ROLE OF PARENTING STYLE AND EMOTIONAL INTELLIGENCE IN SELF

EFFICACY AMONG YOUTH

To

Department of Psychology

Sir Parashurambhau College (Autonomous), Pune 30

By

Triveni Motghare

MA Part-2

Under the guidance of

Shilpa Salve, Ph. D.

Assistant Professor

October 2023
 CERTIFICATE

This is to certify that the work incorporated in this thesis “Role of parenting style and

emotional intelligence in self-efficacy among youth” is submitted by Miss. Triveni Raju

Motghare was carried under my supervision. Such material obtained from other sources has

been duly acknowledged in the thesis.

Pune

October, 2023

Dr Arvind T. Kakulte Asst. Prof Shilpa Salve

Head of department Guide

Psychology

Internal Examiner External Examiner

 DECLARATION

I declare that the thesis entitled “Role of parenting style and emotional intelligence
in self- efficacy among youth” 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.Shilpa
Salve 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 Triveni R. Motghare,

October, 2023 (Researcher)
 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 Shilpa Salve
who made this work possible. Her 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. Triveni Raju Motghare)

 List of Contents

Title

Certificate

Declaration

Acknowledgement

Content

List of Tables

Abstract

CHAPTERS Page No.

I. Introduction 9

1.1 Overview 9

1.2 Concepts included in present study 9

1.3. Statement of Problem 16

1.4 Objective of the Study 16

1.5 Significance of the Study 16

II. Review of Literature

2.1 Introduction 19

2.2 Self- Efficacy 19

2.3 Emotional Intelligence 21

2.4 Parenting Style 23

2.5 Hypothesis of the Study 25

III. Methodology

3.1 Introduction 26

3.2 Operational Definition 26

3.3 Theoretical Definition 26

3.4 Sample 27

3.5 Tools Used 27

3.6 Qualitative Questionnaire 28

3.7 Personal Data Sheet 28

3.8 Procedure 28

3.9 Statistical Analysis 28

IV. Results and Discussion

4.1 Introduction 29

4.2 Result 29

4.3 Discussion 31

V. Conclusion

5.1 Introduction 34

5.2 Limitations 34

5.3 Strengths 34

5.4 Suggestions for further Study 35

5.5 Application 35

5.6 Conclusion 36

REFERENCES 37
 Page 7

APPENDICES

Appendix A: Consent Form 40

Appendix B: Parenting Authority Questionnaire (PAQ) 41

Appendix C: The General Self Efficacy (GSES) 44

Appendix D: Schutte Emotional Intelligence Scale 45

 Page 8

ABSTRACT

The aim of the study is To assess the predictive role of parenting style, emotional intelligence in self-
efficacy among youth. Self-efficacy is the belief in one's ability to succeed at a given task and is a
key predictor of academic achievement, career success, and overall well-being. The research
included a total of 49 subject, age group between 15 to 24 years. The result showed that Emotional
intelligence positively predict self-efficacy, Authoritative parenting style of mother with significantly
positively predict self-efficacy, Authoritarian parenting style of mother with significantly negatively
predict self-efficacy and Permissive parenting style of mother with significantly positively predict
self-efficacy.

Key words : Self-efficacy, Parenting style, Emotional intelligence.

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CHAPTER I

INTRODUCTION

1.1 Overview

This chapter includes introduction to important concepts in this study. It discusses concept of Self-
efficacy, Emotional intelligence and Parenting Style. This chapter involves various study of self-
efficacy, emotional intelligence and parenting style, statement of problem, objective of the and lastly
significance of the study. This study focuses on the student youth population and the age group
between 15 to 24 year.

1.2 Concepts included in present study

Self-efficacy refers to an individual’s belief that they are able to succeed given any task that
encounter. In other words, self-efficacy is our confidence in our ability to do what we need to do to
achieve our goals (Bandura, 1977). Self-efficacy determines the amount of effort an individual
would put into being able to achieve their goals and the way they are to deal with problems and
stress (Baldwin and Ewald, 2006). An individual’s beliefs surrounding their own levels of self-
efficacy can have an impact on how they feel, think and motivate themselves. This can lead to
significant contrasts in behaviour between individuals with differing levels of self-efficacy. Those
with a strong or high sense of self-efficacy believe in their own capability deeply, seeing challenges
as tasks to be mastered rather than threats to be avoided. They also engross themselves into tasks and
exert strong commitment. Any setbacks they encounter are easily recovered and learned from. These
factors can all lead to enhanced personal well being by reducing stress, resulting in the individual
being less likely to experience depression. Others with a weak or low sense of self-efficacy have
major doubts over their own capabilities (Bandura, 1977).

Self-efficacy does not arise automatically. These are many factors that influence self-efficacy, and
the development of self-efficacy begins in infancy. The first influences on an individual’s self-
efficacy occur within the family. Like other aspects of children’s development and learning, self-
efficacy is affected by family capital. Capital includes resources and assets (Bradley and Corwyn,
2002), such as financial and material resources (e.g., income, assets), human (nonmaterial) resources
(e.g., education levels), and social resources (e.g., those obtained through social networks and
connections). Children are motivated to learn when the home is rich in activities and materials that
arouse children’s curiosity and offer challenges that can be met (Schunk and Pajares, 2002). Home
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influences that help children interact effectively with the environment positively affect self-efficacy.
Parents who provide a warm, responsive, and supportive home environment, who encourage
exploration and stimulate curiosity, and who provide play and learning materials accelerate their
children’s intellectual development. Because mastery experiences constitute the most powerful
source of self-efficacy information, parents who arrange for their children to experience various
forms of mastery are more to develop efficacious youngsters than parents who arrange fewer
opportunities. Such experiences occur in homes enriched with activities and in which children have
freedom to explore (Schunk and Pajares, 2002).

As children develop, peers become increasingly important (Schunk and Meece, 2006). Parents who
steer their children toward efficacious peers provide opportunities for vicarious increases in self-
efficacy. When children observe similar peers succeed, they are likely to feel more self-efficacious
and be motivated to try the task themselves. Steinberg, Brown, and Dornbusch (1996) tracked
students from entrance into high school until their senior year and found that students who entered
high school with similar grades but affiliated with academically-oriented crowds achieved better
during high school than students who became affiliated with less academically-oriented crowds. Peer
group academic socialization can influence the individual member’s and the group’s academic self-
efficacy (Schunk and Pajares, 2002).

Researches shows that competence beliefs such as self-efficacy, as well as academic motivation,
decline as students advance through school (Eccles, Wigfield, and Schiefele, 1998: Jacobs, Lanza,
Osgood, Eccles, and Wigfield, 2002). This decline has been attributed to factors such as greater
competition, more norm-referenced grading, less teacher attention to individual student progress, and
stresses associated with school transitions (Schunk and Meece, 2006). These and other school
practices can retard the development of academic self-efficacy, especially among students who are
poorly prepared to cope with ascending academic challenges. Following is giver some important
previous study of self-efficacy

In the 1950s, Rotter introduced an idea called "locus of control". It's about where you think the
control of your actions and their results come from. If you think it's from within you, that's "internal
control". If you think it's from outside factors or luck, that's "external control". Rotter made tools to
measure this, and many studies show that people with an internal sense of control often have more
positive traits. Before Rotter, Fritz Heider (1944) talked about why we think things happen. We
either think it's because of the person doing the action or because of things outside their control. This
idea led to more studies on why we think things happen the way they do. These studies helped us
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understand why some people feel helpless. The modern theory of "self-efficacy" is about our belief
in our own abilities. It builds on Rotter's idea but adds more detail. It looks at specific areas like
health or school and considers other factors, not just personality.

