Personality Draft Report

PARENTING STYLES, SELF ESTEEM SELF CONCEPT AND PSYCHO-SOCIAL
WELLBEING AMONG ADOLESCENTS
BY
A. C
A Report Submitted To the Institute Of Psychology in Partial Fulfillment for the

Award of a Bachelor of Community Psychology Degree of Makerere University
2009
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DEDICATION
DECLARATION
ACKNOLEDGEMENT
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TABLE OF CONTENTS
DEDICATION.....................................................................................................2
DECLARATION........................................................................................... ........2
ACKNOLEDGEMENT .........................................................................................2
CHAPTER 1: INTRODUCTION.............................................................................5
1.1Background..............................................................................................5
1.2Statement of the Problem........................................................................7
1.3Purpose of the Study................................................................................7
1.4Objectives of the Study............................................................................8
1.5Significance of Study................................................................................8
1.6Scope of Study.........................................................................................8
1.7Conceptual Framework.............................................................................8
1.8Hypothesis ..............................................................................................9
CHAPTER 2: LITERATURE REVIEW...................................................................10
2.1Introduction................................................................................... .........10
2.2Parenting Styles and Self Esteem...........................................................10
2.3Parenting Style and Self Concept...........................................................12
2.4Parenting Style and Psycho-Social Well Being........................................14
2.5Self Esteem and Self Concept................................................................16
2.6Self Esteem and Psycho-Social Well Being.............................................18
2.7Self Concept and Psycho-Social Well Being............................................20
CHAPTER 3: METHODOLOGY...........................................................................22
3.1Introduction................................................................................... .........22
3.2Research Design.................................................................................... .22
3.3Materials and Procedure.........................................................................22
3.4Data Processing and Analysis.................................................................23
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3.5Problems and Constraints......................................................................23
CHAPTER 4: FINDINGS AND DISCUSSION.......................................................24
4.1 Introduction ................................................................................. .........24
4.2 Study Population...................................................................................24
4.3 Influence of Parenting Styles on Self Esteem........................................24
4.4 Influence of Parenting Styles on Self Concept ......................................24
4.5 Influence of Parenting Styles on Psycho-Social Well Being....................25
4.6 The Relationship between Self Esteem and Self Concept .....................25
4.7 Gender and Parenting Styles against Self Concept...............................25
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS...................................26
5.1 Conclusions...........................................................................................26
5.2 Recommendations................................................................................ .26
5.3 Summary........................................................................................... ....27
REFERENCES..................................................................................................28
APPENDIX................................................................................ .......................29
i.Questonnaire .................................................................................. ..........29
ii.Summary of the Data...............................................................................32
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CHAPTER 1: INTRODUCTION
1.1 Background
Parenting is a parent-child relationship based on power balance not derived from
physical strength but from expertise, knowledge, sexuality, status, prestige and ability to
nurture and give comfort to the child (Candless, 1970).
Parenting style is a psychological construct representing standard strategies parents use

in raising their children (Baurimund, 1978). Grolnick (2003) classified parenting styles
into; Control parenting and supportive parenting.
Control parenting is also referred to as parent demandingness. Here the parent expects
the child to do what he/she commands without any questions. The parent therefore
makes decisions for the child even for the least of decisions such as: where the child
should play, with whom to play, where he should go thus making the child helpless
without the parent. In other words the parent’s word is the law. Whatever a parent
demands the child must do, failure to do so is met by punishment (Barber, 1996).
On the other hand, Supportive parenting is also termed as parent responsiveness. Here
the parent sets limits on what’s wrong or right, explains to the child why a certain limit is
in place and the consequences of the child’s actions on himself and others. The parent
clearly states where the child has gone wrong and the child is also given chance to give
a view of the situation but the parent stays in charge of the overall outcome (Baurimund,
1971).
Children that are brought up under Supportive parenting have a highly developed sense
of right and wrong. They have a high self esteem and can resist temptation (Weiss and
Schwarz, 1996). On the other hand, children brought up under control parenting have a
low moral development which is reflected in the failure of the child to resist temptation in
the absence of the parent. The child only fears punishment but has no internalized
standard of right or wrong. The child has a low self esteem and is often miserable and
withdrawn (Darling and Steinberg, 1993).
Self esteem can be defined as an appropriate sense of self worth. Adolescents who
underestimate their worth will be plagued with thoughts such as “I can’t’, am not
beautiful” (Berkonky and Lombard, 1983). It was found that the girls’ self esteem
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depended on her relationship with her mother. A close supportive relationship enhanced
the girls’ self esteem because she would constantly get positive and affirming words
from the mother thus making herself worth intrinsic (Maccoby, 1983). On the other,
children that were controlled by their parents often had their self worth dependent on
approval from others thus an extrinsic self worth.
Chapman (1997) pointed out the need for parents to exert effort to see that their
adolescent children develop a healthy self esteem so that they view themselves as
important members of society. This can be done by affirming these children.
Supportive parenting enhances a healthy self esteem and this is related to a positive self
concept. If a child values herself then even her perception of self will be positive. On the
other hand, control parenting results into a low self esteem and hence a negative self
concept, If a child doesn’t value herself then even her perception of the self will be
negative (Epstein, 1974).
Self concept refers to those perceptions one has about his or her physical, social and
psychological self. Self concept is a product of intra-personal communication. However,
information to define one’s self concept is often derived from inter-personal
communication. It develops within a social framework as we incorporate significant
others like parents who influence us and have power over us. For instance adolescents
whose parents perceive as weak and dull will always look at themselves that way
because they trust their parents and easily believe what they say about them. Thus the
way parents bring up their children and what they say about them affects them in their
adolescent lives (Baurimund, 1971).
Wycoff and Unell (1984), also encourage praising the adolescent’s good behavior and
calmly correcting wrong behavior thus improving the adolescent’s perception of self.
Supportive parenting results into a healthy self esteem which in turn leads to a positive
self concept and this enhances psycho-social well being. On the other hand, Control
parents results into a low self esteem leading to a negative self concept and also a poor
psycho-social well being. Such children are timid and shy and have poor social skills and
are often depressed and withdrawn (Darling, 1999).
Psycho-social well being is the mental and emotional state of an individual and also
his/her relationship with those around them.
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Havighurst (1972) defines adolescence as a time to prepare for some tasks like
accepting ones physique, preparing for marriage, achieving heterosexual relations and
also a time for psycho-social tasks like preparing for a career, achieving socially
acceptable behavior and acquiring a set of values. All this will depend on how the parent
trained the child to be able to adjust to all these demands of life.
During this time, adolescents acquire relational skills: which is the ability to relate to
authority thus adolescents who have a good relationship with their parents also treat all
persons as having equal value and will be able to build friendships.
The word adolescence is derived from a Latin verb ‘adolescere’ which means ‘to grow to
maturity’ (Garrison, 1975). Adolescence is a span in time and a way of life of an
individual. It encompasses both the physical and psychological development of an
individual. As a psychological term, adolescence doesn’t lend itself easily to a definition
(Fitzgerald and McKinney, 1970).
According to Lewin 1939, the adolescent is a marginal man. This definition borrowed
from the discipline of sociology refers to an individual whose membership in a group is
not clear. He’s not a man neither is he a child, he’s a being characterized by emotional
instability and sensitivity.
1.2Statement of the Problem

