1

CORRELATION OF PARENTING STYLES WITH SELF-EFFICACY AND

SOCIAL ANXIETY IN ADOLESCENTS

A THESIS SUBMITTED TO

Department of Psychology

Sir Parashurambhau College, Pune

SUBMITTED BY

Ayushi Zade

UNDER THE GUIDENCE OF

Dr. Ramdas Kolekar Sir

Assistant Professor

Sir Parashurambhau College, Pune

October 2023
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CERTIFICATE

This is to certify that the work incorporated in this thesis “Correlation of Parenting
Styles with Self-Efficacy and Social Anxiety in Adolescents” is submitted by Miss.
Ayushi Ganesh Zade was carried under my supervision. Such material obtained from
other sources has been duly acknowledged in the thesis.

Date:

Place: PUNE

October, 2023

Dr Arvind T. Kakulte Dr. Ramdas Kolekar

Head of the Department Research Guide

Department of Psychology

Internal Examiner External Examiner

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DECLARATION

I declare that the thesis entitled “Correlation of Parenting Styles with Self-Efficacy
and Social Anxiety in Adolescents” submitted by me for the internal assessment of
MA Part II (3rd semester) is the record of work carried out by me under the guidance
of Dr. Ramdas Kolekar Sir for the period of July, 2023 to October, 2023 and has not
formed the basis of the award of any degree, diploma, associateship, fellowship titles
in this or any other university or institute for higher learning. I further declare that the
material obtained from the other sources has been duly acknowledged in the thesis.

Pune Miss. Ayushi Ganesh Zade

October, 2023 (Researcher)

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Acknowledgement

I would like to express my emotion of gratitude towards many people, who have
supported me in completing my dissertation. I would like to express my profound
gratitude to Dr Arvind T. Kakulte, Head of Psychology Department.

I would like to acknowledge and give my warmest thanks to my supervisor Dr.

Ramdas Kolekar who made this work possible. His guidance and advice carried me
through all the stages of writing my project. I am eternally grateful to you.

I would also like to thank my group members and friends for letting my defense be an
enjoyable moment, and for your brilliant comments and suggestions, thanks to you.

I would also like to give special thanks to my family as a whole for their continuous
support and understanding when undertaking my research and writing my project.
Your prayer for me was what sustained me this far.

Finally, I would like to thank God, for letting me through all the difficulties. I have
experienced your guidance day by day. You are the one who let me finish my
research. I will keep on trusting you for my future.

I would like to acknowledge that this project was completed entirely by me and not by
someone else.

Once again from bottom of my heart I am grateful to all of them.

(Miss. Ayushi Ganesh Zade)

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List of Contents

Title 1
Certificate 2
Declaration 3
Acknowledgement 4
Content
List of Tables 5
Abstract 7
CHAPTERS Page No.
Introduction 8
1.1 Overview 8
1.2 Concepts included in present study 9
1.3. Statement of Problem 24
1.3.1 Objective of the Study 25
Significance of the Study 25
Review of Literature 28
2.1 Introduction 28
2.2 Parenting Styles and Social anxiety 31
2.3 Parenting Styles and Self-efficacy 37
2.4 Self-efficacy and Social anxiety 39
2.5 Hypothesis of the Study 42
Methodology 43
3.1 Introduction 43
3.2 Operational Definition 43
3.3 Sample 45
3.4 Tools Used 45
3.5 Procedure 47
3.6 Statistical Analysis 48
Results and Discussion 49
4.1 Introduction 49
4.2 Result 49
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4.3 Discussion 55
Conclusion 57
5.1 Delimitations and Limitations 58
5.2 Suggestions for further Study 58
5.3 Conclusion 60
REFERENCES 61
APPENDICES 63
Appendix A: Consent Form 63
Appendix B: Demographic Questionnaire 63
Appendix C: Scale of Parenting Styles (SOPS) 64
Appendix D: The General Self-Efficacy Scale (GSE) 65
Appendix E: Social Phobia Inventory (SPIN) 66
Appendix F: Qualitative Questionnaire 67
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Abstract

This thesis investigates the relationship between parenting styles, self-efficacy, and
social anxiety among a sample of 85 adolescents and early adults in the Maharashtra
population of India, including both genders. The research was conducted entirely
online, utilizing scales distributed over the internet. The study begins with an
introduction detailing the significance of understanding the impact of parenting styles
on the psychological development of individuals, particularly in terms of self-efficacy
and social anxiety. The literature review provides an in-depth analysis of each variable
independently and also examines the existing research on the combined effects of
parenting styles on self-efficacy and social anxiety. The study's objectives focus on
determining the nature of the correlation between parenting styles and the levels of
self-efficacy and social anxiety, highlighting the potential implications for
psychological well-being and interpersonal relationships.

The findings of this research offer significant insights into the relationship between
parenting styles and the psychological well-being of adolescents. The results could
have practical implications for parents, educators, and mental health professionals in
understanding how parenting practices can impact self-efficacy and social anxiety in
this critical developmental stage. Additionally, this study contributes to the growing
body of literature on online research methodologies and the effectiveness of online
data collection in psychology and related fields.

Furthermore, this research hypothesis posits that certain parenting styles are positively
correlated with self-efficacy, fostering a sense of competence and personal agency
among individuals, while simultaneously suggesting a negative correlation between
certain parenting styles and social anxiety, emphasizing the potential adverse effects
of overly restrictive or neglectful parenting practices on social anxiety levels.

Keywords: Parenting styles, self-efficacy, social anxiety, adolescents, early adults,

Maharashtra, India.
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CHAPTER I

INTRODUCTION

1.1 Overview:

In the exploration of the intricate web of human development and psychological well-
being, this thesis delves into the fundamental dynamics of parenting styles and their
profound impact on two critical dimensions: self-efficacy and social anxiety.
Grounded in established psychological theories and empirical research, this study
seeks to unravel the nuanced correlations between the varied approaches parents
employ in raising their children and the subsequent implications for individuals'
beliefs about their capabilities and their ability to navigate the social sphere. The
foundation of this investigation is laid upon the seminal work of psychologists such as
Diana Baumrind, who delineated the authoritative, authoritarian, permissive, and
neglectful parenting styles. These distinct approaches set the stage for the
psychological terrain on which individuals construct their self-perceptions and engage
in social interactions. With a particular focus on authoritative parenting, characterized
by a harmonious blend of support and reasonable demands, and its counterparts, the
study aims to discern how these styles contribute to the development of self-efficacy
— the belief in one's capacity to succeed in specific endeavors.

Simultaneously, the inquiry extends its gaze towards the intricate dance between
parenting styles and the prevalence of social anxiety. As individuals’ journey through
the stages of development influenced by the parenting they receive, the thesis seeks to
unravel the threads connecting familial support structures and the capacity to navigate
the social landscape with confidence or, conversely, succumb to apprehension and
fear.

By forming together theoretical frameworks and empirical evidence, this thesis aims
to provide a broad understanding of the detailed relationships between parenting
styles, self-efficacy, and social anxiety.
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The study recognizes the interconnectedness between parenting styles and the
prevalence of social anxiety, a pervasive and debilitating condition rooted in the fear
of negative evaluation in social situations. The authoritative parenting style, with its
emphasis on warmth and support, may act as a protective factor against social anxiety,
while authoritarian, permissive, and neglectful styles may contribute to an increased
vulnerability to this debilitating condition.

This thesis aims to unravel the intricate relationships between parenting styles, self-
efficacy, and social anxiety through a comprehensive review of existing literature,
empirical research, and nuanced analysis. The findings of this study hold potential
implications for both theoretical frameworks within psychology and practical
interventions aimed at fostering optimal psychological development and well-being.
As we embark on this exploration, we seek to not only understand the correlations but
also to glean insights into the complex mechanisms that underlie the formation of
self-efficacy and the manifestation of social anxiety within the intricate tapestry of
familial influence. Parenting styles represent a fundamental aspect of the family
environment, exerting a profound influence on the cognitive, emotional, and social
development of children and adolescents. This thesis delves into the intricate interplay
between parenting styles, self-efficacy, and social anxiety, seeking to unravel the
nuanced dynamics that shape the trajectory of adolescent development. Understanding
these complex relationships is pivotal in advancing our comprehension of the
multifaceted factors contributing to the psychological well-being of young
individuals.

This thesis aims to delve deep into the intricate relationship between parenting styles
and their correlation with self-efficacy and social anxiety. Through a comprehensive
analysis, we seek to unravel whether certain parenting practices act as protective
factors or as potential risk factors for the development of these psychological
constructs. Understanding this nexus will not only further our knowledge in
developmental psychology but also provide valuable insights for parents, educators,
and therapists in molding holistic and mentally robust individuals.

1.2 Concepts included in the present study:

Parenting styles
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This part of chapter gives you a brief overview of the introduction, definitions,
importance and determinants of parenting styles

Introduction:

Parenting styles play a pivotal role in establishing the emotional foundation upon
which individuals build their perceptions of self and engage with the social world.
The authoritative approach, characterized by warmth, support, and reasonable
demands, often fosters a sense of self-efficacy and resilience. Conversely, the
authoritarian style, marked by strict control and limited responsiveness, may hinder
the development of self-efficacy and elevate the risk of social anxiety. Baumrind, D.
(1991).

The nuanced interplay between permissive parenting, with its tolerant and indulgent
nature, and neglectful parenting, marked by emotional disengagement, can result in
varied impacts on self-efficacy and social anxiety. These early experiences within the
family unit form the bedrock upon which individuals construct their beliefs about
their capabilities and navigate the intricate terrain of social interactions.

As individuals traverse the developmental stages influenced by these parenting styles,

the effects on self-efficacy become manifest in their ability to approach challenges
with confidence or succumb to self-doubt. Similarly, the susceptibility to social
anxiety emerges as a complex interplay between the familial support structures
provided during formative years and the individual's capacity to navigate the social
landscape with a sense of assurance. Darling, N., & Steinberg, L. (1993).

Parenting styles refer to the broad patterns of attitudes, practices, and behaviors that
parents employ in raising their children. These styles encompass the emotional
climate in which children are raised and the ways in which parents respond to and
interact with their children. Diana Baumrind, a developmental psychologist,
introduced the concept of parenting styles in the 1960s. Diana Baumrind proposed a
widely recognized framework of parenting styles based on two dimensions:
responsiveness (warmth and support) and demandingness (control and expectations).

Parenting styles play a crucial role in shaping the emotional, cognitive, and social
development of children. The concept of parenting styles, as introduced by
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psychologist Diana Baumrind in the 1960s, has been a cornerstone in understanding

the dynamics of parent-child relationships. Baumrind identified four main parenting
styles: authoritative, authoritarian, permissive, and neglectful.

