The Role of Parental Authority in Social Performance and Emotion Regulation with Relation to Temperament among First-Grade Students

Abstract

This study aimed to reveal the role of parental authority in social performance and the regulation of emotions and their relationship to temperament among first-grade students in private schools in Amman-Jordan. A sample of 939 students (males and females) of private schools in Amman was selected through stratified random sampling. The study depends on a correlation descriptive approach and used the parenting practices scale (Alabama Parenting Questionnaire (APQ), the Emotion Regulation Scale, Temperament scale, and the children’s behavior questionnaires (CBQ) to collect data. The means, standard deviation (SD), Pearson’s correlation coefficient and (Z) test were used as statistical methods for data analysis. The results showed that the level of parenting practices scored a medium level, with a mean of (2.90), the emotion regulation scored a medium level, with a mean of (2.99), while the level of temperament scored a high level, with a mean of (4.86) of the total score. The results also showed the existence of a positive, statistically significant relationship at (α = 0.05) between parenting practices and the regulation of emotions, and there was no statistically significant difference at (α = 0.05) in the strength of the relationship due to the effect of the temperament pattern of the students between the regulation of emotions on the one hand and each of the participation, positivity, control, and punishment. Yet, there was a statistically significant difference (α=0.05) in the strength of the relationship due to the effect of the students' temperament level between emotion regulation and control in favor of low temperament.
 
 Received: 16 April 2022 / Accepted: 29 June 2022 / Published: 5 July 2022