Adolescence is the most trying moments in a young person’s life. Deficits in the
parenting styles result in many adolescents having a low self esteem, to be constantly
on a search for the self concept and may affect their psycho-social well being negatively.
To find satisfaction, many adolescents turn to anti-social behavior such as pre-marital
sex, alcohol and drug abuse (58% of women and 44% 0f men have had sex by the age
of 18). Also in Uganda, 67% of women have at least had one pregnancy by the age of 18
(United Nations Population Fund [UNFPA], 1991).
1.3Purpose of the Study

This study seeks to investigate the relationship between parenting styles, self esteem,
self concept and psycho-social well being in adolescents.
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1.4Objectives of the Study
To find out the influence of parenting styles on self esteem, self concept and psycho-
social well being of adolescents.
To assess the relationship between self esteem, self concept and psycho-social well
being of adolescents against their parental control.
1.5Significance of Study
The study may give parents a broader view of the challenges faced by their adolescent
children and know how they can be supportive to help them overcome these challenges
The study may also help teachers on how to deal with the adolescent students and help
them cope with their challenges.
The study may also give counselors and social workers dealing with adolescents some
of the problems that adolescents struggle with but are never willing to talk about.
The study may also act as a guideline to Non-Governmental Organizations dealing with
adolescents on what programs to put in place that would be helpful to the adolescents.
The study may also help Policy makers in coming up with laws to protect the adolescent
child since the study may give the many problems faced by adolescents.
1.6Scope of Study
The study was carried out among secondary school students. It was done in both day
and boarding schools and both girls and boys participated. The study was carried out in
Kampala District and focused on the relationship between parenting styles and self
esteem, self concept and psycho-social well being of student who spend time with their
parents and those that who do not.
Boarding students were chosen because they spend less time with their parents and day
students spend more time with their parents and a comparison will be made on the
impact parenting styles has on both students.
1.7 Conceptual Framework

Fig.1 shows the relationship between parenting styles, self esteem, self concept and
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psycho-social well being.
Parenting styles influence self esteem, self concept and psycho-social well being.
There’s a relationship between self esteem and psycho-social well being. Self esteem
also influences self concept and self concept also influences psycho-social well being.
1.8 Hypothesis
There is no significant difference between self esteem of children that spend time with
their parents and those that do not spend time with their parents.
There is no significant difference between self concept of children that spend time with
their parents and those that do not spend time with their parents.
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CHAPTER 2: LITERATURE REVIEW
2.1 Introduction
This chapter review previous study on parenting styles, self esteem self concept and
psycho-social well being among adolescents, and attempts to show the gaps in the
information available. It presents a framework on which the study is based and gives a
direction on the important areas the study needs to highlight.
2.2Parenting Styles and Self Esteem

