Authoritative Parenting Style Research Articles

Dog-directed parenting styles predict verbal and leash guidance in dog owners and owner-directed attention in dogs

Dog-directed parenting is an aspect of the owner-dog relationship that describes the overarching emotional sphere in which the dog’s guidance and training take place. How dog-directed parenting styles express in specific owner-dog interactions is presently unknown. However, such knowledge can help to advise dog owners on appropriate parenting of their dog. Child-directed parenting is regarded appropriate when it is demanding for socially adaptive behaviour as well as responsive to the child’s needs. This combination of high demandingness and responsiveness is known as authoritative parenting, which in dog-directed parenting manifests in two ways. Teaching the dog socially adaptive behaviour is key to the authoritative-training style (AUT) and being responsive to the dog’s perceived needs and emotions is key to the authoritative-intrinsic style (AUI). A third dog-directed parenting style, the authoritarian-correction style (AUC), of high demandingness and low responsiveness focusses on correcting the dog’s undesired behaviour. We determined these three dog-directed parenting styles by an online questionnaire and tested the styles for associations with owner and dog behaviours. The behaviours were scored as the owner-dog dyads walked a short course with distractions (treats and balls) that dogs should ignore (N = 40) or when they had a ten-minute break together (N = 36). Nine out of 49 behavioural observations, such as verbally praising or correcting the dog and leash tensions, related significantly (comparison-wise two-tailed P < 0.05) to the parenting styles and Spearman rank correlations explained up to 30 % of the variance. The self-report-based dog-directed parenting styles related logically to the way owners actually interacted with their dogs, verbally and by leash. AUI and AUT parenting related directly to verbally praising the dog. AUC parenting related directly to verbally correcting the dog and to leash tensions. Also, AUC parenting related inversely and AUT parenting directly to the dog frequently looking at its owner during the course with distractions. Thus, we find evidence that verbal communication and leash tensions are telling about dog-directed parenting styles and, possibly, constitute meaningful manifestations to address in educational interventions for dog owners. We see potential merit in moving AUC parenting dog owners away from leash-related guidance towards verbal praise-based guidance and a more authoritative dog-directed parenting style.

Effect of parenting styles on academic performance of disable students in Quetta, Pakistan

The current study was conducted to assess various parenting styles on the basis of disable student’s discernment and to evaluate the association of disable students’ educational performance with parenting styles. For the presentation of theoretical model of parenting styles, Parental Authority Questionnaire was used to evaluate the three parenting styles such as authoritative, authoritarian & permissive generated on disable students’ insight [1]. In this correlational study evaluating the student`s performance with their communication skills, positive attitude, learning skills, creativity, study skills and educational motivation, the Academic Performance Questionnaire was used [2].Both mechanisms were established on five point Likert balance. The areas for sample population of the study was consist of special education schools of disabled children at Quetta, Pakistan. The data was collected from two special educational institutes. The sample size was consists of 217 students with age group of 10-26 years old. The relationship between student`s academic performance with parenting styles was estimated by Pearson’s correlation coefficient (r). According to the findings of the present study relationship of authoritative parenting style with academic performance was found to be positive. Whereas the correlation between authoritarian and permissive parenting styles and academic performance were negatively associated. Generally, the authoritative parenting style was found to be positive parenting style and authoritarian and permissive styles were demonstrated to be negative parenting styles in the cultural perspective of Quetta.

ORANG TUA MULTI ETNIK DI KOTA TANJUNG BALAI: GAYA PENGASUHAN DAN PERKEMBANGAN SOSIAL EMOSIONAL ANAK USIA DINI

This paper presents the style of care adopted by multi-ethnic parents whose ethnicity includes Asahan and Toba Bataks. The parenting style of each parent is certainly different. This difference is triggered by several factors, one of which is culture. The culture carried by parents will affect the style of care and will have an impact on aspects of the child's development, including the child's emotional social. This study aims to determine the type of care done by multi-ethnic parents, and determine the factors that influence the social emotional development of children with multi-ethnic care. The results of the study illustrate that the culture of 7 parents in the city of Tanjung Balai causes a fusion of parenting or what is called parenting acculturation. Parenting styles adopted by parents affect the child's emotional social development. The parenting style applied by multi-ethnic parents in Tanjung Balai is permissive, and authoritative, which is relatively consistent over time. Permissive parenting style applied by multi-ethnic parents tends to give full freedom to children in making decisions and never gives an explanation or direction to the child, there is no stimulus, control and control to the child. While authoritative parenting styles tend to have strong principles towards culture, be rational, always base their actions on thought, pay attention to children's development, and direct the child to be able to behave rationally. The impact of multi-ethnic care is that children are able to recognize their own feelings, but have not been able to adapt to environmental situations, children have a great determination in completing play activities, this is supported from the care of Toba Batak culture which tends to be hard, and holds sufficient principles strong. Several factors influence the emotional social development of children from the care of multi-ethnic parents in the city of Tanjung Balai, namely the attitude and temperament of parents, the level of social activity, and the number of children. Keywords: Parenting style, Multi Ethnic, Emotional Social early childhood