The authoritative parenting style is characterized by a balance between warmth and

control. Authoritative parents set clear expectations and rules, but they also provide
emotional support and encouragement. This style fosters a secure attachment between
parents and children, promoting autonomy and self-discipline. Research indicates that
children raised in authoritative households often exhibit higher levels of academic
achievement, self-esteem, and overall well-being.

On the opposite end of the spectrum is the authoritarian parenting style, which
emphasizes strict rules and high expectations. Authoritarian parents tend to be less
responsive to their children’s needs and emotions, enforcing obedience through
punishment. While this approach may produce compliant children, it can also lead to
lower self-esteem, decreased creativity, and a potential for rebellion as children grow
older.

Permissive parenting is characterized by warmth and indulgence with few demands or

expectations. Permissive parents are lenient, allowing their children considerable
freedom. While this approach may foster creativity and independence, it can also
result in a lack of self-discipline and difficulties with authority. Children raised in
permissive households may struggle with impulse control and face challenges in
academic and social settings.

Neglectful parenting represents a lack of both warmth and control. Neglectful parents
are emotionally detached and uninvolved in their children’s lives. This parenting style
is associated with negative outcomes, including poor academic performance, low self-
esteem, and increased risk of behavioral problems. Children raised in neglectful
environments may experience difficulties forming healthy relationships and may
struggle with trust and attachment issues.

It's important to note that parenting styles are not rigid categories, and many parents
exhibit a combination of these styles in various situations. Additionally, cultural
factors, individual differences, and situational contexts can influence parenting styles.
Understanding the impact of parenting styles is essential for professionals in fields
such as psychology, education, and social work, as well as for parents themselves, as
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they navigate the complex and dynamic journey of raising children. Researchers
continue to explore the nuanced interactions between parenting styles and child
development, shedding light on the intricate factors that contribute to the outcomes of
different parenting approaches.

Definition:

Diana Baumrind (1967)

Authoritative Parenting: Characterized by warmth, responsiveness, and a democratic

style of discipline. These parents are nurturing, responsive to their child's needs, set
boundaries, and encourage independence.

Authoritarian Parenting: Emphasizes control and obedience. Authoritarian parents are

demanding, expect unquestioned obedience, and are less responsive to their children's
needs compared to authoritative parents.

Permissive Parenting: Lenient and indulgent. They tend to set fewer boundaries, are
highly responsive, but lack the structure and discipline that's evident in authoritative
parenting.

Maccoby and Martin (1983) Building on Baumrind's work, Maccoby and Martin
expanded the classification to include a fourth style:

Neglectful (or Disengaged) Parenting: These parents are neither demanding nor
responsive. They're disengaged from their children's lives and provide minimal
emotional support.

While these are the seminal models, several subsequent researchers have further
explored and nuanced these classifications, incorporating cultural variations and other
factors that might influence parenting practices.

Chao (1994) introduced the concept of "training" to describe a type of parenting

common in Chinese households, which doesn't fit neatly into Baumrind's typologies.

Darling and Steinberg (1993) suggested that parenting styles might be a contextual
factor that works in conjunction with parenting practices (specific behaviors) to
influence child outcomes.
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Understanding the distinctions between these styles and their impacts on child
development is crucial, as parenting practices significantly influence various facets of
children's psychological, social, and emotional well-being.

Importance of parenting styles:

Child's Emotional Health and Self-Worth: The way parents interact with their
children, set boundaries, and respond to their needs can greatly impact a child's self-
esteem and emotional well-being. For example, children raised in an authoritative
environment typically have higher self-esteem and feel more secure.

Social Skills and Behavior: Parenting styles influence children's ability to interact
with peers, authority figures, and society at large. Children of authoritative parents
often exhibit better social skills, while those of neglectful parents may struggle with
peer relationships.

Cognitive Development: Cognitive growth, including problem-solving skills,

creativity, and academic achievement, can be influenced by parenting strategies. For
example, children encouraged to ask questions and explore (often in authoritative
households) might demonstrate stronger cognitive abilities.

Development of Coping Strategies and Resilience: The way parents model and teach
coping mechanisms has lasting effects on how children approach challenges and
setbacks. Authoritative parents, by being supportive yet setting clear boundaries, often
raise children who are more resilient in the face of adversity.

Mental Health Implications: Certain parenting styles, like the authoritarian or

neglectful approaches, have been linked to higher rates of depression, anxiety, and
other mental health disorders in children and adolescents.

Formation of Values and Morality: Parenting not only influences behavior but also
deeply affects the moral and ethical values of a child. The lessons, discipline methods,
and role-modeling parents offer can shape a child's understanding of right and wrong.

Influence on Future Parenting: The parenting style one is exposed to often affects
their own parenting approach. Individuals raised in overly strict environments may
either emulate this approach or swing to the opposite end of the spectrum.
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Cultural Transmission and Identity: Parenting styles often carry cultural nuances and
values. Understanding these styles is crucial for appreciating the diversity of child-
rearing practices and for recognizing the significance of cultural heritage in
personality development.

Health and Well-being: Parenting can directly impact physical health. For instance,
the ways in which parents introduce and manage dietary habits, sleep routines, and
physical activity play a role in the child's overall health.

Adaptation and Life Outcomes: The adaptability, career success, and general life
satisfaction of individuals can be traced back, at least in part, to the parenting styles
they were subjected to during their formative years.

Self-efficacy

This part of chapter gives you a brief overview of the introduction, definitions and
domains of Self-efficacy

Introduction:

Self-efficacy is a fundamental component of a child’s confidence and resilience. The

way parents interact with their children, provide support, and offer opportunities for
growth can greatly impact their sense of self-efficacy. Nurturing and supportive
parenting styles tend to bolster a child’s confidence, as they feel secure in their
abilities and encouraged to explore new experiences. Self-efficacy, as defined by
psychologist Albert Bandura in 1977, refers to an individual's belief in their own
ability to successfully execute and perform a specific task or achieve a particular goal.
This concept is rooted in Bandura's social cognitive theory, which emphasizes the role
of observational learning, social experience, and cognitive factors in shaping human
behavior Pajares, F. (2002).

At its core, self-efficacy involves an individual's perception of their competence and

effectiveness in dealing with different situations. It is not merely a measure of actual
skills or abilities but rather a subjective judgment that influences one's choices, effort,
persistence, and resilience in the face of challenges. Bandura proposed that self-
efficacy beliefs play a pivotal role in the initiation and maintenance of behavior
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change, as well as in determining the level of effort and perseverance one invests in
achieving a desired outcome.

The development of self-efficacy is influenced by various factors, including past

experiences, social modeling, verbal persuasion, and physiological states. Positive
experiences of mastery, vicarious learning from observing others, encouragement and
support from others, and managing emotional and physiological responses all
contribute to the formation and strengthening of self-efficacy beliefs.

In practical terms, individuals with high self-efficacy are more likely to set
challenging goals, exert effort in the face of difficulties, and recover more quickly
from setbacks. On the contrary, those with low self-efficacy may avoid challenging
tasks, experience self-doubt, and may be more prone to giving up in the face of
adversity.

The concept of self-efficacy has been widely applied across various domains,
including education, healthcare, sports, and psychology, and it continues to be a
valuable framework for understanding motivation, behavior change, and personal
development.

In the realm of education, self-efficacy profoundly influences academic performance.

Students with high self-efficacy are more likely to set challenging goals, persevere in
the face of obstacles, and exhibit a greater commitment to their studies. Teachers play
a pivotal role in fostering self-efficacy by providing constructive feedback, creating
an inclusive learning environment, and encouraging students to develop a growth
mindset.

In healthcare, self-efficacy is a key determinant of health behaviors and outcomes.

Individuals with a strong belief in their ability to manage their health are more likely
to engage in preventive measures, adhere to medical advice, and cope effectively with
chronic illnesses. Interventions that target the enhancement of self-efficacy, such as
health education programs and self-management interventions, have demonstrated
positive effects on health-related behaviors.

In the workplace, self-efficacy is closely linked to job performance and career

success. Employees with high self-efficacy are more likely to take on challenging
tasks, persist in the face of setbacks, and exhibit greater job satisfaction.
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Organizations can cultivate self-efficacy by providing training opportunities,

recognizing and rewarding accomplishments, and fostering a supportive work culture
that values employees’ abilities to overcome challenges.

Moreover, the role of self-efficacy extends beyond individual domains to societal and
community levels. Communities with high levels of self-efficacy are more resilient In
the face of adversity, better able to mobilize resources, and exhibit a greater capacity
for collective action. Social interventions that aim to strengthen community self-
efficacy can contribute to positive social change and community development.

Research indicates that self-efficacy is a dynamic and malleable construct that can be
nurtured and developed over time. Various strategies, such as mastery experiences,
social modeling, social persuasion, and physiological feedback, can be employed to
enhance self-efficacy. Interventions that focus on building self-efficacy have the
potential to empower individuals and communities, fostering a sense of agency and
resilience in the face of life’s challenges.

In conclusion, the concept of self-efficacy is a powerful and versatile framework that

has far-reaching implications for individual and collective well-being. Understanding
and promoting self-efficacy can lead to positive outcomes in education, healthcare,
the workplace, and community development. As such, it represents a critical area of
study and intervention for researchers, educators, healthcare professionals, and
policymakers alike.

Definition:

Self-efficacy refers to an individual's belief in their capacity to execute behaviors

necessary to produce specific performance attainments. It reflects confidence in the
ability to exert control over one's own motivation, behavior, and social environment.

The concept of self-efficacy has been elaborated upon by various scholars over the
years. The most prominent figure associated with the development of the self-efficacy
theory is Albert Bandura. Below is a summary of self-efficacy definitions and models
by different authors:

Albert Bandura (1977, 1986)

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Definition: Bandura defined self-efficacy as "the belief in one's capabilities to

organize and execute the courses of action required to manage prospective situations."

Model: Bandura proposed a social cognitive theory where self-efficacy plays a central
role. He believed that self-efficacy beliefs are influenced by four main sources:
mastery experiences (successes raise efficacy beliefs, failures lower them), vicarious
experiences (observing others' successes or failures), verbal persuasion
(encouragement or discouragement from others), and physiological feedback
(emotional states).

Though not exclusively focused on self-efficacy, Rotter introduced the concept of

locus of control, which can be closely related. Locus of control refers to individuals'
beliefs about the control they have over events in their lives.

