TABLE OF CONTENTS

CHAPTER I PAGE
Introduction -------------------------------------------------------------------------------------- 2
Background of the Study--------------------------------------------------------------------- 4
Theoretical Framework------------------------------------------------------------------------ 5
Conceptual Framework------------------------------------------------------------------------ 7
Statement of the Problem---------------------------------------------------------------------8
Scope and Limitation---------------------------------------------------------------------------8
Significance of the Study----------------------------------------------------------------------9
Operational Definition of Terms------------------------------------------------------------10
II.
Review of Related Literature----------------------------------------------------------------11
III.
Methodology-------------------------------------------------------------------------------------28
PS-FFQ-------------------------------------------------------------------------------------------32
IV.
DATA ANALYSIS-------------------------------------------------------------------------------36
a. Table 1. -------------------------------------------------------------------------------36
b. Table 1.5------------------------------------------------------------------------------40
c.Table 2----------------------------------------------------------------------------------41
V.
Conclusion-----------------------------------------------------------------------------------------44
Recommendation---------------------------------------------------------------------------------47
Acknowledgement--------------------------------------------------------------------------------50
Bibliography----------------------------------------------------------------------------------------51

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 CHAPTER I

Introduction

Family as well as parents are considered as an indispensable support system available

to any child and seem to play a significant role in the development of the child. Although the

significance of home environment in the developmental process of the child cannot be ignored,

yet the strongest factor influencing the development of every child is, the style used by parents

for their child’s rearing. “Academic performance of school students depends on parenting

styles along with other conditions i.e. parents being responsive (supportive and warm),

demanding (controlling and supervising) and guidance given to the students towards their

academic performance (Hoghuighi and Long, 2004).” Moreover, it is the duty of parents to

provide proper nutrition, safe environment and guidance to their child to prepare them to fulfill

the demands of lifelong learning.

In the present competitive era, where most parents want or wish their child to race to

the top of the ranking and encourage their child to perform well in every field of life, it is much

important to understand the effects of different parenting style on the child`s development

including his/her academic achievement. The aforementioned related literature only goes to

show that from the few studies in India, successfully proven that parenting style significantly

affect the performance of most student. Thus, the present study is an endeavor to investigate

the academic achievement of most secondary school student in Can-avid National High School

and it being tied up to the parenting style portrayed by parents.

2
Background of the study

Family is the fundamental and the most important structure of the society and it serves

as building block of a country, the role of parents inside every home serves multiple purposes

because they are the one who is responsible in raising and fostering the future of their children.

In line to this, the parenting style or strategy implemented by every parent might vary but every

type implies equal or different results.

Parenting styles can be defined as a set or a system of behaviors that describes the parent

and child interactions over a wide range of situations and creates an effective interaction

atmosphere. Parenting style is effective factor that plays an important role in children’s

psychopathology, growth and development of all its senses and the social well-being of a child.

The style shown by parents will decide whether a child will be good or bad. In the present study,

ponderable points in parenting styles, physical presence of parents at home, the time to be with

the children and cultural spaces of the family, disciplinary actions, and the way the parent and

children meet at common ground in setting rules at home are the things mainly considered.

Therefore, the aim of this study is to find out the relationship between the parenting

style and to the grades garnered by the randomly selected students here in Can-avid National

High School, Can-avid Eastern Samar. The study also aims to identify the most effective way

in promoting excellence as well as total development and success of a child or youth in academic

areas and thoroughly interpret and analyze all the results gathered from the respondents and as

the researchers arrive to the results, they will recommend this to the parents. Moreover, this

study also aims to explain the significance of the parenting style to the grades or academic

performance of a child or student, whether the style is effective or ineffective in terms of

promoting success of a child in school and community.

3
Theoretical framework

BAUMRIND THEORY

Baumrind developed the theory that there were four main types of parenting styles and

that differences in parenting styles accounted for the way children functioned socially,

emotionally and cognitively. Baumrind suggested that there were four dimensions of parent-

child interactions: parental control, maturity demands, clarity of communication and

nurturance. She pointed out that parental control is related to issues such as enforcing rules;

Maturity demand is the parental expectation that children perform up to their potential; Clarity

of communication reflects the parents’ willingness to communicate with their children, solicit

their opinions and use reasoning to obtain the desired behavior and Nurturance is related to

parental expressions of warmth and approval, and protection of children’s physical and

emotional well-being (Baumrind, 2012).

Using these four dimensions, Baumrind identified four parenting styles: authoritative,

authoritarian, permissive-indulgent and permissive-uninvolved. She pointed out that the

authoritative style is considered as the ideal parenting style and seems to produce children with

high levels of self-reliance and self-esteem, who are socially responsible, independent and

achievement-oriented. Authoritative parents set clear expectations and have high standards.

They monitor their children’s behavior, use discipline based on reasoning and encourage their

children to make decisions and learn from their mistakes. They are also warm and nurturing,

treating their children with kindness, respect and affection. On the other hand, authoritarian

parent tends to set rigid rules, demand obedience and use strategies such as the withdrawal of

love or approval to force a child to conform. These parents are more likely to use physical

punishment or verbal insults to elicit the desired behavior. They lack the warmth of the

authoritative parent and may seem aloof to their children. Children with authoritarian parents

may be well-behaved, but they are also like to be moody and anxious they tend to be followers

4
rather than leader. The permissive-indulgent parent is overflowing in parental warmth. This

parent may be openly affectionate and loving but sets few or no limits, even when the child`s

safety might be at risk.

