Predictor Effect of Parental Authority on the Children’s Self-Care Skills

Abstract

The basic purpose of this study was to examine whether there was a predictor effect of the types of authority in the relationship between mothers and their children on the levels of parental support their children’s self-care skills or not. 419 mothers with 6 years old children took part in the sample of this study. “Family Information Questionnaire”, “Parental Authority Questionnaire (PAQ)” and “Parental Support Inventory for Self-Care Skills (PSISS)” were used as data collection tools. It was identified that the types of parental authority are “permissive”, “authoritarian” and “authoritative” authorities in this study. The levels of mothers’ support in children’s self-care skills were regarded in the sub-dimensions which were “cleanliness and property”, “nutrition”, “dressing”, “personal security”, and “rest”. According to the results of this study, a significant relation was determined between the types of authority of mothers and the levels of mother’s support on children’s self-care skills. It was seen that there was a negative reasonable relationship between “permissive” and “authoritative” authority of mothers and the levels of theirs support on their children’s self-care skills. It was also conferred that there was a positive reasonable relationship mothers between “authoritarian” authority and behavior and the levels of theirs support on their children’s self-care skills. It was found that there was a predictor effect of points of authority mothers’ who have 6 years old children to points support on their children’s self-care skills.

Keywords: parental authority, self-care skills

1. Introduction

Independent life skills consist of skills which are necessary for individuals to survive without being dependent to theothers (Neistadt & Marques, 1984). Self-care skills development has an important place within the context of independent life skills (Close, Sowers, Halpern & Bourbeau, 1985). The upping of self-care skills is the biggest step on child being independent and self-confident (Howard, Williams & Lepper, 2011; McCaleb & Cull, 2000; McCaleb & Edgil, 1994). These skills have an important place on adaptation of the individuals to society and make easier the acception of individual by society. Therefore, individuals have taken an important step for a healthy of self-confident development (Humphreys, 1999). The upping of self-care skills is a part of natural growth process. This process occurs differently within children’s personality characteristics (such as getting stiff), environmental conditions (such as mother’s work pressure) and especially parental attitudes (such as being too protective theirs children) (Trawick-Swith, 2013).

Parentage is a very complement of activities which consist of countless specific attitudes and duties. Parents exhibit different attitudes, when formatting of their children’s socializing behaviors (Yörükoğlu, 1994). Parental attitudes constitute parents of behavioral patterns for their children and their kind of approaches (Bornstein & Zlotnik, 2009).

Hortaçsu (2003) indicates that parental different attitudes of parents arise from autonomy and authority relationship occurring between parent and child. In this dilemma; parent’s expectations which are obedience, independent and selfconfident from their children remark the types of parental authority (Becker, 1964; Schaefer & Bell, 1958). The attempts of children’s disobedience to the requests of their parents, the protecting of theirs authonmy and the efforts of emphasizing to be accepted in the society their autonomy comprise the autonomy of behaviors (Hortaçsu, 2003). Barber (1996) states that the process being experienced of this dilemma occurs two different dimensions which were psychological and behavioral. Psychological control is the regulating of children’s emotions and thoughts and behavioral control is the managing of children’s behaviors and activities. Baumrind’s (1978) classification with making the types of parental authority has built a theoretical basic to studies which are made in the area of parental authority. Baumrind has revealed the three basic parental authorities which are permissive, authoritarian and authoritative authority. Permissive parents have the control of lower level on their children’s development. They give too much freedom to their children. They don’t control their children’s behavior and also are not aware towards their children’s needs. Rules are not clear and also they are extremely flexible (Baumrind & Black, 1967; Darling & Steinberg, 1993; Maccoby & Martin, 1983).

Authoritarian parents have the control of higher level on their children’s behavior. It is expected that children obey to rules with recklessly and unconditionally. It is seen often limiter and restrictor behaviors on authoritarian parents. The showing of this parents’ interest to their children is very few, whereas expectations from children are too much when the interests shown to children is too few (Baumrind, 1966; Bornstein & Zlotnik, 2009). Authoritative parents support children’s autonomy attainment and children’s freedom, and also they are sensitive of their children’s needs. It is accepted child’s individuality and are respected it. It is communicated between parent and child mutually and clearly. It is supported children’s freedom and also believed that hard and physical punishments damage to children’s individuality and personality (Baumrind, 1996; Johnson, 2006; Weiten, Lloyd, Dunn & Hammer, 2009).