Model: Rotter described two types of locus of control – internal (believing that
outcomes are a result of one's own actions) and external (believing that outcomes are
the result of external factors). Julian Rotter (1966)

They developed the General Self-Efficacy Scale, aiming to assess a general sense of
perceived self-efficacy to predict coping with daily hassles and adaptation after
experiencing various kinds of stressful life events (Ralf Schwarzer & Matthias
Jerusalem 1995)

Model: Their model revolves around the belief that self-efficacy is domain-specific
but also has a general component that transcends specific domains.

These authors expanded upon Bandura's work and researched how self-efficacy
beliefs could be enhanced and their effects on behavior.

Model: Their work reinforced the idea that efficacy beliefs can be domain-specific
and that they play a critical role in goal setting, effort investment, persistence in face
of barriers, and recovery from setbacks (Maddux, Sherer, and Rogers 1982)

These authors and their respective models contribute to our understanding of self-
efficacy from various angles. At the core, however, is the common thread of
individual beliefs about capabilities influencing thoughts, actions, and outcomes.
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Domains of self-efficacy:

Albert Bandura, the primary theorist behind the concept of self-efficacy, emphasized
that self-efficacy is domain-specific, meaning that an individual might believe they
are highly capable in one area (e.g., cooking) but less so in another (e.g., public
speaking). While one might have a general sense of self-efficacy, specific beliefs
about one's capabilities often vary according to the context or domain in question.

Here are some commonly recognized domains of self-efficacy:

Academic Self-Efficacy: This refers to an individual's confidence in their ability to

complete academic tasks, like studying, writing papers, or taking exams. A student
with high academic self-efficacy believes they can achieve good grades and
understand complex topics.

Social Self-Efficacy: This concerns an individual's belief in their ability to engage in

social interactions, form relationships, or handle social situations. Someone with high
social self-efficacy might feel comfortable speaking in groups or approaching new
people.

Emotional Self-Efficacy: This domain encompasses an individual's confidence in their

ability to manage their own emotions, cope with emotional challenges, and express
feelings in a constructive manner.

Health Self-Efficacy: This pertains to one's beliefs about their capability to engage in
healthy behaviors, adhere to medical advice, or manage illness. For instance, someone
with high health self-efficacy might believe they can follow a strict diet or exercise
regimen.

Physical Self-Efficacy: This domain covers the belief in one's physical abilities, such
as playing sports, dancing, or undertaking manual tasks. An athlete with high physical
self-efficacy would have confidence in their skills and abilities in their specific sport.

Career or Occupational Self-Efficacy: This refers to an individual's belief in their

skills and abilities related to their job or career. It might include confidence in
performing job tasks, achieving career milestones, or navigating workplace
challenges.
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Self-Regulatory Self-Efficacy: This domain concerns an individual's confidence in

their ability to self-regulate, manage time, set and achieve goals, and maintain
discipline.

Financial Self-Efficacy: This pertains to one's confidence in managing finances,

budgeting, saving, and investing.

Parental Self-Efficacy: This domain focuses on parents' beliefs in their abilities to

nurture, guide, and raise their children effectively.

Communication Self-Efficacy: This relates to an individual's belief in their skills and

abilities to communicate effectively, whether in writing, speaking, or other forms of
expression.

Social anxiety

This part of chapter gives you a brief overview of the introduction, domains and types
of Social Anxiety

Introduction:

Social anxiety relates to a child’s feelings of discomfort and unease in social

situations. Parenting styles can either exacerbate or mitigate social anxiety in children.
An overprotective or authoritarian parenting approach may unintentionally reinforce
social anxiety by limiting a child’s exposure to social interactions, hindering their
ability to develop effective coping strategies. Conversely, an authoritative parenting
style, which combines warmth and guidance, can often promote social competence
and reduce social anxiety, as children feel supported while also learning appropriate
social skills.

Social anxiety, also known as social anxiety disorder (SAD), is a chronic mental
health condition characterized by an overwhelming fear of social situations and a
persistent concern about being judged, embarrassed, or humiliated in social
interactions. Individuals with social anxiety often experience intense self-
consciousness and worry that others will negatively evaluate them, leading to
avoidance of social events or situations.
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This disorder significantly impairs a person's ability to engage in normal social

activities, affecting various aspects of their life, including work, school, and
relationships. Common physical symptoms associated with social anxiety may include
blushing, trembling, sweating, nausea, and difficulty speaking. The fear and anxiety
can be anticipatory, occurring before an event, or situational, arising during the actual
social encounter.

The cognitive-behavioral model, proposed by David M. Clark and Adrian Wells in

1995, emphasizes the role of negative beliefs and distorted perceptions in the
development and maintenance of social anxiety. According to this model, individuals
with social anxiety tend to hold unrealistic beliefs about social situations, themselves,
and the potential consequences of their actions. These cognitive biases contribute to
the heightened anxiety and avoidance behaviors characteristic of social anxiety
disorder.

Social anxiety can significantly impact an individual's quality of life, leading to

isolation and decreased opportunities for personal and professional growth. Treatment
options often include cognitive-behavioral therapy (CBT), exposure therapy, and, in
some cases, medication.

The Impact of social anxiety on daily life is profound, affecting educational and
occupational achievement, interpersonal relationships, and overall well-being.
Academic performance may suffer due to the avoidance of class presentations or
participation in group activities. In the workplace, individuals with social anxiety may
struggle with networking, team collaboration, and assertiveness. Personal
relationships can be strained as social anxiety may hinder the formation of new
connections or cause strain in existing friendships and romantic partnerships.

The etiology of social anxiety is multifaceted, involving a complex interplay of

genetic, biological, psychological, and environmental factors. Genetic predisposition,
imbalances in neurotransmitter function (particularly serotonin), and early life
experiences such as trauma or excessive criticism can contribute to the development
of social anxiety. Additionally, societal expectations, cultural factors, and personal
experiences of rejection or humiliation can exacerbate the symptoms.

Cognitive-behavioral therapy (CBT) is the most widely studied and effective

treatment for social anxiety disorder. CBT aims to identify and challenge negative
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thought patterns and behaviors associated with social anxiety. Exposure therapy, a
specific form of CBT, involves gradual and systematic exposure to feared social
situations to reduce anxiety responses. Medications, such as selective serotonin
reuptake inhibitors (SSRIs) and benzodiazepines, may also be prescribed in some
cases.

Despite the availability of effective treatments, many individuals with social anxiety
do not seek help due to the stigma associated with mental health issues or the fear of
judgment. Increasing awareness about social anxiety, reducing stigma, and promoting
mental health education are essential steps in encouraging individuals to seek
appropriate treatment. As research continues to advance, gaining a deeper
understanding of the biological and psychological mechanisms underlying social
anxiety will contribute to the development of more targeted and personalized
interventions, ultimately improving the quality of life for those affected by this
pervasive and challenging disorder.

Leary described social anxiety as stemming from the individual's desire to make a
desired impression on others, but feeling they cannot adequately do so. This creates a
fear of negative evaluation (Mark R. Leary 1983)

Their cognitive model of social phobia is based on the idea that socially anxious
individuals have negative expectations about social events, and during these events,
they shift their attention internally. This self-focused attention and heightened self-
monitoring lead to increased symptoms of anxiety (David M. Clark & Adrian Wells
1995)

Their model emphasizes the role of perceived discrepancies between one's actual self
and one's ideal self. Social anxiety occurs when individuals perceive that they are
failing to make the desired impression on others (Rapee & Heimberg 1997)

They proposed that socially anxious individuals tend to use maladaptive strategies to
regulate their emotions. For example, they might suppress unwanted emotions,
leading to increased social anxiety (Steven Taylor & Richard M. Enns 2001)

Hofmann argued that social anxiety is caused by a combination of factors, including

genetics, adverse life events, and individual differences in temperament. He also
highlighted the role of cognitive biases, like attention to threat and biased
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interpretations of social situations, in exacerbating social anxiety (Stefan G. Hofmann

2007)

Rapee proposed an integrated model of the development of social anxiety disorder. It

suggests that an interaction of various factors, including genetics, behavioral
inhibition, parenting style, and peer interactions, can increase the risk of developing
social anxiety disorder (Ronald M. Rapee 2014)

Domains of Social Anxiety:

Performance Anxiety: This refers to fears related to performing in front of others.

Examples include public speaking, performing in a play, or playing a musical
instrument during a concert.

Interpersonal Interaction: This involves fears of general social interactions, such as

starting or maintaining conversations, attending parties, or simply being around
others. It can also include more specific fears, such as answering a phone or ordering
food in a restaurant.

Observation Fears: This refers to the fear of engaging in actions while being observed
by others, such as eating in public, signing a document in front of others, or using a
public restroom.

Assertiveness: This involves situations where an individual needs to assert

themselves, stand up for their rights, or express a differing opinion. People with social
anxiety might find it challenging to return items to a store, confront someone about a
problem, or negotiate.

Intimate Relationships: People with social anxiety might fear dating, intimacy, or
being vulnerable with a partner. They might worry about how they're perceived in
close personal relationships or fear rejection or judgment from a significant other.

Academic Situations: For students, social anxiety can manifest in fears of speaking in
class, working in group projects, meeting with professors, or engaging in classroom
discussions.
 23

Workplace Situations: Adults might experience anxiety during job interviews,

meetings, presentations, or social events with colleagues. They might also fear
criticism or evaluation by superiors or peers.

Routine Activities: Even everyday activities can become sources of anxiety. For
instance, someone might fear walking into a room where others are already seated or
worry about interacting with salespeople in stores.

Online and Technological Interactions: In the modern digital age, social anxiety also
extends to online interactions, such as fear of video calls, participating in online group
chats, or even apprehension about how one is perceived on social media.

Cultural or Social Norms: Depending on cultural, social, or religious contexts,

individuals might have specific fears. For example, in some cultures, direct eye
contact might be a source of discomfort, or in others, certain rituals or ceremonies
might induce anxiety.

Types of Social Anxiety:

Specific Social Anxiety (Performance Only):

This is characterized by anxiety that occurs only in performance situations, such as

public speaking or playing a musical instrument in front of an audience. People with
this type might be completely comfortable in other social situations, but when it
comes to performing, they experience significant anxiety.

Generalized Social Anxiety:

This is the more common and debilitating form of social anxiety. Individuals with
generalized social anxiety fear a wide range of social situations, from initiating and
maintaining conversations to eating in public or attending social gatherings. Their
anxiety is not restricted to performance situations.

Interactional Social Anxiety:

This subtype primarily revolves around interactions with other people. It includes
fears of starting or maintaining conversations, making phone calls, or any situation
where interaction is required.
 24

Observational Social Anxiety:

This involves fears of being observed by others. Examples include fear of eating in
front of others, fear of being watched while walking, or even apprehension about
using a public restroom.

