Chapter I

Introduction

Changing life conditions have resulted in changing intra-family relationship patterns also.

The role of the family especially of parents is accepted as an important factor affecting the

emotional development of children (Eisenberg, Cumberland & Spinrad, 1998). The quality of the

relationship of children with their parents includes the whole parent behaviors intended to create

an emotional atmosphere between the parent and the child (Darling and Steinberg, 1993). The

parent-child relationship that changes its form and differentiates throughout life, represents

parental attitudes, specific behavior patterns, quality of approachments (Bornsteinve Zlotnik,

2009). According to Baumrind (1966) research show the power and direction of this effect and

relationship in Parenting Styles and Emotional Intelligence in Young Adulthood. Within this

frame, one of the domains that parental styles are influential is emotional competence in young

adults. It is seen that effects of dynamics related to family like parenthood styles and attitudes,

parental socializing behaviors and practices on the emotional development and emotional skills

of children are related to early adulhood period most of the time (Morris, Silk, Steinberg, Myers

& Robinson, 2007; Ramsden & Hubbard, 2002). However, very little research has examined the

developmental outputs of parental styles and emotional intelligence on early adults (McKinney

& Renk, 2008). Present Study investigate a relationship in Parenting Styles and Emotional

Intelligence in Young adults. Adults are passing through a distinctive-unique developmental

period expressed as “emerging adult” (Arnett, 2000). Parents play a very critical role in

adaptation of young people to this emerging adulthood. In this respect, in this study, we will

examine that whether there is an effect of parental styles on emotional intelligence skills of

young adults.
Emotional Intelligence

Emotional Intelligence is the ability to perceive emotions, to access and demonstrate

emotions, to understand emotions and the idea of emotional knowledge, and to regulate emotions

in order to promote adult’s parenting style and emotional Intelligence and intellectual growth

(Mayer & Salovey, 2010).

Emotional Intelligence is the ability to perceive, understand, regulate, and connect

emotions to oneself and in relation to others (Schutte et al., 2009).

One definition employed by Goleman (2009) stated that emotional intelligence in adults

involves their ability to exercise self-control, zeal, persistence, and motivation.

Emotional intelligence was defined as the ability to attend to, understand, and regulate

emotions to guide thought and behavior (Salovey & Mayer, 2006).

The impact and effects of Emotional Intelligence have the potential to strengthen or

weaken the level and progression not just of adult’s emotional growth, but also of their global

development (Richberg & Fletcher, 2002).

Emotional Intelligence is the ability to perceive emotion, integrate emotion to facilitate

thought, understand emotions and to regulate emotions to promote personal growth (Irvin 2002).
Components of Emotional Intelligence. Mayer (2020), suggested that there are four different

levels of emotional intelligence including emotional perception, the ability to reason using

emotions, the ability to understand emotions, and the ability to manage emotions.

 Perceiving emotions: To understand emotions is to perceive them accurately. In many

cases, this might involve understanding nonverbal signals such as body language and

facial expressions.

 Reasoning with emotions: The next step involves using emotions to promote thinking

and cognitive activity. Emotions help prioritize what we pay attention and react to; we

respond emotionally to things that garner our attention.

 Understanding emotions: The emotions that we perceive can carry a wide variety of

meanings. If someone is expressing angry emotions, the observer must interpret the cause

of the person's anger and what it could mean. For example, if boss is acting angry, it

might mean that they are dissatisfied with your work, or it could be because they got a

speeding ticket on their way to work that morning or that they've been fighting with their

partner.

 Managing emotions: The ability to manage emotions effectively is a crucial part of

emotional intelligence and the highest level. Regulating emotions and responding

appropriately as well as responding to the emotions of others are all important aspects of

emotional management.

The four branches of this model are arranged by complexity with the more basic

processes at the lower levels and the more advanced processes at the higher levels. The lowest

levels involve perceiving and expressing emotion, while higher levels require greater conscious

involvement and involve regulating emotions.