Self-efficacy, a concept also introduced by psychologist Albert Bandura (1977), a Canadian-

American Psychologist. He originally proposed the concept, in his own words, as a personal
judgment of “how well one can execute courses of action required to deal with prospective
situations”. To put it in more simple terms, self-efficacy is a person’s belief in their ability to succeed
in a particular situation. Albert Bandura (1977) states individuals develop their self-efficacy beliefs
by interpreting information from four main sources of influence. First is Mastery Experiences
(Performance Outcomes). When talking about Mastery experiences, this refers to the experiences
one gain when one takes on a new challenge and are successful at doing so. Doing something
successfully gives you confidence because it shows you can do it. If you succeed, you feel good
about your skills. But if you fail, especially at the start, it can make you doubt yourself. One of the
best ways to get better at something is to practice. The second important source of self-efficacy is the
vicarious experiences provided (by social models). He said that when we see people like us working
hard and succeeding, it makes us believe we can succeed too. Watching others do a task and succeed
helps us feel like we can do it too. Having good role models, like family or teachers, helps us feel
better about ourselves because we learn from their positive attitudes. Third is Social Persuasion,
Receiving positive verbal feedback while undertaking a complex task persuades a person to believe
that they have the skills and capabilities to succeed. ‘Self-efficacy is influence by encouragement and
discouragement pertaining to an individual’s performance or ability to perform (Redmond, 2010).
For example, if one were telling an elementary school child that they are capable of achieving
greatness and that they should set out to achieve anything their heart desires – this would be how
verbal persuasion looks in action. Using positive words can help people feel confident at any age, but
it's especially effective when started young. Last one is Emotional and Physiological States. How a
person feels overall can affect how confident they are about their abilities in certain situations. If
you're feeling sad or anxious, it might be harder for you to believe in yourself. But even if you're
feeling this way, it doesn't mean you can't grow in confidence. It's just easier to believe in yourself
when you feel good (Bandura, 1982). However, Bandura (1977) said that it's not just about how
intense our feelings are, but how we understand and see them. People who are generally confident
might see their excitement as helpful for doing well, while others might see it as something that
holds them back. To feel more confident, it can help to learn how to handle stress and keep a positive
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mood, especially during tough times. This are the few studies was given by Fritz Heider, Rotter, and
Albert Bandura (1977).

Parenting Style, The term parenting has been defined as the process or the state of being a parent,
and includes nourishing, protecting, and guiding a child through the course of development (Brooks,
1991). Parenting style refers to a set of parental attitudes and behaviours that parents use most often,
consistently across contexts to manage their children's behaviour, and is determined by patterns of
control, responsiveness, warmth, and punishment. While several conceptualisations of parenting
styles have been delineated, the majority of the published studies on parenting style have focused on
quantities and qualities of parent's responsiveness/warmth, control/demandingness, and discipline in
the parenting repertoire (Power, 2013).

According to Baumrind (2013) state that parenting style is a constellation of socialization practices
that characterize parenting techniques in managing the behavior of children. The impact of parenting
style on the behavior of children is a phenomenon that requires special attention (Zaman, Arslam,
Malik, & Mehmood, 2014). More so, the influence of social development (Mensah & Khurancie,
2014), is positively associated with the problem of child behavior either internalizing or externalizing
behavior (Alizadeh, Thalib, Abdullah, & Mansor, 2011); emotional development (Zarra-Nezhad,
Aunola, Kiuru, Mullola, Goodarzi, M., 2015); academic achievement (Zahedani, Rezaee, Yazdani,
Bagheri, Nabeiei, 2016), school achievement (Kordi & Baharuddin, 2010), and socioeconomic status
(Smrithi & Jeffrin, 2015). The influence parenting style continues to influence the adolescents’
behavior to the adulthood. This pilot study provides an overview of recent parenting and adolescent
literature such us includes new advances and directives on parenting.

Baumrind (1971), who categorised parenting style into three types, namely authoritarian,
authoritative, and permissive parenting styles. Classification is mostly based on the inter- action
between parent and child along two dimensions: parental control/expectation/ demandingness and
parental warmth/guidance/responsiveness.

Based on these two dimensions, there are four basic parenting style: 1) Authoritarian; 2)
Authoritative; 3) Permissive; dan 4) Uninvolved.

Authoritarian Parenting Style- This parenting style is very high in controlling and relying on
punishment but unresponsive. They value obedience and do not tolerate giving and accepting
relationships with their children. Authoritarian parents do not expect their children to express
disagreement with children’s decisions with their rules and expect them to be obedient without
explanation (Maccoby & Martin, 1983). Authoritarian parents are more likely to have less social
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competence children in dealing with other children. Frequent withdrawal from social contact and
seldom take their own initiative.

Authoritative Parenting Style- The authoritative parents provide warmth and communicate with their
children. They are demanding and responsive. These parents are able to stand in authority and expect
the maturity of their children. They also respect the opinions of their children, giving their children
freedom of expression to develop a sense of independence but know the limits of the rules that must
be obeyed. This type also has high expectations for its children and uses a control in different ways
(Maccoby & Martin, 1983).

Permissive Parenting Styles- This kind is a pampering, warm and accepting parent but their primary
concern does not interfere with the creativity and independence of their children. They are more
responsive than demanding. In fact, they demand little in terms of obedience and respect for
authority. Also, they are not traditional and soft, require no maturity, allow enough self-regulation,
and avoid confrontation (Maccoby & Martin, 1983).

Uninvolved Parenting Style- Uninvolved parents are not involved both responsively and demands.
Both type of parenting style reject-ignore and ignore parents. Parents of this type of parenting do not
build rules toward their children even if they do not care about the direction of their child’s behavior
(Maccoby & Martin, 1983).

Emotional Intelligence, Expressions of emotional depend on regulation of emotion for self or

others. Person who are capable of having awareness of emotions for self or others and regulated
accordingly are called emotional intelligence. By emotional intelligence, we understand ‘the ability
to monitor one’s own and other’s emotions, to discriminate among them and to use the information
to guide one’s thinking and actions’ of emotional intelligence subsumes intrapersonal and
interpersonal elements. The intrapersonal element includes factors like self-awareness (ability to
keep negative emotions and impulses under control), and self-motivation (the drive to achieve
despite setbacks, developing skills to attain targets and taking initiative to act on opportunities
includes two components: social awareness (the awareness and the tendency to appreciate other’s
feelings) and social competence (social skills that help to adjust with others, such as team building,
conflict management, skills of communication, etc.) (Mayer & Salovey, 1999).

The four-branch model of emotional intelligence describes four areas of capacities or skills that
collectively describe many of areas of emotional intelligence (Mayer & Salovey, 1997). More
specifically, this model defines emotional intelligence as involving the abilities to:
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1) Accurately perceive emotions in oneself and others, 2) Use emotions to facilitate thinking, 3)
Understand emotional meanings, and 4) Manage emotions

In 1990, Salovey and I proposed that these abilities made up a unitary emotional intelligence. They
further suggested that emotional intelligence (and the research that pertained to it) could be divided
into three broad areas (and further sub-areas) (Salovey & Mayer, 1990). After further reviews, they
saw the need to add an additional area. The full four-branch model was published in 1997 and
clarified the model in important ways (Mayer & Salovey, 1997).

1. Perceiving Emotion- The initial, most basic, area has to do with the nonverbal reception and
expression of emotion. Evolutionary biologists and psychologists have pointed out that emotional
expression evolved in animal species as a form of crucial social communication. Facial expressions
such as happiness, sadness, anger, and fear, were universally recognizable in human beings.
Emotions researchers, evolutionary biologists, specialists in nonverbal behavior, and others, have
made tremendous inroads into understanding how human beings recognize and express emotions.
The capacity to accurately perceive emotions in the face or voice of others provides a crucial starting
point for more advanced understanding of emotions (Mayer & Salovey, 1997).