The effects of parental control and warmth on problematic internet use in adolescents: A prospective cohort study

Background and aimsProblematic internet use (PIU) is a highly prevalent condition with severe adverse effects. The literature suggests that parent-child bonding and parental behavioral control exert protective effects against PIU. However, the most relevant studies rely on simplistic measurement of parenting, cross-sectional designs and mixed-aged samples. Our study analyzed the effect of maternal and paternal parenting on PIU by using a prospective design and a cohort sample of same-aged children.MethodsData from 1,019 Czech 12-year-old sixth-graders who were followed until ninth grade were used. Maternal and paternal responsiveness and strictness were reported by children using the Parental Acceptance-Rejection Questionnaire (PARQ) and the Parental Control Scale (PCS). PIU was measured by the Excessive Internet Use Scale (EIUS).ResultsThe self-reported PIU prevalence in nine-graders (15-year-old) was 8.1%. Parenting, reported by adolescents 18 months before PIU screening, showed significant relationships with PIU: parental responsiveness was negatively and moderately associated, while maternal strictness showed a weak positive association; the authoritative parenting style in both parents decreased PIU, with a PIU probability of 3.21%, while a combination of maternal authoritarian and paternal neglectful parenting was associated with PIU probability as high as 20.9%.Discussion and conclusionsThe self-reported prevalence of PIU in Czech adolescents was found to be high. The effects of parenting on PIU were similar to the effects of parenting on other problematic behavior among adolescents. Our findings showed the need for interventions to prevent PIU by helping parents to apply optimal parenting styles.

Correlation of Authoritative Parenting Style and Discipline of Study Toward Students’ Mathematics Knowledge Competence

Some factors give an impact on the student in elementary school. The discipline of studying and parenting style from the parents. Some of the parents are not realizing that parenting style will give an impact on the study result of their children. This research is aimed to determine the effect of the authoritative parenting style and discipline of studying to the competence of student mathematical knowledge. The type of research that is used is ex-post facto research with correlational research design. The population that used in this research is the fifth-grade students of the State Elementary School Group I Gusti Ngurah Jelantik, amounted to 178 students. The sample is determined by a proportional random sampling technique. The result of multiple regression analysis found the equation Ŷ = 8.205 + 0.958X1 + 0.358X2, and result Freg = 84.209 &gt; Ftable = 3.075. The Coefficient of determination (R2) = 0.594. Thus, meant score Freg is significant. Based on the result of the research, it can be concluded that there is a significant influence between the authoritative parenting style and discipline of studying to the competence of student mathematical knowledge of fifth-grade students with the percentage of influence about 59.4%.

Prenatal and Postnatal Predictive Factors for Children\u2019s Inattentive and Hyperactive Symptoms at 5 Years of Age: The Role of Early Family-related Factors

We examined several parent-reported prenatal and postnatal factors as potential risk factors for attention-deficit and hyperactivity disorder (ADHD) symptomatology in 5-year-old children. Our study is based on the CHILD-SLEEP birth cohort. Several parental questionnaires were collected prenatally (32nd pregnancy week) and postnatally (i.e. child aged 3, 8, and 24 months and at 5 years). At 5 years of age, ADHD symptoms were assessed using questionnaires. Our main results showed that being a boy, parental depressive symptoms, more negative family atmosphere or a child’s shorter sleep duration, and maternal authoritarian parenting style predicted inattentive/hyperactive symptoms. Maternal and paternal authoritative parenting style predicted less inattentive/hyperactive symptoms. Children with several risk factors together had the highest risk for inattentive/hyperactive symptoms. Our findings emphasise the need for early screening and treatment of parental mental health, and early evidence-based targeted parental support, to enable early intervention in those children at a risk of developing ADHD.

