Asia-Pacific International University DETERMINING STRATEGIES USED BY PARENTS IN THAILAND TO DISCIPLINE THEIR TEENAGERS AND YOUNG PEOPLE’S PERSPECTIVES ON PARENTING STYLES A Master thesis Presented in partial fulfillment of the requirements for the degree MASTER OF EDUCATION by Piamporn Yangkullawat May 2018
i DETERMINING STRATEGIES USED BY PARENTS IN THAILAND TO DISCIPLINE THEIR TEENAGERS AND YOUNG PEOPLE’S PERSPECTIVES ON PARENTING STYLES A Master thesis Presented in partial fulfillment of the requirements for the degree MASTER OF EDUCATION By PIAMPORN YANGKULLAWAT APPROVAL BY THE COMMITTEE Oktavian Mantiri, PhD Josephine Esther Katenga, PhD Research Advisor Chair of Master Program Damrong Sattayawaksakul, PhD Naltan Lampadan Panelist Dean, Faculty of Education Surapee Sorajjakool, PhD External Examiner
ii ABSTRACT Master of Education Emphasis in Administration Asia-Pacific International University Faculty of Education TITLE: DETERMINING STRATEGIES USED BY PARENTS IN THAILAND TO DISCIPLINE THEIR TEENAGERS AND YOUNG PEOPLE’S PERSPECTIVES ON PARENTING STYLES Researcher: Piamporn Yangkullawat Research advisor: Oktavian Mantiri Date Completed: May, 2018 The purpose of this descriptive study was to determine strategies used by parents in Thailand to discipline their teenagers and young people’s perspective on parenting styles and disciplines. The 65 middle and high-school students from Adventist International Mission School were recruited by stratified random sampling on October, 2016. Date were collected by using Parental Discipline Strategies Questionnaire. The three parts of questionnaires included sections on demographic data, Parental Discipline Strategies, and Children’s Agreement with the Discipline Strategies. The statistical analysis used were percentage, mean, standard deviation, and Pearson’s Correlation Coefficient. Descriptive statistic was analyzed by the statistic program, Statistical Packages for the Social Sciences (SPSS)
iii From the results of this study it was found that parents in Thailand tend to give consequences to misbehaviors by using physical punishment to the adolescence than taking away their privileges, and withdrawing affection. Parents use the method of giving rewards more than giving praises to their well-behaved children. In addition, parents are most likely to lost communication and slow in getting attention, when the children are older. Differences in sociodemographic such as gender, age, parents’ education background, numbers of siblings, living with relatives, parents’ employment status, and last time misbehavior involvement significantly impacted on the family discipline strategies.
iv TABLE OF CONTENTS ABSTRACT...................................................................................................................ii LIST OF TABLES........................................................................................................vi LIST OF FIGURES .....................................................................................................vii CHAPTER 1. INTRODUCTION .............................................................................................1 Problem Statement ........................................................................................2 Purpose of the study......................................................................................2 Research questions........................................................................................3 Hypothesis.....................................................................................................3 Definition of terms........................................................................................3 2. LITERATURE REVIEW ..................................................................................5 Concept of Discipline....................................................................................5 Parenting Styles and Discipline ....................................................................5 Effective Discipline.......................................................................................7 Ineffective Discipline ....................................................................................8 3. RESEARCH METHODOLOGY.....................................................................11 Orientation Paradigm ..................................................................................11 Development of the Research Design .........................................................12 Population and Sample................................................................................12 Inclusion Criteria ...............................................................................12 Instrumentation ...........................................................................................13 Data Collection............................................................................................14 Data Analysis..............................................................................................15 4. DATA ANALYSIS AND REPORTING OF THE RESULTS .......................16 Demographic Data ......................................................................................17 Descriptive Statistics for Parental Discipline Strategies.............................22 5. DISCUSSION AND CONCLUSION .............................................................28 Discussion of the results and findings.........................................................28
v Relationship between background of the family and parenting discipline strategies...................................................................29 Recommendations.......................................................................................31 Implications for parents.....................................................................31 Implication for teachers.....................................................................31 REFERENCE LIST .....................................................................................................32 APPENDIX..................................................................................................................35
vi LIST OF TABLES 1. Sample by Gender..................................................................................... 17 2. Sample by Age.......................................................................................... 18 3. Educational Background of The Parents................................................... 18 4. Sample by Numbers of Siblings ............................................................... 19 5. Sample of Families Living with Relatives................................................ 20 6. Sample by Employment Status of Mother................................................ 20 7. Sample of Employment Status of Father .................................................. 20 8. Sample by Last Misbehaviors................................................................... 21 9. Mean and Standard Deviation of Demographic Data ............................... 22 10. Rotated Component Matrix....................................................................... 23 11. Reliability Statistics.................................................................................. 24 12. Correlation Between Background of The Families And Discipline Strategies .............................................................................. 26
vii LIST OF FIGURES 1. Conceptual framework.............................................................................. 4
1 CHAPTER 1 INTRODUCTION Many parents are striving to have the right balance of discipline and trying to walk in the line between too much and too little, liberties and limitations, love and harsh punishment, and dependence and freedom. Discipline is not only about punishing. But it’s about teaching children appropriate ways to behave within the limits. Effective discipline approach that parents use when their children are young needs to be adjusted when they are in their teens. When the children were younger, parents usually focused on teaching basic acceptable and inacceptable behaviors. Now the strategies must be changed as they are growing into teenagers. Parents can save much grief when they understand their “teen is an individual who is going through a process of individuation that is unique to him or her” (Jane Nelsen, Ed.D, Lynn Lott, M.A., 2000). Therefore, appropriate limits and boundaries are set up with understanding in some families to help their teenagers learn to be independent, responsible, and have ability to solve problems. Each discipline strategy has a dramatic impact on adolescence’s behavior development which leads to disposition of their adulthood. It also affects relationship between parents and their teenagers. Researchers have identified four basic types of parenting styles: (1.) demanding, limit-setting and monitoring; (2.) warm and responsive involvement; (3.) warm and lenient; and (4.) uninvolved and neglectful (Kopko, 2007), (Baumrind, 1966), (Steinberg, L., Darling, N., Fletcher, A., Brown, B., & Dornbusch, M., 1995). As a result, each approach to discipline is developed
2 from different parenting styles that cause individual parents to behave differently in the same situation. Some parents do not fit into just one category because the parenting styles are not mutually exclusive (Batholomew K., 1990). Sometimes they tend to be demanding on the established rules and other times they may listen to their teens’ ideas and feelings. Fortunately, these parenting skills can be learned and developed. The success of parenting is to have confidence that the children will be ready to become responsible adult. Furthermore, each teens behaves differently as they have gone through different types of parenting styles. The studies have shown that adolescence with neglectful parents was associated with worse substance use outcomes whereas adolescence with limit-setting parents associated with less drinking (Berge, J., Sundell, K., Ojehagen, A., Hakansson, A., 2016). It’s important for parents to understand their individuation and focus on their perceptions. Problem Statement Understanding discipline strategies is still an importance part for parenting the teenagers. They need positive discipline to help them earn self-discipline. There are a lot of research literatures on parenting discipline strategies for teenagers but only a small amount on the perspective of teenagers to those parenting styles. This study will attempt to examine what are common discipline strategies used by parents in Thailand and how the teenagers respond to them. Purpose of the study The overall aim of this research study was to determine strategies used by parents in Thailand to discipline their teenagers and young people’s perspective on
3 parenting styles and disciplines. This study may also make further contributions as follows: To identify the most preferred parenting styles according to the perspective of teenagers To provide useful strategies for teachers to develop classroom discipline for middle and high school students. Research questions What are common discipline strategies used by parents in Thailand? What are young people’s perspectives on parenting styles and discipline strategies? What are the most preferred parenting styles according to the perspective of teenagers? What are useful strategies for teachers to develop classroom discipline for middle and high-school students? Hypothesis There are significant differences in strategies used by parents in Thailand to teenagers’ perspectives on parenting styles. Definition of terms Discipline refers to systematic instruction intended to train a person, sometimes literally called a disciple, in a craft, trade or other activity, or to follow a particular code of conduct or “order”. Often, the phrase “to discipline” carries a negative connotation (Wikipedia, 2014). Middle and high school students refer to the students currently study in grade 7 – 12.