2. Using Emotions to Facilitate Thought- The second area appeared every bit as basic as the first.
This was the capacity of the emotions to enter into and guide the cognitive system and promote
thinking. For example, Something we respond to emotionally, is something that grabs our attention.
Having a good system of emotional input, therefore, should helped direct thinking toward matters
that are truly important. As a second example, a number of researchers have suggested that emotions
are important for certain kinds of creativity to emerge. For example, both mood swings, and positive
moods, have been implicated in the capacity to carry out creative thought (Mayer & Salovey, 1997).

3. Understanding Emotions - Emotions convey information: Happiness usually indicates a desire to

join with other people; anger indicates a desire to attack or harm others; fear indicates a desire to
escape, and so forth. Each emotion conveys its own pattern of possible messages, and actions
associated with those messages. A message of anger, for example, may mean that the individual feels
treated unfairly. The anger, in turn, might be associated with specific sets of possible actions: peace-
making, attacking, retribution and revenge-seeking, or withdrawal to seek calmness. Understanding
emotional messages and the actions associated with them is one important aspect of this area of skill.

Once a person can identify such messages and potential actions, the capacity to reason with and
about those emotional messages and actions becomes of importance as well. Fully understanding
emotions, in other words, involves the comprehension of the meaning of emotions, coupled with the
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capacity to reason about those meanings. It is central to this group of emotionally intelligent skills
(Mayer & Salovey, 1997).

4. Managing Emotions - Finally, emotions often can be managed. A person needs to understand
emotions convey information. To the extent that it is under voluntary control, a person may want to
remain open to emotional signals so long as they are not too painful, and block out those that are
overwhelming. In between, within the person's emotional comfort zone, it becomes possible to
regulate and manage one's own and others' emotions so as to promote one's own and others' personal
and social goals (Mayer & Salovey, 1997). In 1995, Goleman gave Major Components of Emotional
Intelligence.

Goleman (1995) suggests that emotional intelligence consists of five major parts: (1) knowing our
own emotions. (2) managing our emotions, (3) motivating ourselves, (4) recognizing the emotions of
others, and (5) handling relationships. Each of these elements, he contends, plays an important role
in shaping the outcomes we experience in life.

1) Knowing Our Own Emotions - Emotions are often powerful reactions, so it would seem at first
glance that everyone ought to be able to recognize their own feelings. In fact, however, this is not
always the case. Some persons are highly aware of their own emotions and their thoughts about
them, but others seem to be almost totally oblivious to these. (Goleman, 1995)

2) Managing Our Own Emotions - Have you ever lost your temper or cried when you didn't want to
show such reactions? Have you ever done something to cheer yourself up when you felt anxious or
depressed? If so, you are already aware of the f that we often try to manage our emotions to regulate
their nature, intensity, and expression (e.g., Zillman 1996). Doing so is very important both for our
own mental health and from the point of view of interacting effectively with others.

3) Motivating Ourselves - Thomas Edison, the famous inventor, once remarked: "Success is two
percent inspiration and ninety-eight percent perspiration," Do you agree! While inspiration or
creativity is certainly important. We are inclined to believe that Edison was right. By ‘perspiration’,
however, we mean more than simply hard work: we also include aspects of emotional intelligence,
such as being able to motivate oneself o work long and hard on a task, remaining enthusiastic and
optimistic about the final outcome, and being able to delay gratification to put off receiving small
rewards now in order to get larger ones later on (Shoda Muschel, & Peake, 1990).

4) Recognizing and Influencing Others' Emotions - Another aspect of emotional intelligence, as

described by Goleman, is the ability to "read" others accuracy to recognize the mood they are in and
 Page 16

what emotion they are experiencing. This skill is valuable in many practical settings. For instance, if
you can accurately gauge another person's current mood, you can tell whether it the right time to ask
her or him for a favor.

5) Handling Relationships - Some people seem to have a knack for getting along with others most
people who meet these people like the and as a result they have many friends and often enjoy high
levels of success in their careers. In contrast, others seem to make a mess of virtually all their
personal relationships. These differences are another reflection of differences in emotional
intelligence or, as some researchers would phrase it differences in interpersonal intelligence (Hatch,
1990). Interpersonal intelligence involve such skills as being able to coordinate the efforts of several
people and to negotiate solutions to complex interpersonal problems, being good at giving others
feedback that doesn't make them angry or resentful, and being a team player. Again, these skills are
clearly distinct from the ones needed for getting good grades or scoring high on tests of intelligence,
but they often play a key role in important life outcomes. Emotional intelligence can be enhanced
with the help of adequate provision for training in self-monitoring, self-regulation, communication,
and problem solving

1.3 Statement of Problem

To assess the predictive role of parenting style, emotional intelligence in self-efficacy among youth.

1.4 Objective of the Study

To assess the predictive role of authoritative/authoritarian/permissive parenting style in self among

youth.

To assess the predictive role of emotional intelligence in self among youth.

1.5 Significance of the 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 emotional intelligence. This
 Page 17

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.

I. 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 emotional intelligence in children.

II. 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 emotional intelligence.
III. 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 emotional intelligence in their children.
IV. 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 youth.

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 emotional intelligence, 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.
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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 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.
Mothers play a particularly important role in the development of self-efficacy in their children.
Mothers are often the primary caregivers for young children, and they spend a significant amount of
time interacting with their children. Mothers' parenting style and EI can have a profound impact on
their children's self-efficacy. mothers can help their children to develop high self-efficacy, which is
essential for success in all areas of life. Provide a warm and supportive environment -Set clear
expectations and boundaries, Explain the reasons for rules and expectations, Give children autonomy
and allow them to make choices, Help children to develop coping skills and problem-solving skills,
Model positive emotions and behaviors, Praise children for their efforts and accomplishments
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CHAPTER II

Review of Literature

2.1 Introduction

The purpose of this chapter is to summarize and to analyse the existing researches and literature
related to variables that are used in this study. The relationship between Self-Efficacy, Parenting
Style, Emotional Intelligence and other correlates of it and hypothesis of the study given below.

REVIEW OF THE VARIABLES

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

2.2 Self-Efficacy

Mohd. Ahamar Khan (12, December 2017) examined the relationships and evaluates whether
demographic characteristic such as teaching experience moderates the relationship between self-
efficacy and organizational commitment. The study was undertaken on 300 teachers employed in
central university (AMU), India. Results of correlation analysis showed that teaching-experience
significantly and positively correlated with the self-efficacy as well as organizational commitment. A
significant positive correlation was also found between self-efficacy and organizational commitment.
Moderation analyses confirm the significant interaction effect of teaching-experience of the
relationship between self-efficacy and organizational commitment.

In other study on ‘The relationship between personality, self-Efficacy and life satisfaction by Divya
Sarah Lal, Madanu Pavithra (July- September, 2022). a sample of 220 young adults of which 110
were men and 110 were women. The finding of the study revealed that in the dimensions of
extraversion and agreeableness, women scored higher than men. There was no major gender
difference found for the rest of the dimensions of personality, self-efficacy and life satisfaction.
Positive relationship was found between life satisfaction and the dimensions of conscientiousness
and extraversion. Negative relationship was found between life satisfaction and the dimension of
neuroticism. There was a positive relationship found between self-efficacy and life satisfaction.
 Page 20

Openness, conscientiousness, extraversion and agreeableness were all found to have a positive
relationship with self-efficacy. Neuroticism showed negative relationship with neuroticism. The
findings of this research shows that personality and self-efficacy play a major in the life satisfaction
of a person and can help in improving the life of a person by using proper interventions.

