Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Marsha Rehm, Florida State University, College of Human Sciences, Dept. of Family and Child Sciences. Title and description from dissertation home page (viewed June 20, 2006). Document formatted into pages; contains x, 111 pages. Includes bibliographical references.

Thesis (D. Min.)--Concordia Theological Seminary, Ft. Wayne, 1983. / Abstract. Includes bibliographical references (leaves [89]-100).

Thesis (M. Div.)--Grace Theological Seminary, 1985. / Abstract. Includes bibliographical references (leaves 71-76).

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Little research is available in South Africa regarding discipline with young children in families. In order to understand the various influences acting upon discipline within a family, it is important to understand the influences acting upon the family system. The current research proposes to understand parents’ perceptions of disciplining children in the age range of 2 to 5 years, the methods they use and the factors they perceive as influencing their methods of discipline. The proposed study will make use of Bronfenbrenner’s Ecosystemic Theory of Human Development as the guiding theoretical framework in exploring and describing this research area. The study will use semi-structured interviews with parents to obtain qualitative data. The data obtained from the participants will be analysed by using content analysis.

A questionnaire called the Mothers' Questionnaire was constructed for the purpose of measuring mothers' attitudes towards their nursery school aged children. To establish whether there is any relationship between mothers' answers to this questionnaire and the adjustment of their children, a second questionnaire was constructed for the purpose of the measurement of children's adjustment. This questionnaire was to be answered by the nursery school supervisors of the children. The questionnaires were first administered to a group of twenty mothers and to the nursery school supervisors of their children, and then to a group of 124 mothers and the nursery school supervisors of these mothers' children. On the basis of these two administrations three revisions were made of the mothers' questionnaire and one was made of the nursery school supervisors' questionnaire. Each new form was developed through the elimination of those items from the previous form that did not differentiate between high and low scoring subjects. The correlation obtained between mothers' attitude and children's adjustment scores was significant but not high enough to permit prediction from one to the other. During further investigations of the relationship between mothers' attitudes and children's adjustment it was found that mothers of only children have on the average less desirable attitudes than those who have several children. Mothers have generally the best attitudes towards their nursery school aged children when there are older children in the family. This study also indicates that whereas mothers with desirable attitudes towards their children rarely have children who are poorly adjusted in nursery schools, mothers with undesirable attitudes frequently have well adjusted children. There does not seem to be a simple straightforward relationship between mothers' attitudes and children's adjustment. Good mothers have a stronger influence on the adjustment of their children than have mothers with undesirable attitudes. / Arts, Faculty of / Psychology, Department of / Graduate

This study investigated the relationship of personality type and parenting style. Using a sample of convenience, 102 parents (71 female, 31 male) completed three tests: the Myers Briggs Type Indicator which measures personality types, 64 items from the Block Child Rearing Practices Report which measures parental child rearing attitudes and values, and FACES III which measures family functioning. Forty of the 64 items from the Block Child Rearing Practices Report clustered into two homogeneous groups that served as subtests for parenting style. A canonical correlation between four personality type scores (extraversion-introversion, sensing—intuition, thinking—feeling, judging— perceiving) and two parenting style scores (nurturance, restrictiveness) indicated significant relationships between personality and parenting. Parents who were strong on sensing and moderately introverted tended to employ a parenting style that was highly restrictive and moderately nurturant. Parents who were strong on perceiving and moderately extraverted tended to employ a parenting style that was highly nurturing and much less restrictive. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

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