Doctoral Dissertations

Date of Award

6-1984

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Educational Psychology and Guidance

Major Professor

Gary W. Peterson

Committee Members

Schuyler W. Huck, Priscilla White, Luther M. Kindall

Abstract

Using symbolic interaction as a theoretical framework, this study examined the relationships between parental behaviors, parental power and adolescent conformity. In contrast to the negative bias in most social psychological research, a positive conceptualization of conformity was provided. For example, conformity to parents by youth was viewed as an important component of instrumental or social competence.

Two research models were developed in order to satisfy the purposes of this investigation. Model 1 was concerned with the individual predictive capacities of parental behavior variables and dimensions of parental power. Model 2, on the other hand, was concerned with the contingent impact of parental power on the relationship between parental behaviors and adolescent conformity to parents.

The sample for this study consisted of 437 adolescents enrolled in a rural high school in East Tennessee. There were 188 males and 249 females who were primarily white, Protestant and middle-class. The data was gathered through a self-report questionnaire.

The results for the first model indicated that parental support, legitimate power, coercive power, and expert power were positively related to adolescent conformity to parents, with legitimate power being the strongest predictor. For model 2, the results supported the expectation that the effectiveness of parental behaviors in promoting conformity to parents would be enhanced by high levels of perceived parental power, and diminish under low levels. It was found that parental induction and coercion were significant predictors of conformity under high levels of perceived parental power, but not significant under low levels. Parental support also demonstrated a similar pattern with the exception of the father/son dyad.

The most important theoretical and practical implications of this study involved the contingent impact of perceived parental power. Given the significance of the power issue, it was suggested that future research on parental predictors of adolescent outcomes include parental power in their models. The results also highlighted the need for considering the role of perceived parental power in family therapy and parent education programs.

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