Page No., 307-316.
Shikha Golcha & Nandita Babu
University of Delhi
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Earlier research has shown that parenting affects the developmental outcomes in
children. Since, parents are involved in the formation and maintenance of their child’s
routine they affect the behavioural patterns in their children. Parenting styles and family
routines also have an impact on the self-regulated learning skills in children. The purpose
of the research was to understand the interrelationship between family routines, parenting
styles and self-regulated learning. The impact of different income groups on parenting,
self-regulated learning and family routines was also studied across three age groups.
Participants consisted of 180 children and 180 mothers. 90 children were selected
from lower and higher income families which consisted of 30 children from three age
groups (7 years, 9 years, and 11 years). The data was collected using Parental Authority
Questionnaire, The Child Routines Questionnaire (CRQ) and The Adapted motivated
Strategies for Learning Questionnaires. Data analysis was done using mean, correlation
and two-way ANOVA and linear regression. Family routines and authoritative parenting
style enhanced self-regulated learning skills. Authoritarian parenting style was found
to negatively affect self-regulated learning. Authoritative parenting was prevalent more
in the higher income families than in the lower income families. Self-regulated learning
skills were seen more in children from higher income groups.
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