Linguistic and Philosophical Investigations

ISSN: 1841-2394, e-ISSN: 2471-0881

Vol 23 (1), 2024
pp. 2443 - 2458

Perceived Parenting and Its Relationship with Emotional

Independence
1Intisar Hameed Awad, 2Dr. Siham Oraibi Zayed Sadkhan
Email: [email protected]
Assistant Professor:
University of Baghdad / College of Arts / Psychology
Email: [email protected]
Abstract
The current research aims to identify perceived parenting and emotional independence, as well as the
statistically significant differences in perceived parenting and emotional autonomy based on the variables
of gender (males and females) and field of study (scientific and literary). It also examines the correlational
relationship between perceived parenting and emotional independence among students. The sample size
consisted of 500 male and female students from preparatory schools in the city of Diwaniya, selected using
a stratified random sampling method. The researcher used the Baumrind (1991) scale for perceived
parenting and the Parra et al. (2015) scale for emotional independence. After statistically analyzing the data
using SPSS software and employing statistical methods (one-sample t-test, independent two-sample t-test,
and Pearson correlation coefficient), the research reached the following results:
Students are characterized by perceived parenting, but they do not possess emotional independence. There
are statistically significant differences in perceived parenting based on the variables of gender (males and
females), favoring males, and field of study (scientific and literary), favoring the literary field. There are no
differences in emotional independence based on gender (males and females), but there are differences
based on the field of study (scientific and literary), also favoring the literary field. Additionally, there is a
correlational relationship between perceived parenting and emotional independence among preparatory
school students in the city of Diwaniya. In light of these results, several recommendations and proposals
were made.
Keywords: Perceived Parenting, Emotional Independence
Received: 05 May 2024 Revised: 15 June 2024 Accepted:28 June 2024

Chapter One: General Framework of the Research

1. Introduction
Secondary education is a crucial stage in youth development, where individuals undergo complex physical
and psychological transformations. During this period, socialization played a pivotal role in guiding young
people and providing them with the values and principles that helped them solve problems. The positive
relationship between parents and children significantly contributes to enhancing the emotional and
psychological independence of adolescents, enabling them to form their personal identities and manage
their feelings and relationships independently. However, social support remains an essential element, as
adolescents require ongoing guidance and support from family and friends to grow in a healthy and
balanced manner.
2. Research Problem The secondary education stage is one of the most important academic phases
for students, coinciding with early adolescence, during which they experience a state of imbalance and the
emergence of certain behavioral and psychological issues. They transition from childhood to adulthood,

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facing intense conflicts between the opinions and pressures of their peers on one hand and the views and
expectations of their families on the other (Pargament, 1997: p.21). The family environment often
contributes to many adolescent problems due to poor treatment, as it plays the largest role in raising
children. Most adolescent issues can be primarily attributed to family-related causes (such as paternal
harshness and maternal ignorance), the absence of proper guidance, failure in family relationships, lack of
positive role models, and a deficiency in communication. Additionally, children’s awareness that their
parents treat them poorly and incorrectly can lead to deviance, disorder, poor psychological adjustment,
and social isolation (Forgatch, 1989: p.115).
When a student grows and reaches adolescence, they mature physically and behaviorally due to cognitive
and technological developments, as well as changes in social expectations. This necessitates a reliance on
oneself and emotional independence from one's parents, as it is a critical issue related to the personal
adjustment of adolescent students. Psychological independence from parents is a natural part of adolescent
development, as they seek to establish their identities and interact with the world through the experience
of emotional independence. This transition can be challenging for parents, but they must approach it
correctly (Hoffman, 1984: p.170). The research problem lies in answering the following question: What is
the strength and direction of the correlational relationship between perceived parenting and emotional
independence among students?
3. Research Importance
First - Theoretical Importance: This lies in the significance of the topic addressed by the study, as it involves
variables that warrant investigation and research, along with the psychological variables associated with
them. Moreover, it holds psychological, educational, social, and intellectual importance. There is an urgent
need for this research, especially in this era of fierce challenges aimed at questioning established norms
and spreading negative ideas. Additionally, it is important to guide and mentor them while enhancing
their self-confidence and decision-making abilities during this crucial phase of their lives. This highlights
the role of educational institutions and their leaders in nurturing a generation positively, so they can
become the future leaders of the nation. It provides a knowledge base that can assist researchers in
developing effective interventions to address issues. It serves as a reference for researchers by providing
tools to measure the variables studied.
Second - Practical Importance: The results of this study can assist those involved in planning professional
development and training programs in educational institutions by directing programs based on the study's
findings, strengthening positive aspects, addressing negative aspects, and supporting students. It benefits
supervisors and educational counselors by guiding teachers on modern methods to address shortcomings
in their roles related to this area. The measures help identify students who need religious, parental, and
emotional independence support, as well as address the problems they face. This is the first study, to the
researcher’s knowledge, that has investigated the nature of the correlational relationship in Iraqi society,
highlighting an urgent need for further study on the significance of these variables.
4. Research Objectives
The current study aims to identify:
1. Perceived parenting among students.
2. Emotional independence among students.
3. Statistically significant differences in:
A. Perceived parenting.
B. Emotional independence, based on the variables of gender (males and females) and field of study
(scientific and literary).
4. The correlational relationship between perceived parenting and emotional independence among
preparatory school students in Diwaniya Governorate.

