الفهرس 
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Abstract
Summary
Parenting styles become main focus in the early part of 21st century; it was significant to society as it played a vital role on development of adolescents who were important to the future and good parenting practices can positively impact of their development. Much research has been conducted due to the well-documented importance of parenting styles on various developments. The impact of parenting characteristic on adolescent’s behavior and emotion regulation found that only negative parenting practices such as inconsistent discipline and corporal punishment, significantly predicated child behavior out comes and that positive parenting styles were associated with fewer behavioral problems, while more negative parenting styles were associated with more behavioral problems (El-sayed, 2017).
Aim of the study:
This study aimed to assess the relationship between parenting styles as perceived by adolescents and their behavioral problems.
Research question:
1- What are the perceived parental styles among adolescents?
2- Is there a relationship between parenting styles and behavioral problems among adolescents?
Research Design:
A descriptive corelational design was utilized to achieve the aim of this study.
Research setting:
This study has been conducted on a five preparatory school for boys and girls affiliated to the Ministry of Education at Kafr Sakr city in El-Sharkia governorate. The data has been collected over three months from the beginning of November 2019 to the end of January 2020 during three days per week from 12 pm to 1 pm, for Morning schools and from 3 pm to 4 pm for Evening school.
Subjects of the study:
Study sample included 234 students in previously mentioned setting.
Inclusion criteria:
Age : 13-15 years old ”early adolescence”
Living with their parents
Accept to participate in the study
To collect data of the study, the following tools were used:
First tool: consisted of two parts
part (1):
Structured interview questionnaire sheet was developed by the researcher and consisted of :
- Socio-demographic characteristic of students such as age, sex, place of origin,…………etc
- Socio-demographic characteristic of parents ”father and mother” as age, education, jobs,………etc
Part (2):
Perceived Parenting Styles Scale (Khalil, 2007).
It was Arabic scale used to assess parenting styles. It consisted of (100) items, divided into fifth sub scale:
*Acceptance \ Rejection (20 items),
*Tolerance \ Cruelty (20 items),
*Equilibrium \ Oscillation (20 items),
*Care \ Neglect (20 items),
*Equality \ Distinction (20 items).
and it is rated on 3. Point likert scale format ranged from Yes (3) , Sometimes (2) and No (1).
Scoring system
Scoring system for each parenting style (acceptance, tolerance, equilibrium, care and equality).
<29 Poor
29 - 39 Mild
40 - 49 Moderate
50 - 60 High
Total perceived parenting styles score were as the following:
< 151 Poor
151 - 201 Mild
202 - 251 Moderate
252 - 300 High
Second Tool:
Behavioral Problems Scale (Mousa, 2015).
It was Arabic scale used to assess behavioral problems among adolescents. It consisted of 65 items, divided into six sub scale:
*Harassment and teasing consisted of (10) items,
*Rebellion and disobedience consisted of (12) items,
*Lying consisted of (9) items,
*Aggression consisted of (13) items,
*Stealing consisted of (11) items,
Truancy consisted of (10) items. *
and it is rated on 3.point likert scale format, ranged from Much (3), Sometimes (2) to Rarely (1).
Scoring system for each behavioral problem
Subscale one: Harassment and teasing consisted of 10 items and scoring system
<16 Low
16 - 21 Mild
22 - 26 Moderate
27 - 30 High
Subscale two: Rebellion and disobedience consisted of 12 items and scoring system
<19 Low
19 - 25 Mild
26 - 31 Moderate
32 - 36 High
Subscale three: Lying consisted of 9 items and scoring system
< 14 Low
14 - 18 Mild
19- 23 Moderate
24 - 27 High
Subscale four: Aggression consisted of 13 items and scoring system
< 20 Low
20 - 26 Mild
27 - 33 Moderate
34 - 39 High
Subscale five: Stealing consisted of 11 items and scoring system
< 17 Low
17 - 22 Mild
23 - 28 Moderate
29 - 33 High
Subscale six: Truancy consisted of 10 items
< 16 Low
16 - 21 Mild
22 - 26 Moderate
27 - 30 High
Total score for behavioral problems were as the following:
< 98 Low
98 - 130 Mild
131 - 163 Moderate
164 - 195 High
The main finding of the study can be summarized in the following:
• According to socio-demographic characteristics of studied students, the findings pointed out that majority of them were in age group 14 years, sex of the subjects male and female were equal, (51.3%) of subjects were from urban areas, slightly less than half of students (46.2%) were middle child in the family, nearly two third of the studied subject (63.7%) have family members equal or more than five and more than three quarter (79.1% ) of the studied subjects stated that they had enough monthly income.
