1

Research Completion Certificate

It is certified that the work reported in this thesis entitled “Parenting Styles and Emotional

Intelligence in Young Adults”, has been carried out and accomplished by Khadija Tariq under

my supervision in partial fulfillment for the Degree of BS in Applied Psychology from Riphah

Institute of Clinical and Professional Psychology, Riphah International University, Lahore,

Pakistan.

______________________ _______________________

Supervisor Co-Supervisor
 2

Approved/ Rejected

Supervisor External Examiner

Director

Riphah Institute of Clinical and Professional Psychology

Riphah International University

Lahore, Pakistan.
 iii

Declaration

I, Khadija Tariq do hereby declare that the work submitted in this thesis is my own and is

based on my original data collected by me. It has not been presented previously to any

other institution or University for a degree. This work has been carried out and completed

under the supervision of Ms. Aleena Arshad at Riphah Institute of Clinical & Professional

Psychology, Riphah International University, Lahore Campus.

Khadija Tariq

Researcher
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Undertaking Form

I, Khadija Tariq student of BS Applied Psychology undertake that I will submit my

Research article in National/ International HEC recognized Journal within 6 months’

duration of final thesis submission. I give my consent that if I fail to submit my article, I

will lose my right to submit my article as first author. In that case, the authority to submit

article as first author (Main Authorship) will be transferred to my supervisor.

Khadija Tariq

Researcher
 v

Acknowledgement

I would like to thank my research supervisor Ms. Aleena Arshad for her support and

acknowledgeable guidance throughout the project as well as the teaching staff of prestigious

institute ‘Riphah International University, Lahore’. Many thanks go out to all those who

volunteered to participate in the study. Thank you all very much! Finally, I would like to thank

my psychology colleagues who have all become great friends at Riphah International University,

Lahore. You have all been very supportive. Thanks.

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Table of Contents

Contents Page No

Research Completion Certificate i

Declaration Form ii

Undertaking Form iii

Acknowledgment iv

Table of Contents v

List of Tables vii

List of Figures viii

List of Appendices ix

List of Abbreviations/ Symbols x

Abstract xi

Chapter I – Introduction 1

1.1 Emotional Intelligence 3

1.1.1 Components of Emotional Intelligence 3

1.1.2 Emotional Intelligence and Parenting 4

1.2 Parenting Styles 6

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1.2.1 Types of Parenting Styles

1.4 Theoretical Framework of the Research 13

1.5 Literature Review 14

1.5.1 Relevant Researches 14

1.5.2 Indigenous Researches 15

1.6 Rationale of the Study 17

1.7 Objectives of the Study 18

1. Hypotheses 18
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CHAPTER II – Method 19

2.1 Study Design and Area 19

2.2 Sampling 19

2.3 Inclusion Criteria 19

2.4 Exclusion Criteria 20

2.5 Data Collection 20

2.6 Socio-Demographic Information 20

2.7 Instruments 21

2.7.1 Parental Authority Questionnaire 21

2.7.2 Wong & Law Emotional Intelligence Scale 21

22

2.8 Procedure 22

2.8.1 Ethical Considerations 23

Chapter III – Results 24

3.1 Descriptive Statistics 24

3.3 Psychometric Properties 29

3.3 Pearson Product Moment Correlation 30

3.4 Independent T-Test 32

3.5 Regression Analysis 33

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Chapter IV – Discussion 35

4.1 Conclusion 38

4.2 Strengths of the Study 40

4.3 Limitations & Suggestions 41

4.4 Implications of the Study 41

References 43
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List of Tables

Tables Titles Page No.

Table 3.1 Demographic Characteristics of the Sample 25

Table 3.2 Psychometric Properties of the Scales 25

Table 3.3 Correlation for Study Variables 29

Table 3.4 Independent T-Test 30

Table 3.5 Regression Coefficients of Parenting Styles and Emotional

32
Intelligence
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List of Figures

Page No.
Figures Titles

Figure 1.1 Theoretical Framework of the Research 13

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List of Appendices

Appendices Titles

Appendix A Permission Letters from Authors

Appendix B Permission Letters from the Heads of Department

Appendix C Consent Form

Appendix D Demographic Information Questionnaire

Appendix E First Questionnaire

Appendix F Second Questionnaire

Appendix G Plagiarism Report

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List of Abbreviations/ Symbols

Α Cronbach’s Index of Internal Reliability

CI Confidence Interval

F Frequency

F Value of F Statistics

K Number of Items of a Scale

LL Lower Limit

M Sample Mean

MD Mean Difference

N Total Number of Participants

n Total Number of Participants in one group

η2 Eta squared

p Probability

SD Standard Deviation

UL Upper Limit

PAQ Parental Authority Questionnaire

WLEIS Wong & Law Emotional Intelligence Scale

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Abstract

Parents play a critical role in adapting young people to this emerging adulthood. The role of the

family especially of parents is accepted as an important factor affecting the emotional

development of children. In this respect, we examined the relationship between Parenting Styles

and Emotional Intelligence in Young Adults. Correlational research design and purposive

sampling strategy was carried out in this study. Ethical considerations were strictly followed

throughout the research study. Moreover, the sample of (N=200) Male & Females Students with

the age range of (18-25) years were selected from university. Wong & Law Emotional

Intelligence Scale by Wong & Law (2002), and Parenting Style Scale by Ribeiro (2009) were

used in the research. Descriptive analysis was carried out for demographics information of

participants. Pearson product moment correlation was used to find relationship between

Parenting Styles and Emotional Intelligence in Young Adults. Independent T-test was used to

compare means of variables. Linear regression was utilized to find out the prediction of study

variable. Findings revealed that there is a positive relationship between parenting styles and

emotional intelligence.