According to Nelli (2004), some parents adopt the ideas their parents used, others get
advice from friends, read books on parenting and others take classes on parenting and
Nelli (2004) also asserts that no parenting style will work unless the parent builds a
loving bond with the child.
In a study done by Cardinali (2001), he found that children raised under control
parenting have a low self esteem and further explains that these children are so used to
someone always doing things for them, setting for them rules to follow because they
have no internalized standard of right or wrong. Thus they are dependent on other
people.
D’allura (2001) also adds that the child lacks the confidence to make decisions and so
always ends up being manipulated by other people such as peers. These children have
an extrinsic worth. These children view themselves as total failures when they make
mistakes.
According to Martinez (2007), it was indicated that children raised under control
parenting also lack a sense of creativity because they don’t trust themselves to do
anything and their parents don’t listen to them. Often the parents criticize the child
instead of the action and as a result the child also criticizes the self and views the self as
worthless.
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According to Francoise (1998), children with a low self esteem often have battles with
their parents as they try to search for worth from their peers through engaging in anti-
social behavior such as theft together with the peers for purposes of approval.
Lamborn (1991) points out that children raised under supportive parenting have a high
self esteem, an intrinsic worth, internal security and adequacy and they see mistakes as
lessons to learn from. Lamborn attaches this to the parents’ efforts to always take time to
explain to the child consequences of his/her actions on himself and others and calmly
correcting the child.
Another survey done by Martin and Maccoby (1983) indicates confidence in decision
making among children raised under supportive parenting. Martin and Maccoby further
assert that this discipline is cultivated as the child grows as the parent always grants the
child chance to participate in decision making.
Milevsky (20007), also points that supportive parenting criticizes the child’s bad
behavior and tells the child the right thing to do next time instead of criticizing the child
as the bad one and this boosts the child’s self esteem and is reflected in the in the child’s
positive relationship with others because the child feels confident to reach out to other
people without fear of failing.
Solomon (1998), notes that children with a high self esteem are creative because they
believe in themselves as unique with unique abilities and have minimal battles with their
parents because all decisions are made on a round table with the parents giving their
side and explaining the consequences and the child also given chance to say what they
feel before the final decision is made.
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2.3Parenting Style and Self Concept
Jerrie (2005) found that children raised under control parenting have a negative self
concept. These children usually perceive themselves as too weak to do anything for
themselves and this can be attributed to the parents always giving the children rules
on what to do and what not to do.
According to Jerrie (2005), the parent’s word is a law that has to be followed without any
questions and when the child asks a question on why the parent wants him to do
something the parent replies” Because he or she says so” thus no explanation is given
to the child hence not enhancing the child’s self concept.
Hansen (2005) also asserts that control parenting doesn’t give the child chance to make
independent decisions thus the child depends on external approval and many times the
child compromises their personal standards so as to please those who approve him/her.
According to Cuspie (1996), the way children perceive themselves depends on how the
significant others such as the peers, parents treat them and what they say about them.
Cuspie (1996) further explains that children whose parents perceive as dull also
perceive themselves as total failures and often do not go out of their way to try out new
skills because they don’t trust themselves to succeed at anything.
Francoise (1998), also notes that children raised under control parenting are often timid
and shy with poor social skills hence don’t easily make friends and as a result the child is
often depressed and withdrawn because of their inability to make friends and also lack
the opportunity to express their emotions and always end up doing what they don’t want
thus compromising.
A study by Lamborn (1991), indicates that children raised under supportive parenting
have a more positive self concept and have many perceptions of themselves such as;
existential (am myself), abstract (am a human being), self determination (I can make it),
Interpersonal( am friendly) and psychic style (am happy). With such a positive self
concept, the adolescent is able to stand up for the moral values with which the parents
equipped the adolescent and so when there’s pressure to participate in unacceptable
behavior like theft, the adolescent has enough strength to resist.
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Baurimund (1978) also adds that such adolescents don’t have to look elsewhere for
someone to always approve before they make the right decision hence their perception
is intrinsic. Thus this positive perception is something that’s cultivated in the inside of
them and not very dependent on other people or on what the adolescent can do or
cannot do.
Another study by Chapman (1997) also indicates that such adolescents go out of their
way to try out new skills like putting their talents into use hence fitness in physical
activities thus a positive self concept and all this is enhanced by the adolescent’s
confidence in the self to succeed at what they set themselves to do.
Gronmo and Augestad (2000) also add that an adolescent raised under supportive
parenting does not always need someone to convince them that they can make it
because the adolescent believes in the self. These children also easily makes friends
because the adolescent views the self as valuable and worth spending time with and can
fit in any environment without much difficulty and as a result, the adolescent ends up
less depressed, happier and outgoing.
Coplan (2002), asserts that children raised by controlling parents avoid tasks rather than
risk failure especially females raised by authoritarian fathers. This tarnishes their
perception of self and so end up not even engaging in activities where their talents lie
just in case they fail. All this leaves the child miserable and unhappy.
According to Harter (1999), fathers foster a sense of identity and encourage autonomy in
both their sons and daughters and so children that have a good relationship with their
fathers have a positive perception of the self because of the assurance they get from
their fathers. As a result these children always go out of their way to achieve their
dreams because they are assured of the security of their parents.
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2.4Parenting Style and Psycho-Social Well Being
Wycoff and Unell (1984) found that control parenting does not recognize the relationship
between changes taking place in the child’s body and his behavior but rather the parent
becomes more critical and punitive to the child. In other words the parent continues to
treat and control the adolescent child the same way he treated the child when the child
was 4 years old. The parent is emotionally detached from the child and rather more
restrictive without any explanations.
Eisenberg and Harris (1991) assert that this usually results into parent-child battles thus
widening the gap between the parent and the child thus control parenting limits the
child’s freedom of expression by imposing many demands and actively monitoring the
child’s behavior to ensure that the set rules are followed.
Darling (1999) also adds that children raised under control parenting are often passive,
conforming, timid and shy and also depressed and socially withdrawn thus the child
lacks confidence to be out going and easily relate with others.
Barber (1996), also asserts that many times children raised under control parenting end
up being manipulated because the child is timid and is even not sure about what he
wants so whatever the peers for instance tell them to do, they just do it to please others
and at times just to avoid punishment.
According to Metsapelto and Pulkkinen (2004), supportive parenting recognizes the

relationship between the changes taking place in the child’s body and his behavior and
hence a need to adjust and modify the habitual way of treatment of the child. The
parents are emotionally involved in the child’s life thus offering nurturance to the child
and less restrictions.
Harris, Robert et al (1984) further explains that the parent takes time to explain to the
child the consequences of every decision taken and so the child makes a decision when
he is aware of the consequences but the parent still remains in control. The parent is
less restrictive, makes fewer demands and allows children considerable freedom to
pursue their interests, express their opinions and emotions and make decisions about
their own activities.
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Steinberg (1993) also indicates that supportive parenting equips the child with better
social skills, the child is less depressed and often participates in problem solving mainly
because of the confidence cultivated in the child by the parent as people that can make
mature decisions and this enables the child to relate with other people without being
manipulated.
The child also has an internalized standard of right or wrong and the child knows exactly
what he wants and is ready to stand by his word without having to compromise thus the
child believes in the self and is optimistic about life, his relationship with others and also
the future (Weiss and Schwarz, 1996).
According to Harter (1999), mothers encourage closeness and connectedness in their

