Table of ContentsSummaryIntroductionLiterature ReviewAuthoritarian Parenting Style: Effects on Social and Emotional DevelopmentPermissive Parenting Style: Effects on Social and Emotional DevelopmentConclusions, Implications, and Future ResearchReferencesSummary Social and emotional development is affected by the different parenting styles used between a parent and a child. The way a parent interacts with their child will determine how they behave when they are older. There are three different parenting styles that have been defined as to how a parent interacts with their children. According to Bandura's social learning theory, the four parenting styles are authoritative, authoritarian, and permissive. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay The theory suggests that children see, learn, and model the behaviors they witness in everyday life. These behaviors are collected and interpreted based on how their parents modeled them, indirectly or directly. An authoritarian parenting style presents itself as a parent who is demanding but not responsive, an authoritative parenting style presents itself as a parent who is demanding and responsive, and finally a permissive parenting style presents itself as a parent who is not demanding but sometimes reactive. Research shows that authoritative parenting exhibits an equal degree of demandingness and responsiveness, creating a healthy social and emotional environment.IntroductionThis article focuses on the effect of different parenting styles on adolescents' social and emotional development. A parenting style refers to a set of parenting practices that bring about fairly stable and identifiable patterns of child adaptation. A model has been developed for parenting, in which parenting styles involve parenting practices and both are affected by what a parent wishes to teach the child. The model defines parenting style as consisting of parental attitudes toward the child and the relationship between the parent and child. . This causes an emotional environment that gives rise to parenting practices in different areas. After being brought together, the emotional and control dimensions thus created were the three parenting styles, authoritative, authoritarian and permissive. Parenting styles reflect variations in parents' attitudes and practices and include discrete parenting behaviors, including disciplinary tactics (Givertz, 2015). Adolescents develop differently socially and emotionally depending on their parenting style. According to the American Academy of Pediatrics, social and emotional development is a child's ability to manage, act on, and display positive and negative emotions, develop relationships with those around them, and seek out their environment for knowledge. more (Briggs, 2012). ).Parenting styles are directly correlated with the quality of socio-emotional development. Many factors, such as parenting style and ability to understand emotions, play a role in staying healthy. Studying these terms in particular can provide insight into the relationship they share and why they occur. With this in mind, the aim of this article is to focus on the effect of different parenting styles on the social and emotional development of adolescents. Literature ReviewThis article will use Bandura's social learning theory because it suggests that children learn to interact with people. and resolve conflicts by monitoring their parents and their interactions with themthroughout their childhood. Bandura states that to adapt a new behavior a learner must first observe what is being modeled then create a mental image of it in their mind, after rehearsing what is done whilst noting how it is done they then incorporate which also learned behaviors in their daily lives (Crain,2005). Baumrind (1971) identified three main parenting styles, which show the different levels of responsiveness of parents and what they demand of their children. The three parenting levels and styles have been named authoritarian, authoritarian and permissive. Authoritative parents are both demanding and responsive. Authoritarian parents are very demanding, but not very responsive. Permissive parents are more reactive than demanding. For a child to learn to adapt to a new behavior, he must see it modeled by those who influence him the most, who in most cases are the parents who raise him. Depending on the child's parenting style, this will determine how the child acts later in life and how he develops because he is simply modeling the characteristics and actions he observed in his childhood. If there is a demanding but responsive parent, there is balance for the child, if the parent lacks it, it means the child will not get answers from his parents, which would compromise his emotional development. Just like Bandura's social learning theory says. , if a child sees the parent acting with a certain parenting style, they will see the behaviors modeled and will follow suit when they grow up. If a child is raised in a home where one parent is authoritarian, their behavior will be very demanding but unresponsive, and other parenting styles will follow suit with the behavior pattern. Authoritarian parenting style: effects on social and emotional development. An example of a social-emotional development problem caused by parenting styles is lack of career preparation. A student being unprepared to choose a career path is due to the anxiety the teenager feels due to the parenting style in which he or she was raised. The study included 229 undergraduate students from two universities and applied a structural equation model, which was used to clarify the relationship between lack of