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This is to certify that the
thesis entitled

PARENTING STYLES USED WITH PRESCHOOL CHILDREN
IN JORDAN

presented by

Amal Jamal Al-Khatib

has been accepted towards fulfillment
of the requirements for the

Master of degree in Child Development
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PARENTING STYLES USED WITH PRESCHOOL CHILDREN
IN JORDAN

By

Amal Jamal Al-Khatib

A THESIS
Submitted to
Michigan State University
In partial fulfillment of the requirements
For the degree of

MASTERS OF ARTS
Department of Family and Child Ecology

2005

ABSTRACT

PARENTING STYLES USED WITH PRESCHOOL CHILDREN
IN JORDAN

By
Amal Jamal Al-Khatib

This study explored the parenting styles used by Jordanian fathers and mothers of
preschool children. Fathers and mothers of 172 preschool children from two-parent
families (drawn from 8 kindergartens in the city of Amman using a multistage cluster
sample) participated in the study. A modified version of the Parenting Styles and
Dimensions Questionnaire (PSDQ) was used to collect the data. Means and standard
deviations of parent responses were calculated. Multivariate analysis of covariance
(MANCOVA) and univariate analysis of covariance (ANCOVA) were used to test the
study hypotheses.

The results revealed that the most common parenting style used by parents with their
preschool children was authoritative parenting, followed by permissive parenting, and
authoritarian parenting. Significant statistical differences in parenting styles were found
as a function of parent gender and child gender. Fathers were found to be significantly
more permissive than mothers, and both mothers and fathers more ofien used an
authoritative parenting style with their sons than their daughters. The implications of

these results are discussed and recommendations for future research offered.

To my best friend, best man, and favorite model, who taught me the value and joy of
knowledge. Who else could it be, my greatest father, Jamal Al—Khatib, A million thank

you for all of your support, love, and trust.

iii

ACKNOWLEDGMENTS

I would like to acknowledge the assistance I have received from the graduate
committee professors that have furthered my work at the Department of Family and Child
Ecology. I would like to thank Dr. Holly Brophy-Herb for her guidance, patience, and
advice throughout my graduate program as my major professor. I am also gratefirl to Dr.
Robert Griffore for his support, and for being a person who I knew I could count on
whenever I needed a listening ear. I am also thankful for Dr. Darrel Meece for being the
wonderful teacher he is. I want to thank him too for his understanding, helping and
believing in me. In addition, I am deeply appreciative to all of the faculty members in the
Department of Family and Child Ecology for giving me the opportunity to learn and to
increase the knowledge about child development, and for granting me the Alice Thorpe
Scholarship for 2005/2006. It was my privilege and pleasure to receive such an award. I
also thank Dr. Clyde Robinson for giving me the permission to use the “the Parenting
Styles and Dimensions Questionnaire" (PSDQ), which is the most important instrument

used in this study.

I am also grateful to the families who participated in the study, all school
administrators, and preschool teachers who helped me in collecting my data, and
completing my research work at Amman-Jordan. I am also thankful to my sponsor
university, the Hashemite University, for financially supporting me throughout the
program. Finally, I would like to thank my family. I am very grateful for the support I

have received fiom them since we have been apart.

iv

TABLE OF CONTENTS

LIST OF TABLES ............................................................................ vi
CHAPTER ONE: INTRODUCTION
Background ................................................................................. 1
Jordan: Brief Information ................................................................ 4
Statement of the Problem .................................................................. 8
Importance of the Study .................................................................. 9
Purpose of the Study ...................................................................... 10
Conceptual and Operational Definitions ................................................ 11
Research Assumptions .................................................................... 13
CHAPTER TWO
LITERATURE REVIEW
Parenting Styles ........................................................................... 14
Differences in Parenting Styles as a Function of Child Gender ..................... 17
Differences in Parenting Styles as a Function of Parent Gender .................... 18
Jordanian Studies Related to Parenting Styles ......................................... 19
Moderating (Covariate) Variable ........................................................ 24
CHAPTER THREE
METHODS
Research Design ......................................................................... 26
Research Subjects ........................................................................ 26
Research Instruments .................................................................... 27
Procedures ................................................................................. 39
Data Analysis ............................................................................. 31
CHAPTER FOUR
RESULTS ....................................................................................... 33
CHAPTER FIVE
DISCUSSION
Parenting Styles Commonly Used by Jordanian Parents of Preschoolers ....... 41
Parenting Styles as a Function of Parent Gender .................................... 42
Parenting Styles as a Function of Child Gender .................................... 43
Limitations of the Study ................................................................ 45
Conclusions .............................................................................. 47
APPENDECES ................................................................................. 49
REFERENCES ................................................................................. 63

LIST OF TABLES

Table Page
1. Family Demographic Data ......................................... 34
2. Means and Standard Deviations for Parenting Styles .......... 36
3. MANCOVA of Parenting Styles ................................. 37
4. Univariate Analysis of Covariance of Parenting Styles ....... 38
5. Means and Standard Deviations for Parents Styles

Used By Mothers and Fathers .................................... 39
6. Means and Standard Deviations of Parenting Styles

Used with Boys and Girls .......................................... 40
7. Means and Standard Deviations by Maternal

Educational Level ................................................... 40

vi

CHAPTER ONE
INTRODUCTION
Background

Guiding children's behavior is one of the major tasks performed by parents in all
societies. To guide their children in acquiring socially accepted behaviors, parents use
different techniques, often summarized as parenting styles. These styles have an
important role in shaping the social and emotional development of children (Darling,
1999). In light of this, extensive literature in the last several decades has addressed
parenting styles, their influences on child outcomes, and characteristics associated with
them (e.g., Banks, 2002; Baumrind, 1968, 1971, 1991, 1996; Chandler & McGrath, 2004;
Koenig, 2002; Nelsen, 1995; Robinson, Mandleco, Olsen, & Hart, 2001; Sears & Sears,
1995)

Parenting style has been defined by Darling and Steinberg as "a constellation of
attitudes toward the child that are communicated to the child and that, taken together,
create an emotional climate in which the parents’ behaviors are expressed" (1993, p 488).
These authors differentiate between parenting styles and parenting practices. According
to them, parenting styles refer to the tone of parent-child interactions, while parenting
practices refer to parents' attempts to achieve specific goals in specific situations (e. g.,
helping children achieve academically). Thus, parenting practices are directed towards
particular goals which will directly affect children's development, while parenting styles
refer to the overall emotional climate in which particular parent-child interactions occur

(Darling & Steinberg, 1993).

Baumrind's work (1967, 1968, 1971, 1991, 1996) on parenting styles has been very
influential in the past five decades. Baumrind conceptualized parenting style as
encompassing parents' attitudes, behaviors, and practices. The two main dimensions of
parenting style emphasized by Baumrind (1991) were parental warmth (support and
affection) and behavioral control (restrictiveness and imposition of rules). She described
three main parenting styles that vary in the types of control and effects on children. These
three styles are: authoritarian, authoritative, and permissive. Authoritarian parents are
highly demanding and non-responsive to children's needs. They emphasize obedience and
respect of authority, and tend to use punitive methods. They insist on children's
compliance and do not allow discussion about the correctness of the standards
(Baurmind, 1971 ). Authoritative parents are generally warm and responsive to children's
needs. They set clear limits for conduct, but use induction and direct children's behavior
through discussions and reasoning (Baumrind, 1971). Permissive parents, on the other
hand, are responsive to children's needs and non-demanding. They ignore misbehaviors
and do not insist on child conformity to the rules and standards. They emphasize self-
regulation by their children (Baumrind, 1971).

Several characteristics have been shown to influence the choice of parenting styles.
For example, parenting styles are a function of cultural and social characteristics (Chao,
2001; Koramoa, Lynch, & Kinnair, 2002; Rao, McHale, & Pearson, 2003; Smith &
Mosby, 2003; Tudge, Hogan, Snezhkova, & Etz, 2000; Wu, Robinson, Young, Hart,
Olsen, Porter, J in, Wo, & Wu, 2002). European-American parents have been found to be
more authoritative, while Afiican-American, Asian-American, and Hispanic-American

parents have been found to be more authoritarian (Steinberg, Lamborn, Dornbusch, &

Darling, 1992). Middle eastern parents have typically been described as more
authoritarian (e. g., Barakat, 1993), however, research-based evidence is lacking. Cross-
cultural differences in parenting styles are related to many variables, the most important
of which are: economic status, educational level, family structure, and religious beliefs
(Ritts, 1999). The relationship between parenting style and child outcomes has also been
shown to be mediated by socio-cultural factors (Chao, 2001; Darling, 1999; Hart, Nelson,
Robinson, Olsen, McNielly-Choque, 1998). Parenting styles are also influenced by
parent gender (Hart & Robinson, 1994; Russell, Hart, Robinson, & Olsen, 2003) and
child gender (Block, 1983; Lytton & Romney, 1991; Someya, Uehara, Kadowaski, Tang,
Saburo, & Takahashi, 2000). In general, mothers have been described as more
authoritative, while fathers have been described as more authoritarian and permissive
(Holmbeck, Paikoff, & Brooks-Gunn, 1995; Russell et al., 1998; Russell, Hart, Robinson,
& Olsen, 2003; Sametana, 1995). On the other hand, parents tend to be more
authoritarian with boys than with girls (Day, Peterson, & McCracken, 1990; Giles-Smith,
Straus, & Sugarman, 1995).

Research shows that in addition to cultural and gender issues, there are other
characteristics which may influence parenting styles, such as: child behavior and
characteristics (Howard, 1996; Russell etal., 2003), child birth order (Someya et al.,
2000), parental education and age (Howard, 1996; Snyder, 1991 ), child age (Banks,
2002), parental knowledge of child development (Stevens, 1984), socio-economical
status (Portes, Dunham, & Williams, 1986), methods by which parents were brought up

when they were children (Banks, 2002; Smith & Mosby, 2003), and parents' perceptions

regarding autonomy versus interdependence in their children (Sorbring, Rodholm-
Funnemark, & Palmerus, 2002).

Given the importance of parenting styles, the primary purpose of this study is to
examine parenting styles of parents with preschool aged children in Jordan, a country
where very little empirically based information about this important issue is available.
Furthermore, the study will investigate whether parenting styles among Jordanian
parents differ as a function of parent and child gender, as seems to be the casein the
larger parenting literature. Before proceeding, however, brief information about Jordan,
where the study will take place, may be helpful.