Emotionally Intelligent Adults Characteristics. Following characteristics of emotionally

intelligent adults were explained by (Zach, 2016).

 Balancing work and life is natural. Constantly obsessing over every workplace task,

along with family and social obligations, can make some people go crazy. But those

with high EQ know how to balance their work and life appropriately, because they don’t

see everything coming their way as a challenge.

 They embrace change. Fear of change can be paralyzing emotional state. But rather than

viewing change as a threat to their success and happiness, emotionally intelligent people

are flexible and welcome adaptation.

 They don’t dwell on the past. Emotionally intelligent people let the past stay in the past,

because they would rather contemplate new ideas and possibilities in business rather than

dwell on any past mistakes.

 Good judges of character. When we make the right decisions to set ourselves up for

continued success, we undoubtedly make new connections and associate with likeminded

people. Over time, emotionally intelligent people become exceptional judges of character

and start distancing themselves from those who tend to bring them down.

 Neutralize negative self-talk. Emotionally intelligent people can deal with negative

thoughts from facts to make decisions that can positively impact them and their

colleagues or loved ones.

 Give and expect nothing in return. Emotionally intelligent people tend to be selfless

individuals, because they’re constantly thinking about others’ well-being.

  They’re self-motivated. Emotionally intelligent people get down to business quicker and

with greater ease than others, because they know their strengths. They are true go-getters

who initiate conversations to strategize how something should be accomplished.

 Difficult to offend. Emotionally intelligent people built up a certain level of self-

confidence that allows them to brush off negativity. Their thick skin might even allow

them to poke fun of themselves.

 Empathetic people. Being able to relate to others, show compassion and provide

strategies for self-improvement are some of the hallmarks of emotionally intelligent

people. Plus, being empathetic shows a level of sincerity and curiosity that often is the

starting point of forging new relationships in business, life and family life.

Four major emotional intelligence abilities. The following are the four major emotional

intelligence abilities by (Kelly 2015).

 The ability to recognize emotions

 The ability to reason with emotions

 The ability to comprehend emotions

 The ability to effectively manage emotions

If one’s have ability to understand and organize your emotional state and recognize and

manage emotional disturbance effectively then you will become emotionally stable and more

resilient in life.
Parenting Styles

A parenting style is a psychological construct representing standard strategies that parents

use in their child rearing. Parenting styles are the representation of how parents respond to and

make demands on their children (Keehn, 2010).

Parenting styles have Strong association between achievement and parenting attitude and

authoritative parenting styles is associated with higher levels of achievement in adults

(Baharudin, 2010)

Parenting styles was also related to psychological adjustment, resilience well being and

motivation in young adults (Keehn, 2007).

Parenting is defined as “the extent to which parents intentionally foster individuality,

self-regulation, and self-assertion by being attuned, supportive, and acquiescent to children’s

special needs and demands” (Grolnick, 2003).

Adults from authoritative Parenting style applied most adaptive achievement strategies

characterized by low levels of failure expectations, task irrelevant behaviour and passivity, and

the use of self-enhancing attributions (Kaisa, 2000).

Importance of Parenting Styles. The concept of parenting styles was introduced in the 1960s

by Diane Baumrind. She conducted a study on more than 100 preschool-age children to explain
differences in the way parents attempt to control and socialize their children. She identified some

important dimensions of parenting such as disciplinary strategies, warmth and nurturing

communication styles, and expectations of maturity and control. Based on the dimensions, she

suggested that the majority of parents display one of three different parenting styles i.

e. Authoritarian; Authoritative; Permissive. Later, in 1983, researchers (Maccoby &

Martin) added the fourth style of parenting Uninvolved. Parenting is an evolving process. with

dedication and commitment, parents can cultivate a positive relationship with their children.

Over time child will grow as a responsible adult. If Parents will manage to provide them a

supporting, healthy, but not “too controlling” environment they they will become emotionally

stable and intelligent.