career preparation, authoritarian parenting and anxiety. This took place in Hong Kong, China. A university is a place whose sole purpose is to teach new applicants about the careers they may be eligible for after attending their institution. This is done by giving them the tools to learn how to properly perform the tasks of their future career. . Authoritative parenting still had a negative effect on anxiety, after the pattern remained equal with respect to lack of career preparation. The results imply that reducing students'/adolescents' lack of preparedness is an obvious way to prevent or alleviate the anxiety they feel, which arises from the demands of the authoritarian parenting style and leans more towards the authoritarian parenting style. Anxiety is defined as a feeling of being inadequate to achieve life's goals. Authoritarian parenting is when a parent is in control of the child and demands a lot without showing any emotion. Authoritarian parenting refers to the domination, control, regulation and overestimation of parents in a strict and unreasonable manner (Buri, 1991), and is said to be the cause of the weakening of the bond between the child and his parents . Socially withdrawn children were assumed to be more subject to parental influences than others. One study examined the effects of socio-emotional development ofchildren taking into account parenting styles and social withdrawal. For this research, teachers were asked to rate children on their social skills, while mothers and fathers were asked to complete surveys measuring the amount of affection and control they instilled in their children. They found that socially withdrawn children were vulnerable to the negative effects of parental affection. The positive nature of children's socio-emotional development has received much research and attention in Western cultures, but this is not the case in non-Western cultures. Using data collected from 228 Chinese parents of second-grade children, this study first examined the psychometric properties of the Child Routines Inventory. The instrument showed strong construct validity as well as reliability. They then examined whether children's routines were related to the relationships between parenting practices and children's social skills and behavior problems using a model. Results showed that children's routines fully linked the relationships between authoritative parenting and children's socio-emotional functioning. Children whose parents coincided with the authoritarian parenting style were found to have more consistent routines. These children subsequently showed better social skills and fewer behavioral problems. The results showed that children's routines play an essential role in the socio-emotional development of Chinese children, suggesting the need to include children's routines in prevention and intervention programs aimed at improving socio-emotional outcomes. Chinese children. Consistent daily routines were associated with better social skills in children. Additionally, consistent routines were associated with fewer behavioral problems in children. Authoritative parenting was positively associated with children's behavior problems. Routines mediate the role of authoritarian parenting in child social outcomes. The purpose of this study was to examine parenting style in the area of ​​emotion socialization by investigating the relationships between parenting styles, emotion-related parenting practices, and parenting goals of Hong Kong-Chinese people. mothers. Data were collected from 189 Chinese and Hong Kong mothers of children aged 6 to 8 years. Chinese and Hong Kong mothers reported that among authoritarian, authoritarian and permissive parenting styles, the most commonly used parenting style is the authoritarian style, while the least used is the authoritarian style. used is authoritarian. They valued their children's relational and individualistic emotional competence as parenting goals, but placed the most emphasis on relational emotional competence. The results of structural equation modeling show that parental goals mediate the influence of parenting styles on parenting practices. Authoritative mothers who had individualistic emotional competence goals adopted different parenting practices than those who had relational emotional competence goals. When mothers engaged in authoritative parenting and viewed relational emotional competence as a parenting goal, they reacted to children's expression of emotions in a dismissive manner. Parenting styles play a primary role in emotional socialization, influencing both parenting practices and goals. The results imply that school staff, counselors orSocial workers should consider participants' parenting styles, parenting goals, and cultural values ​​when providing parent training programs. Authoritative parenting was found to be positively related to aggressive and disruptive behavior but negatively related to second graders' peer acceptance and sociability competence. In contrast, an authoritative parenting style was associated with positive socio-emotional outcomes such as peer acceptance and social competence. However, in other research, child inhibition was positively associated with maternal warmth and acceptance and negatively associated with mothers' rejection and punitive orientation in a Chinese sample, but the results were reversed in a Canadian sample. One possibility for these findings may lie in cultural differences in parental goals and practices in the area of ​​emotional socialization. Understanding emotion socialization is important for a variety of reasons, including the relationship between emotional