Parenting Style as a Predictor of Scientific Attitude Among Secondary School Students in Rohtak District

Abstract

This paper analyses the influence of parenting style on scientific attitude among secondary school students in Rohtak district. Parenting style is examined through three dimensions: authoritative, authoritarian, and permissive. The study uses an analytical sample of 480 secondary school students. Scientific attitude is measured through a composite score representing curiosity, evidence orientation, open-mindedness, anti-superstitious orientation, and critical thinking. The analysis includes descriptive statistics, group comparison, correlation, and multiple regression. Results show that students reporting authoritative parenting have the highest scientific attitude scores, while students reporting authoritarian and permissive parenting show comparatively lower scores. Authoritative parenting is positively related to curiosity, evidence orientation, and critical thinking, whereas authoritarian parenting shows a negative relationship with open questioning and evidence orientation. The regression model indicates that authoritative parenting remains a significant positive predictor of scientific attitude even after SES and home environment are controlled. The paper argues that scientific attitude grows in homes where parents combine warmth with reasonable discipline, allow questioning, discuss reasons behind rules, and encourage independent thinking. Educational interventions should therefore include parent-orientation programmes that explain the value of inquiry, discussion, and rational decision-making in everyday family life.