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5. Research Limitations
The current study is limited to preparatory school students in the central Diwaniya Governorate, including
both genders (males and females) and fields of study (scientific and literary) for the academic year 2023-
2024.
6. Terminology Identification
(1) Perceived Parenting: Defined by Baumrind (1991) as a complex activity that includes many
specific behaviors that individually and collectively influence child outcomes (Baumrind, 1991: p.62).
(2) Emotional Autonomy: Defined by Parra et al. (2015) as the process of emotional separation or
individuality of the adolescent from the family while maintaining close ties with the parents. It is a
relational process that occurs with the help, encouragement, and support of the parents, ultimately leading
to optimal development (Parra et al., 2015: p.65).
Theoretical Framework and Previous Studies
First: Perceived Parenting
It refers to the correct or incorrect, positive or negative methods and approaches that parents employ with
their children in order to educate and raise them to face various life situations. These methods may be
intentional or unintentional, and they thus shape the children's personalities and direct their behavior
(Ismail & Al-Tamawi, 2020, p.467).
1. Diana Baumrind's Theory (1991):
Baumrind viewed the socialization process as dynamic and specifically hypothesized that the parenting
style does not determine how open children are to their parents' attempts to socialize them. She suggested
that authoritative parenting enhances the value of parental reinforcement and that the clear expression of
desired and prohibited behaviors by reliable parents strengthens children's ability to discern the correct
responses to parental demands, thereby enhancing their cognitive abilities (Darling and Steinberg, 1993:
p.489-491).
It is considered a complex activity that involves many specific behaviors that work individually and
collectively to influence child outcomes. In Baumrind's view, the values and beliefs that parents hold about
their roles as parents and the nature of children help determine the patterns of influence, practices, and
values that occur naturally. This is evident in her description of the authoritative parent: they encourage
verbal give-and-take and share with the child the reasoning behind their policies. They value both
expressive and effective traits, whether it be independent willfulness or disciplined compliance. Thus, they
exercise firm control over points of parental divergence but do not constrain the child with restrictions.
They recognize their own rights as adults while also acknowledging the individual interests and ways of the
child. The authoritative parent affirms the child's current qualities but also sets standards for future
behavior. They use reasoning as well as authority to achieve their goals and do not base their decisions on
group consensus or individual child desires (Baumrind, 1967: p.261).
2. Kerr et al. Model (2012):
This model focuses on reciprocal, bidirectional processes and transactions, recognizing that parenting is a
complex subject requiring a deep understanding of the relationships between parents and their children.
Research indicates that the relationship is an interactive process, where each party influences the other.
Children can significantly affect the behaviors and attitudes of parents, reflecting the dynamic nature of
family relationships. However, many studies in this field use measures that may not accurately capture the
complexities of these relationships. Therefore, it is important to consider how perceptions of parenting and
various family contexts influence research outcomes. This analysis shows that parenting is not merely a
unidirectional process; rather, it is an ongoing and complex exchange of actions and reciprocal influences

