The goal of the study is to see how parental participation affects the relationship between parenting styles and academic success in Malaysian primary school students. A quantitative technique was applied in this investigation. Private tuition centres in an urban area were used to recruit students. The information gathered for this investigation was numerically assessed and interpreted. Families are divided into four groups by the Parenting Style Index: authoritative, authoritarian, permissive, and indulgent. The relationship between parenting styles and academic success was studied using Pearson's correlation coefficient matrix. It was discovered that it completely mediates the relationship between authoritative and authoritarian parenting styles and student academic attainment. The study's findings show that understanding and receiving knowledge about how parenting styles and parental involvement affect children's academic achievement is crucial for parents.
Parents are concerned about how gender identity may affect their child's views and behaviors, given the surge in the number of children and young adults who are willing to defy normal gender expression these days. However, due to the subject's sensitivity, few studies on this topic have been conducted in Malaysia. As a result, the focus of this study was on parenting practices and parents' attitudes toward a child's gender nonconformity, with parental educational levels serving as a moderating factor. This study sought to educate and inform parents by providing them with a greater understanding of the techniques they choose as their parenting styles and attitudes, as well as how those styles and attitudes affect how they know, reflect on, and interpret their children's gender behaviors. This study included 300 parents from Klang Valley, Malaysia. As instruments, the Attitude Toward Woman Scale (AWS), Personal Attributes Questionnaire (PAQ), and Gender Identity Questionnaire (GIQC) were used. According to the findings of this study, attitude plays a substantial role on children's gender nonconformity. Furthermore, the study's findings demonstrated that parental education considerably moderates the relation between parents' attitudes and authoritative parenting style and children's gender nonconformity. Finally, higher degrees of education minimize gender nonconformity in children with the same level of parental attitude. Higher levels of education, on the other hand, increase children's non-conformity among children with the same amount of authoritative parenting style. In other words, higher levels of education increase the negative influence of parents' authoritative parenting style on non-conformity behavior in children.
Children nowadays are reported to have low psychological well-being when exposed to too much screen time. Children usually imitate their parents' or adults' behaviour towards screen time or gadgets usage. Parents who spend too much screen time result in excessive screen time in their children, which leads to various problems in their social and cognitive development. This study aims to determine how parenting styles affect children's screen time and psychological well-being. In this context, screen-time is the amount of time spent on gadgets with the screen to watch videos, movies, or play games. To test the hypothesis that the amount of screen time does affect children's psychological well-being, an online survey was distributed and circulated among parents or primary caregivers staying in Kuala Lumpur and taking care of a child aged 3-6 years old. A series of questionnaires, including ones on demographic data, parenting style and domains, and strengths and challenges, are included in the survey. The analysis was conducted using Pearson correlation and multiple regression analysis in SPSS. There was a significant correlation between the amount of screen time and psychological well-being. The relationship between parenting style and the amount of screen time was not significant. Next, the interaction between the amount of screen time and parenting style was found to be not significant. Hence, the study concludes that parenting style does not affect the relationship between children's screen time and psychological well-being.
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