نوع المستند : المقالة الأصلية
المؤلفون
قسم علم النفس، كلية التربية الأساسية، الهيئة العامة للتعليم التطبيقي والتدريب
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
مركز أ . د . احمد المنشاوى
للنشر العلمى والتميز البحثى
مجلة كلية التربية
=======
Parental Treatment Methods as Perceived by Children and Their Relationship to Psychological Resilience Among a Sample of Intermediate School Students
By
Dr/ Shaimaa Naief Eid Alsuhail Almutairi
Associate Professor in Psychology
College of Basic Education
Public Authority for Applied Education and Training
shaimaa.almutairi81@gmail.com
Dr/ Halimah Ibrahim Ahmed Al-Failakawi
Associate Professor in Psychology
College of Basic Education
Public Authority for Applied Education and Training
halimah.failakawi@gmail.com
} المجلد الواحد والأربعون– العدد الثانى – فبراير 2025م {
http://www.aun.edu.eg/faculty_education/arabic
مستخلص البحث:
هدف البحث إلى دراسة أساليب المعاملة الوالدية كما يدركها الأبناء وعلاقتها بالصلابة النفسية لدى عينة من طلاب المرحلة المتوسطة. لذا تم استخدام مقياس أساليب المعاملة الوالدية ومقياس الصلابة النفسية. وقد اعتمد البحث على المنهج الوصفي المقارن الارتباطي، وبلغ حجم العينة (300) طالب وطالبة من طلاب المرحلة المتوسطة، متوسط أعمارهم (13) سنة.
أظهرت النتائج وجود علاقة موجبة بين بُعدي التسامح والديمقراطي من جهة والصلابة النفسية من جهة أخرى، كما تبين وجود علاقة سلبية بين البُعد السلطوي والصلابة النفسية. كما أظهرت الدراسة أن الصلابة النفسية لدى الإناث أكثر تأثرًا ببُعدي التسامح والديمقراطي عن الذكور، في حين أن الصلابة النفسية للذكور تتأثر بالبُعد السلطوي أكثر من الإناث. كما تبين أن الذكور والإناث أفراد عينة الدراسة كلاهما متساويان تقريبًا على مقياس الصلابة النفسية.
كما أظهرت النتائج وجود تأثير لبُعد التسامح في التنبؤ بالصلابة النفسية، وأن كلًّا من بُعد التسامح والبُعد الديمقراطي يساهمان معًا في التنبؤ بالصلابة النفسية. كما تبين أن الأبعاد الثلاثة (التسامح، الديمقراطية، السلطوية) مجتمعة لها تأثير في التنبؤ بالصلابة النفسية.
الكلمات المفتاحية: أساليب المعاملة الوالدية، الصلابة النفسية، طلاب المرحلة المتوسطة.
Abstract:
The study aimed to examine parenting styles as perceived by adolescents and their relationship to psychological resilience among a sample of middle school students. To achieve this, the study employed the Parenting Styles Scale and the Psychological Resilience Scale. A descriptive comparative correlational method was adopted, and the sample consisted of 300middle school students, with an average age of 13 years.
The results revealed a positive correlation between the dimensions of permissiveness and democracy, on one hand, and psychological resilience, on the other. Conversely, a negative correlation was found between the authoritarian dimension and psychological resilience. The findings also indicated that psychological resilience among females is more influenced by the permissive and democratic dimensions than among males, while males' psychological resilience is more affected by the authoritarian dimension compared to females. Furthermore, both male and female participants were found to be nearly equal in their psychological resilience scores.
Additionally, the results showed that the permissive dimension plays a predictive role in psychological resilience, with both the permissive and democratic dimensions jointly contributing to the prediction of psychological resilience. Moreover, the three dimensions (permissiveness, democracy, and authoritarianism) collectively were found to have an influence on predicting psychological resilience.
Keywords: Parental Treatment Methods, Psychological Resilience, Intermediate School Students.
Introduction
A human is a social entity that obtains knowledge and experiences mostly through the family, the foremost institution responsible for nurturing the kid, shaping personality, and developing awareness and self-awareness. Education serves as the family's method for accomplishing this through continual engagement among its members. It is a fundamental element of the family that facilitates the development and integration of its members' personalities.
