Document Type: Original Article


1 Department of Educational Psychology, Faculty of Education and Psychology, Allameh Tabatabaei University, Tehran, Iran

2 Assistant Professor, Department of Psychology, Faculty of Education and Psychology, Allameh Tabatabaei University, Tehran, Iran


This paper aims to investigate the relationship between Parenting practices and both variables of Perfectionism and Self-regulation and to compare it among students with Single-child and many children families. The statistical population entails the entire high school students across Tehran of whom 486 female students were selected as the statistical sampling using the Multi-stage random sampling. The research tools entail 1- Multidimensional Perfectionism Scale (MPS), 2- self-regulated learning (SRL) by Pintrich and DeGroot model, 3- Parenting Questionnaire (Baumrind, 1973). Findings showed that a significant relationship exists between Parenting practices and both variables of Perfectionism and Self-regulation, i.e. a positive significant relationship exists between Authoritative parenting practice and self-regulation, whereas a negative significant relationship exists between permissive and authoritarian parenting practices and self-regulation. Further, there is a positive significant relationship between Self-oriented and socially oriented perfectionism and the Authoritative and authoritarian parenting practices. There is a significant difference between parenting practices and Perfectionism and Self-regulation among students with Single-child and many children families. In general, parents' emotional engagement with their children affects severely children's self-regulation skills and perfectionism whereby as the parents are the first teachers for children and their influence on children in the early childhood is of typical, so the parents can adopt the correct way of training in dealing with children in order to use rearing styles upmost.


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