Parenting Styles and Gender Practices of Teachers and How These Effect the Way Gifted Girls Face Adversities
Sandra M. W. Siregar, Lydia Freyani Hawadi
Lydia Freyani Hawadi
Available Online August 2019.
- https://doi.org/10.2991/iciap-18.2019.57How to use a DOI?
- adversity, gender practices, parenting styles, gifted girls.
- The present study aims to determine the influence of the gender practices and parenting styles of teachers on the manner in which gifted girls face adversity. Gifted girls (n=64) in grades 7 and 8 formed the participants for this investigation. The adversity questionnaire, the gender practice questionnaire, and the Parental Authority Questionnaire (PAQ) were the instruments of measurement used by this study. A linear regression analysis was employed in the analysis of the data. The obtained results revealed that only authoritarian parenting affects the adversity quotient of gifted girls. Authoritative and permissive parenting styles as well as the gender practices of teachers did not affect the resilience of gifted girls to the difficulties faced by them.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Sandra M. W. Siregar AU - Lydia Freyani Hawadi PY - 2019/08 DA - 2019/08 TI - Parenting Styles and Gender Practices of Teachers and How These Effect the Way Gifted Girls Face Adversities BT - 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018) PB - Atlantis Press SP - 669 EP - 681 SN - 2352-5398 UR - https://doi.org/10.2991/iciap-18.2019.57 DO - https://doi.org/10.2991/iciap-18.2019.57 ID - Siregar2019/08 ER -