EMERGENCY REACTION AND FEARS IN CHILDREN AND ADOLESCENTS FROM MACAU: PSYCHOMETRIC PROPERTIES OF THE ERQ-CA AND FSSC-R-SF

ABSTRACT

"PARENTING STYLES MAY HAVE VARIOUS EFFECTS ON CHILDREN’S DEVELOPMENT AND EDUCATIONAL OUTCOMES, PARTICULARLY A RELATIONSHIP WITH BEHAVIORAL PROBLEMS AND ACADEMIC ACHIEVEMENT. THIS STUDY EXAMINES THE RELATIONSHIP OF BETWEEN PARENTING STYLES, BEHAVIORAL PROBLEMS AND ACADEMIC ACHIEVEMENT. A CROSS-SECTIONAL AND QUESTIONNAIRE-DESIGN (PARENTING STYLE SCALE (SAUNDERS ET AL., 2013); STRENGTH AND DIFFICULTIES QUESTIONNAIRE (GOODMAN & GOODMAN, 2009; GOODMAN, 1999; GOODMAN, 1997)) STUDY WAS USED WITH A SAMPLE TOTAL OF 98 PARENTS WITH THE ELDEST CHILD OF THE FAMILY AGED BETWEEN SIX TO TWELVE. RESULTS OF THE FINDINGS ARE MAINLY INCONSISTENT WITH THE MAJORITY OF LITERATURE. INDULGENT AND AUTHORITATIVE PARENTING ARE THE PREDOMINANT PARENTING STYLES, YET PARENTING STYLES DOES NOT RELATE TO ACADEMIC ACHIEVEMENT. ON THE OTHER HAND, THE CORRELATION BETWEEN BEHAVIORAL PROBLEMS, SPECIFICALLY PROSOCIAL BEHAVIORS AND ACADEMIC ACHIEVEMENT ARE MODERATE. FURTHERMORE, THERE IS NO DIFFERENCE BETWEEN THE TYPE OF BEHAVIORAL PROBLEMS ACCORDING TO GENDER. IN FURTHER STUDIES, A LARGER SAMPLE SIZE, TEACHERS AND STUDENTS AS INFORMANTS, AND THE INCLUSION OF THE ANALYSIS OF OTHER FACTORS THAT COULD BE INFLUENCING PARENTING STYLES, BEHAVIORAL PROBLEMS AND ACADEMIC ACHIEVEMENT ARE SUGGESTED TO BE CONSIDERED. "