Corrections

Saint Leo University

Learning & Cognition: PSY 545

Instructor Rotter, Harry

November 12, 2023

This study examines how parenting styles affect children's problem-solving ability. Authoritative, authoritarian, and permissive parenting styles are explored to determine their effects on children's cognitive and emotional development. The literature shows that authoritative parenting balances support and realistic expectations and helps children acquire problem-solving skills. With its strong control and limited autonomy, authoritarian parenting may limit a child's decision-making. Permissive parenting, with its warmth and uneven discipline, may hinder a child's initiative and problem-solving. The hypotheses show authoritative parents raise children with better problem-solving skills than authoritarian or permissive parents. The study seeks to help parents, educators, and child development professionals understand how parenting styles affect children's problem-solving skills. This further helps develop successful parenting practices, educational programs, and treatments that support holistic child development, giving children the confidence and resilience to face life's obstacles.

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Introduction

Parenting styles affect children's development, especially problem-solving. Parent-child relationships, advice, and boundaries help children with life's problems. Thus, understanding how different parenting styles affect children's problem-solving skills is crucial. This study illuminate’s child-rearing processes and their lasting effects, making it a relevant topic. Authority parenting, with its harmonious blend of support and reasonable expectations; authoritarian parenting, with its strict control and limited autonomy; and permissive parenting, with nurturing but inconsistent discipline, all offer unique insights into a child's problem-solving development. Lin et al. (2023) found that authoritative parenting helps children develop strong problem-solving skills. A full investigation of how these parenting approaches affect children's problem-solving ability follows. These parenting styles help us understand how children learn to handle life's problems and make decisions. Comment by Harry Gerald Rotter: You may want to include a couple of studies to support your introduction.

Authoritative Parenting

Authoritative parenting is often considered successful. Parents provide warmth and emotional support while setting clear and acceptable expectations for their children in this parenting style. Sanvictores and Mendez (2022) noted that authoritative parents provide valuable guidance and foster independence. They also encourage open conversation so children feel safe expressing themselves and seeking guidance.

Authoritative parents can blend loving and setting boundaries, which is their strength. This balance gives youngsters a safe and supportive space to practice decision-making and problem-solving. The effectiveness of authoritative parenting in promoting healthy child development is shown by the superior problem-solving skills of their offspring. Children learn independence and resilience from authoritative parenting. Children learn to make decisions, take initiative, and face problems by providing emotional support and clear expectations. This method promotes communication, critical thinking, and dispute resolution. Authoritative parents guide rather than control, empowering children to explore their problem-solving skills with a stable support system.

Authoritarian Parenting

According to Li et al. (2023), authoritarian parenting may impair children's problem-solving. Authoritarian families may raise less problem-solvers because of stringent limitations and limited decision-making freedom. Kuppens & Ceulemans, (2019) contend that children who lack autonomy and problem-solving skills may become dependent on others later in life and unable to handle complex issues. Well-intentioned authoritarian parenting might hurt a child's problem-solving skills. Authoritative parenting's pros and cons must be understood to examine how parenting styles affect children's development.

Permissive Parenting

Rönsch (2020) examined how permissive parenting may affect children's problem-solving. Permissive parents foster creativity, exploration, and open communication, but they struggle with discipline and setting expectations. Due to this inconsistency, children raised in such settings may struggle to grasp boundaries and obligations. Permissive parenting may prevent children from developing accountability and decision-making skills, which may hinder their problem-solving skills, according to Lanjekar et al. (2022). Complex problems that demand effective problem-solving can be challenging to solve without organization and explicit principles. Permissive parenting affects children's development; thus, parents and professionals must understand it to facilitate healthy growth and skill development.

Permissive parenting lacks structure and boundaries, which is a significant worry. Without clear guidelines, children may struggle to grasp acceptable behavior, make decisions, and solve challenging problems (Rönsch, 2020). Without a regulated framework, children may not develop a strong feeling of responsibility, making it hard for them to address complicated problems autonomously.

The literature review suggests that parenting styles strongly influence children's problem-solving skills. The following hypotheses are proposed:

Hypothesis 1: Children raised by authoritative parents solve problems better than those reared by authoritarian or permissive parents. Authoritative parenting with support and acceptable boundaries helps kids become independent and resilient.

Hypothesis 2: Authoritarian parents limit their children's decision-making, which impair their problem-solving capabilities.

Hypothesis 3: Permissive parents' lack of structure and clear expectations might make it hard for their children to take initiative and solve problems. Comment by Harry Gerald Rotter: Extra space

This research helps parents, educators, and child development experts understand how parenting styles affect children problem-solving. Understanding parenting styles and problem-solving skills can help parents create healthy, capable children. Teachers and parents must grasp how authoritative, authoritarian, and permissive parenting styles affect problem-solving. This understanding can assist parents and teachers in choosing parenting approaches and accommodate kids' problem-solving talents. This research can inform parental programs and educational methods that help children develop holistically and face life's challenges with confidence and resilience.

The method section of a research proposal performs the role of convincing a reader that methods and design applied in a study will contribute to the solutions of the identified research problem (Sileyew, 2019). The method section helps readers to link the study objectives and study problems (Sileyew, 2019). The subsections of this part are outlined as follows:

Participants

The current study will use a selected population of school-aged children from 5 different schools within the local district and their parents. A total of 120 participants will be selected. The demographic of the participants will comprise of 60 male and 60 female participants. The children will make up a majority of the sample comprising of 70 school going children, and the remaining 50 will comprise of adult parents. The children participating in the study will be aged between 8-12 years, because this is the appropriate age group that can exhibit noticeable problem-solving skills. Additionally, the selected age group of the children will consist of individuals who depend on parental influence to make decisions and solve problems. The parents will comprise of individuals aged between 30 to 52 years of age. The parents will consist of working-class individuals with at least some college education who are still in the working age bracket. This implies that the study will not select a parent who is 60 years old and above. Selection of the research participants for the current study will be done through simple random sampling. Simple random sampling as described by Elfil and Negida (2017) in their article is applied when the target population for a study is accessible. The participating children and their parents will be easily accessible since the study will use participants from a particular school. The sample will then be selected randomly from the target population.