Keywords: Parenting Styles, Emotional Intelligence

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Chapter 1: Introduction

Introduction

Young Adulthood is a critical period of emotional and psychological development.Poor

Emotional Intelligence is the leading cause of parental conflicts in young people.Personal factors

(e.g., biological, psychological factors, family factors, and peer group)are considered to be the

main factors which affect adults emotional intelligence ( Carr, 2015 ).Indeed, parenting style has

been shown to be one of the most important factors affecting adults emotional state. Parenting

style not only directly affects the emotional intelligence of young adults, but also has been shown

to have a lasting impact on their personality development (Huang et al., 2010). Therefore, it is

necessary to examine the influence mechanism of parenting styles and emotional intelligence in

young adults. Changing life conditions have resulted in changing intra-family relationship

patterns also. The role of the family especially of parents is accepted as an important factor

affecting the emotional development of children (Spinrad, 1998). The quality of the relationship

of children with their parents includes the whole parent behaviors intended to create an

emotional atmosphere between the parent and the child. It is seen that effects of dynamics related

to family like parenthood styles and attitudes, parental socializing behaviors and practices on the

emotional development and emotional skills of children are related to early adulthood period

most of the time. However, very little research has examined the developmental outputs of

parental styles and emotional intelligence on early adults. Present Study investigate relationship

in Parenting Styles and Emotional Intelligence in Young adults. Adults are passing through a

distinctive-unique developmental period expressed as emerging adult (Arnett, 2000). Parents

play a very critical role in adaptation of young people to this emerging adulthood. In this respect,

we examined the relationship between parenting styles and emotional intelligence in young
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adults (Hubbard, 2002).

1.2. Emotional Intelligence

Emotional Intelligence is the ability to perceive emotions, to access and demonstrate

emotions, to understand emotions and the idea of emotional knowledge, and to regulate emotions

in order to promote adult’s parenting style and emotional Intelligence and intellectual growth

(Mayer & Salovey, 2010). Emotional Intelligence is the ability to perceive, understand, regulate,

and connect emotions to oneself and in relation to others (Schutte et al., 2009). One definition

employed by Goleman (2009) stated that emotional intelligence in adults involves their ability to

exercise self-control, persistence, and motivation. Emotional intelligence was defined as the

ability to attend to, understand, and regulate emotions to guide thought and behavior (Salovey,

2006). The impact and effects of Emotional Intelligence have the potential to strengthen or

weaken the level and progression not just of adult’s emotional growth, but also of their global

development (Fletcher, 2002). Emotional Intelligence is the ability to perceive emotion, integrate

emotion to facilitate thought, understand emotions and to regulate emotions to promote personal

growth (Irvin 2002).

Components of Emotional Intelligence. Mayer (2020), suggested that there are four different

levels of emotional intelligence including emotional perception, the ability to reason using

emotions, the ability to understand emotions, and the ability to manage emotions.

 To understand emotions is to perceive them accurately. In many cases, this might involve

understanding nonverbal signals such as body language and facial expressions.

 The next step involves using emotions to promote thinking and cognitive activity.

Emotions help prioritize what we pay attention and react to; we respond emotionally to

things that garner our attention.

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 The emotions that we perceive can carry a wide variety of meanings. If someone is

expressing angry emotions, the observer must interpret the cause of the person’s anger

and what it could mean. For example, if boss is acting angry, it might mean that they are

dissatisfied with your work, or it could be because they got a speeding ticket on their way

to work that morning or that they’ve been fighting with their partner.

 The ability to manage emotions effectively is a crucial part of emotional intelligence and

the highest level. Regulating emotions and responding appropriately as well as

responding to the emotions of others are all important aspects of emotional management.

The four branches of this model are arranged by complexity with the more basic processes at the

lower levels and the more advanced processes at the higher levels. The lowest levels involve

perceiving and expressing emotion, while higher levels require greater conscious involvement

and involve regulating emotions.

Emotionally Intelligent Adults Characteristics. Following characteristics of emotionally

intelligent adults were explained by (Zach, 2016).

 Balancing work and life is natural. Constantly obsessing over every workplace task,

along with family and social obligations, can make some people go crazy. But those

with high EQ know how to balance their work and life appropriately, because they don’t

see everything coming their way as a challenge.

 They embrace change. Fear of change can be paralyzing emotional state. But rather than

viewing change as a threat to their success and happiness, emotionally intelligent people

are flexible and welcome adaptation.

 They don’t dwell on the past. Emotionally intelligent people let the past stay in the past,

because they would rather contemplate new ideas and possibilities in business rather than
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dwell on any past mistakes.

 Good judges of character. When we make the right decisions to set ourselves up for

continued success, we undoubtedly make new connections and associate with likeminded

people. Over time, emotionally intelligent people become exceptional judges of character

and start distancing themselves from those who tend to bring them down.

 Neutralize negative self-talk. Emotionally intelligent people can deal with negative

thoughts from facts to make decisions that can positively impact them and their

colleagues or loved ones.

 Give and expect nothing in return. Emotionally intelligent people tend to be selfless

individuals, because they’re constantly thinking about others’ well-being.

 They’re self-motivated. Emotionally intelligent people get down to business quicker and

with greater ease than others, because they know their strengths. They are true go-getters

who initiate conversations to strategize how something should be accomplished.

 Difficult to offend. Emotionally intelligent people built up a certain level of self-

confidence that allows them to brush off negativity. Their thick skin might even allow

them to poke fun of themselves.

 Empathetic people. Being able to relate to others, show compassion and provide

strategies for self-improvement are some of the hallmarks of emotionally intelligent

people. Plus, being empathetic shows a level of sincerity and curiosity that often is the

starting point of forging new relationships in business, life and family life.

Four major emotional intelligence abilities. The following are the four major emotional

intelligence abilities by (Kelly 2015).

 The ability to recognize emotions

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 The ability to reason with emotions

 The ability to comprehend emotions

 The ability to effectively manage emotions

If one’s have ability to understand and organize your emotional state and recognize and

manage emotional disturbance effectively then you will become emotionally stable and more

resilient in life.

Emotional Intelligence and Parenting. When it comes to parenting styles and emotional

intelligence, there are two groups of parents as it relates to the world of emotions. Emotion

Dismissing parents are action-oriented and don’t want to become emotional. In fact, they tend to

see being emotional as potentially destructive in themselves and in their children. On the other

hand, emotion-coaching parents are the opposite; they accept emotions and explore emotions in

themselves and others. This study will help parents to understand their children emotional

intelligence effectively and young adults will also understand how to cope with parental styles.

