Relation among Life Assets with Parenting Style of Academically Talented Students in a Residential School

Abstract

This study was evaluate the life assets of academically talented students in a residential school and also to investigate the relationship of parenting style and life assets. This study was a descriptive research. Participants, obtaining by purposive sampling, were 376 residential high school talented students (2017) . The participants completed two sets of questionnaire: the life assets questionnaire (youth version) and parenting style. Data was analysed by using the Microsoft excel program for calculating scores of each power of life assets. The relationship of personal information and life assets were examined by chi-square and multiple regression analysis. The results showed overall life assets level of participants was moderate. A detailed examination of 5 facets indicated that 4 powers passed the criteria while one failed. Namely, the sample possessed an excellent level of power of family. Further, a power of self level was found to be good. A level of two powers i.e. power of intelligence and power of peer were moderate. However, a power of community level was low hence it was considered to the failed criteria. The life assets in power of family related to parenting style at the significant level of .01. It was found to be significantly related to supportive love and reasoned parenting style with life assets by using multiple regression analysis. There is a positive correlation with life assets scores in family power and power of community. That affect of power of family scores were at a good-very good level 94.74 and 94.19 percent respectively. However, a restrictive parenting style power of family scores were at a good-very good level only 57.17 percent. The analysis of the relationship by using multiple regression was found that there were positive relationships among authoritative parenting style, life assets, power of love and community at statistical significance. The findings revealed the following; authoritative parenting style could make the children get love, warmth, and caring nurture; good and appropriate supporting could discipline the children to be independent, strong, and having self-esteem. These lead to develop performance, learning and doing activities with their friends at school and others which feedback to their life assets in power of families, selves, intelligence, peers, and activities. For unqualified the standard criteria, because of the students’ concept, boarding school where they live is their community; they only well behave that is to help and support community. To be successful, creating the network and cooperating among families, schools, and communities are suitable ways to encourage and contribute the students to more interact with people and participate in communities in advance.