BEHAVIOURAL PROBLEMS OF SCHOOL CHILDREN AND PARENTING STYLES OF THEIR MOTHERS AT SELECTED
AREAS OF SIVAGANGAI DISTRICT, TAMILNADU
A DISSERTATION SUBMITTED TO THE TAMILNADU Dr. M.G.R MEDICAL UNIVERSITY, CHENNAI, IN PARTIAL FULFILLMENT OF THE
REQUIREMENT FOR THE DEGREE OF MASTER OF SCIENCE IN NURSING
2 APRIL – 2011
BEHAVIOURAL PROBLEMS OF SCHOOL CHILDREN AND PARENTING STYLES OF THEIR MOTHERS AT SELECTED
AREAS OF SIVAGANGAI DISTRICT, TAMILNADU
BY
Mrs. GANAPATHI
A DISSERTATION SUBMITTED TO THE TAMILNADU Dr. M.G.R MEDICAL UNIVERSITY, CHENNAI, IN PARTIAL FULFILLMENT OF
THE REQUIREMENT FOR THE DEGREE OF MASTER OF SCIENCE IN NURSING
APRIL – 2011
BEHAVIOURAL PROBLEMS OF SCHOOL CHILDREN AND PARENTING STYLES OF THEIR MOTHERS AT SELECTED
AREAS OF SIVAGANGAI DISTRICT
Approved By The Dissertation Committee on : __________
PROFESSOR IN NURSING : __________________________________
RESEARCH Prof.Mrs. SHABERA BANU, M.Sc.,(N) (Ph.D)., Principal cum HOD, Maternity Nursing,
Matha College of Nursing, Manamadurai.
GUIDE : ____________________________________
Mrs. JASMINE SHEELA, M.Sc(N)., (Ph.D)., Reader, Dept. of pediatric nursing
Matha College of Nursing, Manamadurai
MEDICAL EXPERT : ____________________________________
Dr. PRABHAKAR NAVAMANI, M.D., DCH, Navamani Child Specialty Hospital
Madurai, Tamilnadu
A DISSERTATION SUBMITTED TO THE TAMIL NADU DR.M.G.R.
MEDICAL UNIVERSITY, CHENNAI, IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE OF MASTER OF SCIENCE IN
NURSING
4 APRIL - 2011
MATHA COLLEGE OF NURSING
(Affiliated to the TN DR.M.G.R. Medical University) VANNPURAM, MANAMADURAI-630606.
SIVAGANGAI DISTRICT, TAMILNADU.
CERTIFICATE
This is the bonafied work of Mrs. Ganapathi.K. M.Sc., Nursing (2008- 2010 Batch) II year student from Matha college of Nursing, (Matha Educational Trust) Manamadurai-630606.Submitted in partial fulfillment for the Degree of Master of Science in Nursing, under Tamilnadu Dr .M.G.R.Medical University, Chennai.
Signature : __________________________________________
Mrs. SHABERA BANU, M.Sc.,(N),.(Ph.D)., PRINCIPAL,
MATHA COLLEGE OF NURSING MANAMADURAI.630606.
COLLEGE SEAL
APRIL-2011
6 ACKNOWLEDGEMENT
I wish to express my heart -felt gratitude to LORD for his abundant grace, love, wisdom, knowledge strength and blessing in making this study towards its successful and fruitful outcome.
I wish to express my sincere thanks to Mr.P.Jeyakumar, M.A.,B.L, founder, chairman and correspondent, Mrs. J.Jeyapackiyam Jeyakumar M.A., Bursar, Matha Memorial Educational Trust, Manamadurai for their support, encouragement and providing the required facilities for the successful completion of this study.
I express my sincere thanks with deep sense of gratitude to Prof. Mrs.Shabera Banu M.Sc (N)., (Ph.D)., the principal and head of the department of Maternity nursing , matha college of Nursing, Manamadurai for her elegant direction and valuable suggestions for completing this study.
It is my pleasure and privilege to express my sincere thanks and deep appreciation to Prof. Mrs. Kalaikuruselvi. M.Sc (N) (Ph.D)., vice Principal and Head of the dept. of child Health nursing in Matha college of Nursing for here valuable guidance and support throughout this study.
I extend my special thanks to Prof. Mrs. Thamarai Selvi, M.sc(N)., (Ph.D)., Additional vice principal, the Department of Maternity Nursing, coordinator for second year M.sc, Nursing Matha college of Nursing , Manamadurai for her valuable suggestions and advice given throughout the study.
I offer my earnest gratitude to my guide Reader Mrs. Jasmine sheela M.Sc.,(N)., (Ph.D)., Dept.of pediatric nursing, Matha college of Nursing for her constant guidance, great concern, immense help and support without which the study would never have taken the shape.
I wish to acknowledge my thanks to Prof. Mrs. Saraswathi M.sc, (N), (Ph.D)., Mrs.Nandhini M.sc,(N) lecturer, Matha college of Nursing, Manamadurai for their support and guidance.
I wish to acknowledge my thanks to Prof. Mrs. Helen Rajamanickam,M.sc,(N), Reader Mrs.Sorubharani,M.sc,(N), and all faculty of Matha college of Nursing, Manamadurai for their support and guidance.
I am thankful to the librarians of Matha college of Nursing, Manamadurai for their help with literature work and for extending library facilities through out the study.
I profoundly owe my sincere thanks to Dr.M.R.Duraisamy Ph.D., Associate professor of Biostatics, for his immense help and guidance in statistical analysis.
My special thanks to all the children and their mothers who participated in the study and for extending their cooperation without which it would not have been possible to conduct the study with in the stipulated time.
I am very much thankful to Mr.Krishnamoorthy, Excellent communications, Thiruvengadam for their sincere effort, patience and fullest cooperation and help to bring this study in to printed form.
8 I am proud to acknowledge the love support and prayers of my parents Mr.M.Kalianrathinam, Mrs.K.Kamalam and I thank my brother, Mr.K.Mani M.Sc.,M.Tech.,. My lovable sisters Mrs.Muthulakshmi Ramasamy and Mrs.
Shenbegavallisubramani.
My Special thanks to my dear husband Mr.T.Karuppasamy M.A., B.Ed. for his constant support and guidance throughout this study.
I am also grateful to my dear chellams K.Gopika, R.Vasanthi, R.Vasuki, S.Durga, T.Thilaka and T.Sarveshmathan.
Last but not the least. I am very much grateful to my dear friend Mrs.
Senthilnayaki and family and all my batch mates for their help and support throughout this study.
As a final note, my sincere thanks and gratitude to all those who directly or indirectly helped in the successful completion of this dissertation.
TABLE OF CONTENTS
CHAPTERS CONTENTS PAGE NO.