Types Of Parenting Styles. Following are Four types of Parenting Styles by (Baumrind &

Martin).
Authoritative Parenting Style. It Involves high demandingness and high responsiveness.

Authoritative parents have high expectations for achievement and maturity, but they are also

warm and responsive. These parents set rules and enforce boundaries by having open discussion,

providing guidance and using reasoning. These parents provide their kids with reasoning and

explanation for their action. Explanations allow children to have a sense of awareness and teach

kids about values, morals, and goals. Their disciplinary methods are confrontive, i.e. reasoned,

negotiable, outcome-oriented, and concerning with regulating behaviors. Authoritative parents

are affectionate and supportive. They provide their children with autonomy and encourage

independence. They also allow bidirectional communication. This parenting style is also known

as the democratic parenting style. Children of authoritative parents are cherished.

Based on Baumrind’s research on parenting styles, children of authoritative parents tend to:

 Appear happy and content.

  Are more independent

 Are more active.

 Achieve higher academic success.

 Develop good self-esteem.

 Interact with peers using competent social skills.

 Have better mental health, less depression, anxiety, suicide attempts, delinquency,

alcohol and drug use. Exhibit less violent tendencies.

 Are securely attached.

Authoritarian Parenting Style. It Involves High Demandingness and Low responsiveness.

High levels of parental control and low levels of responsiveness are the two characteristics of

authoritarian parents. Although authoritarian parenting and authoritative parenting styles have

similar names, they have several important differences in parenting belief, demand and approach.

While both parental styles demand high standards, authoritarian parents demand blind obedience

using reasons such as “because I said so “. They only allow one-way communication through

rules and orders. Any attempts to reason with them are seen as backtalk. These parents use stern

discipline and often employ harsh punishment, such as corporal punishment, as a way to control

children’s behavior. Their disciplinary methods are coercive, i.e. arbitrary, peremptory,

domineering, and concerned with marking status distinctions. Authoritarian parents are

unresponsive to their children’s needs and are generally not nurturing. They usually justify their

mean treatment of their kids as tough love.

Children whose parents have an authoritarian parenting style tend to.

  Have an unhappy disposition.

 Be less independent.

 Appear insecure.

 Possess low self-esteem.

 Exhibit more behavioral problems.

 Perform worse academically.

 Have poorer social skills.

 Be more prone to mental issues.

 Be more likely to have drug use problems.

 Have worse coping skills.

Permissive Parenting style. It involves low demandingness and high responsiveness.

Permissive parents set very few rules and boundaries and they are reluctant to enforce rules.

These indulgent parents are warm and indulgent but they do not like to say no or disappoint their

children.

Children of permissive parenting tend to have the worst outcomes:

 Cannot follow rules.

 Have worse self-control.

 Possess egocentric tendencies.

 Encounter more problems in relationships and social interactions.

Neglectful Parenting Style. It involved low demandingness and low responsiveness. Neglectful

parents do not set firm boundaries or high standards. They are indifferent to their children’s

needs and uninvolved in their lives. These uninvolved parents may have mental issues

themselves such as depression, or physical abuse or child neglect when they were kids.

Children raised by neglectful parents:

 Are more impulsive.

 Cannot self-regulate emotion.

 Encounter more delinquency and addictions problems.

 Have more mental issues e.g. suicidal behavior in adolescents.

Conclusion. Humans at birth is like a white paper that has not been written something on it yet,

and we read same in the future what write on them; in other words, personality of children are

made by the family, school and other social environments. The family is the first social

institution where the child is upbringing, and specific ways which families apply for upbringing

their children is called parenting styles. Families have different cultures and its role in character

building of children is more important than other institutions. Parenting styles can be affected by

many factors, including: cultural, social, political, economic, etc, therefore it must be admitted

that parenting behaviors may change due to cultural, ethnic and economic. Authoritative style

(decisive and reassuring parents (strong)), permissive style (permissive parents), despotic style

(despotic parents) and neglect style (negligent or inattentive parents) are the most important

parenting practices (Dolati, 2010).

