Parenting Styles-Authoritative Parent

The emotional climate of the home reflects the parenting style imposed by the parents.   Parenting style affects the academic, social, behavioral, spiritual, and emotional health of children and is therefore important for us to understand.  Baurmind (2005) identifies three styles: authoritarian, authoritative, and permissive. Maccoby and Martin (1983) added a fourth style, indifferent, to this list of parenting styles recognized by psychologists, sociologists, and educators. Applying biblical principles to each styles, one is able to see the benefits of raising children according to Scripture and the negative effect when biblical principles are neglected or ignored in the training process.  Understanding the characteristics, biblical application, and implications of each parenting style, will help those seeking positive outcomes for their children. 

 Authoritative Parent

Authoritative parenting is the second parenting style to be discussed and is considered to have the greatest efficacy, as you will see. The characteristics in this regard could be applied to a style of classroom management by a teacher.  Consider the difference between an authoritarian teacher and an authoritative teachers. The effects of these styles on students in a classroom is similar to that of children in the home. 

 Characteristics

Authoritative parents, unlike the authoritarian parent, communicates high expectations clearly, with support, warmth, and encouragement.  The child understands both the limits and consequences for behavior.  Discipline is consistent, fair, and viewed as corrective rather than punitive (Baumrind, 2005).  This parent exercises behavioral control rather than psychological control, provides independent support, and promotes critical thinking (Baumrind, 2005).  This parent listens to their children, who are given the opportunity to voice an opinion.  They also take an interest in the child's activities.   

Typically the parent and child have a close relationship and a mutual love and respect for each other.  Based on this relationship the child is more likely to honor and obey their parents.  

Biblical Application

Love is seen as the overwhelming motivation for biblical instruction (Deuteronomy 6:5-7) and is similar to the authoritative parent that Baumrind (2005) addresses in discussing parenting typologies (Wilson, 2016).  Here, the parent is warm and caring, yet expects obedience and respect from their children.  This is a parent who applies the principles of Colossians 3:12-14 to their parenting and creates an emotional climate that fosters happy, secure, and confident children who are loved, and encouraged.

And so, as those who have been chosen of God, holy and beloved, put on a heart of compassion, kindness, humility, gentleness and patience; bearing with one another, and forgiving each other, whoever has a complaint against anyone; just as the Lord forgave you so also should you.  And beyond all these things put on love, which is the perfect bond of unity. 

These are also parents who are purposeful in their approach to parenting, taking up the charge to “train up a child in the way he should go…” (Proverbs 22:6), teaching and interacting with them throughout the day (Deut. 6:6-7).  Unlike an authoritarian who tends toward legalism, the authoritative parents practices what they preach and is seen by their child as more genuine. 

 Outcomes

In addition to a happy home, authoritative style of parenting has been shown to have a positive effect on student achievement, with children performing better than those living with parents practicing other parenting styles (Joshi & Acharya, 2013; Kordi & Baharudin, 2010; Spera, 2005).  The “use of encouragement, nurturance, and support as effective methods for enhancing achievement and self-concept” was reported by Rogers, Theule, Ryan, Adams, and Keating (2009) supporting the claim that authoritative parenting has a positive effect on children (p. 18).

As one might expect, the authoritative parenting is linked with a positive self-concept (one’s attitudes and understanding of one’s values, attributes and ability) which fosters academic achievement (Ishak, Fin Low, & Li Lau, 2012).  “Self-concept usually signifies a person’s tendency to regard different aspects of his behavior positively or negatively…. a favorable self-concept is reflected in a disposition to engage in high positive self-reinforcement” (Bandura, 1977, p. 31).  This parenting style, according to Ishak, Fin Low, and Li Lau (2012), promotes in children, a sense of confidence, an ability to self-correct, and develop problem solving skills, by providing love, accepting individuality, and encouraging feelings of equality. 

Studies show that children of authoritative parents are more “mature, independent, prosocial, active, and achievement-oriented than children of non-authoritative parents” (Parsasirat, Montazeri, Yusooff, Subhi, & Nen, 2013; Spera, 2005, p. 135).  These parents take part in the educational activities of their children-attending school functions, helping with homework, communicating high academic expectations, and providing some autonomy which contributes to the child’s well-being (Parsasirat et al., 2013). 

Providing a loving, nurturing home, where encouragement and praise is offered, where reasonable boundaries are set for behavior, and discipline is consistently fair, children can grow and succeed.  Research is clear, and confirms that the attributes of authoritative parents prove most effective.  It should be obvious, but needs stating, that this style aligns with what the Bible teaches us about parenting, and about how we are to live and interact with others. 

In summary, the authoritative parenting style has been shown to be most effective in providing a healthy home environment that promotes the child’s emotional, academic, and spiritual well-being. 

REFERENCES

Bandura, A. (1977). Social learning theory. New York, NY: General Learning Press.

Baumrind, D. (2005). Patterns of parental authority and adolescent autonomy. New Directions For Child & Adolescent Development, 2005(108), 61-69.

Ishak, Z., Fin Low, S., & Li Lau, P. (2012). Parenting style as a moderator for students’ academic achievement. Journal of Science Education & Technology, 21, 487-493. doi: 10.1007/s10956-011-9340-1

Joshi, S., & Acharya, N. (2013). Home environment and achievement motivation of adolescents. Social Science International, 29(1), 105-120.

Kordi, A., & Baharudin, R. (2010). Parenting attitude and style and its effect on children's school achievements. International Journal of Psychological Studies, 2(2), 217.   

Maccoby, E., & Martin, J.(1983). Socialization in the context of the family: Parent-child interaction. In E. M. Hetherington (Ed.). Handbook of child psychology: Vol. 4 Socialization, personality, and social development (p. 1-101). New York, NY: Wiley.

Parsasirat, Z., Montazeri, M., Yusooff, F., Subhi, N., & Nen, S. (2013). The most effective kinds of parents on children's academic achievement. Asian Social Science, 9(13), 229-242.

Rogers, M. A., Theule, J., Ryan, B. A., Adams, G. R., & Keating, L. (2009). Parental involvement and children's school achievement: Evidence for mediating processes. Canadian Journal of School Psychology, 24(1), 34-57.

Spera, C. (2005). A review of the relationship among parenting practices, parenting styles, and adolescent school achievement. Educational Psychology Review, 17(2), 125-146. doi:10.1007/s10648-005-3950-1

Wilson, K. (2016). A phenomenological study of parenting practices perceived to have fostered academic success by graduates of masters and doctoral programs. ProQuest Dissertations and Theses, Retrieved from: http://search.proquest.com/openview/545d2f29be37765f37e63bfb2552f01e/1?pq-origsite=gscholar&cbl=18750&diss=y. (10120369).