Parental disciplinary approaches significantly impact our lives. We acquire much of our knowledge from them, and through them, the child cultivates the social interaction skills developed inside the family. The parental treatment approach employed by the family significantly influences the child's mental, psychological, and social development, facilitating the child's acquisition of interaction methods, self-coexistence, confidence, and initiative (Schroder, Nickels, Cardenas & Breiger, Perlo & Pizzagalli, 2020).
Psychological resilience is regarded as a fundamental component in the development of a healthy personality. It contributes to the capacity to adjust to challenges, issues, and stressful circumstances, particularly during the transitional phase of students' lives. This stage shapes the trajectory of their future life. To effectively pass, the student must possess a level of psychological resilience that allows for sustained effort and perseverance (Meyer & Karl, 2020). Some individuals experience stress-related mental disorders, such as post-traumatic stress disorder, whereas others demonstrate psychological resilience and maintain stable psychological and social functioning (Ding, Zheng, Liu, Zhang, Wang, Duan, et al., 2023).
Resilience significantly contributes to the enhancement of pleasure and life satisfaction (Gable & Haidt, 2005). Additionally, diminished psychological resilience has been linked to many psychiatric diseases, including post-traumatic stress disorder, anxiety, and depression (Poole, Keith & Pusch, 2017). Conversely, elevated psychological resilience has been demonstrated to improve individual happiness (Poole et al., 2017), and social and familial support has been evidenced to bolster psychological resilience (Southwick, Sippel, Krystal, Charney, Mayes & Pietrzak, 2016). In contrast, exposure to significant parental abuse can diminish it (Flores, Cicchetti & Rogosch, 2005). Various parenting methods influence children's psychological and mental resilience, as well as their internal and external self-esteem, hence shaping their thoughts, emotions, and behaviours (Johnson, Liu & Cohen, 2011; Schroder et al., 2020).
This study examined parental treatment approaches as viewed by children and their correlation with psychological resilience among intermediate school students.
Research Problem
Parental treatment methods fundamentally shape personality; nurturing approaches characterised by love and acceptance mitigate the risk of psychological disorders, whereas negative and inappropriate methods, including threats, deprivation, and excessive protection, contribute to anxiety and confusion.
It is essential to enhance the family's understanding of its role in fostering children's healthy development and selecting suitable parenting approaches, as these methods significantly influence both positive and bad outcomes in persons' lives. Parental approaches differ and encompass constructive ways such as the democratic approach, acceptance, engagement, and encouragement, which foster more resilience and self-assurance in children. Negative parental practices, including overprotection, rejection, ostracism, and pampering, may contribute to heightened stress, as inconsistency in parental treatment is a significant factor in children's deviant behaviour and personality imbalances.
Research findings substantiate that children's exposure to abuse and neglect yields psychological, physical, behavioural, and academic repercussions, along with effects on social relationships, self-perceptions, and spiritual dimensions, among other adverse outcomes (Al-Duwaik, 2008, p. 4).
Parental tactics using violence, cruelty, and coercion can lead to detrimental behaviours in children, including withdrawal, hostility, and less social engagement, hindering psychological adjustment (Forgatch, 1989, p. 115).
These children exhibit behavioural characteristics that may render them susceptible to abuse by their surroundings, including violence, deficient social skills, withdrawal, isolation, reliance, and scholastic challenges (Al-Ghadani, 2014, p. 4).
The attitudes of their parents influence the behaviour of children. An authoritarian and controlling family produces submissive children who lack self-confidence and exhibit significant dependence on others, potentially resulting in poor compatibility with peers. Conversely, a family that neglects and disregards its children may foster insecurity, aggression, anxiety, and inadequate social compatibility (Al-Tamawi & Hussien, 2020, p. 464). Therefore, it is essential to consider the psychological resilience of students, as it enables the utilisation of psychological, physical, mental, and social resources to adapt effectively to life's circumstances and events, fostering psychological equilibrium, a sense of quality of existence, enhanced self-confidence, a positive self-image, and the capacity to regulate emotions and impulses.
The research problem originated from the researcher’s recognition of the significance and value of the study, derived from a review of the literature and prior investigations regarding the importance of the parent-child relationship and the methods of interaction that influence a child's societal adaptation, with a particular focus on psychological resilience as a crucial factor in individual adjustment.