Pontificating the relationship between parenting styles and academic performance of senior high school students in the Kumasi Metropolis, Ghana

The study analysed the relationship between parenting styles and academic performance of senior high school students in the Kumasi Metropolis. Convenience and simple random sampling techniques were used to select the schools and 376 respondents, respectively. Pearson’s Correlation Coefficient Matrix and multiple ordinary least square were used to estimate the impact of parenting styles on academic performance. The study found that authoritative parenting style had greatest significant positive impact on academic performance of the students (β = 0.104, SE = 0.011, t = 9.539, p < 0.001), followed by authoritarian style (β = 0.044, SE = 0.011, t = 3.971, p < 0.001). However, permissive style had no significant impact on students’ academic performance (β = 0.042, SE = 0.025, t = − 1.682, p = 0.093). Neglecting style had significant negative impact on students’ academic performance (β = 0.072, SE = 0.011, t = − 6.740, p < 0.001). Following from the study findings, it is recommended that the Schools in collaboration with the Parent Teacher Association should organise guidance and counselling programs for parents to sensitise them on various parenting styles and their ramifications on academic performance of students. Also, Class Counsellors’ professional capabilities to manage the psycho-social problems of students are imperative for an improved academic performance of the latter.

Depression As a Path to Change: An Adult Woman's Voice About Parenting Practices, Mental Health and Recovery

After Diane Baumrind described the parental styles, many authors have studied their impact on different dimensions of children's development and mental health at the age of adolescence. However, few studies have aimed to explore the impact of parental style on mental health in adulthood and the recovery process. The present study aims to fill this gap. The case presented in this paper is part of a body of forty life story interviews with Romanian immigrants. The choice of this case is justified by the complexity of the narrative and the fact that it best reflects the researched issues. This study presents how the authoritarian style manifested by the interviewee's parents, in an interdependence culture, influenced how she felt, thought and acted at different stages of her life course, until falling into depression. Also, the study presents the winding road of recovery from depression. An authoritarian parenting style, manifested in a family environment in which the interdependence of members is strongly promoted, can affect mental health, creating vulnerability to depression. Understanding the past seems to be the foundation for the beginning of a journey for the personal reconstruction of a new and dynamic sense of self, in the winding road of recovery.

Parenting practices, aggressive response evaluationand decision, and social difficulties in kindergarten children: The role of fathers.

The associationbetween fathers' parenting characteristics and their preschool children's social information processing (SIP) patterns is an understudied research topic. Hence, the current study aims to bridge this gap by examining whether there are differences between mothers' and fathers' parenting characteristics and their children's SIP patterns as well as their social functioning in school, with a specific focus on children's aggressive response evaluation and decision (RED) and social difficulties in kindergarten. Using a multimethod (self-reports and direct assessments)multi-informant (mother, father, child, and teacher) design, we collected data from 115 kindergarten children, their mothers, and their fathers, tapping the parents' perceptions of the relationships with the child and parenting style; the child's aggressively biased RED, and the child's social difficulties in kindergarten. We found that fathers' parenting capacities are associated with children's aggressively biased RED, whereas no such associations were found for mothers. In addition, aggressively biased RED mediated the association between fathers' authoritative parenting style and the child's maladaptive behavior in kindergarten. There were no differences between fathers and mothers in relation to social difficulties in kindergarten, with both parents' authoritative parenting style associated with less social difficulties. However, sex moderated this association in mothers as their authoritative style was associated with social difficulties in boys but not in girls. This difference was not found in fathers. On the other hand, fathers' authoritarian parenting style was associated with aggressive RED in boys but not in girls. The tentative nature of these findings and the need for replications are discussed.

Maternal Parenting Mediate the Relationship between Maternal Psychopathic Traits and Child Callous-Unemotional Traits: A Longitudinal Multiple Mediation Model

The current study aimed to examine the mediation role of parenting styles (i.e., authoritative and authoritarian) in the relationship between maternal psychopathic traits and child callous-unemotional (CU) traits. A longitudinal research design was adopted using a sample of 486 Chinese mothers and child dyads in which children were between the ages of 8 and 11 years. The data was collected at three time points: mother-reported maternal psychopathy traits at Time One (T1), and parenting at Time 2 (T2), and at Time 3 (T3). Both the mother and the child reported on the child’s CU traits. The structural equation modeling (SEM) results revealed that the relation between maternal psychopathic traits and mother-reported child CU traits was fully mediated by maternal authoritarian and authoritative parenting, however, the mediation of maternal authoritarian was on the edge of significance and authoritative parenting was not significant with the child-reported outcome. These findings indicate that maternal psychopathic traits influence child CU traits through authoritarian parenting styles, while the mediation of authoritative parenting styles on child CU traits exists only in mother-reported measures. The different findings in cross-informant results between mother and child provide implications for future interventions in that the multiple informant approach is effective in comprehensively assessing child CU traits.