Testing or Formal Evaluation Social Anxiety:

This type is characterized by anxiety during testing situations or where formal

evaluation is involved. Common scenarios include taking exams, being assessed in a
job interview, or even undergoing a driving test.

1.3 Statement of the problem:

To access/examine the effects of parenting styles with self-efficacy and social anxiety
among adolescents.

Objective of study:

 The test would assess and classify the parenting styles experienced by the participants
during their childhood or adolescence.
 The test would include measures or scales to assess participants’ self-efficacy levels.
 The test would also include measures or scales to assess participants’ levels of social
anxiety.
 The main objective of the test is to examine the correlations between parenting styles,
self-efficacy, and social anxiety. Researchers would use statistical analyses to determine
whether there are significant associations between specific parenting styles and levels
of self-efficacy and social anxiety.
 The test aims to identify patterns and trends in the data that may shed light on how
different parenting styles may contribute to the development of self-efficacy and social
anxiety.
 25

Significance of the present study:

The rationale can be built upon several foundational ideas rooted in psychology and
human development. Understanding the relationships among these factors can provide
valuable insights into human behavior, personality development, and potential
interventions for mental health concerns. By studying the correlations between
parenting styles, self-efficacy, and social anxiety, the research aims to unravel the
complex interplay between early familial influences and individual psychological
constructs. This could not only further academically understand but also provide
actionable insights for interventions, parental education, and support systems aimed at
fostering healthier developmental environments for children.

Understanding Parent-Child Relationships: Parenting styles shape the parent-child

relationship and can influence how children perceive themselves and others. By
studying the impact of different parenting styles, researchers can gain insights into
how these relationships can foster or hinder the development of self-efficacy and
social anxiety in children.

Self-Efficacy Development: Self-efficacy refers to an individual’s belief in their

ability to accomplish tasks and handle challenges successfully. Parenting styles that
are supportive, encouraging, and emphasize autonomy tend to foster higher levels of
self-efficacy in children. On the other hand, overly controlling or neglectful parenting
can hinder the development of self-efficacy. Understanding these connections can
help parents and caregivers provide a nurturing environment that promotes a child’s
sense of competence and confidence.

Social Anxiety Impact: Social anxiety is characterized by a persistent fear of social

situations and interactions. Parenting styles can influence a child’s social
development, and certain styles, such as overprotective or authoritarian parenting,
may contribute to the development of social anxiety. Recognizing the relationship
between parenting and social anxiety can lead to interventions and support systems
that can mitigate the risk of social anxiety in vulnerable individuals.
 26

Identifying Risk Factors: By studying the link between parenting styles and self-
efficacy/social anxiety, researchers can identify potential risk factors early on. This
knowledge can be used to implement preventive measures and interventions to
support children who may be at higher risk of developing low self-efficacy or social
anxiety.

Parenting Education: Understanding the impact of parenting styles can inform

parenting education programs. By educating parents about the significance of their
role in their child’s development, they can learn to adopt more positive and effective
parenting strategies that promote healthy self-efficacy and reduce the likelihood of
social anxiety in their children.

Psychological Well-being: Self-efficacy and social anxiety are crucial factors that
influence an individual’s overall psychological well-being and quality of life. A better
understanding of how parenting styles impact these psychological aspects can
contribute to the promotion of mental health and well-being in both children and
adults.

This thesis holds substantial implications for both academic discourse and practical
applications in the fields of psychology and education. By shedding light on the
complex interplay of parenting styles, self-efficacy, and social anxiety, it contributes
to the development of targeted interventions and support mechanisms for adolescents
facing challenges in their psychosocial development. Ultimately, the findings aim to
empower parents, educators, and mental health professionals with insights that can
foster healthier family environments, thereby positively influencing the long-term
well-being of the next generation.

The environment created by parents, filled with specific norms, expectations, and
emotional responses, lays the groundwork for how a child perceives the world and
their place in it. It is reasonable to posit that such foundational experiences in the
family environment may significantly influence a child's self-efficacy, which refers to
an individual's belief in their capability to achieve goals and manage challenging
situations.

Self-efficacy is a crucial component of a person's self-concept and has been linked to

numerous outcomes, both positive and negative, in various life domains. High levels
of self-efficacy have often been associated with better performance, resilience, and
 27

overall well-being. In contrast, low self-efficacy might contribute to feelings of

helplessness, avoidance, and even heightened levels of anxiety. Given that self-
efficacy is formed and reinforced by personal experiences and external feedback, it
stands to reason that parenting styles, with their significant role in a child's formative
years, could play a part in shaping this self-belief.
 28

Chapter II

Review of literature

2.1 Introduction:

In regards to self-efficacy and social anxiety with parenting styles among people in
general and mostly adolescents, there were many researches done to explore the
relationship between these three variables. Some of which are explained below:

Review of the variables:

In the present section, brief reviews of the related literature of the concepts in relation
to the present study are provided.

Parenting Styles:

Parenting Styles and Children's Behavior

Don Carter and David Welch

In this study, 178 subjects responded to 6 vignettes which briefly described normal,
egocentric and annoying behaviors of a preschool child, by selecting a preferred
choice from among three responses that had been designed to match Baumrind's
authoritative, permissive, or authoritarian parenting style categories. Parental
responses appeared to vary with the child's behavior, as well as with the adult's sex,
age, and experience in parenting.

The Relation of Parenting Style to Adolescent School Performance

Sanford M. Dornbusch, Philip L. Ritter, P. Herbert Leiderman, Donald F. Roberts and

Michael J. Fraleigh

This article develops and tests a reformation of Baumrind's typology of authoritarian,

permissive, and authoritative parenting styles in the context of adolescent school
performance. Using a large and diverse sample of San Francisco Bay Area high
school students (N = 7,836), we found that both authoritarian and permissive
 29

parenting styles were negatively associated with grades, and authoritative parenting
was positively associated with grades. Parenting styles generally showed the expected
relation to grades across gender, age, parental education, ethnic, and family structure
categories. Authoritarian parenting tended to have a stronger association with grades
than did the other 2 parenting styles, except among Hispanic males. The full typology
best predicted grades among white students. Pure authoritative families (high on
authoritative but not high on the other 2 indices) had the highest mean grades, while
inconsistent families that combine authoritarian parenting with other parenting styles
had the lowest grades.

Parenting Styles and Conceptions of Parental Authority during Adolescence

Judith G. Smetana

Reports of parenting styles were assessed in 110 primarily white, middle-class sixth,
eighth, and tenth graders (M = 11.98, 13.84, and 16.18 years of age) and their parents
(108 mothers and 92 fathers). Parents judged the legitimacy of parental authority and
rated family conflict and rules regarding 24 hypothetical moral, conventional,
personal, multifaceted (containing conventional and personal components),
prudential, and friendship issues. Adolescents viewed their parents as more permissive
and more authoritarian than parents viewed themselves, whereas parents viewed
themselves as more authoritative than did adolescents. Parents' parenting styles
differentiated their conceptions of parental authority, but adolescents' perceptions did
not. Differences were primarily over the boundaries of adolescents' personal
jurisdiction. Furthermore, conceptions of parental authority and parenting styles both
contributed significantly to emotional autonomy and adolescent-parent conflict. The
implications of the findings for typological models of parenting and distinct domain
views of social-cognitive development are discussed.

Self-efficacy

Rubric-Referenced Self-Assessment and Self-Efficacy for Writing

Heidi L. Andrade, Xiaolei Wang, Ying Du and Robin L. Akawi

 30

The authors investigated the relation between long- and short-term rubric use
(including self-assessment), gender, and self-efficacy for writing by elementary and
middle school students (N = 268). They measured long-term rubric use with a
questionnaire. They manipulated short-term rubric use by a treatment that involved
reviewing a model and using a rubric to self-assess drafts. The authors collected self-
efficacy ratings 3 times. Results revealed that girls' self-efficacy was higher than boys'
self-efficacy before they began writing. The authors found interactions between
gender and rubric use: Average self-efficacy ratings increased as students wrote,
regardless of condition, but the increase in the self-efficacy of girls in the treatment
group was larger than that for girls in the comparison group, and long-term rubric use
associated only with the self-efficacy of girls.

Social Anxiety:

The Darker Side of Social Anxiety: When Aggressive Impulsivity Prevails Over Shy
Inhibition

Todd B. Kashdan and Patrick E. McKnight

The majority of definitions, research studies, and treatment programs that focus on
social anxiety characterize the prototypical person with the disorder as shy,
submissive, inhibited, and risk averse. This stereotype, however, has been challenged
recently. Specifically, a subset of people with social anxiety who are aggressive,
impulsive novelty seekers deviate from that prototype. People with this atypical
profile show greater functional impairment and are less likely to complete or fare well
in treatment compared with inhibited socially anxious people. The difference between
these two groups of people with social anxiety cannot be explained by the severity,
type, or number of social fears, nor by co-occurring anxiety and mood disorders.
Conclusions about the nature, course, and treatment of social anxiety may be
compromised by not attending to diverse behaviors and self-regulatory styles. These
concerns may be compounded in neurobiological and clinical studies of people with
social anxiety problems that rely on smaller samples to make claims about brain
patterns and the efficacy of particular treatments.
 31

2.2 Parenting Styles and social anxiety

The Relationship Among Self-Efficacy, Negative Self-Referent Cognitions, and

Social Anxiety in Children: A Multiple Mediator model

The study looked at how kids between the ages of 11 to 14 think about themselves
and how it relates to social anxiety – that feeling of being really nervous in social
situations. They focused on two things: one is called general self-efficacy, which is
about how confident kids feel about their abilities in general, and the other is social
self-efficacy, which is about how confident they feel in social situations, like making
friends or talking to people.

They found that when kids had a lot of negative thoughts about themselves, like
thinking they’re not good enough or they’ll mess things up, it was connected to
feeling less confident both in general and in social situations. So, the more negative
thoughts, the less confidence.

Here's an Interesting part: general self-confidence seemed to play a big role. When
kids felt generally confident in their abilities, it kind of helped to lessen the link
between those negative thoughts and feeling anxious in social situations. It’s like a
buffer – if you generally feel good about yourself, negative thoughts might not hit you
as hard.

However, the study found that the confidence specifically in social situations didn’t
really act as a buffer. Even if a kid felt confident in social situations, it didn’t seem to
lessen the impact of those negative thoughts on social anxiety. In simple terms, the
study tells us that negative thoughts about oneself are connected to feeling anxious in
social situations, but feeling generally confident can help protect against this.
Interestingly, being confident specifically in social situations didn’t seem to have the
same protective effect.
 32

This information can be useful for understanding how kids’ thoughts about
themselves relate to their social anxiety, and it could help guide ways to support them
in building confidence and dealing with negative thoughts.