Theories of Emotional Intelligence and Parenting.

Goleman’s Theory of Emotional Intelligence. Goleman’s Theory of Emotional

Intelligence was first developed in 1995. The concept of emotional intelligence (EI) helps

individuals to guide their thinking and actions. He defined emotional intelligence as the

ability of individuals to recognize their feelings and those of others for motivation and

management of emotions for themselves and their relationship with their parents and peer

group. This theory applies to many different spheres of life, including Family, educational

and social settings, to improve the one’s emotional intelligence.

Key Concepts of Goleman’s Theory. It involved following concepts.

Self-Awareness. According to Mayer, self-awareness is the ability of an individual

to know the current mood and its reasons. It enables individuals to understand their

strengths and weaknesses and process the effect of moods, emotions, and drives in other

people. Self-Awareness depends on the ability to identify and monitor one’s emotions

and properly identify emotions in other people. Emotions constantly evolve and can be

communicated both verbally and non-verbally. Without self-awareness, an individual can

not objectively assess emotional states because there is a need to know the reason for

each emotional state. Individuals who have the attributes of self-awareness demonstrate

self-confidence, mainly when they assess their performance with the opinions of their

colleagues.

Motivation. Motivation is the inner passion that drives outward activities. It

considers the benefits of engaging in activities in the long run rather than immediate

gains.
 The stronger the motivation, the more the tendency to focus on the set goals by individuals.

Motivated individuals have a strong drive to achieve more, and they also display

optimism even if they face unexpected challenges.

Empathy. Empathy refers to the ability of individuals to respond to others based on

their emotional make-up or reactions. It involves the show of concern towards others when

they have negative experiences. It requires sensing the feelings of others, allowing them

to share how they feel and understand them based on their perspective. This component

improves attributes such as cross-cultural sensitivity, talent building and retention, and to

clients.

Social Skills. An individual’s social skills determine the extent to which relationships

and networks are built and maintained. It involves the ability of the individual to find

common ground with other people under different circumstances and leverage their views

about the world to build relationships. This component is essential in building teams and

bringing about positive change in settings. It also fosters interactions among people with

diverse backgrounds through enhanced communications.

Self-Regulation. Self-regulation is the ability to control unexpected or disruptive

emotions or impulses by maintaining a positive outlook even when situations do not go as

planned. It helps prevent spontaneous judgment. It improves openness to change and

adaptability among individuals. It also empowers individuals to develop good initiative,

optimism, and integrity. Individuals that exhibit self-regulation do not react to setbacks but

they respond appropriately by managing their emotions.

Grounded Theory of Parenting and Emotional Intelligence. Grounded theory by Baron,

(2004) examined how the cultural influences in parenting practices of East Asian parents impact
the different aspects of emotional intelligence in older adolescents. Twenty older adolescents

(ages 16—19) and their mothers, from Chinese and Korean heritage, living in the Southern Bay

area in California participated in the study. The main form of data collection was through formal,

in-depth and open-ended interviews and administration of standardized emotional intelligence

questionnaires. The findings suggest that East Asian beliefs in hierarchy in family order, ‘saving

face, hard work, respect for elders and sibling relations have an impact on parent and child

interaction. In addition, acculturation and globalization contributed to the change in cultural

norms. The repeating themes related to parenting practices were correlated with very low, low,

medium and high emotional intelligence levels. Distinct attitudinal and perceptual differences

between adolescents with very low and high emotional Intelligence were found.

Emotional Intelligence Model. According to Goleman, (Faltas, 2017), Emotional Intelligence

Model is a cluster of skills and competencies, which are focused on four capabilities: self-

awareness, relationship management, and social awareness.

