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S. M. Yasir Arafat1*
Validation of Bangla parenting style and dimension questionnaire
*email: arafatdmc62@gmail.com
DOI: 10.2478/gp-2018-0011
Received: 7 September 2018; Accepted: 3 October 2018
Abstract
Objectives: There has been a plethora of studies conducted on different aspects of parenting and how it affects children. However,
assessment of parenting style and dimension is untouched in Bangladesh. The Parenting Style and Dimension Questionnaire (PSDQ)
is a self-reporting questionnaire responded by parents regarding their parenting practices, which assesses the three categories of
parenting styles, namely, authoritative, authoritarian, and permissive. It was aimed to adapt and validate PSDQ in Bangla which
is the mother tongue of the people of Bangladesh.
Methods: The validation study was conducted from January 2017 to June 2018 in three schools of Dhaka city with the self-
reporting semi-structured Bangla version of PSDQ. The adaptation of PSDQ to Bangla was performed according to the state-of-
the-art procedure of forward–backward translation. Parents having children aged 6–16 years were approached through schools to
participate in the study. Data were collected from 349 parents and analyzed using Statistical Package for the Social Science version
16.0 software.
Results: Cronbach’s alpha of PSDQ Bangla was 0.84, which signifies a good internal consistency. Cronbach’s alpha of authoritative
domain was 0.95, authoritarian domain 0.88, and permissive domain 0.78. A total of three factors were extracted using exploratory
factor analysis with varimax rotation after discarding four items that had poor correlation and factor loading values. The three
extracted factors were authoritative, authoritarian, and permissive; these are similar with the initial three dimensions of PSDQ.
Conclusions: Current study resulted in PSDQ Bangla, which retains 35 items in 3 domains with distribution of 20 items in
authoritative domain, 9 items in authoritarian domain, and 6 items in permissive domain. The 35-item PSDQ Bangla can be a
psychometrically reliable and valid tool to use in clinical setting of psychiatric practices in Bangladesh, especially to deal with child
psychiatric disorders.
Keywords
Parenting style, PSDQ Bangla, authoritative parenting, authoritarian parenting, permissive parenting
© 2018 S. M. Yasir Arafat. This is an open access article licensed under the Creative Commons Attribution- 95
NonCommercial-NoDerivs License (http://creativecommons.org/licenses/by-nc-nd/3.0/).
Global Psychiatry — Validation of Bangla parenting style and dimension questionnaire
assesses the three categories of parenting styles, namely, The forward translated versions were compiled from the two
authoritative, authoritarian, and permissive. Parenting style forward translations to address the discrepancies between the
has both short- and long-term effects on the development versions, so that standard version of a forward translation
of a child(ren). However, it has been poorly studied in can be made, which is recommended for standard translation
Bangladesh. The research implications of developing such process (Beaton et al. 2000; Arafat et al. 2016). Then the
a scale has not been emphasized in the country. Thus, the compiled version was translated back into English by a
assessment as well as modification of parenting toward professional translator with experience in medical translation
expected direction is theoretically impossible among the and by one medical graduate who had not been involved in
parents whose children are being presented with psychiatric forward translation steps. The back-translated versions were
disorders. Psychometrically valid scales in indigenous then compiled and compared by the researcher to resolve any
languages would foster research and better mental health discrepancy for complying the validation guideline (Beaton
services as well. Furthermore, addressing the management et al. 2000; Arafat et al. 2016). After that, all the four versions
of child psychiatric disorders with biopsychosocial approach were submitted to the expert committee formulated for
invariably demands the involvement of parents. Hence, this validation study. The expert committee modified and
choosing appropriate strategies to shape the parenting further finalized the items of the PSDQ Bangla, and then pretesting
demands the assessment of enduring styles. So, it was aimed was conducted among 30 parents who were approached from
to develop a culturally adapted and validated Bangla version general population. During the expert committee review,
of PSDQ for the assessment of parenting style in Bangladesh. some items were discarded and some were merged into single
item to ensure the cultural equivalence (Beaton et al. 2000;
METHODS Arafat et al. 2016).
Ethical Aspects The original instrument (PSDQ English) has 62 items (Table
1). The authoritative domain has 27 items: 1, 3, 5, 7, 9, 12,
The study was conducted by complying the declaration of 14, 16, 18, 21, 22, 25, 27, 29, 31, 33, 35, 39, 42, 46, 48, 51, 53,
Helsinki 1964. Formal permission was obtained on May 55, 58, 60, and 62. The authoritarian domain has 20 items: 2,
09, 2016 from Clyde C. Robinson (Robinson et al., 1995) 6, 10, 13, 17, 19, 23, 26, 28, 32, 37, 40, 43, 44, 47, 50, 54, 56,
who developed the questionnaire. Before starting this study, 59, and 61. The permissive domain has 15 items: 4,8, 11, 15,
the research protocol was approved by the Institutional 20, 24r, 30, 34, 36, 38r, 41, 45, 49, 52r, and 57 (“r” indicates
Review Board (IRB) of Bangabandhu Sheikh Mujib Medical the reverse codes as the items were negatively phrased). The
University (BSMMU) (BSMMU/2016/10524), Dhaka, PSDQ uses response scales on a continuum from “Always (5)”
which as approved on October 15, 2016 and the protocol was to “Never (1).” Parents received a score on all three parenting
reviewed on 123th IRB meeting held on October 08, 2016. dimensions.
Different steps of the study were supervised by the Department
of Psychiatry, BSMMU. Informed written consent was Discarded Items by Review Committee
obtained from parents without any influences. Parents were
approached through 3 selected schools with prior permission Item deletion was considered when items having less than 0.80
from the school committee as well as from the headmasters. content validity index in agreement with Arafat et al. (2016,
Data were collected anonymously, confidentiality of the data 2017). Generally, content validity can be assessed through
was ensured adequately, and any unauthorized access to data standard back translation process, reviewing literature, and
was not possible. skillful panel opinion and content validity index (Arafat et al.
2016, 2017; Arafat 2016; Algin et al. 2018). Item 60 (I channel
Adaptation of PSDQ into Bangla our child’s misbehavior into a more acceptable activity) was
deleted from authoritative domain. No item was deleted from
The adaptation of PSDQ into Bangla was performed according the authoritarian domain. Item 11 (I spoil our child), item 24
to the state-of-the-art procedure of forward–backward (I appear confident about parenting abilities), item 38 (I carry
translation (Beaton et al. 2000; Arafat et al. 2016; Arafat out discipline after our child misbehaves), item 49 (I bribe our
2016). One medical graduate and 1 lay person were involved child with rewards to bring about compliance), and item 52 (I
in forward translation procedure. Both of the translators set strict well-established rules for our child) were discarded
were native speakers of the Bangla and fluent in English. from permissive domain (Table 1).