1.3. Parenting Styles

A parenting style is a psychological construct representing standard strategies that

parents use in their child rearing. Parenting styles are the representation of how parents respond

to and make demands on their children (Keehn, 2010). Parenting styles have strong association

between achievement and parenting attitude and authoritative parenting styles is associated with

higher levels of achievement in adults (Baharudin, 2010). Parenting styles was also related to

psychological adjustment, resilience well being and motivation in young adults (Keehn, 2007).

Parenting is defined as “the extent to which parents intentionally foster individuality, self

regulation, and self-assertion by being attuned, supportive, and acquiescent to children’s special

needs and demands” (Grolnick, 2003). Adults from authoritative Parenting style applied most
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adaptive achievement strategies characterized by low levels of failure expectations, task

irrelevant behaviors and passivity, and the use of self-enhancing attributions (Kaisa, 2000).

Importance of Parenting Styles. The concept of parenting styles was introduced in the 1960s

by Diane Baumrind on more than 100 preschool-age children to explain differences in the way

parents attempt to control and socialize their children. She identified some important dimensions

of parenting such as disciplinary strategies, warmth and nurturing communication styles, and

expectations of maturity and control. Based on the dimensions, she suggested that the majority of

parents display one of three different parenting styles i.e. Authoritarian,Authoritative, and

Permissive. Later, in 1983, researchers (Maccoby, 2009) added the fourth style of

parenting Uninvolved. Parenting is an evolving process with dedication and commitment,

parents can cultivate a positive relationship with their children. Over time child will grow as a

responsible adult. If Parents will manage to provide them a supporting, healthy, but not “too

controlling” environment they will become emotionally stable and intelligent.

Types of Parenting Styles. Following are Four types of Parenting Styles by (Baumrind &

Martin).

Authoritative Parenting Style. It involves high demandingness and high responsiveness.

Authoritative parents have high expectations for achievement and maturity, but they are also

warm and responsive. These parents set rules and enforce boundaries by having open discussion,

providing guidance and using reasoning. These parents provide their kids with reasoning and

explanation for their action. Explanations allow children to have a sense of awareness and teach

kids about values, morals, and goals. Their disciplinary methods are confrontive, i.e. reasoned,

negotiable, outcome-oriented, and concerning with regulating behaviors. Authoritative parents

are affectionate and supportive. They provide their children with autonomy and encourage
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independence. They also allow bidirectional communication. This parenting style is also known

as the democratic parenting style. Children of authoritative parents are cherished.

Based on Baumrind’s research on parenting styles, children of authoritative parents tend to:

 Appear happy and content.

 Are more independent

 Are more active.

 Achieve higher academic success.

 Develop good self-esteem.

 Interact with peers using competent social skills.

 Have better mental health, less depression, anxiety, suicide attempts, delinquency,

alcohol and drug use. Exhibit less violent tendencies.

 Are securely attached.

Authoritarian Parenting Style. It Involves High Demandingness and Low responsiveness.

High levels of parental control and low levels of responsiveness are the two characteristics of

authoritarian parents. Although authoritarian parenting and authoritative parenting styles have

similar names, they have several important differences in parenting belief, demand and approach.

While both parental styles demand high standards, authoritarian parents demand blind obedience

using reasons such as “because I said so “. They only allow one-way communication through

rules and orders. Any attempts to reason with them are seen as backtalk. These parents use stern

discipline and often employ harsh punishment, such as corporal punishment, as a way to control

children’s behavior. Their disciplinary methods are coercive, i.e. arbitrary, peremptory,

domineering, and concerned with marking status distinctions. Authoritarian parents are

unresponsive to their children’s needs and are generally not nurturing. They usually justify their
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mean treatment of their kids as tough love.

Children whose parents have an authoritarian parenting style tend to.

 Have an unhappy disposition.

 Be less independent.

 Appear insecure.

 Possess low self-esteem.

 Exhibit more behavioral problems.

 Perform worse academically.

 Have poorer social skills.

 Be more prone to mental issues.

 Be more likely to have drug use problems.

 Have worse coping skills.

Permissive Parenting style. It involves low demandingness and high responsiveness.

Permissive parents set very few rules and boundaries and they are reluctant to enforce rules.

These indulgent parents are warm and indulgent but they do not like to say no or disappoint

their children.

Children of permissive parenting tend to have the worst outcomes:

 Cannot follow rules.

 Have worse self-control.

 Possess egocentric tendencies.

 Encounter more problems in relationships and social interactions.

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Neglectful Parenting Style. It involved low demandingness and low responsiveness. Neglectful

parents do not set firm boundaries or high standards. They are indifferent to their children’s

needs and uninvolved in their lives. These uninvolved parents may have mental issues

themselves such as depression, or physical abuse or child neglect when they were kids.

Children raised by neglectful parents:

 Are more impulsive.

 Cannot self-regulate emotion.

 Encounter more delinquency and addictions problems.

 Have more mental issues e.g. suicidal behavior in adolescents.

Humans at birth is like a white paper that has not been written something on it yet, and we read

same in the future what write on them; in other words, personality of children are made by the

family, school and other social environments. The family is the first social institution where the

child is upbringing, and specific ways which families apply for upbringing their children is

called parenting styles. Families have different cultures and its role in character building of

children is more important than other institutions. Parenting styles can be affected by many

factors, including: cultural, social, political, economic, etc, therefore it must be admitted that

parenting behaviors may change due to cultural, ethnic and economic. Authoritative style

(decisive and reassuring parents (strong)), permissive style (permissive parents), despotic style

(despotic parents) and neglect style (negligent or inattentive parents) are the most important

parenting practices (Dolati, 2010).