4 Parenting styles refer to the manner in which parents raise their children, include the parents’ levels of expectations, performance demands, attentiveness to rule, etc., as well as the style of discipline that the parent’s utilize to enforce their expectations (Glossary, 1998-2014). People in Thailand refer to the people who grew up and lived with parents in the country of Thailand. Figure 1: Conceptual Framework -Successful & happy -Good social skills -High selfesteem -Responsible -Flexible -Self-regulation -Assertive -Spoilt -Self-centered -Low selfesteem -Low achievement -Aggressive -appeasement -indulgent Acceptance Control Authoritarian Authoritative Uninvolved Permissive -Anxious -Passive -Poor communication skills -Aggressive -Being punished -Obedient -Structure -Low selfesteem -Poor social skills -Behavior problems -Poor academic -Aggressive -Absent -uninterested
5 CHAPTER 2 LITERATURE REVIEW Concept of Discipline Discipline is something we do to help young people learn the accepted and non-accepted behaviors. The best way to help them to have the right attitude and behavior is to help them to understand themselves – what they want and need, and to learn the appropriate ways to meet those needs. Parents can help them by providing extra time, love, and attention, explaining circumstances that they are going through, accepting them as they are, listening to them, helping them to express their feelings and thoughts, and giving support. Effective discipline for teenagers is to aim for more control over them, but not too controlling. The discipline strategies that parents often use when their children are young usually are not applicable when they are in their adolescent age. Middle childhood has been recognized as a vase developmental period as they are mastering new physical and mental skills. As the result, “parents from all backgrounds often grapple with child-rearing issues when their children reach adolescence” (Adkison-Johnson, July 2015). Parenting Styles and Discipline Each parent responds to their teens differently at the same situation. Some may be more lenient while the others are strict to the rules. Some pamper and give everything according to their child’s wishes whereas the other always neglect and distrust their own child. Each family’s household worked differently from each other
6 results in differences in parenting styles. These styles can range from authoritarian (my way is the high way) to uninvolved parenting (Glossary, 1998-2014). Experts have identified four basic types of parenting styles. Some are more effective than others and show far better outcomes for children, especially in their teen-age. These different styles are dependent on background of parents, family culture, and what parents think is best for their child. As a result, each parenting style uses different approach to discipline. The type of discipline, parents use can have a big effect on teen’s development and great impact on relationship between the parents and their child. In Kimberly’s study, “Parenting Styles and Adolescents” identified Diana Baumrind’s four parenting styles based on two aspects of parenting behaviors: control and warmth. “Parental control refers to the degree to which parents manage their children’s behavior – from being very controlling to setting few rules and demands. Parental warmth refers to the degree to which parents are accepting and responsive of their children’s behavior as opposed to being unresponsive and rejecting” (Kopko, 2007). The combination in different ways of these two parenting behavior, causes four primary parenting styles. Four parenting styles are authoritarian, authoritative, permissive, and uninvolved. 1. Authoritarian Parents are highly controlling but display little warmth. The teens are expected to obey the strict rules, without questions, established by their parents (Kopko, 2007). Failure to follow such rules usually results in punishment. According to Baumrind, authoritarian parents “attempt to shape, control, and evaluate the behavior and attitudes of the children in accordance with a set standard of conduct, usually an absolute standard, theologically motivated and formulated by a higher authority” (Baumrind, 1966).
7 2. Authoritative parents are warm but firm. They are willing to listen to and take their teen’s opinions into account. “They encourage their adolescent to be independent while maintaining limits and controls on their actions” (Kopko, 2007). Families carry out this type of discipline by providing choices for their children within a space of limitation, demonstrating kind but firm discipline and focusing on solutions not punishment and rewards (LifeMatters, 1996). 3. Permissive parents are very warm, but understanding. They believe that giving in to their teen’s wishes is the way to demonstrate their love. They also don’t want to disappoint their teens in every way. (Kopko, 2007). “Permissive parents don’t offer much discipline. They tend to be lenient and may only step in when there is a serious problem. There may be few consequences for misbehavior because parents have an attitude of kids will be kids.” (Morin, 2014) 4. Uninvolved parents are not warm and do not place any demands on their teen. They rarely consider their teen’s viewpoints or decisions as they do not want to be bothered (Kopko, 2007). In extreme cases, these parents may even reject or neglect the needs of their child. Uninvolved parents tend to give little nurturing and guidance that a child needs. Effective Discipline How much do parents understand about discipline? According to Hayes’ article, “Discipline isn’t about punishment. It’s about teaching children appropriate ways to behave. For teenagers, discipline is about agreeing on and setting appropriate limits and helping them behave with those limits” (Hayers, 2011). The type of discipline each family use can have a dramatic effect on their child’s development.