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that shape the psychological and social growth and development of children and adolescents (Kerr et al.,
2012: p.1540).
Second: Emotional Autonomy:
Emotional autonomy is the ability of an individual to manage their feelings and emotions, enhancing self-
confidence and the capacity to effectively face challenges. This trait is considered one of the essential
elements of personal and social development, as it helps cultivate a strong and independent personality.
Emotional autonomy encompasses various aspects, such as courage and initiative, which enable individuals
to make difficult decisions and take risks when necessary, as well as patience, which aids in enduring
hardships. Individuals with emotional autonomy demonstrate the ability to remain calm and balanced in
stressful situations, possessing emotional resilience that allows them to adapt to new changes and
challenges.
Society encourages the development of these qualities, as they contribute to building individuals who can
positively contribute to community development and better cope with life's challenges.
1. Hoffman's Theory (1984):
Psychological independence from parents is a crucial step in individual development. Jeffrey Hoffman
indicates that this process goes through four main stages, beginning in childhood and continuing into
adolescence. Functional independence demonstrates an individual's ability to take responsibility and
manage their professional affairs independently. Mental independence involves the individual developing
their own opinions and values, separate from parental influence. Emotional independence reflects the
ability to forgo excessive emotional support from parents, while conflict independence refers to the
individual's liberation from negative feelings associated with their relationship with their parents. This
gradual process reflects personal growth and mental maturity and is an integral part of the transition to
adulthood (Hoffman, 1984: p.170-173).
Parra et al. Theory (2015)
Parra and his colleagues (2015) argue that emotional independence is not a requirement for an adolescent
to become an independent adult. This view aligns with the perspectives of many previous theorists. They
indicated that high levels of emotional independence in their research sample were associated with difficult
and somewhat unloving family relationships, which were unrelated to adaptation and well-being during
early adulthood. What fosters optimal development is independence alongside the establishment of
positive interpersonal connections. Therefore, what boys and girls should achieve during adolescence and
young adulthood is to develop as independent individuals capable of maintaining positive relationships
with others, especially with their parents. On this basis, emotional independence is seen as a process of
emotional separation or individuality from the family while retaining close ties with parents; it is a
relational process that occurs with the help, encouragement, and support of parents, thus leading to optimal
development (Parra et al., 2015: p.65).
Previous Studies
The study by Wolfradt et al. (2003) aimed to identify perceived parenting styles, depersonalization, anxiety,
and coping behaviors. The sample consisted of 276 high school students who were selected randomly. The
Parenting Behavior Assessment Scale by Reitzle et al. (2001) was used, revealing that perceived parental
stress was positively associated with depersonalization and trait anxiety among adolescents. Conversely,
perceived parental warmth was positively related to active coping and negatively related to trait anxiety.
The analysis identified four types of parenting styles: authoritarian, restrictive, permissive, and neglectful.
The group with an authoritarian parenting style showed higher scores in depersonalization and anxiety.
Meanwhile, the groups with formal and permissive parenting styles from both parents had higher scores in
active problem-solving (Wolfradt et al., 2003: p.524-528).

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The study by Ismail and Al-Tamawi (2020) aimed to examine the relationship between parenting styles and
psychological adjustment among adolescent students, using a sample of 100 students. The study found that
the level of psychological adjustment varied according to gender, and the use of negative parenting styles
by both fathers and mothers also differed based on the child’s gender. Additionally, a negative inverse
relationship was found between negative parenting styles and psychological adjustment (Ismail & Al-
Tamawi, 2020, p. 461).
The study by Ryan and Lynch (1989) aimed to examine emotional independence versus separation,
revisiting the fluctuations of adolescence and young adulthood among adolescents in New York. The sample
consisted of 148 high school students, and the Emotional Independence Scale developed by Steinberg and
Silverberg (1986) was used. The results revealed that emotional independence was negatively associated
with the quality of early adolescent reports as perceived by parents and positively associated with
experienced parental rejection. It was inversely related to measures of family cohesion, parental
acceptance, support for independence, and self-perceived love, as well as showing an inverse relationship
between the parental care projection scale and emotional independence (Ryan and Lynch, 1989: p. 340).
The study by Al-Hussaini and Al-Tamimi (2011) aimed to assess independence among middle school female
students, with a sample size of 400 students. The results indicated that the trait of independence was weak
among the middle school female students, as reflected in their scores on the scale (Al-Hussaini & Al-Tamimi,
2011, p. 395).
Chapter Three: Research Procedures
1. Research Community:
The current research community consists of middle school students in the city of Diwaniyah for the
academic year 2023-2024, totaling 11,165 students, with 10,472 in the scientific branch and 693 in the
literary branch.
2. Research Sample:
The sample was selected using stratified random sampling, where 500 male and female students from both
the scientific and literary branches were chosen proportionally from the schools.
3. Research Tools
The researcher adopted, translated, and adapted the Perceived Parenting Scale (1991) by Baumrind, which
consists of 30 items, and the Emotional Autonomy Scale (2015) by Parra et al., which consists of 20 items.
The response options are graded from 4 to 1 for positive items, with the reverse scoring for negative items.
Both scales were presented to a group of specialists in the field of psychology, and all items were approved
with some minor adjustments made.
Validity and Reliability Indicators of the Scales
1. Construct Validity: Construct validity is verified through the extreme groups method and the
correlation between item scores and the total score of the scale.
Statistical Analysis of the Scale Items:
A. Extreme Groups Method (External Consistency):
To analyze the items of the two scales using this method, they were administered to a research sample of
500 students. After arranging the scores in ascending order, 27% from the upper group and 27% from the
lower group were selected, resulting in 135 questionnaires. Using the t-test for independent samples, the
calculated t-value for all items of the Perceived Parenting Scale (30 items) and the Emotional Autonomy
Scale (20 items) was greater than the critical value of 1.96. All items of the scales were significant at the
0.05 level. Tables 1 and 2 illustrate this.

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 Table 1 Discriminatory Power of the Items in the Perceived Parenting Scale Using the Extreme
Groups Method
Item Upper Upper Lower Lower Calculated t- Significance
Group Group Std. Group Group Std. value Level (0.05)
Mean Dev. Mean Dev.