daughters and so girls that have a good relationship with their mothers easily relate with
other people without any insecurities because of the mentorship they have got from their
mothers. These adolescent girls are never caught up in anti-social activities such as pre-
marital sex as a way of seeking security.
Harter (1999) adds that girls that lack an intimate relationship with their parents
especially their mothers are often insecure and so end up looking for security in other
things such as from boyfriends, from pre-marital sex and also from indecent dressing like
exposing their breasts to seek attention.
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2.5Self Esteem and Self Concept
Maccoby (1983) found that a child’s first self esteem lessons are learnt early in life from
the parents and that parents that are emotionally attached to their children instill a sense
of worth to their children and this makes the child feel loved and cared for , a treasure to
the parent and also a valuable member in society. Maccoby (1983) asserts that the
parent can enhance the self esteem of the child by speaking positively into the child’s life
with words such as “you can make it”. All this helps to affirm the child and instill an
intrinsic self worth in the child.
Baurimund (1971) also notes that parents who teach their children to speak positively
into their lives like; am beautiful, am a princess”, enhances the child’s self esteem.
Huitt (2004) found that children with a high self esteem have a positive self concept and
so these children value themselves and also perceive themselves positively. Huitt (2004)
further explains that supportive parenting enhances a high self esteem as the parents
affirm their children and calmly correct the wrong behavior. The Parent condemns the
wrong behavior and not the child with words such as” I love you my son but shouting at
the maid is wrong and you should not do that again”. This enables the child to perceive
the self in a more positive way as one that’s loved, valued, respected and accepted.
Steinberg (1993) also notes that children that feel accepted reflect this in their
relationships and positive attitude towards others. The child is not constantly seeking
approval from others so as to do the right thing. The child is proud of his moral value and
ready to stand by them no matter what everyone else thinks thus an intrinsic worth is
built.
Metsapelto and Pulkkinen (2004) assert that parents that are emotionally detached from
their children offer little nurturance to the child but rather set laws that have to be
followed without any explanations and failure to do so is met by punishment. The parent
doesn’t care about the child’s interests and as a result such children feel unloved, not
valued, unaccepted and a burden to their parents and this is reflected in their
relationship with others. The child is often timid, shy and depressed and feels worthless
thus there’s a constant search for approval from others because of the low self esteem.
It has also been found that children with a low self esteem also have a poor self concept
thus these children do not attach value to the self. The child often perceives the self as a
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total failure in life and one that can never be accepted by anyone and sometimes ends
up running away from home. This can be partly attributed to the negative talk from the
parents especially when the child does something wrong. For instance when the child
fails algebra, instead of correcting the child the parent calls the child stupid and all this
registers in the child’s head (Grolnick, 2003).
Cornelius (1987) notes that this low self esteem and poor self concept leads children to
be rebellious to their parents as they go out to search for acceptance elsewhere and are
willing to engage in anything to attain this acceptance such as engaging in anti-social
behavior like theft to get approval from the peers thus the child has an extrinsic worth.
According to Minke (2006), a low self esteem is related to evil and a high self esteem is
related to doing good. In other words children with a low self esteem usually engage in
anti-social behavior as a way of attaining security and approval from their peers and
children with a high self esteem are always able to resist temptation to engage in anti-
social behavior because of the security they already have. Children with a high self
esteem do not have to always please their peers so as to have a positive perception of
self because their perception of self is intrinsic.
Manning (2006) also adds that a high self concept is related to success in life. This is
because children with a positive self concept are always ready to go out of their way to
achieve their dreams and also try out their talents without fear of failure but instead using
the mistakes as stepping stones to move forward.
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2.6Self Esteem and Psycho-Social Well Being
A study by Gary (2007) indicates that children with a high self esteem have a positive
psycho-social well being and this is cultivated early in the child’s life and is characteristic
of supportive parenting where the parent affirms the child and praises acceptable
behavior and also calmly corrects the unacceptable behavior.
Arthur (2007) also adds that the parent often includes the child in decision making
especially concerning the child’s future thus showing the child that even their opinion is
valued thus an important member of society. The child is also given chance to exploit
their talent such as playing football though amidst all this the parent still remains the
head and the overall person in the home.
Another study done by Suzan (2007) indicates that children with a high self esteem and
a positive psych0-social well being are often friendly, easily make friends thus have
many friends and can relate with anyone without fear of failure and these children are
also optimistic about life , they always hope for the very best.
Brainy (2007) also notes that children with a high self esteem and positive self concept
train in psycho-social tasks like preparing for a career, acquiring a set of rules and the
child knows what they want and goes out to get it hence are less depressed and happier
because they are comfortable about who they are and what they can do and what they
cannot do and as a result such children grow up to become leaders and are socially
competent.
According to Solomon (1998) children with a low self esteem have a poor psycho-social
well being and this is characteristic of control parenting where the parent sets rules to be
followed without any questions and failure to do so is met by punishment. In other words
the child is not given chance to make any decisions even those that directly affecting his
career, interests and future.
Cathy (2007) adds that the child has to meet the parent’s demands and this leaves the
child less confident about his ability to make the right decisions and more dependent on
the parent thus in the absence of the parent the child cannot make the right decisions
and many times the child does the right for fear of punishment but when there’s
opportunity to do the wrong thing, they would do it.
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It was found that children with a low self esteem and a poor psycho-social well being are
often shy, timid, depressed and withdrawn and often feel unloved and unaccepted and
worthless. The children don’t easily make friends because they lack the confidence to
reach out to others as fear is the major obstacle (Steinberg, 1998).
According to Darling (1999) the child has no internalized standard of right or wrong but
simply does the right thing to avoid punishment hence low moral development. The child
is found to be very dependent on others and often goes out of their way to please others
and as a result the child may engage in anti-social behavior such as prostitution as they
search for approval and acceptance from the peers and sometimes may turn out to be
aggressive towards others especially those who criticize the m .This is because they are
not comfortable about who they are hence insecure about the self.
Bear (2006) also adds that self perceived physical appearance has a strong relationship
with self esteem. And so because of this strong relationship, parents are encouraged to
put emphasis on affirming their children so as to elevate their self esteem and this will
improve their relationship with other people. These children are confident in their
interactions with other people.
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2.7Self Concept and Psycho-Social Well Being
It was found that children with a negative self concept also have a poor psycho-social
well being that is the child has a critical orientation and finds it hard to relate with other
people. The child often feels below the standard of everyone else and feels unable to
compete favorably with the fellow peers and so develops a pessimistic attitude towards
life and often feels a non-achiever (Schneider, 1998).
Borman (1998) also adds that there’s always a fear to try out something new and also to
exploit talent because of fear of failure. As a result the child ends up doing whatever the
parents demand and when he doesn’t do it perfectly, he feels a total failure.
A study by Davison (2008) indicates that children with a negative self concept and a poor
psycho-social well being are often uncomfortable about who they are, what they can do
and cannot do, do not appreciate their bodies thus resulting into insecurity and so the
child always feels everyone is out to criticize them and that no one loves them and so
often compromise their moral standards to get approval.
Steinberg (1993) asserts that a positive self concept leads to a healthy psycho-social
well being that is the child accepts the self for who they are, what they can do and what
they cannot do and so go out of their way to learn that which they cannot do through
relating with other people and the child believes in the self and perceives mistakes as
opportunities to learn something better and are not intimidated by fear of failing.
John (2007) describes children with a positive self concept and a healthy psycho-social
well being as less depressed, friendly and happier because of the security they have
about themselves The goals that not achieved are seen as opportunities to try again
because these children feel they have the potential to compete favorably with their fellow
peers thus are not easily manipulated.
According to Minke (2006), building a child’s competencies enhances a positive self