8 The discipline strategies can have a big impact on the type of relationship parents have with their child. Ineffective Discipline Many research found that the use of harsh discipline by both parents resulted in greater adolescent depression. This negative relationship between teens and their parents causes them to have lower level of self-esteem. There are some types of discipline that do not seem to be effective with the teens. “A tactic that does not work is broadly called harsh verbal discipline, whether that is shouting, yelling, screaming, swearing, insulting or name-calling. In fact, those parenting actions increase the risk that the adolescent will misbehave and suffer symptoms of depression.” Nanci says (Hellmich, Sep 04, 2013). An article in Parents Matter by Scott and David Clark, states that teens without strong, positive relationships with their parents are unresponsive to attempt at discipline. He also charges that “the prime disciplinary tools for out-of-line teens – grounding, curfews, revocation of car keys and phone privileges” – are not promoting better relationship between teens and their parents (Clark, January 13, 1999). Children’s Perspective on Parenting Styles Much of research is done on the parenting styles and the impact on the children, but little study has been undertaken on children’s view of different types of discipline. Generally, the objectives of the study are to promote and sustain children development which basically focused on parents’ point of view. On the contrary, this current research sought to obtain the perspective of young people in order to have an understanding on their behaviors. Late childhood who are under the strict parenting discipline may become rebellious or dependent. Those who become rebellious focus more on being punished
9 rather than learning the reasons. Teens who are more submissive tend to remain dependent on their parents. An article in Life Matters describes the authoritarian parenting style as a “super strict disciplinarian”. The parents use a punishment and reward system to keep children within their acceptable limits of behavior (LifeMatters, 1996). Parenting that encourages and listens to their teens’ opinions while maintains appropriate limits and provides age-suitable monitoring for the children with warm atmosphere establish a secure foundation and positive attachment relationship. Teenagers with secure attachment relationship acknowledge their parents as highly supportive, comforting and encouraging (Leigh Karavasilis, 2003). Furthermore, these adolescences realize that their viewpoints are valued and know how to negotiate and involve in discussions. Children who receive the authoritative parenting style, perceive their parents as more loving and nourishing than those who were avoidant. Despite a lack of research on the relations between disciplinary styles and perspective of late childhood or adolescence, some studies show that pamper parenting discipline style results in behavioral problems because they are not likely to appreciate the rules. They may also have difficulty with self-control as they have learned that there are few boundaries and very light consequences. Unsurprisingly, negligent parenting style has been link to the poorest outcomes (Leigh Karavasilis, 2003). Teens who receive little family support and parents’ rejection lead to misbehavior. As a result, the children tend to lack of selfesteem and involve in frequent behavior problems. The studies have shown that adolescences with secure self-esteem are positively related to ‘warm but firm’ parental style whereas negatively related to ‘over-control’ parental style (Leigh Karavasilis, 2003). However, fearful-avoidant
10 teens are insecure and positively related to ‘uninvolved’ parental style, conversely, self-centered teens are positively related to ‘pamper’ parental style. Therefore, the research provides preliminary support for the idea that warm and support parental style is positively perceive by teens’ perspective of parental discipline strategies.
11 CHAPTER 3 RESEARCH METHODOLOGY This chapter presents the methodology of the descriptive study in this research. The goals and objectives guiding the study, as stated in Chapter one, introduce the discussion. The research approach and the findings of the study related to the Parental Discipline Strategies Questionnaire, the instrument used, as well as related findings are discussed. Orientation Paradigm The research was conducted according to the quantitative approach. As described in Chapter 1, this quantitative cross-sectional survey research focused on strategies used by parents in Thailand to discipline their teenagers and young people’s perspective on parenting styles and disciplines. The design was used for studying strategies used by parents in Thailand to discipline their teenagers and young people’s perspectives on parenting styles in the sample of teenagers in high-school. To achieve the above goals, the following objectives were formulated. a.) To set up the problem statement and the purpose of the study. b.) To do a literature study in order to gain further insight on the topic of discipline strategies used by the parents to their teenage, with a specific focused on effective disciplinary practices and ineffective disciplinary practices.
12 c.) To use a questionnaire, given to high-school students at Adventist International Mission School (AIMS), to identify what types of discipline strategies the teenagers received and how they felt about them. d.) To provide analyze and report results from the completed questionnaire. e.) To provide conclusion and discussion of the results. Development of the Research Design This research was conducted utilizing a survey design based on quantitative methods. Population and Sample The sample population who completed this research study consisted of 65 (40 male, 25 female) middle and high school students. This stratified random sampling process was utilized to make sure that a proper proportional representation of population subgroups was studied. All participation was anonymous; the participants returned the questionnaires into a basket without being observed. Participation in this research study is also strictly voluntary; the students are not obligated to complete the questionnaires. The students may choose not to answer and put the blank questionnaires in the same basket. Among the whole population, 0 percent of the population refused to participate in this study, all of the population met the inclusion criteria in this study setting Sample Inclusion Criteria Three selection criteria for eligible teenagers as follow: 1. The students are teenagers between 13-19 years old who attend middle and high-schools in Thailand; 2. They were volunteer to participate in this research.