Parenting styles and social anxiety among adolescents

PINKI Mishra, UV Kiran Int J Appl Home Sci 5 (1), 117-23, 2018

In our research, we aimed to understand how different parenting styles impact social
anxiety in teenagers. We gathered information from 120 adolescents, including 60
boys and 60 girls, aged between 13 and 18 years. To assess the adolescents, we used a
tool called the Children Social Anxiety Inventory. Additionally, we had parents
complete a Parenting Style Questionnaire, as developed by Mandleco et al. in 1995.

Our findings revealed a noteworthy connection between parenting style and social
anxiety. Essentially, the way parents raise their kids appears to have an impact on how
socially anxious those adolescents become. We observed that social anxiety showed a
negative correlation with parenting style, suggesting that a more supportive and
structured parenting approach tends to be associated with lower levels of social
anxiety in teenagers.

Moreover, certain personality traits in adolescents played a role. Those who

demonstrated agreeableness and openness tended to experience higher levels of social
anxiety. It’s interesting to note that a permissive parenting style, characterized by a
more lenient and indulgent approach, was linked to a lower incidence of social
anxiety. However, our results indicated that both permissive and authoritative
parenting styles could predict social anxiety among adolescents. This suggests that
finding the right balance between being supportive and setting boundaries might be
key in fostering healthy social development in teenagers

The Relation between Self-esteem, Parenting Style and Social Anxiety in Girls

Saira Yousaf

Department of Psychology University of Sargodha Women Campus Faisalabad,

Pakistan
 33

In this research, we set out to understand how different parenting styles influence
social anxiety in teenagers. We gathered information from 120 adolescents, with an
equal split of 60 boys and 60 girls, aged between 13 and 18 years. The findings
revealed that there is a connection between parenting styles and social anxiety.

Surprisingly, a more lenient or permissive parenting style showed a negative link with
social anxiety. This suggests that when parents are more open and accepting, their
teenagers tend to experience lower levels of social anxiety. On the flip side, both
permissive and authoritative parenting styles were found to predict social anxiety
among adolescents, meaning that a balance between strictness and warmth is crucial
in understanding and addressing social anxiety in teenagers.

Additionally, certain personality traits, like being agreeable and open, were found to
be associated with higher levels of social anxiety. This implies that the way parents
approach their parenting style can impact not only social anxiety but also how their
teenagers develop certain personality traits.

In essence, the study highlights the intricate relationship between parenting styles and
social anxiety among teenagers. It emphasizes the importance of finding a balance in
parenting approaches, acknowledging that being too strict or too lenient can both
contribute to social anxiety in adolescents. Understanding these dynamics could guide
parents in creating a supportive environment that helps mitigate social anxiety in their
teenage children.

Parental psychopathology, parenting styles, and the risk of social phobia in offspring:
a prospective-longitudinal community study

Roselind Lieb, Hans-Ulrich Wittchen, Michael Höfler, Martina Fuetsch, Murray B

Stein, Kathleen R Merikangas

Archives of general psychiatry 57 (9), 859-866, 2000

This study delves into how social anxiety, as defined by the DSM-IV, connects with
the mental health of parents, the way they parent, and the overall dynamics within
families. Instead of using clinical terms, we’re essentially exploring how feeling super
self-conscious in social situations links up with how moms and dads handle their own
 34

mental well-being, their parenting approach, and how the family as a whole function.
This isn’t about complicated jargon; it’s about understanding how social anxiety
might be influenced by the people and environment around teenagers in a regular
community.

Students’ recollections of parenting styles and impostor phenomenon: The mediating

role of social anxiety

Yosi Yaffe

Personality and Individual Differences 172, 110598, 2021

In 1978, Clance and Imes came up with a term called the “impostor phenomenon,”
which describes the feeling of intellectual phoniness and a hidden sense of inadequacy
in individuals. This study is diving into how this impostor phenomenon connects with
social anxiety in adult students. More specifically, it’s exploring whether social
anxiety plays a role in linking students’ memories of their parents’ parenting styles to
how they express impostor feelings now.

In this research, 247 students took part (185 women and 62 men, with an average age
of 28.27). They filled out online surveys using tools like the Parental Bonding
Instrument, which looks at how they recall their parents’ parenting styles, the Clance
Impostor Phenomenon Scale to measure impostor feelings, and the Social Phobia
Inventory to gauge social anxiety. What they found was that students who experienced
higher levels of social anxiety also tended to express more impostor feelings, showing
a noticeable connection between the two.

So, in simpler terms, the study is looking at how adult students who feel like
impostors might also be dealing with social anxiety, and it’s exploring how their
memories of how their parents raised them might be linked to these feelings. The
more we understand these connections, the better we can support students who might
be grappling with these challenges.

Parent child-rearing style and child social anxiety: Investigation of child perceptions
and actual father behavior
 35

Laurie A Greco, Tracy L Morris

Journal of Psychopathology and Behavioral Assessment 24, 259-267, 2002

In this research, they delved into how kids feel about their dads’ actions and how that
might relate to the children’s social anxiety. They had 48 kids take part, and split them
into two groups: 22 kids who tend to get pretty anxious in social situations and 26
who usually don’t. These kids filled out some forms about how they feel – like, how
nervous or sad they get – and also what they think about their dads’ parenting style.

Then, we had all the kids work with their dads on a somewhat tricky task: making
origami. After considering other factors like general anxiety and feeling down, we
found that dads of kids who usually get socially anxious tend to be a bit more
controlling during these tasks. Interestingly, when it came to the kids themselves, the
ones who usually get socially anxious behaved pretty similarly to the kids who
usually don’t get anxious in social situations.

So, in simpler terms, we were looking at how dads’ actions might be linked to their
kids feeling socially anxious. It turns out that, when it comes to doing a challenging
task together, dads of socially anxious kids tend to be a bit more controlling, but the
kids themselves don’t really act all that differently from the kids who usually don’t
get anxious. It gives us some insight into the dynamics between parents and kids
when it comes to social anxiety.

The Relation between Self-Esteem, Parenting Style and Social Anxiety in Girls.

Saira Yousaf

Journal of education and Practice 6 (1), 140-142, 2015

This study is an attempt to explore the relationship between self-esteem, parenting

style and social anxiety in girls. A sample of 100 female students selected from
different schools. For data collection Social Interaction Anxiety Scale, Parental
Authority Questionnaire and Rosenberg's Self Esteem Scales were used together with
demographic sheet. The results indicated that social anxiety has negative correlation
with self-esteem but not significant. Further, it indicates that low self-esteem would
cause social anxiety and authoritative style of parenting would leads towards social
 36

anxiety in girls. Social anxiety negatively correlated permissive type of parenting

style. However, Pessimistic and Authoritative parenting styles both predict social
anxiety among adolescents

Depression and Social Anxiety mediate the relationship between parenting styles and
risk of eating disorders: A study among Arab adolescents

Ora Peleg, Orna Tzischinsky, Zohar Spivak‐Lavi

International Journal of Psychology 56 (6), 853-864, 2021

In multicultural Israel, the prevalence of eating disorders (EDs), a common chronic

disorder among Western adolescents (especially females), has risen for Arab
adolescents, who belong to an Eastern collectivist society. The study examines family
and psychological factors that may increase the risk of EDs among Muslim Arab
adolescents. We expected social anxiety and depressive symptoms to mediate the
association between parenting styles and risk of EDs, with possible gender differences
in the mediation model.

Parenting characteristics among adults with social anxiety and their influence on
social anxiety development in children: A brief integrative review

Katelyn M Garcia, Corinne N Carlton, John A Richey

Frontiers in Psychiatry 12, 614318, 2021

In this concise integrative review, the aim is to explore and assess recent studies
delving into how parenting behaviors, particularly those more commonly seen in
parents dealing with social anxiety disorder (SAD), might heighten potential risks for
their children. The goal is not only to recognize these patterns but also to scrutinize
them critically. Additionally, the review seeks to establish connections between these
observed parenting processes and potential points for targeted intervention.

The focus lies on understanding how the challenges of social anxiety, when
experienced by parents, can influence the way they interact with and raise their
children. By closely examining recent research, the review aims to shed light on
 37

specific parenting behaviors associated with social anxiety disorder. The ultimate goal
is to identify potential risks that might affect the well-being of the offspring.
Moreover, the review takes a step further by linking these identified parenting
processes to potential intervention strategies.

2.3 Parenting Styles and self-efficacy

The effect of parenting styles on self-efficacy and mental health of students

Hassan Tozandehjani, Jahanshir Tavakolizadeh, Zahra Lagzian

Internal Medicine Today 17 (2), 56-64, 2011

Background and Aim: Parenting style as one of the basic functions of parents has an
important role at the later stages of life. This research has been accomplished to
determine the effect of parenting styles on self-efficacy and mental health of students.

Associations of parenting styles with self-esteem in children and adolescents: A meta-

analysis

Martin Pinquart, Dana-Christina Gerke

Journal of Child and Family Studies 28, 2017-2035, 2019

The objective of the present meta-analysis was to integrate the available research on
associations of parenting styles with self-esteem in children and adolescents

Influence of parenting styles, achievement motivation, and self-efficacy on academic

performance in college students

Erlanger A Turner, Megan Chandler, Robert W Heffer

Journal of college student development 50 (3), 337-346, 2009

 38

Results indicated that authoritative parenting continues to influence the academic

performance of college students, and both intrinsic motivation and self-efficacy
predicted academic performance.

Impact of parenting style on early childhood learning: mediating role of parental self-
efficacy

Chuibin Kong, Fakhra Yasmin

Frontiers in Psychology 13, 928629, 2022

The current study examined the impact of parental style on early childhood learning,
as well as the role of parental self-efficacy (PSE) as a mediating factor. In the domains
of education and psychology, it is increasingly recognized that parents have a
considerable impact on their children’s learning and development.

Relationship between parenting styles and academic performance of adolescents:

mediating role of self-efficacy

Hamid Masud, Muhammad Shakil Ahmad, Farzand Ali Jan, Ahmad Jamil

Asia Pacific Education Review 17, 121-131, 2016

The literature supports the importance of parenting styles that are necessary to fulfill
the developmental needs of the children and eventually improve their quality of life.
Baumrind’s typology of parenting styles was used.

Effect of authoritarian parenting style on self-esteem of the child: A systematic review

Priyansha Singh Jadon, Shraddha Tripathi

International Journal of Advance Research and Innovative Ideas in Education 3 (3),

909-913, 2017

This study has been conducted to find out the effect of authoritarian parenting style on
self-esteem of the children between the ages of 6 to 19 years, authoritarian parenting
is very strict, expecting, controlling and rigid style of parenting which is being carried
 39

out by the parents with an objective to keep their kids safe and secure, but they often
forget its consequences on the mental health of the child.