concept. This means that parents need to spend some time encouraging and supporting
their children in achieving their dreams and also engaging in their talents.
Minke (2006) further explains that students display a decline in self concept during
elementary school and so this is time for parents to affirm their children so as to improve
their self concept. This can be done by helping children to grow in their skills and this will
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help them improve their relationship with other people because their perception of self is
positive.
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CHAPTER 3: METHODOLOGY
3.1 Introduction
This chapter shows data collection methods that were used in the study. The analysis,
interpretation, conclusion and recommendations were based on data collected. The
research design for this study is non-experimental. The researcher studied and
described what exists on the ground; the basic method for data collection was survey.
Other methods used include questionnaires, interviews, observation, reading texts,
internet and library research. There was accidental random sampling on the people
interviewed.
3.2Research Design
The researcher used both qualitative and quantitative approaches. The independent
variable was the perceived parenting control and the dependent variables were self-
esteem, self control and psychosocial well being. A questionnaire was prepared
representing these variables.
It was assumed that the boarding students have less parental control because they
generally get less time with parents compared to their day school age mates, and
therefore they leave a more independent life.
3.3Materials and Procedure

Closed ended type Questionnaires, observations, interviews and discussions were used
to obtain data for the study.
A letter of introduction was obtained from the Institute of Psychology and Department of
Mental Health to legitimize the research and to enable the research to access some
places without hindrance.
Participants were asked to volunteer for the study without telling them details of the
study, and once they agreed to participate, they were briefed about the requirements
assured of confidentiality and then given questionnaires to complete.
The order of the questionnaires was: section A: A Demographics Evaluation

Questionnaire; Section B: The Rosenburg Self-Esteem Scale; Section C: The Self
Control questionnaire; and Section D: The Psychosocial Well Being Questionnaire
The demographics questionnaire asked for participants’ age, gender and school type
(boarding/day). A positive relation between Parental control and school type was
assumed due to the fact the day students spend more time with their parents relative to
boarding students age mates. The gender was investigated as a possible covariate.
22
The Rosenburg Self-Esteem scale consisted of 10 questions that aimed to measure
overall self esteem level
The Self Control questionnaire consisted of 10 questions that measure the state of self
concept.
The Psychosocial Well Being Questionnaire consisted of 12 questions designed to

measure the psychosocial well being of an individual at the moment one answered the
questions.
When they completed of the questionnaires, participants were interviewed to verify some
data and to find out the parental control state, which was recorded separately. It
generally took participants no more than 15 minutes to complete the questionnaires.
All questionnaires were scored on a scale which ranged from either 1 to 4, with the
lowest number meaning “strongly agree” and the highest number meaning “strongly
disagree” in all cases besides the following questions; section B(2,7,11,9), section C
(2,5,6,9) and section D (1,2, 3,4,6, 7) these were reverse scored.
3.4Data Processing and Analysis

The questionnaires were retrieved then edited for the purpose of checking if they had
been correctly filled. After editing the questionnaires were taken for data capture after
which analysis was done using SPSS.
SPSS was used to produce meaningful information by coding, summarizing and

presenting the data in descriptive form including statistics frequencies and graphs.
3.5Problems and Constraints

There was insufficient funding to carry it out on a larger scale, some of the participants in
the study needed payment “motivation” to be able to give data and to answer the
questionnaires.
The time allocated for the research was also not enough, in some schools reached by
the research it was hard to the researcher to contact the respondents as the schools had
a number of activities running including exams among others; this forced the researcher
to employ teachers to help in the process, making it even more expensive.
23
CHAPTER 4: FINDINGS AND DISCUSSION
4.1 Introduction
This chapter presents the results obtained through the study. These results were
obtained from analysis of the data collected using the conditions and assumptions stated
in chapter three. It further discusses the results to show the meaning of the results.
4.2 Study Population

The participants for this study w ere 114 students from two secondary schools in
Kampala who volunteered to participate. The age range was 15 -19, with the majority of
the participants falling in the 16-18 age range. There were 52 males and 62 females.
The participants were further characterized by the school type as follows: 27 day girls
and 35 boarding girls and also 27 day boys and 25 boarding boys. The data is
summarized in the table below.
se x * school Crosstabulation
Count
school
Day boarding Total
sex male 27 25 52
female 27 35 62
Total 54 60 114
4.3 Influence of Parenting Styles on Self Esteem

For the 2 (gender) X 2 (parenting style) ANOVA for the Rosenburg scale there was a
main effect for perceived parenting styles, F (1, 98) = 0.19, p < 0.5, so that supportive
(M= 24.7 6) showed higher self-esteem than controlling (M= 21.54). There was no main
effect for gender and no significant interaction effect.
The Tukey HS D test showed that there was significance between the means for
supportive (M = 78.42) and controlling parenting styles (M = 68.72). This showed that
participants with perceived Supportive parenting styles had significantly higher levels of
self-esteem than those with controlling parenting styles.
4.4 Influence of Parenting Styles on Self Concept