Measures

The measures applied in a study are crucial in evaluating dependent variables in a study. The current study will use parenting styles and dimensions questionnaire (PSDQ). Previous studies that used PSDQ associated it with high reliability, consistency, and validity of scores (Martins et al., 2018). PSDQ as an item of measurement can be filled by both parents and children participating in a study. The current study will use the PSDQ with 15 items for authoritative parenting which will be grouped into subscales that will include granting of autonomy, support and warmth, and induction or reasoning. 12 items for authoritarian that will be grouped into subscales of verbal hostility, physical coercion, and non-reasoning. Assessment of permissive style will be conducted using 5 scale items which will be labelled from 1 to 5. PSDQ has been used in the assessment of authoritative, authoritarian, and permissive parenting styles with higher chances of reliability (Lee & Brown, 2020). However, a study conducted by Lee and Brown (2020) revealed that cultural settings and adaptation should be considered as confounding factors. The current study will overcome this concern by focusing on participants that are found within a specific locality thereby eliminating the issue of cultural variations.

Apart from PSDQ, the current study will also use Coping with Children’s Negative Emotions Scale (CCNES). The scale will be used because the current study will determine how parents respond to children with negative emotions, how parents interact and socialize with such children and how parents help children control their emotions. Studies that have used CCNES for these measurements have reported reliability and consistency of scores (Fernandes et al., 2022). The are six sub-scales that will make the tool relevant for the current study. These include expressive encouragement, emotion-focused, punitive, distress response, problem-focused, and minimizing. The current study will also use the McMaster Family Assessment Device because it includes items that will be relevant when evaluating the dependent variable of the study. The items under the device that will be relevant in the study are family communication, family affective responsiveness, family problem solving, and family affective involvement. Parents and children will report how each element relates to their families by scoring them in a 5-scale item.

Procedure

After identification of the research participants, the next step will include obtaining their consent and permission to participate in the study. The participants will be debriefed about the research and hypothesis being tested. Instructions will be given to the participants on how the study will be conducted and how they will participate in the assessment. Hard copies of the three selected measurement tools that will include the PSDQ, CCNES, and FAD will be distributed to the participants. The participants will then be requested to fill in the assessments and a maximum of 2 hours will be given to each participant for filling in the measurement tools. The filled documents will be collected from the participants for data collection and analysis.

Hypothesis Testing

Research question 1: Do children raised by authoritative parents solve problems better than those raised by authoritarian or permissive parents?

Research question 2: Do authoritarian parents limit their children's decision-making, which may impair their problem-solving capabilities?

Research question 3: Do permissive parents' lack of structure and clear expectations make it hard for their children to take initiative and solve problems?

The current study will aim to answer the above listed research questions by following the research method and design that has been identified. Existing literature offers information that can confirm the hypothesis guiding the study. However, this does not imply that the study stops at this stage. The research will be conducted to identify the actual findings as per the selected population and sample in the current study.

Results

A regression analysis will be conducted to assess the impact of the various parental styles on the ability to solve problems. The study will rely on correlation to examine the relationship between different parental styles as well as the ability to solve problems. Correlation is a statistical test that is used to examine the association between two variables. Regression is a statistical test that is used to determine the impact of the independent variables on the dependent variable. The study should include the correlation coefficient table to assess the relationship between parental styles and the children's ability to solve problems. Moreover, a regression table should be present to examine whether the coefficient of the variables under the study was significant. Comment by Harry Rotter: Can you explain the strength of your correlation from -1.00 to +1.00. What do you expect the strength of the correlation to be?

It is expected that children raised by authoritative parents solve problems better than those reared by authoritarian or permissive parents. Authoritative parenting with support and acceptable boundaries helps children become independent and resilient. In addition, it is expected that authoritarian parents limit their children's decision-making, which may impair their problem-solving capabilities. It is expected that permissive parents' lack of structure and clear expectations might make it hard for their children to take initiative and solve problems. Comment by Harry Rotter: You may want to include outcome 1, 2 etc. based on your hypothesis

The study aimed to examine whether the different Parenting Styles significantly Influence Problem-Solving Skills in children. Lin (2023) conducted a study to explore the integrative role of parenting styles and parental involvement in young children's science problem-solving skills. Comment by Harry Rotter: Double-space

Lin (2023) found out that children with high science problem-solving skills were likely to be raised by parents who used an authoritative parenting style and had more involvement in children's formal and informal learning environments. On the other hand, children's higher levels of science problem-solving skills predicted a higher level of parental involvement and a more flexible parenting style.

Kong, C., & Yasmin (2022) found that the child's gender was positively associated with the child's science problem-solving skills. Results also revealed that authoritative parenting style was positively associated with parental involvement, while authoritarian parenting style was negatively associated with parental involvement. There was a significant positive association between parental involvement and the child's science problem-solving skills.

The study has limitations. Firstly, the study could result in inflated correlations, which result from the dependence on self-reporting questionnaire data for determining various parental styles and involvement. In addition, the study should utilize clearer approaches that will be used to evaluate the parental practices of parents. The correlation coefficient of the authoritative parenting style was significant, meaning that it significantly affected problem-solving skills. Comment by Harry Rotter: Explain this under your results. In your discussion, what is the significance of your study.