Maternal parenting styles, homework help, and children’s literacy development in

language minority and Finnish-speaking families

Riitta Sikiö, Martti Siekkinen, Leena Holopainen, Gintautas Silinskas, Marja-Kristiina

Lerkkanen and Jari-Erik Nurmi

The aim of this study was to examine the role of mothers’ (language minority
mothers, LM, n = 49, and Finnish-speaking mothers, MP, n = 368) parenting styles
and maternal help with their children’s homework in the children’s (mean age 11.43
years) literacy skills at fourth grade in Finland. In addition, the moderating effect of a
child’s gender on this relationship was investigated. The results showed that the LM
mothers used psychological control more than MP mothers. Furthermore, the more
LM mothers used warmth and psychological styles of parenting, the more they helped
their daughters, not sons, with homework. MP mothers’ parenting styles did not relate
to their children’s reading and spelling skills. LM maternal behavioral control
parenting styles were positively related, and psychological control was negatively
related to children’s reading skills through help with homework. Maternal help
negatively related to children’s reading skills in both groups. This research provides
also new information to teachers and educators who work in multicultural teams.
Because our findings could be applied in the educational settings of multilingual
students, they are likely to be of great interest to the visionary scientists, researchers,
teachers, and trainees

2.4 Self-efficiency and social anxiety

Self-efficacy for social situations in adolescents with generalized social anxiety

disorder
 40

Brandon A Gaudiano, James D Herbert

Behavioural and Cognitive Psychotherapy 35 (2), 209-223, 2007

Self-efficacy is a potentially useful concept when applied to Social Anxiety Disorder

(SAD). The aims of the current study were to examine the psychometric properties of
the Self-Efficacy for Social Situations Scale (SESS; Gaudiano and Herbert, 2003) and
to investigate the relationship between self-efficacy and anxiety in an adolescent
sample with generalized SAD. Results replicated those found in a previous adult SAD
sample. The SESS showed high internal consistency and good construct and criterion-
related validity. The SESS also predicted subjective anxiety and perceived
performance in social role play tests after controlling for social anxiety severity.
Furthermore, self-efficacy more clearly predicted self-ratings in contrast to observer
ratings of performance in social role play tests. Finally, changes in social self-efficacy
were strongly associated with changes in social anxiety symptoms following
treatment, even after controlling for changes in fear of negative evaluation. Treatment
implications for adolescent SAD are discussed.

Social anxiety and related social impairment are linked to self‐efficacy and
dysfunctional coping

Petra Thomasson, Elia Psouni

Scandinavian journal of psychology 51 (2), 171-178, 2010

Thomasson, P. & Psouni, E. (2010). Social anxiety and related social impairment are
linked to self‐efficacy and dysfunctional coping. Scandinavian Journal of Psychology,
51, 171–178.

This study investigated relationships between severity of social anxiety as well as

related experiences of social impairment and self‐efficacy, social control and coping
strategies. Social anxiety was regarded as a continuum ranging from mild social
discomfort to totally inhibiting anxiety. Participants (N = 113, ages 19–60 years),
recruited from a forum for individuals with social phobia and among university
students, responded to a self‐administered questionnaire. Besides the expected
association between a low sense of social control and more severe social anxiety and
 41

related social impairment, we found severity of social anxiety and related impairment
to be associated with low self‐efficacy. This relationship was partly mediated by
dysfunctional coping strategies. We suggest that low self‐efficacy may increase an
individual’s tendency to rely on dysfunctional coping strategies for dealing with
anxiety experienced in social situations. In turn, using dysfunctional coping strategies
appears to exacerbate the experience of impairment from social anxiety.

Self-efficacy, social anxiety, and inhibition in interpersonal encounters

Mark R Leary, Susan Crites Atherton

Journal of social and clinical psychology 4 (3), 256-267, 1986

This paper presents a refinement of the self-presentational model of social anxiety that
includes concepts borrowed from self-efficacy theory. Specifically, the distinction
between self-efficacy and outcome expectancies is incorporated into the self-
presentational approach, and literature is reviewed that demonstrates that people
experience social anxiety when their self-presentational efficacy or outcome
expectancies are low. In addition, the self-efficacy and self-presentation approaches
are integrated to explain why people tend to become inhibited when they feel socially
anxious, and implications of the two theories for the treatment of chronically socially
anxious individuals are discussed.

Social anxiety and related social impairment are linked to self‐efficacy and
dysfunctional coping

Petra Thomasson, Elia Psouni

Scandinavian journal of psychology 51 (2), 171-178, 2010

Thomasson, P. & Psouni, E. (2010). Social anxiety and related social impairment are
linked to self‐efficacy and dysfunctional coping. Scandinavian Journal of Psychology,
51, 171–178.

This study investigated relationships between severity of social anxiety as well as

related experiences of social impairment and self‐efficacy, social control and coping
 42

strategies. Social anxiety was regarded as a continuum ranging from mild social
discomfort to totally inhibiting anxiety. Participants (N = 113, ages 19–60 years),
recruited from a forum for individuals with social phobia and among university
students, responded to a self‐administered questionnaire. Besides the expected
association between a low sense of social control and more severe social anxiety and
related social impairment, we found severity of social anxiety and related impairment
to be associated with low self‐efficacy. This relationship was partly mediated by
dysfunctional coping strategies. We suggest that low self‐efficacy may increase an
individual’s tendency to rely on dysfunctional coping strategies for dealing with
anxiety experienced in social situations. In turn, using dysfunctional coping strategies
appears to exacerbate the experience of impairment from social anxiety.

2.5 Hypotheses:

Hypothesis one: Parental responsiveness positively correlates with self-efficacy in

adolescents. Specifically, high levels of parental responsiveness are expected to be
associated with higher levels of self-efficacy in adolescents.

Hypothesis two: Parental control negatively correlates with self-efficacy in

adolescents. It is hypothesized that excessive parental control is associated with lower
levels of self-efficacy in adolescents

Hypothesis three: Parental responsiveness negatively correlates with social anxiety in

adolescents. It is expected that high levels of parental responsiveness will be
associated with lower levels of social anxiety in adolescents

Hypothesis four: Parental control positively correlates with social anxiety in

adolescents. Specifically, high levels of parental control are expected to be associated
with higher levels of social anxiety in adolescents
 43

Chapter III

Methodology

3.1 Introduction:

This chapter includes the detailed description about all the tools used for measuring
the variables. It also includes information about samples, process of data collection,
method used for data analysis.

3.2 Operational Definition:

Parenting Style as measured by The Scale of Parenting Styles developed by Gafoor

and Kurkkan (2014) was used to measure parental responsiveness and control, for
identifying parenting styles. Strengths of humanity were measured through 96-item
Value in Action Inventory designed by Park and Peterson (2006).

Self-Efficacy as measured by The General Self-Efficacy Scale (GSE) was developed

by Ralf Schwarzer and Matthias Jerusalem in 1995. The scale is designed to assess an
individual’s belief in their ability to cope with a variety of challenging situations and
tasks in life. Self-efficacy refers to one’s confidence in their capabilities to effectively
manage and execute actions to achieve desired outcomes.

The Social Phobia Inventory (SPIN) was developed by Dr. Matthew Liebowitz and
colleagues in 1999. The scale is a self-report questionnaire designed to assess the
severity of social anxiety or social phobia in individuals. Social anxiety disorder, also
known as social phobia, is characterized by an intense fear of social situations and a
strong concern about being negatively judged or evaluated by others.
 44

Theoretical Definition:

a) Diana Baumrind (1971), a developmental psychologist, defined parenting a “the

process by which adults influence the development and behavior of children.” She
identified three main parenting styles: authoritative, authoritarian and permissive.

Parenting style is defined as a constellation of parents’ attitudes and behaviors toward

children and an emotional climate in which the parents’ behaviors are expressed
(Darling and Steinberg, 1993).

b) The term ‘self-efficacy” was first coined by psychologist Albert Bandura (1977), a
Canadian-American psychologist and a professor at Stanford University.

Psychologist Albert Bandura has defined self-efficacy as people’s belief in their

ability to control their functioning and events that affect their lives. One’s sense of
self-efficacy can provide the foundation for motivation, well-being, and personal
accomplishment.

Self-efficacy refers to an individual’s belief in his or her capacity to execute behaviors

necessary to produce specific performance attainments (Bandura, 1977, 1986, 1997).
Self-efficacy reflects confidence in the ability to exert control over one’s own
motivation, behavior, and social environment

Self-efficacy is the belief we have in our own abilities, specifically our ability to meet
the challenges ahead of us and complete a task successfully (Akhtar, 2008). General
self-efficacy refers to our overall belief in our ability to succeed, but there are many
more specific forms of self-efficacy as well (e.g., academic, parenting, sports).

c) Author: Richard G. Heimberg, Ronald M. Rapee, and Susan H. Turk

Year: 1983

Social anxiety, also known as social phobia, is a psychological disorder characterized

by persistent and excessive fear or anxiety in social situations. Individuals with social
anxiety may experience intense distress and worry about being negatively evaluated,
judged, or embarrassed by others. This fear often leads to avoidance of social
interactions, which can significantly impair their daily functioning and quality of life.
 45

3.3 Sample:

The variables used in this research are Parenting styles, Self-efficacy and Social
Anxiety

The research design used for this study is Correlational research design.

The sampling type used in this research is people who fall under the category of
adolescents i.e. 10yrs to 19yrs and people in early adulthood i.e. 18yrs to 30yrs but
the researcher took the age group combining these groups i.e. 11yrs to 25yrs of
people.

The aim for sample size of the research is approximately 70-100 samples. The sample
is inclusive to all genders. The sample is selected only from the population of India

The tests will be distributed through Google forms on platforms of social media such
as WhatsApp, Instagram, Facebook and other platforms.

3.4 Tools used:

For Parenting Styles:

Scale of Parenting Styles (SOPS) was developed by Gafoor and Kurukkan (2014),
recommending the high relevance of scales for south Asian adolescents. The scale
measures adolescents’ perception of parental responsiveness and parental control. The
items in the scale are prepared on the basis of studies of Diana Baumrind. 19 items 1,
2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34 and 36 represents parental
responsiveness; 19 items 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35,
37 and 38 represents parental control.