Based on the above, the research sought to investigate parental treatment methods and psychological resilience by answering the following main question: “What are the parental treatment methods as perceived by children and their relationship to psychological resilience in a sample of intermediate school students?”
To answer the main question, the following sub-questions must be answered:
Research objectives
The research objectives are defined as follows:
Significance of the research
The importance of the research is evident in the following:
Research Concepts
These are the behaviours that parents follow in normalizing and raising their children socially. They may be intentional or unintentional, such that they lead to shaping the children's personality and directing their behaviour (Bashir, 2012, p. 11).
The researcher characterises parental treatment approaches as the environment in which the child is nurtured. Every action and practice undertaken by parents influence the child and the formation of their personality, whether deliberately or inadvertently, while adhering to a specific approach or a set of methods in nurturing and educating the child to instil various behaviours, values, customs, and traditions. The current research is focused on the following methods: democratic, authoritarian, and tolerant. It is assessed by the extent of the student's score on the scale of parental disciplinary approaches.
The individual can effectively face different situations, respond rationally, and establish good relationships with others based on friendliness, mutual respect, and acceptance of others (Shaqura, 2012, p. 6).
Researchers have characterised psychological resilience in two primary ways. Resilience denotes the capacity to maintain sound mental health following an adverse incident encountered by an individual (Kalisch, Cramer, Binder, Fritz, Leertouwer, Lunansky, et al., 2019). Resilience is a characteristic that denotes an individual's capacity to favourably adjust to circumstances when confronted with stress and adversity (Connor & Davidson, 2003). The researcher defines psychological resilience procedurally as the personal traits that facilitate an individual's positive adaptation and efforts to surmount challenges, alongside the capacity to amplify personal strengths in response to these endeavours. It encompasses the individual's ability to adjust to life's adversities and to sustain a favourable psychological state, measured by the scores attained on the psychological resilience scale.
Research Limits
The research deals with parental treatment methods as perceived by children and their relationship to psychological resilience in a sample of intermediate school student, it was applied in schools in Mubarak Al-Kabeer Governorate and the capital in the State of Kuwait in the academic year 2023-2024 AD / 1444-1445 AH on Intermediate school students (males and females).
Theoretical Framework
First: Parental treatment methods
The parenting techniques employed by parents to impart various behaviours, values, and societal conventions in their children have influenced the shift from a simplistic lifestyle to metropolitan cultures that are globally interconnected in the technological era. Parental guidance plays a crucial role in an individual's development, overseeing behaviour, imparting the language of the community, familiarising them with its customs, traditions, and systems of life, adapting to its unique influences, accepting its norms, and operating within the accepted parameters to achieve shared objectives.
Parental treatment methods vary, such as acceptance, overprotection, rejection, etc., but there is a group of parental treatment methods that this study will focus on, including:
There are a group of theories that explain the methods of parental treatment mentioned by (Abu Saad, 2021, p. 17), including:
Children's Perceptions of Parenting Styles
The perception process is influenced by both objective and subjective variables, making it challenging to assert that any objective perception is coincidental; rather, every perception is shaped by the individual's subjective experiences and motives. Salama and Abdel Ghaffar assert that the evaluation of parental treatment should be conducted from the perspective of the individual making the assessment. An observer can perceive a person as having received adequate social treatment, yet the individual may not respond accordingly. Conversely, a child subjected to seemingly harsh treatment may exhibit behaviour devoid of the anticipated negative consequences, as the personal perception of the situation can vary significantly from that of others. The link between parents and children is crucial, and the impact of children's interactions is seen in the correlation between their physical, psychological, and social adaptability and their subjective assessment of parental treatment approaches (Al-Ghamdi, 2021, p. 113).
Second: Pyschdogial Resilience
The Holy Quran is God’s guidance for all of humanity, and it is derived from the Sharia that He has chosen for worship so that man derives from it a methodology in life in all its fields. Here, we are exposed to some Quranic evidence that confirms the characteristics of resilience. God Almighty said, “so pardon them, ask forgiveness for them, and consult them on the matter. And when you have decided, then rely upon Allah. Indeed, Allah loves those who rely [upon Him]”, (Surah Al Imran, verse 159). God Almighty said, “And whose affair is [determined by] consultation among themselves, and from what We have provided them, they spend”, (Surah Ash-Shura, verse 38). Therefore, consultation is a fixed Islamic principle, and resilience here is represented in that a specific form of consultation has not been specified. In light of the above, the flexible Muslim is required to adopt the principle of consultation so that this is embodied in opening the door to the positive system with those around him and discussing all issues with them (Zaki, 2022, p. 26).