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Global Psychiatry — Vol 1 | Issue 2 | 2018
97
Global Psychiatry — Validation of Bangla parenting style and dimension questionnaire
Item Merging in Authoritative Domain physical punishment as a way of disciplining our child), item
43 (I slap our child when the child misbehaves), item 61 (I
Item merging was performed as per the recommendation of the shove our child when the child is disobedient) were merged
expert committee during the expert committee review. Item 7 into single item and 4 items were reduced. Item 10 (I punish
(I joke and play with our child) and item 46 (I have warm and by taking privileges away from our child with little if any
intimate times together with our child) were merged into a explanations) and item 28 (I punish by putting our child off
single item. Item 9 (I show sympathy when our child is hurt somewhere alone with little if any explanations) were merged.
or frustrated) and item 12 (I give comfort and understanding Item 13 (I yell or shout when our child misbehaves) and item
when our child is upset) were merged. Item 22 (I allow our child 32 (I explode in anger towards our child) were merged. Item
to give input into family rules) and item 55 (I take into account 17 (I scold and criticize to make our child improve) and item
our child’s preferences in making plans for the family) were 50 (I scold or criticize when our child’s behavior doesn’t meet
merged into single item. Item 29 (I help our child to understand our expectations) were merged. Item 23 (I argue with our
the impact of behavior by encouraging our child to talk about child) and item 44 (I disagree with our child) were merged.
the consequences of his/her own actions) and item 58 (I explain Item 40 (I tell our child what to do) and item 59 (I demand
the consequences of the child’s behavior) were merged. Item 48 that our child does/do things) were merged (Table 2).
(I encourage our child to freely express (himself) (herself) even
when disagreeing with parents) and item 51 (I show respect for Item Merging in Permissive Domain
our child’s opinions by encouraging our child to express them)
were merged (Table 2). Item 4 (I find it difficult to discipline our child) and item 57
(I appear unsure on how to solve our child’s misbehavior)
Item Merging in Authoritarian Domain were merged. Item 15 (I allow our child to annoy someone
else) and item 45 (I allow our child to interrupt others) were
Item 6 (I spank when our child is disobedient), item 19 (I grab merged. Item 20 (I state punishments to our child and does
our child when he/she is being disobedient), item 37 (I use not actually do them) and item 34 (I threaten our child with
98
Global Psychiatry — Vol 1 | Issue 2 | 2018
Table
Table 2: Merging of items
Item Table 2:
2: Merging
Merging of items
of Item
Initial items Merged item
Table
Item 2: Merging of items
Item
Initial Item
Initial Item
Merged item
Merged
Item InitialAuthoritative
Item Domain Merged itemitem
Table
Item 2: Merging of items Initial Item Authoritative Domain
Authoritative Domain
Domain Merged item
Authoritative
7 Item 2:I joke
Table and play
Merging of with
itemsour child
Initial Item Authoritativeআিম
Domainআমােদর স�ােনর সােথ উ� এবং Merged
অ�র�item
সময় কাটাই।
Table
Table 2:
2: Merging
Merging of
of items
items আিম
আিম আমােদর
আমােদর স�ােনর
স�ােনর সােথ
সােথ উ� এবং
এবং অ�র�
উ�times অ�র� সময়
সময় কাটাই।
কাটাই।
46 Item
Table
I have warm2:and
Merging
intimateof togetherInitial
items
times Item
with our Authoritative
child আিম(I
Domainpass
(I(Ipass warm
warm
আমােদর and
and
স�ােনর intimate
intimate
সােথ উ� Merged
times
এবং with
অ�র� our
item
with our
our
সময় child)
child)
কাটাই।
Item Initial Item (I pass
pass warm
warm and
and intimate
intimate times
times
Mergedwith
with our
item child)
child)
Table
Item 2:
Table 2: Merging
Merging of of items
items Initial Item Authoritative Domain
(I আমােদর
pass warm and intimate Merged itemchild)
9 Itemsympathy
Table
I show 2: Merging of
when our items
child is hurtInitial Item Authoritative
or frustrated আমােদরআিম
স�ান
Domain স�ােনর
েকান ক� েপেলসােথ উ�times
বা হতাশা��এবং
Mergedwith our
অ�র�
হেল আিম সময়
item কাটাই।
সমেবদনা েদখাই ।
Table
Item
Item
2: Merging of items Initial
Initial Item
Item
আমােদর
Authoritative
আমােদর স�ান
Domain
স�ান
(I েকান
েকান
pass ক�
ক�
warm েপেল
েপেল
and বা
বা হতাশা��
হতাশা��
intimate times হেল
Merged
হেল
Merged
আিম
আিম
with item
our
item
সমেবদনা
সমেবদনা
child) েদখাই
েদখাই ।
।
Table
Item 2: Merging of items (Iআিম
Initial Item Authoritative
আমােদর
(I
show
Domain
স�ান
show
(Iআিম
show
আমােদর
েকান স�ােনর
sympathy
ক�
sympathy
আমােদর
when
েপেল
when
স�ােনর
sympathy when
সােথ
বাour
সােথ
উ�
হতাশা��
ourউ�
our
এবং
child
child
এবং
child
অ�র�
isহেল
upset
Merged আিম