Permissive indulgent parents make few demands for maturity or performance, and there

is often no cause for misbehavior. Finally, permissive-uninvolved parenting also called

uninvolved parenting, characterized by the same lack of limits or demands seen in the

permissive-indulgent style. At its extreme, the uninvolved parents are likely to have low level

of functioning in many areas. They tend to do poorly in school and as they move into high

school and are more likely to exhibit delinquent behavior and to be depressed (Baumrind,

2012).

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Conceptual framework

Independent Variable Dependent Variable

Parenting Style
1. Authoritative Academic Performance
2. Authoritarian
3. Permissive
4. Uninvolved

Figure 1. A conceptual framework explains the impact of parenting styles which were divided

into the following components; authoritative parenting styles, authoritarian parenting styles,

indulgent or permissive parenting style and neglectful/uninvolved parenting style. The

dependent variable was the academic performance of student in secondary schools in Can-avid

National High School.

6
Statement of the problem

The following are the possible problems that this study will try to address throughout the

study:

1. What is the most common parenting style according to frequency and type?

2. What is the most effective parenting style based on learner’s perception?

3. What is the academic performance of learners according to RCG/CR?

4. What is the relationship between parenting style and the academic performance of

the student?

Scope and limitation

The study only used two variables and aimed to identify the impact of parenting style

portrayed by the parents to the academic performance in terms of the grade of the students.

This research will follow random sampling technique and descriptive method of data gathering

by means of administering questionnaires to the selected respondent. The researcher won`t

answer any question that is beyond the cover of this research.

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Significance of the study

Parents are the first counselor and mentor of a child before it enters the realm of life, this

study will be significant to the following:

1. Parent/s- the possible result of this study will enlighten parents about what is the

consequence or the imperative of the parenting style that they portray or implement at

home, they will also gain knowledge or idea on what the best way to do to ensure

fostering and the development of their child. In addition, they may also use this study

as reference to guide them on how to deal and motivate their child to become a good

citizen in school and in community.

2. Student/s- the possible result of this study will allow student to identify the kinds of

parenting style and understand the reason or the intention of their parents. Moreover,

this will encourage student to develop more close interaction to its parent and create

open communication.

3. School- the possible result of this study might be used as reference in most counselling

program that involves student and its parent, this can also be disseminated through

General Assemblies, thus allowing the school to take its part in guiding the parents in

handling and dealing with their child. In addition, this will also enlightment most

teachers and grasp ideas on what the reason behind every successful and failing student

in every classroom, thus opening an avenue for school programs addressing issues that

affects students.

4. Future Researcher/s- similar study can also be conducted on other factors like a

correlational study between the academic performance and parenting style portrayed by

parents. They can also study why students perform poorly in academic areas, for

instance, studying the values of the student, the study habit, the influence of its peers

toward studies, or the competency of the teacher in charge. Moreover, future researcher

8
 may also identify the key factors for successful parenthood and how is it important in

determining the success of its child.

DEFINITION OF TERMS

The following terminologies are used operationally in this study:

Academic Performance- refers to the activity of the student inside the school premises,

determined by the grade

Achievement- attainment of something

Authoritative Parenting Style- Parents who are warm giving and protectors.

Authoritarian Parenting Style- Parents who are power asserting disciplinarians and shows

dominance over their child.

Child- refers to the son/daughter inside a family

Neglectful/Uninvolved Parenting Style- Parents that is selfish and autonomy giver.

Parenting Style- Method or the type of parental control and care portrayed by parents e.g

authoritative, permissive etc.

Permissive Parenting Style- Parents who give lenient freedom to their child.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter contains the themes that were used to conduct the study. The themes

include authoritarian parenting styles, authoritative parenting styles, indulgent parenting styles

and neglectful parenting style. This chapter contains the conceptual framework and theoretical

framework of the study.

Academic performance relates to the positive identity structures, which encompass self-

esteem, self-efficacy, and motivation (Bandura, 1997). On the other hand, Zimmerman (2001)

revealed that academic performance can be defined as a self-regulated learning, including

excellence in sports, arts, culture, behavior, confidence, and communication skills, and it shows

how learners control their emotion, feelings, and actions in order to academically achieve

The Kenya’s education arrangement is dominated by examination oriented training,

where passing exams is the only standard for performance since there is no internal structure

of monitoring learning achievements ( Maiyo, 2009). Orodho (2008) explained that, in some

regions of Kenya, poor performance in the Kenya Certificate of Secondary Education

(K.C.S.E.) has been attributed to factors such as, absenteeism of pupils from school, lack of

facilities, lack of teacher motivation, understaffing and lack of role models, though these

factors differ depending on the critical region as well as the school.

A report by Kanere (2009) pinpointed that many students who attended schools in

camps performed poorly during exams. However, different people had different opinions about

the root of this problem. The report showed that most students blamed the teachers with an

explanation that teachers did not explain lessons clearly and as a result, students could not

understand the material being taught and hence they did not score good marks on exams. Some

other students claimed that teachers speak in difficult English that was hard to understand.

Consequently, students were unable to grasp lessons and eventually performed poorly.