He also suggested that basics of Emotional Intelligence Involved.

 emotional self-awareness

 emotional self-control

 adaptability

 achievement orientation

 positive outlook

 influence

 coaching and mentoring

 empathy

 conflict management
  teamwork

 organizational awareness

 inspirational leadership

Parenting Styles and Emotional Intelligence. Baumrind’s (2000) worked on the interactions

between parenting style and emotional development in children, had determined that a parent’s

chosen pattern of child-rearing had the power to affect the manifestation and level of intensity of

a child’s abilities across four major areas of emotion: Perception, understanding, integration, and

management of emotions. When it comes to parenting and emotional intelligence, there are two

groups of parents as it relates to the world of emotions. Emotion Dismissing parents and

Emotion-Coaching parents. Emotion Dismissing parents are action-oriented and don’t want to

become emotional. In fact, they tend to see being emotional as potentially destructive in

themselves and in their children. On the other hand, emotion-coaching parents are the opposite;

they accept emotions and explore emotions in themselves and others (Williams, 2012). Adler,

(1924) outlining the impact of parenting style on adult personality showed significant links

emotional intelligence, wellness in life, self-control, self-esteem, and relationship satisfaction.

Conclusion. The parenting styles of the parents directly influences the character of children in

the adolescence and adulthood. Inappropriate parenting styles cause psychological problems in

the emotional, educational, occupational, familial and individual performance. A number of

studies have reflected that the change in parenting style of the parents can fix the psychological

problems. The aim of this study is to explore the relationship in parenting styles and emotional

intelligence in adults. This study is going to conduct in Pakistani context and it will help parents

to understand their children emotional state and deal them with resilience and used compassion

then they will become emotionally intelligent and well-adjusted in all fields of life.
Chapter II

Literature Review

Present study’s aim is to find a relationship between Parenting Styles and Emotional

Intelligence in Young Adults. Here are few digenous and indigenous researches that support this

idea.

International Researches

Adheisat (2018) investigate the relationship between the parenting styles and emotional

intelligence of a sample of kindergarten children in Zarqa II Governorate, Jordan. To achieve this

objective, two measures were utilized, namely, the emotional intelligence scale of the

kindergarten children and the parenting styles scale on a sample of 100 kindergarten children, 47

of whom were male and 53 were female. The results revealed that the prevalent parenting styles

were the democratic, authoritative, and permissive styles respectively. Further, the results

showed a statistically significant positive relation between the democratic parenting style and

emotional intelligence in all its domains, and showed a statistically significant negative

relationship between the authoritative and permissive styles and emotional intelligence.

Furthermore, the results revealed a lack of statistical differences in all areas due to the impact of

gender in emotional intelligence

Quynh (2020) examine the association between parenting styles and EI among

Vietnamese adolescents. This is a cross-sectional school survey using multilevel regression

analyses controlling for potential confounders and school cluster effects. The principal data

sources were the Trait Emotional Intelligence Questionnaire—Adolescent Short Form, which has

been translated into Vietnamese, and the locally validated Parental Bonding Instrument, which
assesses three main parenting styles: warmth, overprotectiveness, and authoritarianism. Results

from 1,593 students revealed that boys had significantly higher overall EI, Well-Being, and Self-

Control subscale scores than girls. The warmth of parents during childhood was associated with

higher EI, while overprotectiveness and authoritarianism from mothers were associated with

lower EI among adolescents. This study supports the impact of parenting styles on EI. The

warmth and care from both mother and father will benefit the emotional development of their

children in Vietnam.

Motalebi (2016) examined the association between perceived parenting styles and

emotional intelligence in Iranian boy students. The sample size was 188 boy students (age from

16 to 19) were chosen by a multi-stage cluster sampling method. To analyze the data, Pearson

correlation coefficient and multivariate regression analysis were used. The findings revealed

there were positive associations between affectionate constraint parenting style, and optimal

parenting style with high ability of emotional intelligence, and negative associations existed

between affectionless control style and neglectful parenting style with high ability of emotional

intelligence. The affectionate constraint parenting style was a powerful predictor of high ability

of emotional intelligence, and neglectful parenting style was a plausible predictor of low ability

of emotional intelligence in adolescents.