isisupset
সময়
or
item
upsetoror
অ�র�
কাটাই।
frustrated)
সমেবদনা
সময় েদখাই ।
frustrated)
কাটাই।
frustrated)
12 I giveItem Initial
comfort and understanding when our childItem
is upset (Iআিম
Authoritative
Authoritative show
Domain sympathy
(I আমােদর
Domainpass when
স�ােনর
warm and ourউ�
সােথ
intimate Merged
child
এবংisঅ�র�
times upset item
or
সময়
with our frustrated)
কাটাই।
child)
Item Initial Item
Authoritative
আমােদর Domain
আিম pass
স�ান warm
েকান (I show sympathy
পিরবােরর
(I আমােদর স�ােনর
ক� and
েপেল সােথ উ�
intimate জনয্ েকান when
এবংহেল
times
বা হতাশা�� অ�র�
with
আিম সময়
our পিরক�না
কাটাই।
child)
সমেবদনা েদখাই । our ৈতিরেত
childMerged
isআিম
upsetআমােদর or frustrated)
item স�ােনর
22 I allow our child to give input into family rules Authoritative Domain
পিরবােরর
আিম জনয্
(I pass
পিরবােরর
আিম আমােদর
আমােদর
েকান
warm
জনয্ েকান পিরক�না
and
পিরক�না
স�ােনর
স�ােনর সােথ ৈতিরেত
intimate times
ৈতিরেত
সােথ উ�
উ�
আিম
with
এবং আিম
এবং আমােদর
our
অ�র�আমােদর
অ�র� সময় স�ােনর
child)
স�ােনর
সময় কাটাই।
কাটাই।
Authoritative
আমােদর (Iআিম (I
show
Domain
পিরবােরর স�ান passজনয্
েকান warm
sympathy েকান
ক� and
পছ�গেলা when
পিরক�না
েপেল intimate
our
েক
বােক times
child
িবেবচনা
ৈতিরেত
হতাশা�� with
isহেল
upset
কির।
আিম আিম our
or
আমােদর child)
frustrated)
সমেবদনা স�ােনরেদখাই ।
আিম (I আমােদর
pass warm স�ােনর
পছ�গেলা
and
পছ�গেলা সােথ
intimate উ�
িবেবচনা
বােকহতাশা�� এবং
times
িবেবচনা অ�র�
কির।
with
কির। সময়
our কাটাই।
child)
I take into account our child’s preferences in making plans আমােদর
আমােদর
(I consider
(I (I আমােদর
স�ান
স�ান
show passেকান
our
েকান warm
sympathy
স�ােনর
ক�
child’s
ক�
েপেল
and likings
েপেল
when
সােথ
intimate
বােক
our
উ�
during
হতাশা��
child
এবংmaking
times is
অ�র�
হেল
with
হেল
আিম
আিম
upset
সময়
our সমেবদনা
any
or
কাটাই।
child)
plan
সমেবদনা
frustrated)
েদখাই
for the ।
েদখাই ।
(I consider
পিরবােরর
আিম (I passour
জনয্
আমােদর warm পছ�গেলা
child’s
েকান
স�ােনরandপিরক�না intimate
likings
সােথ িবেবচনা
during
উ� times
ৈতিরেতএবং কির।
with
making
আিম
অ�র� our
any
আমােদর
সময় child)
plan for
স�ােনর
কাটাই। the
55 (I(Iconsider
আমােদর consider (I pass
স�ান
(I show our
our
েকান
sympathychild’s
warm ক�and
child’s েপেলlikings
likings
when intimate
বা during
during
হতাশা��
our
family) times
child making
is with
making
হেল আিম
upset our
any
or child)
plan for
সমেবদনা
frustrated) the ।
the
েদখাই
for the family (I
আমােদর (I show
consider স�ান sympathy
our
েকান child’s
ক� when
েপেলlikingsবা our
family) child
during
হতাশা�� is upset
making
হেল আিম or
any frustrated)
plan
সমেবদনা for the
েদখাই
আমােদর পিরবােরর (I
স�ান
(I show passজনয্
আিম sympathy
warm
েকানেকান
আমােদর
and
পছ�গেলা
ক�স�ােনর পিরক�না
েপেল
when intimate
বাfamily)
েক
family)
হতাশা��
our times
িবেবচনা
ৈতিরেত
child is
বয্বহােরর
with
কির।
আিম
হেল আিম
upset
�ভাব
our
বুআমােদর
child)
orসমেবদনা
িঝেয় স�ােনর
frustrated)
বিল। েদখাই । ।
আমােদর
(I পিরবােরর
আমােদর স�ান
(I show
show
consider স�ান েকান
জনয্
আিম sympathy
আমােদর
sympathy ক�
েকান
েকানchild’s
our ক� েপেল
পিরক�না
স�ােনর
when
েপেলlikingsবা
বা হতাশা��
family)
our ৈতিরেত
বয্বহােরর
child
হতাশা��
during isহেল
আিম
�ভাব আিম
upset
হেল
making বুআমােদর
আিম িor
or সমেবদনা
ঝেয় বিল।স�ােনর
frustrated)
সমেবদনা
any plan েদখাই
the ।
েদখাই
for ।
I help our child to understand the impact of behavior by পিরবােরর
(I (I আিম
explain জনয্
আমােদর
our েকান
পছ�গেলা
child পিরক�না
স�ােনর
when
about our
েক
the ৈতিরেত
বয্বহােরর
child
িবেবচনা is
consequences আিম
�ভাব
upsetবু আমােদর
ি ঝেয়
কির। of the child’s বিল।স�ােনর
frustrated)
আমােদর পিরবােরর
(I show
স�ান জনয্
আিম sympathy
আমােদর
েকান েকান
ক� পিরক�না
when
স�ােনর
পছ�গেলােপেল our ৈতিরেত
child
বয্বহােরর
বাfamily)
েকহতাশা��
িবেবচনা is আিম
upset
�ভাব
হেল
কির। বুআমােদর
আিম িor
ঝেয় বিল।
সমেবদনা স�ােনর
frustrated) েদখাই ।
29 encouraging our child to talk about the consequences of (I (I (Iexplain
show
(Iconsider
explain
পিরবােরর
our
sympathy
our
জনয্
child
ourchild’s
child
পছ�গেলা
েকান
about
when
about
likings
পিরক�না
the
our
the
েক
behavior)
consequences
child is
consequences
িবেবচনা
during
ৈতিরেত upset
কির।
making
আিম orof
of
any
আমােদর
the
theplanchild’s
frustrated)
child’s
for
স�ােনর the
his/her own actions (I(Iপিরবােরর
(I explain
consider
(I show
explain
পিরবােরর আিমour জনয্
our
sympathy
আমােদর
জনয্
েকান
ourchild
child
child’s
পছ�গেলা
েকান
পিরক�না
about
likings
when
about
স�ােনর
পিরক�না behavior)
েক
our
the
behavior)ৈতিরেত
theduring
consequences
িবেবচনা
child
বয্বহােরর
family)ৈতিরেত is
consequences আিম
making
কির।
upset
�ভাব
আিম বুআমােদর
িorof
any theplanস�ােনর
child’s
offrustrated)
ঝেয়
আমােদর the
বিল। for the
child’s
স�ােনর
(I পিরবােরর
আিম consider
আমােদরour জনয্
স�ান child’s
পছ�গেলা
েকান likings
েক পিরক�না
িনেজেক েক during
িবেবচনা
ৈতিরেত
স�ে� making
�কাশ কির।
আিম করেত any
আমােদর plan
উৎসািহত forকির
স�ােনর the
(I
আিম
আিম consider
(I আমােদর
