AbstractIntroduction: child and adolescent mental health is the main part of public health and any effort for the improvement of the child mental health needs evaluation of parenting skills and familial interactions. Positive parenting education is an interventional program based on the social learning theory and its main objective is prevention of behavioural, emotional and developmental problems in children by increasing the information, skills and self confidence of the parents.Materials and methods: 32 individuals who were the mother of pre school students enrolled in this study. Beforeand after positive parenting education they were asked to fill the parenting scale and demographic questionnaires.Results: The score of the parenting scale was higher in three sub scale before education and the total score in mothers with age of lower than 30 and in mothers whose student was their first child was higher before education. the role of age and the birth rank were not significant after education .Conclusion: this study shows that short term education of positive parenting can make improvement in different sub scales of parenting scale

Hosseini, F.

Kholasezadeh, G.

Khoshabi, K.

Shadcaam, M. Noori

Shahmansouri, N.

Yassini A., S.M.

Elsevier - Publisher Connector 

 Procedia - Social and Behavioral Sciences  84 ( 2013 )  1053 – 1058 
1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license. 
Selection and peer-review under responsibility of Prof. Dr. Huseyin Uzunboylu & Dr. Mukaddes Demirok, Near East University, Cyprus
doi: 10.1016/j.sbspro.2013.06.698 
The effect of the parenting skills in the attitude of preschool 
students' mothers 
F Hosseini MD a *, S M Yassini A MD b, M Noori Shadcaam MD c  , G. Kholasezadeh  MD a , K. 
Khoshabi MD c , N. Shahmansouri  MD f 
aAssisstant professor of psychiatry, Shahid Sadoughi University of Medical Sciences,  yazd, Iran 
b Associate professor of psychiatry, Shahid Sadoughi University of Medical Sciences Second affiliation,yazd, Iran 
c-Assisstant professor of pediatrics, Shahid Sadoughi University of Medical Sciences, yazd, Iran 
e Associate professor of psychiatry, welfare university of medical sciences,tehran, Iran 
f psychiatrist, tehran, Iran 
Abstract 
Introduction: child and adolescent mental health is the main part of public health and any effort for the improvement of the child 
mental health needs evaluation of parenting skills and familial interactions. Positive parenting education is an interventional 
program based on the social learning theory and its main objective is prevention of behavioural , emotional and developmental 
problems in children by increasing the information, skills and self  confidence of the parents.Materials and methods: 32 
individuals who were the mother of pre school students enrolled in this study. Beforeand after positive parenting education they 
were asked to fill the parenting scale and demographic questionnaires.Results: The score of the parenting scale was higher in 
three sub scale before education and the total score in mothers with age of lower than 30 and in mothers whose student was their 
first child was higher before  education. the role of age and the birth rank were not significant after education .Conclusion: this 
study shows that short term education of positive parenting can make improvement in different sub scales of parenting scale. 
Key words: parenting skill, procrastination, dictatorship, authoritarian 
1. Introduction  
As an adult, parenting is one of the most critical tasks that we are facing. While anyone is usually trained for his 
or her occupations, almost always we do parenting without any training or guidance. So there is usually a trial and 
error in attempt to be effective parent. But there is not enough time to learn through trial and error beside the 
outcome is not predictable. So education of effective parenting skills seems to be mandatory. (Forehand, Long, 
1994, Sandres 2003). 
According to the most of researches, parenting skills education would be helpful for parents to improve their 
interaction with children. These skills will decrease their conflict in parenting skills they use, and also decrease 
behavioral problems in children and increase satisfaction as a parent. 
(Martin, Volkmer 2007, Sanders 2003, Whittaker, Harden, See, Meisch, Westbrook, 2011). 
                                                       
* Corresponding author name. Tel.:+98-03526232005  
   E-mail address: hosseini.k.f@gmail.com 
3rd World Conference on Psychology, Counselling and Guidance (WCPCG-2012)
© 2013 Published by Elsevier Ltd. Selection and peer review under the responsibility of  Dr. Melehat Halat
Available online at www.sciencedirect.com
© 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license. 
Selection and pe r-review und  responsibility of Prof. Dr. Hus yin Uzunboylu & Dr. Mukaddes Demirok, Near East University, Cyprus
1054   F Hosseini et al. /  Procedia - Social and Behavioral Sciences  84 ( 2013 )  1053 – 1058 
  