Comment by Harry Gerald Rotter: Too many spaces. One-inch margins.

Averett, K. H., & Lacy, G. (2021). Ownership Versus Partnership Parenting: Parenting Styles Within the Homeschooling Movement. Journal of Family Issues, 0192513X2110551. https://doi.org/10.1177/0192513x211055125

Elfil, M., & Negida, A. (2017). Sampling methods in clinical research; an educational review. Emergency, 5(1)

Fernandes, C., Santos, A. F., Fernandes, M., Veríssimo, M., & Santos, A. J. (2022). Caregivers’ responses to children’s negative emotions: Associations with preschoolers’ executive functioning. Children, 9(7), 1075.

13. Number of other research projects in which the listed PI has collected information on human subjects prior to the one proposed here: 0

14. Please describe the purpose(s) or goal(s) of your study. Include your research question(s) or hypothesis(es) if applicable. (Limit restricted to 250 words)

The purpose of the current study is to look at how different parenting styles significantly influence problem-solving skills in children. Parenting styles play a crucial role in determining the development of children. The relationship that exists between a child and a parent, the extent of parent-child attachment, advice and guidance from a parent can be attributed to children’s problem-solving abilities. It is therefore crucial to understand how children from different parenting styles differ in terms of their problem-solving skills. The study conveys practices of raising children and their lasting impacts on the lives of children, making the topic a relevant issue for investigation. Authoritarian parenting that exhibits strict control and limited autonomy, permissive parenting with nurturing but inconsistent discipline, and authority parenting with reasonable expectations and harmonious blend of support, all offer insights into children's problem-solving capabilities. The study will utilize a set of research questions that will help guide the investigation process. The research questions are listed as follows:

Research question 1: Do children raised by authoritative parents solve problems better than those raised by authoritarian or permissive parents?

Research question 2: Do authoritarian parents limit their children's decision-making, which may impair their problem-solving capabilities?

Research question 3: Do permissive parents' lack of structure and clear expectations make it hard for their children to take initiative and solve problems?

15. Research methods (Check all that apply and attach all corresponding documentation for each method)

☐Survey(s) (attach questionnaire)

☒Interviews (attach questionnaire or interview guide)

☐Focus Group(s) (attach questions)

☐Experiment (attach description detailed in a protocol and any instruments used)

☐Participant observation (attach procedures)

☐Unobtrusive observation (skip to item # 19)

☐Analysis of publicly available data. Identify all data being used: Click or tap here to enter text. (skip to item # 25)

☐Analysis of private data that have already been collected (i.e., “archival” data)+ Click or tap here to enter text. (skip to item # 20)

☐Other, specify: Click or tap here to enter text.

+: For any non-public data, please include permission from the data holder.

PLEASE NOTE:

1) For any research recruited or conducted within an organization or group a letter of authorization on letterhead with a wet signature is required from an authorized representative of this organization indicating that you have permission to conduct your research there. If this organization has its own IRB, provide proof of IRB approval.

2) Be aware that the use of copyrighted material has to be authorized by the copyright holder.

16. Type of instrument(s) used (check all that apply):

☒Paper questionnaire, Survey, interview guide

☐Online questionnaire, Survey, interview guide

☐Experimental design (protocol must be attached)

☐None (note-taking)

☐Other, specify: Click or tap here to enter text.

17. How long do you anticipate that it will take the participants to complete the research procedure(s)?

2 hours

18. Number of participants: 120

19. Types of participants (Check all that apply):

☒Adults (18 and older)

☐Elected officials

☐ Saint Leo students+

☐ Saint Leo University personnel++

☒Minors (under 18, includes Saint Leo students+ under 18)*

☐Individuals diagnosed with a mental disorder or illness*

☐Terminally ill patients*

☐Undocumented immigrants*

☐Convicted felons*

☐Other sensitive populations, specify*: Click or tap here to enter text.

+ Requires recruitment materials to be included in item # 22.

++ Requires additional permission from the VPAA prior to IRB review. Please see the instructions on our website.

20. Are you choosing participants from any specifically targeted categories?

☐No

☐ N/A, Unobtrusive observation as noted in item # 15

If yes, choose all those that apply

☐Race/ethnicity

☐Gender

☐Occupation

☒Age group

☐Military status

☐Other: Click or tap here to enter text.

21. Sampling strategy, choose all that apply:

☒ Convenience/availability

☐ Random/probability

☐ Snowball

☐Purposive/judgmental/theoretical

☐Other, specify: Click or tap here to enter text.

☐ Not Applicable. No sampling will be done.

22. Recruitment strategy (Mark all that apply with an X):

☒ Individual contacts (in person, by phone, or by mail)

☐ Email announcements

☐ Public announcements (including through social media)

☐ Flyers

☐ Use of external agencies/groups

☐ Other, specify: Click or tap here to enter text.

☐ Not Applicable. Use of archived or private database.

+From #19 above, if using Saint Leo students, the recruitment statement will be as follows: Click or tap here to enter text.

23. Are any external agencies or groups providing approval for the recruitment or data collection of their employees or members (indicate any funders or organizations from which you obtain participants or their data)?

☐ No

☐ Yes

If yes, please provide the name of the agency/agencies: Click or tap here to enter text.

Note: A letter of authorization on letterhead with a wet signature by an authorized individual from the stated agency or group must also accompany the application.