Shalini (2013) examined the influence of perceived paternal parenting styles on

emotional intelligence of adolescents. Sex differences in perceived paternal parenting style was

also explored. The participants comprising of 973 Pre University college students ranging in age

between 16-18 years were administered. Results indicated father’s authoritative and authoritarian

parenting style significantly correlated with emotional intelligence and fathers were perceived to
be more authoritative towards girls than boys. Findings suggest greater involvement of fathers

and adopting an authoritative approach in bringing up emotionally intelligent adolescents.

Salimynezhad (2015) find a relationship between parental styles with emotional

intelligence, in elementary schools students of MAKOO. The sample size was 80 boys and girls

elementary schools students were chosen by a cluster sampling method. The methods of this

research was descriptive and correlation analysis. For gathering data, students filled out Parental

style questioner and Bar- On emotions intelligence questioner. To analyse the data, Pearson

correlation coefficient with SPSS 16th software were used. The findings revealed there were

Positive associations between all parenting style with emotional intelligence. Girls students

authoritarian parenting style more positive relations with intelligence than the boys.

Evangelia (2016) examine the relationship between parenting styles and trait EI in an

adolescent population. The sample of our study consisted of 127 adolescents (M age = 16.4, SD

= 0.96; 42.2% female) from Greek schools, 15–19 years old, who were asked to complete

questionnaires of perceived parenting (Parental Authority Questionnaire – PAQ) and trait EI

(Trait Emotional Intelligence Questionnaire–Adolescent Short Form – TEIQue–ASF). The

estimation of the association between parenting scores and trait EI was based on a multivariable

mixed-effects regression model. An association between parenting styles and trait EI, statistically

significant for authoritativeness (b = 0.27, z = 3.92, p < 0.001) and marginally significant for

authoritarianism (b = –0.10, z = –1.77, p = 0.08), emerged even after controlling for a set of

potential predictors of trait EI. Additionally, statistically significant associations of adolescents’

gender (b = –0.29, z = –2.37, p = 0.02) and parental education (b = 0.32, z = 2.54, p = 0.01) with

trait EI were found. These findings provide insight in the field of trait EI antecedents and
underline the potential significance of primary prevention programs with parents that aim to

develop trait EI at a young age.

Chong (2015) study sought to extend knowledge about trait emotional intelligence (EI)

by examining its relationship with paternal and maternal parenting styles and positive and

negative self-talk among Singaporean adolescents. Students in Grades 6 through 8 (262, 49.3%

girls, mean age = 13.94) completed instruments measuring trait EI, perceived authoritative,

authoritarian, and permissive parenting styles, and positive and negative self-talk. Both paternal

and maternal authoritative parenting styles together with positive self-talk emerged as significant

predictors of different components of trait EI, suggesting that fathers’ and mothers’ perceived

parenting styles have unique relations with different facets of emotion expression, management,

and regulation. Positive self-talk mediated the relationship between perceived authoritative

parenting styles and trait EI. Negative self-talk suppressed the relation between maternal

authoritarian parenting and self-management of emotions. The findings provided further insights

to inform how parenting practices and demands can foster self-talk that would have important

implications for children’s socioemotional development.

Sung (2013) examine the impact of parenting styles on emotional intelligence of HIV-

affected children in Thailand. This study uses data from 205 HIV-affected children in northern

and northeastern Thailand. Correlation and regression analyses were used to examine the

predictors of emotional intelligence. Children reporting higher levels of stress reported less

caring parenting style (standardized beta [B]=−0.18, p=0.050). Children with higher self-esteem

were also more likely to perceive their parents as caring (B=0.48, p=0.002). Children who scored

lower on their self-esteem reported their parents to be more overprotective (B=−0.30, p=0.030),
and children reporting higher levels of stress reported their parents to be more overprotective

(B=0.12, p=0.010). Children reporting caring parenting style were significantly more likely to

report higher emotional intelligence (B=0.66, p=0.001). Parenting styles play an important role

in the emotional intelligence. Identifying and testing interventions to help parents improve their

parenting styles, while helping their HIV-affected children cope with stress and self-esteem, are

essential in promoting mental health of HIV-affected children in Thailand.

