Authoritative parenting style and aggression in adolescents

Mediating role of machiavellianism

Authors

  • SAMIUL BISWAS Research Scholar, Department of Education, Lovely Professional University, Punjab, India
  • Dr. Anshu Narad Professor, Department of Education, Lovely Professional University, Punjab, India

DOI:

https://doi.org/10.32674/98260f69

Keywords:

Adolescence, aggression, authoritative parenting style, machiavellianism

Abstract

Authoritative parenting promotes warmth and control, aggression reflects hostile behaviour, while Machiavellianism involves manipulative interpersonal strategies. This study investigated how Authoritative parenting style relates to aggression, focusing on how Machiavellianism—a trait from the Dark Triad Personality framework—acts as a mediator. 445 secondary school students from West Bengal, India, took part in the research. The study used standardized tools: Parental Authority Questionnaire (Buri, 1991), Short Form Aggression Questionnaire (Bryant & Smith, 2001), and Short Dark Triad (Jones & Paulhus, 2013). The findings showed notable gender differences in both Aggression and Machiavellianism. Correlation analysis revealed a positive link between Aggression and Machiavellianism, and a negative correlation with both fathers’ and mothers’ Authoritative parenting style. 

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Zhang, W., Cao, C., Wang, M., Ji, L., & Cao, Y. (2016). Monoamine oxidase A (MAOA) and catechol-O-methyltransferase (COMT) gene polymorphisms interact with maternal parenting in association with adolescent reactive aggression but not proactive aggression: Evidence of differential susceptibility. Journal of Youth and Adolescence, 45(4), 812–829. https://doi.org/10.1007/s10964-016-0442-1 DOI: https://doi.org/10.1007/s10964-016-0442-1

Additional Files

Published

2026-05-21

Issue

Section

Education, Technology, and Scientific Innovation

How to Cite

SAMIUL BISWAS, & Dr. Anshu Narad. (2026). Authoritative parenting style and aggression in adolescents: Mediating role of machiavellianism. Journal of Interdisciplinary Studies in Education, 15(2), 241-266. https://doi.org/10.32674/98260f69