The Relationship between Parenting Styles and Behavioral Problems among Bahraini Preschoolers

The aim of the present study was to explore the relationship between Bahrainis’ mothers parenting styles and their young children behavioral problems. The sample composed of 255 mothers and 255 teachers of preschool children. Mothers responded to the Parenting Style Instrument whereas the teachers of the same children responded to the Behavioral Problems Instrument. The results indicated that authoritarian parenting style (42.69%) was the dominant style among Bahraini mothers of preschoolers from mothers’ perceptions. It is followed by cruelty style (13.04%) and authoritative style (11.86%). The results also showed a significant correlation between two parenting styles authoritarian and cruelty used by Bahraini mothers and attention deficit, hyperactivity and impulsiveness, and aggression among Bahraini preschoolers. It was found the authoritarian style is positively correlated with the three behavioral problems; whereas the cruelty style is positively correlated with aggression only.

Parenting Styles and Child's Well-Being: The Mediating Role of the Perceived Parental Stress.

In the last decades, consensus from laymen, scholars, and policy-makers has emphasized the role of child-parent relationships to promote child’s development and positive well-being. Parenting style was claimed as one of the crucial factors for the child’s positive adjustment. The main aim of the present study was to investigate the relationships between authoritative and authoritarian parenting styles and child’s difficulties. The mediational role of parent’s perception of a difficult child on the above mentioned relation was taken into account. The study was carried out on a sample of 459 couples including mothers (n = 459) and fathers (n = 459) of children aged 2 to 10 years old who filled in the Parenting Styles & Dimensions Questionnaire short version, the Strengths and Difficulties Questionnaire, and the Parenting Stress Index-short form. Main findings indicated that authoritative style was associated with less child’s maladjustment, while the authoritarian one showed the opposite association. These relationships were partially mediated by the perception of a difficult child, which partially explained the link between parenting style and child’s problems. Above and beyond the role of parent’s perception as a difficult child, parenting styles had an important effect on child’s difficulties. Future studies should replicate these results with other samples, use the spouse version of the parenting styles, control the effect of socio-economic status and other variables related to family functioning, as well as to consider the child’s perception regarding parents’ parenting style.

Impact of Parents' Knowledge about the Development of Self-Esteem in Adolescents and Their Parenting Practice on the Self-Esteem and Suicidal Behavior of Urban High School Students in Nepal.

Background: Suicide is the third leading cause of death in adolescents worldwide, self-esteem is a strong protective factor, and parents may be able to provide interventions. This cross-sectional study aimed to determine how parents can help enhance their adolescent’s self-esteem and prevent suicidal behavior among adolescents in Nepal. Methods: Self-administered questionnaires were distributed to adolescents aged 13–19 years and their parents at eight high schools in three provinces in Nepal (n = 575 pairs). The data were analyzed using descriptive and inferential statistics (bivariate and multivariate regression analyses). Results: The mean self-esteem score of adolescents according to the Rosenberg Self-Esteem Scale was 16.59, and the prevalence of suicidal behavior was 11.3%. Parent’s knowledge about the development of self-esteem in adolescents was significantly positively related to parenting practice (communication, support, positive reinforcement, etc.) (B = 1.0, 95% confidence interval, CI 0.89–1.11) and authoritative parenting style (B = 0.2, 95% CI 0.15–0.25). Parental authoritativeness was positively associated with the self-esteem of their adolescents (B = 0.1, 95% CI 0.01–0.18), while adolescents with authoritarian parents were prone to suicidal risk behavior (adjusted odds ratio, AOR = 1.1, 95% CI 1.0–1.19). Conclusion: Counseling to parents based on our findings would be helpful to enhance the self-esteem and prevent suicidal risk behavior in their adolescent children.