Jordan: Brief Information

Jordan is a small Middle Eastern Arab country that gained independence from the
British administration in 1946. The government of Jordan is a constitutional monarchy.
The total population is estimated at 5.3 million. About 29% of the population is under
the age of nine years (UNICEF, 2003). Arabic is the official language, and Moslems
represent 92% of the population. According to law, education is free in public schools
(parents pay no school fees) and compulsory (all school-age children are expected to
attend school up to grade nine). The literacy rate is 91% (96% for males and 86% for
females). The population growth rate is 2.5%. External debt, poverty, and
unemployment are the major economic problems facing the country. The unemployment
rate is officially estimated at 15%, and 30% of the population is below the poverty line
(UNICEF, 2003).

Amman, the city where this study was conducted, is the capital of Jordan. It is no

more than four hours' drive from anywhere in the country. It is an ancient city that was

named Philadelphia by the Romans and is known for its ruins and museums. It currently
is a modern urban area that spreads over nineteen hills. It is known by many as the
"white city" because of its white houses. Amman is the commercial and administrative
center of the country. It is J ordan's largest city with a population of over two million
residents representing all other areas in the Kingdom.

Jordan has recently witnessed urbanization and modernization that have affected
family structure and dynamics. The Jordanian family is gradually changing fiom the
traditional extended form to the nuclear form. However, the extended family, in the
emotional rather than in the physical sense, remains the dominant family type in Jordan
and other Arab countries. There are mutual commitments and relationships of
interdependence and reciprocity among all family members (Barakat, 1993). The
extended family and kinship relationships satisfy the individual's need for belonging and
provide him with security. On the other hand, they impose commitments on him and
limit his individuality (UNICEF, 2003; Hammad, 1998).

The extended farme system as well as the large household size (the average of which
is 6 in Jordan at the present time) pose difficulties in parenting. Many adult members of
the extended family engage in upbringing the child. Since the father is traditionally the
generator of the family's income, he traditionally plays the role of an authority figure. He
expects respect and obedience to his instructions. Because of work, fathers spend most of
their time outside the home. Accordingly, mothers are typically responsible for
upbringing the children, particularly in their early years. They also play a mediation role
between children and their fathers (i.e., mothers ask for fathers' intervention when

children misbehave or ask them to respond to children's needs). This is also changing

since women are getting more involved in work outside the home (Barakat, 1993;
UNECIF, 2003).

Improvement in the status of children is not restricted to establishing preschools;
there is also a focus on equipping Jordanian parents with the necessary parenting and
childcare knowledge and skills. Additionally, there is a trend toward adopting a
comprehensive national strategy, which addresses the social-cultural, educational, and
psychological factors related to appropriate development of young children.

However, a report published by Save the Children (2002) on the situation of early
childhood education and health in Jordan revealed several shortcomings. The important
educational shortcomings revealed by this report are:

(1) The percentage of 4-6 year old children enrolled in kindergartens is about 35%.

(2) There are no national standards for the skills and knowledge that preschool children
should acquire, and developmentally appropriate curricula and programs are
unavailable.

(3) The teacher-child ratio in kindergartens is almost 1:25 in Amman and 1:27 in other
areas of the country.

(4) The physical and learning environments in the majority of kindergartens are not
developmentally appropriate.

(5) Most kindergarten teachers lack adequate training in early childhood education.

According to this report, kindergartens are still limited in number and the majority

are privately owned, or run by non- governmental organizations. This report revealed
also that kindergartens' distribution in Jordan, generally, does not correspond to the

population density or need. On the contrary, most kindergartens are located in the large

cities and cater the needs of children from the higher-and middle-income families,
focusing on academic development, with little emphasis on the other developmental
areas. However, at the beginning of the year 2000, the Ministry of Education established
50 new kindergarten classes in public primary schools, in different areas of the
Kingdom, including remote locations. This report highlights the need for further
consideration in future planning for kindergartens in Jordan. Although the purpose of
this study was not to examine early childhood education in Jordan, this information was
included to provide better insight into current understandings of child development in
Jordan. Such information is useful as a context from which to understand contemporary
parenting practices.

In addition, the Government of Jordan has recently made significant efforts to
protect the rights of children. The ministries of social development, education, and
health are the key providers of social, educational, and health services to children. Her
Majesty Queen Rania's involvement in early childhood education and child abuse
prevention has been very influential. The University of Jordan established a bachelor
degree in child education in 1998, and the Hashemite University recently established
Queen Rania's Institute for Early Childhood Education. The Government works
actively with international institutions and local non-governmental organizations to
achieve progress in child education and care. International institutions include; United
Nations Children's Fund (UNICEF), World Bank, United Nations Development
Program (UNDP), and World Health Organization (WHO). Among the most active

local agencies playing important roles in child care and education are: National Council

for Family Affairs, Jordan River Foundation, Noor Al-Hussein Foundation, Hashemite
Fund for Human Development, and National Task Force for Children.
Statement of the Problem

Since parenting styles are influenced by socio-cultural attitudes and values (Chao,
2000), generalizations from one country to another should be made with extreme
caution. Even studies investigating parenting styles in Arab countries, which share
many similarities, provide seemingly contradictory findings. For example, Salama
(1984) found that mothers of second graders in Egypt were more controlling of
daughters than sons. Agha (1989) found that Syrian fathers and mothers of adolescents
were more authoritarian with boys than with girls. On the other hand, Qurashi (1986)
found that Kuwaiti fathers and mothers of school-age children were more authoritative
than authoritarian or permissive, although fathers were more authoritarian than
mothers. Moreover, studies conducted in the same country sometimes report different
results. For example, Al-Amir (2004) and Malhas and Abdouni (1997) found Jordanian
parents of youths to be more authoritative than authoritarian, while Hawamdeh (1991)
found fathers to be more authoritarian than mothers with both sons and daughters.
These contrasted findings provide a clear rationale for further studies of parenting
practices. Moreover, given the fact that there are conflicting results in studies of
parenting practices with school age children, studies examining parenting styles with
younger children are warranted.

Studies addressing parenting styles in Jordan are few. The literature review will
demonstrate that none of the Jordanian studies that could be located investigated the

parenting styles among parents of preschool children. Furthermore, very few studies

addressed the patterns of parenting styles used or the influence of parent and child
gender on parenting styles. Accordingly, studies aimed at investigating parenting styles
commonly used by Jordanian parents and major characteristics related to parenting
styles remain important.

Although the literature shows that parenting style tends to vary as a function of child
and parent gender, it was speculated that gender-based differences in parenting styles in
Jordan may not match the differences in parenting styles between mothers and fathers
and between boys and girls in other countries due to socio-cultural factors. Also, of the
relatively small number of studies that are now available on Jordanian and other Arab
families, most were focused on mothers. Very few studies have examined both mothers
and fathers or differences in parenting boys and girls. Accordingly, investigating whether
parenting styles used by Jordanian parents vary as a function of parent gender and child
gender is rationalized.

Importance of the Study

This study is expected to provide information on styles used by Jordanian parents
with their preschool children. Such information is valuable for five reasons. First, given
that there has been more emphasis on child development than ever before and that
parents are getting more educated, contemporary parenting practices in Jordan may be
changing. Since scientific evidence on this issue is lacking, investigations of current
parenting practices are warranted. Second, the results will assist professionals working in
early childhood settings design and implement appropriate education programs to
parents of young children to increase their knowledge of appropriate parenting styles.

Third, unlike previous studies that traditionally asked children to report (often

retrospectively) on parenting styles used with them, this study provided parents the
opportunity to report on the current parenting styles they use. Fourth, this study is the
first to be conducted with a focus on parenting styles used with preschoolers in Amman,
Jordan. Finally, this study will also contribute to the refinement of across-culture
measures of parenting styles. Although the parenting styles and dimensions
questionnaire (PSDQ) has been used recently in cross-cultural studies in different
countries including the United States, Europe (e. g. England, Ireland, and Sweden),
Russia, China, and Iran, it has not been used yet in an Arab country. By using this
questionnaire for the first time in Jordan (an Arab country), this study allowed the
comparison of its findings with the results of studies conducted in other countries.
Sharing the results and recommendations of this study with parents may also help them
be aware of their own parenting styles and improve them positively.

Purpose of the Study

The overall goal of this study was to explore styles Jordanian parents use with their
preschool aged children. In order to achieve this goal, three specific objectives were
developed to guide this research: (3) describe the styles used most by parents of
preschool children in Jordan; and (b) determine if there are differences in parenting
styles as a function of parent gender; and (c) determine if there are differences in
parenting styles as a fimction of child gender.
In particular, this study addressed the following research questions and hypotheses:

(1) What parenting styles are used most by Jordanian fathers and by mothers of

preschool children?

10

(2) Are there differences in the parenting styles used with Jordanian preschool children
as a function of parent's gender?
H02: There are no differences between Jordanian mothers and fathers in the parenting
styles they use for parenting their preschool children.
HA2]: Mothers are more authoritative than fathers.
HA22; Fathers are more authoritarian than mothers
HA23: Mothers are more permissive than fathers.
(3) Are there differences in parenting styles used by Jordanian parents as a function of
child's gender?

H031: There are no differences in the styles used by Jordanian parents according to child
gender.
HA3 1: Mothers and fathers are more authoritarian with their sons.
HA32; Mothers and fathers are more authoritative with their daughters.
HA33; Mothers and fathers are more permissive with their daughters.
Conceptual and Operational Definitions

Parenting Style, Conceptually, parenting style refers to parents' attitudes and values
about parenting, their beliefs about the nature of children, and the specific practices they
use to socialize them (Robinson et al., 2001). Darling and Steinberg (1993) defined
parenting styles as the overall emotional climate of parent-child interactions. Baumrind
(1991) emphasized that parenting style involves the normal variations in parents' attempts

to socialize their children.

11

Parenting Style was operationally defined as parents' responses to the 32 items in the
Parenting Styles and Dimensions Questionnaire (PSDQ) developed by Robinson et a1
(2001), to measure authoritative, authoritarian, and permissive styles (Appendix 1).

Authoritative Style, Conceptually, parents using the authoritative style are responsive

and warm. Although they are controlling, they are democratic rather than restrictive.
They establish rules for conduct, but discuss them with their children (Baumrind, 1991).

Authoritative Style was operationally defined by 15 items and with the following
three sub-factors: (a) connection (warmth and involvement) (Items 1, 7, 12, 14, 27), (b)
regulation (reasoning/induction) (Items 5, 11, 25, 29, 31), and (c) autonomy granting
(democratic participation) (Items 3, 9, 18, 21, 22).