10
 The same study by Kanere (2009) sought to find out the opinion of the poor

performance from the teacher’s point of view and found out that, according to teachers the

blame was on students and their parents. Some teachers reported that students were not serious

about their education and that they do not respect their teachers including doing their

assignments as instructed. Other teachers said that students perform poorly because their

parents were not responsible enough. However, on their side, parents had different opinion on

the cause of poor performance in schools. For example, some parents blamed the fact that

classes were overcrowded and hence teachers were unable to monitor students individually and

therefore teachers could not identify their students’ weaknesses and address them specifically.

Consequently, according to the parents, there are many teachers who were not qualified for the

courses they are assigned to and hence they were unlikely to explain their lessons effectively

which leads to students failing their exams since they did not understand lessons in the first

place.

Parenting styles are beneficial in understanding complex behaviors and attitudes

associated with child outcomes (Rodriguez, Donovick, and Crowley, 2009). Parenting is

parental behaviors which encompass pleasures, privileges, and profits as well as frustrations,

fears, and 12

failures. Thus, parents can find an interest and derive considerable and continuing pleasure in

their relationships and activities with their children (Dawkins, 2006).

There are nine parenting styles that were suggested by Baumrind (1999). These are;

authoritative, demanding, traditional, authoritarian, undifferentiated, democratic, permissive,

nondirective, and rejecting-neglecting. However current researchers have found out that

parenting styles are often adapted by previous generations (Brown & Iyengar, 2008) and are

passed down by culture.

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 Parenting style is one of the variables that have been studied extensively in human

development (Baldwin, Mclntyre, & Hardaway, 2007). It is considered an important

determinant of several aspects of children’s outcome (Gadeyne, Ghesquiere, & Onghena,

2004). The notion has been related to children and adolescent academic achievement,

optimism, confidence, motivation, externalizing problem behavior and attention problems

(Gadeyne, Ghesquiere, & Onghena, 2004). Moreover, parenting style depends on the behavior

and attitude of parents. Two major variables identified by Baumrind (1991) centered on

parenting styles and child outcomes. One of them was the responsiveness of parents to their

child’s needs in a reasonable, nurturing and supportive way.

It is generally agreed that parenting style influences self-efficacy, self-esteem, and identity

development, which are associated with academic achievement (Brown & Iyengar, 2008). In

addition, the progress in children’s achievement is influenced by the decision that is made by

both parents and their children to cooperate or confront each other. Furthermore, children’s

academic motivation and behavior are directly influenced by family activities and parents’

behavior, which are seen as the external factor. For instance, there is a positive outcome for

both parents and children when parents interact in a fun and loving way during children’s

homework time (Morawska, 2007).

Conversely, when parents are neglectful, academic disengagement and problem

behavior are generated (Brown & Iyengar, 2008). One study found that mothers who were

better to modulate emotion and ability to both intimacy and autonomy had children who had

higher scores for verbal and math achievement (Skowron, 2005). Further, parents are seen to

communicate their characteristics or explanations for their children’s achievement in terms of

day-to-day interactions and behavior with their children (Phillipson, 2007). Therefore, parents

are influenced by their children’s academic achievement, and children’s achievement is, in

turn, influenced by their parents (Phillipson, 2007).

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 The foundation for parenting style and academic achievement is formed by the belief

systems and attitudes in parents and their children (Brown & Iyengar, 2008). For example,

Pastorelli et al. (2001) found that children with authoritarian parents perceived themselves as

less efficacious for self-directed learning. In general, children are enhanced by authoritative

parents and show higher academic competence, social development, self-perception, and

mental health compared to children with authoritarian and permissive parents (Baumrind,

2012)

Children’s self-concepts at home or at school are influenced by parents’ views, whether

positive or negative, and can be an important factor for academic achievement (Sarason, Pierce,

Bannerman, & Sarason, 1993). For instance, a study conducted on mathematics achievement

in China and the United States and showed that American children believed that they were

making appropriate progress in school even if they were not. This notion was consistent with

their parents’ expression of high satisfaction with their children’s advance of academic ability.

In contrast, Salili, Chiu, and Hong, (2001) found that Chinese parents placed a high value on

effort rather than ability to make sure their children had high academic achievement and they

also indicated higher expectations for their children’s academic performance.

Whether parents practice democratic decision making with their children, which can be

defined as engagement in cooperative discussion prior to decision making, is a criterion that is

commonly used to measure parenting style. Authoritative parents tend to engage in discussions

with their child before a more or less joint decision is rendered. Authoritarian and permissive

parents, however, tend not to engage in discussions. Instead, unilateral decisions are the norm,

with authoritarian parents and children of permissive parents making the decisions. However,

most families are not completely democratic or undemocratic decision makers. Thus, this

dimension is best measured as a continuum of authoritativeness (Morawska, 2007).

13
 Family is the fundamental and important structure of the society that has an important

role in one's life and in the society. The importance of the family as a social structure is

something unmistakable. Although affected by society and peers, children are more influenced

by the family. The influence of the family on the child and its roles in the creativity, cultural,

social, and moral aspects are very great and important. Correct and balanced relationship

between parents and their children is one of the factors influencing both their physical and

mental health. Research has shown that interaction between children and parents and how

parents communicate with children are considered to be the most important and fundamental

factors among the various factors that affect children’s fostering and healthy character (1).

The relationship of parents with children or parenting style serves multiple purposes.

