examined. The results demonstrate that the mother's permissive
parenting style does not have a significant impact on the students' perception of discipline. This
is evident from the correlation coefficient between the mother's permissive parenting style and
the students' cognitive levels: Knowing level r = 0.12, understanding level r = 0.06, and applying
level r = 0.02. Therefore, the cognitive levels of primary and secondary school students do not
seem to be affected by the mother's uninvolved education.
Finally, the correlation between the mother's authoritative education and the level of
awareness of primary and secondary school students about discipline is investigated. Similar to
the father, the mother's authoritative education is positively correlated with the students'
perceived levels of discipline, and the correlation coefficient ranges from 0.58 to 0.67. An
authoritative mother in educating her children will be directly proportional to the child's
perception of discipline.
3.3.3. Educational measures for parents to enhance their awareness of their children's
discipline
a) Basis for proposing measures
On the basis of theoretical research on the influence of parents' parenting styles on their
children's discipline and from the results of research on the actual status of the influence of
parents' parenting styles on students' perceptions. students at some primary and secondary
schools in Hanoi, the researcher noticed the following problems:
- The awareness of discipline of primary and middle school students is the level of
identifying, naming, understanding the meaning of each moral value and applying it in each
specific situation.
 - The level of students' awareness of discipline is influenced by many factors, including the
parent's parenting style factor.
- Students' awareness of discipline at the level of knowing and applying is quite good, but
understanding the meaning of their moral values is still limited. Discipline in relationships with
family members is very well understood by the children, but some of the discipline in learning
activities and relationships with people outside the family is still low in understanding.
- Through the results of the study on the students' awareness of discipline, it was found that
the children lacked interest in friends, the sense of responsibility was not high, and they did not
properly understand the hard work in study.
- Parents' parenting style, especially the authoritative parenting style, has an influence on
the child's awareness of discipline in primary and secondary school age. Parents with proper
care, guidance and management of their children will have a positive impact on their children's
perception of discipline.
It is from the theoretical basis and the above situation that the researcher proposes a
number of methods to improve the effectiveness of educating students about discipline.
b) Content of cognitive educational measures to enhance parents' awareness of
children's discipline for primary and secondary school students
For the school
In the lower secondary schools, awareness education on discipline must be given special
importance in order to improve the quality of comprehensive education because discipline has a
close relationship with other aspects of education. Therefore, in schools, besides teaching to
equip students with scientific knowledge, it is necessary to take positive measures to provide
students with systematic understanding of discipline.
Discipline education through the teaching process
First of all, discipline education for students in primary and secondary schools needs to be
through teaching. In the secondary school curriculum, civic education is a basic subject for
teachers to convey to students knowledge of discipline. Through this subject, students acquire a
system of concepts and discipline. On that basis, they orient themselves in the rich and complex
phenomena around them and gain self-discipline in the process of learning and training.
Therefore, the subject of civic education needs to be focused on improving the quality, avoiding
theoretical lectures that are difficult to understand, not attached to the real life of students.
 Discipline Educationthrough extracurricular activities
The school should organize collective activities throughout the school to create conditions
for students to form relationships, stick together for common interests and honor, and cause
honor and pride in their class. , that will have meaningful and profound effects on students'
perception and emotions. The school can organize activities such as: collective labor, talent
contests, individual initiatives, organization of exchanges among classes, etc. Through collective
activities, enthusiasm Kindness, mutual care, altruism, courage, responsibility for the collective
will be formed in the children.
Mobilize all forces to participate in discipline for students
It is necessary to realize that educating students about discipline is a common task of all
teachers and staff in the school. People who have an important and direct role in educating
students about discipline are homeroom teachers. The homeroom teacher is the soul, the supreme
advisor of a class, and the core educational force of the school. They are the ones who directly
organize and comprehensively manage the educational activities of a classroom. Homeroom
teachers are the bridge between students and their parents, other teachers and mass organizations
in the school. Therefore, it is necessary to select and foster a team of homeroom teachers and
regularly foster and improve the qualifications of homeroom teachers on discipline education.
For subject teachers, strive to teach their subjects well, pay attention to all students, to
wholeheartedly help them absorb the knowledge they impart. Actively improve the quality of
teaching hours, focusing on effective requirements for integrating discipline education content
for students in subjects and classes.
Work closely with families to educate children. The family is an environment, the first,
direct, close, regular and lasting educational force for every child. Therefore, schools, especially
homeroom teachers, need to build close relationships with families to create a unified and
synchronous educational environment for students.
For the family
- Parents must be aware of their roles and responsibilities in educating their children's
discipline
Education in the family is the first and important step in the formation and development of
human personality. Family education prepares children with the necessary knowledge, skills and
attitudes towards things and phenomena of the world around them so that the child can
participate in social life. The more developed the society, the more important the family
education is to the formation and development of the young generation's personality. The
ultimate aim of family education is to build discipline. Family education will guide children to
the correct awareness of true values, social norms and patterns, duties, obligations and rights, as
well as the order not only in the family but also in the family. outside of society.
Parents are role models for their children's discipline
Children's education begins at the cradle of the family and parents are their first teachers.
Children's perception of the world around them is formed, based on their interactions and
interactions with those they are close to. Children are dependent, attentive and imitate their
parents. Therefore, parents are the ones who directly plant the seeds of love, honesty, kindness or
deceit, aggression, violence in the hearts of children.
Teach your children from an early age because children can distinguish between right and
wrong, right and wrong, good and bad. In order to form in children the correct awareness of
discipline, children need to see a bright example in adults, they need to see their parents'
reactions to situations occurring in life. It is by their reaction and especially by their example that
parents stamp on the children's hearts the correct awareness of how to behave and solve
problems.
- Understand your child to have a good education
Primary and secondary school students are the age when there are many changes in their
psychological and physiological life, so parents need to understand the psychology of their
children in order to have appropriate methods of nurturing, caring for and encouraging
education. timely rate good words and behaviors, remind children to criticize bad words,
gestures, and actions.
In the family, parents should organize chores for their children to participate in. Thereby,
educating children about labor awareness and responsibility at work. Parents should build a
close, friendly relationship with their children. Parents should be a friend, a counselor for their
children. At their age, making friends is the main activity. They are easily receptive to opinions
from friends. Therefore, in order for the education to be effective, parents need to become like a
friend of their children, so that their children can confidently share and express all problems in
life. Parents should also know their children's friendship relationships, not to control but to guide
and help their children know "choose friends to play". Friends have a great influence on children
at this stage, so parents can also educate their children through friend groups.

