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
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Date
2009-07
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Addis Ababa University
Abstract
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.
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Keywords
Children Social Behavior