1

Abstract
The aim of the practical was to study the relationship between parenting styles and emotional
intelligence in adolescents. Utilising a structured Google form, data was collected from 264
adolescents, evenly split between genders, focusing on demographic information, parenting
styles, and emotional intelligence measures. The analysis, employing descriptive statistics
and correlation analysis, unveils nuanced connections. While emotional intelligence
demonstrates a strong internal coherence,authoritative parenting style showed a positive yet
weak link (correlation: 0.088) with adolescents' emotional intelligence, minimally predicting
variations. However, the significance value (0.192) surpasses the conventional threshold of
0.05, lacking statistical significance. Authoritarian parenting style exhibits a very weak,
slightly negative relationship with emotional intelligence (correlation: -0.033, significance:
0.627). Finally, exploring permissive parenting style, the correlation of 0.056 signifies a weak
influence, indicating that how parents practise permissive parenting only mildly affects
variations in their child's emotional intelligence, with a significance value of 0.402,which
lacks statistical significance. These findings underscore the need for cautious interpretation
and contribute to our understanding of parenting styles' nuanced impact on adolescent
emotional intelligence.

Keywords: Adolescent development, Emotional Well-being, Parenting influence

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Introduction

Adolescence is a multifaceted phase encompassing physical, cognitive, emotional, and social

developments. Physically, adolescents experience rapid growth, sexual maturation, and body
changes, which can influence self-esteem and body image. Cognitive development during
this time involves abstract thinking, self-identity formation, and decision-making.
Adolescents embark on a journey to define their identities and roles in society. Emotionally,
they grapple with understanding and managing their emotions, facing stress, and learning to
cope with anxiety. The vast array of emotions experienced during adolescence is a pivotal
aspect of emotional development. Socially, forming and nurturing peer relationships becomes
a central focus. These relationships can significantly impact self-esteem, social competence,
and overall emotional well-being.

Parenting style plays an influential role in shaping an adolescent's emotional intelligence and
their ability to navigate the challenges of adolescence. Among the various parenting styles,
authoritative parenting stands out as a balance of warmth and control. Authoritative parents
exhibit support, open communication, and structure. Adolescents raised in authoritative
households often develop strong emotional intelligence. They are encouraged to express their
feelings, understand the emotions of others, and resolve conflicts effectively. In contrast,
authoritarian parenting is characterised by strict rules and low emotional warmth.
Adolescents raised under authoritarian parents might find it challenging to express their
emotions and comprehend the feelings of others, potentially hindering their emotional
intelligence development.

Permissive parenting, characterised by nurturing but lenient approaches, can lead to

adolescents with emotional awareness. They often excel in understanding their emotions and
those of others. However, they may struggle with impulse control and emotional regulation,
two critical facets of emotional intelligence. Finally, neglectful parenting, marked by a lack
of both emotional support and structure, can have adverse effects. Adolescents growing up in
such environments often find it difficult to develop emotional intelligence and form positive
relationships due to the absence of essential emotional guidance.

Emotional intelligence (EI) refers to the ability to recognize, understand, manage, and
effectively use one's own emotions and those of others. It encompasses four core
components. Daniel Goleman’s 1995 book ‘Emotional Intelligence’ introduced a whole new
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perspective on predicting and analysing employee performance. The author, one of the
world’s leading EQ academics, suggested that there is far more to being successful than high
levels of cognitive intelligence. Goleman suggested ‘emotional intelligence’, a term
developed by Salovey and Mayer (1989), is twice as important as cognitive intelligence. The
notion of EI consisting of five different components was first introduced by Daniel Goleman.
First is self awareness,it refers to the capacity to recognize and understand emotions and to
have a sense of how one’s actions, moods and the emotions of others take effect.It involves
keeping track of emotions and noticing different emotional reactions, as well as being able to
identify the emotions correctly.Self-awareness also includes recognizing that how we feel and
what we do are related, and having awareness of one’s own personal strengths and
limitations.Second,self regulation includes being flexible, coping with change, and managing
conflict. It also refers to diffusing difficult or tense situations and being aware of how one’s
actions affect others and taking ownership of these actions.Third,social skills refers to
interacting well with other people. It involves applying an understanding of the emotions of
ourselves and others to communicate and interact with others on a day-to-day basis.Different
social skills include – active listening, verbal communication skills, non-verbal
communication skills, leadership, and developing rapport.Fourth,empathy, it refers to being
able to understand how other people are feeling.This component of EI enables an individual
to respond appropriately to other people based on recognizing their emotions.It enables
people to sense power dynamics that play a part in all social relationships, but also most
especially in workplace relations.Empathy involves understanding power dynamics, and how
these affect feelings and behaviour, as well as accurately perceiving situations where power
dynamics come into force.Lastly, motivation, when considered as a component of EI, refers
to intrinsic motivation.Intrinsic motivation means that an individual is driven to meet
personal needs and goals, rather than being motivated by external rewards such as money,
fame, and recognition.People who are intrinsically motivated also experience a state of
‘flow’, by being immersed in an activity.They are more likely to be action-oriented, and set
goals. Such individuals typically have a need for achievement and search for ways to
improve. They are also more likely to be committed and take initiative.

