Cross-Cultural Parental Perceptions of Parenting Styles and Their Association with Social-Emotional Development in Nursery-Aged Children: A Mixed-Methods Study in China and Scotland.

Abstract

This PhD thesis explores cross-cultural perceptions of parenting styles and their relationship to young children's social-emotional development in the context of Chinese and Scottish cultures. The global dynamics of globalisation, migration, and the expanding reach of digital media are the driving forces behind this study, which examines how these global trends affect parents' perceptions of parenting practices across cultures. Using a mixed method, this study redesigned and utilised questionnaires to collect data from 810 Chinese and 61 Scottish participants. Semi-structured interviews with nine Chinese and four Scottish parents conducted further in-depth research, enriching the quantitative findings and qualitative insights.

The findings establish a positive correlation in both cultural contexts, suggesting a significant link between parenting styles and children's social-emotional development. Notably, this study challenges stereotypes of authoritarian parents in China and finds no significant differences in parenting styles reported between Chinese and Scottish parents. Instead, it suggests a convergence of parenting styles that globalisation might influence. However, the analysis did find subtle changes in the cultural environment affecting parenting styles, in which Chinese parents exhibit a blend of contemporary individualistic and collectivist principles.

The implications of these findings are significant and shed light on the complex interplay between globalisation, parents' perceptions of parenting styles, and child development outcomes. The publication of two books aimed at Chinese parents and educators, emphasising the importance of cooperative strategies between nursery schools and families in promoting children's social-emotional development, is a contribution from this research. This study acknowledges certain limitations, including a small sample size. Future research should aim to be broader and more diverse, translating the results into multiple languages to increase their global relevance and impact. By revealing the complexity and dynamic of parenting on a global scale and its impact on child development, providing valuable insights for educators, policymakers, and families navigating the intricacies of child-rearing across cultures.

Date of Award	2024
Original language	English
Awarding Institution	University of Dundee
Supervisor	Richard Ingram (Supervisor) & Sarah Hulme (Supervisor)