Authoritarian Style, Conceptually, parents using the authoritarian style show low
levels of warmth and responsiveness. They are directive and demanding, and restrict
autonomy of their children. They expect their children to obey their rules without
discussion (Baumrind, 1991).

Authoritarian Style was operationally defined by 12 items and has the following
three sub-factors: (a) physical coercion (Items 2, 6, 18, 32), (b) verbal hostility (Items
13, 16, 23, 30), (c) non-reasoning/punitive methods (Items 4, 10, 26, 28).

Permissive Style, Conceptually, parents using the permissive style are responsive
and, non-directive, and lenient. They do not insist on mature behavior and allow their
children high levels of self—regulation (Baumrind, 1991).

Permissive style was operationally defined by 5 items representing indulgent

parenting (Items 8, 15, 17, 20, 24).

12

Child 's Gender, Conceptually, child gender refers to a child being a male or a
female. Operationally, it was represented by parents' response to the child gender item
in the demographic information form.

Parent’s Gender, Conceptually, parent gender refers to a parent being a mother or a
father. Operationally, it was represented by parents' response to the parent gender item
in the demographic information form.

Preschool Children, Conceptually, they are children attending kindergartens in the
city of Amman, ranging in age from 3 years and 8 months to 5 years and 8 months. This
is the definition of the preschool period in Jordan. Operationally, child's age was
calculated in years and months as reported by parents.

Research Assumptions

The following assumptions were made by the researcher:

(1) The parents understood the questions they are asked in the PSDQ and the family
information form.

(2) The parents' responses to the items in the PSDQ and the farmly information form

were true, meaning that they were not influenced by the researcher or anyone else.
(3) The parents' responses to the OSDQ items represented the actual behaviors they
exhibited towards their preschool children, not their practices with other children or

their beliefs about parenting in general.

13

CHAPTER TWO

LITERATURE REVIEW

The purpose of this study was to investigate the styles Jordanian parents use with their
preschool children and examine whether these parenting styles differ as a function of
parent and child gender. This literature review addresses: (a) results of studies related to
parenting styles, (b) differences in parenting styles as a function of child gender, (c)
differences in parenting styles as a function of parent gender, and ((1) results of Jordanian
studies related to parenting styles.

Parenting Styles

For more than forty years, researchers have been interested in studying parenting
styles and their effects on child development. Consistently, parean styles have been
shown to have strong influences on self-regulation and social competence of young
children (Eisenberg, Losoya, & F abes, 2001; Kerr Lopez, Olson, & Sameroff, 2004).
Repeatedly, Baumrind (1967, 1971, 1991, 1996) has emphasized that the authoritative
style leads to positive childhood outcomes. Many studies have shown that authoritative
parenting positively influences social, cognitive, and emotional development of children
and adolescents (Baumrind, 1967, 1991; Beyers & Goossens, 2994; Steinberg, Lamborn,
Dombusch, & Darling, 1992; Weiss & Schwarz, 1996). Other studies have shown that
children of authoritative parents are socially more competent, have lively and happy
mood, and demonstrate high self-esteem and self-control (Darling,1999; Domitrovich &

Bierman, 2001; Laible & Thompson, 2002; Steinberg, 2001). Therefore, the authoritative

l4

parenting style has traditionally been described as the optimal parenting style (Gray &
Steinberg, 1999).

However, parenting styles that are viewed as optimal to cope with the realities in one
cultural context may be viewed as less than optimal in another cultural context (Pagan,
2000). Long (2004) also pointed out that "what is an effective parenting practice in one
ethnic group may not be an effective practice in another" (p.124). The authoritative
parenting style has routinely been associated with positive child outcomes for middle-
class European-American families. However, research conducted on other families (e. g.,
African-American, Hispanic-American, and Asian-American) has reported differential
effects of parenting styles (Chao, 1994: Steinberg, Lamborn, Dombusch, & Darling,
1992). For example, Steinberg, Dombusch, & Brown, (1992), found that African
American youngsters seemed not to benefit from authoritative parenting and were not
harmed by authoritarian parenting in terms of their school achievement.

Likewise, in the last ten years, Ruth Chao (1994, 2000, 2001) has conducted extensive
research on the parenting styles of East Asian immigrant families in the United States. In
general, her research has demonstrated that the meaning and effects of parenting styles
vary as a function of ethnic differences. In particular, Chao's studies have revealed
contradictory results for Asian Americans compared to European Americans regarding
the relationship between parenting styles and child outcomes (e. g., academic
achievement). For example, Chao (1994) found that authoritative parenting does not have
the same beneficial effects for Asian Americans as it does for European Americans. In
light of her research findings, Chao introduced the parenting style of training. This

parenting style is based on a form of parental control that is distinct from the control that

15

describes the authoritarian parenting style offered by Baumrind. The training parenting
style proposed by Chao emphasizes parental respect and focuses on the importance of
hard work, self-discipline, and obedience. In addition to the lack of focus on cultural
variations, Baumrind's work has also been criticized (Harris, 1998) because it ignores the
influences of other factors on children's behavior (e.g., peer groups, genetics, gender).

The authoritarian and permissive styles are most typically thought to result in negative
child outcomes (Baumrind, 1971; Chamberlain & Patterson, 1995; Darling, 1999).
Research has associated both of these parenting styles with acting out behavior and more
loneliness and social withdrawal among preschool children (Coplan, Findlay, & Nelson,
2004; Lamborn, Mount, Steinberg, & Dombusch, 1991). Children of authoritarian
parents tend to be anxious and withdrawn, distrustful, and have poorer social skills and
lower self-esteem (Baumrind, 1991; Darling, 1999; Laible & Thompson, 2002). The
authoritarian style has also been related to externalizing behavior problems in childhood
(Barber, 2000; Koshkanska & Aksan, 1995; Kerr et al., 2004). Children of permissive
parents tend to be immature, impulsive, disobedient, demanding, dependent on adults,
and perform less well in school (Barber, 2002; Darling, 1999). As mentioned before,
however, the influence of parenting style on child development may vary as a function of
ethnicity and socioeconomic differences. Accordingly, investigations of the association
between parenting style and child development relative to cultural variations remain
needed.

Since parenting styles are influenced by the child’s age and characteristics, parenting

preschoolers differs from parenting older children (Day et al., 1995; Holden, Coleman, &

Schmidt, 1998; Regalado etal., 2004). Parents have different beliefs, concerns, and

16

perspectives of the child’s needs at each developmental stage as the child grows up
(Hoghughi & Long, 2004). For example, parents of preschoolers may cite the need for
security as key while parents of adolescents may pay more attention to the ethical and
moral issues while parenting their children. Parents' views on norms of behaviors which
are considered socially acceptable will influence their interactions with older children
more firmly than with younger children (Hoghughi & Long, 2004). Several studies have
reported that the authoritarian style is used most with preschool-age children and least
with older children (Day et al., 1995; Holden, Coleman, & Schmidt, 1998; Regalado et
al., 2004).

Most of Baumrind’s work was observational. However, parenting styles have typically
been measured using questionnaires. Such questionnaires can be described as two types:
parent self-report questionnaires and questionnaires measuring individual's perceptions of
their fathers and mothers' parenting styles. The most commonly used have been: the
parenting scale (Oleary, Arnold, Wolf, & Acker, 1993), the paternal and maternal
parenting style scale (Lamborm, Mount, Steinberg, & Dombusch, 1991), the parental
style and parental involvement scale (Paulson, 1995), and the parenting styles and
dimensions questionnaire (Robinson et al., 2001). Additionally, behavioral observations
and interviews have been used to measure parenting styles. Most of Baumrind’s work
was of this nature.

Diflerences in Parenting Styles as a Function of Child Gender
Relatively few studies have addressed differences in parenting styles as related to
child gender (Bornstein, 2002; Fagot 1995; Flannagan & Hardee, 1994). The literature

available shows that child gender generally influences parenting styles (Jutengren &

l7

Palmerus, 2002; Lytton & Romney, 1991; Palmerus, 1999; Someya et al., 2000). Several
studies have demonstrated significant sex differences in exposure to physical punishment,
with more of it directed toward boys than girls (Lytton and Romney, 1991). In addition, it
has been suggested that girls may elicit authoritative styles more than boys ( Fagot, 1995;
Kerr at al., 2004). Sorbring et a1 (2002), however, reported that Swedish studies showed
that child gender had small effects on parents' choices of parenting styles. Further,
George (2004) found no associations between parenting style and child gender among a
sample of American parents with 9 -12 year- olds. Similarly, Jutengren and Pahnerus
(2002) found no differences in parenting styles used with boys and girls among Swedish
or American fathers with 38 - 66 month olds. Information about whether parenting styles
used by Jordanian parents with preschoolers vary as a function of child gender remains
unavailable. Accordingly, this study would offer helpful information in this regard.
Diflerences in Parenting Styles as a Function of Parent Gender

Studies investigating the influence of parent gender on parenting styles are also few

(Pagan, 2000), although much research has examined parenting behaviors, such as the
differing ways that mothers and fathers play with their children. Since mothers are
involved with childcare more than fathers, research on parenting has focused on practices
used by mothers (Cardona, Nicholson, & Fox, 2000; Dishion, Duncan, Eddy, Fagot, &
Feltrow, 1994; J utengren & Palmerus, 2002). Parent gender has been shown to influence
the choice of parenting styles (Hart, Dewolf, Wozniak, & Butts, 1992; Dishion, 1990). In
general, studies related to parenting in Western countries have shown that fathers are
more authoritarian than mothers (Russell et a1; 2003; Collins, Matsen, & Susman-

Stillman, 2002). Fagot and Hagan (1991) conducted home observations to determine sex-

18

socialization methods used by mothers and fathers of infants and preschoolers. They
found differences in mothers' and fathers' styles of interacting with children. Kerr et a1
(2004) reported that mothers were more authoritative than fathers. Mothers used higher
rates of induction and warmth than did fathers. Sorbring et a1 (2002) also reported that
mothers use reasoning and ignoring more than fathers. Other studies have also found that
children believe that their fathers use physical punishment more than their mothers, and
that mothers use induction, typically associated with the authoritative parenting style,
more than fathers (Sorbring et al., 2002). As far as differences among Jordanian fathers
and mothers are concerned, very limited empirically based data is available. It is expected
that this study will help fill this gap in knowledge.
Jordanian Studies Related to Parenting Styles

The literature related to parenting styles in Jordan is sparse. It consists mostly of
theoretical papers, rather than empirically based evidence. For example, Barakat (1993),
states in his book The Arab world: Society, culture, and state that Arab families are
generally restrictive, use physical punishment, and typically do not use reasoning with
young children. It is difficult to tell whether this information represents current
parenting practices in Jordan since it is more than a decade old and offers
generalizations about Arab countries in general. It is also diffith to tell whether it is
true since it reflects the author’s opinions and judgments rather than results of scientific
research. Another example is a report published by UNICEF (2003 ), which noted that in
Jordan, boys are more likely to be physically abused than girls, and that fathers are more
physically abusive than mothers. Likewise, this information is not empirically based and

warrants further investigation. On the other hand, the limited research studies addressing

l9

this topic focused on the relationship between parenting styles and child outcomes,
rather than on the patterns of parenting styles used by parents. Finally, family structure
in Jordan is changing (e. g., parents are getting more educated; family size is becoming
smaller; women are joining the work force at an increasing rate; and both men and
women are getting married at an older age).