1 3.65 0.615 3.44 0.719 2.639 Significant

2 3.51 0.721 2.59 1.068 8.349 Significant

3 2.92 0.856 1.44 0.797 14.717 Significant

4 3.43 0.824 3.07 1.223 2.859 Significant

5 3.43 0.902 1.73 1.009 14.562 Significant

6 3.16 0.924 1.79 0.923 12.19 Significant

7 3.21 0.829 2.88 1.086 2.771 Significant

8 2.48 1.139 1.26 0.623 10.944 Significant

9 3.03 1.029 1.57 0.943 12.15 Significant

10 2.95 1.148 2.40 1.241 3.767 Significant

11 3.07 1.087 1.44 0.709 14.522 Significant

12 3.05 0.964 1.84 0.845 10.939 Significant

13 3.33 0.810 2.96 1.269 2.915 Significant

14 3.60 0.755 1.88 0.820 17.913 Significant

15 3.16 0.932 1.74 0.906 12.715 Significant

16 3.30 0.890 2.80 1.326 3.611 Significant

17 3.30 0.890 2.99 1.116 2.472 Significant

18 2.85 0.768 1.58 0.988 11.826 Significant

19 2.97 0.801 2.12 0.873 8.356 Significant

20 3.39 0.793 1.63 0.808 18.097 Significant

21 2.78 1.090 1.56 0.944 9.848 Significant

22 2.90 1.014 2.45 1.226 3.3 Significant

23 3.52 0.742 2.59 1.067 8.279 Significant

24 2.87 1.018 1.83 1.156 7.878 Significant

25 3.07 0.821 2.55 1.326 3.864 Significant

26 3.04 1.171 1.96 1.181 7.556 Significant

27 3.31 0.934 1.56 0.895 15.767 Significant

28 2.88 1.276 2.33 1.343 3.485 Significant

29 3.19 0.874 2.24 0.918 8.623 Significant

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 30 2.93 1.134 1.82 1.112 8.127 Significant

Table 2: Discriminatory Power of the Items in the Emotional Autonomy Scale Using the Extreme
Groups Method

Item Upper Upper Lower Lower Calculated t- Significance

Group Group Std. Group Group Std. value Level (0.05)
Mean Dev. Mean Dev.

1 2.92 0.915 1.41 0.614 15.934 Significant

2 2.52 1.057 1.13 0.454 13.992 Significant

3 2.79 1.122 1.39 0.648 12.488 Significant

4 3.52 0.913 1.59 1.010 16.439 Significant

5 2.84 1.043 2.32 1.090 4.050 Significant

6 3.47 0.871 1.52 0.809 19.044 Significant

7 3.21 1.061 1.47 0.791 15.291 Significant

8 2.82 1.132 1.81 0.994 7.600 Significant

9 2.99 1.197 1.61 0.856 10.879 Significant

10 3.19 1.108 2.45 0.998 5.715 Significant

11 3.16 1.094 2.07 1.066 8.337 Significant

12 3.04 1.014 1.76 1.081 10.050 Significant

13 2.74 1.209 1.96 1.078 5.632 Significant

14 3.02 1.054 2.52 0.937 4.149 Significant

15 3.10 1.108 1.96 1.043 8.767 Significant

16 3.51 0.905 2.10 1.060 11.733 Significant

17 3.28 0.959 1.67 0.914 14.159 Significant

18 3.31 0.996 1.80 1.064 12.049 Significant

19 3.62 0.818 2.55 1.098 9.115 Significant

20 3.92 0.324 2.76 1.173 11.031 Significant

8- The critical value at the 0.05 level with 268 degrees of freedom is 1.96.
B. The Relationship Between Item Scores and Total Scores on the Scale (Internal Consistency):
Pearson's correlation coefficient was used to extract the correlation between each item's score and the total
score of the scales, the analysis was conducted on 500 questionnaires. All correlation coefficients were
statistically significant at the 0.05 level with 498 degrees of freedom, as the calculated t-values were greater
than the critical value for the significance of the correlation coefficient (0.098) for both scales. Tables (3)
and (4) illustrate this.

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 Table 3: Correlation Coefficients Between Each Item Score and the Total Score of the Perceived
Parenting Scale

Item Correlation Coefficient Item Correlation Coefficient Item Correlation Coefficient

1 0.287 11 0.555 21 0.475

2 0.335 12 0.430 22 0.253

3 0.527 13 0.225 23 0.371

4 0.302 14 0.567 24 0.447

5 0.514 15 0.514 25 0.249

6 0.508 16 0.237 26 0.368

7 0.271 17 0.265 27 0.574

8 0.497 18 0.438 28 0.339

9 0.512 19 0.403 29 0.410

10 0.213 20 0.593 30 0.389

Table 4: Correlation Coefficients Between Each Item Score and the Total Score of the Emotional
Autonomy Scale

Item Correlation Coefficient Item Correlation Coefficient

1 0.650 11 0.375

2 0.589 12 0.459

3 0.563 13 0.280

4 0.614 14 0.207

5 0.239 15 0.373

6 0.651 16 0.532

7 0.536 17 0.579

8 0.435 18 0.501
9 0.509 19 0.466

10 0.247 20 0.483

2. Reliability
The reliability of the two scales was verified using the following methods:
1. Test-Retest: To calculate the reliability coefficient using this method, the two scales were
administered to a sample of 40 individuals, with a time interval of 14 days between the first and second
applications. Using Pearson's correlation coefficient between the scores of individuals in both applications,
the reliability coefficient was found to be 0.793 for the Perceived Parenting Scale and 0.843 for the
Emotional Autonomy Scale. These values indicate a good level of stability in individuals' responses over
time.