24. What type of consent process will you use? (Choose all that apply)

☐Implied consent (attach template implied consent statement)

☒Informed consent form (attach template informed consent form)

☐Assent (attach template assent form or statement)

☐Other, specify: Click or tap here to enter text.

☐ Consent process not applicable. Research on publicly available data, archival or private database.

25. Data recording method (Mark all that apply with an X):

☐Electronic (online survey, email, blog, etc.)

☒Written (includes notes, participants filling out a paper questionnaire or survey)

☐Audio

☐ Video

☐Photo

☐Other, specify: Click or tap here to enter text.

☐Use of existing data

26. Will the data be linked to the individual participants’ identifying information (such as name, email address, social security number, video, picture, etc.)? This may include identifying information on the data collection instrument or keeping a list of names matched to codes used in the data.

☒ Yes

☐ No, my data will not involve the manual collection of participants’ identifying information.

☐ No, my online survey will not collect participants’ identifying information. My online survey tool (i.e., Qualtrics, Survey Monkey, other) will employ the anonymous setting to avoid collecting any identifying information on study participants.

27. How will you store your data? (Check all that apply):

☐Locked file cabinet

☒Password-protected computer

☐Locked office

☐Locked safe

☐External database, provide name of database: Click or tap here to enter text.

☐Other, specify: Click or tap here to enter text.

28. How will you report your research? (Mark all that apply with an X)

☐Undergraduate Senior Thesis project

☐Master’s Thesis

☐Doctoral Dissertation

☐Class paper

☒In-class presentation

☐Public presentation

☐Publication

☐Report for an outside organization

☐Other, specify: Click or tap here to enter text.

29. Does the research involve any deception of the participants?

☐Yes

☒No

30. Does the research involve any cost to participants?

☐Yes

☒ No

31. Risk involved in participating in this research (Mark all that apply with an X):

See IRB website for a definition of minimal risk.

☒ None above those incurred in daily life

☐Physical injury, illness, or exposure to toxic or noxious substances

☐Emotional or psychological harm

☐Social (such as: embarrassment, damage to one’s reputation)

☐Legal

☐Financial

☐Other, specify: Click or tap here to enter text.

PART 2 – TO BE FILLED BY APPLICANTS WHO CHECKED ONE OR MORE BOX(ES) FOR ITEMS FOLLOWED BY AN ASTERISK (*). If you didn’t check any boxes followed by an asterisk, proceed to the PI Statement of Responsibility.

Please provide detailed answers to the questions below.

1. Describe the objective(s) of your study. What do you hope to accomplish?

To establish whether children raised by authoritative parents solve problems better than those raised by authoritarian or permissive parents. To establish whether authoritarian parents limit their children’s decision-making, which may impair their problem-solving capabilities. To establish whether lack of structure and clear expectations in permissive parenting make it hard for their children to take initiative and solve problems. The study will also provide insights to parents and policymakers on the role of parenting styles and problem-solving skills in children.

2. What are the expected benefit(s) of your research to the participants themselves, to society, and/or to the academic community?

The study will expand the knowledge of the participants. They will get the opportunity to understand how parenting styles influence problem-solving skills in children. Parent participants would be expected to change their parenting styles to allow their children to improve decision-making and problem-solving. The study will expand the existing literature in parenting styles and children’s problem-solving skills thus contributing to the academic community by addressing the research gap in this area.

3. What type(s) of participants will you be using? Include any demographic information, such as age, gender, ethnicity, and any other social categories or groups that your research involves.

The study will use 120 participants comprising of 70 children and 50 adult parents of the participating children. The participants will comprise of 60 males and 60 females. The participating children will comprise of individuals aged between 8-12 years, while the adult participants will comprise of individuals aged between 30-52 years.

4. How will you contact and recruit participants for your study?

Participants will be recruited through in-person contact. I will visit the selected schools within the local district and request permission to contact the participants.

5. How will you secure informed consent from your participants?

The participants will sign a consent form which validate their consent to participate in the study

6. Describe fully how you will collect, store, manage, analyze, and report your data. Include information regarding paper or electronic copies. If your data is linked or identifiable in any way, you must also describe how you will securely store your data and procedures for de-identification and study close out. If your data is collected electronically then you must also describe the program and security features that you will use.

Data will be collected by administering the selected data measurement tools that will come in the form of questionnaire and distributed to the participants. The participants will fill in the questionnaires. After which they will be collected from the participants. Regression analysis will be applied in the analysis of data. The data will be stored in electronic format in a personal computer protected by a password.

7. How will you ensure participant anonymity or the confidentiality of the data during data collection, storage, analysis, and reporting? Please note that anonymity means that no information that can identify participants is collected in the data, while confidentiality means that such information is collected, but access to it is restricted.

The participants will be discouraged from recording their names or personal identification when filling the questionnaires. Information collected from the participants will be restricted to safeguard their confidentiality. The information from the participants will be stored electronically in a personal computer with restricted password.

8. Who will have access to the data? For what purposes?

The research review committee will be granted access to the data to validate the authenticity of the research process.

9. How long will you keep the data, and why?

The data will be kept for a period of 4 months while waiting for the approval of the study by the research review committee.

10. Describe fully any and all risks beyond those of daily life to which participants may be exposed as a result of participation in your study (legal, social, emotional, etc.).

The participants may spend a considerable amount of time filling in the questionnaires. This risk may affect their daily operation and the execution of their daily activities.

11. How will you minimize the existing risk(s)?

I intend to reduce the risk by reducing the amount of time the participants will spend in filling the questionnaires by helping them read through some of the questions.

12. If you answered “yes” to item #29 in Part 1 of the application, describe the nature of the participant deception and how you will debrief them.

Click or tap here to enter text.