In the next study Yinchun Chen (Apr 24, 2020) said that ‘Self-efficacy may affect our behaviours,
thoughts and emotions. The students with strong self-efficiency tend to have good autonomous
learning ability. Correlation between Self-Efficacy and English Performance’. Total 216 respondent
including 120 boys and 96 girls in three grade. The students with good English performance have
high self-efficacy scores, revealing a positive correlation between self-efficacy and English
performance.

‘The purpose of this study is to examine the relationship between self-efficacy, a concept that has an
important role in human life, and different demographic variables and the predictive roles of
psychological resilience and positivity on self- efficacy’ by Bingöl, Yilmaz, T., Batik, Meryem
Vural, Hosoglu, Rumeysa , Kodaz, F., Aynur (2019). The research was carried out with 844 students
studying at four different universities in provinces of Istanbul, Samsun, Bursa and Ankara in Turkey.
The results showed that the female subjects tended to report lower self-efficacy than the males and
participants living in cities and high-income participants reported higher self-efficacy than the
participants living in villages or small towns and the low-income participants. The results also
indicated a moderate positive relationship between psychological resilience and self-efficacy, and a
low positive correlation between self-efficacy and positivity. Psychological resilience and positivity
were found to be important predictors of self-efficacy.

Ernest Afari, Graeme Ward, Myint Swe Khine (April 1, 2012) research on ‘The relationships
between global self-esteem, academic self-efficacy and academic performance’ among a sample of
255 college students in the United Arab Emirates. Correlated results indicated significant
relationships between global self-esteem and academic self-efficacy. Also, academic achievement
was associated with having high academic self-efficacy.

The positive self-esteem correlated very strongly with the negative self-esteem (r = 0.93). Also the
positive self-esteem and the academic self-efficacy was slightly strong (r = 0.45). Both are
statistically significant at the p<.001 level. But the negative self-esteem and the academic self-
efficacy was weakly correlated (r = 0.20). The academic achievement and academic self-efficacy
also correlated strongly (r =0.61) and statistically significant at the p<.001 level. The academic
achievement and positive self-esteem was slightly weakly correlated but not statistically significant.
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Finally, the academic achievement and negative self-esteem was weakly correlated and not
statistically significant. The correlations are displayed in Table

Relation of self-efficacy beliefs to academic outcomes: A meta-analytic by Karen D. Multon, Steven

D. Brown and Robert W. Lent ( January 1991). The analyses included a total of 4,998 subjects.
Results showed positive statistically significant relationship between self-efficacy belief and
academic performance and persistence outcomes across a wide variety of subjects, experimental
designs, and assessment methods.

In other a meta- analysis by Alexander D. Stajkovic examined the relationship between self-efficacy
and work-related performance among 2,161 sample. Result of the primary meta-analysis indicated a
significant weighted average correlation between self-efficacy and word-related performance and
significant within-group heterogeneity of individual correlation.

2.3. Emotional Intelligence

Academic leaders have a very important role to play in higher educational institutions, and for the
development of academic leaders attention has to be paid to their emotional intelligence to ensure
transformational leadership and effective decision-making in their institution. There are few issues
which are faced by all the academic leaders due to multiple roles, attitude, behaviour and emotions
related to job/role. This is because with the passage of time, the roles of academic leaders have also
changed. Mubashir Majid Baba, Ursil Majid Makhdoomi, Mushtaq Ahmad Siddiqi (March, 2019)
studied Emotional Intelligence and Transformational Leadership Among Academic Leaders in
Institutions of Higher Learning. The data were collected from full-time faculty members working in
selected universities of north India and their perception regarding emotional intelligence and
transformational leadership of their academic leaders was measured. Total 205 samples were
collected. It was found that there is a significant and direct association between emotional
intelligence of leaders and transformational leadership style as perceived by the faculty members.
The demographic variables (gender and age) were found to significantly influence the variables
under study as perceived by the faculty members about their academic leaders (HODs).

In another research Jeya Amantha Kumar and Balakrishnan Muniandy (22 Feb., 2012) studied The
Influence of Demographic Profiles on Emotional Intelligence: A Study on Polytechnic Lecturers in
Malaysia. This study aimed to explore the level of EI among lectures from a polytechnic in Malaysia
and in the same time explore the influence of demographic profiles towards those levels.
 Page 22

Demographic profiles such as gender, age group, occupational grade, working experience in the
current job and prior working experience in the industry are selected. The total number of
respondents were n=162. Findings show that the overall level of Emotional Intelligence was average.
The findings showed that the levels of emotional intelligence among the lecturers improved with age,
teaching experience, grade and education where else gender and prior working were not contributing
factors.

A meta-analytic investigation of the relationship between emotional intelligence and health by

Nicola S. Schutte, John M. Malouff , Einar B. Thorsteinsson , Navjot Bhullar, Sally E. Rooke in
April 2007 with 44 effect sizes based on the responses of 7898 participants found that higher
emotional intelligence was associated with better health. Emotional intelligence had a weighted
average association of r = .29 with mental health, r = .31 with psychosomatic health, and r = .22 with
physical health. Emotional intelligence measured as a trait was more strongly associated with mental
health than emotional intelligence measured as an ability

Emotional Intelligence is a key factor that affects the social and mental wellbeing of students,
making it easier for them to understand their environment and make the right decisions in the face of
the various conflict situations that arise daily. Therefore, this construct should be constantly
developed by educational institutions by Pilar Puertas-Molero1, Félix Zurita-Ortega1, Ramón
Chacón-Cuberos2, Manuel Castro-Sánchez1, Irwin Ramírez-Granizo1, and Gabriel González-
Valero1 in January, 2020. In addition, better results were achieved in the programs using personality
traits as assessment tools. In conclusion, most of the programs contribute to the development and
improvement of the students’ Emotional Intelligence, providing them with the necessary skills to
face real-life situations, as well as with the ability to feel self-fulfilled in relation to the tasks carried
out by them and to the devoted effort.

A Study on the Emotional Intelligence of Higher Secondary School Students by M. Kumar The
present study was an attempt to study the emotional intelligence of t higher secondary school
students. A random sampling method was used. The sample consisted of 300 higher secondary
school students. The emotional intelligence scale developed and standardized by the Reuven baron
was used for data collection. Statistical techniques like Mean, Percentiles, Standard deviation, and t-
value were used to analyses the data. The result shows that emotional intelligence was independent
of gender, subject, locality of the school, type of family, father’s occupation, and family income.
The level of higher secondary school student’s emotional intelligence was average in nature. The
female students are better than the male students on their emotional intelligence
 Page 23

2.4. Parenting Style

The purpose of the present study conducted by Hilal Bashir, Saima Majeed in March, 2016 is
to investigate the relationship between achievement motivation and parental encouragement of
adolescent girls in district Anantnag. The sample of the study was 200 adolescent girls. A
significant positive relationship was found between achievement motivation and parental
encouragement of adolescent girls. The study revealed significant difference on achievement
motivation and parental encouragement among private and government adolescent girls. The
correlation coefficient of parental encouragement and achievement motivation of adolescent girls
of district Anantnag. The coefficient of correlation is .149* and its square is 0.022. Regression
suggests that parental encouragement can explain 2.2% variance of the criterion variable
(achievement motivation). the obtained F-value is statistically significant at 0.05 which
indicates statistically significance of the relationship between parental encouragement
andachievement motivation. Private school adolescent girls have higher achievement
motivation and parental encouragement as compared to government school adolescent girls.
In next research studied relationship between maternal parenting styles and child’s aggressive
behavior.