A recent study by Al—Amir (2004) found that Jordanian parents of 6th through 8th
graders used democratic, accepting, and caring patterns of parenting rather than
autocratic, rejecting, and neglecting patterns. He also found that parenting patterns were
not associated with student gender. In another study, Malhas and Abdouni (1997)
studied 389 female and female secondary school students' perceptions of parenting
styles. The results showed that 93.8% of the students surveyed reported that their
parents used a democratic parenting style with them, while only 6.2% described their
parents' styles as non-democratic. Finally, Hawamdeh (1991) found that mothers used
more positive parenting styles with 16- to 18-year- old sons and daughters than fathers.
Owaidat (1997) investigated the relationship between parenting styles and misbehaviors
of 8th through 10th graders in Jordan. A total of 1,907 students participated in this
study. The results showed that parenting styles were significantly associated with
students' misbehaviors. Students who came fiom democratic, authoritative families were
found to exhibit significantly less school misbehaviors than those coming from
authoritarian families. Abbadi (1996) found that 10th graders coming from families
using authoritative and permissive styles had a higher level of adaptive ability compared

to students coming from families using the authoritarian style. Owaidy (1993), who

20

studied 277 male and female 10th graders, found that parenting styles had a significant
influence on students' attitudes toward school, but not on their academic achievement.
Abu Ayyash (1992) investigated the relationship between parenting styles and self-
assertiveness in a sample of 400 fifteen to seventeen year- old daughters. The results
showed that parenting styles were significantly related to the level of self-assertiveness
among girls. Specifically, it was found that democratic parenting was associated with
higher levels of self-assertiveness, while dominant parenting was associated with lower
levels of self-assertiveness. In another study that included 301 seventh grade male and
female students, Sarayra (1992) found a positive association between parental practices
supporting the autonomy of 12-year old children and their children's perceived self-
efficacy. However, Najjar (1991) reported that parenting styles did not have significant
effects on moral development of school—aged children. Hawamdeh (1991) found
significant differences in Jordanian parents' socialization of their 16- tel 8-year old sons
and daughters. Fathers were found to care more about socializing sons, and mothers
were found to care more about socializing daughters. Also, Matar (1991) did not find a
significant relationship between parenting styles and both the independent perception
and critical thinking in 10th grade students. Hanbali (1989) investigated the relationship
between parenting styles as perceived by elementary school students and their
personality types. A cluster sample consisting of 587 male and female 4th through 6th
graders participated in the study. The results revealed high correlations between the two
variables. In particular, the findings of this study revealed that inconsistent parenting,
parental rejection, and parental dominance were associated with submissiveness, weak

ego, and lower intelligence.

21

Other Jordanian studies have reported significant associations between parenting
styles and child outcomes. For example, authoritative parenting has been related to
achievement motivation among 6th and 9th graders (Abu J aber, 1993), academic
achievement of 7th to 9th graders (Al-Amir, 2004), creative thinking among 15- to 18-

year- olds (Saqqar, 1984), feelings of security among 12- to 14-year- olds (Rihani, 1985),
social adjustment among 12- to 16-year olds (N aji, 1994), and self-concept among 12- to
l4-year- olds (Arda, 1989). On the other hand, authoritarian parenting has been
connected to child behavioral disorders among 4th to 6th graders (Al-Natoor, 1991) and
9th graders (Tarawneh, 1995), feelings of loneliness among 16 to 18-year-olds (Al-Raie,
1990), juvenile delinquency among 11- t018-year olds (Abu J abal, 1983; Akayleh, 1993;
Hajjaj, 1998), and alcoholism among adults (Al-Farah, 1991).

In light of the above, the following facts about the existing literature on
parenting in Jordan are evident: (1) all studies focused on school-aged children or on
university students; no study was concerned with preschool children, (2) most studies

investigated parenting styles as perceived by sons and daughters, and only few studies
addressed parents' currently reported use of such methods, and (3) few studies examined
the parenting styles as a function of parent and child gender, and (4) some of the research
findings are seemingly contradictory; calling for additional work in this area. For
example, while the AL- Amir study (2004) found that Jordanian parents of sixth through
eight graders used authoritative patterns rather than authoritarian patterns of parenting,
Barakat (1993) believed that Arab families are generally restrictive and use physical

punishment.

22

In conclusion, socio-cultural characteristics influence the distribution and correlates
of parenting styles; thus justifying an investigation of parenting among Jordanian parents.
Parenting styles may also be related to several other variables, including parent and child
gender. Research findings on the influence of parent gender have been shown to be more
consistent than those related to the influence of child gender. Jordanian studies on
parenting styles commonly used with children are very few, and studies related to
parenting preschool children are nonexistent. The review of available studies revealed
that they were mostly concerned with the relationship between parenting styles and child
outcomes rather than on surveying the patterns of parenting styles commonly used.
However, the few studies that addressed parenting styles used showed that Jordanian
parents could generally be described as authoritative. Several factors may be precipitating
this parenting style, which seems to be a part of a larger cultural shift. The most
important of which probably is that both fathers and mothers today are becoming more
educated. In general, parents are presently more aware of the importance of the first years
of the child's life; and therefore, they may be influenced to change their attitudes,
behaviors, and their parenting styles with children so that they will not affect negatively
their outcomes.

The increasing number of kindergartens established in the last two decades, public
campaigns sponsored by child-care institutes and delivered through the media (e. g., TV,
radio, magazines, conferences, intemet), and programs aimed at family planning and
parent education have all played an important role. Moreover, Jordanian mothers, who
remain much more actively involved with child-care than fathers, currently are entering

the field of work at an increasing rate. This change will most probably help them become

23

more aware of children's development and the influence of surrounding environments on
them. However, this change is still relatively limited and scientific research is obviously
needed.
Moderating (Covariate) Variable

A covariate is a variable other than independent variables that may have influence on
the dependent variable. The covariate is used in data analysis to adjust the scores of
parents and better understand differences among groups (Borg & Gall, 2002; McMillan
& Schumacher, 2001). Covariates, as used in this study, are variables that may be related
to parenting styles. A careful review of the literature was undertaken to identify
important covariate variables. Parent education was found to be the strongest predictor of
parenting style (Christensen, Phillips, & Glasgow, 1984; Day, Peterson, & McCracken,
1998; Dunst et al., 1994; Hammad, 1998; Frias-Armenta & McCloskey, 1998;
Hoghughi, & Long, 2004). Low educational levels of parents are associated with both
authoritarian and permissive parenting (Coohalan, McWayne, Fantuzzo, & Grim, 2002),
while more educated parents rely more often on authoritative parenting (Kelley, Power,
& Wimbush, 1992; Kwok, Sing, & Wai-Lim, 1998; Simons et al., 1991). Furthermore,
parent education is more strongly associated with parenting style than family income per
se (McGauhey, 1993). In light of research findings, Cherlin (1996) suggested that
parental education be viewed as a proxy to explain the relationship between
socioeconomic status and parenting styles.

Some studies in Arab countries have also used parent education as
moderating variable and reached similar conclusions. For example, Al-Amir (2004)

found that parenting styles used by Jordanian parents were influenced by maternal and

24

paternal educational level. Compared to less educated parents, more educated parents
were found to be more authoritative. J ebril (1989) found that Egyptian parents with
higher levels of educational attainment were more authoritative while parents with lower
levels of educational attainment were more authoritarian. Qasem and Mustafa (1998)
found that the only factor related to Kuwaiti parent inclination to use physical
punishment was parent education. Maternal and paternal education had an inverse
association with the use of physical punishment. On the other hand, results of previous
studies on other moderating variables (e. g, childbirth order,) have been inconclusive
(Frias-Armenta & McCloskey, 1998; Gustafson et al., 1995; Regalado, Sateen, Inkelas,
Wissow, & Halfon, 2004). In light of this review and for the purposes of this initial study
of parenting styles among Jordanian parents, only maternal and paternal education levels

were treated as covariates in the study.

25

CHAPTER THREE
METHODS
Research Design
This study used survey research methodology to investigate parenting styles used

with preschool children in Jordan and to determine whether parenting styles differ as a
function of parent and child gender. Mothers and fathers of 172 preschool children (ages
3 years and 8 months to 5 years and 8 months) drawn from kindergartens in the city of
Amman were the units of statistical analysis. This age range was studied because it
administratively represented preschool years in Amman. Parenting styles represented
the dependent variables, which had three variables: authoritative, authoritarian, and
permissive. There were two independent variables: parent gender, which had two levels
(mothers, fathers), and child gender, which also had two levels (boys, girls). Maternal
and paternal educational level represented the covariates in this study.

Research Subjects

Participants were drawn from the population of parents whose children were attending

kindergartens in the city of Amman using the multistage cluster sampling technique
(Babbie, 2004). This technique was used in this study because it was more convenient
since the target population was large and spread out over a wide geographic area,
excluding the use of the simple random sample (Babbie, 2004). A list of all kindergartens
administered by the four educational directorates of the Ministry of Education in the city
of Amman was obtained. Two kindergartens from each directorate were drawn using a
table of random numbers to assure representation of various levels (high, medium, and

low) of socio-economic status (SES) in Amman. In this way, all levels of SES, which had

26

been shown to affect parenting practices (George, 2004), were included in the sample
since the four educational directorates represented different sub-populations with
different SES levels in the city of Amman. Since several previous studies reported
parental education to be a stronger variable in predicting the influence of SES on
parenting style than family income or parent occupation (Kelley et al., 1992; Kwok et al.,
1998; Simons et al., 1991), parental education was used as a proxy for socioeconomic
status in this study.