Theoratical Framework

Salovey’s and Mayer’s Theory on Emotional Intelligence. In 1990, Salovey and Mayer

introduced EI as one form of intelligence and a subcategory of social intelligence. Salovey and
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Mayer identified EI as the ability to recognize, incorporate, and understand emotions to stimulate

growth in oneself. The researchers argued that in order to enhance thought processes, social

engagement, and adaptive behavior one must be able to use appropriately, perceive, manage, and

understand emotions of self and others. Mayer and Salovey (1997) categorized EI in four ways:

perception of emotion, emotional facilitation, understanding emotions, and management of

emotions. First, perception of emotion is described as the ability to recognize emotions in others

as well as yourself. Second, emotional facilitation is the ability to use emotions to identify and

signal changes in the environment, assist in providing alternative perspectives to others to adjust

moods, and to apply rational ideas and thoughts to complicated situations. Third, understanding

emotions involves familiarity with differing emotions and emotional changes overtime. Lastly,

management of emotions includes both personal and interpersonal handling of emotions. Salovey

(1989) found that higher EI is associated with better intimate and family relationships, greater

academic 10 achievements, and increased self-esteem while lower or limited EI is associated

with insecurity, depression, poor social relationships, and academic failures.

Parenting Styles and Emotional Intelligence. Baumrind’s (2000) worked on the interactions

between parenting style and emotional development in children, had determined that a parent’s

chosen pattern of child-rearing had the power to affect the manifestation and level of intensity of

a child’s abilities across four major areas of emotion: Perception, understanding, integration, and

management of emotions. When it comes to parenting and emotional intelligence, there are two

groups of parents as it relates to the world of emotions. Emotion Dismissing parents and

Emotion-Coaching parents. Emotion Dismissing parents are action-oriented and don’t want to

become emotional. In fact, they tend to see being emotional as potentially destructive in

themselves and in their children. On the other hand, emotion- coaching parents are the opposite;
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they accept emotions and explore emotions in themselves and others (Williams, 2012). Adler,

(1924) outlining the impact of parenting style on adult personality showed significant links

emotional intelligence, wellness in life, self-control, self-esteem, and relationship satisfaction.

Parenting Styles Emotional Intelligence

Conclusion. The parenting styles of the parents directly influences the character of children

in the adolescence and adulthood. Inappropriate parenting styles cause psychological problems in

the emotional, educational, occupational, familial and individual performance. A number of

studies have reflected that the change in parenting style of the parents can fix the psychological

problems. The aim of this study is to explore the relationship in parenting styles and emotional

intelligence in adults. This study is going to conduct in Pakistani context and it will help parents

to understand their children emotional state and deal them with resilience and used compassion

then they will become emotionally intelligent and well-

adjusted in all fields of life.

Chapter 2: Literature Review

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This chapter focuses on previous relevant research of this current study that focuses

to find relationship between Parenting Styles and Emotional Intelligence in Young Adults and

aimed to find out theoretical limitations and gaps of previous research to get insight to make

hypotheses of current study. Here are few digenous and indigenous researches that support the

idea.

Adheisat (2018) investigate the relationship between the parenting styles and emotional

intelligence of a sample of kindergarten children in Zarqa II Governorate, Jordan. Sample

included 100 kindergarten children, 47 of whom were male and 53 were female. The results

revealed that the prevalent parenting styles were the democratic, authoritative, and permissive

styles respectively. Further, the results showed a statistically significant positive relation between

the democratic parenting style and emotional intelligence in all its domains, and showed a

statistically significant negative relationship between the authoritative and permissive styles and

emotional intelligence. Furthermore, the results revealed a lack of statistical differences in all

areas due to the impact of gender in emotional intelligence

Quynh (2020) examine the association between parenting styles and EI among

Vietnamese adolescents. This is a cross-sectional school survey using multilevel regression

analyses controlling for potential confounders and school cluster effects. Results from 1,593

students revealed that boys had significantly higher overall EI, Well-Being, and Self-Control

subscale scores than girls. The warmth of parents during childhood was associated with higher

EI, while overprotectiveness and authoritarianism from mothers were associated with lower EI

among adolescents. This study supports the impact of parenting styles on EI. The warmth and

care from both mother and father will benefit the emotional development of their children in

Vietnam.
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Motalebi (2016) examined the association between perceived parenting styles and

emotional intelligence in Iranian boy students. The sample size was 188 boy students (age from

16 to 19) were chosen by a multi-stage cluster sampling method. To analyze the data, Pearson

correlation coefficient and multivariate regression analysis were used. The findings revealed

there were positive associations between affectionate constraint parenting style, and optimal

parenting style with high ability of emotional intelligence, and negative associations existed

between affectionless control style and neglectful parenting style with high ability of emotional

intelligence. The affectionate constraint parenting style was a powerful predictor of high ability

of emotional intelligence, and neglectful parenting style was a plausible predictor of low ability

of emotional intelligence in adolescents.

Shalini (2013) examined the influence of perceived paternal parenting styles on emotional

intelligence of adolescents. Sex differences in perceived paternal parenting style was also

explored. The participants comprising of 973 Pre University college students ranging in age

between 16-18 years were administered. Results indicated father’s authoritative and authoritarian

parenting style significantly correlated with emotional intelligence and fathers were perceived to

be more authoritative towards girls than boys. Findings suggest greater involvement of fathers

and adopting an authoritative approach in bringing up emotionally intelligent adolescents.

Salimynezhad (2015) find a relationship between parental styles with emotional

intelligence, in elementary schools students of MAKOO. The sample size was 80 boys and girls

elementary schools students were chosen by a cluster sampling method. The methods of this

research was descriptive and correlation analysis. To analyze the data, Pearson correlation

coefficient with SPSS 16th software were used. The findings revealed there were positive

associations between all parenting styles with emotional intelligence. Girl’s students’
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authoritarian parenting style more positive relations with intelligence than the boys.

Evangelia (2016) examine the relationship between parenting styles and trait EI in an

adolescent population. The sample of our study consisted of 127 adolescents from Greek

schools, 15–19 years old. The estimation of the association between parenting scores and trait EI

was based on a multivariable mixed-effects regression model. An association between parenting

styles and trait EI, statistically significant for authoritativeness and marginally significant for

authoritarianism emerged even after controlling for a set of potential predictors of trait EI.