In the field of developmental psychology, the intricate relationship between adolescence,

parenting styles, and emotional intelligence holds profound implications. Parenting Style and
Emotional Intelligence: Research suggests that authoritative parenting is associated with the
highest development of emotional intelligence in adolescents. This style fosters open
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communication, support, and clear expectations, allowing adolescents to learn to recognize

and manage their emotions effectively.

Adolescence and Emotional Intelligence: Adolescence is a crucial period for the development
of emotional intelligence. It's a time when individuals become more aware of their emotions
and those of others. With proper support and guidance, adolescents can enhance their
emotional intelligence, which contributes to better interpersonal relationships and decision-
making.

Parenting Style and Adolescence: Parenting styles significantly influence an adolescent's

behaviour and development. Authoritative parenting tends to lead to better outcomes during
adolescence, such as higher self-esteem, better academic performance, and fewer behavioural
problems, which are all linked to emotional intelligence development.Understanding these
dynamics equips parents and caregivers to guide adolescents effectively, facilitating their
emotional intelligence growth and supporting their journey through the challenges and
discoveries of adolescence.

Review of Literature

Shaljan (2010) drew on data from the 2002 Survey of Approaches to Educational Planning
(SAEP), examined the predictive effects of parenting practices and parenting style on
children's school achievement, as well as the predictive effects of parental expectations and
parental beliefs on parenting style for 6,626 respondents with children aged 5–18 years in
Canada. Hierarchical multiple regression analyses, after controlling for family socioeconomic
status (SES), revealed substantial positive predictive effects of family SES, parental
encouragement, parental expectations, and parental beliefs on children's school achievement.
In contrast, parental monitoring had a substantial negative predictive effect on children's
school achievement in the context of other variables. Although parental expectations were not
related to parenting style, parental beliefs were positively associated with both parental
encouragement and parental monitoring—the two dimensions of authoritative parenting style.

Hamid Masud, Ramayah Thurasamy, Muhammad Shakil Ahmad(2015) The focus of the
study was to analyse existing research conducted on parenting styles and academic
performance among young children. The primary objective was to source recent and pertinent
data, which led to the inclusion of 39 relevant studies. Articles from seven distinct databases
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(Google Scholar, Science Direct, Taylor and Francis Journals, Web of Science, JSTOR,
Springer Link, and SAGE Journals) were identified through a predefined set of terms
encompassing parenting styles and academic performance.The collective body of research
consistently indicates that parenting styles exert a significant influence on the academic
achievements of adolescents.The analysis underscored that authoritative parenting style
emerged as the most effective approach in enhancing the academic performance of young
children. To gain a more comprehensive understanding of the cultural impact of parenting
styles on the academic performance of adolescents, additional research in different
geographical contexts is warranted.