CHAPTER I INTRODUCTION 1-12
Need for the study 5
Statement of the problem 8
Objectives of the study 8
Hypothesis 8
Operational Definition 9
Assumption 9
Limitations 10
Projected outcome 10
Conceptual Framework 11
CHAPTER II REVIEW OF LITERATURE 13-21 Studies related to parenting style 13 Studies related to parenting style and behavior
problems 18
CHAPTER III RESEARCH METHODOLOGY 22-27
Research approach 22
Research design 22
Setting of the study 22
Population 23
Sample and Sample size 23
Sampling technique 23
Criteria for selection of the samples 23
10
Description of tools 24
Testing of the tool 25
Pilot study 26
Data collection procedure 26
Plan for data analysis 27
Protection of human rights 27
CHAPTER IV ANALYSIS AND INTERPRETATION OF
DATA 28-54
CHAPTER V DISCUSSION 55-58
CHAPTER VI SUMMARY AND RECOMMENDATIONS 59-65
Summary 59
Major findings of the study 61
Implications for nursing practice 62 Implication of nursing education 63 Implications of nursing administration 63 Implications of nursing research 64
Recommendations 64
Conclusion 65
REFERENCES 66
LIST OF TABLES
TABLE
NO TITLE PAGE
NO 1 Frequency and percentage distribution of samples
according to selected demographic variables of mothers 30 2
Frequency and percentage distribution of samples according to the demographic variables of school children
37
3 Level of behavioural problems among school children 45 4 Types of parenting style of mothers among mothers 47 5 Relationship between behavioral problems of school
children and parenting styles of the mothers . 49 6 Association between behavioral problems of school
children and selected demographic variables 50 7 Association between parenting styles of mothers and
selected demographic variables 52
12
LIST OF FIGURES
FIGURE NO
TITLE PAGE NO
1. Conceptual frame work based on Becker.M Health belief
Model 12
2. Frequency distribution of samples in terms of age of the
mothers 33
3. Frequency distribution of samples in terms of education
status of the mothers 33
4. Frequency distribution of samples in terms of occupation 34 5. Frequency distribution of samples in terms of monthly
income of the family 34
6. Frequency distribution of samples in terms of religion of
the mothers 35
7. Frequency distribution of samples in terms of type of
family of the mothers 35
8. Frequency distribution of samples in terms of Number of
children 36
9. Frequency distribution of samples in terms of Marriage
status of the mothers 36
10. Frequency distribution of samples in terms of age of the
child 40
11. Frequency distribution of samples in terms of sex of the
child 40
12. Frequency distribution of samples in terms of education 41 13. Frequency distribution of samples in terms of type of
school 41
14. Frequency distribution of samples in terms of medium 42 15. Frequency distribution of samples in terms of Co-
curricular activities 42
16. Frequency distribution of samples in terms of academic
performance 43
17. Frequency distribution of samples in terms of health
status 43
18. Frequency distribution of samples in terms of birth order 44
LIST OF APPENDICES
APPENDICES CONTENTS Page No.
APPENDIX I Letter seeking experts opinions i
APPENDIX II List of experts ii
APPENDIX III
Section 1: Demographic data
Section 2: Child behaviour check list iii
APPENDIX IV
Section 1: Demographic Data
Section 2: Standardized tool developed by the university of Minnesota Extension Center for family development
vii
APPENDIX V Tamil Translation of the tool xii
APPENDIX VI Health Education xxii
14
ABSTRACT
STATEMENT OF THE PROBLEM
A study to assess the behavioral problems of school children and parenting styles of their mothers at selected areas of Sivagangai District.
Objectives
1. To assess the behavioral problems among school children
2. To identify the parenting style of mothers among parents of school children
3. To find out the relationship between behavioral problems of school children and parenting styles of their mothers.
4. To find out the association between behavioral problems of school children and the selected demographic variables like age, sex, education, recreation facilities, academic performance, health status, type of school and education system.
5. To find out the association between parenting styles of mothers and the selected demographic variables like age, education, occupation, religion, number of children, family income and type of family.
Hypothesis
1. There is a significant relationship between behavioral problems of school children and parenting styles of their mothers.
2. There is a significant association between behavioral problems of school children and the selected demographic variables like age, sex, education, recreation facilities, academic performance, health status, type of school and education system.
3. There is a significant association between parenting styles of mothers and the selected demographic variables like age, education, occupation, religion, number of children, family income and type of family.
METHODOLOGY :
A descriptive design was used in the study. The sample consists of 120. Among that 60 samples were children and other 60 samples are their mothers who fulfill the inclusion criteria are selected. Non probability, purposive sampling technique was used in the study. Setting of the study were selected in Manamadurai and Milaganoor. To assess the behavioral problems of school children modified behavior check list was used and to assess the parenting style of the mothers standardized tool was used.
MAJOR FINDINGS OF THE STUDY
¾ Majority of 25 (42%) children were between the ages of 10-12 years, 37 (62%) children were female, 45 (75%) children’s were in private school, 40(67%) children’s were in English medium, 23(38%) children’s were involved in drawing activities, 44(73%) children’s were good in academic performance, 42 (70%) children’s health status was good and 27(45%) children are having 2 siblings .
¾ Level of behavioural problems among children were classified as mild, moderate and severe. To assess the behaviour problems among school age children, modified behaviour checklist was used . In this tool contains 50 Items.
It is a 3point scale and each item score from 0.1,2 respectively. Majority 38 (63%) children had moderate problems, 12 (20%) children had mild and only 10 (17%) children had severe problems
¾ Majority 43(72%) Mothers were between the age group of 28-31 years, 24 (40%) mothers were graduate, 31 (52%) mothers were skilled, 33 (55%) mothers monthly income was Rs. 1000-2000, 42(70%) mothers were Hindu and 43(72%) mothers were from nuclear family.
¾ Types of parenting style were classified as Dominating, Permissive, positive and unengaged. To assess the parenting style standardized tool was used which was developed by the university of Mintesota extension centre for family
16 development. Majority 36(60%) mothers were unengaged, 10 (17%) mothers were Dominating and permissive and 4 (6%) mothers were Positive.
¾ Unengaged parenting style were found to be causing behavioural problems among to school children. Here parents don’t spend much time with their children and they always focus more on work or other interests.
¾ There was a significant association between the behavioural problems of school children and the demographic variables such as age, sex, education, recreation, facilities, academic performance, health status, type of school and education system.
¾ There was a significant association between the parenting style of mothers and the demographic variables like age, sex, education, parented status and type of family.
CHAPTER- I
INTRODUCTION
I Look at a child and see wonder, immediate when I look at a child, I feel near to God. I am surprised by the beauty & creativity in every child.