13 3. They were fluently able to speak, read, and write English, as well as understanding Thai language. Instrumentation The researcher adapted the instrument that was developed by a group of researchers that was used in Family Relationship Study. It was designed to measure the discipline strategies that parents used and child’s perspective on the discipline. The questionnaire composed of three sections: A.) Demographic Data Form: was used to collect data regarding gender, age, parents’ education background, numbers of siblings, living with relatives, parents’ employment status, and misbehavior involvement. These date were used to describe characteristic of the study participants. B.) Parental Discipline Strategies Questionnaire: consists of 23 statements. It’s used to measure 8 subscales which are loss of privilege, dealing with consequences, physical punishment, affection-withdrawal, communication, getting attention, praise, and rewarding system.. The statements were rated on 5-point, ranging from 1 = never, 2 = sometimes, 3 = often, 4 = usually, 5 = always. C.) Children’s Agreement with the Discipline Strategies: consists of 23 statements which go along with section B. It’s used to measure 8 subscales which are loss of privilege, dealing with consequences, physical punishment, affectionwithdrawal, communication, getting attention, praise, and rewarding system. The statements were also rated on 5-point, ranging from 1 = never, 2 = sometimes, 3 = often, 4 = usually, 5 = always. The translation process was carried out with the investigator’s fully awareness of the complexity of the translation that might pose a threat to validity and reliability of the data. The researcher was the only person who translated the questionnaire
14 throughout the study. To ensure the accuracy of the translated items, a retired professor from Mahidol University, who has been translating several books, was invited to validate the accuracy of the translated items. The validation was conducted by back-translating Thai version of the items into English language, comparing the back-translated version with the original. Data Collection The data contained within this research study was collected using the Parental Discipline Strategies Questionnaire. The survey was administered at Adventist International Mission School (AIMS) on October, 2016 which fell on the second quarter of school year. Permission was requested and received from the school to conduct the research there. The questionnaire was expected to take participants approximately 20 minutes to complete. Most of the participants completed the questionnaire within the expected time. The participants were not notified of the survey dates. The students from grade seven to twelve were identified by the researcher to fit the sample as all of them were in their teenage years. Though the participants were the students in the Thai class of the researcher, they were not obligated to complete the questionnaires. The researcher let the participants used some time of the Thai class to do the questionnaire. The researcher explained to the participants the purpose and the importance of their participation in their study. In addition, the researcher assured the participants of the confidentiality of their response and that their response would be used only for research purpose. Due to the relationship between the teacher and the students, the participants asked questions that they did not understand from the questionnaire. All participants were Thai, though they were in the international
15 school, some of them do not understand the questions clear enough due to language boundary, the researcher as their teacher explained to them. Data Analysis After receiving the questionnaires, descriptive statistic in the form of frequency, percentage (%), mean and standard deviation (S.D) was used to analyze the data on the characteristics of participants, which are gender, age, parents’ education background, numbers of siblings, living with relatives, parents’ employment status, and misbehavior involvement. Descriptive statistic was analyzed by the statistic program, Statistical Packages for the Social Sciences (SPSS) The relationship between discipline strategies used by parents in Thailand and young people’s perspectives on parenting styles was analyzed using Pearson’s Correlation.
16 CHAPTER 4 DATA ANALYSIS AND REPORTING OF THE RESULTS The Parents’ Discipline Strategies Questionnaire consisted of three sections. The first part (part A) contained questions intended to produce demographic data of the students participating in the questionnaire. The second part (part B) of the questionnaire asked questions on how parents take the actions to correct misbehavior. The third part (part C) asked questions on the agreement with the actions the students want from their parents. Questions were randomized throughout the questionnaire so as to not follow concurrently under one particular aspect being studied. The population of this study was composed of 65 students in Adventist International Mission School. These students were from grade seven to twelve. The population’s nationality is Thai. The students who participated in this questionnaire is strictly voluntary. They may refuse to participate or choose to stop in participating at any point, without fear of penalty or negative consequences of any kind. The responses will be held in strict confidence. The quantitative nature of study is used to perform statistical analyses by the statistical program SPSS. Descriptive Statistics were used to analyze and interpret the research results. The parental discipline strategies were described using descriptive statistics such as frequencies, means, standard deviations and minimum and maximum values for discipline strategies. The mean provided the central tendency for each area studied, while the standard deviations offered an available definition to explain potential variations for each distribution.
17 Demographic Data The Parent’s Discipline Strategies Questionnaire included questions about gender, age, education background of the students’ parents, numbers of their sibling, living with relatives, employment status of their parents and last time of involvement in misbehavior. Tables 1 through 9 show the results. The first question inquired about the gender of each participant. Forty students representing 61.5% of the population were male whereas twenty-five students, representing 38.5% of the population were female. (see Table 1) Table 1 Sample by Gender Frequency % Valid % Cumulative % Valid Male 40 61.5 61.5 61.5 Female 25 38.5 38.5 100.0 Total 65 100.0 100.0 The next question asked about the participants’ age. Fifty-five participants, representing 84.6% of responding students were in age range between thirteen to sixteen whereas only ten participants, representing 15.4% of responding students were in age range between seventeen to nineteen. (see Table 2) The questionnaire asked the students to indicate their education background of their parents. The majority of the students (23 students) indicated that their parents had bachelor degree which forms 35.4% of the students, while nineteen parents (29.2%) had master degree and ten parents (15.4%) were undergraduate. Only four
18 Table 2 Sample by Age Frequency % Valid % Cumulative % Valid 13-16 55 84.6 84.6 84.6 17-19 10 15.4 15.4 100.0 Total 65 100.0 100.0 parents (6.2%) had doctoral degree. There were also nine students who did not indicate their parents’ education background which form 13.8% (see Table 3) Table 3 Sample By Educational Background Of The Parents Frequency % Valid % Cumulative % Valid Undergraduate 10 15.4 17.9 17.9 Bachelor 23 35.4 41.1 58.9 Master 19 29.2 33.9 92.9 Doctoral 4 6.2 7.1 100.0 Total 56 86.2 100.0 Missing System 9 13.8 Total 65 100.0 The participants were asked to identify the number of their siblings to see whether the numbers of the siblings would affect parents discipline strategies. Thirtyeight participants out of sixty-five respondents (58.5%) had only one sibling, fifteen participants (23.1%) had two siblings, five participants (7.7%) had three siblings, and only one participant (1.5%) had five siblings. There were four participants (6.2%) had no siblings and two participants (3.1%) did not identify the number of their siblings. (see Table 4) The next question inquired about whether the participants live with any relatives other than their parents and siblings. Most of the students (66.2%) did not