So, the scale has construct validity in relation to parenting style. Criterion related
validity of the scale was found out by correlating the scores of Scale of Parenting
Style with Scale of Parenting Style developed by Usha and Manjusha (2006) in a
sample of thirty students. The validity coefficient is found that 0.80 for
responsiveness and 0.76 for control subscale.
 46

Reliability: The reliability of the scale was established by test-retest method after an
interval of one week. The test-retest coefficient of reliability of responsiveness
variable in the scale is 0.81 and for control it is 0.83.

For Self-efficacy:

The General Self-Efficacy Scale (GSE) is a widely used psychological assessment

tool developed by Ralf Schwarzer and Matthias Jerusalem in 1995. It measures an
individual’s perceived self-efficacy, which refers to their belief in their ability to
handle various challenges and accomplish tasks successfully. Self-efficacy plays a
crucial role in determining how people approach and deal with difficult situations in
life. The GSE is a 10-item psychometric scale designed to assess optimistic self-
beliefs to cope with a variety of difficult demands in life.

Reliability: Internal Consistency: The Cronbach's alpha for the GSE typically ranges
from 0.75 to 0.91 across various studies, indicating good to excellent reliability.

Test-retest reliability: Over a period, the scale has shown stable test-retest coefficients,
typically ranging from 0.55 to 0.75 over intervals ranging from 2 weeks to 2 months.

Validity: Construct Validity: The GSE has been confirmed in factor analyses with one
predominant factor that explains most of the variance. The single-factor structure fits
the data in many countries, including non-Western ones.

Criterion Validity: The GSE has shown to be correlated with emotion, optimism, work
satisfaction, and health, demonstrating its ability to measure aspects related to the
construct of self-efficacy.

Translations and Cross-Cultural Applications: The GSE has been translated into
numerous languages and has been used in a variety of cultural contexts. It has shown
consistent reliability and validity across these diverse settings, making it a valuable
tool for cross-cultural research on self-efficacy.

For Social Anxiety:

 47

The Social Phobia Inventory (SPIN) is a widely used self-report questionnaire

designed to assess the severity of social anxiety or social phobia. It was developed by
Connor et al. in 2000. The SPIN consists of a series of items that individuals rate
based on their experiences and feelings related to social situations.

The SPIN consists of 17 items that participants rate on a Likert-type scale. The total
SPIN score is calculated by summing the scores of all 17 items. The overall score
ranges from 0 to 68, with higher scores indicating higher levels of social anxiety or
social phobia.

Internal Consistency: The Cronbach's alpha for the SPIN been reported to be good to
excellent, often falling in the range of 0.80 to 0.94, indicating high internal
consistency.

Test-Retest Reliability: Some studies have indicated good test-retest reliability for the
SPIN over intervals ranging from one week to several months.

Validity: Convergent Validity: The SPIN has demonstrated good convergent validity
with has other measures of social anxiety, such as the Liebowitz Social Anxiety Scale
(LSAS) and the Social Interaction Anxiety Scale (SIAS).

Discriminant Validity: The SPIN can distinguish between those with social anxiety
disorder and those without, as well as differentiate between social anxiety disorder
and other psychiatric conditions.

Generally, a higher score on the SPIN indicates greater severity of social anxiety
symptoms. The total score can range from 0 to 68.

Clinical cut-off scores have been proposed to help in identifying individuals with
social anxiety disorder. For example, a score of 19 and above has been suggested as a
threshold for detecting probable social anxiety disorder in some studies. However, the
specific cut-off can vary based on the setting and population.

3.5 Procedure:

The tools mentioned above were procured from valid, trusted and official resources
online. They were compiled and circulated as one test for the population mentioned
earlier. Permission was taken from the heads of respective college department from
 48

where the data was collected. The data collected was analyzed using descriptive
statistics and the correlation coefficient which was reported quantitively, thus either
accepting the hypothesis. The variables that are used in this study are quantifiable.
This research is correlational study of non-experimental design. The results are stated
quantitively using the correlation coefficient.

3.6 Statistical Analysis:

In this study, we employed a robust statistical approach to examine the relationships

between parenting styles, self-efficacy and social anxiety within the context of
adolescents and early adults. To assess the levels of effects caused by parenting styles,
we administered the parenting styles test (Scale of Parenting Styles (SOPS) was
developed by Gafoor and Kurukkan (2014), and for self-efficacy administration of
The General Self-Efficacy Scale (GSE) is a widely used psychological assessment
tool developed by Ralf Schwarzer and Matthias Jerusalem in 1995. The collected data
were subjected to descriptive statistics, including means and standard deviations, to
provide an initial overview of the variables of interest. Additionally, we explored
potential mediation or moderation effects to uncover nuanced relationships between
these variables. The statistical analyses were performed using JASP, and significance
levels were set at p < 0.05. These analyses provide a robust foundation for
understanding the complex interplay between parenting styles (responsiveness and
control), self-efficacy and social anxiety among individuals in adolescence and early
adulthood, shedding light on their significance and implications for individuals' well-
being and parental relational dynamics.
 49

Chapter IV

Results and Declaration

4.1 Overview

The earlier chapter included methods used for current study. The present chapter
includes the detailed analysis of variables, results in terms of descriptive statistics.
The chapter also includes detailed discussion about obtained results in accordance
with hypotheses.

4.2 Results

This chapter includes analysis of the data in line with hypotheses. Primary data
analysis is quantitative in nature. Data is analysed using Jeffreys's Amazing Statistics
Program (JASP), Pearson Product moment correlation and descriptive statistics are
calculated. Regression analyses were also done.

Descriptive statistics

All the statistical analyses were conducted while using Jeffreys's Amazing Statistics
Program (JASP). The sample was 85; results indicated participation of 34.5% male,
and approximately 65.5% female. The age range of sample was from 13-25 years,
consisting of people who are adolescents and in early adult stage of lives. Mean value
is the central value of the discrete set of every scores and standard deviation (SD) is
the measurement of the amount of variation of numerical scores. Therefore, Mean and
standard deviation were calculated for Parenting styles (responsiveness and control),
self-efficacy and social anxiety for the sample size of 85 (N=85). Normality
assumptions were checked using Shapiro-wilk. Table attached below shows the
descriptive statistics presenting values of each variable.

Table1- Shows descriptive statistics of given population.

Group Statistics
 50

Parenting Styles Parenting Self-efficacy Social Anxiety

(Responsiveness) Styles
(Control)
Valid 84 84 84 84
Mean 68.905 73.857 30.893 25.500
Median 69.000 77.500 30.000 24.000
Std. deviation 11.749 12.899 4.897 11.873
Skewness -0.625 -1.466 0.034 0.379
Std error of 0.263 0.263 0.263 0.263
skewness
Kurtosis 1.098 2.103 -0.856 0.048
Std. error of 0.520 0.520 0.520 0.520
kurtosis
Shapiro-Wilk 0.954 0.857 0.971 0.977
P-value of 0.005 <.001 0.059 0.134
Shapiro-Wilk
Range 55.000 57.000 19.000 53.000
Minimum 35.000 35.000 21.000 2.000
Maximum 90.000 92.000 40.000 55.000

Table 2- Shows the result of correlation between the variables which shows

The correlation coefficient between parental responsiveness and self-efficacy is

0.320**. A moderate positive correlation indicates that higher levels of parental
responsiveness are associated with higher levels of self-efficacy in adolescents.

The correlation coefficient between parental control and self-efficacy is 0.221*. It

suggests that higher levels of parental control are associated with higher levels of self-
efficacy in adolescents, not lower levels.

The correlation coefficient between parental responsiveness and social anxiety is -

0.094. Parental control positively correlates with social anxiety in adolescents.
 51

The correlation coefficient between parental control and social anxiety is -0.198. It
suggests that higher levels of parental control are associated with lower levels of
social anxiety in children, not higher levels.

Table 2- Correlation of parenting styles with self-efficacy and social anxiety

Variables Control Self-efficacy Social Responsiven

Anxiety ess
Control Pearson’s r - - -
p-value -

Self-efficacy Pearson’s r 0.221* - -

p-value 0.043 -
Social Pearson’s r -0.198 -0.153 - -
Anxiety p-value 0.071 0.165 -
Responsiven Pearson’s r 0.752*** 0.320** -0.094 -
ess p-value <.001 0.003 0.397 -

*p < .05, ** p < .01, *** p < .001

Table 3- Linear Regression Analysis indicating parenting styles (responsiveness and

control ) with self-efficacy and social anxiety

R^2 Adj R^2 f P- value

Responsiveness 0.881 0.836 19.342 <.001
– Self -efficacy
Responsiveness- 0.478 0.278 2.389 0.004
social anxiety
Control-self 0.700 0.592 6.470 <.001
efficiency
Control- social 0.680 0.564 5.888 <.001
anxiety
 52

The results show a strong positive correlation between parental responsiveness and
self-efficacy in adolescents (r^2 = 0.881). This suggests that higher levels of parental
responsiveness are indeed associated with higher levels of self-efficacy in children,
supporting hypothesis one.

The results indicate a strong negative correlation between parental control and self-
efficacy in adolescents (r^2 = 0.700). This supports hypothesis two, suggesting that
excessive parental control is associated with lower levels of self-efficacy in children.

The findings demonstrate a negative correlation between parental responsiveness and

social anxiety in children (r^2 = 0.478). This supports hypothesis three, indicating that
high levels of parental responsiveness are associated with lower levels of social
anxiety in children.

The results reveal a positive correlation between parental control and social anxiety in
children (r^2 = 0.680). This supports hypothesis four, suggesting that high levels of
parental control are associated with higher levels of social anxiety in children.

F-statistic and P-value: The F-statistic is used to test the overall significance of the
model. The low p-values (<.001) for all models indicate that the relationships
observed are statistically significant.

In summary, the results provide strong support for all four hypotheses. The analysis
suggests that parental responsiveness is positively correlated with self-efficacy and
negatively correlated with social anxiety, while parental control shows the opposite
pattern. These findings contribute to our understanding of the impact of parental
behaviors on children’s self-efficacy and social anxiety.

Distribution Plots

P responsiveness Total
 53

Control Total
 54

SE Total

SA Total
 55

DISCUSSION

The main objective of this study aimed to explore the connections, between Parenting
styles with self-efficacy and social anxiety among adolescents and early adults. The
research account factors that could potentially influence these circumstances.

The Hypothesis 1 stated that “Parental responsiveness positively correlates with self-
efficacy”. The results clearly revealed that a strong, positive correlation between
parental responsiveness and adolescent self-efficacy (r = 0.881, p-value= <.001)
underscores the pivotal role of responsive parenting in shaping adolescents’ belief in
their own capabilities. The findings echo the work of influential researchers such as
Bandura (1977)

Individuals raised in environments characterized by supportive and responsive

parenting styles are likely to develop higher self-efficacy. Parental support and
responsiveness foster a sense of security, enabling individuals to navigate challenges
with confidence and belief in their abilities. Conversely, individuals subjected to
authoritative or controlling parenting styles may experience limitations in their self-
efficacy development due to restrictive or intrusive parental behaviors.