Afier randomly selecting the 8 participating kindergartens in Amman, one classroom
from each kindergarten was selected using random sampling. The number of children in
each class ranged from 22-33. Children from single parent families were excluded from
the sample with the help of the teachers and administrators, and questionnaires
completed only by one parent were also excluded from the final sample. The total, final
sample size consisted of parents of 172 children fiom two-parent families. This number
was assumed to be satisfactory given the type of research methodology, the methods of
data collection to be used, financial constraints, and the number of variables studied
(McMillan & Schumacher, 2001).

Research Instruments

Parenting Styles. To answer the questions of the study, the Parenting Styles and
Dimensions Questionnaire (PSDQ) developed by Robinson et al (2001), and a family
information form was used. While Robinson et al’s original questionnaire consisted of
62 items, the modified version used in this and most other contemporary studies
consisted of 32 items. The questionnaire items address three parenting styles: 15 items

address authoritative parenting (e. g., I emphasize the reasons for rules), 12 items address

27

authoritarian parenting (e.g., I use physical punishment as a way of disciplining my
child), and 5 items address permissive parenting (e. g., I spoil my child). Mothers and
fathers are to independently respond to questionnaire items. Each item on the PSDQ
asks parents to report how ofien they exhibit certain behaviors towards their children
(e. g., I slap my child) using the following Likert type scale: never = 1, once in awhile =
2, about half of the time = 3, very often = 4, and always = 5.

Although self-reported questionnaires have weaknesses, they allow researchers to
obtain accurate answers and are relatively easy to implement (Dillman, 1978). The
decision to use the PSDQ, in particular, was made because: (a) it is appropriate for use
with parents of preschool children, (b) it has been used in several cross-cultural studies;
and there is no reason to make it inappropriate for use in Jordan, (c) it measures
authoritarian, authoritative, and permissive styles, and (d) it is adequate in terms of
reliability and validity. To arrive at a total score for parents on authoritative,
authoritarian, and permissive styles, the mean of all items within each subscale was
calculated (Appendix 2).

The reliability of this questionnaire was calculated using internal consistency
calculated by Cronbach’s alpha. Alphas were .86 for the authoritative parenting style,
.82 for the authoritarian parenting style, and .64 for the permissive parenting style
(Robinson et al., 2001). In the current study, reliability of the PSDQ was established
using the same method employed by developers of the PSDQ (Robinson et al., 2001).
The internal consistency of the authoritarian, authoritative, and permissive parenting
styles, for the entire sample was calculated using Cronbach alpha. Alphas were .82 for

authoritative parenting, .78 for authoritarian parenting, and .71 for permissive parenting.

28

That means the modified version of the measurement instrument has adequate reliability
for the purposes of this study.

To adapt the questionnaire to the Jordanian families, the researcher followed the
following steps:

(1) After obtaining permission of the authors (Appendix 3), the PSDQ was translated
from English to Arabic by the researcher. The validity of the translation was established
by a panel of five experts who were proficient in both English and Arabic languages.
No item was judged to be inaccurately translated. The experts suggested re-wording of
portions of seven items to make the Arabic language clearer to respondents. All
suggestions were taken into account when preparing the questionnaire in its final
version.

(2) After being translated, the questionnaire was given to a group of experts to judge
the appropriateness of its items to the Jordanian culture for the purpose of establishing
its face validity. The panel consisted of twelve faculty members from the departments of
sociology, social work, and psychology at the University of Jordan. All items were
judged to be appropriate by at least 90% of the judges.

Family demographics. In addition to the PSDQ, parents were provided with a
demographic information form. In this form, parents were asked to respond to 11 items
related to parents, target child, and family. Specifically, data were collected on parent
and child gender, child age, educational attainment of mother and father, age of mother

and father, family annual income, and number of children parents have.

29

Procedures
Following the University Committee on Research Involving Human Subjects
(UCRIHS) approval of the thesis proposal, a modified version of the instrument was
developed as outlined in the previous section. A cover letter (Appendix 4), parent
consent form (Appendix 5), directions for parents form (Appendix 6), and the
demographic information form (Appendix 7) were also prepared and enclosed with the
questionnaire. Permission of the Ministry of Education in Jordan was obtained
(Appendix 8). The researcher then visited participating kindergartens. The purpose of
the study was explained to the administrators. Their collaboration in notifying parents
that a questionnaire would be sent to them and encouraging them to respond was sought.
Their permission to direct parents to return completed questionnaires to a special box
located in the hallway next to the secretary's office at each school was also obtained.
The researcher handed the questionnaire in person to parents, or met with them in
groups in the kindergartens. For parents who did not attend informational sessions in the
kindergartens, copies of the questionnaire were placed in their children's school bags,
and they were informed of that by telephone by teachers. A covering letter explaining
the survey's intent and asking parents to participate in the study was written by
administrators. Parents were assured of confidentiality. Parents who wished to
participate in the study, were requested to return the consent form and the completed
questionnaire in 2 weeks to the box near to the secretary office designated for this
purpose.
The researcher attempted to assure successful implementation of the survey and to

obtain the highest response rate possible by taking into consideration the following

30

suggestions provided by Dilhnan (1978) and McMillan and Schumacher (2001): (a)
assigning a serial number to each copy of the questionnaire so that non-responders can
be followed up effectively, (b) writing a cover letter that is short, neat, and professional
in appearance, (c) providing clear instructions to parents about who should respond and
how to respond ((1) emphasizing the importance of the study and of parents' answers, (e)
ensuring parents of confidentiality of responses, (f) requesting cooperation of parents
and stating the time limit for returning the questionnaire, (g) assuring that the
questionnaire has been received by parents, and (h) stating clearly to whom the
completed questionnaire should be returned. There were two follow-ups with non-
responders to ensure the highest response rate possible. In the follow-ups, the researcher
called parents by telephone.
Data Analysis
After receiving completed questionnaires, all data were coded and entered into the
computer to perform appropriate statistical analysis using the Statistical Package for
Social Sciences (SPSS). To answer the research questions and test research hypothesis,
several techniques of descriptive and inferential statistics were used.

To answer research question 1 (what parenting styles are used most commonly by
Jordanian fathers and mothers of preschool children?), means and standard deviations
for parents’ use of each of the three parenting styles (authoritative, authoritarian, and
permissive) were calculated. To address research questions 2 and 3 and the
corresponding hypotheses (regarding differences in the parenting styles used with
Jordanian preschool children as a function of parent's gender and child’s gender), means

and standard deviations of parenting style by parent and by child gender were first

31

calculated to describe the data. In order to test the hypotheses, multivariate analysis of
covariance (MANCOVA) and univariate analysis of covariance (ANCOVA) were used,
entering parenting style (authoritative, authoritarian, permissive) as the dependent
variables, parent and child gender as the independent variables, and maternal and
paternal education levels as covariates. The other demographic data gathered on parent

ages, family size and birth order were used to describe the participating sample.

32

CHAPTER FOUR
RESULTS
The purpose of this study was to investigate the parenting styles characteristic of
Jordanian parents of preschoolers. The study also examined whether there were
statistically significant differences in parenting styles as a function of parent gender and
child gender. This chapter presents the findings related to the three research questions
formulated in Chapter 1.

The total number of children in the eight classes included in the sample was 201.
Parent consent was received from parents of 189 children. Accordingly, copies of the
questionnaire and other forms (i.e., family information form and directions for parents'
form) were sent to these children's parents. Initially, parents of 158 children returned
completed questionnaires. The number of respondents became 168 after first follow-up
contact and 172 afier second follow-up contact. Thus 344 parents (172 fathers and 172
mothers) returned completed questionnaires with parent consent. This represented a 91%
return rate. Children were an average of five years of age (M = 5.4 years, SD = .90).

Tablel presents family demographic data. As can be seen, 54% (93) of the children
were girls and 46% (79) were boys. The children were distributed according to birth
order as follows: first (30%), second (25%), third (20%), fourth (10%), and fifth and
more (15%). Most fathers held a bachelor degree or held an advanced degree (51%),
while 26% of mothers held a bachelor degree or more. The annual income of most
families was less than US$12,000.00 (80%). Only 3% of fathers were under the age of 30
years, while 29% of mothers were under the age of 30 years old. Most parents had fewer

than four children (57%).

33

Table 1

Family Demographic Data

 

 

Variable N %
Child Gender
Male 79 46
Female 93 54
Child's Birth Order
First 51 30
Second 43 25
Third 35 20
Fourth 17 10
Fifth or More 26 15
Educational Attainment of Father
General Secondary Certificate or Less 50 29
Intermediate Diploma 35 20
Bachelor Degree 69 40
Graduate Degree 19 11
Educational Attainment of Mother
General Secondary Certificate or Less 69 40
Intermediate Diploma 58 34
Bachelor Degree 40 23
Graduate Degree 5 3

 

34

 

Family Annual Income

Less than $5140.00 130 38
$5140.00-12000.00 144 42
More than 812000.00 70 20
Father Age
Less Than 30 Years 5 3
30-40 Years 93 54
More Than 40 Years 74 43
Mother Age
Less Than 30 Years 50 29
30-40Years 97 56
More Than 40 Years 25 15

 

Findings related to research questions addressed in the study are presented below.
To answer research question 1 (What parenting styles are used most by Jordanian fathers
and mothers of preschool children?), the means and standard deviations for the measures
of authoritative parenting, authoritarian parenting, and permissive parenting used by
Jordanian mothers and fathers of preschool children were calculated (see Table 2). As
evident in the table, mothers and fathers reported that the most common parenting style
they used with their preschoolers was authoritative parenting (M=4.06), followed by

permissive parenting (M=2.85), and authoritarian parenting (M=2.08).

35

Table 2

Means and Standard Deviations for Parenting Styles

 

 

Parenting Styles M SD
Authoritative 4.06 .59
Authoritarian 2.08 .58
Permissive 2.85 .71

 

To address Research Question 2 (Are there differences in the parenting styles used
with Jordanian preschool children as a function of parent's gender?) and Research
Question 3 (Are there differences in the parenting styles used with Jordanian preschool
children as a function of child's gender?) and the corresponding hypotheses, multivariate
analysis of covariance (MANCOVA) was performed. Parent and child gender were the
independent variables and parental education was the covariate. Parenting styles
(authoritative, authoritarian, and permissive) were the dependent variables.