Mc Mathew Anna Mathew
‘your smile brings ray of light’
“Parenting in the womb which nurtures a helpless child till the child is mature what happens if the womb gets ripped apart due to divorce or death”.
Parenting is the way in which we symbolize god within our families. Parents are representative of god in the lives of their children. Two of the primary facts of god’s character are his righteous and his love.
Parenting style captures two important elements of parenting parental responsiveness and parental demandingness. Parental responsiveness also referred to as parental warmth or supportiveness to the extent to which parents intentionally foster individuality. Self regular and self assertion by being attuned, supportive and acquiescent to children’s special needs and demands. Parental demandingness also referred to as behaviour control refers to the claims parents make on children to become integrated into the family whole by their maturity, demands supervision, disciplinary efforts and willingness to confront the child who disobeys (Baumrind 1991).
Categorizing parent according to whether they are high or low on parental demanding ness and responsiveness create a typology of three parenting style authoritative authoritarian and permissive. Each of these parenting styles reflects different natural occurring patterns of parental values, practices, behaviours and a distinct balance of responsiveness and demanding ness.
18
Generally, authoritative parents are affectively responsive. They are not only loving and supportive, but also sensitive to children’s individual interests and needs, which requires a certain amount of flexibility in parenting. Authoritative parents exercise control, but they do so in combination with warmth, democracy, and open communication (Baumrind, 1971).
These unique features of authoritative parenting have been summarized in terms of three stylistic dimensions: connection, regulation, and autonomy granting.
Connection refers to the degree of warmth and acceptance shown to a child, and regulation is concerned with the degree of behavioral control placed on a child.
Autonomy granting indicates the degree to which parents grant psychological and emotional autonomy to children, and it is also reflected in the degree of democratic participation (Hart, Newell et al., 2003).
Authoritative parents generally regulate children’s behavior in a logical, issue oriented manner, authoritarian parents are less concerned than authoritative parents with teaching or preparing children (Hasting & Rubin, 1999).
Authoritarian parenting has been found to consist of three disciplinary dimensions: verbal hostility (e.g., shouting, yelling), corporal punishment (e.g., spanking, slapping), and non reasoning/punitive strategies (e.g., punishing without explanation, threatening without justification) ( Wu et al., 2002).
Authoritarian parents attempt to regulate their children’s behavior, the two styles differ in their degrees of parental warmth and responsiveness. Unlike authoritative parents, authoritarian parents typically attempt to control children’s behaviors without exhibiting much acceptance and support (Baumrind, 1971).
Authoritative and authoritarian parents both exercise a high degree of control, they engage in “qualitatively different types of control”. Therefore, it seems important to distinguish different forms of behavioral control used by authoritative and authoritarian parents (Darling & steinberg, 1993, p. 490).
Compared to authoritative and authoritarian parenting styles, little attention has been given to the conceptualization of permissive parenting dimensions. In an empirical, factor analytic study, exploratory factor analysis yielded three parenting dimensions within the typology of permissive style: not following through, ignoring misbehavior, and low self confidence (Robinson et al., 1995).
Permissive parents exercise relatively little control over their children and may overindulge them. Permissive parents are not only warm toward their children, but also tend to show more tolerant, accepting attitudes toward child impulses. Consequently, they make few demands for mature behavior and offer few consequences for misbehavior. Another tendency of permissive parents is to not use overt power or authority to accomplish their objectives and in fact, often avoid using it at all costs (Hart, Newell et al., 2003).
Uninvolved parents are low on both “responsiveness” and “demandingness”
and may engage in rejection or neglect in extreme cases. While uninvolved parenting can be an important area of study particularly for understanding child neglect, a majority of parents usually fall into one of the other three categories: authoritative, authoritarian, and permissive parenting styles.
Positive parents are high in both expectations for and responsiveness to the child. These parents have expectations of their children about things they want to teach them but they combine this emphasis on discipline with warmth, Communication respect and affection. They have rules, but they are willing to elicit and discuss their children’s opinion and feeling about those rules.
20 The majority of us need to learn the ways to discipline our children. Effective discipline helps our child develop empathy and self control. A spoiled or hearty disciplined child is at risk for numerous emotional and behavioural problems. One new approach or discipline strategy can change the course our child’s development and our relation ship with them.
Family serves as unit of socialization for the child through child reading practices by which the child gains self knowledge. Through family, the child learns about other people, cultivates interpersonal relationship, experiences pleasure, gives and receive affection. Each movement of a child’s life sport in contact with his parent has some effort on both his present behaviours and potential future actions.
Parenting is about bonding with children, helping them to grow up to be honest and responsible adults and above all creating the right ethos for a loving family relationship. Parenting should ideally be a father and a mother commitment so the overall development of a child lives in the hands of parents by molding them we are molding on entire generation. Parents need an essential of coping strategies to reduce child’s behaviours problems.
During the past decades, fathers have become involved in the child bearing and child rearing process and more attention is being paid to the significance of the interactions between father and fathers are no longer perceived as involved spectators, instead they are perceived as important contributors to family development.
Behavioural problems include problems that represent significant devotion from the normal behaviour. These problems are relatively stable, internalized and difficult to treat then the adjustment problems. Positive forms of behavioral control, such as maturity demands, limit setting, reasoning, monitoring, and supervising, are more often employed by authoritative parents. Authoritarian parents tend to engage in harsh,
negative forms of behavioral control such as verbal hostility and physical punishment (Brody et al., 2001).
22 NEED FOR THE STUDY
It is well recognized fact that children of today are citizens of tomorrow. The prosperity of the nation depends upon the health of future citizens. This is true especially in India, where child population constitutes 40% of the total parents need help to understand that their responses to the healthy development of their child.
Although the child needs from limits to feel secure, a child must be given, some room to make independent division in areas where parents feel they do not necessarily need to control (wong,2000).
Asian parents’ intentions for exercising control are often to assure the cultural goal of fostering harmonious relationships with family members and others, rather than to dominate their children. (Lau and Cheung 2000),
In Chinese American mothers’ authoritative and authoritarian parenting styles were related to her concept of training, which was defined in terms of (1) “ideologies on child development and learning” (e.g., the nature of the child as inherently good, the earliest possible introduction of training) and (2) “ideologies on the mother-child relationships” (Chao 2000)
The three factor structures of authoritative (reasoning/reinforcing, responsive/easy going, democratic participation, and warmth/involvement), authoritarian (corporal punishment/verbal hostility, and non reasoning/coercion), and permissive styles from Russian parents’ self-reports. (Nelson et al. 2000)
Study on healthy family environment for harmonious development of child among parent in urban areas, The researcher reported that children must be nurtured under close observation, guidance to provide them with the right stimulation, supervision and support avoiding negligence to bring out the best in them. (Singh 2001)
The parent’s involvement in providing loving. Encouraging and happy environment influence the child’s development.