19 Table 4 Sample by numbers of Siblings Frequency % Valid % Cumulative % Valid 1 38 58.5 60.3 60.3 2 15 23.1 23.8 84.1 3 5 7.7 7.9 92.1 5 1 1.5 1.6 93.7 None 4 6.2 6.3 100.0 Total 63 96.9 100.0 Missing System 2 3.1 Total 65 100.0 have any relatives living with them. There were seven students, representing10.8% of all participants live with their mother’s parents, and the same number of students lives with aunts, uncles and cousins. Only one student, representing 1.5% of all participants lives with their father’s parents. (see Table 5) The next questionnaire asked the students to classify the employment status of their mothers. Forty-three students, representing 66.2% of the population, had mothers who had full-time work which is the majority. Five students, representing 7.7% of the population, had mothers who had part-time work. Fifteen students, representing 23.1% of the population, had full-time mothers. And only one student, representing 1.5% had an unemployed mother. (see Table 6) The participants were asked to describe the employment status of their fathers. Most of these are full-time worker (73.8%, n = 48) Some fathers had part-time job, were full-time father, were students and retired. (see Table 7) The last question in the demographic section of the questionnaire asked when the last time participant involved in any form of misbehavior. Twenty participants, representing 30.8% of all respondents, misbehaved last month, nineteen participants
20 Table 5 Sample of Families Living with Relatives Frequency % Valid % Cumulative % Valid No 43 66.2 66.2 66.2 Yes, with Mother's Parents 7 10.8 10.8 76.9 Yes, with Father's Parents 1 1.5 1.5 78.5 Yes, with Aunt Uncles Cousins 7 10.8 10.8 89.2 Others 7 10.8 10.8 100.0 Total 65 100.0 100.0 Table 6 Sample by Employment Status of Mother Frequency % Valid % Cumulative % Valid Full-time Work 43 66.2 67.2 67.2 Part-time Work 5 7.7 7.8 75.0 Full-time Mother 15 23.1 23.4 98.4 Unemployed 1 1.5 1.6 100.0 Total 64 98.5 100.0 Missing System 1 1.5 Total 65 100.0 Table 7 Sample by Employment Status of Father Frequency % Valid % Cumulative % Valid Full-time Work 48 73.8 76.2 76.2 Part-time Work 7 10.8 11.1 87.3 Full-time Father 5 7.7 7.9 95.2 Student 1 1.5 1.6 96.8 Retired 2 3.1 3.2 100.0 Total 63 96.9 100.0 Missing System 2 3.1 Total 65 100.0
21 (29.2%) misbehaved within last week, eleven participants (16.9%) misbehaved yesterday and two days ago, while three participants (4.6%) never misbehaved. (see Table 8) The demographic data may be summarized as follow: 65 students responded to the Parental Discipline Strategies Questionnaire, out of the total number of 65 respondents 40 (61.5%) were male and 25 (38.5%) were female with the mean age range being 13 – 16 years. The highest number of respondents (35.4%) had parents with bachelor degree and had only one sibling (58.5%), the majority of respondents (66.2%) did not have any relatives living with them, out of 65 respondents 43 (66.2%) had mothers with full-time job and 48 (73.8%) respondents had father with full-time job. In addition, the majority of participants (30.8%) involved in some forms of misbehavior within last month. (see Table 9) Table 8 Sample by Last Misbehavior Frequency % Valid % Cumulative % Valid Yesterday 11 16.9 17.2 17.2 Two days ago 11 16.9 17.2 34.4 Last Week 19 29.2 29.7 64.1 Last Month 20 30.8 31.3 95.3 Never 3 4.6 4.7 100.0 Total 64 98.5 100.0 Missing System 1 1.5 Total 65 100.0
22 Table 9 Mean and Standard Deviation of Demographic Data Gender Age Ed Back Parents Siblings Live with Relatives Mother Employ Father Employ Last Misbehavior N Valid 65 65 56 63 65 64 63 Missing 0 0 9 2 0 1 2 Mean 1.3846 1.1538 2.3036 1.7778 2.0000 1.5938 1.4921 2.8906 Median 1.0000 1.0000 2.0000 1.0000 1.0000 1.0000 1.0000 3.0000 Mode 1.00 1.00 2.00 1.00 1.00 1.00 1.00 4.00 Std. Deviation .49029 .36361 .85109 1.34937 1.69558 .90359 1.11981 1.16996 Variance .240 .132 .724 1.821 2.875 .816 1.254 1.369 Skewness .486 1.964 .096 2.210 1.528 1.043 2.832 -.272 Std. Error of Skewness .297 .297 .319 .302 .297 .299 .302 .299 Kurtosis -1.821 1.917 -.594 4.375 .899 -.590 8.222 -.938 Std. Error of Kurtosis .586 .586 .628 .595 .586 .590 .595 .590 Range 1.00 1.00 3.00 5.00 5.00 3.00 5.00 4.00 Minimum 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 Maximum 2.00 2.00 4.00 6.00 6.00 4.00 6.00 5.00 Sum 90.00 75.00 129.00 112.00 130.00 102.00 94.00 185.00 Descriptive Statistics for Parental Discipline Strategies This section summarizes the responses to the items used to measure the discipline strategies that parents used with their teenage children, including: loss of privilege, dealing with consequences, physical punishment, affection-withdrawal, communication, getting attention, praise, and rewarding system. The items were measured on a five-point Likert scale, where 1 = never, 2 = sometimes, 3 = often, 4 = usually and 5 = always.
23 The questions relating to each dimension were questions 20, 21, 2 and 19 for loss of privilege, questions 23, 3, 17, 15 and 16 for dealing with consequences, questions 9 and 12 for physical punishment, questions 6, 11 and 18 for affectionThe questions relating to each dimension were questions 20, 21, 2 and 19 for loss of privilege, questions 23, 3, 17, 15 and 16 for dealing with consequences, questions 9 and 12 for physical punishment, questions 6, 11 and 18 for affectionwithdrawal, questions 7, 22 and 1 for communication, questions 8, 5, 14 and 4 for getting attention, question 10 for praising, question 13 for rewarding. Table 10 provides the rotated factor analysis used to measure the discipline strategies used by parents with their teenage children. For the reliability analysis, the results from the full study were quite good. The reliability for the Total Discipline Scale (Tdiscipline) α = .784, indicating a high reliability. (see Table 11) Table 10 Rotated Component Matrixa Component 1 2 3 4 5 6 7 8 B20 .877 .038 .197 .038 .043 .033 -.036 -.001 B21 .787 .200 .008 -.155 .122 -.155 .073 -.095 B2 .559 .118 -.032 .508 .069 -.032 .362 .197 B19 .471 .023 .055 .347 .339 .163 .079 .344 B23 .092 .737 .250 .239 -.068 .014 .013 -.019 B3 .176 .649 -.153 .213 -.152 -.188 .207 -.206 B17 .001 .615 .309 .019 .070 -.163 -.323 .350 B15 .094 .561 -.295 -.304 .307 .275 .060 -.021 B16 .076 .540 .374 .266 -.238 .401 -.136 .126 B9 -.028 .055 .863 .106 .100 -.016 .100 -.055
24 Table 10, continued Component 1 2 3 4 5 6 7 8 B12 .362 .153 .742 .069 .030 .163 -.028 -.034 B6 .194 .090 .302 .616 .166 -.105 -.090 .003 B11 -.160 .052 .104 .586 -.030 .046 .008 .075 B18 .076 .197 -.099 .575 .141 .149 -.044 -.196 B7 -.051 -.101 .087 .101 .827 .286 .052 .068 B22 .372 -.027 .148 .047 .643 -.213 -.117 -.324 B1 .320 .004 -.060 .134 .598 -.074 .409 .106 B8 -.102 .037 -.001 -.009 .144 .809 -.037 .052 B5 -.007 -.009 .311 .289 -.005 .528 .330 .059 B14 .005 .183 .275 .184 .350 -.499 .477 -.042 B4 .292 -.208 .306 .313 .081 .412 .156 -.321 B10 .050 -.025 .037 -.118 .058 .058 .874 .005 B13 .016 -.026 -.064 -.006 -.012 .061 .025 .866 Note. Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization. Rotation converged in 10 iterations. Table 11 Reliability Statistics Cronbach's Alpha N of Items .784 22 Table 12 presents the correlation matrix depicting the association between the dependent variables: loss of privilege, dealing with consequences, physical punishment, affection-withdrawal, communication, getting attention, praise and rewarding system, and demographic variables: gender, age, parent’s education, numbers of sibling, living with relatives, employment status of mother, employment status of father and involvement in misbehavior, using the Pearson’s correlation coefficient (two-tailed test at the .05 significance levels).