Psychological resilience includes a set of characteristics as indicated by (Al-Azmi, 2022, p. 145); Hamad, 2020, p. 126) as follows:
There are a number of factors related to psychological resilience mentioned by "Abu Halawa" (2013), and these are factors that can be developed and taught to all people, namely:
Literature Reviews
First: Previous Studies that Addressed Parental Treatment Methods
Second: Studies that Dealt with Psychological Resilience
Third: Studies examining the correlation between parental disciplinary approaches and psychological resilience
Comment on Literature Reviews
The presentation of prior studies indicates a significant deficiency in research focussing on parental treatment methods as perceived by children and psychological resilience among students in the Arab world, particularly within the Kuwaiti context, despite the critical importance of examining this phenomenon. It became evident that the majority of prior studies were on populations other than adolescents, highlighting the necessity of focusing on this demographic. Most prior investigations yielded contradictory results; some affirmed a correlation between certain parental treatment techniques, while others refuted such a relationship. There is a deficiency of prior research that examined the influence of parental treatment strategies on predicting psychological resilience.
Research Hypotheses
Methodology and Procedures
Research Methodology:
This study employed a descriptive correlational methodology to elucidate the association between parental treatment strategies and psychological resilience. It also examines the disparities between pupils based on the gender variable of males and females.
Research Community:
The research community is comprised of all students and educators within the primary school sector in the Mubarak Al-Kabeer and capital regions of Kuwait.
Research Sample:
The research sample comprised 300 intermediate-stage pupils, consisting of 150 boys and 150 females, aged between 12 and 14 years. The sample was randomly picked from the governorates of Mubarak Al-Kabeer and the capital of Kuwait.
Sample Selection Conditions:
These controls and procedural conditions were as follows:
Research Tools:
The scale comprises three dimensions: the tolerant style, the authoritarian style, and the democratic style. The scoring mechanism for this scale is based on the positivity or negativity of the statement. For a positive statement, respondents receive a score of 5for strongly agree, 4for agree, 3 for neutral, and 2 for disagree. Regarding point 1, it pertains to instances where he responds with a strong disagreement, which is evident in the negative assertions. The subsequent table delineates the elements of the spectrum of parental treatment styles.
Table 1. shows the components of the parental treatment styles scale
|
Component |
Phrase Numbers |
1 |
Tolerance dimension |
1-6-12-14-18-20-24 |
2 |
The authoritarian dimension |
4-5-8-10-15-16-22-23-25 |
3 |
Democratic dimension |
2-3-7-9-11-13-19-21 |
This study evaluated the stability coefficients of the scale using two approaches:
In the present study, validity was assessed utilising the criterion-related validity approach. The correlation coefficient between the survey sample scores (30 students) on parental treatment approaches as seen by children was computed as follows:
Table 2. Validity related to the criterion of the scale of parental treatment styles as perceived by children
Test used in the study |
Test the criterion |
Correlation coefficient between the two tests |
Parental Treatment Styles Scale Parental Treatment Styles Prepared by Biory 1991 Translated by Hamza Barakat 2013 |
The scale of parental treatment styles as perceived by children, prepared by (Al-San’ani 2009) |
0.510 |
The Al-Safty (2023) scale for psychological resilience consists of 33 statements that measure the components of psychological resilience and its dimensions, which are: adapting to change and recovering after the crisis has passed. The answers to the scale statements are through three alternatives according to a three-point scale (often/sometimes/rarely) (1,2,3) and vice versa for negative statements (1,2,3). The following table shows the components of the psychological resilience scale.
