Impact of Parenting Styles on Emotional Maturity and Self-esteem among Special Needs Students

Abstract

This study examined the impact of parenting styles on emotional maturity and self-esteem among special needs students in Southern Punjab, Pakistan. The study specifically focused on authoritative, authoritarian, permissive and neglectful parenting styles among students from Bahawalpur, Multan and Dera Ghazi Khan divisions. Parenting styles play an important role in shaping the emotional and psychological development of children, particularly special needs students. Positive parenting practices contribute to emotional stability, confidence and self-worth, whereas negative parenting behaviors may create emotional and psychological difficulties among students. The study used a quantitative research design and survey method. The population consisted of special needs students from Southern Punjab, while 320 students were selected through multistage sampling using the G*Power sample size determination method. A structured questionnaire containing 60 items was used for data collection. Data were analyzed through SPSS-27.0 and SmartPLS using descriptive statistics, Pearson correlation, regression analysis and hypotheses testing.
The findings revealed that authoritative parenting style had a significant positive relationship with emotional maturity and self-esteem. Authoritarian, permissive and neglectful parenting styles showed significant negative relationships with emotional maturity and self-esteem. Emotional maturity also showed a significant positive relationship with self-esteem. Regression analysis further confirmed that supportive parenting positively influenced psychological well-being among special needs students. The study recommended that parents should adopt supportive and positive parenting practices to improve emotional maturity and self-esteem among special needs students. Educational institutions should also provide counseling services and parent awareness programs to strengthen students’ emotional and psychological adjustment.