Summary of chapter 3
The majority of parents of primary and secondary school students belonged to the
authoritative parenting style. While parents tend to be consistent in their educational practices,
there is still some degree of flexibility in the use of educational devices within each parenting
style.
The difference between the three parenting styles - authoritative, uninvolved, and
authoritarian - is relatively small when compared to the indifference or disinterested style of
parenting style.
Moreover, the age or age characteristics of the children do not seem to affect the use of
parental control methods in the process of educating their children, even when living in the same
area and facing similar occupational and cultural factors.
Primary and secondary school students in the studied area have a generally high level of
awareness regarding moral values and their practical applications, but only intermediate level of
understanding about discipline. There is not much difference in the level of awareness between
male and female students, students with different academic ratings, or among students of
different schools and grades.
Furthermore, there is an influence of parenting styles on the levels of students' awareness
of discipline. Different types of parenting styles have different effects on the perception of
discipline among primary and secondary school students.
 CONCLUSIONS AND RECOMMENDATIONS

Conclusion
Based on the study conducted on the current state of the influence of parenting style on the
discipline of children at certain primary and secondary schools in Hanoi, the following
conclusions can be drawn:
- Parenting style is defined as the actions and attitudes of parents in the process of
educating their children.
- The awareness of discipline among students is measured by their understanding of moral
values and the application of that understanding to their behavior and actions in their daily
interactions. The perception of discipline is studied on three levels: knowledge, understanding,
and application.
- The study finds that parenting style can have both positive and negative effects on student
discipline. The degree of influence of parental control on student perception of discipline is
evaluated quantitatively using correlation coefficient and regression analysis. The results reveal
that parents use different types of parenting styles in the process of educating their children, with
differences observed between fathers and mothers, as well as within each parent’s parenting
style. The authoritative parenting style is found to be the most prevalent, while the uninvolved
parenting style has the lowest percentage. The age of parents or children's age characteristics do
not affect the use of parental control methods in the educational process of children, even among
families living in the same area with similar occupational and cultural factors.
- The parenting style employed has been found to have a significant impact on the level of
discipline demonstrated by primary and middle school students. Specifically, research indicates
that the authoritative style has the highest contribution rate to the level of discipline exhibited by
middle school students, while the authoritarian style has the lowest. The impact of other
parenting styles on the perception of discipline among primary and middle school students is
negligible, with a contribution rate of less than 7%.

