Carroll’s (2021) paper “Effectiveness of Positive Discipline Parenting Program on Parenting Style, and Child Adaptive Behavior” examined the effects of such a program on parenting styles and the children’s ability to adapt to their environments. The research concluded that the positive discipline parenting program improved children’s adaptive behaviors like social skills, emotional regulation, and academic performance through increased positive parenting practices like effective communication and problem-solving skills.
Several positives about this research should be highlighted. First, the study followed a high standard of research by using a randomized controlled design. The potential for bias or confounding variables to affect the findings was reduced by ensuring that participants were randomly assigned to various groups. Therefore, the study’s results are more credible and valid than those from studies employing alternative research methods.
Second, the research used trustworthy tools to evaluate parenting styles and kids’ adaptability. To ensure that research results reflect the constructs of interest, it is essential to use valid and reliable measures. These procedures help to ensure that the study’s findings are not a fluke by increasing its internal validity.
There are, however, issues with the research that must be fixed. For starters, the research had a low sample size, which could restrict the applicability of the results to broader populations. As a result, generalization of the study’s results to other people or ethnic groups may be impossible. Consequently, care must be taken when extrapolating the findings to different situations.
Hayek et al. (2022) set out to examine the connection between authoritative parenting and academic success among Lebanese adolescents by writing the article “Authoritative parenting stimulates academic achievement, also partly via self-efficacy and intention towards getting good grades.” According to the findings, children whose parents were both highly responsive and exacting were more likely to succeed in school and feel confident in their abilities.
Several vital advantages elevate the reliability and credibility of the study’s results. The use of sizable sample size is a major plus because it increases the study’s statistical power and yields more reliable approximations of the connections between the variables of interest. The reliability and validity of the data gathered are further strengthened by using validated measures to evaluate parenting styles, academic self-efficacy, and academic achievement.
However, these benefits should not obscure the study’s flaws, which must be considered when concluding. The sample is limited in that it only includes Lebanese teenagers, which is one of the significant caveats. As a consequence, the findings may not apply across age groups or cultures. It may be difficult to generalize the study’s results to other populations because of the cultural context of the sample, which may affect the adolescents’ parenting styles and academic success.
Arguments Against And Arguments For
various from one another, authoritative parenting and positive parenting take different tacks when bringing up kids. The positive parenting approach aims to foster a loving and supportive bond between the parent and the kid through positive reinforcement and open lines of communication. Praising and rewarding good behavior is a cornerstone of positive parenting, as is redirecting and addressing undesirable actions in a constructive rather than punitive way. Children’s self-esteem and confidence may benefit from this approach.
However, authoritarian parents are attentive to their children even as they establish firm limits and guidelines. Authoritative parents set boundaries for their children and expect them to adhere to them; simultaneously, they explain and justify those limits. Because children are taught to take responsibility for their actions and choices, this parenting style can provide the structure and discipline necessary for academic success.
Positive parenting may help create a more loving and supportive environment at home, but it may not be strict enough to encourage educational success. On the other hand, authoritative parenting may be more conducive to academic achievement but less loving and nurturing.
There is no denying the beneficial effects of authoritative parenting and other forms of positive parenting on children. Parents should balance affection and discipline to encourage good behavior and academic success in their children. However, societal differences must be considered when utilizing these child-rearing methods.
Warmth and discipline, as in authoritative parenting, have been shown to benefit children. Self-confidence, independence, academic achievement, and good character are just some of the favorable results that can be expected. However, positive parenting, which emphasizes rewarding good conduct rather than punishing bad, has also been shown to affect children positively.
Conclusion
It’s crucial to remember that parenting strategies must be adjusted based on the culture in which they’re used. Ignoring the cultural nuances that exist because different cultures have different beliefs and values that influence their parenting practices can have unintended consequences. As a result, parents need to be sensitive to the cultural setting in which they are rearing their children.
In conclusion, research shows that both traditional and positive parenting approaches can benefit children’s development and well-being. To encourage success in school and good conduct, it’s crucial to balance caring for and guiding students. Furthermore, societal differences should be taken into account when enforcing parenting strategies. A study by Baumrind (1991) and others lend credence to the idea that children benefit from the authoritative parenting style characterized by a balance of warmth and control. (Baumrind, 1991).
References
Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. The journal of early adolescence, 11(1), 56-95. https://journals.sagepub.com/doi/abs/10.1177/0272431691111004?journalCode=jeaa
Carroll, P. (2021). Effectiveness of positive discipline parenting program on parenting style and child adaptive behavior. Child Psychiatry & Human Development, 1-10. https://link.springer.com/article/10.1007/s10578-021-01201-x
Hayek, J., Schneider, F., Lahoud, N., Tueni, M., & de Vries, H. (2022). Authoritative parenting stimulates academic achievement, partly via self-efficacy and intention towards getting good grades. Plos one, 17(3), e0265595. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0265595
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