Moral and psychological training, identification, growth and development of children's talents,

skills, familiarizing with the rules and norms of the society from the perspective of parents are

among these purposes. "Parsons also consider two basic functions for the family, i.e.

socialization and prosperity of the child's personality." So, it seems that parents’ parenting

styles are likely to affect children's personality traits (2). Parenting styles can be defined as a

set or a system of behaviors that describes the parent and child interactions over a wide range

of situations and creates an effective interaction atmosphere (3). Parenting style is a

determining and effective factor that plays an important role in children’s psychopathology and

growth (4). In the present study, ponderable points in parenting styles, physical presence of

parents at home, i.e. the time to be with the children and cultural spaces of the family are

considered. Educational achievement means the fulfillment of expected level of education, and

an education organization approaches its predetermined goals. Educational achievement means

increase of learning, increase of the level of good scores and admission of students in the

courses and educational grades (5, 6).

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 Traditionally, career success is defined for those who receive good salaries for their

jobs or have high positions and positions with more favorable responsibilities, motivation,

adequate distinction, and progress. The employees and managers are expected alike to have a

commitment to the organization. It is assumed that if the employees have appropriate jobs

which they are loyal to, the management offers them the rewards such as promotion, fringe

benefits, job security and more respect and even work authority. Thus, the labor force of the

organization will feel dignity (7, 8).

Offering more job and education information and helping each student with self-image

during the education can give him the logical principles to make a correct decision. Many

people make decisions about their careers by observing the world around and try to match

themselves with it. This is something contrary to what should be really done. The best career

path is a process that begins within (a kind of evolution of self-consciousness). Individuals

have to be aware of their skills, talents, abilities, capabilities and unique features because this

self-consciousness is a cycle which leads the individual towards a satisfactory job. Choosing a

profession proportionate to individual’s interests and abilities is one of the most important

stages of life for all people (7).

In fact, all of us, not only earn money from our chosen career, but also determine our

social status. Therefore, we can expect that, by choosing our profession, we determine our

social status and self-respect in addition to the income level. As noted, people entering the

world of work and organizations are seeking growth and progress, thus, they choose the path

that has been designed by the manager’s discretion. The task of management is to determine

career progress path, establish compatibility between needs, potential abilities of the people on

the one hand and, on the other hand, professional needs of the organization and determine

career progress path of each individual during his career. Management of career path

development is one of the activities of human resources that lead each individual to ideal

15
perfection through finding his/her progress path in the working life. This fact leads to job

satisfaction and professional tenure and higher effectiveness (7).

But the question that comes to mind is that whether the educational success relatesto parents’

parenting styles.

And secondly, what is the relationship of parenting styles with students' career path? No quite

similar studies on the subject of the present study have been done so far. Therefore, this study

seeks to examine the relationship between parents’ parenting styles and educational success

and career path of the students of Shiraz University of Medical Sciences in the academic year

2014. In this study, we intended to find out whether there is a relationship between parenting

styles and students’ academic achievement and career path?

The results of the previous researches suggest this relationship.

According to Sanaee (2008) career choice is one of the most important events in life

that affects every aspect of human existence. In the theories of career choice, factors affecting

career choice are studied and help the individual to choose an appropriate job which leads to

personal satisfaction and increase of the efficiency. The results of the study showed that there

was a significant relationship between self-concept and job satisfaction, as well as career self-

concept and job satisfaction (9).

Mehrafza (2005) in a study examined the relationship between parenting styles and

creativity and academic achievement of the students of grade three of high school and showed

that there was a significantly positive relationship between the emotional atmosphere of the

family, declining to the principles of democracy, and creativity. Furthermore, there was a

significantly negative relationship between the creativity and dictatorship principles and there

was no statistically significant relationship between the emotional atmosphere of the family,

declining to absolute freedom, and creativity (10).

16
 Abedi et al. (2005) in a study examined the relationship between motivations of

educational achievement of high school students of Isfahan and their family characteristics.

The results showed that from among family factors associated with educational achievement,

motivation, parents’ expectations of children's success (0.28), authoritarian parenting style

(0.26) and family structure (modern natural family) (0.16) explain educational achievement

motivation (11).

Biabangard (2005) in a study examined the relationship of self-esteem and motivation

with educational achievement among students of grade three of high school in Tehran. The

researcher found that there was a significant correlation between self-esteem, achievement

motivation, and educational achievement, between selfesteem and achievement motivation,

between self-esteem and educational achievement, and between achievement motivation and

educational achievement. There was no significant difference between self-esteem,

achievement motivation, and educational achievement of both groups of male and female

students of the fields of the Humanities and Experimental Sciences (12).

Kefayat (1994) conducted a study titled "Examination of the relationship of parenting

styles and attitudes with creativity and its relationship with intelligence, educational

achievement and progressivist behaviors of students of the first grade of high school in Ahvaz"

and concluded that there was a negative correlation between the various parenting styles and

creativity (13).

From series of experimentation and data gathering the research team reached to this

conclusion Children’s choice of a future career depends on many factors including the

parenting styles and their education. If the child's mind is active during his development about

his future career through career counseling programs, in the secondary school the child gains

the necessary knowledge and information about himself, jobs and his cognitive world is

organized about businesses and in high school, he learns the job search process, along with the

17
skills thereof and has a practical relevance with the world of businesses and also continues this

process at the university and also begins useful work experience at this time. So, selecting a

successful career proportionate to the needs and talent and personality of the person will not be

inaccessible. Parents have an important role in identifying children’s talent and guiding them.

