Chapter —1: Theoretical background of the study

1.7 Introduction:-
The purpose of this survey is to uncover how the relationship of parental
involvement influences their adolescent's self concept. Parents need to
be actively involved in their adolescent's life, support and provide
assistance with school and help instill motivation and confidence.
During adolescence teenagers go through puberty, when they develop
their sexual, gender and ethnic identities.
During adolescence peer relationships and social acceptance
become increasingly important and they are in the process of breaking
away from their parents and finding their own identify. The teen years
have unique stresses and pressures and therefore adults and parents play
a vital role in providing support and helping teens achieve their best.

1.2 Rationale of the present study:-

Adolescence is a critical phase of life where an individual
undergoes many changes. The word 'adolescence' comes from the latin
verb `adolescere', which means to 'grow' or 'to grow to maturity'. It is a
period of transition when the individual changes physically and
psychologically from a child to and adult. “Adolescence is much more
than one rang up the leader from childhood. It is a built-in necessary
transition period for ego development. There are various factors like
family structure, transition in emotionality, transition in socialization.
The social status, changed body, level of aspiration, their achievements,
religious beliefs and play a significant role in adolescent development.
Among the various family factors that might influence child and
adolescent development. parent child relationship have been recognized
as important.
 A parent- child relationship (PCR) is one that nurtures the physical
emotional and social development of the child it’s a unique bond that
every child and parent experience enjoy and nurtures
The relationship lays the foundation for the child’s personality
choices and overall behavior. Studies suggest that a healthy parent-child
relationship leads to positive outcomes for the children and the family.

1.3 Educational Importance of the study:-

Parent's firm, yet and authoritative parenting style proves to be the
most successful in creating positive performance and achievements in
adolescents. Parents who create reasonable rules and take active roles in
a adolescent's life will find the student having higher grades and greater
performance in school.
Parent’s interactions with adolescents shape how they evaluate
themselves through their self concept and achievement levels.
Adolescent's perceptions of their own abilities are strongly liked to their
parent's beliefs rather than to the adolescent's actual level of ability. The
higher level of parental support and interest in the adolescent the greater
amount of self-concept and confidence the adolescent will feel, thus
creating strong, more motivated attitudes towards academics. When an
adolescent is confident and content with who they are, it produces self-
confidence in school when answering questions and taking exams.
Parents who play an active role in their adolescent's school attend school
activities and help with homework, have proven to increase the
adolescent's academic performance and the amount of time they are
willing to put into homework and thus shows a positive relationship
between parents and a child.
Healthy parent involvement and intervention in the child’s day to day
life lay the foundation for better social and academic skills a secure
attachment leads to a healthy social, emotional, cognitive and
motivational development children also gain strong problem solving
skills when they have a positive relationship with their parents.
Adolescents who come from parents of a positive loving,
authoritative structure, tend to be more motivated, focused and
academically successful.

1.4 Statement of the Problem:- A study of the effect of parent

child relationship on the self concept of an adolescent.

1.5 Explanation of the problem:- Adolescence is a period during

which the self concept changes profoundly. Parker et. al. (2006) found
that during these period adolescents become increasingly conscious of
themselves and are more aware and concerned about others opinions
about them.
Attachment with parents is an important concept that helps to
understand the relationship between a parent and child from the time of
birth. This attachment pattern also helps in formulating a sense of self in
adolescence and forms an basis for us to be competent in our interaction
with pers.
So our this study will explore the two variables parent child
relationship and self-concept and shows the impact of impact of parents
child relationship on the self concept adolescents. The explanation of the
term of variables are mentioned in 1.6 as below.
1.6 Operational definition of important terminology:-
a) Parent-child relationship:-
The term parent-child relationship refer to the unique and enduring
bond between a caregiver and his or her child. To understand the parent-
child relationship, we must look at the ways that parents and child
interact with one another physically, emotionally, and socially. The
parent-child relationship consists of a combination of behaviors,
feelings, and expectation, that are unique to a particular parent and a
particular child. The relationship involves the full extent of a child's
development.
Why is a positive parent-child relationship important?
 Loving parents create loving children your relationship with
your children and how attached you are to them indicates
how the future it also the strength of their social physical
mental & emotional health.

