Parenting Styles, Career Aspiration and Self-Esteem Among College Girls

Abstract

The present study aims to investigate the relationship between parenting styles and how they affect the self-esteem and career goals of girls between the ages of 19 and 23. The study concentrated on the relationships between self-esteem and career goals (education, leadership, and achievement) and three types of parenting: permissive, authoritarian, and authoritative. One hundred girls between the ages of 19 and 23 who were enrolled at different educational institutions made up the sample. Validated questionnaires such as Rosenberg’s Self-Esteem Scale, Career Aspiration Scale, and Perceived Parenting Style Questionnaire were used to gather data. For the three variables listed above, descriptive statistics such as mean, standard deviation, variance, and range were calculated. Cross-tabulation and frequency analysis were used to look at the distribution and correlations between the variables. Furthermore, skewness and kurtosis were computed to evaluate the variables’ distributional properties. Additionally, it provides information about the distribution and trends of these variables, which serves as a foundation for further inter-correlation studies. It reveals the connections among self-esteem, job goals, and parenting approaches. The study specifically looks at how various parenting philosophies affect self-esteem levels and how various job goals affect self-esteem. This study contributes to the body of knowledge already available on the relationships among college ladies’ self-esteem, career goals, and parenting approaches. The knowledge gathered from this study can help parents, teachers, and legislators create a safe, empowering atmosphere for college girls so they can fulfill their professional goals and develop strong self-esteem.