The Role of Family Values and Parenting Styles in Shaping Adolescents' Attitudes Towards Distance Learning and Education

Abstract

This study aimed to investigate the combined and distinct role of family values (traditional/modern) and parenting styles (authoritarian, permissive, democratic) in shaping (positive/negative) attitudes towards distance learning and education among adolescent children. The study employed a predictive correlational descriptive methodology and was applied to a sample of (400) male and female adolescents from high school students and their parents in Tripoli. The study used three scales: a Family Values Scale, a Parenting Styles Scale as perceived by the children, and an Attitudes Towards Distance Learning Scale. Results of multiple regression analysis showed that both modern family values and democratic parenting styles were positive and significant predictors of adopting positive attitudes towards distance education, while traditional values and authoritarian parenting predicted negative attitudes. Path analysis also indicated a partial mediating effect of parenting styles in the relationship between family values and children's attitudes. The study concludes that the family environment, represented by its value system and parenting practices, constitutes a critical factor in adolescents' acceptance or rejection of the distance education model, necessitating the design of awareness and intervention programs that consider the family background.