The research purpose is to look into the relationship between maternal parenting styles and child’s
aggressive behavior. Lotfi Azimi, A., Vaziri , Lotfi Kashani, 24 December 2012. In a correlation
study, 380 individuals were taken and results were as observed, children’s aggression scores are
significantly, positively, correlated to authoritarian parenting including, coercion, violence and
punishment. However, it is negatively, significantly correlated to authoritative parenting including,
accepting, authority and support. Furthermore, findings prove that accepting the child by his/her
mother based on warmth, supportive connection, reasoning and contribution is significantly,
negatively correlated to the aggression’ s scores and equal to -0.879, -0.853, -0.97, 0.870
respectively. Authoritative parenting style is negatively correlated with adolescent’s aggression.
Moreover, authoritarian parenting, including coercion, verbal aggression and punishment are
significantly, positively correlated to children’s aggression, and are equal to 0.826, 0.829, 0.740 and
0.825, respectively. As indicated by the correlations at the 0.001, mother’s authoritarian parenting is
significantly, positively correlated to children’s aggressive behavior

The next study was aimed at investigating the relationship between perceived parenting styles of
mothers and fathers with hope and self-esteem among adolescents in India. The sample consisted of
80 participants from northern India aged between 15-18 years. The correlation values for
 Page 24

authoritative parenting styles of mothers and fathers showed a greater significance between parenting
styles of mothers and Hope and Self-esteem of adolescents as the correlations were found to be .348
and .423 for Hope and Self-esteem respectively, whereas, for parenting styles of father’s, the
correlations were found to be .289 and .304 for Hope and Self-esteem respectively. The correlation
values for authoritarian parenting styles of mothers and fathers were also observed and a greater
negative correlation was evident between parenting styles of fathers and Hope and Self-esteem of
adolescents as the correlations were found to be .366 and .244 for Hope and Self-esteem
respectively, whereas, for parenting styles of mother’s, the correlations were found to be .151 and
.012 for Hope and Self-esteem respectively. Authoritative parenting style had a significantly positive
correlation with hope and self-esteem. A significantly negative correlation was found between
Authoritarian parenting style and hope and self-esteem. It was also concluded that fathers’
authoritarian parenting had a greater negative impact on self-esteem and hope of adolescents. Our
results were found to be congruent with previous research in the area as well as the societal and
cultural findings related to parenting in India.

Parenting styles and its impact on children – a cross cultural review with a focus on India studied by
B. R. Sahithya , S. M. Manohari and Raman Vijaya in 10 March, 2019. This studies conducted in
West and in India in order to study cultural differences in parenting styles and its outcome. We found
that despite hypothesized cultural differences between the West and India, the effect of parenting
styles on children appear to be similar across culture, and culture did not serve as a moderator for
parenting style and child outcome. An Authoritative parenting styles was associated with better
outcome than authoritarian and neglectful/uninvolved parenting style in both Western countries and
in India. Findings on indulgent/permissive parenting style were mixed in both Western countries and
in India. The article discusses cultural shift in the parenting styles, and its implications for the future.

Amardip Mohan Ambhore, Dr. Parmeshwsar Abhiman Puri (June, 2019). They studied that how
different parenting styles affect teenagers' emotional intelligence and mental well-being. We asked
80 teenagers about their parents' behavior and tested their emotional intelligence and mental health.
The results showed that the way parents raise their kids does make a difference. Teenagers with
'authoritative' parents (those who are both demanding and responsive) had better emotional
intelligence and felt better mentally than those with 'authoritarian' parents (those who are demanding
but not responsive). We also noticed differences between boys and girls in emotional intelligence
and mental well-being.
 Page 25

2.5 Hypotheses of the Study

1) Emotional intelligence with significantly positively predict self-efficacy.

2) Authoritative parenting style of mother with significantly positively predict self-efficacy.

3) Authoritarian parenting style of mother with significantly negatively predict self-efficacy.

4) Permissive parenting style of mother with significantly positively predict self-efficacy.

 Page 26

Chapter III

Methodology

3.1 Introduction

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

3.2 Operational Definition

Parenting style as measured by the score on parenting authority questionnaire developed by John
Buri in the year 1991.

Self-efficacy as measured by the score on the general self-efficacy scale developed by Matthias
Jerusalem and Ralf Schwarzer in the year 1979.

Emotional Intelligence as measured by the total score on emotional intelligence scale by Nicola S.
Schutte in the year 1998.

3.3 Theoretical Definition

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.

Darling and Steinberg (1993).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.

Bandura (1977), a Canadian-American psychologist and a professor at Stanford University. 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

Akhtar (2008), 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. 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).
 Page 27

Salovey and Mayer (1990), They defined emotional intelligence as: ‘The ability to recognize,
understand, and manage one's own emotions, as well as to recognize, understand, and influence the
emotions of others’.

3.4 Sample

The sampling type used in this research is people who are college/school student age between 15 to
24 years. The sample is inclusive of all genders. The sample was selected only from the population
of India. Incidental and Snowball method were used.

3.5 Tools Used

The present study consists of three standardized tools that are mentioned as following.

i) Parenting Authority Questionnaire by John R. Buri(1991) is 30 items scale that is grouped into
three main subscales which each of the subscale consists of 10 items. The questionnaire is designed
for children and adolescents ranging from about 9 to 18 years old. The items were rated on 5-point
Likert Scale ranging from 1 ‘strongly disagree’ to 5 ‘strongly agree’ and the mean scores were
calculated and higher scores indicating more use of that style. Scores on each of these variables can
range from 10 to 50.

ii) Emotional Intelligence Scale by Nicola S. Schutte (1998) consist of 33 items be responded to on a
5-point scale, which range from strongly agree to strongly disagree. The scale age range from 14 to
32 years. Reliability- split-half reliability of .89. Validity- Content Validity, Factorial Validity.
Stardization Sample was Eight hundred eleven (811) students responses from junior and senior
college and University of Pune from Pune City were collected. Out of this there were162 junior
college students, 519 senior college students, 125 university students. Cronbach's alpha was 0.90 and
test-reliability over two-week interval is 0.78. and split-half reliability of .89 of sampling of
Emotional Intelligence Scale.

iii) General Self-Efficacy scale is a measure of self-efficacy developed by Mary Wegner from the
original German version by Schwarzer, R., & Jerusalem, M. (1979). It is a questionnaire containing
10 items. It is a 4-point Likert scale with no reverse scoring. It ranges from 1-“Not at all true”, 2 –
“Hardly true”, 3 – “Moderately true” to 4- “exactly true”. Between 17yr to older person can solve
this scale. Internal reliability for GSE = Cronbach’s alphas between .76 and .90. 1660 Sample of
German adults who range in from students to a group of older people. The General Self-Efficacy
Scale is correlated to emotion, optimism, work satisfaction. Negative coefficients were found for
depression, stress, health complaints, burnout, and anxiety. The total score is calculated by finding
 Page 28

the sum of the all items. For the GSE, the total score ranges between 10 and 40, with a higher score
indicating more self-efficacy.

3.6 Qualitative Questionnaire

The qualitative questionnaire consists of 5 questions were open-ended questions and participants
were asked to write the answers in detail (Appendix E: Qualitative Questionnaire). There were no
restrictions on how much they should write. The participants could write as much as they want. All
the 5 questions were compulsory. These questions were to all the participants.