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2. Cronbach's Alpha: The reliability of the Perceived Parenting Scale was assessed using the
Cronbach's Alpha formula, resulting in an overall reliability coefficient of 0.742 for the scale and 0.840 for
the Emotional Autonomy Scale. These coefficients indicate good internal consistency among the items.
Calculation of Total Scores for the Perceived Parenting and Emotional Autonomy Scales:
The Perceived Parenting Scale, in its final form, consists of 30 items. Therefore, the highest possible score
for a respondent is 120, while the lowest score is 30, with a hypothetical mean of 75. Thus, the higher the
respondent's score above the hypothetical mean, the greater the perceived parenting; conversely, a score
below the hypothetical mean indicates lower perceived parenting.
The Emotional Autonomy Scale consists of 20 items, with the highest possible score being 80 and the lowest
being 20, and a hypothetical mean of 50. Consequently, a score above the hypothetical mean indicates
higher emotional autonomy, while a score below the mean suggests lower emotional autonomy.
Final Application:
The researcher applied the two scales in their final form to the study sample from October 1, 2023, to
November 1, 2023.
Statistical Methods:
The researcher utilized the Statistical Package for the Social Sciences (SPSS) to process the data statistically,
employing appropriate statistical methods such as:

• One-sample t-test

• Independent samples t-test

• Pearson correlation coefficient to determine the significance of the correlation coefficient

• Cronbach's Alpha for internal consistency

• Two-way ANOVA

• Z-test
Chapter Four: Presentation and Interpretation of Results
1. Perceived Parenting Among Students: The statistical analyses indicate that the mean score of
the research sample was 80.09, with a standard deviation of 11.005, while the hypothetical mean was 75.
When comparing the mean score of the sample to the hypothetical mean using a one-sample t-test, the
calculated t-value was 10.347, which is greater than the critical t-value of 1.96 at a significance level of 0.05
and with 499 degrees of freedom. This suggests that students in the middle schools of Al-Diwaniyah enjoy
a high level of perceived parenting. Table 5 illustrates this.
Table 5: Significance of the Difference Between the Mean and Hypothetical Scores for the
Perceived Parenting Scale

Sample Mean Standard Hypothetical Degrees Calculated Critical Significance

Size Score Deviation Mean of t-value t-value Level (0.05)
Freedom

500 80.09 11.005 75 499 10.347 1.96 Significant

This can be interpreted according to the adopted theory that individuals perceive their parents' parenting
styles quite well. This perception arises from their openness and readiness to engage with perceived
parenting practices and the developmental outcomes achieved through these practices on the parents'
socialization. Consequently, they understand the methods used by their parents in dealing with their
adolescents. This finding aligns with the study by Al-Bijani (2019), which showed that parenting styles, as

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perceived by children, were rated positively on the Perceived Parenting Scale (Al-Bijani, 2019, p. 1005). In
contrast, it differs from the results of the study by Ismail and Al-Tamawi (2020), which indicated a
discrepancy in how children perceive parenting on the same scale (Ismail and Al-Tamawi, 2020, p. 461).
2. Emotional Autonomy Among Students:
The statistical analyses indicate that the mean score for emotional autonomy among the research sample
was 50.12, with a standard deviation of 10.046. This is higher than the hypothetical mean of 50. When
comparing the sample's mean score to the hypothetical mean using a one-sample t-test, the calculated t-
value was 0.267, which is lower than the critical t-value of 1.96 at a significance level of 0.05 and with 499
degrees of freedom. This suggests that the students do not exhibit significant emotional autonomy. Table 6
illustrates this.
Table (6)
Significance of the Difference Between the Mean and Hypothetical Scores for the Research Sample
on the Emotional Autonomy Scale