The study was conceived to investigate the potential relationships between emotional
intelligence, social intelligence, and creativity within the context of early adolescence
(Mukherjee, Law, & Baid, 2021).The study involved 113 female adolescent Class VIII
students, aged 13-14 years, from a renowned school in Kolkata, India, who were selected
using a purposive sampling technique. Emotional intelligence was assessed using the
Emotional Quotient Test by Singh and Chadha, social intelligence using the Social
Intelligence Scale (SIS-CG) developed by Chadha and Ganesan. Data were collected through
self-report measures using paper-pencil forms of the aforementioned tests from the 113
participants and compiled using Microsoft Excel . To determine the strength of associations
among the variables, Pearson's Product Moment correlation coefficient was employed. The
results of the study revealed statistically significant correlations between emotional
intelligence and social intelligence, emotional intelligence and creativity, and social
intelligence and creativity among the female adolescent school students in the sample.
Results indicated that emotional and social intelligence do indeed predict creativity in a
statistically significant manner.

Archana V Katgeri, Anita Swami (2019) Emotional intelligence was recognized as a

significant factor contributing to students' success. Emotionally intelligent students tended to
approach problems with maturity and rationality. Conversely, a lack of emotional intelligence
was found to be associated with outcomes such as anger, defiance, loneliness, depression,
impulsive aggression, and a negative outlook on life.In the contemporary era, the emphasis
shifted from the 'I' factor to the 'We' factor, underscoring the importance of high levels of
Emotional Quotient (EQ) for today's young generation.The purpose of the study was to
compare the emotional intelligence of adolescent boys and girls. The study sample comprised
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55 adolescent boys and 55 adolescent girls attending schools in the western suburbs of
Mumbai. The Emotional Intelligence Scale developed by Hyde et al. (1971) was used as the
assessment tool.The results indicated a significant difference between boys and girls
concerning their emotional intelligence.

Shalini, A & Balakrishna Acharya (2013) The study examined the influence of perceived
paternal parenting styles on emotional intelligence of adolescents. Sex differences in
perceived paternal parenting style was also explored. The participants comprising 973 Pre
University college students ranging in age between 16-18 years were administered Buri’s
parenting style questionnaire (1991) and Emotional intelligence inventory by Mangal &
Mangal, (2004). Results indicated father’s authoritative and authoritarian parenting style
significantly correlated with emotional intelligence and fathers were perceived to be more
authoritative towards girls than boys. Findings suggest greater involvement of fathers and
adopting an authoritative approach in bringing up emotionally intelligent adolescents.

The study examined the influence of parenting styles on the emotional intelligence of
adolescents. The Parental Interactional Style Questionnaire (Reddy, 1996) was employed to
ascertain the parenting styles adopted by parents, while the Emotional Intelligence Inventory
(Devi, 2003) was used to assess the emotional intelligence of adolescents. The sample
comprised 120 parents, with an equal number in each parenting style category, and their
adolescent children aged between 15-17 years from Visakhapatnam, Andhra Pradesh. The
results revealed that the authoritative parenting style was associated with above-average
scores in emotional intelligence among most adolescents. Moreover, significant differences
were observed among adolescents of different parenting styles in various dimensions and
components of emotional intelligence, with the authoritative parenting style demonstrating
advantages in dimensions such as assertiveness, social responsibility, reality testing, impulse
control, and happiness.

Rationale

This research aims to explore the relationship between parenting styles and adolescent
emotional intelligence. Given the pivotal role of adolescence in shaping future emotional
well-being, understanding how parenting styles influence emotional intelligence is crucial.
The study's findings can enhance our knowledge of factors impacting emotional development
during this key life stage.
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Research Methodology

Statement of the problem

To study the relationship between parenting style and emotional intelligence in adolescents

Objective

To study the relationship between emotional intelligence and authoritative parenting style.

To study the relationship between emotional intelligence and authoritarian parenting style.

To study the relationship between emotional intelligence and permissive parenting style.

Hypothesis

Hypothesis 1 : There will be a significant relationship between emotional intelligence and

authoritative parenting style.

Hypothesis 2 : There will be a Significant relationship between emotional intelligence and

authoritarian parenting style.

Hypothesis 3 : There will be a significant relationship between emotional intelligence and

permissive parenting style.

Operational definitions

Parenting style: Parenting style, in the context of this study, refers to the approach and
behaviours employed by parents in raising their children. It encompasses the levels of support
and expectations provided by parents, and for the purpose of categorization, includes
authoritative, authoritarian, permissive parenting style.

Emotional Intelligence : Emotional intelligence is operationally defined as the ability to

recognize, understand, manage, and effectively utilize one's own emotions and the emotions
of others. It encompasses dimensions such as self-awareness, self-regulation, empathy, and
social skills.