Parenting skills education is an interventional program based on the social learning theory. And its main 
objective is prevention of behavioral, emotional and developmental problems in children by increasing the 
knowledge, skills and self confidence of the parents. 
(Sadock, Ruiz, 2009, Bodeman, Cina, 2008. Stemmler, Beclman 2007). 
Researches on parents with children who have behavioral problems and disability show decrease in behavioral 
problems and using dysfunctional parenting skills and parental conflict. (Peal 200, Sofronoff, Jahnel, Sanders, 2011, 
Kim, Doh, Hong, Choi, 2011). 
Parenting styles and the quality of family style indicate parent's affective relationship and their interaction with 
children. And this is a critical factor for children development and learning. (Skreitule- Pikse, Sebre, Lubenko 2010, 
Turner, Sanders 2006, Sanders 2003). 
Researches based on interactions between children and parents that evaluate parenting attitudes and styles were 
influenced by Diana Baumrind. 
Diana Baumrind presented 3 parenting styles. That includes authoritative, authoritarian, and permissive. 
Children of permissive parents are usually immature and they have impaired impulse control. These children are 
demanding and dependant to the others and have less self confidence. Children of authoritarian parents are usually 
anxious, withdrawn and upset, and they have low frustration tolerance. 
In contrast, children of authoritative parents are usually happy and they have self confidence. 
Authoritative parents not only have parent's roles but also they accept training children responsibility and they 
always try to get more knowledge about this responsibility in different ways. (Sadock, Ruiz 2009 ) 
Behavioral and conduct problems in children are common and it is along with expensive costs for family, school 
and society. Poor parents' supervision and parenting strategy have critical role in emerging these problems. (Sanders 
2003) 
As long as the attitude is almost a culture bound issue, the objective of this study is to assessing the attitude of 
preschool students' mothers to the parenting skills education in Iranian culture 
 
2. Materials and methods 
2.1. Participants 
The study was conducted in Yazd a city in the center of Iran. After coordination between Shahid Sadoughi 
University of Medical Science and Educational and Training Organization. One girl primary school was introduced. 
Then we asked school principal to invite all of the parents. All of the mothers were biological parents of the 
children. We explained the objectives of the study to  mothers. Parents who could be able to participate in 
educational sessions were divided to 3 groups of 12-15 persons. Pre and post test were done through a questionnair 
after education of each group a bout principals and functional ways of parenting in a two hours weekly sessions for 
6 successive weeks. at the end of each sessions, according to the subject of the session  the mothers were given a 
task to do till the next session and coordinator was responsible for any inquiry from the participants. 
11 participants dropped out because they were unable to follow sessions 
  
2.2. Measures  
Measures of this study were a two part 
 
The second part was about parenting scale. The parenting scale is a brief instrument designed to measure 
dysfunctional parenting practices for parents of young children. The PS total scores with 30 items in 1 to 7 grades 
which consist of 3 subscales: laxness, over reactivity and verbosity, has adequate internal consistency ( =0/84) and 
test-re test correlation (r= 0/84) (Arnold, O'leary, Wolff, Acker, 1993). 
The lower scores show functional and well parenting and the higher scores show dysfunctional parenting.  
 Statistical analysis data were processed with SPSS Software, version 15 and analysed with Chi square test. 
1055 F Hosseini et al. /  Procedia - Social and Behavioral Sciences  84 ( 2013 )  1053 – 1058 
  
