التطور الاجتماعي-الانفعالي و علاقته بالممارسات الوالدية لدى الطلبة المنتمين إلى مؤسسة نهر الأردن

Abstract EN

The study aims to identify the social-emotional development and its relationship to parenting practices among students belonging to the Jordan river foundation.

the sample of the study consisted of (250) male and female students in the seventh and tenth grades, who were randomly selected, by (120) students and (130) students, on whom the social-emotional development scale and the measure of parenting practices were applied to them, after the indicators of honesty and consistency for both measures were extracted the results showed that there were statistically significant differences in the social development attributable to sex, for the benefit of females, and for the class and for the benefit of seventh grade students, while differences in the emotional development attributed to the class, and in favor of the seventh grade, while for parenting practices, differences appeared in all parenting practices attributed to sex , except for the alma domain the differences came in favor of females in the democratic style and in the educational control.

as for the authoritarian style, the differences came in favor of males, and the presence of differences in the permissive and democratic patterns attributed to the class and came in favor of the tenth grade students.

the results also showed a negative correlation between the social development and parenting practices.

in the authoritarian pattern, the presence of a positive correlation between social development and parenting practices in the pattern of educational control, and the presence of a negative relationship between emotional development and parenting practices in the permissive pattern.

based on the results of the study, the researcher recommended the need to educate parents about the appropriate practices in which children should be treated and give them programs and lectures in the impact of each practice they follow with their children, and pay attention to programs that lead to raising the level of social-emotional development among students, thus ensuring that the level of their self-concept is improved.