3.7 Personal data sheet

Personal data sheet contained demographic details of each participant. It was compulsory to fill in all
the details. Demographic details included age, gender, education qualification, school or college
student or not, resident, family type, number of family members, number of siblings, birth order,
mother’s and father’s education, mother’s occupation and relationship status,

3.8 Procedure

For the research, the data was collected through google form in which the form contained 5 section.
In the first section ask consent to participate and demographic details (Appendix A: Consent Form).
Second section was the generalized self-efficacy scale (Appendix C: The General Self Efficacy).
Third section was emotional intelligence scale (Appendix D: Schutte Emotional Intelligence Scale).
In the fourth section parental authority questionnaire was given (Appendix B: Parenting Authority
Questionnaire). In last section qualitative questionnaire was gave (Appendix E: Qualitative
Questionnaire). The Google form was circulated among the age group of 15 to 24. Confidentiality
was assured and every participant voluntarily participated in the study. Instruction were given before
each section/ questionnaire. All items and qualitative questionnaire was mandatory to attempt.

3.9 Statistical Analysis

In the research, Pearson correlation coefficient, multiple liner regression and descriptive statistic
were used to investigate the relationships among parenting, emotional intelligence and self-efficacy.
These analyses were carried out via Jeffreys’s Amazing Statistics Program (JASP) 0.18.1.0.
 Page 29

CHAPTER IV

Result and Discussion

4.1 Introduction

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

4.2 Result

This chapter includes analysis of the data in line with hypotheses. Primary data analysis is qualitative
in nature. Data is analysed using Jefferys’s Amazing Statistics Program (JASP), Pearson product
moment correlation and descriptive statistics are calculated. Regression analyses was also done.

Table 1 shows descriptive statistics of given population (n = 49).

Group Statistics
Authoritative Authoritarian Permissive Emotional Self-
mother mother mother Intelligence efficacy
parenting style parenting style parenting style
n 49 49 49 49 49
Mean 34.208 30.833 31.833 118.875 29.500
Std. Deviation 6.385 6.689 4.646 9.946 5.761

Std. Error Mean 0.922 0.965 0.671 1.436 0.832

Shapiro-Wilk .947 .967 .931 .956 .958

Skewness 0.687 -0.342 0.102 -0.445 -0.448
Std. Error of 0.343 0.343 0.343 0.343 0.343
skewness
Kurtosis 0.721 -0.357 -1.195 0.278 0.127
Std. Error 0.674 0.674 0.674 0.674 0.674
kurtosis
Range 20.000 26.000 22.000 42.000 23.000
 Page 30

All the statistical analysis were conducted while using Jeffrey’s Amazing Statistics Program (JASP)
.18.1 (2023) version. 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
standard deviation were calculated for Authoritative/ Authoritarian/ Permissive mother parenting
style, emotional intelligence and self-efficacy for the sample size of 49 (N=49). Normality
assumptions were checked using Shapiro-wilk. Table attached below shows the descriptive statistics
presenting values of each variable.

Table 2: Correlation among Self-efficacy, Emotional Intelligence, Authoritative, Authoritarian

and Permissive Parenting Style (n = 49).

Variable Self- Emotional Authoritative Authoritarian Permissive

efficacy Intelligence
Self-efficacy -
Emotional 0.752*** -
Intelligence
Authoritative 0.191 0.424** -
Authoritarian 0.145 0.452** -0.210 -
Permissive 0.130 0.035 0.452** -0.052 -
*p < 0.5 , **p < .01 , ***p < .001

Table 2 shows correlations among the variables. The correlation analysis was conducted for the
sample of 49. Preliminary correlation analysis that Emotional Intelligence was correlated positively
to Self-efficacy (r = .752***, p < .001). Authoritative was positively correlated with self-efficacy (r
= .191 , p < 0.5) and emotional intelligence (r = 0.424**, p < 0.01). Authoritarian was positively
correlated with self-efficacy (r = 0.145 , p < 0.5) and emotional intelligence (r = 0.452**, p < 0.01)
and negatively correlated with authoritative (r = -0.210 , p < 0.5). Permissive has positively
correlated with self-efficacy (r = 0.130 , p < 0.5) , emotional intelligence (r = 0.035 , p < 0.5) ,
authoritative (r = 0.452 , p < 0.5) and negatively correlated with authoritarian (r = -0.052 , p < 0.5).

Table 3 showed the result of Linear Regression Analysis where Independent variables or
Predictor Mother’s Prenting Style and Emotional Intelligence and Dependent variables or
Criterion was Self-efficacy (n = 49)
 Page 31

R2 Adjusted R2 F p value
Emotional 0.877 0.813 13.777 p < .001
Intelligence
Authoritative 0.623 0.478 4.314 p < .001
Authoritarian 0.886 0.821 13.672 p < .001
Permissive 0.685 0.551 5.117 p < .001

Simple linear regression was applied to assess to estimate the relationship between the various
quantitative variables where the self-efficacy was the dependent variable or criterion and emotional
intelligence, authoritative, authoritarian and permissive parenting style were the independent or
predictor. The above attached table shows the result where the predicted value of each variable is
mentioned.

For self-efficacy, emotional intelligence accounted for approximately 81.3% of the variance in self-
efficacy (R2 = .877 , ∆R2 = .813 , p < .001). Authoritative parenting style of mother accounted for
approximately 47.8% of the variance in self-efficacy (R2 = .623 , ∆R2 = .478, p < .001). Similarly,
authoritarian parenting style of mother accounted for approximately 82.1% of the variance in self-
efficacy (R2 = .886 , ∆R2 = .821, p < .001). Permissive parenting style of mother accounted for
approximately 55.1% of the variance in self-efficacy (R2 = .685 , ∆R2 = .551 , p < .001). The score
mentioned above table 3 shows strong/ positive effect on self-efficacy of emotional intelligence and
mother’s parenting style.

4.3 Discussion

The purpose of the present research was to study the predictive role of parenting style of mother and
emotional intelligence in self-efficacy among the youth population of India. The analysis of the data
from 49 sample was collected, studied and analysed thoroughly. Data analysis revealed correlation
analysis for the same variable.

Sample size of the population that was selected for the study was 49 in total. There were 54.2% of
females and 45.8 % of males who participated in the study. 2 participants were in the school , 2
participants in 12th, 17 participants were pursuing their undergraduate and 28 participants were
pursuing postgraduate degree. 48 participant were student and 1 participant was not student. 66.7%
of the population resided in urban sector whereas 33.3% came from rural sector. Looking at the birth
order of all the participants, 45.8% were first born, 29.2% were second born/ middle in the order,
 Page 32

16.7% were youngest/ third born, 16.7% were fourth/ youngest and 4.2% was single child. 20.8%
participants came from joint family and 79.2% participants came from nuclear family. 12
participants’ mother were taken education but not complete 10th, 8 participants’ mother complete
10th, 8 participants’ mother complete 12th, 4 participant’s mother complete BA BED, 2 participant
mother complete B.sc home-science, 4 participant’s mother complete graduate, 6 participant’s
mother were completed master degree. 37.5% mother are working and 62.5% mother are not
working. 75% population were single and only 25% were in a relationship.

As shown in the result table 2 results showed significant relationship in parenting style of mother,
emotional intelligence and self-efficacy. Emotional intelligence and Self-efficacy showed strong
positive relationship(r = .752***, p < .001). Authoritative mother parenting style was positively
correlated with self-efficacy (r = .191 , p < 0.5) and emotional intelligence (r = 0.424**, p < 0.01).
Authoritarian mother parenting was showed positively correlated with self-efficacy (r = 0.145 , p <
0.5) and emotional intelligence (r = 0.452**, p < 0.01) negatively correlated with authoritative
mother parenting style (r = -0.210 , p < 0.5). Permissive mother parenting style showed positive
correlation with self-efficacy(r = 0.130 , p < 0.5), and emotional intelligence (r = 0.035 , p < 0.5) and
authoritative mother parenting style (r = 0.452 , p < 0.5), negatively correlation with authoritarian (r
= -0.052 , p < 0.5).