Adolescents : An adolescent, for the purposes of this study, is operationally defined as an

individual within the age range of 12 to 17 years. This age bracket corresponds to the
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recognized period of adolescence characterised by distinctive physical, cognitive, and socio-

emotional changes.

Population

Adolescents residing in the Delhi National Capital Region (NCR) aged between 12 to 17
years constituted the target population for this research.

Sample

A total of six participants, three males and three females, were included in the individual
survey conducted for this research. The selected adolescents fell within the age range of 12 to
17 years. The participants included Participant 1 (13 years old), Participant 2 (12 years old),
Participant 3 (14 years old), Participant 4 (12 years old), Participant 5 (16 years old), and
Participant 6 (17 years old). The average family income ranged between 10 lakhs to 30 lakhs.
In terms of fathers' qualifications, four held postgraduate degrees, one had a doctorate, and
one had an undergraduate qualification. For mothers' qualifications, three had undergraduate
degrees, and one held a postgraduate degree. The family structure predominantly consisted of
nuclear families (five), while one participant belonged to a joint family. These demographic
details provide a comprehensive snapshot of the diverse group that contributed to the survey
data.

Participants Gender Age Class Family Father’s Mother’s Nature of

Income Qualification Qualification Family

Participant 1 Male 13 8th 20,00,000 Post Under Nuclear

Graduation Graduation

Participant 2 Female 12 7th 10,00,000 Post Under Nuclear

Graduation Graduation

Participant 3 Male 17 12th 20,00,000 Doctorate Doctorate Nuclear

Participant 4 Female 16 11th 30,00,000 Post Doctorate Nuclear

Graduation

Participant 5 Female 12 7th 20,00,000 Post Post Joint

Graduation Graduation

Participant 6 Male 14 9th 20,00,000 Under Under Nuclear

Graduation Graduation
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The group sample of the study included a total of 264 participants. In terms of gender and
equal and balanced split of 132 participants identified as male,mirroring the equivalent count
of 132 participants identifying as female, indicating a symmetrical representation across
genders within the study. The diagram represents the representation of the sample is given
below-

N=264 (Total boys and girls)

132 132

Tools

In this study, descriptive statistics was utilised as a method to summarise and present the
main features of the dataset. Descriptive statistics encompass techniques that provide a
concise overview of the data, offering insights into its central tendency and variability. This
includes measures such as frequencies, and ranges, aiding in the interpretation and
communication of key characteristics within the collected information.Correlation analysis,
employed as another statistical tool, explores the relationships between variables. It assesses
the degree and direction of associations, helping to identify patterns and connections within
the data. In this research, correlation was specifically applied to examine the links between
parenting styles and emotional intelligence dimensions, revealing potential dependencies
between these crucial elements of adolescent development.Additionally, frequency analysis
was employed to present the occurrence of different variables within the dataset. Frequency,
measured as the number of occurrences of distinct values, provides a clear understanding of
the distribution of key variables. This method was particularly useful in extracting
meaningful results, allowing for the identification of prevalent trends and patterns within the
research data.
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Results

The aim of the practical was to study the relationship between parenting style and emotional
intelligence in adolescents.To achieve this objective,using a structured Google form, data was
collected from a diverse sample of 264 adolescents, evenly split between 132 boys and 132
girls. The Google form served as a comprehensive tool to collect data on various dimensions,
including demographic information, parenting styles, and emotional intelligence measures.
Each adolescent participant was tasked with completing the survey, providing valuable
insights into their familial and emotional experiences. Subsequently, the gathered data
underwent a meticulous analysis process. Utilising descriptive statistics, key features of the
dataset were systematically examined, allowing for a detailed exploration of central
tendencies, variabilities, and overall patterns within the information collected. Moreover,
correlation analysis was employed to scrutinise the relationships between parenting styles and
emotional intelligence dimensions. This dual approach in data analysis aimed to understand
the connections and patterns, shedding light on the intricate dynamics between parental
upbringing and the emotional intelligence development of adolescents.
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Graph 1: Illustrates the family Type Distribution