Results revealed main effects for parent gender, Wilk’s A = .97, F (3, 336) = 3.39,
p < .02, child gender, Wilk’s A = .98, F (3, 336) = 2.92, p < .03, and maternal education,
Wilk’s A = .99, F (3, 336) = 2.69, p < .05. Results are summarized in table 3. Univariate
effects of parent gender were significant for use of the permissive parenting style, F (1 ,
343) = 4.09, p < .04, and child gender for parents' use of the authoritative style, F (1, 343)
= 5.58, p < .02. Specifically, fathers were more permissive than mothers and parents
more ofien used an authoritative style with their sons than with their daughters.
Univariate effects were also significant for mother education on use of the authoritarian

style, F (1 , 343) = 7.73, p < .01, such that mothers with higher levels of education used

36

the authoritarian style less ofien than mothers with lower levels of education. Results are
summarized in Table 4.

To determine the direction of significant differences in parenting style according to
parent gender, child gender, and mother education, means and standard deviations were
calculated (Tables 5, 6, & 7 respectively). It is evident from these tables that fathers used
permissive style (M = 2.93) significantly more than mothers (M = 2.77), mothers and
fathers were significantly more authoritative with boys (M = 4.14) than with girls (M =
3.99), and mothers with highest levels of education (M = 1.81) were significantly less
authoritarian than mothers with lowest levels of education (M = 2.23). Based on these
results mean the null hypothesis (H02) "there are no differences between Jordanian
mothers and fathers in the styles they use for parenting their preschool children" was
rejected. Similarly, the null hypothesis (H03) "there are no differences in the styles
used by Jordanian parents according to child gender" was also rejected.

Table 3

MANGO VA of Parenting Styles

 

 

Effect Wilk’s F Significance
Father Education .994 .73 .53
Mother Education .976 2.69 .05
Parent Gender .971 3.39 .02
Child Gender .975 2.92 .03
Parent Gender x child Gender .990 1.07 .37

 

37

Table 4

Univariate Analysis of Covariance (ANCO VA) of Parenting Styles

 

Variable Sum of DF Mean Squares F Sig

Squares

 

Father Education

Authoritative 5.3 1 5.3 .16 .69

Authoritarian .32 1 .32 .99 .32

Permissive .14 1 .14 .29 .59
Mother Education

Authoritative .62 1 .62 l .8 .l 8

Authoritarian 2.5 1 2.5 7.7 .01

Permissive 7.9 1 - 7.9 .16 .69

Parent Gender

Authoritative .92 l .92 2.7 . 1 0
Authoritarian .11 1 .11 .33 5.7
Permissive 2.0 1 2.0 4.1 .05
Child Gender
Authoritative 1.9 l 1 .9 5.6 .02
Authoritarian .39 1 .39 1.2 .27
Permissive 1.3 1 1.3 .25 .62
Parent Gender x Child Gender
Authoritative .l 6 l . 16 .46 .50
Authoritarian 6.5 l 6.5 .02 .89

38

 

Permissive 1.2 l 1.2
Enor
Authoritative 1 14.45 338 .34
Authoritarian 110.34 338 .33
Permissive 168.44 338 .50
Total
Authoritative 5785.33 344
Authoritarian 1609.04 344
Permissive 2972.04 344
Table 5

Means and Standard Deviations for Parenting Styles Used By Mothers and Fathers

2.3

.13

 

 

Parenting Styles M SD
Fathers (N=l 72)
Authoritative 4.01 .62
Authoritarian 2.07 .61
Permissive 2.93 .67
Mothers (N =1 72)
Authoritative 4.1 1 .55
Authoritarian 2.10 .55
Permissive 2.77 .74

 

39

Table 6

Means and Standard Deviations of Parenting Styles Used with Boys and Girls

 

 

 

 

 

Parenting styles Child Gender M SD
Authoritative
Girls 3.99 0.61
Boys 4.14 0.55
Authoritarian
Girls 2.05 0.56
Boys 2.13 0.61
Permissive
Girls 2.83 0.69
Boys 2.87 0.74
Table 7
Means and Standard Deviations by Maternal Education Level
Authoritative Authoritarian Permissive
Maternal Education M SD M SD M SD
General Secondary
Certificate or Less 4.02 .57 2.23 .60 2.88 .72
Intermediate Diploma 4.09 .59 2.04 .60 2.79 .71
Bachelor Degree 4.04 .63 1.93 .47 2.90 .68
Graduate Degree 4.41 .33 1.81 .52 2.76 .71
Total 4.06 .59 2.08 .58 2.85 .71

 

40

CHAPTER FIVE

DISCUSSION

In this chapter, results will be summarized and interpreted. In addition, limitations,
implications for further study, and conclusions will be presented. The aim of this study
was to investigate the parenting styles used with preschool children in Jordan and to
determine if there were differences in parenting styles as a function of: (a) parent gender,
and (b) child gender. The study was undertaken in the city of Amman. Three hundred
forty four parents (172 mothers and 172 fathers) of preschool children completed an
adapted version of the Parenting Styles and Dimensions Questionnaire (PSDQ)

developed by Robinson et al., 1995.

Parenting Styles Commonly Used by Jordanian Parents of Preschoolers

The results revealed that the authoritative parenting style was the most frequently
reported parenting style, followed by permissive and authoritarian parenting styles. This
result is consistent with findings of recent studies that addressed parenting styles in
Jordan, which showed that Jordanian parents could generally be described as
authoritative (Al-Amir, 2004; Malhas and Abdouni, 1997). It contradicts Barakat’s
(1993) contention that Arab families are authoritarian. This result is not surprising given
that both Jordanian fathers and mothers are highly educated. The Jordanian society is
among the most educated Arab societies. As noted before, literacy rates in Jordan for
both males and females are among the highest in the Arab region. More educated parents
rely more often on authoritative parenting and less often on authoritarian parenting

(Kelley, Power, & Wimbush, 1992; Kwok, Sing, & Wai-Lim, 1998: Simons et al., 1991).

41

Studies comparing parenting practices in different Arab countries, however, are
warranted. Another possible explanation is that, compared to other Arab countries, Jordan
is characterized by active relations (social, educational, cultural, political, and economic)
with western and other countries. Such relations may have influenced, in part,
contemporary parenting styles. Additionally, the increasing interest in the last decade, in
particular, in addressing the needs of young children and equipping Jordanian parents
with the necessary parenting and child care knowledge and skills also may explain the

results of this study.

Parenting Styles as a Function of Parent Gender

Significant differences between mothers and fathers were found on the permissive
parenting style only; fathers reported themselves to engage in more permissive parenting
styles than did mothers. This result is consistent with some previous studies that found
differences in parenting styles used with preschoolers as a function of parent gender
(Clausen, 1996; Cowan, Cowan & Kerig, 1993; Paulson & Sputa, 1996). However, it is
inconsistent with previous investigations, which showed that mothers generally tend to
use an authoritative style, while fathers tend to use an authoritarian style (Russel et al.,
1998; Russell, Hart, Robinson, & Olsen, 2003; Winsler, Madigan, & Aquilino, 2005).
Similarly, it is inconsistent with information available on parenting practices in Jordan
(Hawamdeh, 1991; UNICEF, 2003) indicating that Jordanian fathers are more
authoritarian than mothers.

The finding that fathers rather than mothers were found to be more permissive may be
explained in terms of Jordanian social standards. Childcare in Jordan remains largely the

primary responsibility of mothers. Jordanian mothers are expected to closely monitor

42

their young children's needs and problems. This difficult task of daily care giving may
explain why mothers were found to be less permissive than fathers. Jordanian fathers, on
the other hand, are primarily involved in securing income to the family. Because they
spend most of the time outside the home, they do not interact actively with their children
or experience the difficulties associated with daily care giving. That may explain why
fathers were found to be more permissive than mothers.

One explanation for the lack of expected differences in mothers’ and fathers’ use of
authoritarian and authoritative parenting styles may be that parents tend to influence each
other’s styles (Winsler et al., 2005). Based on a family systems perspective, mothers’ and
fathers’ parenting styles are conceptualized as being interdependent (Winsler et al.,
2005). Perhaps when one parent is authoritarian the other parent finds that it is preferable
on balance to have a somewhat permissive approach to parenting (W insler et al., 2005).
Additionally, given that disagreements about parenting continue to be one of the most
common sources of marital discord (Winsler et al., 2005), parents may tend to agree on
parenting practices to maintain satisfactory marital relations. Similarity in parenting
styles used by both fathers and mothers in the home, however, is associated with positive
child outcomes for children (Gable et al., 1994; Hoghughi & Long, 2004). Thus, although
expected differences were not found, the apparent unity in parenting styles between
mothers and fathers is likely to be positive for child outcomes.

Parenting Styles as a Function of Child Gender
Undoubtedly, finding that parents were more authoritative with boys than girls was
surprising in light of the results of other Jordanian studies, which reported that parents

were less authoritative with their sons than with their daughters, (Agha, 1989; Hammad,

43

1998; Hawamdeh, 1991; Al-Amir, 2004). This inconsistency in results may be attributed
to the fact that the current study addressed preschoolers while previous studies addressed
school-aged children or university students. It may also be explained in light of Jordanian
social standards and traditions. These standards basically direct parents to control girls
more than boys. Girls are exposed to more personal and social restrictions that are viewed
as protection measures. For example, girls are expected to refrain fi'om making relations
with males, or leave the home alone, etc. Although this is important to Jordanian families
when girls get older, parents begin to establish these standards of personal and social
conduct in the early years. Girls are reminded that they need protection and directed to
behave like "girls" (i.e., behaving non-aggressively, showing shyness, etc).

Boys, on the other hand, are given more freedom and independence. They are not
exposed to strict measures of monitoring and judgment like girls. Boys rather than girls
are also expected to take care of their parents when they get old. Moreover, in the
Jordanian society, like in other Arab societies, boys are expected to hold the family name
and preserve its continuity in the future. However, further investigations of this issue are
warranted.

Although parenting styles are influenced by different variables, such as the quality of
the marital relationship, parental stress, and child characteristics (Winsler et al., 2005),
this study focused on parent and child gender. The reason for choosing these two
variables was the large body of knowledge that stressed their major role in parents’
decisions of what styles can be used with girls and boys. This study did not intend to
examine the relation between family demographic variables and parenting styles. Rather,

family information data was used for description purposes only. Since extensive research

evidence indicated that parent education is closely related to their parenting styles
(Hammad, 1998) and that it can be viewed as a proxy for income (Dunst etal., 1994),
only maternal and paternal education was treated as a covariate in this study. The results
revealed that mothers with higher educational levels were found to be significantly less
authoritarian than mothers with lower levels of education. This finding is consistent with
previous results on parenting styles, which suggest that parents with more education are
less likely to rely on authoritarian and permissive parenting (Coohalan et al., 2002;
Kelley et al., 1992; Simons et al., 1991). It highlights the importance of knowledge and
training on the development of a more positive parental style. Thus, future investigations
addressing the effects of parental education on parenting styles are warranted.

