EFFECT OF PARENTING STYLES STRATEGIES ON EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS”– TOOL PREPARATION

The theory of parenting styles strategies on emotional intelligence and academic achievement of adolescents has evoked great interest both in the academic and the nonacademic world. Therapists, educators, and parents want to know what they can do to help children to develop their emotional intelligence and academic achievement. Some researchers consider parenting styles influence the emotional intelligence of the adolescents and further influence their academic achievement. According to Steinberg (1990) a majority of parents feels that the adolescent years are the most challenging and difficult one for parenting. In spite of rapid changes within the modern family, parental discipline is very essential for building healthy emotionality and personality of the child. Emotional intelligence is essential for the success and academic achievement of adolescents. For the present investigation, though many tools are available on the subject, the researcher developed and constructed the parenting styles strategies and emotional intelligence inventories to suit the requirements of present-day adolescents. The preliminary form of parenting styles strategies and emotional intelligence& academic achievement inventory covering 4 areas with 50 statements developed by the researcher is used to elicit information regarding selected demographic variables from the X th class students studying in various government and private schools at Tirupati (AP). The inventory is of five-point scale with five alternatives. All the problems are given in the form of statements. To establish validity and reliability of the inventory, a study was conducted on a sample of 50 boys and 50 girls studying X th standard in Tirupati town of Andhra Pradesh state. The students were selected on the basis of simple random technique. The data were arranged in descending order on the basis of their total scores in the inventory. Out of this, bottom 27 percent and top 27 percent were separated on the basis of the total scores. For each of the items of the inventory, an independent t-test was calculated between these two groups. The items for which t-value was significant at 0.05 level only were considered. In parenting styles strategies and emotional intelligence & academic achievement inventory, out of 50 items 43 were retained and 7 were deleted. In order to validate the items for their comprehension, structure, grammar and the clarity of the meaning, the inventory was presented to experts in the field to suggest the modifications required if any. Their suggestions were incorporated and modified the items accordingly. Thus, the content validity and face validity of the inventory were established.