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DOI: 10.1111/sjop.12266
Argyriou, E., Bakoyannis, G. & Tantaros, S. (2016). Parenting styles and trait emotional intelligence in adolescence. Scandinavian Journal of Psychology,
57, 4249.
The existence of individual differences in trait emotional intelligence (trait EI) makes the investigation of factors that contribute to such variations critical.
Given the paucity of research in this area, the purpose of this study was the examination of the relationship between parenting styles and trait EI in an
adolescent population. The sample of our study consisted of 127 adolescents (M age = 16.4, SD = 0.96; 42.2% female) from Greek schools, 1519 years
old, who were asked to complete questionnaires of perceived parenting (Parental Authority Questionnaire PAQ) and trait EI (Trait Emotional Intelligence
QuestionnaireAdolescent Short Form TEIQueASF). The estimation of the association between parenting scores and trait EI was based on a
multivariable mixed-effects regression model. An association between parenting styles and trait EI, statistically signicant for authoritativeness (b = 0.27,
z = 3.92, p < 0.001) and marginally signicant for authoritarianism (b = 0.10, z = 1.77, p = 0.08), emerged even after controlling for a set of potential
predictors of trait EI. Additionally, statistically signicant associations of adolescents gender (b = 0.29, z = 2.37, p = 0.02) and parental education (b =
0.32, z = 2.54, p = 0.01) with trait EI were found. These ndings provide insight in the eld of trait EI antecedents and underline the potential signicance
of primary prevention programs with parents that aim to develop trait EI at a young age.
Key words: Trait emotional intelligence, parenting styles, TEIQue-ASF, PAQ, emotion, adolescence.
Evangelia Argyriou, Department of Psychology, School of Philosophy, University of Athens, Panepistimiopolis, Ilissia 157 84 Athens, Greece.
Tel: (317) 772-2103; e-mail: eargy9@gmail.com
INTRODUCTION
Trait emotional intelligence (EI) has been repeatedly identied as
a predictor of various outcomes in previous research, including
physical and psychological health, psychopathology (Davis &
Humphrey, 2012; Fernandez-Abascal & Martn-Daz, 2015;
Mikolajczak, Petrides & Hurry, 2009), academic performance,
deviant behavior, and internalizing and externalizing problems
(Cleveland, 2014; Gugliandolo, Costa, Cuzzocrea, Larcan &
Petrides, 2015; Petrides, Sangareau, Furnham & Frederickson,
2006; Santesso, Reker, Schmidt & Segalowitz, 2006). However,
little is known about the antecedents of trait EI. In this study, we
sought to ll this gap in existing literature by investigating the
potential relationship between parenting styles and adolescent
trait EI.
EMOTIONAL INTELLIGENCE
Although the term emotional intelligence dates back to 1960s a
more comprehensive scientic research in the eld of emotional
intelligence initiated in the 1990s (Mayer, Roberts & Barsade,
2008). One of the most prominent theoretical models for EI was
Salovey and Mayers (1990) model. Mayer and Salovey dened
EI as the ability to monitor ones own and others feelings and
emotions, to discriminate among them and to use this information
to guide ones thinking and actions, based on the idea that
emotions and reasoning interact resulting in thought enhancement
(Mayer, DiPaolo & Salovey, 1990; Salovey & Mayer, 1990).
After extended research in the eld, two distinct constructs
emerged that could theoretically coexist (Austin, Parker, Petrides
& Saklofske, 2008). The rst is emotional intelligence as a
2016 Scandinavian Psychological Associations and John Wiley & Sons Ltd
PARENTING STYLES
Human development is best understood in the context of
multilevel biopsychosocial dynamic systems (Sameroff, 2010).
Family is a component of those systems constituting the rst
and most critical context in which early socialization and,
44 E. Argyriou et al.
and adolescents (Furnham & Cheng, 2000; Holder & Coleman,
2009). Optimism seems to be affected by authoritativeness as well
and to function as a moderator of parenting, and self-esteem,
depression and university adjustment (Jackson, Pratt & Pancer,
2005).