Here are a few positive outcomes of a healthy PCR-

 Young children who grow with a secure and healthy

attachment to theirs parents stand a better chance of
developing happy and content relationship with others in
their life.
 A child who has a secure relationship with parent learns to
regulate emotions under s free and in difficult situations.
 Promotes the child mental linguistic and emotional
development
 Helps the child exhibit optimistic and confident social
behaviors.
  Healthy parent involvement and intervention in the child’s
day to day life lay the foundation for better social and
academic skills
 A secure attachment leads to a healthy social, emotional,
cognitive and motivational development children also gain
strong problem solving skills when they have a positive
relationship with their parents.

Parent-child Relationship at various stages:-

Parenting is a full-time job with perks and challenges that Grow as the
child grows here we look at the PCR at Various Stages:-
Infancy – Building Warmth and security:-
In the first months, infants mostly cry, eat, sleep, pee, and poop. And in
response the present hold feed these interacting lead to expectations lead
to expectations.
When the baby is hungry he arts cranky when the feeds him the baby’s
needs are met and he is happy when bents perform their primary
function of child it Creates a well- defined and unique parents-child
relationship.
Toddlerhood- stepping into the society:-
When the child becomes a fodder the child becomes a teaching guiding
and nurturing by teaching guiding and nurturing him parents facility
during the first two years subtly during the child to fit into a social group
or the society at range.
Preschool-Developing a parenting style
Here we need to use a combination of strategies to raise children
research shows that children of:-
 Authoritative parents are confident, happy and focused
 Permissive parents lock social skills are irresponsible and have
poor emotional regulation.
 Authoritarian parents are unhappy less confident & fearful
 Neglectful parents have more behavioral and psychological
problem then other youngsters.
School age- knowing about world beyond home
When the child starts elementary school there as a shift in his focus from
parents to but this does not changes the dynamics of the PCR the child is
in a positive to tell the parents his likes and dislikes if the
communication will be two ways or a one-way.
Adolescence- giving personal space to the kid
Teenage is a turbulent and vulnerable phase which brings about
physical and psychological changes in the child. Parents should
acknowledgement and understand their teens needs support them, and
give them the freedom they need without being overly controlling.

Types of Parent-Child Relationship

1. Secure Relationship :-
Children who enjoy a secured relationship with their parents are
more likely to be independents and self-confident.
2. Avoidant Relationship:-
Children feel insecure because Parents are not responsive to their
needs an insecure product-child attachment leads to development
and adjustment problem as well as behavior issues problem as
biting, pushing and hitting.
3. Ambivalent Relationship:-
The needs of the child are sometimes met & sometimes not parents
respond but not consistently these children grow up to be feelingly
and tend to be our emotional.

4. Unorganized Relationship:-
In this relationship, parents the children needs and the kids learn
not to expect anything’s from their parents these children behave
unusual.

Principles of parents-child Relationship

There is no one-size list all when it comes to parenting however

the following parenting lay the foundation for the parenting.

 Set some warmth & structure in your interacting

 Bring in Warmth Are a must
 Acknowledge and empathize with your child.
 Take a problem- solving approach to conflicts.
Talk & Cuddle at
bedtime
Play
Hug Your Children
Everyday With
Put away your Them
Gadgets
Activities that help in
Parent- Child
Brush Their Bonding

Hair Laugh Together

Have one-on one -

Live the Moment
interaction

Parents Child Bonding

b) Self concept:-
One's self concept (also called self-construction, self-identify, self-
perspective or self-structure) is a collection of beliefs about oneself.
Generally, self concept embodies the answer the "Who am I"?