Sample Mean Standard Hypothetical Degrees Calculated Critical Significance

Size Score Deviation Mean of t-value t-value Level (0.05)
Freedom

500 50.12 10.046 50 499 0.267 1.96 Not

Significant

The lack of emotional autonomy among students may be attributed to familial upbringing styles and
parental care, particularly in environments characterized by overprotectiveness. Parents may perceive their
children as still needing their guidance, leading to an emphasis on compliance with parental commands.
Additionally, parents might struggle to recognize the developmental changes occurring during adolescence,
often resulting in harsh treatment, which can erode the individual’s self-confidence and reliance on their
abilities.
Furthermore, the broader social and political conditions in the country, along with community pressures,
may contribute to a diminished sense of emotional independence from parents. Adolescents may feel a
pressing need for parental love and support to meet educational demands. This is especially relevant in a
context where private education and tutoring services are expanding, requiring families to invest more
financially, thus impacting adolescents' independence as they depend on their parents to fulfill these needs.
This finding aligns with the results of Parra et al. (2015), which indicated lower emotional autonomy among
their research sample (Parra et al., 2015, p. 65). In contrast, it differs from the study by Nasr and Abu Fakhr
(2004), which found that their research sample demonstrated a sense of independence (Nasr and Abu
Fakhr, 2004, p. 282).
3) Statistical differences in A - perceived parenting, B - emotional autonomy according to the
variables of gender (males, females), and educational track (scientific, literary).
To identify the differences in perceived parenting among middle school students based on gender, the mean
score for male students on the Perceived Parenting Scale was (82.00) with a standard deviation of (10.004),
while the mean score for female students was (78.66) with a standard deviation of (11.513). When
comparing the mean score of males to that of females, it was found that there are statistically significant
differences in perceived parenting in favor of males, as the calculated t-value (3.394) is higher than the
tabulated t-value of (1.96) at a significance level of (0.05) and degrees of freedom (498), indicating
statistical significance.
The differences in perceived parenting based on the field of study (scientific vs. literary) were examined.
The mean score for the scientific field was (79.55) with a standard deviation of (9.707), while the mean

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score for the literary field was (88.03) with a standard deviation of (21.454). When comparing the two
means, it was found that there are statistically significant differences in favor of the literary field, as the
calculated t-value (-4.291) is greater than the tabulated t-value of (1.96) at a significance level of (0.05) and
degrees of freedom (498), indicating statistical significance on the Perceived Parenting Scale. Table (7)
illustrates this.
Table (7) Differences in Perceived Parenting Based on Gender and Field of Study

Variable Specialt Numbe Mea Standard Degrees Calculate Critica Significanc

y r n Deviatio of d t-value l t- e Level
Scor n Freedo value (0.05)
e m

Perceive Males 215 82.0 10.004 3.394 Significant

d 0 for Males
Parentin
Females 285 78.6 11.513
g
6

Scientific 468 79.5 9.707 4.291 Significant

5 for Literary

Literary 32 88.0 21.454

3

This result can be interpreted as indicating that males bear a greater burden of responsibilities assigned by
their parents in daily life compared to females, which makes them more aware of their parents' parenting
styles. This finding aligns with the study by Chan and Chan (2009), which found that males score higher
than females on perceived parenting styles (Chan and Chan, 2009, pp. 437-438). However, it contrasts with
the study by Jaureguizar et al. (2018), which indicated no statistically significant difference between males
and females on the perceived parenting scale (Jaureguizar et al., 2018, p. 5). It also differs from Abbas's
(2005) study, which reported that females had a higher awareness of parental treatment than males (Abbas,
2005, p. 203).
Students in the literary branch scored higher than those in the scientific branch on perceived parenting,
likely due to social upbringing, educational environment, and the literary and educational curricula they
tend to study. These factors contribute to their awareness of parental treatment.
B- Statistical Differences in Emotional Autonomy Based on Gender (Males, Females) and Branch
(Scientific, Literary)
To identify the differences in emotional autonomy among students based on the variable of gender, the
average score for the male sample was calculated at (50.87) with a standard deviation of (8.968), while the
average score for females was (49.56) with a standard deviation of (10.769). Upon comparison, it was found
that there were no significant differences in emotional autonomy. The calculated t-value of (1.442) was
lower than the critical t-value of (1.96) at a significance level of (0.05) with degrees of freedom (498),
indicating that the results were not statistically significant.
Differences by Branch (Scientific - Literary):
To identify the differences in emotional autonomy based on the variable of academic branch, the average
score for the scientific sample was calculated at (49.36) with a standard deviation of (9.604), while the
average score for the literary sample was (61.25) with a standard deviation of (9.916). This indicates
significant differences in emotional autonomy in favor of the literary branch, as the calculated t-value of
(6.762) is higher than the critical t-value of (1.96) at a significance level of (0.05) with degrees of freedom
(498), indicating that the results are statistically significant. Table (8) illustrates this.

