Volume 7, Issue 4, April – 2022 International Journal of Innovative Science and Research Technology ISSN No:-2456-2165 IJISRT22APR1040 www.ijisrt.com 266 Behavioural Deviance and Perceived Parenting Style- A Study of North Kashmir Waseem Raja 1 Dr. Aamina Parveen 2 1 Ph.D. research scholar, Dept. of Education, University of Kashmir 2 Assistant Professor, Dept. of Education, University of Kashmir Abstract:- The main purpose of this study was to determine the prevalence of behavioural deviance and perceived parenting styles among higher secondary school students. Descriptive survey was employed as the design. The sampling procedure adopted by the investigator was random sampling (Simple). 403 Higher secondary school students of district Baramullah comprise the sample of the study. Parenting Style Scale by Gupta & Mehtani (2017) and Behaviour Deviance Scale by Chauhan and Aurora (1989) were utilized to collect the data. The collected data was analysed with the use of percentage and frequency counts. It was inferred from the analysis that behavioural deviance is prevalent among 16.27 % of adolescent students. The results also indicate that permissive parenting style is associated with the highest portion of school-going adolescents who engage in anti-social behaviours, followed by autocratic, uninvolved, and democratic parenting styles. Moreover, the results also reveal that most of the students were raised with democratic parenting style followed by autocratic, uninvolved and permissive parenting style. Keywords:- Behavioural Deviance, Perceive Parenting Style and Prevalence. I. INTRODUCTION Adolescence is characterized by an extreme upheaval in both behavioural and emotional domains. It is a period between 10-19 years of age as stated by WHO (Rutter et al., 1976). The adolescents have a hard time figuring out how to develop their own identity while still adhering to social rules (Steinberg, 1987). They have been exposed to social changes as a result of rapid urbanization and modernization. Moreover, the resulting disintegration of family structure, inadequate or excessive parental supervision and confusion make the school-going adolescents more prone to maladaptive thoughts and deviant behaviour (Sadock, 2000). Behavioural deviance refers to any behaviour or action that goes against the norms or laws of a society (Bolu-steve & Esere, 2017). It has been defined as a behaviour that deviates from acceptable standards of a particular educational institution (Peretomode, 2011). It is a denial of the ideals and values of an institution or a group, as well as rejection of school rules and regulations. Societies have diverse definitions of what constitutes behavioural deviance. As a result, a behaviour that is deemed normal in one society may be regarded as deviant in another. The incidences of deviant behaviour can be found to be on increase in every part of the society; it is especially important to pay attention about the teenagers who are in the higher secondary schools. The reasons for this are that such adolescents are in critical times of their lives, during which the basis for the development of information, attitudes, skills, personalities and other key attributes are being set. Deviant behaviours among adolescent school-going students have been on the rise in recent years across the world. A number of deviant behaviours have been observed among school-going teenagers, including theft, bullying, fighting, examination malpractice, truancy, smoking and drug abuse (Esere, 2008). These deviant behaviours among adolescents are not just exclusive to developed countries, but they are equally prevalent in developing countries (Asiyai, 2019 & Adegun, 2013). Various research studies have demonstrated that a variety of factors such as low socioeconomic status, poor academic performance, student-teacher relationships, poor neighbourhood and social media foster the development of deviant behaviour in adolescent students (Jude & Margaret, 2018; Sonali, 2017; Ayorinde, & Adegboyega, 2017; Mideva, Emily, & David 2016; Cheng, 2001). In addition to these listed factors, one of the most significant contributors to the emergence of anti-social behaviour is parenting style (Hoeve et al., 2008). Parenting style may be described as a system or set of behaviours that characterize the parent-child interactions throughout a wide variety of sittings and helps them to have a good relationship. Parenting style deals with how parents treat their child’s material and psychological needs and what parents from their child. It is an effective and determining element that plays an essential part in a child’s growth and development (Eriega, 2014). It is Diana Baumrind’s foundational collection of research studies in which she observed parents’ interaction with their children to obtain knowledge about child-raising (Baumrind, 1971 & 1967). The results of Baumrind led to the conception of four parenting styles, which are as follows: 1) Democratic parenting style is characterized by a high level of control and warmth as well as a willingness to provide autonomy. Such parents urge their children to be self-sufficient and maintain control and limits on their behaviour. The child’s point of view is taken into consideration when making decisions, but the parent retains the ultimate responsibility. 2) Autocratic parents show high control, less affection, and less autonomy towards their children. Such parents use a harsh approach to discipline and expect their children to obey the instructions. These parents appear to be cold and uncaring, do not participate their children in decision making and place a high restriction on autonomous behaviour. 3) Permissive parenting style is one where there is a lot of warmth but not as much control. Instead of giving children autonomy, such parents let them make decisions for themselves even when