Mutual understanding and close relationship between parents and children are recommended.

Therefore, it is recommended that the methods of correct interaction of parents and children be

more valued and parents familiarize their children with roles of businesses in society and the

need for employment in legitimate businesses and this important affair should be more

emphasized through mass media and family training classes.

Educational achievement means the fulfillment of expected level of education, and an

education organization approaches its predetermined goals. Educational achievement means

increase of learning, increase of the level of good scores and admission of students in the

courses and educational grades, the competency of a child and its moral aptitude and intellect

toward studies are also said to be influenced by the style of parents in mentoring as well as

guiding their children, in some case parents inferred that being strict and authoritarian makes

positive effect to the development as well as to the excellence of their child in dealing with

daily studies and living, thus making their child disciplined and equipped with firm and stable

mindset increasing the child`s intellect as well as focus.

From parallel study conducted in Bharathiar University- Coimbatore through Shyny T.

Y Ph. D (Psychology) the number of published instruments to measure parenting style is very

few and most of them identify three styles instead of the four proposed by Baumrind. In 1991,

Buri developed parental authority questionnaire (PAQ) to assess Baumrind’s (1966)

permissive, authoritarian, and authoritative parenting styles consisting of 30 Likert type items.

The test provides thirty items for each parent, and the children need to respond on a five point

scale. In the same year, Steinberg et al., developed authoritative parenting scale to measure the

18
degree of authoritativeness of the parents (Steinberg, Mounts, Lamborn, & Dornbusch,

1991)on three major components or dimensions: acceptance/involvement, firm control, and

psychological autonomy granting. The scale had 36 items measuring parenting style as

perceived by child on the 3 dimensions. Alpha coefficient of the dimensions ranged between

0.72 and 0.76.

Parenting Style Inventory (PSI-I), by Nancy Darling and Laurence Steinberg (Darling

&Steinberg, 1993) was a shorter one, having three subscales- demandingness, emotional

responsiveness, and psychological autonomy-granting – with five items each in maternal

parenting style. However, the below desired reliability coefficient of this instrument among

seventh graders has reportedly invited a revision by Nancy Darling and Teru Toyokawa. In the

revised numbers of items were increased and a neutral response was added to the original four

response format. Beyers and Goossens, in 1999 developed another instrument based on work

by Steinberg and colleagues, which has shown good external validity, internal consistency, and

test-retest reliability (Lamborn, Mounts, Steinberg, & Dornbusch, 1991). This five-point Likert

type instrument assesses two dimensions of parenting styles, namely support (alpha coefficient

0.77) and strict control (alpha coefficient 0.74). It is collecting data from parents. Based on

median splits, parents were classified as authoritative, authoritarian, indulgent, or uninvolved.

Lefebevre (2004) developed “Parental style inventory II (PSI II)” for parents to identify their

parenting style. This five-point Likert type scale has three dimensions, autonomy granting,

demandingness and responsiveness; twelve items in each dimension.

The tool has adequate internal consistency, variability and predictive validity. Also, the

author claims that this instrument is assessing parenting style independent of parenting

practices. Gracia, Garcia and Lila, in 2008, developed a parenting style index to assign the

parents to four categories based on their parenting style, namely, authoritative, authoritarian,

neglectful and indulgent (Gracia, Garcia & Lila, 2008). This measures parental warmth and

19
control, as perceived by the adolescents, with alpha coefficients 0.9 and 0.81 respectively. The

tool is developed for Spanish speaking people. Parenting style instruments until this time were

developed in other cultures; some consider only three parenting style and some are meant for

parents, then children. So, the authors sense the need for a scale of parenting scale in the eastern

parenting practices and cultural context. Scale of Parenting Style This scale is used for

measuring perceived parenting styles of higher secondary school students. The draft scale has

been developed on the basis of theories of Baumrind (1971), and dimensions of parenting style

proposed by Maccoby and Martin (1983). Method Participants Data from 832 higher secondary

school students from Kerala state were collected and used to develop and standardize the scale

of parenting style instrument. The participants are coming under adolescent group. Among the

subjects 467 were girls and 365 were boys. The items in the scale were prepared on the basis of

description given by Baumrind, Maccoby and Martin for parental responsiveness and parental

control. Items measure the responsiveness and control of parents as perceived by their

adolescent wards. All the items were prepared as matching for the involvement of both parents.

When writing items, consideration is given to all areas, where the parents interacting with their

children, like social, educational and personal. For each responsiveness item parallel control

item were prepared. Parents have huge impact on a person’s life. Number of studies in the area

of parenting matches its importance on the developing person. Parenting process combines all

the activities of the parents that intended to support their children’s wellbeing. One of the most

studied approaches to understanding parental influences on human development is concept of

parenting style (Baumrind, 1967).