Parenting style has been found to predict child’s well being in the domains of social competence, academic performance psycho social development and problem behaviour. Research based on parent interviews. Child reports and parent
observations consistently finds.
• Children and adolescents whose parent are positive rule themselves and are rated by objective measures as more socially and instrumentally competent then those whose parent are not authoritative.
• Children and adolescent from authoritarian families tend to perform moderately well in school and be uninvolved in problem behaviour , but they have poorer social skills, lower self esteem and higher level of depression.
• Children and adolescents from permissive indulgent homes are more likely to be involved in problem behaviour &perform less well in school but they have higher self esteem, better social skills &lower levels of depression. (Gaitonde 2001)
Parenting styles were factorally invariant from maternal self-reports in the Mainland Chinese and the U.S. samples. In both samples, authoritative parenting consisted of connection, regulation, and autonomy granting, while authoritarian parenting consisted of physical coercion, verbal hostility, and nonreasoning/punitive.
(Wu et al. 2002)
The concept of training was not only positively associated with parental warmth in the U.S., Hong Kong, and Pakistan, but also was vie wed as the ideal parenting pattern in all three cultures. This finding is noteworthy because it suggests that the training concept functions similarly in individualistic and collectivistic cultures and is regarded as the ideal form of parenting much like the general notion of authoritative parenting. (Zaman 2002)
24 The U.S. and Australian parents obtained the factor structures of authoritative (connection, regulation, and autonomy granting) and authoritarian (verbal hostility, physical coercion, and nonreasoning/punitive) with moderate to higher reliabilities.
(Olsen 2003)
The factor structures of authoritative (connection, regulation, and autonomy granting) and authoritarian (verbal hostility/physical coercion, and nonreasoning/punitive) based on the Mainland Chinese parents’ spousal reports.
(Porter et al. 2005)
The idea that concept of training is consistent with the authoritative parenting construct without the autonomy granting dimension. In other words, the remaining two authoritative dimensions (connection and regulation) closely correspond to Chao’s conceptualization of Chinese training. (Yang et al. 2006)
Concept of training is as cultural-specific as it was once thought. Therefore, the preliminary nature of our current understanding of parenting typologies (Baumrind’s parenting styles) and indigenous parenting 18 practices (e.g., Chao’s concept of training) with regard to their applicability to a variety of cultural contexts makes it difficult to reach firm conclusions about whether one is more useful than the other.
(Chao’s)
As researcher took pediatrics as speciality she come across many children in the care settings with behavior problem. When she tend to find out the cause for this types of behavior problems. She found that the parenting styles influence the behavior pattern and lead to behavior problems like can’t sit still, restless or hyperactive, clings to adults or too dependent, cruel to animals, doesn’t seem to feel guilty after misbehaving, break rules at home and school, impulsive or acts without thinking, lying or cheating and bites fingernails. Inconsistent discipline like beating the child for small mistaken & excusing the child when the child needs punishment and creating fear with
the child could lead to anxiety child becomes trouble some drawing mothers attention.
Thus leading to delinquent attitude as the child develops.
Even though there are many facture which influence temperament, parenting, plays a major role in it. In today’s modern and fast changing there are number of family where both partners are working outside their homes parenting is one of the most difficult of all endeavors. The involvement of both parent are essential for child rearing. Today the mother in both nuclear and other kinds of family participates in the child’s physical end emotional care more then was expected in previous generations.
Hence the researcher decided to choose this topic as dissertation problem statement.
STATEMENT OF THE PROBLEM
A study to assess the behavioral problems of school children and parenting styles of their mothers at selected areas of Sivagangai District.
OBJECTIVES
1. To assess the behavioral problems among school children
2. To identify the parenting style of mothers among parents of school children
3. To find out the relationship between behavioral problems of school children and parenting styles of their mothers.
4. To find out the association between behavioral problems of school children and the selected demographic variables like age, sex, education, recreation facilities, academic performance, health status, type of school and education system.
5. To find out the association between parenting style of mothers and the selected demographic variables like age, education, occupation, religion, number of children, family income and type of family.
HYPOTHESIS :
26 1. There is a significant relationship between behavioral problems of school
children and parenting styles of their mothers.
2. There is a significant association between behavioral problems of school children and the selected demographic variables.
3. There is a significant association between parenting styles of mothers and the selected demographic variables.
OPERATIONAL DEFINITION : Behavioural problems :
The undesirable activities and responses of children such as restless or hyperactive, clings to adults or too dependent, cruel to animals, feel guilty after misbehaving, as it is measured with child behaviour check list .
Mother :
The women those who are having children going to school between the age groupof 6 – 12 years.
Parenting style :
In this study it refers, is a pattern of attributes that parents exhibit towards the rearing of their children which includes dominating, permissive, positive and unengaged.
School children :
It refers to be children both male and female studying in 1st to 7th Std between the age group of 6 - 12 years.
ASSUMPTION :
• Child rearing practices can influence the child’s behavior and development of the personality.
• Behavior of child will be influenced by the type of interaction that occurs between the child and parents.
• Children may also misbehave because the rules are not clear or consistently applied by the parents.
28 LIMITATIONS:
• The study was limited to children between the age group of 6 – 12 years.
• The data collection period was limited to six weeks.
• The sample size will be limited to 120.
PROJECTED OUTCOME:
• The findings of the study will help the researcher to determine the behavioural problems of school children and parenting styles of their mothers.
• The findings of the study help nurses to educate the parents to use the positive parenting styles to control the behavioural problems of the children.
• Findings of the study help to educate the mothers with right style of parenting
CONCEPTUAL FRAME WORK
A conceptual frame is interrelated concept or abstractions that are assembled together in some rational scheme by virtue of their relevance to common theme (Polit
& Hungler, 1995)
Rosen stock’s (1974) and Becker’s (1975) health belief model addresses the relationship between a person’s belief and behaviours. It provides a way of understanding and predicting how clients will behave in relation to their health and how they will comply with health care therapies.
The first component of this model involves the individual perception. In this study the individual is the school children age group 6 -12 years. This component consists of demographic variables such as age, sex, parent’s education, parent’s occupation, family type, family income and religion.
The second component of the model consists of modifying factors. It includes assess the prevalence and grading as mild, moderate and severe behavioural problems and to identify the parenting style and classify as dominating, permissive, positive and unengaged and cues of action such as to reduce behaviour problems.
The third component of the model consists of likelihood of taking action. It includes perceived benefits of adopting preventive measures of positive parenting style results decrease in the prevalence of behavioural problems. In case of perceived the barriers (or) not following positive parenting style results increase in the prevalence of behavioural problems.
