Relationship between Attachment Styles and Parenting Styles with Self-Esteem in Dyslexic Children of Kermanshah City, Iran

Background Dyslexia refers to children's disorder in reading. Most psychologists consider dyslexia merely as a sign of a special disorder in the process of reading instruction which is an important factor to lower the confidence of these children. We aimed to investigate the relationship between attachment styles and parenting styles with self-esteem in elementary dyslexic girl students. Materials and Methods In a cross-sectional study, the study samples included elementary dyslexic girl students in Kermanshah Center of Learning Disorders No.2, Kermanshah city (Iran); and 116 elementary dyslexic girl students selected by available sampling method. The tools used in this study included Cooper's Self-esteem questionnaire, Attachment Scale (RASS), and Parenting Styles Questionnaire. Children completed the self-esteem and attachment scale questionnaires and parents answered the parenting styles scale. Data were analyzed using SPSS software version 22.0. Results: The mean of self-esteem in elementary dyslexic girl students was 28.84±13.06 (ranged 0-50), attachment styles were 27.87 ± 6.41(ranged 0-90), and parenting styles were 29.12 ± 8.67 (ranged 0-150). There was a significant positive correlation between self-esteem with ambivalent attachment style (r=0.28), and easy-going parenting styles (r=0.27), and rational authority parenting styles (r=0.21) at level p <0.001. Also, regression model showed that attachment styles (28%), and parenting styles (38%) have the ability to predict self-esteem in elementary dyslexic girl students (P<0.05). Conclusion According to results, there was a positive correlation between ambivalent attachment style, easy-going parenting styles and rational authority with self-esteem, and these variables have the ability to predict self-esteem in elementary dyslexic girl students.