Browsing by Author "Ayalew, Simachew"

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    The Impact of Low Income Parents' Disciplinary Techniques on Children Social Behavior: The Case of two Primary School Students in Shiromeda Areas of Addis Ababa
    (Addis Ababa University, 2009-07) Ayalew, Simachew; Chalchisa, Desalegn (PhD)
    The purpose of this study is to assess the relati onship between parental di sc iplinary teclmiques and children social behav ior operationali zed as aggression and social withdrawal behav ior among primary school students of low income parents and parents of the general comparable group. Stratifi ed random sampling was employed to select subj ects of the comparable group from Jerusalem public primary school. Whereas, in the target group all grade seven and eight students were included in the study since their number is small. Totally, 205 participants, 101 students from the target group and 104 from the comparable group were involved in the study. Various statistical teclmiques such as, t- test, correlation coefficient, and stepwise multiple regression were used to analyze the data collected through questionnaire. T rest result displayed that parents' of the two groups employed different di sc iplinary teclmiques to handle the misbehavior of their children. Thus, low income parents were found to use more power-assertive and love-withdrawal di sciple, whereas parents of the comparable group employed reason-based disciple method. Furthermore, the target group children were more li kely to show aggressive behavior in the school setting than the comparable group children. Parental di sciplinary techniques especially power-assertion method shows a significant positive correlation with aggression in the target group. Powerassertive di scipline method was also found to be a strong predi ctor of aggression and explained the greater proportion of the variance of it. The result suggest that intervention strategies geared towards avoiding or at least reducing the incidence of antisocial behavior and/or violence would probably be more likely fruitful if due attention is given to teaching these group of parents a more positi ve and less punitive technique of handling children's mi sbehav ior.