PRESENT STUDY
The purpose of this study was to examine the potential
relationship of parenting styles with trait EI in an adolescent
population. As previously mentioned, research exploring the
association between parenting and trait EI is limited.
Nevertheless, the literature presented above, linking specic
parental practices to trait EI and parenting styles to emotional
constructs closely related to trait EI facets (e.g. emotion regulation
and self-esteem), suggests that parenting styles would
signicantly contribute to adolescents global trait EI. Since
parenting style reects parents attitudes toward the children,
which create an emotional climate, we believe that a negative/
hostile emotional climate would result in emotional reactivity and
insecurity (Morris et al., 2007), and, thus, poor emotional selfperceptions. On the other hand, a positive/consistent emotional
climate allowing free expression of emotions is expected to lead
in emotional competence (Morris et al., 2007) and, thus, strong
emotional self-perceptions. Findings suggesting that trait EI can
be improved after training (Nelis, Quoidbach, Mikolajczak &
Hansenne, 2009; Ruttledge & Petrides, 2012), providing evidence
for the exibility of this characteristic, make the investigation of
this relationship even more critical from a practical perspective.
Specically, our study aims to develop better understanding of
how parenting styles contribute to the development of trait EI,
with the long term goal of advancing our knowledge of how
parenting styles could serve as a prime intervention target to
improve trait EI and, consequently, prevent adolescent behavioral
problems or other conditions that could emerge due to poorly
developed trait EI (Gugliandolo et al., 2015).
We examined the following hypotheses: (1) Authoritative
parenting is positively related to trait EI (Milevsky, Schlechter &
Netter, 2007; Williams et al., 2012) and (2) Permissive and
authoritarian parenting is negatively related to trait EI (Furnham
& Cheng, 2000; Heaven & Ciarrochi, 2008; Milevsky et al.,
2007). In order to avoid potentially signicant confounding
issues, we adjusted for a number of characteristics that are
expected to relate to adolescents trait EI. Specically, based on
ndings that show a link between parents divorce and childrens
psychological wellbeing (Amato & Sobolewski, 2001), we
assumed that marital status plays a role in adolescent trait EI.
Furthermore, as parental education, partially indicative of the
socioeconomic status of the family, is linked to adolescent stress
coping, substance abuse (Wills, McNamara & Vaccaro, 1995),
and wellbeing (Bradley & Corwyn, 2002), it was expected that it
would contribute to adolescent trait EI as well. Regarding gender,
studies examining its effect on trait EI are inconclusive
(Gugliandolo et al., 2015; Tsaousis & Kazi, 2013); thus, we
decided to control for this effect and to evaluate its contribution to
trait EI in the current study. Additionally, given that trait EI or at
least some of its components have been found to change with age
(Derksen, Kramer & Katzko, 2002; Palmer, Manocha, Gignac &
2016 Scandinavian Psychological Associations and John Wiley & Sons Ltd
METHODS
Participants
The sample consisted of 127 adolescents (47.2% females) with mean age
16.4 years (SD = 0.96 years, range = 1519) from high schools located in
Attica, Greece. The majority of the participants were Greeks (89.7%),
6.3% had Albanian ethnicity, 1.6% Greek-American, 0.8% Moldovan,
0.8% Filipino and 0.8% Korean. However, all students in this small
proportion of non-Greeks were uent Greek speakers. Forty-seven (37%)
adolescents came from the rst grade of high school, 48 (37.8%) from the
second grade and the rest 32 (25.2%) from the third grade. Sixty-seven
(40%) of the adolescents fathers and 86 (53.2%) of the adolescents
mothers had earned a bachelors or masters/doctoral degree. Most of the
parents were married (86.4%) and a small proportion were divorced
(8.8%), separated (3.1%) or widowed (1.6%). Thirty-one (24.6%) of the
participants had no siblings, 79 (62.2%) had one, 11 (8.7%) had two and
the rest (3.9%) had three siblings.