3. Results 
 
At the beginning of study there were 42 participants and 11 participants were dropped out of study. 23 out of 31 
business and 17 (45.8%) were clerk. 77% of mothers and 74% of fathers had high school or more level of education 
and 22% of mothers and 25.8% of fathers had lower than high school level of education. 
45% of students were the first child, 35% were second, and 16% of mothers had more than 3 children, 61% of 
children were the first child. 
15 mothers were under 30 years old and 16 were older. 
The difference of parenting scale between pre and post intervention in laxness subscale was statistically 
significant (PV=0.009). ( table -1) 
The total scale score before  intervention was higher than after intervention and it was statistically significant  
(Pv=0.02). (table-1) 
Table 1. Comparison of the mean and standard deviation of different parenting scales scores in pre and post intervention analysis 
Variable Pre- intervention Post- intervention statistical result 
mean S.D mean S.D P value 
Laxness 3.94 0.50 3.54 0.65 P=0.009 
Over reactivity 3.74 0.55 3.46 0.55 0.058 
verbosity 4.06 0.56 3.8 0.70 0.241 
No factor 4.04 0.72 4.08 0.74 0.819 
Total score 15.79 1.34 14.90 1.67 0.081 
Total scale score 4.04 0.35 3.77 0.40 0.020 
 
Parenting total scale score in mothers with age of lower than 30 years was higher than older mothers and it was 
significant ( Pv=0.049). (table-2).after  intervention, the mean score in 2 groups are almost the same and the 
difference was not significant. 
 
Table 2. Mean and standard deviation of total number  and total scale  score in pre and post intervention based on age group 
 
Age group Total number pre-
intervention 
Total scale score pre-
intervention 
Total number post-
intervention 
Total scale score post-
intervention 
Under 30 years 16.06 1.70 4.15 0.43 14.30 1.44 3.66 0.34 
Over 30 years 15.50 0.85 3.93 0.21 15.46 1.73 3.88 0.42 
Total 15.79 1.34 4.04 0.35 14.90 1.67 3.77 0.40 
Statistical analysis P=0.18 P=0.49 P=0.045 P=0.15 
 
The total score before intervention in under 30-years old mothers group was higher than older one and it was 
statistically significant( Pv=0.045) but there was no significant difference after intervention.  
the mean scores of different scales in mothers whose student was their first child were higher than others. this 
difference in laxness and over reactivity subscales and total scale score were statistically significant( table-3). 
 
 
 
 
 
1056   F Hosseini et al. /  Procedia - Social and Behavioral Sciences  84 ( 2013 )  1053 – 1058 
  
Table 3: mean and standard deviation of different scales score and total scores in pre intervention based on birth rank 
 
Birth rank 
Different 
scales 
1st child 2nd child          3nd child total  value 
                            mean 
 Laxness  
                            SD 
 
4.10 
 
0.48 
3.71 
 
0.53 
3.63 
 
0.30 
3.94 
 
0.50 
 
0.038 
                              mean 
Over reactivity  
                             SD 
3.85 
 
0.48 
3.24 
 
0.67 
4.00 
 
0.44 
3.74 
 
0.55 
 
0.047 
                            mean 
Verbosity  
                            SD 
4.24 
 
0.59 
3.69 
 
0.46 
3.94 
 
0.23 
4.06 
 
0.56 
 
0.56 
                         mean 
Total score 
                            SD 
16.11 
 
1.46 
15.18 
 
1.25 
15.42 
 
0.59 
15.79 
 
1.34 
 
0.108 
                              mean 
Total scale score  
                              SD 
4.15 
 
0.36 
3.78 
 
0.28 
3.99 
 
0.16 
4.04 
 
0.35 
 
0.036 
. After intervention the scores were decreased in all subscales ( table-4). 
Table 4: mean and standard deviation of different scales score and total scores in post intervention based on birth rank  
 
Birth rank 
Different 
scales 
1st child 2nd child 3nd child total P value 
                            mean 
 Laxness  
                            SD 
 
3.55 
 
0.73 
3.49 
 
0.67 
3.56 
 
0.33 
3.54 
 
0.65 
 
0.98 
                             mean 
Over reactivity  
                              SD 
3.38 
 
0.52 
3.31 
 
0.51 
3.98 
 
0.54 
3.46 
 
0.55 
 
0.120 
                             mean 
Verbosity  
                             SD 
3.65 
 