explain
আমােদর ourস�ান
our
স�ান পছ�গেলা
child’s
child েক
েক likings
িনেজেক
about
িনেজেক behavior)
family)
েক
behavior)
the িবেবচনা
during
স�ে�
স�ে� �কাশ
consequences
�কাশকির।
making করেত
করেত any
of plan
উৎসািহত
the
উৎসািহত for কির
child’s the
কির
58 I explain the consequences of the child’s behavior (I পিরবােরর
consider আিম our জনয্child’s
আমােদর েকান
পছ�গেলা পিরক�না
স�ােনরlikings family)
েক ৈতিরেতmaking
িবেবচনা
বয্বহােরর
during আিম
কির।বুআমােদর
�ভাব িঝেয়
any বিল।
planস�ােনর
for the
(I consider our পছ�গেলা
child’s likings েক িবেবচনা
family)
during কির।
making any plan
কেরfor । কির
।। the
আিম এমনিক
আিম
আমােদর যখন
আমােদর
স�ান তারা েক বাবা
স�ােনর
িনেজেক মােয়রস�ে�
behavior) সােথ�কাশ
বয্বহােরর িভ�মত
�ভাব বু
করেত িেপাষন
ঝেয় বিল।
উৎসািহত
(I এমনিক
আিম যখন
(Iconsider
explain
এমনিক আমােদর
our
যখন তারা
ourchild’s
child
পছ�গেলা
তারা বাবা
স�ােনরlikings
about
বাবা মােয়র
family)
েক
মােয়র সােথ
বয্বহােরর
theduring িভ�মত
consequences
িবেবচনা
সােথ কির।বুিেপাষন
�ভাব
making
িভ�মত ঝেয়
any
of the
েপাষন কের
বিল।
plan
কের for
child’s the
(I consider আিম যখন our
আমােদর child’s likings during
family) making any plan for the
I encourage our child to freely express (himself) (herself)
(Iআিম (I এমনিক
explain
encourage
আমােদর
(Iconsider
explain
(I(Iencourage
encourage আিম
our
ourস�ান
our
our
আমােদর
child
child
তারা
child
child’sেকস�ােনর
about
to
িনেজেক
বাবা
about
to
স�ােনর
express
likings
বয্বহােরর
the
মােয়রস�ে�
family)
behavior)
expressthe
(himself)
সােথ�কাশ �ভাব
consequences
িভ�মত
consequences
(himself)
during
বয্বহােরর making
�ভাব
বুিেপাষন
(herself)
করেত
(herself)
বু ি
ঝেয়
of
any
ঝেয় the
বিল।
of উৎসািহত
the freely
কের
plan
বিল। । even
child’s
child’s
freelyfor কির
even
the
48 (I (I আিম আমােদর
explain our
our child
when
child to
স�ােনর
about express
deferring family)
behavior) (himself)
with
বয্বহােরর
the parents)
�ভাব
consequences (herself)
বু ি ঝেয়
of the freely
বিল।child’s even
even when disagreeing with parents (Iআিম
encourage
(I আিম যখন
আমােদর
এমনিক
explain
আিম
our
আমােদর
স�ান
our
আমােদর
when
child
তারা
when
child to
স�ােনর
েকস�ােনর
িনেজেক
বাবা behavior)
deferring
express
deferring
about family)
মােয়র
the with
(himself)
বয্বহােরর
স�ে� সােথ�কাশ
with parents)
�ভাব
িভ�মত
parents)
consequences
বয্বহােরর �ভাব
(herself)
বুিিেপাষন
করেত
বু ঝেয়
of
ঝেয়
freely
বিল।
উৎসািহত
the কের
বিল। । even
child’s কির
আিম (I explain
আমােদরour স�ান child
when েক about
িনেজেক behavior)
deferring the
স�ে�consequences
with �কাশ
parents)করেত of উৎসািহত
the child’s কির
(I(Iআিম (I আমােদর
explain
encourage
encourage আিম যখন
আমােদরour
(I এমনিক
explain স�ান
our
আমােদর
our child
child
তারা
child েকস�ােনর
েকto
িনেজেক
about
to
বাবা
about express
expressমােয়রস�ে�
the
behavior)
the
behavior) সােথ�কাশ
consequences
বয্বহােরর
(himself)
(himself)�ভাব
িভ�মত
consequences করেত
বুিেপাষন
(herself)
(herself) of উৎসািহত
of
ঝেয় the
theবিল।child’s
freely
freely
কের
child’s কির
। even
even
I show respect for our child’s opinions by encouraging our আিম এমনিক যখনস�ান তারা িনেজেক
বাবা মােয়রস�ে�
behavior) সােথ �কাশ
িভ�মত করেত েপাষনউৎসািহতকের । কির
51 আিম
(I
আিম (I explain
আমােদর
এমনিক
encourage
আমােদর our
যখনস�ান
our
স�ান
when
child
when
তারা
child েক
েক
deferring
about
deferring
িনেজেক
বাবা
to
িনেজেক the
স�ে�
behavior)
মােয়র
express স�ে�
with
with
সােথ�কাশ
(himself)parents)
consequences
parents)
�কাশ
িভ�মত করেত
(herself)
করেত of
েপাষন the
উৎসািহতকের । even
child’s
freely
উৎসািহত কির
কির
child to express them (Iআিম এমনিক
আমােদরযখন
encourage our
স�ান তারা
child েক বাবা
to
িনেজেক মােয়র
express স�ে�
behavior) সােথ�কাশ
(himself) িভ�মত (herself)
করেত েপাষন কের । even
freely
উৎসািহত কির
(Iআিম
encourage
আমােদর
এমনিক our
যখনস�ান when
child
তারা েক todeferring
িনেজেক
বাবা express
মােয়রস�ে� with
(himself)
সােথ parents)
�কাশ
িভ�মত (herself)
করেত েপাষন freely
উৎসািহতকের । even
কির
Authoritarian Domain
(Iআিম এমনিক
encourage
আমােদর
এমনিক
যখন
our
আমােদর
যখনস�ান তারা
when
child
whenস�ান
তারা
বাবা
to
েক বাবা deferring
অবাধয্
িনেজেক
deferring
মােয়র
express
মােয়র হেল
স�ে� সােথ
with
(himself)
withআিম
সােথ
িভ�মত
parents)
�কাশ তােক
parents)
িভ�মত (herself)
করেত চড়েপাষন
েপাষনেদই
উৎসািহত । ।। even
কের
freely
কের কির
(I
(I encourage
এমনিক
encourage
আমােদর
our
যখন
আমােদর
(I slap our when
ourchild
স�ান
child
তারা
স�ান
child
to
বাবা
to
অবাধয্
express
অবাধয্
deferring
when মােয়র
express
হেল
হেল
he/shewith
আিম
(himself)
সােথ
আিম
(himself)
তােক
িভ�মত
তােক
isparents)
being
চড়
(herself)েপাষন
চড়
(herself)
েদই
disobedient) । । even
।
েদইfreely
কের
freely even
6 I spank when our child is disobedient (I encourage
(I encourage (I
এমনিক আমােদর
slap
(I slapour our
যখনour স�ান
child
child
তারা
when
ourchildchildto
when
to
বাবাঅবাধয্
whenexpress
deferring
when মােয়র
express
deferring
হেল
he/she
he/she আিম
(himself)
সােথ
with is তােক
being
িভ�মত