Laura (2012) highlight the relationship between the level of development of emotional

intelligence and parental styles. There were implied 90 adolescents and their parents. The results

show the fact that the development level of emotional intelligence is influenced by the five

parental styles: authoritarian, dictatorial, permissive, democratic and rejecting / neglecting. The

manner in which parents report to their own adolescents, marks the level of development of

emotional intelligence.

Digenous Researches

Shahida (2022) assessed the impact of positive parenting on the trait emotional

intelligence, prosocial behavior (altruism) and friendship quality of adolescents. The sample of

present study comprised 350 adolescents (208 boys and 142 girls) aged between 14 and 16 year

(M = 15. 46 year, SD = .86) and their parents. The data were collected from two public and two

private sector schools of Lahore, Pakistan. The final model of a mediational path analysis

revealed that positive parenting had a statistically significant indirect impact on the prosocial

behavior of adolescents via emotional intelligence (R2 = .24). As the friendship quality of

adolescents concerns, positive parenting had statistically significant direct and indirect impact

(via emotional intelligence and prosocial behavior) on it (R2 = .28). Gender appeared as a

significant covariate of both prosocial behavior and friendship quality. Based on the results, we
suggest parents to practice positive parenting styles and recommend emotional intelligence

training of adolescents to promote prosocial behavior and better relationship with friends.

Tania (2020) observe the relationship between parenting styles, self efficacy, emotional

intelligence and academic achievement in medical students. Parenting style scale, generalized

self-efficacy scale, emotional intelligence scale, and academic locus of control scale were used to

measure variables under study. Data was collected from medical students of Lahore. Results:

Correlational analysis showed highly significant positive association between parenting styles,

self-efficacy, emotional intelligence and academic achievement in medical students. Regression

analysis showed significant prediction between emotional intelligence and academic

achievements. Moderation analysis showed self-efficacy was significant moderator between

authoritarian parenting style and academic achievement. Conclusion: Medical students who have

positive parenting styles, have high self-efficacy and emotional intelligence which leads them

towards high academic achievement

Sobia (2019) study was an endeavor to explore the role of parental rearing practices

particularly, emotional warmth in predicting emotional intelligence and resilience among young

adults. Sample comprised of 465 students (227 women, 238 men) with age ranged from 18-26

years (M =21.4; SD =1.88) from public and private sector universities of Rawalpindi and

Islamabad. Data was collected through Convenient Sampling Technique. Results revealed that

perceived emotional warmth positively correlated with resilience and emotional intelligence.

Moreover, perceived emotional warmth was significant predictor for resilience and emotional

intelligence. Further, significant gender differences were also observed on emotional warmth;

women reported more perceived emotional warmth as compared to men. Findings of the study
have been discussed with reference to pertinent literature and implications for both clinical and

non-clinical sample have been given.

Moazama (2017) investigate the relationship between attachment styles, emotional

intelligence and social intelligence among conveniently selected 340 university students (155

male & 225 female). Relationship Scales Questionnaire (RSQ; Griffin & Bartholomew‚ 1994),

indigenously developed Emotional Intelligence Scale (EIS; Batool, 2009) and Tromso Social

Intelligence Scale (TSIS; Silvera, Martinussen, & Dahl, 2001) were used. Results showed that

emotional and social intelligence were positively related with secure attachment style and

negatively related with preoccupied, dismissing, and fearful attachment styles. High level of

social intelligence moderates the relationship between attachment style and emotional

intelligence. Limitations of study and suggestions for future endeavors have also been discussed.

