Mother's attitude concerning parenting style and growth and development of primary school students

Nahid Fathizadeh, M Yazdani, Ali Reza Usefi, Tayebe Mehrabi


Introduction: Children are the most valuable assets and the most vulnerable age groups in societies. The provision of their well-being and optimal growth are constructive and fruitful investments in economical, social and cultural welfare of society. The growth of a child is not only based on achieving a desired physical growth but on his adjustment with environmental and developmental capabilities. Then, consideration of several aspects of growth and its multifactor predictors is important. This study was based on effects of emotive environment and the way that the child is treated on his physical and mental growth.

Methods: This study was a descriptive retrospective study. A total of 204 first grade students were selected based on random cluster sampling. The instruments for data collection were questionnaire and the standard tools for weight and height assessments. Questionnaires included questions on demographic characteristics plus Bury Parental Authoritative questionnaire as well as Raven IQ test. Data were analyzed by descriptive and inferential statistical tests such as stepwise multiple regression, Pearson correlation and ANOVA tests. 

Results: Results showed that maternal attitude towards parenting style is related to child's cognitive development. We found a negative correlation between authoritarian maternal attitude and child's IQ. There was no relationship between authoritarian maternal attitude and child's physical growth.

Conclusions: Findings of the present study suggests that in order to achieve successful growth, we have to consider multisystemic methods that cover several aspects of growth and also, consider emotional factors such as parenting style to have successful cognitive development. We can use these results for maternal consultation and education and child growth assessment


Growth, Development, Intelligence, Parenting style, Cognitive development.


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