parents)
isparents)
(himself)
with being চড়
(herself)েপাষন েদই
disobedient)
disobedient)
(herself) ।
freely
কের । even
freely even
(I encourage (I slap our
আমােদর when
ourchildchild
whenস�ান todeferring
whenexpress
অবাধয্
deferring he/she
হেলwith isparents)
(himself)
withআিম being
তােক
parents) disobedient)
(herself)
চড় েদইfreely । even
19 I grab our child when he/she is being disobedient
(I slap
আমােদর ourwhen স�ানdeferring
child when
অবাধয্he/she হেলwithআিমisparents)
being
তােক disobedient)
চড় েদই ।
37 I use physical punishment as a way of disciplining our child যেথ� বয্াখয্া না িদেয়ই
আমােদর স�ান আিম অবাধয্আমােদর হেল স�ােনর
আিম সুিবধা
তােক চড় েকেড়েদই ।িনেয় শাি�
যেথ�(I বয্াখয্া
যেথ� বয্াখয্া
(I slap নাour
আমােদর
না িদেয়ই
িদেয়ই স�ান
child আিম
আিম অবাধয্
when আমােদর হেল আিম
he/she
আমােদর স�ােনর
isis
স�ােনর beingসুিিdisobedient)
তােক
সু বধা েকেড়
চড় েকেড় িনেয় শাি�
েদই । িনেয়
disobedient)
বধা
যেথ�
slap
(I slap
বয্াখয্া
our
আমােদর
নাour child
িদেয়ইchild
স�ান when
আিম when
অবাধয্ he/she
he/she
েদই
আমােদর হেল। আিম isbeing
স�ােনর being
তােক
সু ি বধাচড় েকেড়েদই । িনেয় শাি�
disobedient) শাি�
43 I slap our child when the child misbehaves (I slap
আমােদর our childস�ান when
অবাধয্ he/she
েদইহেল । is being disobedient)
(I punish আমােদর
(I slapour ourchild স�ান
child অবাধয্েদই
when
by taking হেল। আিম
he/she
away আিম তােক
is being
privileges
চড়
তােক disobedient)
চড় েদই
েদই ।
without । adequate
(I
যেথ� punish আমােদর
বয্াখয্া
(I our child
ourনাour িদেয়ই স�ানby
byআিম অবাধয্
taking েদই
আমােদর হেল
away । আিম তােক
privileges
স�ােনর সুিবধা চড় েদই
without
েকেড় । adequate
েদই । িনেয় শাি�
61 I shove our child when the child is disobedient (I punish (I slap
আমােদর
slap child
our child
স�ান
child when
taking
অবাধয্
when he/she
away
হেল আিম
he/she
explanations) is
is being
privileges
তােক
being disobedient)
চড়without
disobedient) adequate
(I
যেথ� punish (I
(I ourনাour
slap
আমােদর
slap
বয্াখয্া child
ourিদেয়ইchild
স�ান
childbyআিম taking
when
when explanations)
অবাধয্ away
he/she
হেল। আিম
explanations)
েদই
he/she
আমােদর privileges
is
is
স�ােনর being
তােক
beingসু ি চড়without
disobedient) adequate
েদই । িনেয়
disobedient)
বধা েকেড় শাি�
I punish by taking privileges away from our child with little if আমােদর
যেথ� বয্াখয্াস�াননাour খারাপ
িদেয়ই আচরণ করেল আিম িচৎকার েচঁেকেড়
চােমিচ কির।
10 (I
যেথ� punish
আমােদর
আমােদর (I slap
বয্াখয্াour
স�ান
স�াননাchild
িদেয়ইchild
খারাপ
খারাপ byআিম
আিম when
taking
আচরণ
আচরণ
আমােদর
explanations)
he/she
away
করেল
আমােদর
েদই
করেল
স�ােনর
is being
privileges
আিম
। স�ােনর
আিম
সুিবধা
িচৎকার
সুিবধা
িচৎকার disobedient)
without
েচঁ
েকেড়
েচঁ চ
চােমিচ
িনেয়
adequate
িনেয়
ােমিচ
শাি�
কির।
শাি�
কির।
any explanations যেথ� বয্াখয্া না(I shout
িদেয়ই when
আিম our
আমােদর
েদই child
। misbehaves)
স�ােনর সু ি বধা েকেড় িনেয় শাি�
(I আমােদর
যেথ� punish বয্াখয্াস�ান
ourনা (I খারাপ
shout
না(Ichild
িদেয়ই
shout byআিম
আিমআচরণ
when
taking
when explanations)
করেল
our
েদই
আমােদরaway
our child
।
child আিম িচৎকার
misbehaves)
privileges
স�ােনর সুিিবধা
misbehaves) বধা েচঁ
without চ ােমিচ
েকেড় িনেয় কির।
adequate
িনেয় শাি�
I punish by putting our child off somewhere alone with little যেথ�
(I (I punish
punish বয্াখয্াour
our childিদেয়ই
child
(Ichild
shoutby by taking
taking
when আমােদরaway
েদই
away
our । স�ােনর
privileges
privileges
child সু
misbehaves) without েকেড়
without adequate
adequate শাি�
28 যেথ�
(Iআমােদর
punish
আমােদর
যেথ� বয্াখয্া
বয্াখয্াour
স�াননা
স�ােনর
না িদেয়ই
খারাপ
িদেয়ই byআিম
উ�িতর আিম taking
আচরণ আমােদর
জনয্ আিম
explanations)
away
করেল
েদই
আমােদর । স�ােনর
বকা েদই
privileges
আিম
স�ােনর সু িিওবধা
িচৎকার
সু বধা েকেড়
সমােলাচনা
without
েচঁ
েকেড়চােমিচিনেয়কির
adequate
িনেয় শাি�
কির।
শাি�।
if any explanations আমােদর
(Iআমােদর
punish স�ােনর
স�ােনর
our child উ�িতর
উ�িতর
by taking জনয্
জনয্ আিম
explanations)
েদই
আিম
away
explanations) । বকা েদই
বকা েদই ওof
privileges ও সমােলাচনা
সমােলাচনা
without কির
কির
adequate ।
।
যেথ�
(I (Iবয্াখয্া
punish
আমােদর
আমােদর rebuke
our
স�াননা(I
স�ােনর and
shout
িদেয়ই
child
খারাপ criticize
by
উ�িতর when
আিম taking
আচরণ explanations)
জনয্for
our
আমােদর
েদই improvement
away
করেল
আিমchild
। স�ােনরmisbehaves)
privileges
আিম
বকা সু
িচৎকার
েদই িওবধা our
েকেড়
without
েচঁ চ
সমােলাচনা child)
িনেয়
adequate
ােমিচ শাি�
কির।
কির ।
(I punish(I
(I rebuke
our
rebuke and
child
and criticize
by taking
criticize েদই
for
away
for । privileges of
improvement
explanations)
improvement of our
without
our child)
adequate
child)
13 I yell or shout when our child misbehaves (I আমােদর
punish স�ানchild
our খারাপ by আচরণ
taking করেল
away
explanations)
েদই আিম িচৎকার
privileges
। আিম েচঁ
without চ ােমিচ কির।
adequate
আমােদর
(Iআমােদর
punish(I rebukeস�ান
our
আমােদর
স�ােনর খারাপ
(Ichild
shout
and স�ােনর
উ�িতর আচরণ
bywhen
criticize
taking জনয্ করেল