25 When considered in each dimension, it was found that Pearson’s correlation between parent’s education and praise is .35 means it is statistically significant correlation. (r = .35; p-value = .05, α = 0.01) which is significant at 99% is confident level. As well as, there is a statistically significant correlation between number of siblings and rewarding system. (r = .27; p-value = 0.05 α = .035) which is significant at 95% is confident level. When consider each dimension, the result showed that the employment status of father had statistically significant relationship with affection-withdraw. (r = -.31; pvalue = .05, α = .014) which is significant at 95% is confident level. The result also showed that the numbers of involvement in misbehavior had a statistically significant relationship with loss of privilege, affection-withdrawal and communication. (r = -.31; p-value = .05, α = .012, r = -.26; p-value = .05, α = .04, r = - .54; p-value = .05, α = 0 respectively) which is significant at 95% accept for communication is at 99% is confident level. Table 12 described that the age of children were positively correlated with deal with consequences, physical punishment, and rewarding (r = .055, P < .05, r = .073, P < .05, r = .008, P < .05) but negatively correlated with loss privilege, affection withdrawal, communication, getting attention, and praise (r = -.420, P < .05, r = -.132, P < .05, r = -.332, P < .05, r = -.224, P < .05, r = -.087, P < .05). Education background of parents was positively correlated with loss privilege, physical punishment, affection withdrawal, communication, and praise (r = .098, P < .05, r = .043 p < .05, r = .049, P < .05, r = .147, P < .05, r = .348, P < .05) but negatively correlated with deal with consequences, and getting attention (r = -.127, P < .05, r = .098, P < .05). Numbers of siblings positively correlated with praise and rewarding ( r = .143, P < .05, r = .266, P < .05) whereas negatively correlated with loss privilege,
26 Table 12 Correlation between background of the families and discipline strategies Loss Privilege Deal Consequences Phys. Punishment Affection withdrawal Comm. Get Attention Praise Rewarding Gender Pearson Correlation -.104 -.209 -.099 -.128 .000 -.213 -.171 -.023 Sig. (2-tail) .411 .094 .431 .309 .998 .088 .174 .856 N 65 65 65 65 65 65 64 65 Age Pearson Correlation -.420** .055 .073 -.132 -.332** -.224 -.067 .008 Sig. (2-tail) .000 .664 .563 .295 .007 .072 .595 .951 N 65 65 65 65 65 65 65 65 Educational Background of Parents Pearson Correlation .098 -.127 .043 .049 .147 -.098 .348** -.022 Sig. (2-tail) .474 .351 .754 .720 .279 .471 .009 .873 N 56 56 56 56 56 56 56 56 Siblings Pearson Correlation -.050 -.133 -.074 -.136 -.232 -.222 .143 .266* Sig. (2-tail) .695 .298 .565 .287 .067 .080 .264 .035 N 63 63 63 63 63 63 63 63 Living with relatives Pearson Correlation .035 -.115 .155 -.212 -.007 .004 .060 -.014 Sig. (2-tail) .783 .360 .217 .090 .954 .975 .634 .909 N 65 65 65 65 65 65 65 65 Mother Employed Pearson Correlation -.020 -.011 .084 -.028 .027 -.124 .047 -.145 Sig. (2-tail) .876 .930 .509 .828 .832 .328 .714 .253 N 64 64 64 64 65 64 64 64 Father Employed Pearson Correlation -.216 -.132 -.038 -.310* -.208 -.042 -.077 -.207 Sig. (2-tail) .089 .304 .768 .014 .103 .746 .549 .104 N 63 63 63 63 63 63 63 63 Last Misbehavior Pearson Correlation -.311 -.028 -.058 -.259* -.536** -.081 -.025 .092 Sig. (2-tail) .012 .828 .647 .039 000 .523 .845 .471 N 64 64 64 64 64 64 64 64 * Correlation is significant at the 0.05 level (2-talied); ** Correlation is significant at the 0.01 level (2-tailed).
27 deal with consequences, physical punishment, affection withdrawal, communication, and getting attention ( r = -.050, P < .05, r = -.133 P <.05, r = -.074, P < .05, r = -.136, P < .05, r = -.232, P < .05, r = -.222, P < .05). Living with relatives were positively correlated with loss privilege, physical punishment, getting attention, and praise ( r = .035, P < .05, r = .155, P < .05, r = .004, P < .05, r = .060, P < .05) but negatively correlated with deal with consequence, affection withdrawal, communication, and rewarding ( r = -.115, P < .05, r = -.212, P < .05, r = -.007, P < .05, r = -.014, P < .05). Involvement of misbehaviors was only positively correlated with rewarding (r = .092, P < .05) but negatively correlated with loss privilege, deal with consequence, physical punishment, affection withdrawal, communication, getting attention, and praise ( r = - .311, P <.05, r = -.028, P < .05, r = -.058, P < .05, r = -.259, P < .05, r = -.536, P < .05, r = .081, P < .05, r = -.025, P < .05). All the relationship were weak both in positive and negative correlation. Therefore, there is not enough evidence to say that there is a relationship between two variables.