Past Self Present Self

Self-Concept

Self Schemas Future/Possible

One's self-concept is made up of self-schemas, and their past,

present and future selves.
Self-Concept
Self-concept is made of two words self + concept (To know the attitude of oneself)
self-concept appears to be a comprehensive and exhaustive area which can
represent the personality at large. Recognizing its border coverage than any other
trait of personality self-concept has been chosen as one of the possible dimension
which gives direction to the whole life. The self-concepts "something" beneath
one's which affects his/her behavior as an organization of ideas about oneself
which is derived from one's experience with others. Throughout life one is
concerned with being approved by others. In this process a concept is built of
behavior which seems to lead to acceptance and love. The emergent pattern
gradually becomes a conscious synthesis of mental images of what one is and what
he thinks to other people.
Meaning and nature of self-concept
The meaning of self is to know self be a person and concept is thinking. The
behavior of an individual is to very great extent depending about his view about
himself. To begin with the young child does not have a stable self-concept he has
himself as a member of

His own family as a school child as a friend and at the same time has
aspirations for the future perhaps. Visualizing for himself glory fame
and riches or perhaps seeing himself as following the same life pattern
as someone, he admired and identifies with a present teacher older
sibling or other friend.
In contrast to Ericson’s stage approach self-theory sees the gradual
acquisition of relatively unified self-concept as continuing throughout
life and in such a way that although self-concept and identity are always
roiled in the past, they are continually sensitive both to what is
happening in the present and to the appraisal of what is likely to happen
in future. If there any evidence that self-concept, become more
harmoniously developed personality it is therefore necessary that the
children are made to learn from the very beginning a constant positive
self-concept which is socially acceptable. The individual's perception of
himself is known as his self-concept. The part of the environment in
which he is involved is known as his phenomenal self and the rest of the
environment of which he is aware or to which he responds his
phenomenal environment or perceived environment. The self-concept
becomes the means by which we create our image and identity. The self-
concept in the child is initiated by physical awareness. Self-concept
influences our personality development in two ways .One is that if other
people hold high positive attitude towards us, this enhances our self-
image and self-acceptances. The other is that is other hold negative
attitude towards us, it creates feeling of worthlessness and consequently
may lead to self-defense or withdrawal from social situation.
Definition of self-concept
According to Raimy (1943) self-concept is the map which each
person consults in order to understand himself during the moments of
crisis or choice. The self includes all that a person embraces in the words
I, Me, Mine 'and Myself. It is within each person the core and the
substances of his experience as human being. According to cattell (1957)
"Self-concept as the key stone personality"
According to Epstein (1972)
"Self-concept is based on self theory .it is a theory an individual
has unwillingly constructed about himself as an experiencing;
functioning individual and it is a part of broader theory which he holds
with respect to his entire range of significant experiences".