The 1X2 (parenting styles: supportive, controlling) ANOVA for the self concept scale
showed significance, F (2,112) = 9 .83, p< .05. This implied that supportive leads to a
higher self concept and compared to controlling parenting style.
24
4.5 Influence of Parenting Styles on Psycho-Social Well Being
In the 1X2 (parenting styles: supportive and controlling) ANOVA showed significance
with F (2,111) = 11.09, p<.0 5, showing that controlling had higher psychosocial
wellbeing than supportive.
4.6 The Relationship between Self Esteem and Self Concept

Correlations between scores for the Rosenburg Self Esteem scale and self concept were
significant with r = .788, p< .05. Gender was looked at as a possible covariate for both
self esteem and self concept scales, and it showed no significance with the Rosenburg
scale, so it was not used as a covariate for that measure.
4.7 Gender and Parenting Styles against Self Concept

The 2 (gender) X 2 (parenting style) ANOVA for the self concept scale there was a main
effect for gender, F (1,102) = 4.68, p < .05, so that males (M=76.48) had higher self
esteem than females (M = 71 .25). There was also a main effect for perceived parenting
style, F (1,102) = 16 .07, p < .05, so that supportive (M =78.42) had higher self concept
than controlling (M = 68 .71).
The first hypothesis was supported because participants with perceived

parenting style as supportive had a higher self esteem levels for both state (M=
76.48) and overall self esteem (M = 24.76) than participants with perceived
controlling parenting styles. Gender did have an impact on state self esteem, with
males (M=76.4 8) having higher self esteem than females (M = 71.25).
Therefore, Children that spend time with their parents have a higher self esteem than
their contemporaries in boarding schools.
The second hypothesis of participants with perceived Supportive parenting styles

having higher self concept than those with perceived controlling parenting styles
was partially supported with the mean for Supportive being higher than the mean
for controlling parenting styles when collapsed across gender in the 1X3
ANCOVA.
25
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS
5.1 Conclusions
Various studies have demonstrated that different parenting styles can predict
different areas of personal development among children, such as, self-
esteem, self concept and psychosocial wellbeing but for now, we can conclude
that Furnham and Cheng (2004) were right in saying that the control parenting style
does seem to lead to higher levels of self esteem and self concept, but lower
psychosocial wellbeing.
Children in day school spend more time with them compared to the children in boarding
school and are more impacted by their parents’ parenting style. The children in day
school are seen to have a higher self esteem compared to those in boarding school and
this is attributed to the love and care expressed to these children by their parents.
Children in day school are also seen to have a more positive self concept and this too is
attributed to the support and care the children get from their parents which makes them
perceive themselves more positively making them satisfied with the self.
Children in day school also have a healthy psycho-social well being as this is attributed
to the intimate relationship they enjoy with their parents thus such children are happier
and less depressed.
On the other hand children in boarding school are less impacted by their parents since
they spend more time away from their parents and more time at school. As a result these
children are impacted more by the nature of the school system which they have to live
by.
In other words the school system controls the child and as a result children in boarding
school have a lower self esteem, a negative self concept and a poor psycho-social well
being.
5.2 Recommendations
Parents need to spend more time with their children that is, put the child in day school
where the parent can always see the child thus cultivating an intimate relationship with
the child. They need to speak positively on the lives of their children both the boys and
girls especially the girls so as to give their children a more positive perception of the self.
Parents should also work at cultivating an intimate relationship with their children
because this intimate relationship enables the child to be freer, confident, happy and less
depressed.
Parents also need to read diverse material on parenting such as books on parenting, go
to the internet, and consult with counselors so as to improve their skills on parenting.
26
Parents should also learn communication with their adolescent children to know their
children’s struggles and how they can be of help to the child.
Parents should also give a certain degree of freedom to their adolescent children so as
to make the child feel a little independent instead of being very rigid causing the child to
force their way to freedom.
Parents need to teach their children problem solving and communication skills to enable
the child to deal with the challenges of life and protect the child from manipulation.
Future research should involve more participants so as to find more details and to rule
out possible bias due to small communities, like the one studied.
It should also consider looking at the difference in self-esteem levels for all categories
with gender as variable.
Also, future researchers should look at the age that children are exposed to certain
parenting styles. For example, some parents may begin raising their child using one
particular parenting style, but as the child grows the parent may revert to a different type
of parenting style. This is similar in circumstances where a child of a given age is
adopted or taken to a boarding school, the parenting is likely to change critically and
thus its effects need to be studied.
I would also be interesting to investigate if birth order has an effect on both parenting
styles and self-esteem levels.
5.3 Summary
Parenting styles Impact adolescents differently and their response to the different
parenting styles determine how they behave. That is the impact on their self esteem, self
concept and psycho-social well being.
There is a big difference on the influence of parenting styles on day school children and
boarding school children.
For some of the children the parenting styles influence them negatively and for others
positively and so the impact of parenting style varies from one child to another though
the length of time children spend with their parents or away from their parents counts a
lot.
For some children supportive parenting makes them more relaxed and may end up
being manipulated and for other children control parenting makes them more stubborn
and always wants to adventure in the things their parents do not want them to do.
27
REFERENCES
Cheng, H., and Furnham, A. (2004). Perceived Parental Rearing Style, Self Esteem and
Self Criticism as Predictors of Happiness. Journal of Happiness Studies
Baurimund Diana (1991)
Barber B.K (1996)
Brainy Child (2007)
Cathy.T(2007)
Darling, Nancy (1999)
Daniel J.Flannery (1993)
Eric Digest (1999)
Eisenberg and Harris (1991)
Fitzgerald and Mckinney (1970)
Garrison (1975)
Garry Chapman (1997), Director of Marriage and Family Life)
Gary Direnfeld(2007)
Gina Cardinali (2001)
Harter (1999)
Havighurst (1972)
Ian nelli (2004)
Jerrie Hansen (2005)
Jerry Wyckoff and Barbara C. Unell; Author of Discipline without Shouting or