28 CHAPTER 5 DISCUSSION AND CONCLUSION The study of parenting discipline strategies and teenagers’ perspective on parenting styles and disciplines was conducted among teenagers who lived in Thailand. Data was collected from 65 middle and high school students at Adventist International Mission School. Research results can be discussed as follows: 1. Parenting discipline strategies; 2. Teenagers’ perspective on parenting styles; 3. Relationship between parenting discipline strategies and teenagers’ perspective on parenting styles. Discussion of the results and findings In total, 65 questionnaire surveys were distributed to the students. A sample population was collected during October 2016. After the data gathering process had been completed, the quantitative data was analyzed by SPSS through application of Descriptive, as well as Pearson’s Correlation Coefficients. The study found that Pearson’s correlation between parent’s education and praise is .35 and it is statistically significant correlation (r = .35; p-value = .05, α = 0.01) means that parents with higher education background are more likely to use praising method, which is to praise the children when they stop bad behavior, than the parents with lower education background. According to the Pearson’s correlation between number of siblings and rewarding system, the result showed that there is a statistically significant at 95% (r = .27; p-
29 value = 0.05 α = .035) means the higher numbers of siblings in a family, the higher rewarding system. Parents with many children tend to give their teenagers money or other things for finally stopping bad behaviors or for behaving well than the parents with small amount of children. The study also found that the involvement in misbehavior had a statistically significant relationship with loss of privilege, affection-withdrawal and communication. (r = -.31; p-value = .05, α = .012, r = -.26; p-value = .05, α = .04, r = - .54; p-value = .05, α = 0 respectively) which is significant at 95% accept for communication is at 99% is confident level means the teenagers with less misbehaviors, their last time involved in misbehavior such as disobedience, fight with siblings, lying, arguing and, etc. was last month or never, have the lower rate of loss of privilege, affection-withdrawal and communication from parents in the way to make the child feel guilty and apologized. Relationship between background of the family and parenting discipline strategies The results showed positive relationship between age of children and deal with consequences, physical punishment, and rewarding, but negatively correlated with loss privilege, affection withdrawal, communication, getting attention, and praise. On the other hands, parents tend to give consequences by using physical punishment and rewarding to the adolescence than taking away their privileges, withdrawing affection, giving praises. Parents are most likely to have less communication and getting attention when their children are older. Considering relationship between education background of parents and the dependent variables, the education background of parents positively correlated with loss privilege, physical punishment, affection withdrawal, communication, and praise
30 but negatively correlated with deal with consequences, and getting attention. In other words, parents with higher education use discipline strategies such as taking away privilege, giving physical punishment, withdrawing affection, promoting communication and giving praises whereas parents with lower education use strategies of dealing with consequences and getting their attention. It can be seen from the results that numbers of siblings was positively correlated with praise and rewarding whereas negatively correlated with loss privilege, deal with consequences, physical punishment, affection withdrawal, communication, and getting attention. This can be explained that families with higher numbers of children use method of praising and rewarding with their children. However, families with one or two children usually discipline their children by taking away their privileges, showing consequences, giving physical punishment, withdrawing affection, having more communication and getting more attention from their children. It was found that living with relatives was positively correlated with loss privilege, physical punishment, getting attention, and praise but negatively correlated with deal with consequence, affection withdrawal, communication, and rewarding. Those teenagers who live with their relatives such as grand-parents, aunts or uncles, receive loss privilege, physical punishment, getting attention, and praises as their discipline methods. The analytical results show that Involvement of misbehaviors was only positively correlated with rewarding but negatively correlated with loss privilege, deal with consequence, physical punishment, affection withdrawal, communication, getting attention, and praise. It means that if parents using rewarding system as their
31 discipline strategies, their teenagers most likely tend to involve in misbehaviors. However, other strategies help children stop their misbehaviors more effectively. Recommendations Based on the results of this study, the researcher has the following recommendations: Implications for parents Parents should consider the importance of these factors and keep them in mind when caring of their children. There should be a focus of finding ways to increase wellbeing in families, especially in those families with high level of misbehaviors. Intervention for those parents should be developed. Age, education background of parents, numbers of siblings, living with relatives are factors that influence misbehaviors which has been emphasized in this study. It is important for parents to concern this in promoting family well-being. Implication for teachers The results of this study can be applied to discipline strategies of public and private schools throughout Thailand. It will help to create awareness in dealing with misbehavior students. This study can be a guideline for students’ perspectives on each discipline style. Moreover it also provides useful strategies for teachers to develop classroom discipline for middle and high school students.
32 REFERENCE LIST Adkison-Johnson, C. (July 2015). Child discipline and African American parents with adolescent children: A psychoeducational approach to clinical mental health counseling. Journal of Mental Health Counseling, 221. Angela Oswalt, M. e. (n.d.). Parenting Teens: Discipline, Love, Rules & Expectations. Retrieved from sevencountries: http://www.sevencounties.org/poc/view_ doc.php?type=doc&id=45539&cn=1342 Batholomew K. (1990). Avoidance of intimacy: An attachment perspective. Journal of Social and Personal Relationships, 147. Baumrind, D. (1966). Effects of Authoritative Parental Control on Child Behavior. In Child Development (pp. 887-907). Berge, J., Sundell, K., Ojehagen, A., Hakansson, A. (2016). Role of parenting styles in adolescent substance use: Results from a Swedish longitudinal cohort study. BMJ Open. Clark, D. A. (January 13, 1999). Christian Science Monitor. Parents Matter, 91 (33). Glossary, P. (1998-2014). Parenting styles. Retrieved from alleydog: http://www.alleydog.com/glossary/definition.php?term=Parenting%20Styles Hayers. (2011). Discipline Strategies for Teenagers. Retrieved from Raising Children: http://raisingchildren.net.au/articles/discipline_teenagers.html