Asrar (2017) Investigate the impact of emotional intelligence on teacher‫׳‬s job

performance in the education sector of Pakistan. Sample size consists of 166 teachers from

universities in the area of central Punjab, Pakistan. Theories of emotional intelligence proposed

by Salovey and Mayer (1989–1990) were used as the conceptual framework and its relationship

with the job performance of teachers was examined. Reliability and validity of variables was

tested through measurement model of PLS-SEM. The result indicated that emotional intelligence

has a significant impact on the teacher‫׳‬s job performance. Key research finding revealed that

emotional self-awareness, self-confidence, achievement, developing others and conflict

management have a positive and significant relationship with the teacher‫׳‬s job performance.

Shahida (2014) examine the relationship between parents' emotional intelligence and

adolescents' aggression, through the mediation of parenting styles. Two hundred and twenty-five

undergraduate students (113 boys & 112 girls; age 17–18 years), from four universities in
Pakistan, participated with their parents.. Mediational path analysis supported our hypothesised

model. Results indicate that emotional intelligence of parents indirectly links to aggression

among offspring, through parenting styles. It was concluded that emotional intelligence training

will help parents to improve their parenting styles, and it will lower the risk of aggression in their

children.

Saleem (2018) examine the relationship between emotional intelligence and aggression

and investigating gender differences for both variables. A sample of 100 University students (50

males and 50 females) were recruited from two adjacent cities of Pakistan. Results indicated a

negative association between emotional intelligence and aggression (r = − 0.34, p < .001)

specifically with hostility and anger subscale of aggression (p < .001). Moreover, no significant

gender differences were observed for emotional intelligence (p > .001) and aggression except for

the physical aggression subscale on which male students scored higher as compared to female

students (p < .05). Results suggest that emotional intelligence could be a protective factor against

specific aspects of aggression.

Tariq (2014) investigate the relationship of emotional intelligence with self-esteem and

depression among adolescents. 182 participants both male and female of age range 12 to 18 years

with mean age of 15.70 and SD=1.82 were included in this study. Sample was selected via using

mixed method sampling technique. Pearson Product moment of Coefficient of correlation was

used in order to find out relationship of emotional intelligence with self-esteem and depression

among adolescents. Results showed that Emotional intelligence is positively related to selfesteem

and negatively related to depression among Pakistani adolescents.

Conclusion. A review of literature shows that individuals Emotional Intelligence has great

connection with their families, and that the majority of the adolescents and adults suffering from
poor parenting styles and their emotional state is also effecting. Parents with highly disciplined

parenting styles and those with uncoordinated relationship with their children s create an

atmosphere vulnerable to perilous or high-risk emotions & behaviors among adults. Despite the

great body of literature on the subject, very little has been known about the relationship between

parenting styles and emotional intelligence in adults. This study will help Parents to understand

their children emotional intelligence also children to adapt healthy lifestyle.

Rational of the Study

This retrospective study will evaluate the relation between parenting styles and emotional

intelligence in young adults. This study will augment the current literature from a new

perspective, specifically that of adults responding retrospectively about both of their parents’

behaviors. This should provide insight into the more long-term effects of parenting style, while

offering theoretical support for its relation to emotional intelligence. The study based on

emotional intelligence will focus on the critical emotional skills attained the parenting style in

adults.

Objectives of the Study

 To assess the significant positive relationship in paternal parenting styles and emotional

intelligence in Young Adults.

 To find out the sex difference in paternal parenting styles as perceived by Young Adults

Hypotheses

 There will be a positive relationship between parenting styles and emotional intelligence

in young adults.

 Authoritarian parental style will be associated with a low level of emotional intelligence.
 Authoritative parental style will be correlated with a high level of emotional intelligence.

 Permissive parental style will be correlate positively with high levels of emotional

intelligence.

 Rejecting / neglecting parental style will be correlate with low emotional intelligence.