Additionally, statistically significant associations of adolescents ‘and parental education with

trait EI were found. These findings provide insight in the field of trait EI antecedents and

underline the potential significance of primary prevention programs with parents that aim to

develop trait EI at a young age.

Chong (2015) study sought to extend knowledge about trait emotional intelligence (EI)

by examining its relationship with paternal and maternal parenting styles and positive and

negative self-talk among Singaporean adolescents. Students in Grades 6 through 8 (262,49.3%

girls, mean age = 13.94) completed instruments measuring trait EI, perceived authoritative,

authoritarian, and permissive parenting styles, and positive and negative self- talk. The findings

provided further insights to inform how parenting practices and demands can foster self-talk that

would have important implications for children’s socioemotional development.

Sung (2013) examine the impact of parenting styles on emotional intelligence of HIV-

affected children in Thailand. This study uses data from 205 HIV-affected children in northern

and northeastern Thailand. Correlation and regression analyses were used to examine the

predictors of emotional intelligence. Children reporting higher levels of stress reported less

caring parenting style. Children with higher self-esteem were also more likely to perceive their
 xxix

parents as caring. Children who scored lower on their self-esteem reported their parents to be

more overprotective and children reporting higher levels of stress reported their parents to be

more overprotective. Identifying and testing interventions to help parents improve their parenting

styles, while helping their HIV-affected children cope with stress and self-esteem, are essential

in promoting mental health of HIV-affected children in Thailand.

Laura (2012) highlight the relationship between the level of development of emotional

intelligence and parental styles. There were implied 90 adolescents and their parents. The results

show the fact that the development level of emotional intelligence is influenced by the five

parental styles: authoritarian, dictatorial, permissive, democratic and rejecting / neglecting. The

manner in which parents report to their own adolescents, marks the level of development of

emotional intelligence.

Shahida (2022) assessed the impact of positive parenting on the trait emotional

intelligence, prosocial behavior (altruism) and friendship quality of adolescents. The sample

of present study comprised 350 adolescents (208 boys and 142 girls) aged between 14 and

16 year (M = 15. 46 year, SD = .86) and their parents. The data were collected from two public

and two private sector schools of Lahore, Pakistan. The final model of a mediational path

analysis revealed that positive parenting had a statistically significant indirect impact on the

prosocial behavior of adolescents via emotional intelligence. Gender appeared as a significant

covariate of both prosocial behavior and friendship quality. Based on the results, we suggest

parents to practice positive parenting styles and recommend emotional intelligence training of

adolescents to promote prosocial behavior and better relationship with friends.

Tania (2020) observe the relationship between parenting styles, self-efficacy,

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emotional intelligence and academic achievement in medical students. Data was collected from

medical students of Lahore. Results: Correlational analysis showed highly significant positive

association between parenting styles, self-efficacy, emotional intelligence and academic

achievement in medical students. Regression analysis showed significant prediction between

emotional intelligence and academic achievements. Moderation analysis showed self-efficacy

was significant moderator between authoritarian parenting style and academic achievement.

Sobia (2019) study was an endeavor to explore the role of parental rearing practices

particularly, emotional warmth in predicting emotional intelligence and resilience among young

adults. Sample comprised of 465 students (227 women, 238 men) with age ranged from 18-26

years from public and private sector universities of Rawalpindi and Islamabad. Data was

collected through Convenient Sampling Technique. Results revealed that perceived emotional

warmth positively correlated with resilience and emotional intelligence. Further, significant

gender differences were also observed on emotional warmth; women reported more perceived

emotional warmth as compared to men. Findings of the study have been discussed with reference

to pertinent literature and implications for both clinical and non-clinical sample have been given.

Moazama (2017) investigate the relationship between attachment styles, emotional

intelligence and social intelligence among conveniently selected 340 university students (155

male & 225 female). Results showed that emotional and social intelligence were positively

related with secure attachment style and negatively related with preoccupied, dismissing, and

fearful attachment styles. High level of social intelligence moderates the relationship between

attachment style and emotional intelligence. Limitations of study and suggestions for future

endeavors have also been discussed.

Asrar (2017) Investigate the impact of emotional intelligence on teachers job

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performance in the education sector of Pakistan. Sample size consists of 166 teachers from

universities in the area of central Punjab, Pakistan. The result indicated that emotional

intelligence has a significant impact on the teacher’s job performance. Key research finding

revealed that emotional self-awareness, self-confidence, achievement, developing others and

conflict management have a positive and significant relationship with the teachers job

performance.

Shahida (2014) examine the relationship between parents emotional intelligence and

Adolescent’s aggression, through the mediation of parenting styles. Two hundred and twenty-

five undergraduate students (113 boys &112 girls; age 17–18 years), from four universities in

Pakistan, participated with their parents. Mediational path analysis supported our hypothesized

model. Results indicate that emotional intelligence of parents indirectly links to aggression

among offspring, through parenting styles. It was concluded that emotional intelligence training

will help parents to improve their parenting styles, and it will lower the risk of aggression in their

children.

Saleem (2018) examine the relationship between emotional intelligence and aggression

and investigating gender differences for both variables. A sample of 100 University students (50

males and 50 females) were recruited from two adjacent cities of Pakistan. Results indicated a

negative association between emotional intelligence and aggression specifically with hostility

and anger subscale of aggression. Moreover, no significant gender differences were observed for

emotional intelligence and aggression except for the physical aggression subscale on which male

students scored higher as compared to female students. Results suggest that emotional

intelligence could be a protective factor against specific aspects of aggression.

Tariq (2014) investigate the relationship of emotional intelligence with self-esteem and
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depression among adolescents. 182 participants both male and female of age range 12 to 18 years

with mean age of 15.70 and SD=1.82 were included in this study. Sample was selected via using

mixed method sampling technique. Pearson Product moment of Coefficient of correlation was

used in order to find out relationship of emotional intelligence with self-esteem and depression

among adolescents. Results showed that Emotional intelligence is positively related to self-

esteem and negatively related to depression among Pakistani adolescents.