Qualities of self-concept
I. Stability — self-concept becomes stable after preparing once.
II. Amendment- Increasing of experiences is going on.
III. Seriousness-seriousness is found in self-concept.
IV. Primary self-concept- PHy sreal and psychological both types
of images are found in this types of self concept
Types of Self Concept
Two types of self-concept
1) Actual Self-concept- This is the concept in which person make his
relation and asks what he is? Who he is ?
2) Ideal Self-concept- it is the concept of self relation from this it is
explained that what the child wanted to become personality models.
Composition in which quantity and how much it is depend upon.
After the studies it is found that when the self-concept is positive
in the child their following characteristic develops self-confidence, self-
glory, the ability to access the relation with others, adjustment,
happiness etc in the same way when the self-concept is negative there
following character develops emotion of uncertainty, inferiority,
complex, lackness of self-confidence adjustments, sorrow etc.
The factor which affects self-concept
1) Senses:- By senses a person can take excitements from external
environment when this excitement concern messages went to directly by
brain then person shows excitements sensation. When these senses are
error full then his excitement is error full. For instances if a child has
problem of hearing then concept of hearing will less developed that is
error full development
2) Intellectual Capability:- concept effected with the important pattern
of persons intellectual capability, in Intellectual Capability intelligence
of child and also logical thinking and imagination etc.
3) Maturity:- From the childhood correct and general development of
self-concept is very necessary in his mental maturity is not according to
his age; Then he is not able to understand the meaning of different
stimulates according to his age.
4) Chance of Learning:- Binake_1955 studies_it is found in his studies
that concept developments quantity and concept quality both are affected
with chance of learning 5) Types of Experience:- At first in primary
stage development of concept in child that is leased on imaginary
experience. After that concept formation is based on every type of
experience whether it is in form of object of imaginary
6) Adjustment:- The person who is putting good adjustment in various
regions his self-concept will be more pure and original than any other
whose adjustment are error full his self-concept is less pure and original.
7) Social Environment:- A person's self-concept development is
depend on his surroundings environment.
8) Anxiety:- Anxiety also effects the formation of self-concept of child
9) Environment of Schools: - After four year child can understand the
differences of cast and community it is because of their friend's
behaviour to each other according to cast and religion.
10) Sports:- During the game the child has knowledge of his ability.
Meantime he does assessment and importance of himself ability with
others.
Wenkart (1950) adds that a knower the self can take panoramic view of
the total personality
The Self
Like all other objects of experience the self growth out of the
matrix of indefiniteness which exists all the first perceptual level. It
comes gradually in to being as the process of differentiation goes on
within the perceptual field.
This is an empirical object more homogenous and more stable than
some others. The transition is aided by three factors, First rediscovery of
and emphasis on the most satisfying components in the system of selves
which have long been experimented with second; the development of
specific new forms of self enhancement and self-defence appropriate to
the more nature self. Sometimes as modifications of adolescent
measures something as new departures. Third the supporting influence
of friends and person admired.
According to Murphy (1947)
"the individual known to the individual".

Types of Self:-
1) Physical Self :- by The physical development various types of self
develops for instance.
2) Self-identification :- By this infant knew himself
3) Self-Respect:- In front identifies environment. The pleasant this
works. By this he develops his self.
4) Self-Image: - By this child identifies expectations and roles. He does
that work which is appreciated by others.
5) Intellectual Self :- From the age of six years the child starts to
develop his thinking power
The Concept

According to combs and snyggs (1959) "what a person thinks and

how he behaves is largely determined by the concept he holds about
himself and his abilities. Concepts are vital to the individual because
they provide the basis for most of our symbolic behavior. Our language
is nothing but a configure action of symbols which we have learn to
associate with different social concepts. Concepts not only allow us
economy but also go a step further in facilitating the development of
further concepts by the application of generally accepted rules.

Concepts as public entities are the organized information so the

meaning of words which the particular society has accepted as means of
communication. According to Carroll (1964) "Related concepts, words
and word meanings as words in a language can be thought of as a series
of spoken or written entities which facilitate development. There are
meaning for words that can be considered as standard of communicator
behaviour that is shared by those who speak a language. Thus we can
say meaning of a word is, therefore societically standardized concept
and when we say what a word stands for or name a concept it is
understood that we are speaking of concepts that are shared among
members of a community .Different communities may have different
concepts of the same word.
Attributes of concepts:-
1. Learn ability: - There is great difference in learn ability of
concepts in the sense that some concepts are easily learned than others
by individuals who share similar cultural experiences and language.
2. Usability: - Concepts vary in their use in day to day life.
3. Validity:- A concept is valid to the extent that experts agree on
the meaning and definition .
4. Power: - The attribute of power of a concept refers to the extent
to when a particular concept facilities or is essential to the attainment of
other concepts.

5. Structure :- Any public concept defined in terms of attributes

has a structure, a relatedness of defining attribute

6. Instances of perceptibility :- Concepts vary with respects to the

extent to which their instances can sensed as a plant has many instances
which can be manipulated seen and smelled whereas eternity has no
perceptible instance.
Types of Concept
1. Conjunctive - A conjunctive concept is defined by the joint
presence of the appropriate value of several attributes.
2. Disjunctive Concept- A disjunctive concept on the other hand
involves a critical combination of critical attributes or any constituent
thereof
 3. Relational Concept- The relational concept involves the notion of
common relation among the various elements of attribute. Values
defining the concept.