PI Statement of Responsibility

I, the Principal Investigator, certify that I have followed the guidelines as outlined in this application and in the instructions available on the IRB webpage, including (check all that apply):

☒ I checked one or more item(s) followed with an asterisk (***) and I have answered every single question in Part 2 of the application, leaving none blank

☒ I have provided an answer to every single question in Part 1 of the application, leaving none blank. I understand that incomplete applications will be returned without review.

☒ I am submitting this application, including all supplemental documents, as ONE Word document. I understand that any other type of submission will be returned without review.

☒ I have answered all questions truthfully. I understand that failure to do so will result in immediate revocation of any IRB approval, with the potential for further disciplinary action through my home institution.

☒ I am including Saint Leo employees as research subjects and have obtained the required approval from the Vice President of Academic Affairs to do so.

If a student…

☒ I have received guidance from my faculty advisor and obtained his/her signature

☐ As a first-time undergraduate Principal Investigator, my research involves no risk greater than those encountered in daily life.

☐ As a Doctoral student, I give permission for an IRB representative to discuss this application with my faculty advisor and/or program Chair/Director

I also certify that I have included all necessary supplemental documentation, as applicable to my research (check all that apply):

Ethical Training:

☒ I have obtained the required ethics training certification, as described on the IRB webpage

☒ Proof of completion of ethical training with at least 6 months’ validity, to be renewed if the study extends beyond that date. For more information, see the IRB webpage.

☒ If I am submitting this application as a student, proof of completion of ethical training for my faculty advisor.

Experimental Design Information and Materials:

☐ Data collection instrument(s), such as survey, interview questionnaire(s), or protocols for experiments

☐ If using Saint Leo students and/or a vulnerable population marked with an asterisk in item 19, recruitment materials (email announcements, flyers, etc. to match the recruitment methods listed in item 22)

Consent Form(s):

☐ Implied consent statement template(s)

☒ Informed Consent form template(s)

☐ Assent form template(s)

Supplemental Information:

☐ Letter of Authorization from outside agency or group on their letterhead with wet signature from an authorized individual to conduct the specific research from outside agency

☐ Proof of approval from outside agency IRB

☐ If not a member of the Saint Leo community, proof of approval from my organization’s IRB

☐ I am including Saint Leo employees as research subjects and have attached the approval form from the Vice President of Academic Affairs.

I accept the following responsibilities (please check each after reviewing):

☒ I will not start collecting any data for this project before obtaining IRB approval of the proposal.

☐ I will obtain approval from the Saint Leo IRB prior to instituting any change in the project protocol.

☐ I will bring to the attention of the Saint Leo IRB the development of any unexpected risks or ethical concerns.

☒ I understand that the approval period is for exactly one year, and that all study activities will either cease prior to expiration, or I will submit a request for an extension prior to the expiration date.

☒ I have read, understand, and acknowledge the IRB bylaws.

☒ I will keep signed informed consent forms (if required by the project) from each participant for five years after the completion of the project and will ensure proper storage.

P/I’s signature: Martha Ramsey Date: 12/9/2023

37. ( Student research only ) Faculty advisor statement of responsibility

I, the faculty advisor for this research project, certify the following:

☐ I have reviewed this entire application and assisted the PI in designing his/her research project.

☐ I have ensured that the PI has followed all instructions to fill out this application according to the guidelines provided by the Saint Leo IRB.

☐ I approve the research project as outlined in this application.

☐ I will assist the PI in making any revisions requested by the Saint Leo IRB.

☐ I will assist the PI in the completion of the research and will continuously monitor all study related activities throughout the research period.

☐ I will ensure that the PI submits a modified application for review, should any modifications to the research plan occur.

☐ I will ensure that the PI submits a request for continuation in a timely fashion, should the research be extended beyond the one-year IRB approval.

☐ My ethics certification is valid for at least another 6 months and is attached to this application.

☐ I will renew my ethics certification at expiration, if it expires before the PI’s research project is completed.

☐ I understand that I will be held legally responsible in case of any violation of the IRB regulations by the research team.

Faculty Advisor’s Signature: Click or tap here to enter text. Date: Click or tap to enter a date.

*************************************************************************************

FOR IRB USE ONLY <do not delete; do not complete>:

Verification of ethics training certification

PI: ☐Valid certification (Expiration date: Click or tap to enter a date. )

☐Certification expired

☐No certification

Faculty Advisor: ☐N/A

☐Valid certification (Expiration date: Click or tap to enter a date.)

☐Certification expired

☐No certification

Type of review: ☐Exempt ☐Expedited ☐Full

Decision: ☐Approved

☐Minor Revisions Required

Minor revisions required: Click or tap here to enter text.

☐Revise and resubmit

Revisions required: Click or tap here to enter text.

☐Not approved

Justification for non-approval: Click or tap here to enter text.

IRB representative’s signature: Click or tap here to enter text. Date: Click or tap to enter a date.

Add supporting documents after this page. Submit as ONE Word document. Do not submit from a share drive.

Note to Investigators: When creating informed consent letters, investigators are encouraged to keep language and vocabulary as basic and straightforward as possible. Investigators are also encouraged to use this template when creating informed consent letters. Use of alternative wording or format is permitted, but doing so may slow down the review process. All sections of the consent form, except the "Consent" section, should be written in second person ("You are invited...").

Headers should include “Informed Consent” followed by the title of the study (e.g., the header in this document). Footers should include page numbers. If your consent letter is more than one page, the footer should also include a space for the participant’s initials (e.g., the footer in this document).