our
for
awaychild
improvement
explanations)
সােথ আিম
আিম িচৎকার
misbehaves)
privileges
ি�মত
বকা েদইেপাষণও of েচঁ
our
without
কির।চােমিচ
সমােলাচনা child) কির।।
adequate
কির
32 I explode in anger towards our child (Iআমােদর
punish
আমােদর (I
স�ান
আমােদর
আমােদর
our
rebuke (I
স�ান (I
খারাপ
(Ichild
shout
shout
shout
খারাপ
and
স�ােনর
স�ােনর
I by আচরণ
when
taking
when
whenআচরণ
contradict
criticize
সােথ
সােথ
our
করেল
our
our
for
child
আিম
explanations)
আিম
awaychild
explanations)
child
করেল
with
আিম
ি�মত
ি�মত
আিম
our
improvement
িচৎকার
misbehaves)
privileges েপাষণ
েপাষণ
misbehaves)
misbehaves)
িচৎকার
child of
েচঁ
কির।
কির।
without
েচঁ
our
চােমিচ
চ ােমিচ
child)
কির।
adequate
কির।
আমােদর আমােদর
আমােদর স�ান (I খারাপ
স�ােনর shoutউ�িতর
স�ােনর
I আচরণ
when
contradict
I contradict জনয্
সােথ করেল
ourআিম
আিম
child
with
explanations)
with আিম
বকা
ি�মত
our
our িচৎকার
েদইেপাষণ
misbehaves)
child
child ও েচঁ
কির।চ
সমােলাচনা ােমিচ কির।।
কির
আমােদর
আমােদর
আমােদর স�ান
স�ােনর
স�ান (I খারাপ
shout
খারাপউ�িতর আচরণ
when
আচরণ জনয্ করেল
ourআিম
করেল child আিম
বকা
আিম িচৎকার
েদই
misbehaves)
িচৎকার েচঁ
ও সমােলাচনা
েচঁ চ
চ ােমিচ
ােমিচ কির।
কির
কির।।
17 I scold and criticize to make our child improve আমােদর (I rebuke স�ােনর
(Iand
আিম
আমােদর shoutউ�িতর
চাই when
Icriticize
contradict
স�ােনর আমােদর জনয্
সােথforআিম
our child
with
স�ান
আিম বকা
improvement
our
েযন
ি�মত েদই
misbehaves)
child
কাজ
েপাষণওকের। সমােলাচনা
of our
কির। child)কির ।
আমােদর
আমােদর (I rebukeস�ান (I
স�ােনর
আিম shout
and
খারাপ
(Iand
আিম shoutউ�িতর
চাই
চাই when
criticize
আচরণ
আমােদর
when
আমােদর জনয্our
forআিম
করেল
our child
স�ান
child
স�ান বকা
improvement
আিম
েযন
েযনmisbehaves)
েদই
িচৎকার
কাজ
misbehaves)ও
কাজওকের। সমােলাচনা
of
কের। our
েচঁ চ child)
ােমিচ কির
কির।।
আমােদর (I rebuke স�ােনর criticize
উ�িতর জনয্forআিম
improvement
বকা েদই of our child)
সমােলাচনা কির
50
I scold or criticize when our child’s behavior doesn’t meet আমােদর(I (I rebuke
rebuke স�ােনর
আমােদর
আিম
(I
andand (I
shout
(II tell
উ�িতর
স�ােনর
চাইcriticize
tellwhen
tell
(Icriticize
our
contradict
ourজনয্
আমােদর
our
child
সােথour
child
for with
forআিম
আিম
স�ান to
child
to
do
our
to বকা
ি�মত
েযন
improvement
do
improvement
child do
works)
child
েদইেপাষণ
কাজ
misbehaves)
works)
works) ওof সমােলাচনা
কের।
of কির।
our
our child)
child) কির । ।
our expectations আমােদর
আমােদর (I rebuke
rebukeস�ােনর
আমােদর
স�ােনর and(I উ�িতর
স�ােনর
criticize
উ�িতর জনয্
সােথ
জনয্forআিম
আিম বকা
ি�মত
improvement
আিম বকা েদই
েদইেপাষণও
ও সমােলাচনা
of কির।
our
সমােলাচনা child)কির
কির । ।
(I আমােদর
আিম and স�ােনর
I
চাইcriticize
contradict
tellআমােদর সােথ
our child for আিম
with
স�ান ি�মত
improvement
our
to doেযন েপাষণ
child
works)
কাজ of
কের। কির।
our child)
23 I argue with our child আমােদর (I
(I rebukeআমােদর
rebukeস�ােনর and Icriticize
স�ােনর
andউ�িতর contradict
criticize সােথ
জনয্for improvement
আিম
with
forআিম ি�মত
our
বকা
improvement েদইেপাষণ
child ও of our
কির।child)
সমােলাচনা
of our child)কির ।
আমােদর I
(Iচাই contradict
স�ােনর
tell our সােথ
childwith
আিম our
ি�মত child
েপাষণ কির।
আিম আমােদর
(I rebukeআমােদর
আিম andস�ানেক
স�ােনর আমােদর
Icriticize
contradict িনয়ম
সােথforশৃ �to
আিম
স�ান
with লায়do
েযন
our
improvement works)
রাখেত
ি�মত েপাষণ
কাজ
child সমসয্ােবাধ
কের। কির।child)
of our কির |
আিম
আিম(Iআমােদর আিমস�ানেক
আমােদর স�ােনর িনয়ম
সােথ শৃ �
�লায়
আিম ি�মতরাখেতেপাষণ সমসয্ােবাধ
কির। কির |
44 I disagree with our child আমােদর
আমােদর
feel আিম I(Iচাই
স�ানেক
II tellআমােদর
contradict
স�ােনর
contradict
problematic
চাই আমােদর
contradict
our
িনয়ম
সােথ
to
স�ান
শৃ
with
আিম
with
keep
childস�ান
with
লায়
toour
our
েযন
our
ি�মত
েযন
our
do
কাজ
রাখেত
child
েপাষণ
child
child
কাজ
child
works)
কের। কির। কির |
সমসয্ােবাধ
disciplined)
কের।
আিম(I আমােদর
feel আিম স�ানেক
problematic
I
চাই contradict
(Iস�ােনর আমােদর িনয়ম
to শৃ
keep �
with
স�ান লায়
our
our
েযন রাখেত
child
child
কাজ সমসয্ােবাধ
disciplined)
কের। কির |
(I feel
আমােদর I tell
problematic
(Iচাই
ourসােথ
contradict
tell ourto tochild
keep
child আিম
with toour
do
toourি�মত
our
do
works)
childেপাষণ
child
works) disciplined)
কির।
40 I tell our child what to do আিমআমােদর feelআিম
(Iআমােদর problematic
স�ান
আিম চাই
স�ানেক
(I I tell
আমােদর
অনয্েদর
আমােদর
our
contradict িনয়ম child
স�ান
keep
বয্ঘাত
স�ান
শৃ �
with লায়
to
েযন
ঘটােল
েযন
do
our
কাজ
child
আিম
কাজ
রাখেত
works)
child
কের।
disciplined)
িকছু বিল নাকির
কের।
সমসয্ােবাধ । |
আমােদর
আমােদর স�ান
আিম
স�ান চাই
(I অনয্েদর
আমােদর
অনয্েদর
tell বয্ঘাত
স�ান
বয্ঘাত toঘটােল
েযন
ঘটােল আিম
কাজ
আিম িকছু
কের।
িকছু বিল
বিল নানা । ।
59 I demand that our child does/do things (I আিমdon’t
আমােদর feelআিম
tell
(Iআমােদর anything(Iচাই
problematic
স�ান(Iস�ানেক
tell toour
tellআমােদর
our
অনয্েদর our our childস�ান
child
child
toবয্ঘাত
িনয়ম keep
child �to
শৃto
do
our
do
লায়
েযন
when
do
ঘটােল
works)
কাজ
(s)he
works)
child
works)
রাখেত
আিম