FEED BACK
Figure 1 : MODIFIED CONCEPTUAL FRAME WORK BASED ON ROSENSTOCK (1974) AND BECKER.M (1975) HEALTH BELIEF MODEL
INDIVIDUAL
PERCEPTION MODIFYING FACTORS CUES TO
ACTION
LIKELIHOOD OF ACTION
Demographic Variables Child
Age
Sex
Education
Type of School
Medium of Education
Recreation Activities
Academic Performance
Health Status
Mother
Age
Education
Occupation
Income, Religion
Type of Family
No. of Children
Marriage Status
BEHAVIOURAL PROBLEMS
PARENTING STYLES
MILD
MODERATE
SEVERE
POSITIVE
DOMINATING
PERMISSIVE
Self Instructional
Module on adapting
positive parenting style
and minimize the behavior
problems
Reducing the behaviour
problems
Adopting positive parenting
style
UNENGAGED
CHAPTER - II
REVIEW OF LITERATURE
A review of work conducted in an area of general interest can help the researcher in the formulation (or) clarification of research problem. A serutiny of previous work acquaints the researcher with what has been done in a field there by minimizing the possibility of unintentional duplication. It is also usefull in acquainting the researcher with relevant theory and pointing out the research strategies. It also helps in choosing the specific procedure and instruments that might be productive in further steps (Polit and Hungler)
The investigator carried out extensive Review of literature to research topic to gain insight and collect maximum information for laying the foundation of the study.
Review of literarure consists of two sections:
Section - 1 : Studies related to Parenting style
Section – 2 : Studies related to parenting style and behavioural problems I.STUDIES RELATED TO PARENTING STYLE
Sophie z et all (2007) studied the generational change in parenting style and the effects of culture among 23 females and 11 males of anglo Australians and 18 female and 13 male of Greek Australian &in middle class sub urban areas to investigate generating changes in parenting styles and the effect of culture by means of cross culture comparison of greek. Snow ball technique was used in selecting samples.
Parental authority questionnaire was used cron batch coefficient alpha values ranges from 87 to 74, perception of the parents parenting style in a Greek Australian and anglo –Australian style by adults in raising their children were compared and analysed by using statistical package for social science version 13. There was difference between father and mother scores t (64) =2.13 (p <0.5). As predicted, father had a more authoritarian parenting style then mothers contrary to expectations mothers PAQ
32 –permissive and father scores did not differ significantly t(64)=0.95 (p> 0.05) indicating that father were not reported to be more permissive then mothers.
Joseph G et al ,(2006) studied the influence of perceived parenting styles on the degree of adult children’s allocation of punishment among 84 volunteers, 49 female and 35 males of typical, college age about (20-30 years old). He used parental authority questionnaire done for father and mother using likert scale, test –retest reliability is 0.78 for mothers authoritativeness, 86 for mothers authoritarianism and 0.81 for mother’s permissiveness. It is 0.92 for father’s authoritativeness, 0.85 for father’s authoritarianism and 0.77 for father permissiveness. There was effect for fathers f(2,49)=3.82.(pc <0.029).This effect illustrates a significant difference in punishment allocation between participants with authoritative and non authoritative fathers.
Dwairy et al (2006) conducted a cross- regional research style on parenting styles in Arab societies. The parental authority questionnaire includes questionnaire pertaining to father and the some one to another, 2 week test – retest reliablities that range from 0.77 to 0.92 and internal consistency with alphas that range from 0.74 to 0.87 for subscales. Construct validity was tested by self –esteem. Permissive authoritative and authoritarian styles of parenting were different across Arab societies .F (3)=31.57 (P< 0.0001) F(7) =8.21(P<0.0001),F (7)=25.75, (P<0.0001) respectively.
Winster A et al (2005) studied about the correspondence between maternal and paternal parenting style among 56 parents of 28 pre school children to investigate the similarities and difference in parenting style between mother and father in the some family. The parenting styles & dimension questionnaire with likerds &5 point scale was used that is from never to always. The correlation between father and mother self reported parenting style were r = -0.07 for authoritativeness, r=0.033 (P<0.10) for authoritarianism and r=0.51 (R<0.05) for permissiveness. To find difference between mothers and fathers in self reported mean, on overage mother self reported of
authoritativeness were significantly higher then father t (25) =2.12, (P<0.05)significant difference between mother and father self reports. paired sample t(P<0.05) significant maternal perception of different between their own and their husband’s style paired - sample t(P<0.05) significant paternal perception of different between their own and their wives paired sample. t(p<0.05).
Kim H chung (2003) conducted descriptive study among 144 families on relationship of authoritarian, authoritative and permissive parenting styles and the number of years in the united states with self perception. Authoritarian parenting technique behaviours were most common in American families followed by authoritarian behaviours and permissive behaviour a distant third. Authoritarian styles and number of years lived in the US were predictive of higher academic competencies. Authoritarian and permissive parenting styles were predictive of lower self reliance where as number of years lived in the united states were related to higher self reliance.
Robber J coplan etal (2002) conducted study among 76 mothers of children to explore how child rearing context might moderate relations between parenting styles and mothers parental beliefs and emotional responses. Mothers competed a global measures of parenting styles. Self reports of parental beliefs (parental goals, attributions) and emotional responses (angry, embarrassed, happy) were accessed. In situations depicting children negative behaviours, Authoritarian mothers were less focused on empathic goals and attributed child aggression and misbehaviour to less external sources than those more likely to respond with greater anger and embarassment across all child bearing practices. Authoritarian and authoritative mothers differ in their attractive response patterns consistently across child bearing contexts but that more challenging child rearing situations accentuate differences in the cognitive reactions of authoritative versus authoritarian mothers.
34 Lieb(2000) conducted the study to examine the association between social phobia and parental psychopathalogy, parenting styles and characteristics of family, functioning in a representative community of 1047 school children aged 14-17 years.
The sample technique used was convenient sampling. The instrument used was munich composite International Diagnostic Interview and questionnaire of recalled parental rearing behaviour. The statistical test used was chi square inference and odds ratio.
There was a strong association between parental social phobia in school children (depression or 3.5, 95, (1,1,4-9.1) parenting style specifically parental ever protection (OR1.4,95%) (1,1.0-1.9) and rejection (OR 1.4,95%) (1,1.1-1.9) were found to be associated with respondent social phobia.
Bentley KS. (2000) Conducted the study compared the developmental expectations and parenting behaviors of 52 mothers and fathers with children between the ages of 1 and 4 years. Using the parenting inventory young children. While both mothers and fathers were nurturing parents, mothers obtained significantly higher nurturing scors. Possible reasons for this difference were discussed. Developmental expectations and discipline strategies did not differ between mothers and fathers.