Be sure to include any basic components of informed consent that are appropriate to your study . If components apply to your study, they must be included. Please refer to the document entitled “components of informed consent” for more information. If you have any further questions, contact the Director of Institutional Research at (865) 354-3000, ext. 4822.

**Information in italics is for your information and should be deleted from the actual consent form. Material in brackets should be completed with relevant information.**

TITLE OF STUDY

Different Parenting Styles Significantly Influence Problem-Solving Skills in Children

PRINCIPAL INVESTIGATOR Martha Ramsey

Department of Psychology

Saint Leo University

PURPOSE OF STUDY The purpose of the current study is to look at how different parenting styles significantly influence problem-solving skills in children. Parenting styles play a crucial role in determining the development of children. The relationship that exists between a child and a parent, the extent of parent-child attachment, advice and guidance from a parent can be attributed to children’s problem-solving abilities. It is therefore crucial to understand how children from different parenting styles differ in terms of their problem-solving skills. The study conveys practices of raising children and their lasting impacts on the lives of children, making the topic a relevant issue for investigation. Authoritarian parenting that exhibits strict control and limited autonomy, permissive parenting with nurturing but inconsistent discipline, and authority parenting with reasonable expectations and harmonious blend of support, all offer insights into children's problem-solving capabilities. The study will utilize a set of research questions that will help guide the investigation process STUDY PROCEDURES Recruitment of the research participants.

Debriefing to the participants about the research.

Distribution of questionnaires to the participants.

Filling of the questionnaires by the participants.

Collecting the questionnaires from the participants.

Analysis of the data collected from the participants using regression analysis.

Presentation of the study results to the review committee.

RISKS The research has no risks that may considered injurious to the participants. However, it will take about 2 hours to fill the questionnaires. This risk will be minimized by reading some of the questions to the participants. BENEFITS The study will expand the knowledge of the participants. They will get the opportunity to understand how parenting styles influence problem-solving skills in children. Parent participants would be expected to change their parenting styles to allow their children to improve decision-making and problem-solving. The study will expand the existing literature in parenting styles and children’s problem-solving skills thus contributing to the academic community by addressing the research gap in this area. CONFIDENTIALITY

Your responses to this [survey] will be anonymous. Please do not write any identifying information on your [survey]. OR For the purposes of this research study, your comments will not be anonymous. Every effort will be made by the researcher to preserve your confidentiality including the following:

[State measures taken to ensure confidentiality, such as those listed below:

· Assigning code names/numbers for participants that will be used on all research notes and documents

· Keeping notes, interview transcriptions, and any other identifying participant information in a locked file cabinet in the personal possession of the researcher.]

Participant data will be kept confidential except in cases where the researcher is legally obligated to report specific incidents. These incidents include, but may not be limited to, incidents of abuse and suicide risk.

CONTACT INFORMATION If you have questions at any time about this study, or you experience adverse effects as the result of participating in this study, you may contact the researcher whose contact information is provided on the first page. If you have questions regarding your rights as a research participant, or if problems arise which you do not feel you can discuss with the Primary Investigator, please contact the Institutional Review Board at (865) 354-3000, ext. 4822.

VOLUNTARY PARTICIPATION Your participation in this study is voluntary. It is up to you to decide whether or not to take part in this study. If you decide to take part in this study, you will be asked to sign a consent form. After you sign the consent form, you are still free to withdraw at any time and without giving a reason. Withdrawing from this study will not affect the relationship you have, if any, with the researcher. If you withdraw from the study before data collection is completed, your data will be returned to you or destroyed.

Note : Please delineate the "Consent" section of the Informed Consent Form by drawing a line across the page (like the one above this paragraph). This delineation is important because the consent form grammar shifts from second person to first person, as shown in this example.

CONSENT I have read and I understand the provided information and have had the opportunity to ask questions. I understand that my participation is voluntary and that I am free to withdraw at any time, without giving a reason and without cost. I understand that I will be given a copy of this consent form. I voluntarily agree to take part in this study.

Participant's signature ______________________________ Date __________ Investigator's signature _____________________________ Date __________

Parenting Styles and Dimensions Questionnaire (PSDQ).

TABLE 1

Parenting Practices Questionnaire Constructs

Authoritative Items1

Item MSD Load Factor 1 (Warmth & Involvement)

3f 4.08 .99 .72 Knows the names of child’s friends.

33f4.18 .87 .68 Aware of problems or concerns about child in school.

5a4.29 .73 .59 Gives praise when child is good.

12c4.21 .77 .59 Gives comfort and understanding when child is upset.

35c4.41 .79 .58 Expresses affection by hugging, kissing, and holding child.

9e4.23 .77 .57 Show sympathy when child is hurt or frustrated.

27a4.28 .76 .53 Tells child we appreciate what the child tries or accomplishes.

21f4.10 .73 .53 Responsive to child’s feelings or needs.

1d4.03 .93 .57 Encourages child to talk about the child’s troubles.

46c3.83 .89 .44 Has warm and intimate times together with child.

39h3.79 1.02 .42 Apologizes to child when making a mistake in parentin g.

Factor 2 (Reasoning/Induction)

58h3.81 .83 .76 Explains the consequences of the child’s behavior.

25h3.95 .84 .76 Gives child reasons why rules should be obeyed.

62h3.85 .91 .75 Emphasizes the reasons for rules.

29h3.67 .97 .65 Helps child to understand the impact of behavior by encouraging child to talk about the

consequences of (his)(her) own actions.

53h3.93 .86 .65 Explains how we feel about his/her good and bad behavior.

42a3.75 .88 .51 Talks it over and reasons with child when the child misbehaves.

16h3.49 .99 .47 Tells ch ild ou r expect ation s regard ing beh avior b efore th e child engages in an ac tivity.