Materials
Trait EI. The Trait Emotional Intelligence Questionnaire - Adolescent
Short Form-TEIQue-ASF (Petrides et al., 2006) was used to measure trait
EI. This self-reported measure is composed of 30 items, two for every
facet of the model, that is, adaptability, assertiveness, emotion perception,
emotion expression, emotion management, emotion regulation,
impulsiveness, relationships, self-esteem, self-motivation, social awareness,
stress management, trait empathy, trait happiness and trait optimism.
Participants are asked to respond to the degree of agreement to each item,
on a scale of 1 (completely disagree) to 7 (completely agree). Examples of
the items are: I usually nd it difcult to regulate my emotions; Im
usually able to inuence the way other people feel. The internal
consistency of the scale for the current sample was good (Cronbachs
alpha = 0.83). A Greek translation of the instrument was used, done by R.
Pita (Aristotle University of Thessaloniki) and F. Kokkinaki (Athens
University of Economics and Business) in collaboration with K. Petrides
(Petrides et al., 2007).
Parenting styles. The Parental Authority Questionnaire-PAQ was used to
measure parenting styles. It is based on the typology of Baumrind (1971)
and it assesses adolescents perceptions of parental permissiveness,
Procedure
We selected our sample based on random cluster sampling. Random
cluster sampling is a random sampling scheme that ensures unbiasedness
of linear estimators of the corresponding population parameters (Levy,
2005). We received a list containing all high schools and the
corresponding classes from the Greek Ministry of Education. Based on
this sampling frame, we randomly selected seven classes (or clusters in
statistical sampling terminology) using the random sampling routine
available in Stata 13 (StataCorp, College Station, TX). The randomly
selected classes belonged to seven different high schools. Finally, our
sample included all students of the seven randomly selected classes
present at school the day that the questionnaires were distributed. An
approval was obtained by the Ministry of Education for the conduct of this
study in the selected schools. Subsequently, the schools authority and
teachers gave their permission for the questionnaires administration before
the start of the study. Students, after being informed about their rights, the
purpose of the study, the procedures to be undergone, and the potential
risks and benets of participation, were given the option to refuse to
participate in the study. After providing their consent to participate, they
received and completed the questionnaires in the presence of the teacher.
The study materials were completed by all students simultaneously in
class during one academic hour. The questionnaires were completed
anonymously in order for the students privacy to be protected. No
incentive was provided to the students in order to take part in the study.
The response rate was 100% with all students agreeing to participate and
to complete the questionnaires. However, 17 participants (approximately
13%) had incomplete data in some items and, thus, were excluded from
any further analysis.
Statistical analysis
Proper graphical tests (P-P plots) were used to evaluate the assumption of
a normal distribution in trait EI and parenting style scores. Also, the levels
of skewness and kurtosis of the distribution of these variables were
checked. For trait EI, the level of skewness was 0.06 and the level of
kurtosis was 0.01. For authoritativeness, the level of skewness was 0.08
and the level of kurtosis was 0.32. For authoritarianism, the level of
skewness was 0.36 and the level of kurtosis was 0.02. For permissiveness,
the level of skewness was 0.23 and the level of kurtosis was 0.11. No
signicant deviations from normality were observed. Consequently, any
further analysis was based on parametric statistical methods that are
associated with higher statistical power compared to non-parametric
methods. Specically, the bivariate associations between trait EI and each
parenting style were estimated using the Pearsons correlation coefcient.
To test the potential difference in reported parenting styles between the
two genders, we applied the Students t-test. In order to estimate the
association parameters of parenting styles with trait EI, while adjusting for
potential confounders, we applied a mixed-effects linear regression model.