Spanking (2004)
28
APPENDIX
i. Questonnaire
Dear respondent, am a student of Makerere University, I am doing a study on some

of the problems among adolescents purposely for academic affairs therefore I
request for your participation and the information given will be treated with at most
confidentiality. You don’t have to write your name.
SECTION: A Please tick where applicable.
Sex: Male …. Female …. Age:……… Class:…… Day……. Boarding…….
SECTION: B For the following questions below, indicate by ticking the extent to
which you agree with the following statement.
No. Sentence Very Like Me Like Me Unlike Me Very Unlike Me
1 Am Sensitive to the needs of others
2 I lack confidence in myself
3 Am tolerant of others
4 Am comfortable being with others
5 I like keeping to myself
6 I value myself highly
7 I don’t like taking up roles
8 I always stick to my decisions
9 Am sometimes dishonest with myself
10 I like taking up responsibility
11 I sometimes feel no one can like me.
29
SECTION: C Please tick the extent to which you agree with the statement
No Sentence Strongly Agree Disagree Strongly

Agree Disagree
1 On the whole, am satisfied with myself SA A D SD

2 At times I think am no good at all. SA A D SD
3 I feel that I have a number of good qualities. SA A D SD
4 I am able to do things as well as most other SA A D SD
people.
5 I feel I don’t have much to be proud of. SA A D SD
6 I certainly feel useless sometimes SA A D SD
7 I feel am a person of worth at least the equal of SA A D SD
others.
8 I wish I could have more respect for myself. SA A D SD
9 All in all am inclined to feel that am a failure. SA A D SD
10 I have a positive attitude towards myself. SA A D SD
SECTION: D Please tick the extent to which you agree with the statement
NO. Sentence Strongly Agree Agree Strongly Disagree Disagree
1. I often feel like crying SA A SD D
2. I often feel sad SA A SD D
3. I feel afraid for no good reason SA A SD D
4. I get upset easily SA A SD D
5. I feel energetic, active and SA A SD D

vigorous
6. I feel dull and down cast SA A SD D
7. I feel tired, worn out, used up SA A SD D

and exhausted
8. I have been waking up feeling SA A SD D

fresh and rested
9. I have been satisfied with my SA A SD D

personal life
10. I have lived the kind of life I SA A SD D
30
wanted to
11. I have felt eager to make new SA A SD D

decisions
12. I have felt I could easily handle SA A SD D

any serious problem or major
change in my life
31
ii. Summary of the Data
se nsitv e to ne e ds of othe rs
Cumulative
Frequency Percent Valid Percent Percent
Valid very like me 45 39.5 39.5 39.5
like me 39 34.2 34.2 73.7
unlike me 22 19.3 19.3 93.0
very unlike me 8 7.0 7.0 100.0
Total 114 100.0 100.0
i lack in myse lf
Cumulative
Valid very unlike me 37 32.5 32.5 32.5
unlike me 38 33.3 33.3 65.8
like me 24 21.1 21.1 86.8
very like me 15 13.2 13.2 100.0
Total 114 100.0 100.0
tole rant to othe rs
Cumulative
like me 42 36.8 36.8 74.6
unlike me 16 14.0 14.0 88.6
very unlike me 13 11.4 11.4 100.0
Total 114 100.0 100.0
comfortable with othe rs
Cumulative
like me 45 39.5 39.5 90.4
unlike me 6 5.3 5.3 95.6
Total 114 100.0 100.0
32
like ke e ping to se lf
Cumulative
like me 30 26.3 26.3 72.8
unlike me 16 14.0 14.0 86.8
very unlike me 15 13.2 13.2 100.0
Total 114 100.0 100.0
v alue my se lf highly
Cumulative
like me 24 21.1 21.1 85.1
unlike me 10 8.8 8.8 93.9
Total 114 100.0 100.0
dont like taking up role s
Cumulative
Valid very unlike me 45 39.5 39.5 39.5
unlike me 42 36.8 36.8 76.3
like me 17 14.9 14.9 91.2
very like me 10 8.8 8.8 100.0
Total 114 100.0 100.0
like s taking up re sponsiblity
Cumulative
like me 40 35.1 35.1 86.8
unlike me 7 6.1 6.1 93.0
Total 114 100.0 100.0
33
some time s fe e l no one like s me
Cumulative
like me 21 18.4 18.4 40.4
unlike me 24 21.1 21.1 61.4
very unlike me 44 38.6 38.6 100.0
Total 114 100.0 100.0
am satisfie d with myse lf
Cumulative
Valid strongly agree 64 56.1 56.1 56.1
AGREE 30 26.3 26.3 82.5
DISAGREE 12 10.5 10.5 93.0
strongly disagree 8 7.0 7.0 100.0
Total 114 100.0 100.0
think am no good at all
Cumulative
Valid strongly disagree 45 39.5 39.5 39.5
disagree 26 22.8 22.8 62.3
agree 36 31.6 31.6 93.9
strongly agree 7 6.1 6.1 100.0
Total 114 100.0 100.0
hav e a numbe r of good qualitie s
Cumulative
AGREE 39 34.2 34.2 82.5
DISAGREE 10 8.8 8.8 91.2
Total 114 100.0 100.0
34
able to do things as othe rs
Cumulative
AGREE 53 46.5 46.5 93.9
DISAGREE 2 1.8 1.8 95.6
Total 114 100.0 100.0
don't hav e much to be proud of
Cumulative
disagree 26 22.8 22.8 50.9
agree 34 29.8 29.8 80.7
strongly agree 22 19.3 19.3 100.0
Total 114 100.0 100.0
ce rtainly fe e l use le ss some time s
Cumulative
disagree 22 19.3 19.3 70.2
agree 20 17.5 17.5 87.7
strongly agree 14 12.3 12.3 100.0
Total 114 100.0 100.0
fe e l am a pe rson of worth
Cumulative
AGREE 45 39.5 39.5 78.1
DISAGREE 14 12.3 12.3 90.4
Total 114 100.0 100.0
wish could hav e more re spe ct for se lf
Cumulative
Valid 1 .9 .9 .9
AGREE 31 27.2 27.2 81.6
DISAGREE 13 11.4 11.4 93.0
Total 114 100.0 100.0
35
am incline d to fe e l a failure
Cumulative
disagree 26 22.8 22.8 86.0
agree 9 7.9 7.9 93.9
Total 114 100.0 100.0
hav e apositiv e attitude towards se lf
Cumulative
AGREE 31 27.2 27.2 80.7
DISAGREE 9 7.9 7.9 88.6
Total 114 100.0 100.0
i ofte n fe e l like crying
Cumulative
Valid 1 .9 .9 .9
disagree 44 38.6 38.6 68.4
agree 18 15.8 15.8 84.2
strongly agree 18 15.8 15.8 100.0
Total 114 100.0 100.0
i ofte n fe e l sad
Cumulative
disagree 31 27.2 27.2 58.8
agree 34 29.8 29.8 88.6
strongly agree 13 11.4 11.4 100.0
Total 114 100.0 100.0
36
fe e l afraid for no re ason
Cumulative
disagree 37 32.5 32.5 57.0
agree 31 27.2 27.2 84.2
strongly agree 18 15.8 15.8 100.0
Total 114 100.0 100.0
i ge t upse t easily
Cumulative
disagree 22 19.3 19.3 43.9
agree 38 33.3 33.3 77.2
strongly agree 26 22.8 22.8 100.0
Total 114 100.0 100.0
fe e l e ne rge tic,activ e and v igorous
Cumulative
AGREE 41 36.0 36.0 75.4
DISAGREE 17 14.9 14.9 90.4
Total 114 100.0 100.0
i fe e l dull and downcast
Cumulative
disagree 29 25.4 25.4 86.8
agree 11 9.6 9.6 96.5
Total 114 100.0 100.0
37
fe e l tire d, worn out and e xhauste d
Cumulative
disagree 41 36.0 36.0 72.8
agree 20 17.5 17.5 90.4
Total 114 100.0 100.0
wake fe e ling fre sh and re ste d
Cumulative
AGREE 41 36.0 36.0 70.2
DISAGREE 27 23.7 23.7 93.9
Total 114 100.0 100.0
hav e be e n satisfie d with pe rsonal life
Cumulative
AGREE 37 32.5 32.5 75.4
DISAGREE 17 14.9 14.9 90.4
Total 114 100.0 100.0
hav e liv e d the kind of life i wante d
Cumulative
AGREE 30 26.3 26.3 52.6
DISAGREE 37 32.5 32.5 85.1
Total 114 100.0 100.0
hav e fe lt e age r to make ne w de cisions
Cumulative
AGREE 34 29.8 29.8 73.7
DISAGREE 13 11.4 11.4 85.1
Total 114 100.0 100.0
38
fe lt can handle proble ms,change in life
Cumulative
AGREE 48 42.1 42.1 78.9
DISAGREE 12 10.5 10.5 89.5
Total 114 100.0 100.0
39