Finally, Jordanian studies on parenting styles commonly used with children are very
few, and studies related to parenting preschool children are nonexistent. All studies
focused on investigating parenting styles as perceived by school-aged children or by
university students. This study represents the first Jordanian study, which aimed at
investigating the parenting styles that parents use with their preschool children using
scientific research methods.

Limitations of the Study

It is important to point out the limitations of this study that should be avoided in
future research. First, since the questionnaire used in this study involved parents' self-
reports on the parenting styles they use, the validity of the data relied exclusively on the
parents' willingness to provide accurate information about the actual behaviors they
exhibited towards their preschool children. Although the use of such instruments to

investigate parenting styles is well established in existing research literature (Winsler,

45

Madigan, & Aquilino, 2005), social desirability may have influenced the parents' reports
of parenting style. In other words, parents may have responded in a way that reflects
what they perceive as accepted or good parenting practices rather than what they actually
use (Ramey, 2002; Shelton, Frick, & Wooton, 1996). The extent to which this may have
happened remains unknown. Using other data-collection methods (e. g., parent
interviews, objective behavioral observations) in future research would be helpful to
support the results of the present study.

Second, although the sample size was sufficient for a study of this scope and for the
number of independent variables, the relatively small number of participants in this study
represented a threat to its external validity. As a result of the small sample size, the
results cannot be generalized beyond parents of preschool children in the city of Amman.
However, Amman represents a major metropolitan area and very different practices
might be seen in the rural areas. Additionally, results of the present study represented
only parents who send their children to kindergartens. The findings cannot be
generalized to parents who do not send their children to kindergartens. Therefore, more
studies involving larger and more representative samples of parents from various
geographical areas in Jordan are needed to draw conclusions about parenting
preschoolers in Jordan.

Third, no child outcome measure was investigated in the present study. Future
research should investigate the associations between parenting style and specific
developmental outcomes for the child, such as social competence, behavioral problems,
and achievement. Fourth, using mother and father pairs may have limited the accuracy of

the data. Parents may have influenced each other's styles of parenting. Finally, though the

46

‘parenting styles and dimensions questionnaire’ was modified by professionals in
childhood education and English-Arabic language, still parents' responses depend on the
extent to which they understood the items in the questionnaire and honestly rated them.
Conclusions

This study of parenting styles used with preschool aged children in Jordan provided
data that is informative and beneficial. Realizing that the family is the basic unit where a
child is reared and nurtured, the researcher thought it would be useful to understand the
parenting styles that parents use while interacting with their children. What motivated
this research most was that Jordanian studies on parenting styles commonly used with
children are very few, and that studies related to parenting preschool children are
nonexistent. This study represented the first Jordanian study that aimed at investigating
the parenting styles that parents use with their preschool children using scientific research
methods. It also investigated whether these styles differ as a function of parent and child
gender. Using the PSDQ which measures parenting styles along the continuum of
Baumrind’s typologies of parenting and asking fathers to participate in this study directly
rather than asking mothers to write on the behalf of their spouses or asking children to
report on the styles used by their parents make this study different from others.

The current study is valuable for several reasons. One of which is that it contributed
to the literature by addressing an important yet relatively neglected area of research. That
is, the findings did suggest that both mothers’ and fathers’ parenting styles need attention
in future research, as parenting style may vary as a function of parental gender and child

gender. Second, parents were given the Opportunity to report on the parenting styles they

47

use. Third, this study also provided additional psychometric data for the PSDQ for use in
cross-cultural studies.

Finally, realizing the important effects of parenting styles on child’s development in
the early years, and knowing the serious lack of information about parenting
preschoolers in Jordan, it is essential that further research be conducted. In fact, this
study should be viewed as a first step toward better understanding of the parenting styles

used with preschoolers within the Jordanian population.

48

Appendix (1)
The Parent Styles and Dimensions Questionnaire (PSDQ)

l. I am responsive to my child’s feelings and needs.
2. I use physical punishment as a way of disciplining my child.
3. I take my child’s desires into account before asking him/her to
do something.
4. When my child asks why he/she has to conform, I state:
because I said so, or I am your parent and I want you to.
5. I explain to my child how I feel about the child’s good and bad
behavior.
6. I spank when my child is disobedient.
7. I encourage my child to talk about his/her troubles.
8. I find it difficult to discipline my child.
9. I encourage my child to freely express (himself)(herself)
even when disagreeing with me.
10. I punish by taking privileges away from my child with
little if any explanations.
1 1. I emphasize the reasons for rules.
12. I give comfort and understanding when my child is upset.
13. I yell or shout when my child misbehaves.
14. I give praise when my child is good.
15. I give into my child when the child causes a commotion
about something.
16. I explode in anger towards my child.
17. I threaten my child with punishment more often than
actually giving it.
18. I take into account my child’s preferences in making plans
for the family.
19. I grab my child when being disobedient.
20. I state punishments to my child and do not actually do

49

21.

22.
23.
24.
25.
26.
27.
28.

29.

30.

31.
32.

I show respect for my child’s opinions by encouraging my
child to express them.

I allow my child to give input into family rules.

I scold and criticize to make my child improve.

I spoil my child.

I give my child reasons why rules should be obeyed.

I use threats as punishment with little or no justification.

I have warm and intimate times together with my child.

I punish by putting my child off somewhere alone with little
if any explanations.

I help my child to understand the impact of behavior by

encouraging my child to talk about the consequences of

his/her own actions.

I scold or criticize when my child’s behavior doesn’t meet

my expectations.

I explain the consequences of the child’s behavior.

I slap my child when the child misbehaves.

50

Appendix (2)

PARENTING STYLES & DIMENSIONS QUESTIONNAIRE (PSDQ)

Scoring Key*

 

M F MS FS
7. .74 .70 .77 .70
1. .68 .72 .78 .68
12. .67 .64 .73 .64
14. .62 .65 .69 .62
27. .54 .61 .65 .53

SEM Std. Coeff.

M F MS FS
25. .71 .72 .77 .66
29. .65 .67 .73 .70
31. .68 .65 .74 .66
11. .67 .67 .75 .70
5. .62 .74 .74 .72
behavior.

SEM Std. Coeff.

M F MS FS
Participation)

SEM Std. Coeff.

AUTHORITATIVE PARENTING STYLE (FACTOR 1*)

Subfactor 1 - Connection Dimension (Warmth & Support)
Encourages child to talk about the child’s troubles.
Responsive to child’s feelings or needs

Gives comfort and understanding when child is upset.
Gives praise when child is good.

Has warm and intimate times together with child.

[To obtain a Connection Dimension score - mean the above 5 items]

Subfactor 2 - Regulation Dimension (Reasoning/Induction)
Gives child reasons why rules should be obeyed.

Helps child to understand the impact of behavior by encouraging
child to talk about the consequences of his/her own actions.
Explains the consequences of the child’s behavior.

Emphasizes the reasons for rules.

Explains to child how we feel about the child’s good and bad

[To obtain a Regulation Dimension score - mean the above 5 items]

21. .65 .69 .74 .66

9.

.49

22. .45 .51
.44 .50
something.
18. .43 .51
family.

3.

express them.
.56

.63

.56
.56

.54

.50

.50
.50

.48

Subfactor 3 — Autonomy Granting Dimension (Democratic
Shows respect for child’s opinions by encouraging child to
Encourages child to fi'eely express (him/herself) even when
disagreeing with parents.

Allows child to give input into family rules.

Takes child’s desires into account before asking the child to do

Takes into account child’s preferences in making plans for the

[To obtain an Autonomy Granting Dimension score - mean the above 5 i

SEM = Structural Equation Modeling standard coefficients

51

M = Mother’s Self Report

F = Father’s Self Report

MS = Mother’s Report on Spouse
FS = Father’s Report on Spouse

*Alpha = .86; Sample = 1377

[To obtain an overall Authoritative Parenting Style score - mean all 15 items

 

AUTHORITARIAN PARENTING STYLE (FACTOR 2*)

SEM Std. Coeff.

M F MS FS
2. .84 .78 .85 .79
6. .78 .74 .78 .74
32. .64 .59 .73 .66
19. .52 .57 .55 .58

Subfactor l - Physical Coercion Dimension

Uses physical punishment as a way of disciplining our child.
Spanks when our child is disobedient.

Slaps child when the child misbehaves.

Grabs child when being disobedient.

[To obtain a Physical Coercion Dimension score - mean the above 4 items]

SEM Std. Coeff.

M F MS FS
16. .64 .57 .72 .63
13. .57 .63 .65 .67
23. .48 .45 .63 .51
30. .43 .45 .55 .48
expectations.

Subfactor 2 - Verbal Hostility Dimension

Explodes in anger towards child.

Yells or shouts when child misbehaves.

Scolds and criticizes to make child improve.

Scolds and criticizes when child’s behavior doesn’t meet our

[To obtain a Verbal Hostility Dimension score - mean the above 4 items]

SEM Std. Coeff.

M F MS FS
10. .59 .55 .70 .60
explanations.
26. .57 .63 .70 .67
28. .52 .56 .59 .55
explanations.
4. .48 .52 .54 .50

Subfactor 3 - Non-Reasoning/Punitive Dimension
Punishes by taking privileges away from child with little if any

Uses threats as punishment with little or no justification.
Punishes by putting child off somewhere alone with little if any

When child asks why (he)(she) has to conform, states: because I
said so, or I am your parent and I want you to.

[To obtain a Non-Reasoning/Punitive Dimension score - mean the above 4 items]

 

SEM = Structural Equation Modeling standard coefficients
M = Mother’s Self Report

52

F = Father’s Self Report

MS = Mother’s Report on Spouse
F S = Father’s Report on Spouse
Alpha = .82; Sample = 1377

[To obtain an overall Authoritarian Parenting Style score - mean all 12 items]

 

PERMISSIV E PARENTING STYLE (FACTOR 3*)

SEM Std. Coeff.
M F MS FS Indul gent Dimension
20. .71 .78 .68 .75 States punishments to child and does not actually do them.
17. .63 .58 .60 .59 Threatens child with punishment more often than actually giving
it.
15. .53 .48 .64 .55 Gives into child when (he)(she) causes a commotion about
something.
8. .42 .43 .41 .52 Finds it difficult to discipline child.
24. .39 .37 .46 .44 Spoils child.

 

SEM = Structural Equation Modeling standard coefficients
M = Mother’s Self Report

F = Father’s Self Report

M8 = Mother’s Report on Spouse

FS = Father’s Report on Spouse

Alpha = .64; Sample = 1377
[To obtain an overall Permissive Parenting Style score - mean all 5 items]
*Robinson, C. C., Mandleco, B., Olsen, S. F., & Hart, C. H. (2001). The Parenting
Styles and Dimensions Questionnaire (PSQD). In B. F. Perlmutter, J. Touliatos, & G.

W. Holden (Eds), Handbook of family measurement techniques: Vol. 3. Instruments
& index (pp. 319 - 321).Thousand Oaks: Sage.

53

 

Appendix (3)

Permission of Author

 

 

 

 

 

mail.msu.edu alkhatee@msu.edu Message
Folders Compose Preferences Addresses Filters $119; Log Out
—— —_ rgplies
1" ‘ ‘ A. Go
Move to: i sent . ___i_i
rm pm, . it
()x jhé’g) Message49ofl39

emaaa
From: "Clyde Robinson" <Clyde_Robinson@byu.edu> [Trust] [Block]
To: alkhatee@msu.edu
Date: 09 Nov 2004, 05:21 :20 PM
Subject: PSDQ

 

 

Dear Amal,

You have my permission to use the PSDQ and translate the measure into
Arabic. You may also modify the PSDQ in any way to suit your research
needs (e. g., eliminate the spouse column, reword items, etc). I am
attaching samples of the PSDQ that you may modify or copy for use. Since
we delveloped the 62-item PSDQ we have also developed a 32-item version
that most researchers are now using. The 32-item version is typically
referenced as "a modification of the PSDQ". The 32-item version was
developed using Structural Equation Modeling (SEM) on 1900 mothers and
fathers. I am attaching the following: A sample Title Page; the 62-item
PSDQ (Mother version) & Scoring Protocol; the 32-item PSDQ (Mother &
Father Version) & Scoring Protocol; a version that just obtains

parenting information from one parent (this does not obtain information
about a spouse); and several reprints of articles using the PSDQ.

If there is anything else that I can assist you please feel free to
e-mail me.
Dr. Clyde Robinso

 

Attachment: TITLEPG.doc (3 7K)

Display / Download

 

54

 

 

 

Display / Download

 

Attachment: PSDQ62M.DOC (54K)

Display / Download

 

Attachment: PSDQ62F.DOC (55K)

Display / Download

 

Attachment: PSDQ6ZSCOR.doc (51K)

Display / Download

 

Attachment: PSDQ32M.Doc (42K)

Display / Download

 

 

 

Attachment: SingTITLEPG.doc (32KDisplay / Download

 

 

 

 

<>XJ$JEDh

- Message 49 of 139

 

 

Move to: I sent LL61]

 

 

 

©2003-2004 Michigan State University Board of Truflees.
MSU is an affirmative-action, equal-opportimity institution. East Lansing MI 48824

55

 

Appendix (4)

Cover Letter

Dear Parents:

My name is Amal Al-Khatib, and I am a Masters student in child development at
Michigan State University, in the United States. I am conducting a study about how
parents of preschoolers in Jordan raise their children. . I am writing this letter to you to
request your participation in this study. You, and all other participating parents, are very
important for this study. Your participation is voluntary.

If you agree to participate you will be asked to complete a short questionnaire on your
family and a 32-item questionnaire on how you parent your preschooler. The
questionnaires will take about 15-20 minutes.

In this packet you will find 1) a consent form stating yom' intent to participate; 2) the two
questionnaires and; 3) a return envelop for these materials. Please answer questions and
try to return the questionnaires, the consent form, and the family information to the
school. You are kindly asked to drop the envelope in the white box marked "parent
questionnaire" placed in the school secretary's office within two weeks.

The results of this study will be useful to parents and professionals working with
children. They will be used for scientific purposes only. Please be assured of complete
confidentiality. The questionnaire has an identification nmnber for mailing purposes and
will be identifiable to the researcher only.

If you are interested, you may receive a summary of the results. Please check the
appropriate box at the end of the questionnaire and provide me with your name and
address. '

Ifyou have any questions about this study, contact Amal AL-Khatib (telephone: 06-
5230159) at University Housing, Yajooz Street, Amman 11942, Jordan, or via email at
amal alkhateeb@hotmgil.com or alkhatee@msu.edu . You may also contact my
academic advisor at Michigan State University, Dr. Holly Brophy-Herb at
hbrophy@msu.edu. Questions about this study and your rights as a participant may also
be addressed to the chairperson of the Committee on Research Involving Human Subjects
at Michigan State University, Dr. Peter Vasilenko, Ph.D., 202 Olds Hall, Michigan State
University, East Lansing, Michigan, USA, (517) 355-2180, ucriis@msu.edu You do not
have to give your name.

56

Appendix (5)
Informed Parent Consent

Ifyou would like to participate in this study, please complete this page and return it with
your questionnaires to your child's school within two weeks. A collection box will be

placed near the secretary's office at the school.
Yes, we would like to participate in this study about parenting practices in

Jordan.

Mother’s Name (Print):

 

Mother’s Signature:

 

Father’s Name:

 

Father’s Signature:

 

Your family telephone nmnber: or email address:

 

Your child’s name:

 

Date:

 

Yes, please send us a copy of the study results

No, we do not wish to receive a copy of the results.

 

Email address if you wish to receive results via email:

Mailing address if you wish to receive the results via mail:

 

For researcher:
School/ Class ID:

57

Appendix (6)

Directions for Parents

Dear Parents

This questionnaire is designed to measure how often you exhibit certain behaviors
towards your preschool-aged child.

Please read each item on the questionnaire and think about how often you exhibit
this behavior. Then, circle the number to the left of the item which best represents your
behavior using the following scale:

1 = Never

2 = Once in Awhile

3 = About Half of the Time
4 = Very Often

5 = Always

I am sending you two copies of the questionnaire, because the mother and the
father should complete it. Each of you should complete it independently. Please avoid
seeing or discussing each other's responses.

A very important point to remember is that you are asked to respond to the parenting
practices you actually use with your preschool-aged child. You are not asked to report the
parenting practices you use with other children in the family either younger or older
siblings, or your beliefs about parenting practices in general.

58

Appendix (7)

Family Information Form

Please respond to the following items by an (X)

Parent Completing the Family information Form
--- Father -- Mother
Your Preschool-Aged Child's Gender
--- Male -- Female
Your Preschool-Aged Child's Birthday
--- Day --- Month ----- Year
Your Preschool-Aged Child's Birth Order
--- First --- Second -- Third --- Fourth
--- F ifth or More
Educational Attainment of Father
--- General Secondary Certificate or Less
--- Intermediate Diploma
--- Bachelor Degree
--- Graduate Degree
Educational Attainment of Mother
--- General Secondary Certificate or Less
--- Intermediate Diploma
--- Bachelor Degree

--- Graduate Degree

59

Family Annual Income
--- Less than 3600 Jordan Dinars
--- 3600 - 8400 Jordan Dinars
--- More Than 8400 Jordan Dinars
Father's Age
--- Less Than 22 Years
--- 22 — 29 Years
Mother's Age
--- Less Than 22 Years
-- 22 — 29 Years
Nmnber of Children You Have

-- Less Than 4 --- 4-6

--- 30 — 39 Years

-- 40 Years and Above

--- 30 — 39 Years

--- 40 Years and Above

--- More Than 6

60

Appendix (8)

Letter to Dean of Educational Sciences
The Hashemite University

Professor Majed Abu J aber

Dean- College of Educational Sciences
Hashemite University

P. O. Box 150459

Zarqa 13115, Jordan

Dear Professor Abu J aber:

I expect to be in Amman in the last week of February 2005 to collect data for my master
thesis. It is about parenting styles used by Jordanian fathers and mothers with preschool
children. My sample will consist of parents of 160 children attending kindergartens to be
drawn randomly from the five educational directorates in greater Amman area. I
appreciate it very much if you write to the Ministry of Education to give me the
permission to collect data and facilitate my task. Thank you very much

Sincerely,

Amal J. Al-Khatib

61

 

OFFICE or
RESEARCH
ETHICS AND
STANDARDS

University Committee on
Research Involving
Human Subjects

Michigan State University
202 Olds Hall

East Lansing. Ml

48824

517/355-2180
FAX: 517/432-4503

Web:
mm humanresearchmsuedu
E-Mail: ucrihs@msu.edu

MSU is an affirmative-action.
equal-opportunity Institution.

MICHIGAN STATE Initial IRB

 

u N I v E R s I T Y Application

Approval

March 10, 2005

TO: Holly E. Brophy-herb
3 Human Ecology
Msu

Re: IRB # 05-1 53
Approval Date:
Expiration Date:

Category: EXEMPT 1-2
March 10, 2005
March 9, 2006

Title: "PARENTING STYLES USED WITH PRESCHOOL CHILDREN IN JORDAN"

The University Committee on Research Involving Human Subjects (UCRIHS) has completed their review of
your project. I am pleased to advise you that your project has been approved.

The committee has found that your research project is appropriate in design. protects the rights and welfare of
human subjects, and meets the requirements of MSU's Federal Wide Assurance and the Federal Guidelines
(45 CFR 46 and 21 CFR Part 50). The protection of human subjects in research is a partnership between the
IRB and the investigators. We look forward to working with you as we both fulfill our responsibilities.

Renewals: UCRIHS approval is valid until the expiration date listed above. If you are continuing your project.
you must submit an Application for Renewal application at least one month before expiration. If the project is
completed. please submit an Application for Permanent Closure. '

Revisions: UCRIHS must review any changes in the project, prior to initiation of the change. Please submit an
Application for Revision to have your changes reviewed. If changes are made at the time of renewal. please
include an Application for Revision with the renewal application.

Problems: lf issues should arise during the conduct of the research, such as unanticipated problems, adverse
events, or any problem that may increase the risk to the human subjects. notify UCRIHS promptly. Forms are
available to report these issues. .

Please use the IRB number listed above on any forms submitted which relate to this project, or on any
correspondence with UCRIHS.

Good luck in your research. If we can be of further assistance. please contact us at 517-355-2180 or via email
at UCRIHS@msu.edu. Thank you for your cooperation.

Sincerely.
/,.

1901.33

Peter Vasilenko, Ph.D.
UCRIHS Chair

CI Amal AL-Khatib
917 Cherry Lane Apt A 48823Harrison Rd

62

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