A review of literature shows that individuals Emotional Intelligence has great

connection with their families, and that the majority of the adolescents and adults suffering from

poor parenting styles and their emotional state is also effecting. Parents with highly disciplined

parenting styles and those with uncoordinated relationship with their children s create an

atmosphere vulnerable to perilous or high-risk emotions & behaviors among adults. Despite

the great body of literature on the subject, very little has been known about the relationship

between parenting styles and emotional intelligence in adults. This study will help Parents to

understand their children emotional intelligence also children to adapt healthy lifestyle.

2.4. Rationale
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The study of parenting styles and emotional intelligence is important because it helps to

understand how parenting practices can impact a child’s emotional development. Different

parenting styles, such as authoritarian, permissive, and authoritative, have been shown to

affect a child’s emotional intelligence, which includes abilities such as self-awareness, self-

regulation, motivation, and empathy.

By understanding the relationship between parenting styles and emotional intelligence,

researchers can better understand how to support parents in fostering the emotional development

of their children. This can have important implications for child well-being, as research has

shown that individuals with higher emotional intelligence tend to have better social skills,

relationships, and overall mental health.

Additionally, studying parenting styles and emotional intelligence can also provide insight into

how these factors may impact other areas of child development, such as academic achievement,

social behavior, and mental health. This understanding can help inform interventions and policies

aimed at promoting positive outcomes for children.

2.4. Objectives

 To assess the significant positive relationship in parenting styles and emotional

intelligence in young adults.

 To investigate the mean difference of parenting styles and emotional intelligence in

family system.

 To assess the prediction of emotional intelligence by parenting styles in young adults.

2.6. Hypothesis
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H1: There is likely to be a positive relationship between Parenting Styles and Emotional

Intelligence.

H2: There is significant differences in variables among family system socioeconomic status.

H3: Emotional regulation will be significant predictor of Parenting Styles.

Chapter 3: Methodology
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3.1. Research Design

Correlational research design was used in current study to investigate the relation

between Parenting Styles and Emotional Intelligence in Young Adults.

3.2. Sampling Strategy and Sample

Non-probability purposive sampling technique was used to collect data. The sample of

200 young adults were taken from different institutes of Lahore, within the age range of 18-25

years.

3.3. Inclusion criterion.

 The University going students was included.

 Age range 18-25 was included.

 Both male and female was included.

 Data was collected from Universities.

3.4. Exclusion Criterion

 The young adults who are not a part of any institution.

 Young adults who have any psychological disturbance.

 Young adults who have any physical disability.

 Excluding young adults who have a history of substance use or addiction as these factors

influence emotional intelligence.

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3.5. Operational definitions

Parenting Styles

A parent's parenting style is characterised as a combination of their attitudes and behavio

urs towards their ochild as well as the emotional environment in which those behavior’s a

re expressed. (Libeiro,2009)

Authoritative Parenting Style

It is an approach to child rearing that’s combines sensitivity, warmth & the setting of

limits. (Libeiro, 2009)

Authoritarian Parenting Style

Authoritative parenting style is low in responsive and high in demanding.They are

emotional & critical if their children fail to meet the expectations of the parents.They are

extremely strict in parenting. (Libeiro, 2009)

Permissive Parenting Style

Permissive parenting style is low in demand & high in responsiveness. They are loving

with their children and do not expect mature behaviors from their children. (Libeiro,

2009)

Uninvolved Parenting Style

Uninvolved parenting style is not responsive & also not demanding. These parents mostly

fail to supervise the children behavior. They are uninvolved with their children.

(Libeiro,2009)
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Emotional Intelligence

Emotional Intelligence defines adaptive and intrapersonal emotional working and

specifies the degree to which a person can evaluate and control emotions regarding self

and others and using emotions for solving problems. (Wong & Law, 2002)

3.6. Assessments measures

Data was collected through Demographic information sheet, Parental Authority

Questionnaire (PAQ), Wong & Law Emotional Intelligence Scale (WLEIS)

Demographic sheet.

The demographic sheet for the study comprised of different demographic variables

including gender, age, education, birth order, no. of siblings, residency, family system, live in,

and socioeconomic status.

Parental Authority Questionnaire (PAQ)

In this study, to assess the parenting practices, parenting styles questionnaire of Ribeiro

(2009) was used. This questionnaire measures four practices of parenting styles including

authoritarian, authoritative, permissive and uninvolved. The questionnaire includes 40 items that

10 items measure authoritarian style (2, 3, 7,9,12,16,18,25,29 and 29) and 10 items measure

authoritative Style (4, 5,8, 11,15,20,22,23,27 and 30) and 10 items measure permissive style (1,

6, 10,13,14,17,19,21,24 and 28) and 10 items measure uninvolved style (31-40). In front of each

phrase, there are four columns. “The columns headings are: strongly disagree, disagree, agree

and strongly agree. Its reliability is .72, .71, .69, .71, and .72

Wong & Law Emotional Intelligence Scale (WLEIS)

The 16 items developed by Wong & Law were used to measure the emotional
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intelligence. The response format was a Likert Scale of 7-point. Reliability estimates (coefficient

alphas) for the four dimensions of self-emotion appraisal, uses of emotion, regulation of emotion,

and others-emotion appraisal were .89, .88, .76 and .85 respectively.

3.7. Procedure

Following receiving approval from the Riphah Institute of Clinical and Professional

Psychology, permission was acquired from the original authors of the scales. Second, an official

data collecting letter was obtained from the psychology department of Riphah International

University in Lahore. After approval from the appropriate authorities of different institutes, data

collecting was initiated from different sector/organizations of Lahore. In the first phase,

participants were provided informed consent and were assured of the confidentiality and security

of their information. Before using the questionnaires, the participants were provided the essential

information on how to fill them out, and the whole yet brief method of the research was outlined

in advance. Following the participants consent, they were given a structured performa that

included their age, gender, education, no. of siblings, birth order, residency, live in, and socio-

economic status among other things, as well as informed consent. The questionnaires were then

distributed to the participants, and the researcher remained near to the respondents to respond to

their queries. After that, participants scales were returned, and they were cordially thanked for

their interest and involvement.