There were four hypotheses. First hypothesis ‘Emotional intelligence positively predict self-
efficacy’. This hypothesis was accepted (R2 = .877 , ∆R2 = .813 , p < .001). Emotional intelligence
accounted for approximately 81.3% of variance in the self-efficacy as shown in the result table 3.
Emotional intelligence can positively predict individual self-efficacy, probably because individuals
with higher emotional intelligence can effectively analyze the decision environment, build personal
confidence, and use reasonable emotional expressions to influence others in order to effectively solve
problems and make the right decisions, thus increasing self-efficacy. (Xiao, F., Song HJ,Pérez-
Fuentes MDC,2019)

Second hypothesis ‘Authoritative parenting style of mother with significantly positively predict self-
efficacy’, was accepted (R2 = .623 , ∆R2 = .478, p < .001). Authoritative parenting style accounted
for approximately 47.8% of variance in the self-efficacy. Researchers Tam, Chong, Kadirvelu, and
Khoo (2015) conducted a study to evaluate the association between parenting styles and teenage self-
efficacy. The study discovered that authoritative parenting styles were strongly related to greater
levels of self-efficacy. The relationship between parenting style and academic self-efficacy was
found in a study (Dehyadegary, Nejad, Nasehzadeh, & Divsalar, 2014). Result showed that revealed
 Page 33

a favourable relationship between authoritative parenting style and academic self-efficacy. In

addition to these reasons, there is research that supports the link between authoritative parenting style
and self-efficacy. A study by Bandura and colleagues (1996) found that authoritative parenting style
was associated with higher self-efficacy in academic and athletic settings. Another study by Chen
and colleagues (2001) found that authoritative parenting style was associated with higher self-
efficacy in the workplace. Authoritative parents set high but achievable expectations for their
children, helping their children with their homework, providing them with access to extracurricular
activities, or connecting them with mentors, praise their children for their efforts and
accomplishments.

Third hypothesis ‘Authoritarian parenting style of mother with significantly negatively predict self-
efficacy’. This hypothesis was accepted (R2 = .886 , ∆R2 = .821, p < .001). Authoritarian parenting
style accounted for approximately 82.1% of variance in the self- efficacy. Yousaf (2015) Describes
parenting style and self-efficacy among adolescents. The study revealed that the authoritarian
parenting style has a negative relationship to self-efficacy. a study by Baumrind (1971) found that
children raised by authoritarian parents had lower self-esteem and self-efficacy than children raised
by authoritative parents. Another study by Grolnick and Ryan (1989) found that authoritarian
parenting was associated with lower self-efficacy in adolescents and adults. Overall, the research
suggests that authoritarian parenting style has a negative impact on self-efficacy. Authoritarian
parenting style can damage self-efficacy by often criticize their children's mistakes and failures, do
not give their children much freedom to make their own choices, compare their children to other
children and do not provide their children with much emotional support.

Last hypothesis was ‘Permissive parenting style of mother with significantly positively predict self-
efficacy. this hypothesis also accepted (R2 = .685 , ∆R2 = .551 , p < .001). Permissive parenting style
accounted for approximately 55.1% of variance in the self-efficacy. Hence, all the four hypotheses
were proved to be accepted. Possible reasons for the hypothesis accepted with research; Permissive
parenting style is characterized by low demands and high warmth. This means that permissive
parents are warm and supportive of their children, but they do not set high expectations or enforce
strict rules. This can give children a sense of freedom and autonomy, which can be beneficial for
self-efficacy. Permissive parents often give their children a lot of opportunities to explore their
interests and develop their talents, praise their children for their efforts and accomplishments. It is
important to note that permissive parenting style can also have some negative consequences. For
example, children with permissive parents may be more likely to engage in risky behaviors or to
have difficulty following rules.
 Page 34

CHAPTER V

Conclusion

5.1 Overview

Present chapter summarizes the study and tries to note its delimitation and limitation and
contribution. Based on these, suggestions for further research and future directions of the studies are
described.

5.2 Limitations

 This study was focused on mother’s parenting style only.

 Parenting style of mother is not the only factor that influence self-efficacy. Other factors,
such as genetics, peer relationships, and school experiences and culture also play a role.
 Emotional intelligence is not the only factor that influences self-efficacy. other factors, such
as cognitive abilities, self-esteem, and resilience, also play a role.
 Indian version of General Self-efficacy scale has not been standardized on a large and
representative sample of the Indian population, difficult to compare score.
 Data was collected through google forms, so environment around respondent cannot
be controlled.
 Parenting authority questionnaire by John R. Buri (1991) measures only three types of
parenting style i.e. authoritative, authoritarian and permissive and not the fourth one in
uninvolved parenting style.
 The sample size should be large enough to be statistically representative of the population of
interest. Participants the sample may not be representative of the large population.

5.3 Strengths

 Psychologists can study how different parenting styles affect children's emotional
development, their ability to cope with challenges, and their overall sense of self-worth. They
can also study how emotional intelligence helps youth to set and achieve goals, to persevere
in the face of setbacks, and to maintain a positive outlook on life.
 Page 35

 Educators can study how different parenting styles affect children's motivation to learn, their
ability to manage stress, and their relationships with teachers and peers.
 This study can identify how mother's authoritative, authoritarian and permissive parenting
style affect self-efficacy of youth.
 Parents can identify how their parenting style influence their child's self-efficacy and
emotional intelligence.

5.4 Suggestions for further Study

 Role of parenting style and emotional intelligence in self-efficacy be conducted with the
sample of father
 Efficacy of this research with diverse populations can be checked. Samples with different
characteristics, such as rural/ tribal/high risk population/different socio-economic strata need
to be tried out for this intervention program
 Studies could examine the relationship between parenting style and the development of
emotional regulation skills in infants and toddlers.
 Studies could examine the role of parenting style and EI in the development of academic self-
efficacy in pre-schoolers, school-aged children and adult
 Future studies can explore independent variables like life satisfaction, personality among
youth and dependent variable perception, problem solving and resilience.
 A probability sampling method should be used to ensure that all members of the population
of interest have an equal chance of being selected. This will help to reduce bias in the sample.
 Future studies can include sample from all the parts of India specifically rural areas where
such studies are mostly not conducted.

5.5 Application

 This research can help mental health experts to help young people who have low self-
efficacy. It can also show parents how to help their kids become more self-aware and
optimistic towards themselves and support their feelings.
 Teachers/ Educators can use this research to create a more supportive and nurturing learning
environment for their students. They know how authoritative, authoritarian and permissive
parenting style affect in youth and their emotional intelligence and self-efficacy. They can
 Page 36

also teach their students about emotional intelligence and self-efficacy, and help them to
develop these important skills.
 Social workers can use this research to know the role of mother authoritative parenting style
in self-efficacy among youth, the role of mother authoritarian parenting style in self-efficacy
among youth and the role of mother permissive parenting style in self-efficacy among youth.
Social worker can help young people who might start feeling bad about their abilities. They
can do this by giving them one-on-one talks or group help sessions.
 Parents know how their authoritative, authoritarian and permissive parenting style affect self-
efficacy of youth. Also, understand which parenting style is good for their child’s self-
efficacy and emotional intelligence. Show parents how to help their child handle their
feelings and believe in themselves. This means teaching parents to give clear rules,
expectations, provide positive reinforcement, and help their children to learn from their
mistakes.