• According to socio-demographic characteristics of parents, the findings revealed that, the mean of students’ fathers age was 46.3±5.82 compared to, the mean of students’ mothers age was 40 ±5.45, less than half (41.9%, 44.4 %) of fathers and mothers had middle education, about half (51.2%) of fathers were employee and near to two third (64.1%) of mothers had private work.
• Concerning their parental acceptance, mild level of acceptance from their two parent’s fathers and mothers (57.7% and 56.5%) respectively in contrast to (1.7% and 1%) who gained high level of acceptance from the two parents..
• Concerning their parental tolerance, mild level of tolerance from their fathers and mothers (47.5% and 59.2%) respectively in contrast to (6 % and 4.7%) who gained high level of tolerance from the two parents.
• Concerning their parental equilibrium, mild level of equilibrium from their fathers and mothers (50.7 % & 57.8 %) respectively in contrast to (1.5% & 1%) who perceived high level of equilibrium from the two parents.
• Concerning their parental care, mild level of care from their fathers and mothers (53.2% & 51.8%) respectively in contrast to (0.8 % &1.7 %) who perceived high level of parental care.
• Concerning their parental equality, fathers were at mild levels of equality of care while near to half of mothers were at moderate level. Only 4% and 4.8% of fathers and mothers respectively were at high level of equality.
• Concerning their parenting styles, near to two third of the mothers of the studied subjects (64.3%) and (53.8%) of the fathers were at mild parenting style level compared to only (9.5%) of mothers and (1%) of fathers who had high parenting style level.
• Approximately one quarter (24.8%) of the studied subjects had moderate level of behavioral problems. In addition, near to one third (31.6 %) of students had no behavioral problems.
• All behavioral problems ”Harassment, Rebellion, lying, Aggression, Stealing and Truancy” were at mild level between one third of students (33.3% , 31.6%, 30.3%, 38%, and 34.2%).
• There was a highly statistically significant negative correlation between perceived mothers parenting style and all behavioral problems among studied students.
• There was a highly statistically significant negative correlation between perceived fathers parenting style and all behavior problems among studied subjects.
• Finally, there was a negative significant correlation parents total parenting styles patterns and behavioral problems among students. This was means when parenting styles improved behavioral problems decreased.
Recommendations:
Based on the finding of this study, the following recommendations are suggested:
• Health education programs in schools for teachers and parents about importance of this period, health risk behaviors and their predictors.
• Therapeutic guidance programs for parents to monitor their adolescents’ whereabouts, including the types of activities they engage in, where they are, who their friends are, and how they are doing in school. The most important thing parents can do for their adolescents is to listen to them. Parents must recognize and respect the value of what they say.
• Specific screening programs to train, sensitize and mobilize teachers and parents regarding adolescents’ emotional and behavioral problems are urgently needed in this period especially among high risk adolescents. Parents will clearly benefit from understanding adolescent emotional development, the influence of the home environment, strategies for effective communication as well as how to moderate and regulate their own behavior related to academic performance.
• Educational programs should be prepared to guide parents to follow appropriate styles. Also to accept, guide and be concern over their adolescents’ needs to avoid their behavior misconduct, health, emotional and social problems.