Although there are various theoretical and methodological approaches as well as many factors that influence parental behavior, studies indicate a significant stability of individual differences in the behavior of parents towards children over time (Collins & Russell, 1991, according to Vizler, 2004). Regardless of the child's age, studies point to the existence of two fundamental dimensions of parental behavior (Darling & Steinberg, 1993, according to Vizler, 2004), namely: emotionality and control.

The dimension of emotionality refers to the emotions that the parent experiences and shows in the interaction with the child. This is a bipolar dimension. On one end of this dimension is emotional heat, and on the other is emotional coldness. Many authors argue that it is emotional warmth of family environment which that has most effect on children's development (Becker, 1964; Franz, McClelland & Weinberger, 1991; Kandel, 1990; Sears, Maccoby & Levin, 1957, according to Vizler, 2004). Emotionally warm parents accept their children, providing them with support, understanding, attention and care. Disciplinary techniques include explanations, encouragement and compliments. Emotionally cold parents neglect their children, they are hostile to them, they reject, criticize and punish the child.

The dimension of control refers to those behaviors that parents use to interact with their children in order to modify their behavior and inner states (Peterson & Rollins, 1987, according to Vizler, 2004). This dimension is also bipolar. On one end of the dimensions are the actions of firm control over the child's behavior, and on the other are the weak ones. Parents who adhere to firm control constantly monitor the child's behavior and make sure that the child strictly follows the set rules. Parents with less control of the set rules monitor the child's behavior to a smaller degree, i.e. they give the child a lot of freedom. Studies have shown that parental behavior of both sexes on the control dimensions may act as risk factors on the child’s development. Too tight control of the child's behavior can lead to dependency, submissive behavior, decreased motivation for achievement and repressed hostility. Too lenient control may result in aggressive and inconsistent behavior (Becker, 1964, according to Vizler, 2004). 

Recent studies indicate the existence of two separate and orthogonal dimensions of parental control, namely: psychological and behavioral control (Barber, Olsen & Shag, 1994; Steinberg, Lamborn, Dornbusch & Darling, 1992; Darling & Steinberg, 1993, according to Vizler, 2004). The main difference between these two dimensions is the goals that parents want to achieve with them. Parents try to monitor their child's psychological world by using psychological control, and by using behavioral control they are trying to control the child's behavior, particularly undesirable behaviors. 

Child development requires a certain degree of psychological autonomy, so that it can develop its independence and autonomy through various social interactions. Excessive psychological control prevents the process of child's individualization and leads to the development of psychological dependence, lack of confidence in its own identity and ideas, so there is a fear of loss of connection with the parents. However, adequate development requires a certain degree of regulation of behavior so that the child can learn that social interaction involves some rules of behavior and has a structure to be followed in order to get included in the social network. So, on the one hand, too much psychological control over poses a risk factor for the child's development, while, on the other hand, the absence of behavioral control has a negative impact on the child's development.  

In addition to the level dimension, the parent–child relationship can be observed at the level of parental styles of behavior, which represent a combinations of dimensions of emotionality and control. In the literature, the most frequently mentioned three different parenting styles are: authoritarian, authoritative and permissive style (Diana Baumrind, 1970; Maccoby & Martin, 1983, according to Driscoll, 2013). Later the neglecting parental style was added too.

Many studies have dealt with the issue of influence of different styles of parental behavior on children's behavior and development. It turned out that the authoritative style, which is a combination of high warmth and tight control, can be linked to the most desirable developmental outcomes in children. Authoritative style is associated with childrenʼs greater competence, self-confidence, independence, greater academic success and responsible behavior. Children are usually curious, full of energy, creative, friendly to others, and they usually develop positive beliefs about themselves and about their achievement. Authoritarian parenting style is described as a black-and-white style of parenting, where the child is expected to follow the rules without questioning or there will be consequences. These parents tend to be strict and demanding, and they do not treat their children as equally worthy of themselves. Children of authoritarian parents often show behavioral problems. They have difficulties in adapting to different social situations, they are distrustful, aggressive, moody, easily upset. They are often withdrawn, in bad mood, scared, unhappy, and they lack spontaneity in behavior. Permissive parents are more reactive, they require less from their children and are usually not consistent in disciplining. They are also communicative and caring. Permissive parents minimize any control over the child. Permissive parenting style leads to aggressive and impulsive behaviors in their children. Children are often immature and less to manage in situations where they meet with the authorities. Permissive parenting style is associated with the least desirable development outcomes in children and it is used by parents who are not reactive and have low requirements for their children (Baumrind, 1970; Maccoby & Martin, 1983, all according to Driscoll, 2013). This style does not encourage healthy social development. The children of neglecting parents do not participate appropriately in games and social interactions, and they are prone to aggressive behavior towards others or social withdrawal (Peterson & Rollins, 1987; Baumrind, 1971; Dornbusch et al., 1985; MacDonald, 1992 according to Vizler, 2004). 

Contrary to popular opinion that parents are more important as a model in childhood than in adolescence, some researches show that parents during this period are the most important models that influence most choices many adolescents make (Coleman & Hendry, 1996, according to Vranješević, Trikić, Koruga, Vidović and Dejanović, 2003). It is only in an accepting parental atmosphere that adolescents can experiment with new roles and values, make important decisions and thus gradually become autonomous in their relationship with their parents. Some studies corroborate this view, showing that maintaining an affective relationship with the parents in order to protect the adolescent’s sense of security and balance (Greenwald, 1980, according to Vranješević, Trikić, Koruga, Vidovic and Dejanović, 2003), also during late adolescence, more than at any other period, adolescents perceive the connection with parents as a link with most love (Pipp, Jennings, Shaver, Lamborn & Fisher, 1985, according to Vranješević, Trikić, Koruga, Vidović and Dejanović, 2003).