It is meant that the self-care skills result from wonder, others’ direction and control and personal experiences (Fawcett, 2005). Velioğlu (1999) emphasize that the self-care skills are supported, guided and got an environment which are promoted children’s development by adults. Children are encouraged the activity of issues by parents (Beyazova & Kutsal, 2000). First experiences with the upping of self-care skills are presented at home by parents. Therefore, parents’

attitudes of relation with their children are of capital importance on the upping of children’s self-care skills.

2. Methodology

4. Discussion, Conclusions and Recommendations

In this study it was examined whether there was a predictor effect of the types of authority on the levels of parental support on children’s self-care skills or not. The levels of mother’s support on their children’s self-care skills were handled regarding the terms as “cleanliness and property”, “nutrition”, “dressing”, “personal security”, and “rest” under this study.

Parents who have the permissive authority adopt to be acceptable, not punishing and within positive approach to the against children’s negative behaviors, desires and movements. Parents have responsibilities in the family environments with permissive authority in order to change children’s behaviors, form and make theirs future behaviors (Baumrind, 1978). Hence, between mother’s owned permissive authority point with parental support on children’s self-care skills was found a negative significant relationship in this study. Kağıtçıbaşı (1990) remarks that there is scarce parents’ who have the permissive authority reviews on their children and they have importance about children’s socializations. However, permissive authority carries with weaknesses in relation parents and children, because the relation parents and children is contacted when there is a need care and protection (Yavuzer, 1999). Faber (2002) and Kılıçgün-Yurtsever and Oktay (2009) state that although parents who have the permissive authority exhibit attitudes towards children’s care and protection, they don’t have authority till parents who have authoritative authority.

Parents who own authoritarian authority exhibit attitudes like muscularly and punishment when their thinking’s and desires make children. Responsibilities that are given children are followed closely. Children’s behaviors was made by an adult and controlled to specific standards, formed and changed. Children’s place in the family are determined by parent and the obedience is regarded too much (Baumrind, 1978b). Thus, between mother’s owned authoritarian authority point

with parental support on children’s self-care skills was found a positive significant relationship in this study. This finding is supported indirectly by articles in this area. It is reported that children who grow up in parent’s environment within authoritarian authority have low self-confident (Eisenberg at all., 2005) and theirs skills are not enough (Ogelman, Önder, Seçer, & Erten, 2013).

Parents who are authoritative authority have importance to converse with their children and show attentions to children’s interests and desires. The discipline and children’s self-determination are so important in authoritative authority. Children are encouraged with actual applications. When children’s behests are refused, the reason of this rejection is explained to children (Baumrind, 1978). Therefore, between mother’s owned authoritative authority point with parental support on children’s self-care skills was found a negative significant relationship in this study. Kağıtçıbaşı (1990) shows that internalized self-control are valued and it consists of family interaction autonomy in the authoritative authority’s discipline. Faber (2002) states that it is necessary to children’s right to speak in healthy relation between family and children. Yavuzer (2010) says that children discovery their environment, mature like adult in the interpersonal actions and improve themselves without worrying when authoritative authority is used in the relation between family and children. So children awake to obedience, being independent and self-confident expectations and succeed internalized self-control (Schaefer & Bell, 1958, Yavuzer, 1995). When this finding and articles are taken into consideration, it is thought that mothers permit their children freedom within reasonable bounds and support the level of needed their children’s self-care skills in the relationship between mothers owned authoritative authority and their children. Furthermore Baumrind (1991), Dumas and LaFreniere (1993) and Putallaz and Heflin (1990) defines that personal reliability, self-respect, success, motivation and communication skills on authoritative authority parent’s children are higher than others. Day, Peterson-Badali and Ruck, (2006) and Kılıçgün-Yurtsever and Oktay (2009) say that mothers owned authoritative authority exhibit attitudes to their children’s self-determinations.

In conclusion, the finding of this study shows that it is thought children growing up in family environments who have permissive and authoritative authoritarian authority are more perfect on self-care skills than children who have authoritarian authority parents. Moreover, these findings will make a huge contribution to variables which affect children’s self-care development.

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