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 Table (8) Differences in Emotional Autonomy Based on Gender and Academic Branch

Variable Specializati Numb Mea Standar Degree Calculat Tabulat Significan

on er n d s of ed t- ed t- ce Level
Scor Deviati Freedo value value (0.05)
e on m
Emotion Males 215 50.8 8.968 Not sig.
al 7
Autono 1.442
Females 285 49.5 10.769
my
6

Scientific 468 49.3 9.604 Sig for

6 literary
6.762- branch
Literary 32 61.2 9.916
5

This can be interpreted according to the theoretical framework and the adopted theory, suggesting that the
change and evolution of identity for females in recent years, along with the shift and interchange of roles,
have created a certain degree of equality between males and females in the concept of emotional
independence from parents. This is despite previous literature in Western cultures indicating that some
studies found higher levels of independence in females compared to males, while others suggested the
opposite. This result aligns with the study by Parra et al. (2014), which indicated no statistically significant
differences between males and females in emotional independence (Parra et al., 2015: p.65). However, it
contrasts with the findings of Steinberg and Silverberg (1986), which showed that females have higher
scores than males on the emotional independence scale (Steinberg and Silverberg, 1986: p.849).
Students in the literary branch enjoy a higher level of emotional independence compared to those in the
scientific branch. This may be attributed to childhood experiences and social upbringing, which vary from
individual to individual based on their upbringing system. Some parents encourage their children to be
independent, enabling them to rely on themselves and distinguish between their own directions and those
of their parents, while also working to utilize their personal efforts and liberate themselves from excessive
dependence on their parents. On the other hand, some parents provide excessive protection, dictate the
type of study and profession, and plan their children's future, thereby hindering their independence.
Additionally, academic pressure in the scientific branch significantly affects emotional independence,
causing students to cling to their parents and rely on them to meet their needs and educational expenses,
unlike those in the literary branch. This result contrasts with the study by Al-Husseini and Al-Tamimi
(2011), which indicated no statistically significant differences between the literary and scientific branches
on the independence scale (Al-Husseini and Al-Tamimi, 2011, p.423).
4- Understanding the Correlational Relationship Between Perceived Parenting and Emotional
Independence Among Students
To reveal the correlational relationship between perceived parenting and emotional independence among
middle school students, Pearson correlation coefficient was used. The correlation coefficient between
perceived parenting and emotional independence was found to be (0.343). To test the significance of the
correlation coefficient, the t-test for Pearson correlation was employed, and the calculated t-value for the
correlation coefficient was (8.149), which is higher than the critical t-value of (1.96) at a significance level
of (0.05) with (498) degrees of freedom, as shown in Table (9):

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 Table (9) shows the correlation coefficient and t-value between religious support, perceived
parenting, and emotional independence among students

Sample Variable Calculated t-Value of Correlation Level of

Correlation Significance
Calculated Tabulated
Coefficient
Perceived 8.149 Sig.
0.343 1.96
Parenting

This result can be interpreted as natural, indicating that children’s perception of parenting styles plays a
role in emotional independence. This suggests that middle school students in Diwaniya possess high levels
of psychological and social maturity, a result of encouragement and support from their parents toward their
independence, enabling them to take on future responsibilities. This finding aligns with the study by Chan
and Chan (2009), which reported a strong correlation between perceived parenting and emotional
independence (Chan and Chan, 2009: pp. 438-439). However, it contrasts with the findings of Beyers and
Goossens (1999), which showed no correlation between perceived parenting and emotional independence
(Beyers and Goossens, 1999: pp. 765-766).
Recommendations
Based on the research findings, the researcher recommends the following:
1. Organizing Scientific Seminars and Cultural Conferences: To strengthen the foundations of
perceived parenting and methods for its development, along with the associated psychological benefits for
individuals and society.
2. Conducting Guidance and Awareness Workshops in Schools: To raise awareness about the
importance of developing emotional independence, particularly among adolescents.
3. Utilizing the Research Measures in Future Studies: To explore other groups of adolescents in
subsequent research.
Suggestions
The researcher suggests conducting the following studies for further benefit:
1. A Quasi-Experimental Study: To examine the impact of perceived parenting on life satisfaction
across various domains.
2. A Study on the Relationship between Perceived Parenting and Other Variables: Such as
psychological and social adjustment, psychological compatibility, and productive personality traits.
3. A Similar Study Among Other Social Groups: Such as university students and working
adolescents.
References
Arabic References
1. Ismail, Hiba Hussein, & Al-Tamawi, Emad El-Din Ibrahim Ali Muhammad. (2020). Parenting styles
and their relationship to psychological adjustment among adolescent students in secondary education.
Egyptian Journal of Psychological Studies, 30(109).
2. Al-Bijani, Aziz bin Saleh bin Aziz. (2019). Parenting styles as perceived by children and their
relationship to anger among secondary school students in Al-Lith Governorate. Journal of the College of
Education, Mansoura, 107(3), 1005-1041.
3. Al-Husaini, Wafa Shakir & Al-Tamimi, Mahmoud Kazem Mahmoud. (2011). Independence among
female students in the preparatory stage. Journal of Babylon University, Humanities Sciences, 19(3).

https://philolinginvestigations.com 2455
4. Abbas, Susan Habib Said Shubair & Abdul Khaliq, Ahmad Muhammad. (2005). Children's attitudes
towards parenting styles and their relationship to depression among a sample of Kuwaiti adolescents.
Journal of Psychological Studies, 15(2), 203-230.
5. Nasr, Muhammad & Abu Fakhr, Ghassan. (2004). Psychological independence from parents and its
relationship to parenting styles: A field study on a sample of normal and hearing-impaired adolescents.
Journal of Damascus University, 20(2).