কের।
disturbs
disciplined)
সমসয্ােবাধ
িকছু বিল নাothers)
। |
কির
(I আিম
(I don’t
don’t tell
tell anything
anything
আিম
আমােদর স�ানেক (I
চাই tell to
toour
আমােদর our
our
িনয়ম child
child
child
স�ান
শৃ�toto when
do
when
লায় েযন (s)he
works)
(s)he
কাজ
রাখেত disturbs
সমসয্ােবাধ others)
disturbs
কের। others)
কির |
(I tell our child do works) |।
(I আিম
আিম don’t (Iআমােদর
আমােদর
আমােদর feelanything
tell স�ানেক
problematic
স�ানেক tellমুtoেখিনয়ম
our
শাি�র শৃ�কথা
toবয্ঘাত
keep
child লায়
our
when রাখেত
child
doবলেলও (s)he সমসয্ােবাধ
disciplined)
আসেলdisturbsতা না কির
others)
েদই । না
Permissive Domain আিম
আিম আিম আমােদর
আমােদর feel স�ান
(Iআমােদর (I অনয্েদর
স�ানেক
problematic
স�ানেক
স�ানেক মুour
মু িনয়ম
েেখ
খ tochild
শাি�র
শাি�র
to
শৃ�কথা
keep ঘটােল
লায়
our
কথা আিম
works)
রাখেত
child
বলেলও
বলেলও
িকছু
সমসয্ােবাধ
disciplined)
আসেল
আসেল
বিল
তা েদই
তা কির
েদই না| ।
না ।
(Iআমােদর
feel problematic to keep our child disciplined)
4 I find it difficult to discipline our child
(I
আিম আিম
don’t
আিম আমােদর
আমােদর tell
(Iআমােদর
feel(I
(I
(I স�ান স�ানেক
don’t
anything
স�ানেক
problematic
স�ানেক
don’t
don’t
punish
অনয্েদরto
মুেখ
punish
punish
িনয়ম
our
িনয়ম
toour শৃ
child
বয্ঘাত
keep
শাি�র
our
our
�
child
child
লায়
শৃchild
�কথা when
লায়
ঘটােল রাখেত
though
ourthough (s)he
রাখেত সমসয্ােবাধ
I state)
disturbs
সমসয্ােবাধ
আিমdisciplined)
child
বলেলও
though িকছু
IIআসেল
state)
state) বিল
তা না । না|| ।
কির
others)
কির
েদই
আিম আমােদর
(I আমােদর
feel স�ান স�ানেক
problematicঅনয্েদর িনয়ম
to শৃ
বয্ঘাত
keep � লায়
ঘটােল
our রাখেত
আিম
child সমসয্ােবাধ
িকছু
disciplined) বিল না কির
। |
(I আিম
আিম don’t (Iআমােদর
আমােদর
আমােদর feel
tell স�ান স�ানেক
problematic
(Ianything
don’t
স�ানেক অনয্েদরtoেখ
punish
মু
িনয়ম
to
our our
শাি�র
শৃchild
বয্ঘাত
keep
child�লায়ঘটােল
our
when রাখেত
আিম
child
though(s)he সমসয্ােবাধ
িকছু
disciplined)
Iআসেল বিল
disturbs
state) তা না । না| ।
কির
others)
57 I appear unsure on how to solve our child’s misbehavior (I আিমdon’t
(I don’t
(Ifeel
আমােদর
(I (I feelproblematic
tell
আমােদর
feel
tell
problematic
স�ান
anything
স�ানেক
problematic
anything
অনয্েদরto িনয়ম
to
to
our
toto
our keepশৃ�কথা
keep
বয্ঘাত
child
keep
child
our
ঘটােল
when
লায়
our
our
when
বলেলও
child
আিম
(s)he
রাখেত
child
child
(s)he
disciplined)
িকছু
সমসয্ােবাধ
disciplined)
disciplined) বিল
disturbs
disturbs
েদই
না । |
others)
কির
others)
আিম আমােদর
আমােদর
আমােদর স�ান
(Ianything
don’t
স�ান
স�ানেক অনয্েদর
punish
অনয্েদরমু বয্ঘাত
our
বয্ঘাতchild ঘটােল
ঘটােল আিম
though
আিম িকছু
Iআসেলstate)
িকছু বিল
তা না
বিল না ।
। না ।
(I don’t (I tell
feel problematic toেখour শাি�র
to child
keep কথাwhen
our বলেলও(s)he
child disturbs
disciplined) েদই
others)
15 I allow our child to annoy someone else আিম
(I don’t আমােদর
আমােদর
don’t
আমােদর স�ান
স�ানেক
tell(Ianything
anything
স�ান অনয্েদর
অনয্েদরমু
toেেখ our বয্ঘাত
শাি�রchild
বয্ঘাত ঘটােল
কথাwhen
ঘটােল আিম
বলেলও(s)he
আিম িকছু
আসেল বিল
disturbs
িকছু বিল না
তা নােদই ।
। না
others) ।
আিম
(I আমােদর tell স�ানেক
don’t মু
to
punish খour
শাি�র
ourchild কথা
child when বলেলও
though(s)he Iআসেলdisturbs
state) তা েদই না ।
others)
(I
আিম
(I don’t
আমােদর
আমােদর
don’t tell(I anything
don’t
স�ানেক
স�ান অনয্েদরto
punish
মু ে খour our
শাি�রchild
বয্ঘাতchild
কথাwhen
ঘটােলthough
বলেলও(s)he
আিম I disturbs
state)
আসেল
িকছু তা
বিল others)
েদই
না । না ।
45 I allow our child to interrupt others (I আিম
don’t telltell
আমােদর (Ianything
don’t
anything
স�ানেক toমুto
punish our খour ourchild
child child when
when though(s)he
(s)he Iআসেলdisturbs
state)
disturbs others)
তা others)
আিম
(I আমােদর
don’t tell স�ানেক
(Ianything
don’t মু
punish
to েেখ শাি�র
শাি�র
our our কথা
কথা
child
child when
বলেলও
বলেলও
though(s)he Iআসেলstate)
disturbs তা েদই
েদই না ।
না
others)
।
আিম
আিম আমােদর (I স�ানেক মু
মুেেখ খ শাি�র কথা বলেলও
বলেলও IIআসেল তা েদই না ।
20
I state punishments to our child and does not actually do আমােদর (I don’t
স�ানেক
don’t punish
punish our
our child
শাি�র কথাthough
child though state)
আসেল
state)তা েদই না ।
them আিম আমােদর (I
(I don’t
স�ানেক
don’t punish
মুেখ শাি�র
punish our
our child কথাthough
child বলেলও IIআসেল
though state)
state)তা েদই না ।
I threaten our child with punishment more often than (I don’t punish our
(I don’t punish our child though I state)child though I state)
34
actually giving it
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Global Psychiatry — Validation of Bangla parenting style and dimension questionnaire
punishment more often than actually giving it) were merged 2017; Arafat 2016; Algin et al. 2018). Reliability was assessed
(Table 2). in internal consistency form by Cronbach’s alpha coefficient
and a cut-off of ≥0.70 was considered acceptable, which is
Although the original PSDQ pertains 62 items after content suggested by standard recommendations (Arafat et al., 2016).