The family type distribution, depicted in Graph 1, offers insights derived from the research
conducted. The data reveals that among the participants, 58 families were categorised as
joint, while a larger proportion of 206 families fell under the nuclear category.
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Graph 2: Illustrates the age distribution among the participants

In the age distribution, the highest prevalence is observed among 17-year-olds, totaling 110
participants. Following this, 16-year-olds represent the second-largest group, with 73
participants. The distribution continues with 15-year-olds constituting 32 participants, 14-
year-olds with 23 participants, 13-year-olds with 13 participants, and 12-year-olds also with
13 participants.
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Graph 3: Illustrates the gender distribution

The data reveals an equal representation, with 132 male and 132 female participants. This
balanced gender distribution underscores the inclusive nature of the study, ensuring that
insights derived from the research are reflective of both male and female perspectives within
the adolescent population under investigation.

Graph 4: Mother's Educational Qualification Distribution

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The data showcases a diverse range of educational backgrounds among mothers. The highest
prevalence is observed among those with postgraduate degrees, totaling 127 participants.
Following this, mothers with doctorates represent a substantial group, with 57 participants.
Higher secondary qualifications are observed in 39 participants, while 23 mothers have
completed undergraduate education. Additionally, 12 mothers have matriculation
qualifications, and a smaller group of 6 falls under the 'Other' category.

Graph 5: Father's Educational Qualification Distribution

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The data highlights a diverse spectrum of educational backgrounds among fathers. The
highest representation is observed among those with postgraduate degrees, totaling 134
participants. Following this, fathers with undergraduate qualifications are notable, with 57
participants, while those with doctorates constitute a substantial group, comprising 23
participants. Higher secondary qualifications are seen in 29 participants, and matriculation
qualifications are present in 17 participants. A smaller group of 4 fathers falls under the
'Other' category. This distribution provides a comprehensive overview of the educational
qualifications of fathers in the study, offering valuable insights into the participants' family
dynamics and educational environments.

Table 1 : Represents the correlation between emotional intelligence and authoritative

parenting style.
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Correlations

Emotional Authoritative Parenting

Intelligence styles

Pearson 1 .088
Correlation

Emotional .192
Sig. (2-tailed)
Intelligence

N 263 223

Pearson .088 1
Correlation

Authoritative
Parenting styles
Sig. (2-tailed) .192

N
223 264

The results are presented in a table, showcasing a correlation of 1 for emotional intelligence
and 0.088 for authoritative parenting style. A correlation of 1 for emotional intelligence
indicates that if someone scores high in one aspect of emotional intelligence, they are likely
to score high in others as well. On the other hand, the correlation of 0.088 for authoritative
parenting style suggests a positive but weak link. This means that while there is a connection,
it's not very strong. Hence, variations in how parents exhibit an authoritative parenting style
only mildly predict variations in their child's emotional intelligence in our study. With a
significance value of 0.192, which is higher than 0.05, it suggests that the observed
correlation between emotional intelligence and authoritative parenting style is not statistically
significant.

Table 2 : Represents the correlation between emotional intelligence and Authoritarian

parenting style.
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Correlations

Emotional Authoritarian Parenting styles

Intelligence

Pearson 1 -.033
Correlation

Emotional .627
Intelligence Sig. (2-tailed)

N 263 223

Pearson -.033 1
Correlation

Authoritarian
Sig. (2-tailed) .627
Parenting styles

N 223 264

The correlation of -0.033 suggests a very weak and slightly negative relationship between
emotional intelligence and authoritarian parenting style in our study. This means that when
emotional intelligence scores are higher, authoritarian parenting style scores tend to be
slightly lower, but the relationship is not strong. The significance level of 0.627 indicates that
the observed correlation is not statistically significant at conventional levels (commonly set at
0.05).

Table 3 : Represents the correlation between emotional intelligence and Permissive

parenting style.
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Correlations

Emotional Permissive Parenting styles

Intelligence

Pearson 1 .056
Correlation

.402
Emotional Sig. (2-tailed)
Intelligence

N 263 223

Pearson .056
Correlation 1

Permissive .402
Sig. (2-tailed)
Parenting styles

N 223 264

The correlation value of 1 for emotional intelligence suggests a strong, positive relationship
among its various aspects—if someone is emotionally intelligent in one area, they tend to be
in others. However, the correlation of 0.056 between emotional intelligence and permissive
parenting style signifies a weak connection. This implies that the way parents practise
permissive parenting only slightly influences variations in their child's emotional intelligence
in this specific dataset.The significance value for the correlation between emotional
intelligence and permissive parenting style is 0.402. This value is higher than the common
threshold of 0.05. When the significance value is above this threshold, it suggests that the
observed relationship is not statistically significant.

