PARENTING STYLES, LOCUS OF CONTROL IN RELATION WITH EMOTIONAL INTELLIGENCE AMONG YOUNG ADULTS

Abstract

The objective of the current study was to investigate the relationship between parenting styles, locus of control, and emotional intelligence among young adults. The categorization of parenting styles encompasses authoritative, authoritarian, and permissive approaches. The concept of locus of control can be classified into two distinct categories: internal and external. Emotional intelligence encompasses the ability to recognize, understand, and manage one's own emotions, as well as the ability to notice and influence the emotions of others. The study encompassed a cohort of 120 youthful participants, aged 18 to 25. The study employed a correlational research design, utilizing standardized questionnaires to evaluate parenting styles, locus of control, and emotional intelligence. The results indicated a significant and positive relationship between authoritative parenting style and both locus of control and emotional intelligence. Individuals raised in authoritative environments demonstrated a stronger internal locus of control and heightened emotional intelligence. However, there was no observable connection between authoritarian or permissive parenting styles and locus of control. Authoritarian parenting showed a little negative link with emotional intelligence, while permissive parenting displayed a positive correlation. Moreover, a significant negative relationship was found between locus of control and emotional intelligence, indicating that individuals with a stronger internal locus of control had higher levels of emotional intelligence. The findings suggest that parenting styles, particularly authoritative parenting, strongly influence the development of locus of control and emotional intelligence in young adults. The study deepens our understanding of how parenting practices can influence the emotional and cognitive development of individuals, highlighting the importance of affectionate and supportive parenting behaviours in fostering positive emotional and cognitive outcomes in young adults.