McGroder SM (2000) did parenting among low income, African American single mothers with preschool age children. Parenting were examined ina sample of 193 low income African American single mothers with preschool age children. Factor analyses yielded three dimensions: Aggravation, Nurturance, and cognitive stiumalatin.
Cluster analysis yielded four patterns of parenting : Aggravated but nurturant;
Cognitively stimulating; patient and nurturant; and low nurturance. Discriminant function analysis was used to predict membership in each of the four parenting clusters. Two composite functions emerged, the first representing maternal well being (locus of control, depressive symptoms), the second representing sociodemographic characteristics (maternal education, duration on welfare, age at first birth), accounting for 93% of between – groups variability. Children’s scores on measures of cognitive
school readiness and personal maturity were significantly related to parenting pattern, even after controlling for significant predictors of parenting pattern; children’s verbal ability was no longer related to parenting pattern once significant materanl characteristics were controlled.
Hammond M (2000) examined whether the link between marital conflict management style and child conduct problem with pears and parent is direct or meditated by mothers & fathers parenting style 120 children aged 7 to 11 years were observed interacting in our laboratory room solving a problem with their best friend as well as at home with their parents. The sampling technique was random sampling.
Mother and father completed questionnaires assessing marital problems solving and as well as reports of their children’s behaviour problems. Pearson correlation and regression analysis were used . A negative marital conflict management style had direct lines with children interaction with parents and pears was found to be mediated by both mothers & fathers critical parenting and low emotional responsibility, there by supporting the indirect as well as direct model of negative family interactions.
Dorn busch (2000) develops and tests authoritarian., Permissive and authoritative parenting style in the context of preadolescent school performance. The parenting styles generally showed the expected relation to grades across gender age, parental education, ethnic and family structure categories. The sample size was 7.836.
The sampling technique used was convenience sampling structured interview schedule was used. The statistical test used was chi – square inference. Both authoritarian and permissive parenting styles were negatively associated with grades and authoritative parenting was positively associated with grades. Authoritarian parenting lead to have stronger association with grades than did the other 2 parenting styles.
Aunola K (2000) conducted study among 340 parents with 6-7 years of children on role of parents self esteem mastery orientation and social background their parenting styles. In study 1, parents of 105 children were asked to fill in scales
36 measuring their parenting styles and parental stress, mastery orientation, financial resources and their level of education. In study 2, 235 parents were asked to fill in the same scales. Parenr’s self esteem and their use of mastery oriented strategy were found to be associated with authoritative parenting and low parental stress, where as parents low level of education was related to an authoritarian parenting styles.
II – STUDIES RELATED TO PARENTING STYLE AND BEHEVIOURAL PROBLEMS:
Brown P.M etal (2008) studied about the relations among perceived parental rearing behaviours, attachment style and worry among sixty-four children and adolescents, aged 7-18 years with a primary anxiety disorder to examine the relation between perceived parental rearing behaviour self reported attachment style and worry in a community sample to a clinical sample of anxious children. Data was collected using (a) the using the questionnaire measuring perceptions of parental rearing behaviour (b) a single item measures of attachment style and c) an index of worry severity, findings revealed the child rated parental rearing behaviours, particularly parental rejection was positively related to child worry.
Sophia (2008) conducted a correlational study on child abuse and behavioural problem among 60 school children. Stratified random sampling technique was used.
Child abuse was measured by using modified child trauma scale. Behavioural problem was measured using of modified Rutter scale. The mean child abuse was high 47.65 (SD = 6.75) among school children. The mean behavioural problem was average 21.53 (SD = 5.40) among school children. There wsa correlation between child abuse and behavioural problems r=0.56 (p < 0.05) among school children.
Stall man (2007) studied on reducing risk factor for adolescent behaviour and emotional problems among 51 parents of early adolescence , aged 12-14 years in Australia to examine the efficacy of a self directed parenting intervention for person who reported behavioural difficulties in adolescence behaviour. Selection done by
random selection. Data was collected using interview method and parenting scale adjustment version depression anxiety stress scales and client satisfaction questionnaire was used. There were no significant time varieties for adolescence behaviour f(3,18)
=0.89,(P>0.5) parenting style f(2,19)=56,(P>0.5). There were also no time by condition interaction effects, f(3,18)=61,(P>0.5), f(2,19)=0.68, (P>0.5) respectively.
The result of the study provide preliminary support for the efficacy of a self directed parenting intervention minimal therapist support to address behavioural concerns and parenting practices of parents of early adolescence.
Catrin (2005)studied on parenting behaviour and adolescence behavioural and emotional problems among 1359 boys and girls aged 10-14 years in Netherlands, to investigate whether parenting are directly or indirectly associated with the emotional [depression, stress, low self esteem) and behavioural (delinquency, aggression ] problems. Self reported questionnaire was used to assess parenting behaviour.
Descriptive analysis and multiple regression analysis were used . The value of delinquency M(428), S.D (0.39) in boys (1.08) SD(0.20) in girls value (11.22), (p=.000),Aggression M(1.31), SD (.29) for boys M(1.20), SD(0.22) t(7.53) (P=0.000).
The analysis yielded a comparable patterns for the relations between parenting and stress and self esteem .
Aunola K, Nurmi JE (2005) did study investigated the combination of mothers and fathers parenting styles (affection, behavioural control and psychological control) that would be most influential in predicting their children’s internal and external problem behaviors. A total of 196 children (aged 5-6 years) were followed up six times from kindergarten to the second grade to measure their problem behaviours. Mothers and fathers filled in a questionnaire measuring their parenting styles once every year.
The results showed that a high level of psychological control exercised by mothers combined with high affection predicted increases in the levels of both internal and external problem behaviors among children. Behavioural control exercised by mothers
38 decreased children’s external problem behavioural but only when combined with a low level of psychological control.
Muris p et al (2004) studied about anger and hostility adolescents with self reported attachment style and perceived parenting style among 441adolescents to examine the relationship between self reported attachment style and parental rearing behaviours on the one hand, and anger / hostility on the other hand . The data was collected using (a) a single – item measures of attachment style (b) a questionnaire measuring perception of parental rearing behaviours and (c) two scales assessing anger and hostility . Regression analyses was done. The findings showed that both attachments status and parental rearing behaviors accounted for unique and significant proportion of the variance in anger / hostility.
Zhow Q et al (2004) studied relations among authoritative and authoritarrain parenting styles among 425 school children. Random samplings techniques was used.
Data was collected using qustionnaire. The statistical test used was pearson correlations and chi – square inference. Findings revealed that effortful control weekly mediated the positive relation of authoritative parenting to social functioning.