Self-concept in Adolescent
Adolescent is a period of life which is full of physical vigour.
Adolescent take interest in extra ordinary activities .For achieving, their
goal and do extra ordinary activities, the most important thing is to make
the self-concept in concrete level and identity level at least.

The child upto 12 years of age does no bother about his future
career but as he reaches 16years of age he starts thinking about his future
career. The choice of future career by adolescent significantly affects his
future. Social relationship in the society and indirect progress of the
country. For this the self-concept is perfect of adolescence. They can
achieve their destination in future without any difficulty. Self-concept
becomes the mean by which they create their image and identity. The
self-concept in the child is initiated by physical awareness. The second
importance means in the development of self-concept is their social
status, the way they dress and their language etc. It develops personality
of adolescence also so it is an organizing agency of the personality of
adolescence
c) Adolescence: -
Adolescence is a transitional stage of physical and psychological
development that generally occurs during the period from puberty to
legal adulthood.
Adolescence means 'to emerge' to achieve 'identify'. Adolescence
is the stage between childhood and adulthood, it is not an age, but a
stage.
PSYCHOLOGISTS VIEW ABOUT ADOLESCENCE

A) G. Stanley Hall (1844-1924) - Was the first psychologist to advance

a psychologist of adolescence and to use scientific methods to study
them. Hall described adolescence as a period of "Strum and diang". i.e.
"Sum and stress" as to him the child at this stage is "erratic, emotional,
unstable and unpredictable.

B) Margaret Mead: (1882- 1963) - Margeret mead finds that the storm
ad stress of this phase development is caused by socio-economic factors
rather than biological factors. Mead also states that the major task facing
adolescents today is the search for a meaningful identity.
C) Erik Erikson- The core concept of Erickson's theory is the
acquisition of an ego identity and the identity crisis is the most essential
characteristics of adolescence the search of an identity involves
production of a meaningful self-concept in which past,
Present and future are linked together.
MEANING OF ADOLESCENCE

Derived Form ADOLESCERE

Greek Word M
e
a
n
i
n
g

To Grow to Maturity

“Adolescence” Meaning “To grow to maturity”.

“Psychologically adolescence is a age when the individual becomes

integrated to the society of adults, the age when child no longer feels
that he is below the level of his elders, but equal at least in rights.”

- Jean Piaget
DEFINITIONS OF ADOLESCENCE
“Adolescence is the period through which a growing person makes transition from
child hood to maturity”

- jenshiald

“The one word which best characterizes adolescence is change, The Change is
psychological, sociological and physiological,”

- Bigge and Hunt

“Adolescence is a period of great stress and strain, storm and strife.”

-Stanley Hatt
STAGES OF ADOLESCENCE

1. Early Adolescence - 12 to 13 year of age

2. Middle Adolescence – 14 to 18 Year of age
3. Late Adolescence – 19 to 20 years of age

Adolescence is a stage which emerges from childhood and merges into

adulthood. This is also known as "Teen-age period". This is the period
which begins with puberty and ends with the general recession of
growth.

The rapid growth of the body brings about:-

 Moodiness
 Irritability
 Restlessness
 Emotional instability

"Adolescence is a period of great stress and strain, storm and strife."