Baumrind proposed parenting styles as correlates to socialization of the children. Then

many researches recognized the importance of researching role of parenting style in child

development (Kordi, 2010; Schaffer, Clark & Jeglic, 2009; Kaufmann, et al, 2000; Lim & Lim,

2003). Many of the studies followed three parenting styles originally proposed by Baumrind

20
namely authoritative parenting, authoritarian parenting and permissive parenting, though in

1971, Baumrind added negligent parenting. Baumrind grouped parents to three (or four)

parenting styles according to their child rearing patterns, on the basis of her interviews with

parents and children. For grouping parents to different styles, Maccoby and Martin suggested a

conceptual structure in 1983; they viewed parenting style as combinations of differing levels of

parental demandingness and warmth. The styles are thus determined by measuring parental

warmth and demandingness. There is a growing interest in the role of parenting in a person’s

affective and social characteristics. The attention of educational researchers on the parenting

styles and their effects on school relevant developmental outcomes are also on the rise. Several

studies found that parenting style or parental behavior has statistically significant relation with

developmental outcomes like performance, achievement strategies, self-regulated learning,

achievement goals, self-efficacy and wellbeing of students (Aunola, Stattin & Nurmi,

2000,Huang& Prochner, 2004, Chan & Chan, 2005, Turner, Chandler & Heffer, 2009,Besharat,

Azizi & Poursarifi, 2011,Revers, mullis, Fortner & Mullis, 2012). Though these studies

demonstrated the significance of researching the effect of parenting style in the development of

a person, numbers of publishedinstruments for measuring parenting styles are very few, and

most of the available instrumentsare based on tripartite classification of these styles initially

proposed Baumrind(Baumrind, 1967).

Parenting behavior is deeply influenced by culture. The culture decides the limits of

behavior that to be controlled and praised. Extant conceptualization of the parental behavior

largely baseson studies conducted with majority White, middle class families’ values, cultural

norms, and parental expectancies(Rodriguez, Donovick& Crowley, 2009).Contextual validity

is Guru Journal of Behavioral and Social Sciences Volume 2 Issue 4 (Oct – Dec, 2014) Journal

of Behavioral and Social Sciences 316 highly relevant for constructs like parenting styles as the

instruments incorporate statements which reflects cultural preference of the respondents. Hence

21
validity of measures of parenting styles solely applying instruments developed in alien cultures

is on the least questionable. Hence this study purpose to develop and validate an instrument to

identify perceived parenting styles of adolescent students in Kerala. Parenting can be defined as

activities of parents with an aim of helping their child to bring forth. There are two main

dimensions underlying parental behavior (Maccoby& Martin, 1983); they are parental

responsiveness and parental demandingness. Parental responsiveness (also referred to as

parental warmth or supportiveness or acceptance) refers to “the extends to which parents

intentionally foster individuality, self-regulation and selfassertion by being attuned, supportive

and acquiescent to children special needs and demands”(Baumrind, 1971).

Parental demandingness (also referred to as behavioral control) refers to “the claims

parents make on children to become integrated to the family whole, by their maturity demands,

supervision, disciplinary efforts and willingness to confront the child who disobeys”

(Baumrind,1971).

Categorizing parents according to whether they are high or low on parental

demandingness and responsiveness creates a quadrant of parenting styles: indulgent,

authoritarian, authoritative and uninvolved (Maccoby & Martin, 1983). Each of these parenting

styles different in naturally occurring patterns of parental values, practices and behaviors

(Baumrind, 1971) and a distinct balance of responsiveness and demandingness. The number of

published instruments to measure parenting style is very few and most of them identify three

styles instead of the four proposed by Baumrind.

In 1991, Buri developed parental authority questionnaire (PAQ) to assess Baumrind’s

(1966) permissive, authoritarian, and authoritative parenting styles consisting of 30 Likert type

items. The test provides thirty items for each parent, and the children need to respond on a five

point scale. In the same year, Steinberg et al., developed authoritative parenting scaleto measure

the degree of authoritativeness of the parents (Steinberg, Mounts, Lamborn, & Dornbusch,

22
1991)on three major components or dimensions: acceptance/involvement, firm control, and

psychological autonomy granting. The scale had 36 items measuring parenting style as

perceived by child on the 3 dimensions. Alpha coefficient of the dimensions ranged between

0.72 and 0.76. Parenting Style Inventory (PSI-I), by Nancy Darling and Laurence Steinberg

(Darling &Steinberg, 1993) was a shorter one, having three subscales- demandingness,

emotional responsiveness, and psychological autonomy-granting - with five items each in

maternal parenting style. However the below desired reliability coefficient of this instrument

among seventh graders has reportedly invited a revision by Nancy Darling and Teru Toyokawa.

In the revised numbers of items were increased and a neutral response was added to

the original four response format. Beyers and Goossens, in 1999 developed another instrument

based on work by Steinberg and colleagues, which has shown good external validity, internal

consistency, and test-retest reliability (Lamborn, Mounts, Steinberg, & Dornbusch, 1991). This

five point Likert type instrument assesses two dimensions of parenting styles, namely support

(alpha coefficient 0.77) and strict control (alpha coefficient 0.74). It is collecting data from

parents. Based on median splits, parents were classified as authoritative, authoritarian,

indulgent, or uninvolved. Lefebevre (2004) developed “Parental style inventory II (PSI II)” for

parents to identify their parenting style. This five point Likert type scale has three dimensions,

autonomy granting, demandingness and responsiveness; twelve items in each dimensions.