5.6 Conclusion

Role of parenting style of mother and emotional intelligence of participants have been found to be
effective to self-efficacy among youth.
 Page 37

REFERENCES

Khan, M. A. (2023). The moderating effect of teaching experience on the relationship between self-
efficacy and organizational commitment among teachers in a central university in India. International
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APPENDICES

Appendix A: Consent Form

I have read and I understand the provided information and have had the opportunity to ask questions.
I understand that my participation is voluntary and that I am free to withdraw at any time, without
giving a reason and without cost. I understand that I will be given a copy of this consent form. I
voluntarily agree to take part in this study.
 Page 41

Appendix B: Parenting Authority Questionnaire (PAQ) by John R. Buri (1991)

Instructions:- Read each statement carefully and if you think if applies to you, or is true in your case,
then put a tick a mark the statement. There is no right or wrong statement. There is no time limit but,
complete the questionnaire as possible as and avoid overthinking.

Strongly Agree - SA

Agree -A

Neither agree nor Disagree - NA

Disagree – D

Strongly Disagree – SD

Sample Items

SA A NA D SD

1 While I was growing up my mother felt that in a well-run home the

children should have their way in the family as often as the parents
do.
2 Even if his children didn’t agree with her‚ my mother felt that it was
for our own good if we were forced to conform to what she thought
was right.
3 Whenever my mother told me to do something as I was growing
up‚ she expected me to do it immediately without asking any
questions.
4 As I was growing up‚ once family policy had been established‚ my
mother discussed the reasoning behind the policy with the children
in the family.
5 My mother has always encouraged verbal give-and-take whenever
I have felt that family rules and restrictions were unreasonable.
6 My mother has always felt that what children need is to be free to
make up their own minds and to do what they want to do‚ even if
this does not agree with what their parents might want.
7 As I was growing up my mother did not allow me to question any
decision she had made.
 Page 42

SA A NA S SD
8 As I was growing up my mother directed the activities and decisions
of the children in the family through reasoning and discipline.
9 My mother has always felt that more force should be used by
parents in order to get their children to behave the way they are
supposed to.
10 As I was growing up my mother did not feel that I needed to obey
rules and regulations of behavior simply because someone in
authority had established them.
11 As I was growing up I knew what my mother expected of me in my
family‚ but I also felt free to discuss those expectations with my
mother when I felt that they were unreasonable.
12 My mother felt that wise parents should teach their children early
just who is boss in the family.
13 As I was growing up‚ my mother seldom gave me expectations and
guidelines for my behavior.
14 Most of the time as I was growing up my mother did what the
children in the family wanted when making family decisions.
15 As the children in my family were growing up‚ my mother
consistently gave us direction and guidance in rational and
objective ways.
16 As I was growing up my mother would get very upset if I tried
to disagree with her.
17 My mother feels that most problems in society would be solved if
parents would not restrict their children’s activities‚ decisions‚ and
desires as they are growing up.
18 As I was growing up my mother let me know what behavior she expected
of me‚ and if I didn’t meet those expectations‚ she punished me.
19 As I was growing up my mother allowed me to decide most things
for myself without a lot of direction from her.
20 As I was growing up my mother took the children’s opinions into
consideration when making family decisions‚ but she would not
decide for something simply because the children wanted it.
 Page 43

SA A NA D SD
21 My mother did not view herself as responsible for directing and
guiding my behavior as I was growing up.
22 My mother had clear standards of behavior for the children in our
home as I was growing up‚ but she was willing to adjust those
standards to the needs of each of the individual children in the
family.
23 My mother gave me direction for my behavior and activities as I
was growing up and she expected me to follow her direction‚ but
she was always willing to listen to my concerns and to discuss that
direction with me.
24 As I was growing up my mother allowed me to form my own point
of view on family matters and she generally allowed me to decide
for myself what I was going to do.
25 My mother has always felt that most problems in society would be
solved if we could get parents to strictly and forcibly deal with their
children when they don’t do what they are supposed to as they are
growing up.
26 As I was growing up my mother often told me exactly what she
wanted me to do and how she expected me to do it.
27 As I was growing up my mother gave me clear direction for my
behaviors and activities‚ but she was also understanding when I
disagreed with her.
28 As I was growing up my mother did not direct the behaviors‚
activities‚ and desires of the children in the family.
29 As I was growing up, I knew what my mother expected of me in the
family and she insisted that I conform to those expectations simply
out of respect for her authority.
30 As I was growing up‚ if my mother made a decision in the family
that hurt me‚ she was willing to discuss that decision with me and
to admit it if she had made a mistake.
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Appendix C: The General Self Efficacy (GSES) by Mary Wegner

Instructions:- Read each statement carefully and if you think if applies to you, or is true in your case,
then put a tick a mark the statement. There is no right or wrong statement. There is no time limit but,
complete the questionnaire as possible as and avoid overthinking.

Sample Items

Not at all Hardly Moderate Exactly

true true ly true true
1 I can always manage to solve difficult
problems if I try hard enough.
2 If someone opposes me, I can find the
means and ways to get what I want.
3 It is easy for me to stick to my aims and
accomplish my goals.
4 I am confident that I could deal efficiently
with unexpected events.
5 Thanks to my resourcefulness, I know how
to handle unforeseen situations.
6 I can solve most problems if I invest the
necessary effort.
7 I can remain calm when facing difficulties
because I can rely on my coping abilities.
8 When I am confronted with a problem, I
can usually find several solutions.
9 If I am in trouble, I can usually think of a
solution.
10 No matter what comes my way, I'm usually
able to handle it.
 Page 45

Appendix D: Schutte Emotional Intelligence Scale by Nicola S. Schutte (1998)

Instructions:- Read each statement carefully and if you think if applies to you, or is true in your case,
then put a tick a mark the statement. There is no right or wrong statement. There is no time limit but,
complete the questionnaire as possible as and avoid overthinking.

Strongly agree - SA
Agree - A
Uncertain - U
Degree - D
Strongly degree- SD

Items

SA A U D SD
1 I know when to speak about my personal problems to others.
2 When I am faced with obstacles, I remember times I faced
similar obstacles and overcome them.
3 I expect that I will do well on most things I try.
4 Other people find it easy to confide in me
5 I find it hard to understand the non-verbal messages of other
people*
6 Some of the major events of my life have led me to re-evaluate
what is important and not important.
7 When my mood changes, I see new possibilities
8 Emotions are one of the things that make my life worth living
9 I am aware of my emotions as I experience them
10 I expect good things to happen
11 I like to share my emotions with others
12 When I experience a positive emotion, I know how to make it
last
13 I arrange events others enjoy
14 I seek out activities that make me happy
15 I am aware of the non-verbal messages I send to others.
 Page 46

16 I present myself in a way that makes a good impression to others

17 When I am in a positive mood, solving problems is easy for me
SA A U D SD
18 By looking at their facial expressions, I recognize the emotions
people are experiencing
19 I know why my emotions change
20 When I am in a positive mood, I am able to come up with new
ideas
21 I have control over my emotions
22 I easily recognize my emotions as I experience them
23 I motivate myself by imagining a good outcome to tasks I take
on
24 I compliment others when they have done something well
25 I am aware of the non-verbal messages other people send
26 When another person tells me about an important event in his or
her life, I almost feel as though I have experienced this event
myself
27 When I feel a change in emotions, I tend to come up with new
ideas
28 When I am faced with a challenge, I give up because I believe I
will fail*
29 I know what other people are feeling by just looking at them
30 I help other people feel better when they are down
31 I use good moods to help myself keep trying in the face of
obstacles
32 I can tell how people are feeling by listening to the tone of
their voice
33 It is difficult for me to understand why people feel the way
they do*
 Page 47

Appendix E: Qualitative Questionnaire

1. Can you describe your relationship with your mother? Give examples.

2. Can you describe How your mother response to you in general?

3. How does your relationship with your mother impact your ability to complete a task or impact
confidence in the ability to complete a task?

4. How do you think that your understanding of your own and others emotions impact your
confidence in completing a task?

5. What are the factors that impact your ability to completing a task?