3.8. Ethical consideration

The research was conducted with institutional approval. Informed consent was given. The

participants of the study were entirely voluntary .For scales Permissions sought by the

author, the scales and was taken from the concerned authorities. The participants signed

consent forms and had the right to withdraw from the experiment at any time they
 xxxix

wanted. The synopsis was submitted to Supervisor and will be approved by university.

Informed consent was taken from participants. Participants were assured that their

identity will not be disclosed to anyone. No psychological harm was given to

participants. Confidentiality was maintained. Participants were also ensured that they

have rights to know the findings of the research. Plagiarism was checked through

Turnitin software.

3.9. Data analysis.

 Descriptive Statistics

 Independent t-test

 Pearson Product Moment Correlation

 Linear Regression analysis

Results

The present study aimed to investigate the relationship between Parenting Styles and Emotional
 xl

Intelligence in young adults. The study is conducted to find out a predictive relationship between

Parenting Styles and Emotional Intelligence in young adults. For this purpose, Pearson product movement

correlation was applied to find out the relationship between Parenting Styles and Emotional Intelligence

in young adults. Hierarchical regression analysis was applied to find the predictor in Parenting Styles and

Emotional Intelligence.

Table 4.1

Sociodemographic Characteristics of the Young Adults

Variables M(SD) f (%)

Age 2.41(2.2)
17-21 years 157(78)
22- 25 years 43(22)
Gender 1.49(.50)
Male 101(50)
Female 99(49)
Family SS 1.49(.50)
Joint 102(51)
Nuclear 98(49)
Qualification 1.22(.44)
Graduate 157(78)
Masters 43(22)

Residency 1.69(.46)
Rural 62(31)
Urban 138(69)
SES 1.87(.41)
Upper Class 32(16)
Middle Class 168(84)
Note: f= Frequency. %= percentage
Table 4.1 shows descriptive statistics of the appropriate interpretation of sample
characteristics. Most of the participants were between the ages of 17-21 (f=157(78%)). 51%
 xli

Male participant’s and 49% female were in gender. Majority of participants have 51% joint
family system and 49% nuclear family system. (78%) graduate (20%) Masters and 49% post
graduates were found. (31%) Rural and (69%) Urban were available in the study. Upper class
was 16%, Middle class was 84% showed in the analysis.

Table 4.2

Psychometric properties of Questionnaire (N=200)

Scale M SD Range α

PAQ 100.7 11.93 72.0 .72

Authoritative 26.97 4.17 25.0 .73

Authoritarian 24.92 4.57 25.0 .69

Permissive 26.0 4.23 24.0 .71

Uninvolved 26.8 5.48 27.0 .72

WLEIS 76.64 18.52 90.0 .76

Self-Emotion App. 19.03 6.35 34.0 .82

Regulations Emotions 20.05 5.47 22.0 .83

Use of emotions 18.79 5.72 24.0 .82

Other Emotion App 18.76 5.60 24.0 .84

Note: PAQ= Parental Authority Questionnaire, WLEIS= Wong & Law Emotional Intelligence Scale

Table: 4.2 revealed the PAQ Cronbach ά .72 (>.60) which indicates high internal
consistency, with a mean score M=100.7 (SD=11.93). It has a range of 11.93. In Authoritative
Cronbach ά .73 (>.50) which indicates high internal consistency, with a mean score M=26.9
(SD=4.17). It has a range of 25.0. Authoritarian ά .87(>.69) which indicates high internal
consistency, with mean score M=24.92 (SD=4.57). It has a range of 25.0. Permissive ά .71(>.69)
which indicates high internal consistency, with mean score M=25.0(SD=26.0). It has a range of
24.0. WLEIS ά .76(>.69) which indicates high internal consistency, with mean score
 xlii

M=76.64(SD=18.52).

Table 4.4

T-Test analysis of Parenting Styles and Emotional Intelligence in young adults (N=200)

Group

Joint (102) Nuclear (98)

M SD n M SD n t P Cohen’s d

PAQ 101.9 12.26 102 99.55 11.51 97 1.41 1 .39 .34

WLEIS 76.78 18.76 102 76.50 18.37 98 .10 .001 .73

Note: M=Mean, SD=Standard Deviation

Table 4.4 revealed that there is significant mean difference on emotional intelligence with

t(200) =.10, p>0.0. Findings showed that adults from joint family system showed higher score on

emotional intelligence (M=76.78, SD=18.76) as compared to adults from nuclear family system

(M=76.50, SD=18.37). There is no significant mean difference on parenting styles with t(200) =

1.41, p> 0.05.

Table 4.4

Correlation of Parenting Styles and Emotional Intelligence (N=200)

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VARIABLE N M SD 1 2 3 4 5 6 7 8 9 10

1 - Gender 200 1.49 .501 - .02 .15* .03 .12 -.14* -.06 .11 .00 .03

2 - Socio-
Economic 200 1.87 .417 - .14* .01 .07 .08 .03 .07 .02 .04
Status

3- - .18** .52** .02 .08 .15* .18** .01

200 26.9 4.17
Authoritative

4- - .24** .39** .18** .22** .19** .17*

200 24.9 4.57
Authoritarian

5 - Permissive 200 26.0 4.23 - .05 .24** .31** .25** .09

6- - -.01 -.08 -.01 .02

Uninvolved 200 22.8 5.48

7- Self - .60** .64** .44**

emotions
200 19.0 6.35
appraisal

8- Regulation - .54** .34**

of emotions 200 20.0 5.47

9- Use of - .48**
emotion 200 18.7 5.72
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10- Others -
emotion 200 18.7 5.60
appraisal

Note: Correlation is significant at the 0.01 level (2-tailed).

Correlation is significant at the 0.05 level (2-tailed).