The tool has adequate internal consistency, variability and predictive validity. Also the

author claims that this instrument is assessing parenting style independent of parenting

practices. Gracia, Garcia and Lila, in 2008, developed a parenting style index to assign the

parents to four categories based on their parenting style, namely, authoritative, authoritarian,

neglectful and indulgent (Gracia, Garcia & Lila, 2008). This measures parental warmth and

control, as perceived by the adolescents, with alpha coefficients 0.9 and 0.81 respectively. The

tool is developed for Spanish speaking people. Parenting style instruments until this time were

23
developed in other cultures; some consider only three parenting style and some are meant for

parents, than children. So, the authors sense the need for a scale of parenting scale in the eastern

parenting practices and cultural context. Scale of Parenting Style This scale is used for

measuring perceived parenting styles of higher secondary school students. The draft scale has

been developed on the basis of theories of Baumrind (1971), and dimensions of parenting style

proposed by Maccoby and Martin (1983). Parenting styles have been widely studied in recent

research and have been related to many parent characteristics and child outcomes. The Parenting

Styles and Dimensions Questionnaire (PSDQ; Robinson, Mandleco, Olsen, & Hart, 2001) is

one measure that is widely utilized in current research to examine parenting styles Although the

PSDQ is comprised of authoritative, authoritarian, and permissive subscales, it does not measure

the uninvolved parenting style. Additionally, this measure provides continuous variable-

centered scores rather than categorizing parenting style typologies.

A reconceptualization of the PSDQ may allow researchers to improve and expand on

the measurement of parenting styles and identify new ways in which parenting styles relate to

parents and families. The aim of the current study is to construct a new measure for identifying

adolescent's parents four parenting styles like Authoritarian or Power asserting disciplinarians ,

Authoritative or Warm giving protectors , Permissive or Lenient freedom givers, Uninvolved or

Selfish autonomy givers. Parenting Style four factor questionnaire (PSFFQ) is mainly

constructed as a tool for measuring parenting Styles of adolescent's parents.

24
 CHAPTER III

METHODOLOGY

This chapter describes the methods that were used in the study in order to realize the

set objectives of this study. It contains the research design, location of the study, target

population, sampling techniques, sample size, research instruments, validity, reliability, data

collection techniques, data analysis and the operationalization of the conceptual framework.

Research Design

The research was conducted using correlational research design.

Sampling Techniques

For the study, the researcher used random sampling in determining its respondents.

Each section, 3 random students are selected to receive the research questionnaire.

Table 1. Sampling Frame

Grade Level Population Sample

7 493 27

8 496 27

9 361 24

10 340 18

11 408 24

10 262 24

Total 2,360 144

Table 1. Shows the number of respondents randomly chosen per grade level.

25
 Table 3. Sample Distribution

Category Sample Percentage

Junior High School 96 66.7%

Senior High School 48 33.3%

Total 144 100%

Table 3. Data shows the sample distribution, where 96 or 66.7% comes from Junior

High School and 48 or 33.3% comprises of Senior High School.

Data Collection Instrument

The study utilized Parenting Style-Four Factor Questionnaire by Shyny T.Y, Ph.D of

Bharathiar University - Coimbatore wherein the respondent must READ the following

statements CAREFULLY and indicate their single response by putting a “tick” or “check”

mark in the appropriate box. Each box grades to scale where 5 the highest and 1 the lowest.

“All of the time”- 5, “Most of the time” – 4, “Sometimes”- 3, “Rarely”- 2 and “Never’- 1. Each

item in the PF-SS questionnaire implies criteria in determining the parenting style, thus, the

sum of all their answers will classify whether their parents is authoritarian, authoritative,

permissive or uninvolved. Moreover, in the second part of the research form is the essay type

of questions wherein the respondents may answer in any of their language or dialect preference.

Statistical Treatment

1. Percentage- used to provide meaningful description of profiles of the respondents and

to aid the comprehension of data. The formula is:

26
 𝑛
𝑃= 𝑥 100
𝑁

Wherein: P = Percentage

n = number of respondents who answered

N = Total number of the respondent

2. Ranking -

3. Pearson R Correlation – is used to measure the strength of a linear association

between two variables.

27
 CHAPTER IV

RESULTS AND DISCUSSION

Table 1. Cumulative Percentage of students with Authoritarian, Authoritative,

Permissive and Uninvolved parents with the mean of average grades.

Mean of Average

Parenting Style Frequency Percentage Grade

Authoritarian 32 22.22% 91.61

Authoritative 74 51.38% 94.30

Permissive 22 15.28% 87.83

Uninvolved 16 11.11% 77.27

Total: 144 Total: 100%

The data shows the summary of the number of students whose parents are classified in

the four-parenting style with the mean of all the average grades. From the entire sample

population of 144, 51.38% or 74 respondents classified their parents as authoritarian and the

mean of average grade is 94.30%, 22.22% or 32 respondents claimed their parents as

authoritative with the mean of average grade equal to 91.61%, 15.28% or 22 respondents

classified their parents as permissive with the mean of average grade equal to 87.83%, lastly

11.11% or 16 respondents assort their parent as uninvolved with the mean of average grade

equal to 77.27%.

Discussion:

28
 CHAPTER V

FINDINGS, CONCLUSION AND RECOMMENDATION

Findings

 Base on the results, the researchers found out that authoritative parenting style

characterized by parents being warm and protector to their child shown better result in

terms of the academic performance of the student, among the four, it is clearly visible

that the 94.30% is the highest average grade, showing academic excellence and success,

compared to the students with authoritarian, permissive and uninvolved parents. On the

other hand, the tendency of the parents being neglectful to their child is to have poor

performance at school.

