Parenting style and its impact on college students’ individuating and relating autonomy: A comparison of Taiwan and Mainland China
Date Issued
2015
Date
2015
Author(s)
Wang, Yi-Qian
Abstract
The main purpose of this study was to explore the relationships between college students’ perceived parenting styles with the development of their individual autonomy (IA) and relating autonomy (RA). Also, this study tried to compare the differences between parenting styles in Mainland China and Taiwan. According to Baumrind (1991)’s typology, the parenting styles can be seen as varying along two orthogonal dimensions, demandingness and responsiveness, and yield four types of parenting styles: authoritative (high in responsiveness and high in demandingness), authoritarian (low in responsiveness and high in demandingness), permissive (high in responsiveness and low in demandingness), and rejecting-neglecting (low in responsiveness and low in demandingness). Moreover, We attempted to operationalized the autonomy based on Yeh and Yang’s Dual Autonomy Model(DAM), in which IA highlights the fulfilling of personal distinctive features , and RA highlights the considering interpersonal harmony and quality of relationship. Furthermore, the absolute authority of parents has been declined due to the social structural changes happened in post-Mao China. Also, the one-child policy has been strictly enforced in Mainland China since 1979 in order to take control of population growth and benefit economic development. Due to these changes, parents of Chinese family, compared to their counterparts in Taiwan, are more likely to use the authoritative parenting style. Participants included 254 college students from Mainland China and 252 college students from Taiwan. As hypothesized, the results shown that authoritative yielded positive relationships with IA and RA and authoritarian was negatively related with both orientations of autonomy. Moreover, compared to parents in Taiwan, parents in Mainland China inclined to use more authoritative parenting style, which contribute differently to the extent of college students’ development of IA and RA. Thirdly, authoritative parenting style played a mediator role of the association between nation and the development of dual autonomy. These findings provide further insight in the complex dynamics in autonomy and parenting styles in national contexts. Discussion focuses on the implications of the relationship between authoritative and authoritarian parenting and autonomous development in Mainland China and Taiwan.
Subjects
authoritative parenting
authoritarian parenting
individuating autonomy
relating autonomy
SDGs
Type
thesis
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