Uncovering the links between parenting stress and parenting styles: The role of psychological flexibility within parenting and global psychological flexibility

This study aimed to explore the role of psychological flexibility within parenting in the relationship between parenting stress and parenting styles (authoritative, authoritarian and permissive) in mothers of early and middle-aged children, as well as the moderator role of global psychological flexibility. The sample comprised 250 mothers of children between 2 and 12 years old, recruited online and in-person, who answered to self-report questionnaires assessing anxiety/depression symptoms, parenting stress, psychological flexibility within parenting, global psychological flexibility and parenting styles. The mediating model presented a very good fit for the data (CFI = 0.95, RMSEA = 0.07, 90% CI = 0.046/0.094) and has shown to be invariant across mothers of different age groups. Direct and indirect effects were found, with parenting stress affecting parenting styles directly, and indirectly, through psychological flexibility within parenting. The lower levels of psychological flexibility within parenting were translated into lower use of authoritative parenting style and into a higher use of authoritarian or permissive styles of parenting. Also, multigroup analyses showed that the model was variant as a function of global psychological flexibility (Δχ2(10) = 138.09, p < .001) supporting the buffer effect of global psychological flexibility in these relationships. Our results are innovative by highlighting the important role of psychological flexibility within parenting as a self-regulatory skill in the mother-child relationship, as it influences the mothers' ability to regulate their emotions and behavior in a way that promotes a sensitive response to the child's needs and good parenting practices, even in the presence of stressful demands (parenting stress).

INFLUENCE OF PARENTING STYLE ON ACADEMIC ACHIEVEMENT OF STUDENTS IN UNIVERSITY OF PORT HARCOURT

Purpose: This study examined the influence of parenting style on academic achievement of students in university of Port Harcourt. The purpose of the study was to determine how authoritative and authoritarian parenting style, broken home and family size influence the academic achievement of students in university of Port Harcourt.Methodology: The study employed a descriptive survey design. The target population under study was all the 45,000-55,000 students in university of Port Harcourt. A purposive sampling technique was used to select a sample of 200 students from the larger population which was proportionally distributed in 20 departments in the University of Port Harcourt with 10 respondents from each departments. This study used questionnaire for data collection instrument and data was analyzed using mean and standard deviation to answer research questions while the hypothesis was analyzed using T-test to establish the influence of parenting style on academic achievement of students in university of port Harcourt . The data was presented in tabular form.Findings: The researcher found that the students who performed best experienced authoritative parenting style and therefore, it was the best method of parenting style in relation to academic achievement.Recommendation: The researcher recommended that parents should consider their children’s opinion and allow them air their views while making some critical decisions in issues, particularly the ones above 18 years.

Do tiger moms raise superior kids? The impact of parenting style on adolescent human capital formation in China

How parenting style influences human capital accumulation is an important yet under-researched topic in the economics literature. Based on the two-wave longitudinal dataset of Chinese Education Panel Survey (CEPS), this study explores the impact of parenting style on adolescents' human capital formation, including cognitive and non-cognitive skills in China. Following the mainstream approach in development psychology, the measurement of parenting style is constructed from two dimensions – demandingness and responsiveness, and further classified into four types: authoritative, authoritarian, permissive and neglectful. We find that both demandingness and responsiveness of parents have positive effects on children's academic performance, while parents' responsiveness play a substantial role in the formation of children's cognitive skills (measured by the standardized cognitive skill tests) as well as socio-emotional skills (measured by mental health, self-confidence, motivation and extraversion). Putting together, the authoritative parenting style characterized by high demandingness and high responsiveness is associated with the best outcome measures among the four parenting types in cultivating children's human capital formation. Moreover, we find that student time-allocation, extracurricular activities and parent-teacher interactions may serve as important channels of the parenting influences, and that there exist moderate interactive effects between fathers' and mothers' influences and between the demandingness and responsiveness of parenting styles.

Childhood adaptation: Perception of the parenting style and the anxious-depressive symptomatology.

Childhood adaptation is essential for proper social-emotional development. Children growing up in a family context where they feel supported and protected are less vulnerable in the presence of psychopathology. The aim of this study is analysing the impact of parenting styles and the anxious-depressive symptoms on child adaptation. A total of 367 children between the ages of 10 and 12, following a similar distribution by sex. The children completed self-reports assessing parenting styles, child adaptation, and depressive-anxiety symptomatology. The data were analysed using two complementary methodologies: linear regressions and fuzzy-set qualitative comparative analysis (fsQCA). Both methodologies indicated that the main predictors explaining child adaptation were depression and an authoritative parenting style. The fsQCA models explained a greater amount of variance and included more variables in their prediction than the regression models. Identifying family and emotional aspects when working with children may help professionals to improve childhood adaptation. Consequently, well-adapted children are less likely to suffer the negative consequences of emotional symptoms in later evolutionary stages.