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PARENTING STYLES, SELF ESTEEM SELF CONCEPT AND PSYCHO-SOCIAL

WELLBEING AMONG ADOLESCENTS

A Report Submitted To the Institute Of Psychology in Partial Fulfillment for the

1.2Statement of the Problem........................................................................7

1.3Purpose of the Study................................................................................7

1.4Objectives of the Study............................................................................8

CHAPTER 2: LITERATURE REVIEW...................................................................10

2.2Parenting Styles and Self Esteem...........................................................10

2.3Parenting Style and Self Concept...........................................................12

2.4Parenting Style and Psycho-Social Well Being........................................14

2.5Self Esteem and Self Concept................................................................16

2.6Self Esteem and Psycho-Social Well Being.............................................18

2.7Self Concept and Psycho-Social Well Being............................................20

3.2Research Design.................................................................................... .22

3.3Materials and Procedure.........................................................................22

3.4Data Processing and Analysis.................................................................23

CHAPTER 4: FINDINGS AND DISCUSSION.......................................................24

4.1 Introduction ................................................................................. .........24

4.2 Study Population...................................................................................24

4.3 Influence of Parenting Styles on Self Esteem........................................24

4.4 Influence of Parenting Styles on Self Concept ......................................24

4.5 Influence of Parenting Styles on Psycho-Social Well Being....................25

4.7 Gender and Parenting Styles against Self Concept...............................25

CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS...................................26

5.2 Recommendations................................................................................ .26

5.3 Summary........................................................................................... ....27

i.Questonnaire .................................................................................. ..........29

ii.Summary of the Data...............................................................................32

Parenting style is a psychological construct representing standard strategies parents use

1.2Statement of the Problem

1.3Purpose of the Study

1.7 Conceptual Framework

direction on the important areas the study needs to highlight.

2.2Parenting Styles and Self Esteem

loving bond with the child.

According to Metsapelto and Pulkkinen (2004), supportive parenting recognizes the

According to Harter (1999), mothers encourage closeness and connectedness in their

According to Minke (2006), building a child’s competencies enhances a positive self

3.3Materials and Procedure

The order of the questionnaires was: section A: A Demographics Evaluation

The Psychosocial Well Being Questionnaire consisted of 12 questions designed to

3.4Data Processing and Analysis

SPSS was used to produce meaningful information by coding, summarizing and

3.5Problems and Constraints

4.2 Study Population

4.3 Influence of Parenting Styles on Self Esteem

4.4 Influence of Parenting Styles on Self Concept

4.6 The Relationship between Self Esteem and Self Concept

4.7 Gender and Parenting Styles against Self Concept

The first hypothesis was supported because participants with perceived

The second hypothesis of participants with perceived Supportive parenting styles

Baurimund Diana (1991)

Barber B.K (1996)

Brainy Child (2007)

Darling, Nancy (1999)

Daniel J.Flannery (1993)

Eric Digest (1999)

Eisenberg and Harris (1991)

Fitzgerald and Mckinney (1970)

Garry Chapman (1997), Director of Marriage and Family Life)

Gina Cardinali (2001)

Ian nelli (2004)

Jerrie Hansen (2005)

Jerry Wyckoff and Barbara C. Unell; Author of Discipline without Shouting or