Table 3. shows the components of the psychological resilience scal.
|
Component |
Phrase Numbers |
1 |
Adapting to change |
Phrases 1-15 |
2 |
Recovery after the crisis |
Phrases 16-33 |
The stability of the psychological resilience scale was calculated using the following methods:
Validity was calculated in the current study using the criterion-related validity method: The correlation coefficient between the scores of the survey sample (30 students) on the psychological resilience scale was calculated as follows:
Table 4. Validity related to the criterion of the psychological resilience scale
Test used in the study |
Test the criterion |
Correlation coefficient between the two tests |
Psychological Resilience Scale Prepared by Al-Safty (2023). |
Psychological Resilience Scale prepared by Hesham Abdullah, 2022 |
0.494 |
Research Application Procedures
To validate the hypotheses, several procedures were implemented, including the preparation of measurement instruments and the modification and calibration of certain variables, followed by a survey study conducted on a sample mirroring the original study's specifications to assess its applicability, after which the principal study was executed.
The application procedures for the basic sample went through several successive stages, which were:
Statistical Methods Used in Data Analysis
To validate the study hypotheses, statistical analyses were performed utilising the Statistical Package for the Social Sciences (SPSS). The subsequent statistical methodologies and procedures were employed:
Results and Discussion
Hypothesis 1: "There is a correlation between parental treatment methods as perceived by children and psychological resilience among students." To verify the validity of this hypothesis, the "Pearson" correlation coefficient was used, and the results of this hypothesis were as follows:
Table 5. Correlation coefficients between parental treatment methods as perceived by children and psychological resilience among students
Dimensions of parenting styles |
Psychological resilience |
Tolerance dimension |
**0.562 |
Authoritarian dimension |
**0.392- |
Democratic dimension |
**0.491 |
Total score for parenting styles |
**0.513 |
Table (5) indicates a substantial positive correlation between the tolerance dimension, the democratic dimension, and psychological resilience, with correlation coefficients of 0.561 and 0.412, respectively, at the 0.01 significance level. The data indicates a negative link between the authoritarian component and psychological resilience, with a correlation coefficient of -0.498 at the 0.01 significance level. The findings of this hypothesis align closely with the research conducted by Abdel Mageed et al., (2011), which identified a significant and statistically relevant correlation between the study sample's scores on the psychological resilience scale and the parental treatment methods as perceived by the children.
The analysis revealed a negative correlation between authoritarianism and psychological resilience; specifically, a decrease in parental authoritarianism among students corresponds to an increase in psychological resilience. This outcome is anticipated, as authoritarian treatment diminishes a student's sense of psychological resilience and reassurance, leading to feelings of alienation. The sensation of diminished reassurance and psychological rigidity arises from psychological elements associated with students' development from both psychological and biological viewpoints, as well as social ones pertaining to their societal context, hindering their ability to navigate life's challenges. This outcome aligns with the findings of "Abriam, Samia" (2024), which indicate a negative link between some parental treatment approaches, as seen by children, and psychological security and resilience. The findings align with Abdel Fattah's (2011) study, which identified a statistically significant negative correlation between abuse methods, including harshness, rejection, neglect, and authoritarianism, and children's psychological security.
The notable positive correlation among the dimensions of tolerance, democracy, and psychological resilience can be elucidated by the impact of psychological resilience on parental approaches to treatment when a child is raised by parents who offer familiarity, stability, permanency, and acceptance, a sense of trust develops, resulting in the youngster feeling comfortable and adaptable. Nonetheless, suppose a child is raised in a parental environment lacking stability or marked by rejection, inconsistent treatment, or absence of affection. In that case, it may result in feelings of insecurity, loneliness, negativity, submissiveness, and difficulties in managing aggression, rebellion, and interpersonal resilience. Consequently, the family plays a crucial and essential role in fulfilling the individual's need for psychological resilience from childhood, as the absence or inadequacy of this requirement results in sentiments of despair, depression, resentment, and hatred, even towards oneself. The person devoid of psychological resilience perceives himself as alone and secluded, experiencing loneliness although residing in a populated environment since he exists harmoniously within his realm.
The investigations conducted by Hamid and Omar (2016) and Ibrahim (2011) corroborated that adolescents of both genders are cognisant of their parents' treatment, attributed to their recognition of receiving identical parental approaches. This awareness is influenced by prevailing social transformations, including the embrace of globalisation, which fosters equitable family upbringing practices and gender parity. Drebin's study (2012) demonstrated that positive parenting styles characterised by acceptance, democracy, and autonomy foster psychological harmony in children. In contrast, negative parenting styles rooted in domination and imposition cultivate a detrimental self-concept. Furthermore, a dependency and control approach to upbringing results in the development of an anxious personality, marked by an inability to function productively, introversion, shyness, and a lack of decision-making and responsibility. Additionally, excessive caretaking does not facilitate the formation of a healthy personality but instead engenders profound emotional difficulties.