Recommendations
In order to help primary and secondary school students in general and primary and junior
high school students in Hanoi in particular have a proper and adequate awareness of the
discipline necessary for personality development in the new era, the researcher Please suggest:
For school leaders, it is necessary to raise awareness of the importance of educating
students about discipline because awareness regulates behavior and promotes student behavior.
The right awareness will motivate them to have ethical behavior in accordance with the standards
of society.
At schools, the content and form of discipline education should be renewed for students.
Provide students with primary knowledge about discipline associated with life experiences, help
students form, orient on discipline, know obligations, responsibilities and distinguish rules and
principles. . Since then, there is a desire through activities to bring those standards and values
into all areas of life, in accordance with the cognitive level, ethical behavior habits that are
forming in each child. The team of teachers and those responsible for educating children must be
shining examples of morality and lifestyle.
For the family, it is necessary to strive to build a cultural family. Parents and adults in the
family need to pay attention to educating their children about discipline, being exemplary in life,
at work, in behavior with family members and with others. around.
Finally, I would like to have further studies on the influence of parenting style on the
perception of discipline at different ages in order to have a richer, more comprehensive
assessment of the effects of parenting. The impact of parents' parenting style on students'
perception of discipline, thereby taking effective psychological impact measures.
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Vietnamese
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2. Đức Minh (1977), Giáo dục gia đình và tuổi thiếu niên, Nxb Phụ nữ.
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trị Quốc gia, Hà Nội.
8. Phạm Thanh Bình, Lê Phong, Trần Thị Hương, Trần Văn Tính (1995), Thực trạng -
nguyên nhân - giải pháp giáo dục học sinh yếu kém về đạo đức ở một số trường phổ thông miền
Trung hiện nay, Kỷ yếu hội thảo Khoa học.
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10. Lưu Song Hà (1999), Hành vi lệch chuẩn của học sinh trung học cơ sở và mối tương
quan giữa nó với kiểu cha mẹ - con cái, Luận án tiến sĩ Tâm lý học, Viện Tâm lý học, Hà Nội.
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lứa tuổi đầu thanh niên, Luận án Tiến sĩ Tâm lý học, Trường Đại học Sư phạm Hà Nội, Hà Nội.
12. Nguyễn Chí Mỳ (1999), Sự biến đổi thang giá trị đạo đức trong nền kinh tế thị trường
với việc xây dựng đạo đức mới cho cán bộ quản lý ở nước ta hiện nay, Nxb Chính trị quốc gia.
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English
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 APPENDIX 1

OPINION SURVEY FORM

(For parents of students)
The objective of this survey is to understand the influence of parenting style on the
disciplinary practices of primary and secondary school students. Additionally, the survey aims
to propose measures to educate students about discipline. Kindly provide your response to the
following questions by selecting the option that you believe is most suitable and marking it
with an (X).
Question 1: Do you often find out about children's education?
 Frequent
 Sometimes
 Rarely
 Very rare
Question 2: In your opinion, the best way to educate children effectively is:
 Talk often to understand your child and give them timely advice
 Give children autonomy in all matters, parents only help when needed
 Strict and strictly controlled
 Let your child grow freely
Question 3: For you, talking with your child is an happening:
 Very often
 Often times when your child needs to consult me
 Rarely, only when you need to teach your child
 I rarely talk to my kids
 Question 4: Once I asked permission to go to a friend's house to help me copy my
homework because my friend was sick, he would:
 Ask who your friends are, where is your home, how are you sick, then let me go
 Agree to let me go
 Don't let me go, because I have to study
 Let your child decide for himself
Question 5: After listening to your child's comments about the teacher's grading with
a disrespectful attitude, you will:
 Ask questions, remind them not to have that attitude
 Listen but do not say anything, think that your child understands the story, has the
right to judge
 Shout at me for many things, don't worry about studying
 Not interested
Question 6: When you see your child enthusiastically helping people around and
participating in volunteer activities of the school, class, or local organization, you will:
 Praise your child and tell him it's the right thing to do
 Praise me all the way
 I do not want my children to participate for fear of affecting their studies
 No attitude
Question 7: When assigning household chores to children but they do not fully
perform them, grandparents will:
 Talk to your child about his responsibilities
 Let me be self-aware
 Ask me to do it again when I'm done
 Let me do anything or get there
Question 8: Going to a parent-teacher meeting for your child, the teacher criticizes
the child for cheating in the exam, he/she will:
 Remind your child not to repeat the offense next time
 Consider it a normal thing, school age has more or less mistakes
 Angry, will give me a fight when I get home
 No attitude
 Question 9: Detecting that your child is absent from school several times without
reason, you will:
 Ask for reasons and critiques
 Gentle reminder
 Get angry and hit your child
 Don't pay attention because there are other important things to do
Question 10: When a child is playful and refuses to do housework to help his parents,
he/she will:
 Remind your children to grow up to help their parents
 Angry but not forced
 Get angry, scold your child and ask him to do housework
 Let me be free to do as I please
Question 11: When a child disobeys or upsets his parents, he/she will:
 Talk to me so I can understand right from wrong.
 Sad but don't blame me because I'm young.
 Get angry and yell at your child.
 Ignore me, I'm an adult, I can do it on my own.
Question 12: When the child has bad behavior (swearing, swearing, etc.), he/she will:
 Advise children, show them the harmful effects of that action so that they can
change
 Remind your child not to act like that.
 Yelling and asking to stop immediately.
 No symptoms

Please tell me something about yourself

Year old:……………………………………….
Have children in grade: Grade 5:6th Grade:Grade 8:
Gender: Male Female
Occupation: Farmer:Workers and Employees:Business:Other:

Thank you very much!

 APPENDIX 2

INTERVIEW QUESTIONNAIRE

(For students only)

1. What discipline do you think is necessary for a primary and secondary school student?
2. What discipline do you know and understand?
3. How do you feel about your parents' way of educating children?
4. In your family, who do you often confide and share with more, father or mother?
5. Do you see the influence of your parents' parenting style on you? In what ways is it
affected?
6. What are your aspirations for your parenting style?