0.60 
4.12 
 
0.84 
3.97 
 
0.82 
3.81 
 
0.70 
 
0.39 
                          mean 
Total score 
                             SD 
14.48 
 
1.72 
15.43 
 
1.41 
15.76 
 
1.55 
14.90 
 
1.67 
 
0.21 
                              mean 
Total scale score  
                              SD 
3.70 
 
0.40 
3.85 
 
0.43 
3.95 
 
0.33 
3.77 
 
0.40 
 
0.34 
 
 
 
1057 F Hosseini et al. /  Procedia - Social and Behavioral Sciences  84 ( 2013 )  1053 – 1058 
  
4. Discussion 
 
The objective of this study was to assess the effect of parenting skills education in the attitudes and parenting 
practice of preschool students' mothers. 
The results of this study showed that short-time parenting skills education improved attitudes and parenting 
practice in different parenting scales. These findings are in consistence with findings in other studies. (Sanders 
2003) 
In a study in Hong Kong, 91 parents of 3-7 years old children referred to the child mental health centre, were 
enrolled in parenting skills education . The results indicated significant lower level of child behavior problem, using 
dysfunctional parenting styles and higher parent sense of confidence compared to the control group. (Leung, 
Sanders, Leung, Mak, Lav 2003) 
In another study  that parenting skills education covered General practitioner (GP) who worked at primary care 
centre. The results showed GPS had more confidence and satisfaction compared to the control group, in consultation 
with children with behavioral problem. (Sanders, Tully, Turner, Maher, McAuliffe .2003). 
 In a study on 87 parents of pre school children with ADHD, after parenting skills training, the level of behavioral 
problem and dysfunctional parenting style was decreased according to parent reports. They also had higher sense of 
confidence. These changes in attitude and performance were maintained at 1-year fallow up period (Bor, Sanders, 
Markie-Dadds, 2002) . 
In a randomized controlled trial study done in iran, 220 mothers of children aged 2 -6 years refered to health 
centres for vaccination ,growth and development ,enrolled in positive parenting program, there was an improvement 
in their relationship .( Oveisi, S. et al ,2010 ) 
Considering the relationship between mothers' age, birth rank and parenting styles, the result of study showed 
that mothers with age of under 30 years-old and whose students were their 1st child in comparison to older mothers 
and whose students were the 2nd child or more had more dysfunctional parenting styles. this finding could be 
infavor of an issue that by getting older and having more children and getting more experience, parenting skills 
become more functional but after education the parenting score difference between two groups was decreased. So 
the short-time education could have a positive effect on mothers' attitude and parenting practice. These findings are 
in consistence with previous studies that remind, we have not enough time for trial and error in this world and 
education obviously can increase knowledge and improve skill and , 
1994, Sanders, 2003). 
In this study mothers with high school level of education or upper, comparing to others with lower education had 
better parenting style. After education the scores were more close to each other and this difference was not 
statistically significant. 
In the study of Moderators of outcome in a brief family-centred intervention for prevention of early behavioral 
problem, familial intervention has been more effective in low educated individuals.     
( Gardner.F.,Connell,A.,Trentacosta ,C.J.,Shaw ,D.S. ,Dishion T.S. ,Wilson ,M.N. 2009) . 
This study was conducted in a gril primary school and it is based on parenting scale without observing mother 
and child interaction and teachers' report, so these results could not be generalized  to the mothers who has a pre-
school child. This limitation should be considered in future studies. 
 
5. Conclusion 
The results of this study suggested, that short-time parenting program, is effective on parenting attitude and can 
improve parenting style. 
We have to investigate on this field to improve parents' attitude and knowledge and promoting  parents and 
children mental health. 
1058   F Hosseini et al. /  Procedia - Social and Behavioral Sciences  84 ( 2013 )  1053 – 1058 
  
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The Effect of the Parenting Skills in the Attitude of Preschool Students’ Mothers 

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The Effect of the Parenting Skills in the Attitude of Preschool Students’ Mothers

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