Theory on the Influence of Parental Education Style on Self-Evaluation

5) Self-assessment is always evolving. With age, it divides and develops into many different aspects.

6) Self-assessment has both evaluative and descriptive aspects. Individuals can self-evaluate as well as self-describe themselves in the same situation.

7) Self-assessment may differ from its analogous models [cited in 69 pp.127-128].

Thus, within the framework of this thesis, the author considers Self-assessment of secondary school students as a general assessment of their self-worth in meaningful social relationships as a person in different areas (emotions, future and family) that build their own image. The reason we only choose self-assessment of secondary school students in three areas of family, emotions and future is because: First, as presented in section 2.1. Theory on secondary school students, at this age, children have strong emotional turmoil , they are searching for their identity; Second, the role of parents ( family ) is no longer as influential as in the previous stage, so in the family, parent-child conflicts inevitably affect the perception of self-worth in the family; Third, although secondary school students do not have much idea about their future orientation , they already have their own plans and ambitions. For these reasons, we chose to study secondary school students' self-assessment in three areas: family, emotions and future.

2.4. Theory on the influence of parental educational style on self-assessment

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From the very first studies, Baumrind (1967, 1971) pointed out that children living in families with authoritarian parenting style are often obedient children, but have low levels of happiness, lack of social competence and low self-esteem. Because authoritarian parents always try to control, impose their opinions on their children, do not explain the reasons for making rules, and show little warmth to children. Instead of encouraging children to follow, they

tend to punish children when they do not listen to them. They will make children lack confidence in themselves because they always force them to obey orders [78].

Maccoby and Martin (1983) suggested that children living in families with indifferent/neglectful parents tend to have a lack of control, low self-esteem, and low happiness as adults. These two authors also found that authoritarian or indifferent/neglectful parents are not beneficial to children's self-esteem [8].

Lescarret and Philip-Adish's (1995) study found that four parenting styles (inclusive, authoritarian, democratic, and neglectful) have a certain influence on children's level of autonomy and self-esteem [74, pp.107-125]. Yang and Liang's (2008) study found that parental PCGD can help improve children's self-esteem [66, pp.556-561].

Some studies by Vietnamese authors also mentioned the influence of parental PCGD on children's development in general and self-assessment in particular. Author Ngo Cong Hoan in the book Family Psychology (1993) said that a good relationship between parents and children is established, capable of forming independence, autonomy, dynamism, and high social positivity for children. When parents have an autocratic PCGD, excessive authority, imposition, and strictness, children will have deviant development such as being easily selfish and helpless, separating from themselves, avoiding contact with reality, tending to want to escape into daydreams, having difficulty interacting with society and children of the same age, being passive, lacking initiative, helpless in self-defense, feeling inferior, dependent, and tending to retreat [15]. Thus, according to the author, parents with an autocratic PCGD will make children have low self-esteem and low self-esteem.

Discussing the relationship between 5 types of parental behavior (harsh, hateful, controlling, warm and caring) and self-assessment of secondary school students, author Do Ngoc Khanh (2004) pointed out that: children have a higher level of self-assessment when their parents have warm, caring and controlling behavior and vice versa, they will have a lower level of self-assessment when their parents are less caring, less warm, less controlling and have a high level of harshness [19, pp.35-40].

It can be seen that parents' behavior has an important influence on the way children perceive and evaluate themselves. Each type of behavior of parents tends to have a certain impact on children, which can make children confident and communicate well, but on the contrary, parents' behavior can also make children self-conscious, shy, and underestimate themselves.

2.5. Research on factors influencing parents' educational style and self-assessment of junior high school students

2.5.1. Research on factors influencing parents' educational style

Research in the field of family education has shown that there are many factors that influence parents’ use of PCGD. However, within the scope of this research, we only delve into the following factors:

Factors related to children's socio-demographic characteristics

One thing that is most noticeable is that Asian parents often use different PCGD for boys and girls. It seems that they tend to be either strict or lax with boys and more democratic with girls. However, some studies also show that this difference in PCGD depends on different areas of daily life as well as in children's learning [cited in 71].