Hypothesis 2: There are statistically significant differences between the average scores of male and female students on the scale of parental treatment methods.
To verify the validity of this hypothesis, a "t" test was calculated to identify the significance of the differences between the average scores of the two samples, and the results are shown in the following table:
Table 6. Significance of the differences between the average scores of male and female students on the scale of parental treatment methods
Dimensions of parenting styles |
Males (N = 150) |
Females (N = 150) |
T Value |
||
M |
S |
M |
S |
||
Tolerance dimension |
15.34 |
7.18 |
26.87 |
3.24 |
17.93 ** |
Authoritarian dimension |
23.88 |
4.58 |
14.18 |
5.82 |
16.03 ** |
Democratic dimension |
18.60 |
7.94 |
27.67 |
2.41 |
13.50 ** |
Total score for parenting styles |
57.69 |
7.23 |
80.94 |
8.72 |
9.99 ** |
** D at (0.01) level.
Table (6) indicates statistically significant differences between the average scores of male and female students in the tolerance and democratic dimensions favouring female students. In contrast, the differences in the authoritarian dimension favour male students.
The findings of this hypothesis were consistent with the research conducted by Abdel Mageed et al., (2011), which identified statistically significant disparities between the average scores of males and females regarding children's perceptions of parental treatment approaches.
The outcome of this hypothesis contrasted with the research conducted by Ibriam (2024), which found no statistically significant variations in the sexes' perceptions of parental treatment approaches within the study population.
The statistically significant differences between the average scores of male and female students in the tolerance and democratic dimensions, favouring female students, may stem from parental cultural influences that elevate the status of females, alongside prevailing social changes such as globalisation and increased interest in women's issues. This situation is further compounded by the perception that males are self-reliant, whereas females require guidance and oversight. Our study's findings contradict Hamid & Omar's (2016) research, which determined no statistically significant differences between sexes in parental treatment methods, as well as Ibrahim's (2011) study, which indicated no differences between males and females in their perception of certain parental treatment methods.
Concerning parental dominance, statistically significant disparities exist between males and females in their assessment of domineering behaviour directed towards males. Male children have greater awareness than female youngsters regarding their parents' increased dependence, control, and dominance over them. This may result from the socialisation practices employed with male children in Arab society. The male child's function in society is regarded as crucial, as he is perceived to carry the heaviest burden of future responsibilities. The father initiates preparations for his son to assume this duty by acclimating him to an environment characterised by control and dominance, grounded in the father's conviction that such tactics are essential in the upbringing of a man. This suggests that male children possess a greater awareness than girls regarding their dads' acceptance of them. This phenomenon can be attributed to the tendency of our Arab community to favour male children over girls, often expressing greater satisfaction with the former. This outcome contrasts with findings from several prior studies, such as Abu Al-Naga's study (2009).
The researcher in this study attributes the disparity in parental treatment between males and females to variations in psychological characteristics and the unique challenges faced by females, particularly during adolescence, which include psychological stress and instability. Additionally, societal norms tend to afford males greater latitude to express their opinions, protest, or dissent compared to females. The distinctions between the two types arise from the observation that females exhibit a greater familial connection in their relationships, rendering them more susceptible to parental expectations compared to males.
Hypothesis 3: There are statistically significant differences between the average scores of male and female students on the psychological resilience scale.
To verify the validity of this hypothesis, a "t" test was calculated to identify the significance of the differences between the average scores of the two samples. The results are shown in the following table:
Table 7. Significance of the differences between the average scores of male and female students on the psychological resilience scale
Variable |
Males (N = 150) |
Females (N = 150) |
T Value |
||
M |
S |
M |
S |
||
Adapting to change. |
27.43 |
2.90 |
26.34 |
3.45 |
0.748 |
Recovery after the crisis. |
28.31 |
3.59 |
27.31 |
4.36 |
0.869 |
Total score for psychological resilience. |
49.90 |
9.10 |
48.25 |
10.73 |
0.987 |
Table (7) indicates that there are no statistically significant differences between the mean scores of male and female adolescent pupils on the psychological resilience scale dimensions. The findings of this hypothesis align with the research conducted by Abdel Mageed et al., (2011), which indicated no statistically significant differences between males and females regarding security and psychological resilience. This conclusion was further corroborated by the studies of Al-Qarni (2022) and Ibraim (2011).