33 Hellmich, N. (Sep 04, 2013). Screaming at Teens Probably will Backfire. USA TODAY. Jane Nelsen, Ed.D, Lynn Lott, M.A. (2000). Positive Discipline for Teenagers: Empowering your teen and yourself through kind and firm parenting. New York: Three River Press. Kopko, K. (2007). Parenting Styles and Adolescents. 1-6. Leigh Karavasilis, A. B. (2003). Association between parenting style and attachment to mother in middle childhood and adolescene. Internation journal of Behavioral Development, 154. LifeMatters. (1996). Parenting and Discipline. Retrieved from Life Matters: http://www.lifematters.com/parenting_and_discipline.asp Limited, R. C. (2006-2014). Discipline strategies for teenagers. Retrieved from raisingchildren: http://raisingchildren.net.au/articles/discipline_teenagers.html Morin, A. (2014). 4 Types of Parenting Stlyes. Retrieved from About Parenting: http://discipline.about.com/od/typesofdiscipline/a/Types-Of-DisciplineStrategies-And-Parenting-Styles.htm Morin, A. (2014). Teen behavior: What's normal and what isn't? Retrieved from Parentingteens: http://parentingteens.about.com/od/behavioranddiscipline/ fl/Teen-Behavior-Whatrsquos-Normal-and-What-Isnrsquot.htm Morin, A. (2014). Teen behavior: What's Normal and What Isn't? Retrieved from Parenting Teens: http://parentingteens.about.com/od/behavioranddiscipline /fl/Teen-Behavior-Whatrsquos-Normal-and-What-Isnrsquot.htm
34 Steinberg, L., Darling, N., Fletcher, A., Brown, B., & Dornbusch, M. (1995). Authoritative parenting and adolescent adjestment: An ecological journey. Examining lives in context: Perspectives on the ecology of human development, 423-466. Wikipedia. (2014, December 9). Wikipedia, the free encyclopedia. Retrieved from Wikipedia: http://en.wikipedia.org/wiki/Discipline
35 APPENDIX Discipline Strategies Questionnaire Instruction: This questionnaire consists of three sections, A, B, and C. Please respond to the items in ALL the three sections. A. Background: Please check the box next to the item that best applies to you. 1. Gender Male Female 2. Age 13-16 17-19 3. Education background of your parents Undergraduate Bachelor’s Degree Master’s Degree Doctoral Degree 4. How many siblings do you have? None 1 2 3 4 5 5. Other than your parents and siblings, do any relatives live with you? Yes If yes, which relatives? Mother’s parents No Father’s parents Your aunts, uncles, cousins Spouse and children of your older sibling 6. What is the employment status of your parents? Mother Father Mother Father Full-time paid work Unemployed and looking for work Part-time paid work Student Full-time parent Retired 7. When was the last time you involved in any form of misbehavior such as disobedience, fight with siblings, lying, arguing etc. Yesterday Two days ago Last week Last month Never B. What do your parents do to correct misbehavior? Instruction: For each statement, circle the number that best describes how frequently your parents take the described action to correct misbehavior. Items 5 Always 4 Usually 3 Often 2 Sometimes 1 Never 1. How often did your parents explain the rules to you to try to prevent you from repeating misbehavior? 5 4 3 2 1
36 2. How often did your parents take away your allowance, toys, or other privileges because of misbehavior? 5 4 3 2 1 3. How often did your parents send you to your room as having “time out”? 5 4 3 2 1 4. How often did your parents shout or yell at you? 5 4 3 2 1 5. How often did your parents shake or grab you to get your attention? 5 4 3 2 1 6. How often did your parents give you something else you might like to do instead of what you were doing wrong? 5 4 3 2 1 7. How often did your parents try to make you feel ashamed or guilty? 5 4 3 2 1 8. How often did your parents deliberately not pay attention when you misbehaved? 5 4 3 2 1 9. How often did your parents spank, slap, smack, or swat you? 5 4 3 2 1 10. How often did your parents praise you for finally stopping bad behavior or for behaving well? 5 4 3 2 1 11. How often did your parents hold back affection by acting cold or not giving hugs or kisses? 5 4 3 2 1 12. How often did your parents tell you that they were watching or checking to see if you did something wrong? 5 4 3 2 1 13. How often did your parents give you money or other things for finally stopping bad behavior or for behaving well? 5 4 3 2 1 14. How often did your parents show or demonstrate to you the right thing to do? 5 4 3 2 1 15. How often did your parents let you misbehave so that you would have to deal with the results? 5 4 3 2 1 16. How often did your parents give you extra chores as a consequence? 5 4 3 2 1 17. How often did your parents make you do something to make up for some misbehavior; for example, pay for a broken window? 5 4 3 2 1 18. When you behaved badly, how often did your parents tell you that you were lazy, sloppy, thoughtless, or some other name like that? 5 4 3 2 1 19. How often did your parents withhold your allowance, toys, or other privileges until you did what they wanted you to do? 5 4 3 2 1 20. How often did your parents check on you to see if you were misbehaving? 5 4 3 2 1 21. How often did your parents check on you so that they could tell you that you were doing a good job? 5 4 3 2 1 22. How often did your parents make you apologize or say you were sorry for misbehavior? 5 4 3 2 1 1. 23. How often did your parents ground you or restrict your activities outside the home because of misbehavior? 5 4 3 2 1 C. Your opinion about discipline Instruction: For each statement, circle the number that best describes your level of agreement with the action you want from your parents. Items 4 Strongly Agree 3 Agree 2 Disagree 1 Strongly Disagree
37 1. Explain the rules to you to try to prevent you from repeating misbehavior 4 3 2 1 2. Take away your allowance, toys, or other privileges because of misbehavior 4 3 2 1 3. Send you to your room as having “time out” 4 3 2 1 4. Shout or yell at you 4 3 2 1 5. Shake or grab you to get your attention 4 3 2 1 6. Give you something else you like to do instead of what you were doing wrong 4 3 2 1 7. Try to make you feel ashamed or guilty 4 3 2 1 8. Deliberately not pay attention when you misbehaved 4 3 2 1 9. Spank, slap, smack, or swat you 4 3 2 1 10. Praise you for finally stopping bad behavior or for behaving well 4 3 2 1 11. Hold back affection by acting cold or not giving hugs or kisses 4 3 2 1 12. Let you know that they are watching or checking to see if you do wrong 4 3 2 1 13. Give you money or other things for finally stopping bad behavior or for behaving well 4 3 2 1 14. Show or demonstrate the right thing to do 4 3 2 1 15. Let you misbehave so that you would have to deal with the results 4 3 2 1 16. Give you extra chores as a consequence 4 3 2 1 17. Make you do something to make up for some misbehavior; for example, pay for a broken window 4 3 2 1 18. When you behaved badly, your parents tell you that you were lazy, sloppy, thoughtless, or some other name like that 4 3 2 1 19. Withhold your allowance or toys until you did what they want you to do 4 3 2 1 20. Check on you to see if you are misbehaving 4 3 2 1 21. Check on you so that they could tell you that you are doing a good job 4 3 2 1 22. Make you apologize or say you were sorry for misbehavior 4 3 2 1 2. 23. Restrict your activities outside the home because of misbehavior 4 3 2 1 Source: http://pubpages.unh.edu/~mas2/International%20Parenting%20Study%20Questionnaire.pdf Researcher: PiampornYangkullawat ([email protected])