In addition, the age of the child is also a significant factor influencing the parenting style of the parents. Because at each age, children have very different psychological and physiological manifestations. If parents maintain a rigid parenting style that does not change over time, it may create positive results for the child at this stage but negative results at another stage.

Factors related to parents' socio-demographic characteristics

The research results of Vu Thi Khanh Linh (2012) show that the educational level, occupation and age of parents have a certain influence on the formation of different educational styles in them. Therefore, the distribution of the proportion of educational styles in families with different educational levels, occupations and ages is different. These three factors create

unique features in parents' educational style. They are often revealed through the communication process between parents and children and the process of parents educating their children [30].

In addition, research in the West also shows that the socio-economic situation of the family also has a significant influence on the parenting style of parents. Parents with unstable socio-economic situations tend to practice authoritarian/liberal parenting style (Lau tray, 1998; Evans, 2004).

This thesis only studies students' evaluation of their parents' PCGD but does not study parents' evaluation of their children's education. Therefore, the thesis will focus on children's socio-demographic characteristics that may influence their evaluation of their parents' PCGD, such as: gender, academic performance, class/school, who they live with (father and mother, father or mother and other people), and the order of children in the family without analyzing factors affecting parents' PCGD.

2.5.2. Research on factors affecting self-assessment of junior high school students

When referring to the factors affecting the formation and development of Self-Assessment, the authors argue that “the formation of Self-Assessment is supported by two factors: the attitudes of others and the person's own perception of the activity, including the process and results of that activity” [80].

Individuals evaluate themselves in two ways:

1) Compare your expectations with the objective results of your activities.

2) Comparing oneself with others. The higher the level of expectations, the more difficult it is to fulfill them. Success and failure in any activity affect the individual's assessment of his or her abilities in that type of activity. Equally important is the moment when the individual compares, evaluates himself or herself, individuals consciously or unconsciously compare themselves with others, paying attention not only to their own achievements, but also to the entire social situation as a whole [81].

Thus, we can divide the factors that influence self-evaluation into: internal factors and external factors.

Internal factors

Internal factors are factors within the individual himself. Including biological factors (genetics, hormones, physical health status, gender, age...) and psychological factors (cognition, introversion - extroversion type, personality...) all affect the individual's Self-Assessment.

One of the most recent trends to emerge in the field of Self-Evaluation research is the genetic basis. Neiss, Stevenson, and Sedikides (2003) concluded that genetics accounted for 30–40% of the variation in Self-Evaluation among siblings. This is not to mention environmental factors, such as play, school, friends, work, etc. More specifically, biology appears to give us certain predispositions such as energy levels, basic temperament, certain physical, cognitive, and social abilities [cited in 51, p.64].

Age may be a variable that influences children's self-evaluation. This has been demonstrated in the study of Orth, Robins & Widaman (2012): overall self-evaluation increases throughout adolescence to adulthood and begins to decrease in old age [62, pp.1271-1288].

Another study by Erol & Orth (2011) also concluded that self-evaluation increases throughout adolescence. This study also showed that gender does not make a difference in children's self-evaluation [56, pp.607-619].

However, other studies have found differences in terms of gender. Kling et al.'s (1999) analysis of self-assessment surveys in Western industrialized countries found that adolescent girls generally rated themselves moderately or lower than boys, with this difference most evident around age 16 [58, pp.470-500]. Quatman and Watson's (2001) study also found that boys generally rated themselves higher than girls [63, pp.93-117].

Some researchers such as Close Matches, Glick & Zigler (1985), Steinberg (1993) all believe that cognitive ability, the combination of positive and negative thinking, the unity between the real "I" and the ideal "I" are also factors affecting self-assessment. In addition to the individual's cognitive ability, internal factors such as the ability to self-observe, collect information, compare and contrast... all affect self-assessment. Regarding cognitive ability, the thesis wants to discuss the influence of learning outcomes on children's self-assessment. Research by Bills (1959), Carlton and Moore (1966), Diller (1954) and Robinson, Kehle, & Jenson (1986) shows that academic achievement affects the level of self-assessment, high academic results enhance children's self-assessment. Conversely, low academic performance tends to decrease students' self-confidence (Centi, 1965; Gibby & Gibby, 1967) [cited 82].

