This study contributes to determining the relationship between parental emotional regulation, optimism, and parenting style. The responses collected from respondents with parental status were used in the research. The majority of respondents were female; in terms of the age of participants, they were predominantly in the category of 31–40 years, followed by those in the category 41–50 years. The data were analyzed statistically through operations such as correlations, regression, and analysis of variance. The results indicate that the authoritative parenting style is associated with the emotional regulation of parents (r = 0.25, p < 0.001), but also with their level of optimism (r = 0.29, p < 0.001). It has been demonstrated both through correlations and through confirmatory factor analysis that optimism and emotional regulation are two factors that contribute to the adoption of the authoritative parenting style. The analysis of variance indicated that the emotional regulation of the parents does not vary according to their age. Based on multiple linear regression, it was established that 5% of parents’ level of optimism is predicted by their level of emotional regulation. These new results reveal the contribution of emotional regulation and parental optimism in the process of raising and educating a child.
According to Bar-On and Parker (2011) emotional intelligence is a set of skills that positively influences a person's ability to adapt to environmental requirements. Parental competence is also defined as a function specific to parents, while also representing the style in which they fulfill their parental responsibilities. (Johnson et al., 2014) The main purpose of this study is to identify the relationship between parents' emotional intelligence and parental competence. The results obtained showed that parental competence does not depend entirely on the level of emotional intelligence of the parent. Following the distribution between the level of parental competence and the level of emotional intelligence, it was demonstrated that those parents who recorded a high score of parental competence (80-100 points), did not obtain the highest values of parental competence. Through the distribution of the values of the emotional intelligence coefficient according to gender, the female gender obtained higher values of emotional intelligence compared to the male gender. The positive value of the Pearson correlation coefficient of 0.12 indicates that the level of emotional intelligence of adults positively influences the perception of parenthood in the form of a reward. Emotional intelligence is also applicable in the field of parenting, helping to improve the perception of adults on the challenges encountered in the process of educating the child. This research provides new opportunities to investigate the impact that a parent's emotional intelligence and parenting skills have on a child's development.
This study investigates how 21st century parents show openness and flexibility for new parenting strategies. The central theme of the study refers to the positive parenting according to which the active listening of the child, the adaptation of the parent to his needs, the active involvement of the parent in the child's life, and the expression of the parent's attachment to his child become essential for a quality parent-child relationship. Positive parenting does not exclude disciplining the child and setting limits. The results of the study demonstrate the availability of parents for this type of parenting, but also for an improvement in the field.
This article addresses the topic of conditional parenting, and it focuses on analyzing the relationship between parenting and the school activity of the student at the level of primary education. Conditional parenting, which provides the child with conditional love and self-esteem, it stands out by: focusing on the child's behavior, considering that human nature is negative and parental love is a privilege that must be earned, also being the adept of punishments and rewards. Conditional love entails the parent's desire to have an obedient child, obedience being the basis of control. `How could an obedient and conditional loved child develop competencies for the future? How well will he meets the demands of today's school or how will he relate to the faculty? These are the questions that have guided the approach of the whole mixed type research, that has been carried out over a period of half a year, using the following methods: questionnaire based survey and focus group method. Through this research, conclusions were drawn regarding conditional parenting and its influence on school activity of the pupil in the primary cycle. Starting from the interpretation of the research results, it was highlighted that the relationships between children and parents based on safety and unconditional love have contributed to the harmonious development of the child and to the skills for the future, through school.
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