Glascoe T.P et al (2003) studied on parents evaluation of developmental status, how well do parents concerns identity children with behavioural and emotional problems among 412 parents and their children included various pediatric settings, public schools, and head start programs 5 diverse geographical locations in us to determine which parental concerns are most associated with significant behavroural / emotional problems and the extend to which parent’s concerns can be depended on in the detection of mental health problems. Data was collected using demographic questionnaire and development screening test that relies on parents concerns and scoring was done by interview, Logistic regression was used. In children 434 years of age and older one or both concern was 87% sensitive and 79% specific to mental
health status. In young children, the presence of one or both concerns was 68%
sensitive and 66% specific to mental health status.
Tam V.C. et al (2003) studied on parenting style of chinese fathers in Hong kong to correlate with children’s school - related performance in a sample of 1011 primary three to five chinese students from six schools and 471 fathers in Hong kong.
To find out the parenting style of chinese fathers correlation with children’s school related performance. Four parenting styles, names inductive, indulgent and indifferent and dictorial parenting were assessed using the parents behaviour report. Data collected through questionnaire survey. Chi – square and manova was done.
MANOVA results show that significant difference are found along children of the four parental style group with respect to academic performance, interest in school work, aspiration for education involvement in extra curricular activities, and efficacy for self – regulated learning post test reveal that children’s performance is similar between the groups with indulgent and inductive fathers and between children of indifference and dictatorial fathers, with the former groups performing better than latter in general.
Jane Q. et al (2002) studied on parenting styles and child behavioural problems in 108 female caregivers of 3 – 6 years old children of African American to examine the relations between parenting styles and child behavioural problems in African American pre school children. Corelational analysis and hiearehial regression and analayis was used. These results are provided strong support for the cross cultural validity of authoritative parenting styles.
Que rido . J et al (2002) studied the relation between parenting styles and parenting behaviour problems among 108 school children aged 6 – 12 in African, American. The variables used were maternal education, family income and parents endorsement convenience samplig technique was used. The instrument used was questionnaire. The statistical test was pearson correlations and hierarchial regression
40 analysis. Findings revealed that authoritative parenting styles was most predictive of fewer child behaviour problems.
CHAPTER – III
RESEARCH METHODOLOGY
The methodology of research indicates the general pattern to gather empirical data for the problem under investigation.
This chapter deals with the research methods used to assess the behavioural problems among school children and parenting style among mothers. Research frame work encompasses research approach, research design, setting of the study, population, sample and sample size, sampling technique, criteria for selection of samples.
Selection of tool, development of tool, description of tool, scoring procedure, testing of tool, pilot study, data collection procedure, plan for data analysis and protection for human rights.
RESEARCH APPORACH :
Quantitative research approach is adopted in this study. The purpose of study is to assess the behavioural problems & parenting style among mothers.
RESEARCH DESIGN :
A descriptive design is used to reveal the behavioural problems and parenting style among mothers.
SETTING OF THE STUDY :
Setting is the physical location and condition in which data collection takes place (polit and Hungler 1999) .
This study was conducted in Manamadurai at Sivagangai District. Sivagangai District consist of 18 blocks . Total population of Sivagangai town 1.53,882. Among this researcher has selected Manamadurai town Panchayat which is having a population of 26253, Milaganoor which is having a population 1251, located around 5 Km from the Matha college of nursing, Vaanpuram, Sivagangai District. In this town there are many Primary and Higher Secondary School present in and around Manamadurai. Primary health centre is located at Muthanenthal. Researcher has choosen the Manamadurai and Milaganoor as a study settings.
POPULATION :
The target population of this study is school children between the age group of 6 – 12 years and their mothers
SAMPLE AND SAMPLE SIZE :
Total samples were 120. Among that 60 samples are school children and other 60 samples are their mothers. The samples who fulfill the inclusion criteria were selected for this study.
SAMPLING TECHNIQUE :
Non probability, purposive sampling was used to select the subjects.
CRITERIA FOR SAMPLE SELECTION : INCLUSION CRITERIA :
Children :
• Children in the age group of 6 – 12 years
• Both male and female children are included
• Children who are willing to participate in the study Mother :
42
• Mothers those who are having children in the age group of 6-12 years are included.
• Mothers who are willing to participate in the study EXCLUSION CRITERIA :
Children :
• Children not studying the school are excluded
• Children who are not willing to participate are excluded
Mother :
• Mothers having children below 6 or above 12 years are excluded
• Mothers who are not willing to participate are excluded SELECTION OF THE TOOL :
A check list was used to assess the behavioural problems of children between age group of 6 – 12 years and parents extension centre for family development tool – was used to assess the parenting style of mothers. The selected tools were printed both in Tamil and English.
DEVOLOPMENT OF THE TOOL :
The tool was constructed for the purpose of obtaining data for the study. And it was developed by the researcher on reviewing the relevant literature in consultation with nursing experts in the field of paediatric nursing.
DESCRIPTION OF THE TOOL : The tool consists of three sections
Section : I deals with demographic variables.
a) Child :
The demographic data consists of age, sex, education, type of school, medium of instruction, recreation activities and academic performance, health status and birth order.
b) Mother :
The demographic data consists of age, education, occupation, monthly income, religion, type of family, number of children and marriage status.
Section – II Comprise on child behavioural check list which consist of 50 statements to evaluate behavioural problems among school children.
44 Section – III Standardised tool consist of 44 items which developed by the University of mintesota extension centre for family development to evaluate the parenting style of mothers.
SCORING PROCDURE : TOOL 1 :
A checklist was used to assess the behavioural problems of children in the age group 6 – 12 years. There were totally 50 Items. Each item was prepared with three options. A score of 2 was fixed for the very true, a score of 1 was fixed for some time true and score of 0 for not true. Maximum possible score is 100, According to total score they were categorized as follows
Category Score
Severe behavior problems 0 – 18
Moderate behavior problems 19 – 47
Mild behavior problems 48 - 100
Tool 2 :
University of Minnesota extension centre for family development tool was used with a view to assess the parenting style of the mothers. The tool consists of 44 questions, the response may be number of times mothers responded to question with a 1,2,3 and 4. Response number 1 is given to parents with dominating style, 2 is given to parents with permissive, 3 is given to parents with positive and 4 is given to parents with unengaged based on their response their parenting styles were classified.
TESTING OF THE TOOL : Validity :
The validation of the tool was obtained by submitting the checklist and structured questionnaire to the 5 experts in pediatric nursing, and format of the tool were revised on their suggestions.
46 Reliability:
The tool was tried with 6 children and their mothers in community areas selected for pilot study. Test and retest method was used to find out the reliability of the tool.
The co efficient reliability R = 0.8 was satisfactory.