Factor 3 (Democratic Participation)

55b3.56 .88 .73 Takes into account child’s preferences in making family plans.

22h3.40 1.05 .64 Allows child to give input into family rules.

31f3.30 .91 .59 Takes child’s desires in to account before aski ng the child to do something.

48h3.28 1.04 .33 Encourages child to freely express (himself)(herself) even when disagreeing with parents.

60h2.99 .94 .31 Chann els child’s mis behavi or int o a more acceptable activity.

Factor 4 (Good Natured/Easy Going)

14c3.82 .80 .68 Is easy going and relaxed with child.

18g3.62 .71 .58 Shows patience with child.

7c3.90 .85 .57 Jokes and plays with child.

51b3.95 .76 .37 Shows resp ect for chil d’s opin ions by encouraging child to express them.

1 Alpha = .91 (27 Items), Sample = 1251

(continued on next page)

*Reverse scoring. , a Block’s Q-sort - Rational Guidance, b Block’s Q-sort - Encouragement of Independence, cBlock’s Q-sort -

Expression of Affect, d Block’s Q-sort - Openness to Experience, enew Demonstration of Affect, fnew Child-centered Behavior,

gnew Parenting Confidence, hnew Authoritative Pattern, iBlock’s Q-sort - Control, jBlock’s Q-sort - Nonphysical Punishment,

knew Authoritarian Pattern,l Block’s Q-sort - Inconsistency, mBlock’s Q-sort - Investment in Child, nnew Permissive Pattern,

o new Parent Centered Behavior.

824 C. C. ROBINSON, ET AL.

TABLE 1 (Cont’d)

Parenting Practices Questionnaire Constructs

Authorit arian Items2

Item MSD Load Factor 1 (Verb al Host ility)

32e2.07 .75 .74 Explodes in anger towards child.

13k2.72 .90 .72 Yells or shouts when child misbehaves.

23e2.25 .79 .71 Argues with child.

44o2.45 .64 .32 Disagrees with child.

Factor 2 (Corporal Punishment)

37i1.89 .72 .88 Uses physical punishment as a way of disciplining our child.

6k1.87 .75 .85 Spanks when our child is disobedient.

Item MSD Load

43k1.54 .62 74 Slaps child when the child misbehaves.

19k2.19 .91 51 Grabs child when being disobedient.

2k2.05 .82 .39 Guides child by punishment more than by reason.

61k1.30 .60 .30 Shoves child when the child is disobedient.

Factor 3 (Non-Reasoning, Punitive Strategies)

10j1.55 .77 .78 Punishes by taking privileges away from child with little if any explanations.

28j1.58 .81 .73 Punishes by putting child off somewhere alone with little if any explanations .

54k1.59 .75 .58 Uses threats as punishment with little or no justification.

47k2.20 .93 .48 When two children are fighting, disciplines children first and asks questions later.

26o1.93 .79 .41 Appears to be more concerned with own feelings than with child’s feelings.

56k2.18 .88 .40 When child asks why (he)(she) has to conform, states: because I said so, or I am your parent and I

want you to.

Factor 4 (Directiveness)

40o3.22 .88 .69 Tells child what to do.

59k2.83 1.02 .67 Demands that child does/do things.

17i1.93 .86 .64 Scolds and criticizes to make child improve.

50k2.50 .96 .51 Scolds or criticizes when child’s behavior doesn’t meet our expectations.

2 Alpha = .86 (20 Items), Sample = 1251

(continued on next page)

*Reverse scoring. , a Block’s Q-sort - Rational Guidance, b Block’s Q-sort - Encouragement of Independence, cBlock’s Q-sort -

Expression of Affect, d Block’s Q-sort - Openness to Experience, enew Demonstration of Affect, fnew Child-centered Behavior,

gnew Parenting Confidence, hnew Authoritative Pattern, iBlock’s Q-sort - Control, jBlock’s Q-sort - Nonphysical Punishment,

knew Authoritarian Pattern,l Block’s Q-sort - Inconsistency, mBlock’s Q-sort - Investment in Child, nnew Permissive Pattern,

o new Parent Centered Behavior.

PARENTING PRACTICES, A MEASURE 825

TABLE 1 (Cont’d)

Parenting Practices Questionnaire Constructs

Permissive Items3

Item MSD Load Factor 1 (Lack of Follow Through)

20n2.06 .79 .75 States pu nishments to child and does not actually do them.

34l2.61 1.02 .69 Threatens child with punishment more often than giving it.

11m2.53 .98 .65 Spoils child.

41n1.96 .77 .42 Gives into child when (he)(she) causes a commotion about something.

38n 2.37 .84 -.38* Carries out discipline after child misbehaves.

49n2.17 .87 .32 Bribes child with rewards to bring about compliance.

Factor 2 (Ignoring Misbehavior)

45n1.83 .76 .73 Allows child to interrupt others.

15n1.42 .65 .69 Allows child to annoy someone else.

36n1.73 .68 .52 Ignores child’s misbehavior.

8n2.25 .93 .43 Withholds scolding and/or criticism even when child acts contrary to our wishes.

Factor 3 (Self Confidence)

24g 2.17 .78 -.83* Appears confident about parenting abilities.

57g2.16 .79 .74 Appears unsure on how to solve child’s misbehavior.

4 m2.16 .95 .50 Finds it difficult to discipline child.

52i 2.45 .92 -.37* Sets strict well-established rules for child.

30g1.55 .68 .36 Is afraid that disciplining child for misbehavior will cause the child to not like his/her parents.