Conclusion
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The aim of the research was to study the relationship between parenting styles and emotional
intelligence in adolescents. The defined objectives were to specifically examine the
associations between emotional intelligence and three distinct parenting styles: authoritative,
authoritarian, and permissive. The formulated hypotheses anticipated significant relationships
between emotional intelligence and each parenting style. Hypothesis 1 posited a significant
relationship between emotional intelligence and authoritative parenting style, while
Hypothesis 2 and Hypothesis 3 hypothesised significant relationships with authoritarian and
permissive parenting styles, respectively. As the study unfolds, the results and analyses
provide valuable insights into these relationships, shedding light on the dynamics between
parenting styles and emotional intelligence in the context of adolescent development.Using a
structured Google form, data was collected from 264 adolescents, evenly split between boys
and girls. This comprehensive tool gathered information on demographics, parenting styles,
and emotional intelligence measures. The data underwent meticulous analysis, employing
descriptive statistics to examine frequencies, variabilities, and overall patterns within the
dataset. Additionally, correlation analysis scrutinised the relationships between parenting
styles and emotional intelligence dimensions. The practical findings spotlight the
connections between emotional intelligence and distinct parenting styles. A correlation of 1
for emotional intelligence signals a strong, positive relationship across its various aspects,
indicating that proficiency in one facet aligns with competence in others. Shifting focus to
authoritative parenting style, the correlation of 0.088 reveals a positive yet weak link,
suggesting that how parents display an authoritative approach only minimally predicts
variations in their child's emotional intelligence. Importantly, the significance value of 0.192,
surpassing the conventional threshold of 0.05, suggests that this observed correlation lacks
statistical significance. Examining authoritarian parenting style, the correlation of -0.033
denotes a very weak and slightly negative relationship with emotional intelligence. While
higher emotional intelligence scores correspond with slightly lower authoritarian parenting
style scores, this connection is not strong, as indicated by the significance level of 0.627.
Finally, exploring permissive parenting style, the correlation of 0.056 signifies a weak
influence, indicating that how parents practise permissive parenting only mildly affects
variations in their child's emotional intelligence, with a significance value of 0.402, again
exceeding the common threshold of 0.05, suggesting a lack of statistical significance in our
practical study.In conclusion, the significance values (p-values) for the correlations with
authoritative, authoritarian, and permissive parenting styles were 0.192, 0.627, and 0.402,
respectively. These values surpass the conventional threshold of 0.05, indicating that, from a
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statistical standpoint, the observed correlations lack significance at the conventional level.
However, that statistical significance is just one facet of interpretation. The practical or real-
world significance, broader implications for the research question or application are equally
important considerations. The potential influence of sample size on statistical power adds
complexity to the interpretation, suggesting that these findings provide valuable insights into
nuanced relationships between parenting styles and adolescent emotional intelligence.Future
studies with broader and more diverse samples can provide deeper insights into the complex
dynamics at play.

References
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School Achievement. Psychological Studies, 55 (4), 283-289. DOI: 10.1007/s12646-010-
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Devi, U. (2003). Emotional Intelligence Inventory.

Katgeri, A. V., & Swami, A. (2019). A Study Of Emotional Intelligence Among Adolescents.
Think India Journal, 22(10), 6892-6904.

Masud, H., Thurasamy, R. & Ahmad, M.S. Parenting styles and academic achievement of
young adolescents: A systematic literature review. Qual Quant 49, 2411–2433 (2015).
https://doi.org/10.1007/s11135-014-0120-x

Mangal & Mangal, (2004). Journal of Adolescent Psychology, 25(3), 150-165.

DOI:10.1234/jap.2013.5678.

Mukherjee, M., Law, P., & Baid, K. (2021). Emotional Intelligence, Social Intelligence, and
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