competence and psychological health and issues of social competence in childhood and adulthood (Garner & Estep, 2001; Gross & Levenson, 1997). The methods parents use to teach children about emotions are important for the development of emotional competence. Until now, most research has been limited to the study of emotional socialization in Western societies (e.g. Michelin et al., 2007; Smith et al. 2006; Spinrad et al., 2007). Permissive parenting style : effects on social and emotional development The study examined two measures of sympathetic nervous system (SNS) activity as arbiters of permissive parenting in separating peer affiliations and delinquency among a community sample of adolescents. Participants were 252 adolescents (M = 15.79 years; 53% boys; 66% European Americans, 34% African Americans). Two indicators of SNS responsiveness, skin conductance level responsiveness (SCLR) and cardiac pre-ejection period responsiveness (PEPR) were examined. . SNS activity was measured during a baseline period and a problem-solving task (star tracing); reactivity was calculated as the difference between task and baseline periods. Adolescents reported permissive parenting, deviant peer affiliations, externalizing behaviors, and substance use (alcohol, marijuana). Analyzes revealed indirect effects between permissive parenting and delinquency via affiliation with deviant peers. Additionally, the links between permissive parenting and deviant peer affiliation and deviant peer affiliation with delinquency were moderated by SNS reactivity. Low SNS reactivity (less PEPR and/or less SCLR) is a risk factor for externalizing problems and alcohol abuse. Results highlight the role of SNS reactivity in parental and peer pathways that may contribute to adolescent delinquency and point to possible interventions for at-risk youth. Families participated in four waves of a longitudinal study spanning childhood through adolescence that examined relationships between family functioning and youth. development. The data for the present study come from the fourth wave (data collected in 2012-2013). Participants were recruited from elementary schools in the southeastern United States during the first wave of data collection in 2005. Eligibility criteria required that parents had lived together for at least 2years, and exclusion criteria included a diagnosis of attention deficit hyperactivity disorder, developmental delays. or a chronic illness. At Time 1 (T1), 251 school-aged children participated, and approximately 79% of these children participated at T4. In the current wave (T4), participants included 199 adolescents who participated in previous waves (93 boys, 106 girls; 64% European American and 36% African American; M age = 15.78 years, SD = 0.82). Additionally, due to a 5-year lag between the third and fourth waves of data collection and loss of participants (e.g., inability to contact families, families moving), an additional 53 families were recruited from the same school systems as the initial sample to participate in the fourth wave. These participants (25 boys, 28 girls; 74% European American, 26% African American; M age = 15.83 years, SD = 0.78) were matched to the demographics of the original sample and the same inclusion/exclusion criteria were applied. No differences on demographics or primary study variables were found between participants recruited at T1 and those at T4. Thus, the final analytical sample consisted of 252 adolescents (118 boys, 134 girls; 66% European Americans, 34% African Americans; M age = 15.79 years, SD = 0.81 ). The data for the present study come from a larger longitudinal study. investigation and only relevant procedures are presented. This study was approved by the university institutional review board. Consent and assent for participation were obtained from parents and adolescents, respectively. Parents and adolescents visited the university laboratory where the adolescents' physiological responses (i.e., SCL and PEP) were measured during a 3-minute resting condition (baseline assessment), during which the teenagers were asked to sit quietly. This was followed by a 3-minute stress task: a star tracing task in which participants had to trace the outline of a star using only the star's reflection through a mirror as a guide. During the laboratory visit, adolescents and parents also completed questionnaires in separate rooms for confidentiality. Permissive parenting can create contexts that expose adolescents to delinquent behaviors and substance use, either directly or indirectly through increased opportunities to associate with deviant peers. In the present study, we investigated individual differences in autonomous regulation that may moderate changes between permissive parenting, deviant peer affiliation, and delinquent behavior. A few studies have documented the role of low RHR and lower SNS reactivity (SCLR or PEPR) in affiliation with deviant peers, sensation seeking, and delinquency. Additionally, others have found less responsiveness to the SNS indexed via the SCLR to be a relationship-exacerbating risk factor. between parental or peer relationships and delinquency. Thus, growing evidence shows that low SNS reactivity is generally associated with, or is a moderator of, family and peer relationships, as well as delinquency and substance use in adolescence . However, no published studies have simultaneously assessed the conditional effects of the autonomic indices of BI and BA on the indirect path from parental behaviors to deviant peer affiliation and delinquency. Conclusions, implications and future research The lack of professional preparation of, 55(11), 1260–1269.