Parenting styles and hyperactivity among primary school students

Volume 20 , Issue 1 , January 2019 , Pages 581-598

Authors

عمر ابراهيم عزيز 1 ; فرمان زهر عبد الله 2

1 قسم اللغة الكردية، كلية التربية، جامعة صلاح الدين، إقليم كردستان، العراق

2 قسم التربية الخاصة، كلية التربية واللغات، جامعة شارمو، إقليم كردستان، العراق

DOI logo 10.17656/jzsb.10869

Keywords

Abstract

Parenting Styles and Hyperactivity Disorder Among Basic School Stage Pupils
Hyperactivity Disorder is the most common disorders in the institutes of mental health and
pediatrics. Studies show the opposite of the early beliefs that this disorder disappears as soon as the
child becomes an adolescent. Researchers suggest that the patient’s family, specifically the
problems related to the personality of the parents and their parenting styles lead to their children
infection with different disorders including hyperactivity disorder. Yet results of previous studies
show that there is a contrasting effect, as well as different, concerning this disorder across cultures
which calls for more study. Thus the aims of the research determined as follows:
1. Knowing the rates of prevalence of hyperactivity disorder among basic school stage pupils
of teenagers in the morning governmental schools in Sulaimani Governorate.
2. Identifying the common styles of parenting among basic school stage pupils of teenagers in
the morning governmental schools in Sulaimani Governorate.
3. Identifying the extent of contribution of each style of parenting in evoking hyperactivity
disorder in basic school stage pupils of teenagers in the morning governmental schools in Sulaimani
Governorate.
The results indicated that prevalent rate of hyperactivity was (18%) according to a parent’s
questionnaire (male of 10% and female of 8%). Whereas according to a teachers’ questionnaire it
was (19%) (male of 13% and female of 6%), and parents’ using of positive styles in treating their
children like involvement and positive parenting more than using negative styles like poor
monitoring, inconsistency, and corporal punishment. Both poor monitoring and corporal
punishment interpreted (3.7%) of the variance in the degrees of hyperactivity (parent’s
questionnaire), and poor monitoring was a better predictor than the other, which interpreted (2.6%)
of the variance in the degrees of hyperactivity, while corporal punishment interpreted only (1.1%).
In teachers’ questionnaire, poor monitoring was the only predictor among the rest of the styles
which interpreted (4.5%) of the variance in the degrees of hyperactivity disorder.

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  • Published at20 January 2019

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