PILOT STUDY:
Pilot study was conducted with the view of assessing the feasibility of the study and to determine major flaws in the study design & to decide plan for data analysis. Six children were selected from Manamadurai by purposive sampling technique. The tool was administered to each mother with the guidelines. It look almost 45 – 60 minutes for the mother to complete the questionnaire. The samples were adequate to conduct the main study. The subjects who were included in the pilot study were excluded in the main study.
DATA COLLECTION PROCEDURE :
The research proposal was approved by dissertation committee prior to pilot study and main study. Before conducting the study formal permission was obtained from the Head of the Department of child health nursing , Matha College of Nursing at Manamadurai . The period of data collection was 6 weeks. The main study was conducted in Manamadurai and Milaganoor. The above prescribed period the researcher visited the villages and obtained permission from village head and Panchayat President. Subjects were selected by purposing sampling technique. The purpose and the nature of the study were explained to the children and their mothers and their consent was obtained .
The researcher introduced herself to the mother & children in their house and explained the purpose and the method of study. The investigator explained about the tool to each study sample of school children. To find out the behavior problems of school children self administered modified behavior check list given to the sample given to the children and ask them to fill. It takes 45 minutes for answering the tool. At
the same time to assess the parenting styles of the mothers family development tool administered and mothers were asked to fill the self administered questionnaire, it takes 45 minutes. The data were collected everyday from at 5 p.m to 7 p.m from Monday to Friday, and 8 a.m to 4 p.m during holidays. Data was collected from a maximum of 3 – 4 samples on Saturday’s and Sunday’s from 8 a.m to 5. p.m. For each mother approximately 45 – 60 minutes were spent. The investigator collected data from 3 - 5 samples per day. The data collection procedure was terminated by giving health education on parenting styles and thanks to the respondents. The investigator found no difficulties during the data collection.
PLAN FOR DATA ANALYSIS:
Data was collected, tabulated and analyzed by using statistical methods.
Descriptive and inferential statistics was used to analyze the data. Frequency, percentage, chi – squre, correlation was used to assess the behavioural problems among school age children and parenting styles of the mothers.
S.
No. Data analysis methods Remarks
Used for analysis of behavioural problems of school children
1
Descriptive Statistics
Frequency And
Percentage Used for analysis of parenting style of the mothers
2 Inferential statistics
Karl Pearson’s correlation (r)
Used to find correlation between the behavioural problems and parenting style
Use to find the association between the behavioural problems and selected
demographic variables Chi - square
Use to find the association between the parenting styles and selected demographic
variables PROTECTION OF HUMAN RIGHTS:
Permission obtained from the Head of the Department of Pediatric Nursing, to select this study. The proposal was approved by the Dissertation Committee members of Matha College of Nursing. A pilot study as well as the main study was conducted at
48 selected areas of Sivagangai District. Assurance wsa given to each subject selected for the study that confidientiality and anonymity would be maintained.
CHAPTER – IV
DATA ANALYSIS AND INTERPRETATION
This chapter presents the analysis and interpretation of data collected from 60 school children and their mothers to determine the behavioural problems and the parenting styles. A quantitative approach was used for the present study . The study population comprised of school children and their mothers. A non probability, purposive sampling technique was used to select the samples .
The data were collected, analysed and interpreted according to the objectives of the study.
The objectives of the study were :
1. To assess the behavioral problems among school children
2. To identify the parenting style of mothers among parents of school children 3. To find out the relationship between behavioral problems of school children and
parenting style of their mothers among school children.
4. To find out the association between behavioral problems of school children and the selected demographic variables like age, sex, education, recreation facilities, academic performance, health status, type of school and education system.
5. To find out the association between parenting style of the mothers and the selected demographic variables like age, education, occupation, religion, number of children, family income and type of family.
During the analysis the data were reduced to an interpretable form to summarize the findings, test the hypothesis and establish the relationship between the variables.
Organization of study findings :
The data were analysed and presented under the following section.
Section I:
Description of sample characteristics in frequencies and percentages.
Section II :
Level of behavioural problems among school children.
Section III :
Types of parenting style of mothers among children’s of mothers.
Section IV:
Correlation between behavioural problems of school children and parenting styles of their mothers.
Section V :
Association between behavioural problems among school children and the selected demographic variables.
Section VI:
Association between parenting style of mothers and the selected demographic variables.
50 SECTION – I
Table – 1
Frequency and percentage distribution of samples according to demographic variables.
N = 60
S. No Demographic Variables Frequency Percentage (%) 1 Age
20 - 23 Years 6 10%
24- 27 Years 11 18%
28 – 31 Years 43 72%
2 Educational Status
Literate 02 3%
Primary 09 15%
Secondary 10 17%
Higher Secondary 15 25%
Graduate 24 40%
3 Occupation
Unskilled 07 12%
Skilled 31 52%
Professional 12 20%
Any other 10 17%
4 Monthly Income
Rs. 1000 – 2000 33 55%
Rs. 2001 – 5000 22 37%
Rs. 5001 – 10000 14 23%
Rs. 10000 and above 11 18%
5 Religion
Hindu 42 70%
Muslim 02 3%
Christian 14 23%
Any other 02 3%
6 Type of family
Nuclear 43 72%
Joint 14 23%
Extended 03 5%
7 Number of Children
One – Two 47 78%
More than 2 13 22%
8 Marriage Status
Love Marriage 48 80%
Arranged Marriage 03 5%
Love cum Arranged 09 15%
Table 1 summarized the demographic variables of samples. About the mothers 6(10%) were in the age group of 20 – 23 years, 11(18%) were in the age group of 24 – 27 years and 43(72%) were in the age group of 28 – 31 years. Among them 2(3%) education status were illiterate, 9(15%) were primary , 10(17%) were secondary, 15(25%) were Higher Secondary and 24(40%) were Graduate.
52 Regarding Occupation of mothers; unskilled was 7(12%), Skilled -31(52%), Professional - 12(20%) and any other - 10(17%) . About the mothers the total income of family per month around 33(55%) belong to income of Rs.1000-2000, 22(37%) belong to income of Rs.2001-5000, 14(23%) belong to the income Rs.5001-10,000 and 11(18%) mothers belong to the income Rs.1000 and above.
As for the as mothers religion, it was observed that mother belong to Hindu 42(70%), Muslim (3%), Christian 14 (23%) and any other 2 (3%). Maximum mothers were 43 (72%) belong to nuclear family, the remaining 14 (23%) were joint family, 3(5%) were extended family. While considering the number of children in the family, it was observed 1-2 children 47(78%) and more than two children 13(22%). About marriage status of mothers 48(80%) were love marriage. 3(5%) were arranged marriage and 9(15%) were love cum arranged.