Foreign References
1. Baumrind, D. (1967). Childcare practices anteceding three patterns of preschool behavior. Genetic
Psychology Monographs, 75, 43–88.
2. Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance
use. Journal of Early Adolescence, 11(1), 56-95.
3. Cutrona, C. E., & Russell, D. W. (1987). The provisions of social relationships and adaptation to
stress. In W. H. Jones & D. Perlman (Eds.), Advances in personal relationships (Vol. 1, pp. 37–67). Greenwich,
CT: JAI Press.
4. Darling, N., & Steinberg, L. (1993). Parenting style as context: An integrative model. Psychological
Bulletin, 113(3), 487-496.
5. Forgatch, M. S. (1989). Patterns and outcome in family problem solving: The disrupting effect of
negative emotion. Journal of Marriage and the Family, 51(1), 115-124.
6. Hoffman, J. A. (1984). Psychological separation of late adolescents from their parents. Journal of
Counseling Psychology, 31(2), 170-178.
7. Pargament, K. I. (1997). The psychology of religion and coping: Theory, research, practice. New
York: Guilford Press, 21-33, 163-197.
8. Parra, A., Oliva, A., & Sanchez-Queija, I. (2015). Development of emotional autonomy from
adolescence to young adulthood in Spain. Journal of Adolescence, 38, 57-67.
9. Reitzle, M., Winkler Metzke, C., & Steinhausen, H.-C. (2001). Parents and children: The Zurich
brief questionnaire for the assessment of parental behaviors [Eltern und Kinder: Der Zurcher
Kurzfragebogen zum Erziehungsverhalten (ZKE)]. Diagnostica, 47, 196–207.
10. Ryan, R. M., & Lynch, J. H. (1989). Emotional autonomy versus detachment: Revisiting the
vicissitudes of adolescence and young adulthood. Child Development, 60, 340–356.
11. Steinberg, L., & Silverberg, S. B. (1986). Vicissitudes of autonomy in early adolescence. Child
Development, 57, 841–851.
12. Wolfradt, U., Hempel, S., & Miles, J. N. V. (2003). Perceived parenting styles, depersonalization,
anxiety, and coping behavior in adolescents. Personality and Individual Differences, 34, 521–532.
Appendices
Perceived Parenting Scale
Items Response Options

1. My parents can help me understand right from wrong. agree disagree

2. My parents view everything with a critical mind. always sometimes rarely never

3. My parents never find time to help me in difficult situations.

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 4. My parents reward me when I pass exams.

5. My parents compare me with other friends/classmates.

6. My parents never help me complete daily activities on time.

7. My parents pay close attention to my suggestions and ideas.

8. One of my parents has insulted me and hit me in front of
others.
9. My parents do not guide me while doing my homework.

10. I have the freedom to discuss anything with my parents.

11. I feel rejected by my parents due to a lack of affection.

12. My parents have never asked me about the decisions I

made.

13. If I go through a crisis, my parents inquire about it.

14. My parents blame me even for small things.

15. My parents do not provide an environment for my studies.

16. I receive love and care from my parents.

17. My parents behave firmly with me.

18. My parents do not do anything to meet my needs.

19. My parents monitor my decisions.

20. My parents scold me for not meeting their expectations.

21. My parents do not inquire about my health.

22. My parents consider my opinions in all important

household decisions.

23. My parents blame me for not doing things correctly.

24. My parents have not made any effort to know my progress

in school.
25. My parents provide guidance for my studies.

26. My parents scold me without knowing the reasons for

being late to school.

27. My parents have not inquired about my interests and likes.

28. My parents spend a lot of time with me.

29. My parents control every activity I do.

30. My parents have shown no interest in my abilities and

goals.
Emotional Independence Scale

Items Response Options

agree disagree

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 always sometimes rarely never

I agree with my parents on everything.

Even when I disagree, my parents are right.

I try to have the same opinions as my parents.

When I become a parent, I will treat my children the same
way my parents treated me.
My parents hardly make mistakes.

I go to my parents for help before trying to solve a problem

myself.
I prefer going to my friends rather than my parents for advice
on some matters.

When I do something wrong, I rely on my parents to fix it.

When I have a problem with one of my friends, I discuss it

with my mom or dad before deciding what to do about it.

I am curious about how my parents behave when I am not

around.

My parents act differently when they are with their parents

than how they act at home.

I might be surprised to see how my parents behave at a party.

My parents' behavior at work is similar to their behavior at

home.

My parents' conversations in front of me are different from

what they discuss in my absence.

My parents' behavior with their friends is similar to how

they behave with me at home.

There are some things my parents do not know about me.

My parents know everything there is to know about me.

My parents would be surprised to know what I am like when

I'm not with them.

There are things I would do differently than my mom and

dad when I become a parent.

I wish my parents understood who I really am.

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