However, it is essential to acknowledge that individual variations exist. Factors such

as a child’s temperament or external stressors might influence the strength of this
relationship.

Moreover, the capacity of an individual to adapt and adjust is crucial for the
development of self-efficacy. Although a responsive parenting style can create a
positive foundation, personal moments of anxiety are normal. When anxiety becomes
chronic or significantly interferes with one’s ability to adapt, seeking guidance or
therapy becomes important. Therapy can provide coping mechanisms to navigate
challenges and support the development of resilience in the face of anxiety.

Furthermore, the analysis of regression revealed that various demographic factors,

including peer relationships, societal and cultural factors influenced the intensity of
this association.

The Hypothesis 2 stated that “Parental control negatively correlates with self-
efficacy”. The adjusted r^2 value of 0.592 indicates that 59.2% of the variance in
self-efficacy can be explained by parental control. The significant F-statistic (f =
 56

6.470, p < 0.001) suggests that there is a relationship between parental control and
self-efficacy in adolescents. The positive correlation between parental control and
self-efficacy, as well as the negative correlation with social anxiety, suggests a
nuanced relationship. While high levels of parental control may be associated with
higher self-efficacy, it’s important to consider the potential impact on autonomy and
the development of adaptive coping strategies.

Hypothesis 3: Parental responsiveness negatively correlates with social anxiety in

children.

The findings demonstrate a negative correlation between parental responsiveness and

social anxiety in children (r^2 = 0.478). This supports hypothesis three, indicating that
high levels of parental responsiveness are associated with lower levels of social
anxiety in children.

Hypothesis 4: Parental control positively correlates with social anxiety in children.

The results reveal a positive correlation between parental control and social anxiety in
children (r^2 = 0.680). This supports hypothesis four, suggesting that high levels of
parental control are associated with higher levels of social anxiety in children.

These results align with existing literature on adolescent development and parenting.
Studies by Bandura (1977) and others emphasize the influential role of parenting in
shaping self-efficacy beliefs. Additionally, findings on the association between
parenting styles and social anxiety resonate with research on the impact of parenting
on social and emotional development in adolescence (e.g., Steinberg, 2001).

Conclusion:

In conclusion, this study contributes to our understanding of the intricate dynamics

between parenting styles, self-efficacy, and social anxiety in adolescents. Recognizing
the influence of parenting on adolescent well-being provides valuable insights for
parents, educators, and mental health professionals seeking to support healthy
adolescent development. The findings emphasize the need for interventions and
parenting strategies that promote positive and supportive environments for
adolescents to thrive emotionally and socially.
 57

Chapter V

Conclusion

Overview

The present chapter deals with the brief summary of objective, hypotheses, method
used in the present study. Conclusions were based on result. Strengths and limitations
were discussed in this chapter. Contribution, implications, suggestions for future
studies were given below.

5.1 Delimitations and Limitations

Delimitations:

Focusing on a specific age group, such as adolescents and early adults in the age
range of 12 to 25 years.

Limiting the study to urban or rural areas within specific regions of India to maintain
cultural homogeneity.

This study does not cover mother parenting style.

This study is limited to youth population of Maharashtra only.

Limitations:

Limited generalizability of findings due to the cultural diversity within Maharashtra

and the potential variations in parenting styles across different regions and
communities.

Potential biases in self-reported data from participants due to social desirability or

recall biases.

This study was focused on father’s parenting style only.

 58

Parenting style of father is not the only factor that influence self-efficacy and social
anxiety. Other factors, such as genetics, peer relationships, and school experiences
and culture also play a role.

Parenting Styles is not the only factor that influences self-efficacy other factors, such
as cognitive abilities, self-esteem, and resilience also play an important role.

Data was collected through google forms so environment around respondent cannot
be controlled.

Strengths:

Offering a nuanced understanding of the impact of parenting on self-efficacy and

social anxiety, potentially leading to the development of culturally sensitive
interventions and support programs.

Contributing to the existing literature on the role of parenting in shaping

psychological well-being, particularly in the context of Indian adolescents and early
adults.

This study is identify how parenting style of father affects self-efficacy and can cause
social anxiety

This study show scale of self-efficacy and social anxiety among adolescents

This study show participants’ fathers’ parenting style.

5.2 Suggestions for Further Studies:

To get a more complete picture, future studies could look at how parenting styles
affect self-efficacy and social anxiety in different parts of Maharashtra and consider
the diverse cultures and communities within the region.

Investigating the impact of both mother and father's parenting styles on self-efficacy
and social anxiety might provide a more complete understanding of family dynamics.

Future studies should take into account that parenting styles are just one piece of the
puzzle. Factors like genetics, friendships, school experiences, and culture also have a
say in how self-efficacy and social anxiety develop.
 59

Understanding that self-efficacy is influenced by more than just parenting styles,

researchers might want to examine how cognitive abilities, self-esteem, and resilience
factor into the equation.

If possible, future studies could be conducted in more controlled environments to

better understand how surroundings affect the responses of participants.

Applications:

Creating special programs to teach parents how to be better parents in a way that suits
Indian culture. These programs can help parents understand how to raise their
children well, leading to better mental health for young people in India.

Making plans for schools and counselors to help young people feel more confident
and less worried when dealing with others. This can help students in India feel better
about themselves and be less anxious when they are with other people.

Giving information to the government and people in charge to make rules and plans
that can create better places for children and teenagers to grow up in India. This can
help make sure that young people in India have good support from their surroundings,
which can make them feel better about themselves and their lives.

Summary:

The thesis investigated the correlation between parenting styles, self-efficacy, and
social anxiety wherein Chapter I provided an introduction to the key variables,
namely parenting styles, self-efficacy, and social anxiety, highlighting their
significance in the context of psychological development.

Chapter II extensively reviewed the existing literature on each variable individually

and explored the relationship between parenting styles, self-efficacy, and social
anxiety. It also delved into the research that examined the interplay of these variables.

Chapter III outlined the objectives and significance of the study, emphasizing the
importance of understanding the impact of parenting styles on the psychological well-
being of individuals.
 60

Chapter IV presented the findings derived from comprehensive statistical analysis

using JASP, providing insight into the empirical data obtained from the research.

5.3 Conclusion

Role of parenting style of father has been found to be effective on self-efficacy and
social anxiety among adolescents.

The research confirmed the hypotheses, demonstrating a positive correlation between

certain parenting styles and self-efficacy and a negative correlation between these
parenting styles and social anxiety. The findings emphasized the crucial role of
parenting in shaping the psychological resilience and emotional well-being of
individuals. Specifically, authoritative parenting styles were associated with higher
levels of self-efficacy and lower levels of social anxiety, while authoritarian or
permissive parenting styles exhibited varied effects.
 61

References:

Baumrind, D. (1966). Effects of authoritative parental control on child behavior. Child

Development, 37(4), 887-907.

McLeod, B. D., Wood, J. J., & Weisz, J. R. (2007). Examining the association
between parenting and childhood anxiety: A meta-analysis. Clinical Psychology
Review, 27(2), 155-172.

Olivari, M. G., Tagliabue, S., Confalonieri, E., Lanz, M., & Raineri, S. (2013). The
role of maternal parenting and its specific components in children’s social anxiety: A
multiple mediation analysis. Journal of Anxiety Disorders, 27(5), 512-519.

Bekkhus, M., Statens, J. L., & Chen, W. (2016). Reciprocal relationships between
parenting challenges and parental self-efficacy in the context of parental mental
illness: A longitudinal study. Child Psychiatry & Human Development, 47(2), 309-
321.

Cheah, C. S., Leung, C. Y., Tahseen, M., & Schultz, D. (2009). Authoritative
parenting among immigrant Chinese mothers of preschoolers. Journal of Family
Psychology, 23(3), 311-320.

Frodi, A. M., Lamb, M. E., Leavitt, L. A., & Donovan, W. L. (1978). Fathers’ and
mothers’ responses to infant smiles and cries. Infant Behavior and Development, 1(3),
187-198.

Jerusalem, M., & Schwarzer, R. (1995). Generalized Self-Efficacy scale. In J.

Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user's
portfolio. Causal and control beliefs (pp. 35-37). NFER-NELSON.

Scale of Parenting Styles (SOPS) by Abdul Gafoor and Abhidha Kurukkan:

Gafoor, A., & Kurukkan, A. (2014). Scale of Parenting Styles (SOPS). Unpublished
scale.

Connor, K. M., Davidson, J. R., Churchill, L. E., Sherwood, A., Foa, E., & Weisler, R.
H. (2000). Psychometric properties of the Social Phobia Inventory (SPIN). British
Journal of Psychiatry.
 62

Tam, C. L., Chong, A., Kadirvelu, A., & Khoo, Y. T. (2012). Parenting styles and self-
efficacy of adolescents: Malaysian scenario. Global Journal of Human-Social Science:
Arts & Humanities, 12(14), 19-25.
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Appendices:

Appendix A- Consent form and statement

Consent form:

This research is for individuals from India for all group age. This study investigates
the correlation of parenting styles with self-efficacy and social anxiety among
adolescents. The form will take about 10 to 15 minutes to complete. Your
participation in the study is voluntary and you may withdraw from participation at any
point. There are no risks associated with the study. Your identity and data will be kept
confidential. The data collected will not be used for any purpose other than this study.
Statement of consent I have read and understood the above information, I give
consent for the study.

• I Agree

Appendix B – Demographic questionnaire

Demographics questionnaire:

Name: _

Email: _

Age: __

Gender:

• Female • Male • Prefer not to say

Children

• Yes • No
 64

Appendix C: Scale of Parenting Style

 65

Appendix D: General Self-efficacy Scale (GSE)

 66

Appendix E: Social Anxiety Inventory (SPIN)

 67

Appendix F: Qualitative Questionnaire

How would you describe your relationship with your parent(s) during your
childhood?

How did your parent(s) establish rules and boundaries in the household during your
childhood?

Can you provide an example of a specific parenting approach or behavior that had a
significant impact on your self-confidence and belief in your abilities?

Can you recall a specific instance where your upbringing or relationship with your
parent(s) influenced your self-efficacy in dealing with challenges or difficult
situations?

What factors do you believe contribute to any discomfort or anxiety you might
experience in social settings?

Can you identify any childhood experiences or parental behaviors that might have
influenced your comfort level in social situations?