Parenting styles and social-emotional competence of pre-school children in Abuja, Nigeria

  • Abosede Eniola Adeyemi

Student thesis: Master's Thesis

Abstract

Social-emotional competence is an important contributor to many areas of children's development. Parenting styles are known to influence social-emotional competence, but the extent of this influence has received little attention among researchers in Nigeria. This study examines the range of parenting styles that are in practice in Nigeria and the effects of socio-economic status on parenting styles. It then examines the influence of parenting styles on social-emotional competence. To achieve these aims, 100 parents of children from five schools in Abuja, Nigeria were asked to complete the Parenting Style Dimension Questionnaire. Five teachers, each from one of the five schools also completed Strength and Difficulties Questionnaire for 25 children of ages between 4 and 5yrs. Correlation analysis and linear regression models were used for the analysis of parenting styles and social-emotional competence. The results show that the authoritative parenting style is predominantly used, fol lowed by authoritarian and permissive parenting styles. Mixed-parenting style was also identified. Findings of this study show no significant relationship between parental level of education and parenting style, but they identify a definite relationship between occupational status and parenting style.The results also show that parenting styles are significantly related to some of the domains of social-emotional competence. Authoritative, authoritarian and extreme permissive parenting styles are related to pro-social behaviour. Authoritative, permissive, authoritative-permissive are related to hyperactivity behaviour. The results indicate that parenting styles have an influence on some of the domains of social-emotional competence. These findings also continue to lend support to the suggestion that authoritarian parenting may have different implications for Nigeria children compared to those from the western culture. This simply implies that culture plays a vital role in styles of parenting, which in turn affects social-emotional competence. Implications and directions for future research on the study of parenting styles and social-emotional competence are discussed.
Date of Award1 Dec 2011
LanguageEnglish
Awarding Institution
  • University Of Strathclyde
SupervisorHelen Marwick (Supervisor) & Geraldine Smyth (Supervisor)

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