The outcome of this hypothesis contrasts with Shahata's (2022) study, which demonstrated statistically significant differences in psychological resilience scores, favouring females over males.
The lack of statistically significant differences between males and girls on the psychological resilience scale may stem from the psychological, social, and hormonal changes experienced during adolescence, a period characterised by mood fluctuations and tension for both genders. The family environment, characterised by psychological tranquillity and positive communication between parents and children, fosters a suitable atmosphere that promotes reassurance and harmony, ultimately leading to stability and balance. The cause may also stem from the characteristics of adolescence and perceived familial pressures related to family dynamics, including societal responsibilities towards the extended family. The level to which both females and males recognise that it is a secure setting conducive to their psychological equilibrium.
Psychological resilience is a contributing component to normalcy and mental well-being. This is because parents are the primary sources of psychological reassurance for adolescent children. The appropriate social upbringing techniques, grounded in parental awareness of acceptance and mutual affection, enhance psychological resilience and facilitate a smooth transition through adolescence, fulfilling the need for love and respect while also increasing adolescents' awareness of the psychological transformations in their lives.
Male and female students may attain equality in their responsibilities and considerations regarding their academic futures, employment, independence, self-reliance, marriage, and family formation, ultimately fostering psychological stability and alleviating feelings of alienation. Furthermore, a conducive environment will be established to facilitate the review of lessons and fulfil their obligations regarding research, job, and academic pursuits. A culture of collaboration and camaraderie will prevail among the pupils, fostering a high degree of psychological reassurance and alleviating feelings of alienation.
Hypothesis 4: Parental treatment styles among students contribute to predicting psychological resilience.
Table 8. Results of the stepwise multiple regression analysis of parental treatment styles towards psychological resilience in the study sample
Predictors |
B-factor |
R 2 |
F |
Beta |
T Value |
Tolerance dimension |
0.131 |
0.157 |
7.50** |
0.157 |
2.75* |
Constant |
60.14 |
||||
Tolerance dimension |
0.223 |
0.279 |
12.56** |
0.266 |
4.32** 4.15** |
Democratic dimension |
0.198 |
0.256 |
|||
Constant |
53.85 |
||||
Tolerance dimension |
0.208 |
0.301 |
9.80** |
0.248 |
4.01** 4.44** 2.43* |
Authoritarian dimension |
0.284 |
0.366 |
|||
Democratic dimension |
0.142 |
0.163 |
|||
Constant |
55.08 |
** Functional at 0.01 level * Functional at 0.05 level
The data from the preceding table yields the subsequent results and implications:
The capacity of parental treatment methods to forecast psychological resilience among students is evidenced by findings suggesting that psychological resilience can be anticipated through various parental approaches, including tolerance, inconsistent treatment, neglect, and democratic practices, among others. The research by "Al-Ashry" (2011) demonstrated that parental practices grounded on principles and regulations are marked by psychological equilibrium and forecast the attainment of the required psychological stability and adaptability. This outcome can be elucidated by the significant influence of the family on the formation of children's personalities, fostering psychological compatibility and imparting beneficial behavioural patterns devoid of psychological stress. Despite the numerous transformations in the contemporary family structure, its significance and value remain intact, and appropriate parental approaches profoundly influence children's lives. The teenager at this pivotal stage requires an appropriate, healthy environment that facilitates the navigation of challenges and fosters psychological and social integration, ultimately leading to a harmonious personality devoid of internal tensions. The adolescent's acquisition of painful experiences from parents due to improper treatment methods renders him susceptible to psychiatric disorders, leading to the observation that The adolescent experiences this phase devoid of disruptions, defined by equilibrium and psychological adaptability.
Recommendations:
Based on what was stated in the theoretical framework and the results of the studies and what the results of this study resulted in, the following recommendations can be presented:
References
References