Impact of Parenting Styles on Students’ Self-Disclosure and Emotional Well-Being

Abstract

Parenting practices play a crucial role in shaping students’ psychological development, emotional adjustment, and interpersonal communication. The present study examined the relationship between parenting styles, self-disclosure, and emotional well-being among students. A quantitative cross-sectional research design was employed. The sample consisted of 150 students aged 16–24 years from higher secondary schools and undergraduate colleges in Rajasthan, India, selected through purposive sampling. Data were collected using standardized instruments including the Parental Authority Questionnaire (PAQ), the Self-Disclosure Index (SDI), and the Emotional Well-Being subscale of the Mental Health Continuum–Short Form (MHC-SF). Descriptive statistics, Pearson correlation analysis, and mean comparisons were conducted using SPSS. The results indicated that authoritative parenting was the most frequently perceived parenting style among participants. Students who perceived authoritative parenting reported higher levels of self-disclosure and emotional well-being compared to those experiencing authoritarian, permissive, or neglectful parenting styles. Correlation analysis further revealed significant positive associations between parenting styles and both self-disclosure and emotional well-being. The findings highlight the importance of supportive and responsive parenting environments in fostering emotional openness and psychological well-being among students. The study contributes to the understanding of family influences on adolescents’ emotional development and underscores the role of positive parenting practices in promoting healthy communication and psychological adjustment.