External factors

External factors refer to the impact of social factors that influence an individual's Self-Evaluation, including: school context factors, social groups, parental influences (educational style, care)

The school environment will also influence children's self-evaluation. According to Maintier and Alphilippe (2007), school is an important area for children to build their self-evaluation. Kail (1998) also argued that self-evaluation depends on the level of people in the social group that children participate in or the level of demands of that group. Children always compare themselves with the children around them. Thus, small groups are the factors that influence children's self-evaluation the most [cited in 68, p.67].

Kernis (2003a) noted that a lack of warmth or loving acceptance from parents affects self-esteem. He found that when individuals suffer a deficit in this area, they tend to base their sense of worth on external rather than internal factors, making them more vulnerable. Crocker and Park (2003) found that students who place more value on academic achievement suffer greater loss when they fail

Higher university students are those who rate other aspects of themselves higher [cited in 51, p.65].

According to Winnicott (1975), the mother's perspective serves as a mirror for the infant, allowing the child to explore himself as an emotional investment. This process leads to the formation of the core of the self and to the emotional development of self-evaluation (Kohut, 1974). According to Cotton (1983), "from the very beginning, two sources of experience provide the basic ingredients for the child's self-evaluation: the quality of emotional interaction and the child's self-actualization" [cited in 69, pp.110-111]. Thus, the love and care that parents give to their children, the unconditional acceptance and care of their parents, give the child the first feelings of his own worth.

Studies by D. Baumrind (1966, 1991), Maccoby (1983), Steiberg (1994) have shown that parental PCGD also has certain effects on children's self-evaluation. Children living in families with authoritarian parenting style are obedient, but have low happiness, lack of social competence and low self-esteem/self-evaluation (Baumrind, 1991).

Research by S. Harter (1990, 1993 and 1999) points out four potential sources of support for adolescents: parents, teachers, peers and friends, of which parents and peers play the most important roles [cited in 69, pp.113-114].

Wentzel's (1994) research found that the importance of parental PCGD initially increases from infancy to preschool. The importance of parenting style may increase if parenting is more disciplinary or educational in the early stages of life, or decrease if parenting is more responsive or warm in later stages as children enter late adolescence and early adulthood. Research also suggests that parenting styles should vary depending on what is needed by children at different ages [65, pp.268-291]. Thus, parental PCGD that varies over time may have either a positive or negative impact on children's self-esteem over time.

Although the influence of parents on teenagers has narrowed and no longer covers all areas of their lives as in previous ages, communication between them and their parents is still extremely important. While they value the opinions of their friends in matters such as clothing, hobbies, entertainment, and friendships, the opinions of their parents are important to them in matters such as value orientation, moral standards, and social values.

In this study, the thesis focuses on clarifying the factors affecting children's self-assessment as follows: gender, class/age, order of children in the family, academic performance, school, parental PCGD and parental care for children.

Chapter 2 Summary

In chapter 2, the thesis deals with the theory of secondary school students, about parents' PCGD, self-assessment, the influence of parents' PCGD on self-assessment, and factors affecting students' self-assessment.

The thesis researches on secondary school students, students studying from grade 6 to grade 9 in the current education system in Vietnam, above primary school and below high school. This is considered as the " rebellious and unruly" stage, a stage of strong emotional and behavioral disturbances that will affect the development of children in later stages. The development of cognition and intelligence in the previous stage makes secondary school students have their own judgments and assessments of the world, and also self-perception and self-assessment. The emotional development of adolescents is complex and unstable. They are hyperactive but also often fearful and disturbed. This characteristic will influence the self-assessment of adolescents. The development of self-awareness is one of the outstanding personality qualities in adolescence. They are aware of themselves as a personality with the right to be respected, independent and trusted like any other adult. At this stage, teenagers are more interested in their inner world. They struggle with questions.

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