Relating Parenting Styles to Adult Emotional Intelligence: A Retrospective Study
Bibliographic record
Abstract
Parenting style is a known associate to many aspects of emotion socialization, knowledge, and self-understanding. However, there is little empirical research comparing parenting styles to emotional intelligence overall. To evaluate the link between parenting style and current emotional intelligence, the present study asked psychology undergraduates to complete a retrospective measure of their parents' childrearing behaviours (coded as authoritative, authoritarian, permissive, and neglecting) plus a measure of their current emotional intelligence. It was hypothesized that authoritative parenting would relate to highest emotional intelligence levels, permissive parenting and authoritarian parenting to low emotional intelligence levels, and neglecting parenting to the lowest emotional intelligence levels. Results showed that emotional intelligence was higher for those raised authoritatively and permissively than for those raised by authoritarian or neglecting parenting styles, indicating that the responsiveness and levels of support characteristic of these styles have the strongest positive relation to adult emotional intelligence. The implications of the present findings, as well as the directions for future research, are discussed.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".