In our setting, the usual linear regression was not valid because the
assumption of independent observations was violated. This is due to the
fact that adolescents from the same class interact on a daily basis and are
exposed to some extent to the same experiences and stimuli. In contrast,
the linear mixed-effects model, takes explicitly into account the potential
association between adolescents within the same class by incorporating a
class-specic random intercept in the model. An R2 measure of explained
variation for linear mixed-effects models (Xu, 2003) was also calculated.
All statistical procedures were performed using Stata 13 for windows.
RESULTS
Table 1 shows the means and standard deviations (SD) of trait EI
and parenting style scores by gender and overall. Independent
samples t-tests provided evidence that there was a statistically
signicant difference on trait EI between males and females,
t(108) = 2.27, p = 0.03, with males (M = 4.95, SD = 0.69)
receiving higher scores than females (M = 4.63, SD = 0.76) on
average. On the other hand, there was no evidence for gender
differences in self-reported parenting style scores, t(108) = 0.95,
p = 0.34, for authoritativeness, t(108) = 1.02, p = 0.31 for
authoritarianism, and t(108) = 0.17, p = 0.86, for permissiveness.
Bivariate correlations between the variables, that is, trait EI,
authoritativeness, authoritarianism and permissiveness, are
presented in Table 2. Trait EI was positively correlated with
authoritativeness, r(108) = 0.43, p < 0.001 and negatively
correlated with authoritarianism, r(108) = 0.31, p < 0.001. The
relationship between permissiveness and trait EI was not
statistically signicant, r(108) = 0.11, p = 0.27.
Results from the multivariable mixed-effects model are
presented in Table 3. The nal model explained approximately
26% of the total variability of trait EI. The results showed that
Table 1. Means, standard deviations and signicance of differences between trait EI and parenting style scores, and gender
Trait EI
Parenting styles
Authoritativeness
Authoritarianism
Permissiveness
Males
M (SD)
Females
M (SD)
Overall
M (SD)
4.95 (0.69)
4.63 (0.76)
4.81 (0.74)
35.49 (5.17)
23.77 (5.92)
29.32 (4.45)
34.55 (5.14)
22.57 (6.52)
29.46 (4.12)
35.06 (5.15)
23.23 (6.20)
29.38 (4.28)
d
2.27*
0.95
1.02
0.17
0.43
0.18
0.19
0.03
46 E. Argyriou et al.
Trait EI
Authoritativeness
Authoritarianism
Permissiveness
Trait
EI
Authoritativeness
Authoritarianism
0.43***
1
0.31***
0.41***
1
Permissiveness
0.11
0.03
0.04
1
SE
R2
Authoritativeness
Authoritarianism
Permissiveness
0.27
0.10
0.08
0.07
0.06
0.07
3.92
1.77
1.05
<0.001
0.08
0.29
0.26
Gender
Male
Female
0
0.29
0.12
2.37
0.02
Postsecondary education
No
0
Yes
0.32
Age
0.04
0.13
0.07
2.54
0.52
0.01
0.61
Married parents
No
Yes
Constant
0.20
1.46
1.02
1.69
0.31
0.09
0
0.20
2.47
DISCUSSION
Given the limited research on trait EIs predictors, the present
study provides the rst, to our knowledge, empirical evidence that
parenting styles are related to adolescents trait EI. Based on a
representative sample of Greek high school students that was
selected using a random cluster sampling scheme and appropriate
2016 Scandinavian Psychological Associations and John Wiley & Sons Ltd
48 E. Argyriou et al.
of trait EI, would have a positive effect and might make the
results of the intervention program more stable in time and across
various contexts. Parenting style, along with other variables, such
as temperament and cultural values, may constitute a key factor of
the mechanism through which trait EI is being shaped, and a key
target for the prevention of problems arising in socio-emotional
development. The formation of trait EI at a young age, critical
to the individuals development, could contribute to better
subsequent emotional adaptation.
We thank the two anonymous reviewers of this paper for their constructive
comments.
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2016 Scandinavian Psychological Associations and John Wiley & Sons Ltd
2016 Scandinavian Psychological Associations and John Wiley & Sons Ltd