validity index, the expert committee meeting the prefinal Face validity was assessed by following standard translation,
PSDQ Bangla pertained 39 items. The distribution of the back translation process, and expert committee review, which
items as per domain is given as follows: authoritative items is supported by recommendations (Arafat et al. 2016, 2017;
(21 items) 1, 3, 5, 8, 11, 12, 14, 16, 17, 19, 21, 22, 23, 25, 27, Beaton et al. 2000; Arafat 2016; Algin et al. 2018; Parsian
30, 32, 33, 35, 37, 39; authoritarian (11 items) 2, 6, 9, 10, 13, and Dunning 2009). Content validity was also assessed by
18, 28, 31, 34, 36, 38; and permissive (7 items) 4, 7, 15, 20, 24, following standard translation process and content validity
26, 29. index, which is supported by existing recommendations
(Arafat et al. 2016, 2017; Beaton et al. 2000; Arafat 2016;
Study Place and Procedure Algin et al. 2018; Parsian and Dunning 2009). Construct
validity was assessed using exploratory factor analysis with
This validation study was conducted from January 2017 to principal component analysis (PCA) with varimax rotation.
June 2018 in three schools of Dhaka city with the self-reporting Factor rotation was performed to ascertain the factors of the
semi-structured Bangla version of PSDQ. The purposively construct that is preloaded in the SPSS software. Criterion
selected schools were the Engineering University School & validity could not be assessed because of the lack of culturally
College and Nabakumar Institute & Dr. Shahidullah College, appropriate instrument.
and Academia. Engineering University School & College
and Nabakumar Institute & Dr. Shahidullah College are RESULTS
Bangla medium school and Academia is an English medium
school. Nabakumar Institute & Dr. Shahidullah College Data were collected from three schools of Dhaka city,
was considered as lower middle social class, Engineering namely, Nabakumar School; Engineering University School
University School & College was considered as middle-class and College, BUET campus; and Academia school. Among
background, and Academia was considered as representation the three schools, Academia is an English medium school
of upper class in socioeconomic background. Parents having and others are Bangla medium school. About half (49%)
children aged 6–16 years were approached through schools to of the parents were from Engineering University School
participate in the study. Sample size was estimated based on and College, 28.37% were from the Nabakumar School,
5:1 ratio of participants to item as different recommendations and 22.64% were from Academia (Table 3). Among the 502
are available regarding the ratio with consideration of rules distributed questionnaires, 349 questionnaires were collected,
of thumb as participants to variables 2:1 to 20:1 (Arafat et which signified the response rate of about 70%. Among the
al. 2016; Arafat 2016; Anthoine et al. 2014). With proper 349 parents, 129 (37%) were father and 220 (63%) were
permission and assistance, author visited the schools. Then mothers. The mean age of the respondents was 39.30 ± 7.5
the author visited the classrooms to convince the children to (mean ± SD) years, minimum age of a parent was 22 year,
deliver the questionnaire to their parents and to get back it on a and maximum age was 62 years. The largest group of parents
fixed date. Author revisited on the assigned date and collected (29.23%) were in the age range of 36–40 years, 41.55% had
the responded questionnaire. A total 502 questionnaire were academic qualification of Masters and above, about 40%
distributed, and data were collected from 349 parents. After were housewives, and about 80% were from nuclear family
collection, data were analyzed using Statistical Package for the background (Table 3). Families with single earning member
Social Science (SPSS) version 16.0 software. with parents and/or children was considered as nuclear family
and multiple earning persons living together in same family
Data Analysis was considered as extended family.
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Global Psychiatry — Vol 1 | Issue 2 | 2018
that domain with poor correlation with other items (Table item characteristics). The internal consistency of the PSDQ
4). The score was calculated as per the response in 5-point Bangla was measured using Cronbach’s alpha, which was
Likert scale ranging from 1 to 5, and the mean was calculated 0.84. Cronbach’s alpha of authoritative domain was 0.95;
based on that. So, items 15, 25, 31, and 36 were discarded authoritarian domain was 0.88, and permissive domain was
based on the response distribution (poor correlation and 0.78 (Table 5).
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Global Psychiatry — Validation of Bangla parenting style and dimension questionnaire
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Global Psychiatry — Vol 1 | Issue 2 | 2018
Reliability Statistics
No. of
Cronbach’s alpha
Items
Total scale 0.84 35
Authoritative 0.95 20
Authoritarian 0.88 9
Permissive 0.78 6
Component Component
Q17-AN6 0.53
AV= Authoritative, AN= Authoritarian, PV= Permissive
Q18-AV10 0.74
Validity Assessment rotation was used to detect the factorial structure in observed
measurements. The KMO and Barlett’s test of sphericity were
Face validity and content validity were systematically assessed applied to the fitness of data for factor analysis based on the
and maintained during the development of the research sample size of the current validation study. The KMO of the
instrument (PSDQ Bangla) (Arafat et al. 2016, 2017; Beaton et present study was found 0.93 (p=0.000) and a value greater
al. 2000; Arafat 2016; Algin et al. 2018; Parsian and Dunning than 0.60 is considered as adequate sample size of study
2009). Expert committee assessed translation of every item (Arafat et al., 2016; Arafat, 2016). Thus, the PSDQ Bangla
by comparing the translations and back translations (Arafat revealed a statistically acceptable sample size and found to be
et al. 2016, 2017; Beaton et al. 2000; Arafat 2016; Algin et al. fit to conduct factor analysis. The number of factors of PSDQ
2018; Parsian and Dunning 2009). Construct validity was Bangla based on eigenvalues obtained from PCA. The first
assessed by EFA of the principal component with varimax four eigenvalues obtained were 11.54, 4.91, 2.03, and 0.89.
rotation. The EFA with the principal component with varimax The eigenvalues dropped markedly, and below 1, after the
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Global Psychiatry — Validation of Bangla parenting style and dimension questionnaire
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Global Psychiatry — Validation of Bangla parenting style and dimension questionnaire
Author thanks Dr. MMA Shah, Prof. Dr. MSI Mullick, Prof. AUTHOR’S CONTRIBUTION
Dr. JS Nahar, Prof. MA Salam, Prof. MMAS Qusar, Prof. NM
Morshed, Dr. S Algin, Dr. MHR Chowdhury, Dr. MS Uddin, The author has the sole contribution in every step of the study.
Dr. A Andalib, Dr. S Ahmed, MS Ahmed, EZ Chowdhury, Al-
MoksenaNajat, Halima Akter, HosneAra, and Habiba Sultana LIST OF ABBREVIATION
for their supports in different steps of the study.
PSDQ: Parenting Style and Dimension Questionnaire
CONFLICT OF INTEREST BSMMU: Bangabandhu Sheikh Mujib Medical University
EFA: Exploratory Factor Analysis
The study was conducted as partial fulfillment for IRB- Institutional Review Board
MD Psychiatry degree. There was no involvement of SPSS: Statistical Package for the Social Science
pharmaceutical or third party in this research. AV: Authoritative
AN: Authoritarian
DECLARATION IF ETHICS PV: Permissive
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Global Psychiatry — Vol 1 | Issue 2 | 2018
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