3Alpha = .75 (15 Items), Sample = 1251

COPING WITH CHILDREN'S NEGATIVE EMOTIONS SCALE (CCNES)1

Purpose: To measure the degree to which parents perceive themselves as reactive to young children's (preschool through early elementary school) negative affect in distressful situations. Six subscales are derived that reflect the specific types of coping response parents tend to use in these situations.

SUBSCALES

1. Distress Reactions (DR). These items reflect the degree to which parents experience distress when children express negative affect.

Scoring: Mean of: 1B, 2A*, 3A, 4D, 5E, 6C, 7C*, 8C*, 9B, 10A*, 11B, 12D.

* = REVERSED SCORING

2. Punitive Reactions (PR). These items reflect the degree to which parents respond with punitive reactions that decrease their exposure or need to deal with the negative emotions of their children.

Scoring: Mean of: 1A, 2F, 3F, 4A, 5D, 6D, 7E, 8E, 9E, 10B, 11C, 12E.

3. Expressive Encouragement (EE). These items reflect the degree to which parents encourage childre to express negative affect or the degree to which they validate child's negative emotional states (i.e., "it's ok to feel sad.")

Scoring: Mean of: 1E, 2E, 3E, 4B, 5F, 6E, 7F, 8A, 9A, 10C, 11F, 12B.

4. Emotion-Focused Reactions (EFR). These items reflect the degree to which parents respond with strategies that are designed to help the child feel better (i.e., oriented towards affecting the child's negative feelings).

Scoring: Mean of: 1F, 2B, 3D, 4E, 5A, 6A, 7B, 8F, 9F, 10D, 11E, 12C.

5. Problem-Focused Reactions (PFR). These items reflect the degree to which parents help the child solve the problem that caused the child's distress (i.e., oriented towards helping the child solve his/her problem or coping with a stressor).

Scoring: Mean of: 1C, 2D, 3C, 4F, 5B, 6F, 7A, 8B, 9D, 10E, 11D, 12A.

6. Minimization Reactions (MR). These items reflect the degree to which parents minimize the serious of the situation or devalue the child's problem or distressful reaction.

Scoring: Mean of: 1D, 2C, 3B, 4C, 5C, 6B, 7D, 8D, 9C, 10F, 11A, 12F.

ID

Parent Attitude/Behavior Questionnaire

Instructions: In the following items, please indicate on a scale from 1 (very unlikely) to 7 (very likely) the likelihood that you would respond in the ways listed for each item. Please read each item carefully and respond as honestly and sincerely as you can. For each response, please circle a number from 1-7.

Response Scale: 1 2 3 4 5 6 7

Very Unlikely Medium Very Likely

1. If my child becomes angry because he/she is sick or hurt and can't go to his/her friend's birthday party, I would:

2. If my child falls off his/her bike and breaks it, and then gets upset and cries, I would:

3. If my child loses some prized possession and reacts with tears, I would:

4. If my child is afraid of injections and becomes quite shaky and teary while waiting for his/her turn to get a shot, I would:

Response Scale: 1 2 3 4 5 6 7

Very Unlikely Medium Very Likely

5. If my child is going over to spend the afternoon at a friend's house and becomes nervous and upset because I can't stay there with him/her, I would:

6. If my child is participating in some group activity with his/her friends and proceeds to make a mistake and then looks embarrassed and on the verge of tears, I would:

7. If my child is about to appear in a recital or sports activity and becomes visibly nervous about people watching him/her, I would:

8. If my child receives an undesirable birthday gift from a friend and looks obviously disappointed, even annoyed, after opening it in the presence of the friend, I would:

a. encourage my child to express his/her disappointed feelings

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b. tell my child that the present can be exchanged for something the child wants

c. NOT be annoyed with my child for being rude

d. tell my child that he/she is over-reacting

e. scold my child for being insensitive to the friend's feelings

f. try to get my child to feel better by doing something fun

Response Scale: 1 2 3 4 5 6 7

Very Unlikely Medium Very Likely

9. If my child is panicky and can't go to sleep after watching a scary TV show, I would:

10. If my child is at a park and appears on the verge of tears because the other children are mean to him/her and won't let him/her play with them, I would:

11. If my child is playing with other children and one of them calls him/her names, and my child then begins to tremble and become tearful, I would:

12. If my child is shy and scared around strangers and consistently becomes teary and wants to stay in his/her bedroom whenever family friends come to visit, I would:

Evaluating and treating families the McMasta Approach (FAD)

Family Assessment Device - General Functioning Scale

1. Planning family activities is difficult because we misunderstand each other.

SA A D SD

2. In times of crisis we can turn to each other for support.

SA A D SD

3. We cannot talk to each other about the sadness we feel.

SA A D SD

4. Individuals are accepted for what they are.

SA A D SD

5. We avoid discussing our fears and concerns.

SA A D SD

6. We can express feelings to each other.

SA A D SD

7. There are lots of bad feelings in the family.

SA A D SD

8. We feel accepted for what we are.

SA A D SD

9. Making decisions is a problem for our family.

SA A D SD

10. We are able to make decisions about how to solve problems.

SA A D SD

11. We don't get along well together.

SA A

12. We confide in each other.

SA A

D SD

D SD

Evaluating and Treating Families

FAD General Functioning Scoring

1. 5 - =

2.

3. 5 - =

4.

5. 5 - =

6.

7. 5 - =

8.

9. 5 - =

10.

11. 5 - =

12.

Total =

12

A score of 2.00 or above indicates problematic family functioning. The higher the score, the more problematic the family member perceives the family's overall functioning.

Used with permission:

Ryan, Epstein, Keitner, Miller and Bishop.