Undergraduate Omani Students’ Identity and Perceptions of Parenting Styles

Datos Bibliográficos

ID12968673
AutoresSaid Suliman Aldhafri (0000-0002-1776-263X, autor de correspondencia), Ibrahim S Al-Harthy (0000-0003-0879-8750)
Año2016
Volumen8
Número2
Páginas114-114
Fecha de publicación2016-03-25
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaReview of European Studies (JOURNAL)
Identificadores de la revistaISSN: 1918-7173 • E-ISSN: 1918-7181
EditorialCanadian Center of Science and Education (PUBLISHER)
DOI10.5539/res.v8n2p114
OpenAlexW2316088358
IdiomaEN
Citas recibidas2
Referencias citadas15

The current study examined the relationship between university students’ academic identity and their perceptions of their parents’ parenting styles among a sample of Omani students. Marcia’s (1993) academic identity statuses are adapted. These are moratorium, foreclosed, diffuse, and achievement. Parenting styles included authoritative, authoritarian, and permissive. The participants were 192 undergraduate students from Oman. The participants responded to Arabic versions of the Academic Identity Status (Was & Isaacson, 2008) and the Parenting Authority Questionnaire (Buri, 1991). Both questionnaires showed reasonable evidence of validity and reliability. The findings show that parenting styles varied in their relationship with the four statuses of students’ academic identity. Using the three parenting styles as predictors in the regression models, the lowest percentage of explained variance among identity dimensions was found for moratorium, while the highest explained variance was found for diffusion. Implications and future research are discussed and presented by the end of the paper

Arabic · Authoritarianism · Developmental psychology · Ethnic group · Identity (music · Parenting styles · Perception · Permissive · Political science · Sample (material · Sociology · Variance (accounting · Cognitive Abilities and Testing · Identity, Memory, and Therapy · Parental Involvement in Education · Psychology · Social Psychology