Relationship Of Authoritary Parents Patterns (Authoritarian Parenting Style) Towards Aggressive Students 'Behavior And Its Implications In Counseling And Counseling Services

This research is motivated by the phenomenon of the number of students behaving aggressively, such as fighting, hitting, kicking, attacking, taunting others, disturbing classmates, fighting teacher's words, and violating school rules. Aggressive is a negative behavior which is thought to be one of the contributing factors is authoritarian parenting. This study aims to: (1) describe the authoritarian parenting of students, (2) to describe students 'aggressive behavior, and (3) to examine the relationship between authoritarian parenting and students' aggressive behavior. This research is a descriptive correlational research with quantitative methods. The population of this study were all students of SMP N 16 Padang totaling 791 people who were actively registered in the 2020/2021 school year. The total sample of 263 students was selected using the Stratified Proportional Random Sampling technique. The research instruments used were the authoritarian parenting style questionnaire and the student's aggressive behavior questionnaire. Data were analyzed using descriptive statistical techniques and Pearson Product Moment techniques with the help of SPSS For Windows 20.0. The results showed that (1) the students' authoritarian parenting style was in the high category (2) the students' aggressive behavior was in the high category, and (3) there was a significant relationship between authoritarian parenting and students' aggressive behavior with a correlation coefficient of 0.248 which was at 0.000 significance level with a very strong relationship level.. Based on the research findings, it is suggested that BK teachers or school counselors be able to provide guidance and counseling services, information services, individual counseling services, group counseling services to students, in order to help and minimize students falling into aggressive behavior. Furthermore, providing information and family counseling services to help minimize students' authoritarian parenting styles.

Transition in Cigarette Smoking Stages and its Relation with Parenting Styles of Parents among Iranian High School Students: A Longitudinal Study

Background: Smoking is increasing among adolescents, and family is a factor influencing it. The present study aimed to examine the relationship between transition in smoking stages and parenting styles of parents of adolescents. Materials and Methods: This was a longitudinal study in which 3968 high school students in Tabriz, Iran, were examined from November 2017 to June 2018. Sampling was multi-stage, with proportional and random clusters. A questionnaire containing demographic information and potential confounders were filled in by students, and the Parenting Style Inventory was completed by parents only in the first stage. Moreover, students twice (in the beginning of the study and six months later) completed a valid algorithm of stages of cigarette smoking. Data were analyzed using univariate and multivariate logistic regression analysis. Results: After the six-month interval, 429 students (11.7%) with a 95% Confidence Interval (CI) (10.68 - 12.76) progressed through the stages of smoking. By controlling potential confounding variables, the father’s permissive parenting style compared to the authoritative style increases the odds of progress through the stages of smoking by almost five times (OR=5.06, 95% CI: 2.58 - 9.93), and the father’s authoritarian parenting style compared to the authoritative style increases the odds of progress through the stages of smoking by almost four times (OR=4.01, 95% CI: 2.17 - 7.40). Conclusion: Inefficient parenting styles are an important risk factor for progress through the stages of cigarette smoking in adolescents. Desirable relationships between parents and children as well as parents’ awareness of parenting styles may prevent smoking in adolescents.

Parenting Style among Parents of a Child with Autism Spectrum Disorder

The number of children with autism spectrum disorders (ASD) is increasing every year, as well as in Indonesia so that it requires proper treatment to optimize children's development optimally. Some research that has been done states that the development of behavior in children with autism spectrum disorders is still less than optimal. One of the influential factors is the parenting style applied by parents. The purpose of this study was to determine parenting styles of parents who have ASD’s children in Indonesia. This study was a quantitative descriptive. The study was conducted in three Special Needs Schools in West Java Province Indonesia, with a total sampling technique, and found 32 parents of autistic children participated in this study. The instrument used in this study was The Parenting Style and Dimensions Questionnaire. The reliability test results on the questionnaire had an Alpha Cronbach's value of 0.79 so it was a reliable instrument to use. Data were analyzed using descriptive statistics. The results of this study showed 43.8% of parents applied authoritarian style, 31.2% had permissive style, and 25% had authoritative style. It can be concluded that the most dominant was the authoritarian parenting style. This type of parenting can have a devastating effect on the development of children with autism spectrum disorders. There is a need for education for parents about the impact of parenting with developmental progress on children with autism spectrum disorder.