.Everything in the world is strong and puzzling to the adolescent. The
Psychosomatic conditions of the person are disturbed and he is found to
emotionally unstable. Every now and then they seem to challenge the
authority. it's the stage regarded as a difficult phase of growth.
 DEVELOPMENT DURING ADOLESCENCE

1. Early Stage of Adolescence :- 11-13 years of age

S.NO Physical Development Cognitive Social Emotional

Development Development
Boys Girls

1. Puberty:- Puberty:- Growth Growth ability for Struggle with their own
Growth of of body hair oil abstract thoughts identity
body hair oil glands gets active
glands gets
active
2. Growth in Breast and hip Interested in present Worried about their physical
testicles and development status but still changes
penis thoughtful for future
3. Deepening of On set of Conflict with parents
Voice menstruation -
4. Gain Weight Gain weight and Moral Thinking gets Desire to be independent
and Height Height deeper Mood Swings
 2. Middle Stage of Adolescence:- 14-18 Years

S.NO Physical Development Cognitive Social Emotional

Boys Girls Development Development

1. Puberty is -Same- Continues

completed
Physical Growth for Intense self
2.
growth Physical growth involvement
Abstract
continues for Slows for girls
boys Thoughts
Increased Capacity for High Expectations
goal setting.
Moral Thinking gets Continued adjustment to
deeper physical changes.
Starts taking life Tendency to keep distance
seriously Thinks about from parents.
life’s aspects
Popularity becomes an
important issue.
Feeling of love and passion
and sexual interest increases
 3. Late Adolescence:- 19-24 Years of age.

S.NO Physical Development Cognitive Social Emotional

Boys Girls Development Development

1. Young mean Young woman Capable of thinking Now they get to know their
continue to are physically ideas from beginning identity including rowel
gain weight fully developed to end identity
to height
muscular
body and
body hair

Ability to delay Increased emotional stability

gratification
Can judge their own Concerned
inner experience
Concerned for the Development of serious
future prospects relationships
Interested in moral Social- cultural traditions
reasoning regains their importance
DEVELOPMENT TASKS OF ADOLESCENCE

The acquisition of physical and emotional maturation &

Stability, Social expectation etc. can be seen as the
successful/positive development of an adolescent.

Failing in doing so results is increased anxiety, emotional

instability social negligence and incapability to handle tough tasks.

The developed mental tasks of adolescences are:-

1) Acceptance of their respective physique. i.e. Masculine and Feminine.

2) To have control over one's emotions.

3) To consider elements in their proper perspective.

4) Serious about selecting their occupation.

5) Development of intellectual skills.

6) Achievement of social responsibilities.

7) Keeping a correct account of merits and demerits.

8) Preparing themselves for marriage and family life.

CHIEF CHARACTERISTICS OF ADOLESCENCE

As we all have gone through this period, we can this is an

important period of the entire life Sian. This is a physique,

emotions, behavior and status. These changes create pro

adolescence as they are unable to cope up with these changes in the

prior stage Or these bases, the characteristics of the adolescence

are as follows:-

 Important period.

 Period of Transition.

 Period of change.

 Problem in age factor.

 Period of emotional ups and downs.

 Period of search for identity

1.7 Objectives of the study
 To find out the parent-child relationship in adolescent girls.
 To find out the parent-child relationship in adolescent boys.
 To determine the self-concept in adolescent girls.
 To determine the self-concept in adolescent boys.
 To compare the parent-child relationship in adolescent girls and
adolescent boys.
 To compare the self-concept in adolescent girls and adolescent
boys.
 To find out the effect of parent-child relationship on the self
concept of adolescent girls.
 To find out the effect of parent-child relationship on the self
concept of adolescent boys.
 To find out the effect of parent-child relationship on the self
concept of adolescents.
1.8 Hypothesis of the study:-

 There will be no significant difference in parent-child

relationship of adolescent girls and adolescent boys.
 There will be no significant difference in self concept of
adolescent girls and adolescent boys.
 There will be no effect of parent-child relationship on self
concept of adolescent girls.
 There will be no effect of parent-child relationship on self
concept of adolescent boys.
 There will be no effect of parent-child relationship on self
concept of adolescents.

1.9 Delimitations of study:-

The present study will be perform among the 200 students off class 11 th
(secondary level) of the for government school of Dharsiva block,
Raipur District C.G state.