Table 4.2 shows significant negative relationship between Gender and Uninvolved

Parenting Styles (r = -.149*, p<.01). Results exhibits a positive significant relationship between

Socioeconomic status and Authoritative & Parenting Styles (r = .149*, p<.01). Authoritative

Parenting Styles also has a significant positive relationship with regulation of emotions (r =

-.156*, p<.05) Authoritative Parenting styles also has a positive relationship with use of

emotions

(r = .183**, p<.05). Authoritarian Parenting Styles has significant positive relationship with self-

emotions appraisal (r = -.183**, p<.05). Authoritarian Parenting Styles also has a significant

positive relationship with regulation of emotion (r = .225**, p<.05). Authoritarian Parenting

Styles has significant positive relationship with use of emotion (r = .176*, p<.05). Authoritarian

Parenting Style also has a significant positive relationship with others emotion appraisal ( r

= .176*, p<.05).
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Table 4.6

Linear Regression Analysis of Parental Authority Questionnaire and Wong and Law

Emotional Intelligence Scale in Young Adults (N= 200)

Variables B SEB .β R2 P

PAQ .35 0.5 .22 .05 .001***

Note: P*<.05* p<.01**.

Results of regression analysis showed that Parenting Styles is the most significant

predictors of Emotional Intelligence, (R2= .05, P= .001) p<.01

4.1 Summary of Findings. Summary of the findings as follows:

 There is significant positive relationship between Parenting Styles and emotional intelligence.

 T-Test showed there is a significant Family System difference between Joint and Nuclear.

 Parenting styles are significant predictors of Emotional Intelligence.

Discussion
 xlvi

The result for hypothesis (H¹) There is likely to be a positive relationship between

Parenting Styles and emotional intelligence in young adults, results from the hypotheses was

accepted. The current results match well with the findings of Chih (2021) who consider

emotional intelligence as crucial capacities that could mediate the relationships between various

parenting strategies (e.g., authoritative and authoritarian parenting) and young adults. These

results highlight the importance of democratic, warm, and responsive parenting that helps shape

young adults’ cognitive flexibility, emotional intelligence, and subjective well- being.

Segrin (2019) find the association between well-known parenting styles such as

authoritative, authoritarian, permissive, and directive parenting and various indicators of adult’s

emotional and social intelligence. Results indicated that Parenting practices such as inductive

discipline and parental availability also appear to cultivate emotional and social intelligence in

adults.

The results for second hypothesis (H²) There is a significant mean difference between

family system and socioeconomic status. Hypotheses is accepted here are few researches that

supported this idea. William (2020) investigated the role of family system, socioeconomic status

and parenting style in predicting emotional regulation among adolescents. There were significant

mean differences in the scores of family system and socioeconomic status and self-reported

parenting style scores. There was a significant positive co-relation between emotional regulation

and authoritative, authoritarian and permissive parenting styles. Authoritarian parenting style is

highly correlated with EI in comparison to authoritative and permissive parenting styles.

Linda (2018) found the individual differences in trait emotional intelligence (trait EI)

makes the investigation of factors that contribute to such variations critical. The purpose of this

study was the examination of the relationship between parenting styles and family system and
 xlvii

emotional intelligence in an adolescent population. An association between parenting styles and

trait EI, Statistically significant for family system, authoritativeness and marginally significant

for authoritarianism. These findings provide insight in the field of trait EI antecedents and

underline the potential significance of primary prevention programs family system with parents

that aim to develop trait EI at a young age.

The results for third hypothesis (H3) Emotional Intelligence is the significant predictors

of parenting styles. Hypotheses is accepted here are few researches that supported this idea.

Akinnawo (2019) found the influence of parenting style on the emotional intelligence and

psychological health of the Nigerian child. Results showed that patterns for parenting style

significantly predict Emotional Intelligence. It is concluded that a child’s emotional intelligence

and psychological health status are products of parenting style.

Gassele (2021) study examine the relationship between parenting style and the level of

emotional intelligence in young adults. The results indicated that there was significant

relationship found specifically between the authoritarian parenting style and young adult’s

degree of negative affect or negative temperament related to emotional intelligence. No other

interactions were found between the remaining parenting styles and adult’s level of emotional

intelligence.

Conclusion

Finally, over parenting is discussed as a parenting practice that apparently corrupts the

development of these traits in emerging adults. It is concluded that best practices, where

emotional intelligence and social intelligence are the benchmarks, blend parental care and

concern with a degree of parental demands on children that are appropriate for their

developmental stage.
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Strength of study

 This study was make adults more curious about how parenting style can affect their

wellbeing.

 The study used regression analysis to explore predictive relationship between parenting

styles and emotional intelligence. This allows for a more sophisticated analysis of the

data.

Limitations of the Study

 The research is limited to only young adults of age range 12-25

 As it was academic research so time was short.

 Because of ethical concerns about privacy and confidentiality, detailed

information related to the contacts of participants were not gathered.

 This study was quantitative in nature, so detailed aspects of nature understudy

phenomena remained unexplored, inflexible, and lacking depth.

 Orally administration of scale was the major limitation of the current study.

Suggestions

 Future studies should consider expanding the age range to provide a more comprehensive

understanding of the relationship between parenting styles and emotional intelligence.

 Qualitative research will also help to explore deeper meaning/factors and its effect on

young adults.

 Future studies should expanding the sample size.

 Future studies should be on children to explore the better effects of parenting styles and

emotion intelligence.
 xlix

Implications

 The current study’s findings have ramifications for policy, practice, and research. It will

aid in the development of social policies that increase parent utilization authoritative

parenting throughout childhood, which will go a long way towards fostering positive self-

esteem in adulthood.

 It will help young adults to understand their conflicts regarding parenting styles and

emotional intelligence.

 Interventions concentrating on emotion uses and self-emotion evaluation had a greater

probability of boosting self-esteem amongst adults.

 Emotional intelligence training and awareness raising activities will help people gain

confidence in young adults.

 Through this research we can make a larger impact on young adults to understand how

emotional intelligence gets affected by parenting styles.

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APPENDIX A

PERMISSION LETTER FROM AUTHORS

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APPENDIX B

Permission Letter from the Head of health department

 lii

APPENDIX C

Consent Form
 liii

APPENDIX D

Demographic Information Questionnaire

liv
 lv

APPENDIX E

First Questionnaire (PAQ)

 lvi

APPENDIX F

Second Questionnaire (WLEIS)

 lvii

APPENDIX G

Plagiarism Report