 For the first question which is “Are you comfortable of the parenting style that your

parents show to you? Why?”, in the case of student classified as ‘A1’, 26 out of 32

answered yes, for the students classified as ‘A2’ 69 out of 74 answered yes, for the

students classified as ‘P’ all of them answered yes, and the students classified as ‘U’ 3

out of 16 answered yes. Those answered yes reasoned out that having parents who

shows its superiority over them is more helpful and beneficial in securing their safety,

unlike having parents being too loose because they are guided by certain rules and

expectation making them fully aware of their responsibilities, in contradiction those

who answered no reasoned out that sometimes they find it difficult for them to obey all

the rules and limitations set by their parents since it’s against to what they want to do

or have.

 For next question which is “If you will be the one to decide, what kind of parents do

you wish to have? Is it Authoritative, Authoritarian, or Permissive? Why?”. In the case

of students classified as ‘A1’- 8 selected ‘Authoritarian’, 6 selected ‘Authoritative’, and

29
 18 selected ‘Permissive’, for the students classified as ‘A2’- 15 favor ‘Authoritarian’,

20 for ‘Authoritative’ and 39 for ‘Permissive’, for the students classified as ‘P’- all

respondents choose ‘P’, lastly, those classified as ‘U’- 10 preferred ‘Authoritarian’, 4

for ‘Authoritative’, and 2 for ‘Permissive as their parent of choice. The respondents

who select parenting styles other than what they already have admitted that they aren`t

satisfied and demands something more from their parents, and those who selected the

same are those students contented and satisfied.

 For the third question, “Is the parenting style shown by your parents helpful to you?

Why do you say so?’ for the students classified as ‘A1’- 29 out of 32 answered yes,

the students classified as ‘A2’- 70 out of 74 answered yes, students classified as ‘P’- all

answered out yes, lastly students classified as ‘U’- all answered no. The respondents

who answered yes, reasoned that the style of their parents in raising them is efficient

and effective in terms of developing their character, they admit that the presence of

their parents together with its guidance and protection is the reason why they reached

their success, thus making them so thankful for their parents, on the other hand, those

who answered no are the respondents whose parents are neglectful and irresponsible to

give them adequate attention and care, as such, they find it unhelpful for them.

 For the fourth question. “Is there any advantage you acquire from the parenting style

shown by your parents?’ the students under ‘A1’- 29 out of 32 answered yes, students

under ‘A2’- 70 out of 74 answered yes, for the students classified as ‘P’- all answered

yes, and students under ‘U’- all answered no. The student who answered yes are those

who find the style of their parents to offer them advantages like adequate attention and

freedom and the students who answered no are those who falls under ‘U’ wherein their

parents shows no interest to them, the students with neglectful parents.

30
  For the last question, “Does your parent oblige you to study your lesson at home?”,

students which falls under ‘A1’- all answered yes, students under ‘A2’ all answered

yes, for ‘P’ 12 out of 22 answered yes, and students classified as ‘U’ all answered no.

The respondents who answered yes are those with parents who oblige them to study

their lessons at home, those parents who monitor and guide their child for its

developments. On the other hand, those who answered no are those students whose

parents are not interested towards academic performance and development of their child

Conclusion
Based on the results shown in the tabulated data, the researcher concludes, that although

they had initially hypothesized that there is an impact of the parenting style to the academic

performance of student, their data analysis provides substantial evidence to reject their initial

thoughts, enabling the researchers to answer the aforementioned research problems:

 From the results, authoritative parenting style is the most common which comprises 74

respondents or 51.38% of the entire sample population.

 Comparing the data gathered, we can deduce that among the four types of parenting

style, in our area, authoritative parenting is the most efficient and productive way of

raising a child, the reasons for this is (1) parents shows their control and authority

limiting their child`s actions thus making him/her fully aware of its limits, (2) parents

set specific rules and regulations guiding the students to be well-disciplined and

responsible, and lastly (3) this kind of parents, instill to their child the importance of

education and they oblige and monitor the performance of their child at home and at

school.

 The parenting style is directly proportional to the academic performance of the student.

For instance, those children whose parents shows its authority and control perform well

31
 in school unlike those parents who lose touch and control to their child wherein the

student perform poorly in their studies.

 The guidance and authority shown by parents are the key factors that help shape and

mold the academic figure of the student, if parents will show its superiority and

implicate some rules and standard about the study of their student, according to our

finding, the student will likely to be successful.

 Moreover, the researcher also finds out that parenting style and control shown by

parents to student play vital role in shaping its academic figure, its performances and

developing its potential skills, for instance, parents who shown superiority and direct

authority makes their child fully-disciplined like in the case of those with authoritarian

parents, however, those students admitted that too much expectations makes their

studies a bit harder.

On the other hand, those students with warm giving and protector parents shows higher success

in the field of study, and this is because their parents are said to be not too loose and not too

strict, and having such makes them motivated to do more and perform their duties as student

because they know that their success will make their parents proud. In contradiction, those

student with too loose and permissive parents shown lower results, this is because, those

students are given total freedom to walk their ways, no parent tell them what to do, and even

only few of those respondents admitted that their parents oblige them to study. Similarly, those

students with neglectful and uninvolved parents shown poor performance in school, and this is

due to lack of attention, care, drive, and control they get from their parents, majority of those

respondents who falls under this category admitted that they rarely receive moral support from

their legitimate parents. