Impact of parents’ authoritative style on personality traits of children: a case study of Elementary class students in Pakistan

The study was carried out to determine the effects of authoritative parenthood on the personality traits of elementary school children including all the five traits namely agreeableness, conscientiousness, extraversion, neuroticism and openness. The study is significant as it gives parents a chance to evaluate their parenting style and comprehend its positive and negative effects on children’ personality traits. It was an Ex Post Facto study in which data was collected about the cases of elementary class children in Pakistan. A multistage random sample of 30 elementary schools, three hundred cases (children and their parents) and 90 teachers was chosen. Two questionnaires were used in the study; One to evaluate the parenting styles of the parents which was adopted from Robinsons Parenting style questionnaire and second, adopted from the Big Five Inventory questionnaire to assess the personalities of the children. Cronbach’s Alpha value of the total parenting style questionnaire was 0.95 and Cronbach’s Alpha value of the total personality style tool used in this study was 0.84. Data was collected by the researchers during parent-teacher meetings and meetings with teachers in the selected schools. Percentage of frequencies, mean score, standard deviation, ANOVA statistics and correlation values were calculated using SPSS. Results indicated highly significant and positive relationship between authoritative parenting style and the four personality traits i.e. agreeableness, conscientiousness, extraversion and openness but a significant and negative relationship with neuroticism. Moreover, a highly significant impact of parenting authoritativeness level on children personality traits was explored. Therefore, it is recommended that parents should practice authoritative parenting style to raise strong and healthy individuals and refrain the negativism in the personality of children. &nbsp

Emotions Regulation and Academic Performance of Elementary School-Aged Students

Abstract Emotions regulations is the capacity that plays a necessary function in our routine lives and essential not only for the attainment of socialization but also necessary in achieving educational tasks.This research proposed to examine the association between the emotions regulations and academic achievement of elementary aged students. The quantitative research method was adopted to determine the results. The sample size of the study confined 209 students (boys & girls) of twelveelementary schools in district Bahawalnagar of Punjab Pakistan. The sample of the study utilized simple random sampling. A self-report questionnaire was used to collect the data from students regarding their emotions regulations. School records and Punjab Board Gazette (Punjab Examination Commission)was included to collect data of the study. Mean, standard deviation, and Pearson correlation techniques were applied to analyze the data. The results of the study exploredthat most of the respondents practice positive strategies while expressing their emotions and have a high level of academic sores. It was also found that the students who could not able to express their emotions in positive ways; consequently, they show poor performance in education. Therefore, policy makers need to focus on attention to develop positive emotions regulations among elementary aged students. Keywords; Emotions, Emotions regulations, academic achievements, elementary educatio