Abstract
Parental educational styles have a significant effect in personal development. These styles (authoritative, democratic, permissive and neglectful) can be related to affects and social skills at the individual level. The study presented here, which comprised 456 participants (151 men; 33.11%), with an average age of 22.01 years (s.d. = 2.80), aimed to analyse the relationship between parental styles, affects and social skills, as well as the role played by affects in the relationship between parental style and social skills. The results suggest that the constructs under study are closely related. The most common parental style is democratic. By gender, permissive styles were more often applied to women and authoritative styles to men. No significant gender differences were found in the application of democratic and neglectful parental styles. In terms of emotional support, women were found to have higher negative affect scores and men higher emotional support scores. People with parents that use democratic and permissive styles scored higher in all variables related to affects and social skills, which challenges the notion that democratic styles are the best parental styles in terms of socialisation of children. The results of the affect and social skills scales were analysed in relation to parenting styles, indicating that children educated under a democratic parental regime tend to yield higher scores in terms of social skills than children educated under any other form of parental regime and medium scores in terms of affects. Finally, it was found that parenting styles have a direct influence on social skills, which tend to improve when affects play a mediating role between these two constructs. These results suggest that parenting styles are closely related to affects and social skills. In addition, they also suggest that affects play a mediating role in the relationship between parenting styles and social skills. Finally, owing to the impact that parenting styles have on affects and social skills, more research is needed to address this issue.
Highlights
Plays a crucial role in the early acquisition of habits, skills and behaviours.Adults, in both families and the school, are essential in the education of children [1–4].Individual and contextual factors play a direct role in educational processes.Complementing Baumrind’s [5,6] pioneering research on parental styles and the effect of family socialisation on social skills in children and teenagers, MacCoby and Martin [7]developed a typology of four parental styles: authoritative, democratic, permissive and neglectful
The permissive style was proportionally more used in women (28.6% in women vs. 18.5% in men), while the opposite situation was found in the authoritarian style
The results suggest that parenting styles (VI) are a mediating variable (VM) on positive affects (−0.33) and on negative affects (−0.14)
Summary
Plays a crucial role in the early acquisition of habits, skills and behaviours.Adults, in both families and the school, are essential in the education of children [1–4].Individual and contextual factors play a direct role in educational processes.Complementing Baumrind’s [5,6] pioneering research on parental styles and the effect of family socialisation on social skills in children and teenagers, MacCoby and Martin [7]developed a typology of four parental styles: authoritative, democratic, permissive and neglectful. Plays a crucial role in the early acquisition of habits, skills and behaviours. Adults, in both families and the school, are essential in the education of children [1–4]. Developed a typology of four parental styles: authoritative, democratic, permissive and neglectful. As such, parenting styles can be defined as the behaviour of adults as children’s models in terms of everyday choices, decision making, conflict resolution, expectation management and rulemaking. These will determine the children’s behaviours and emotions throughout their lives [8,9]
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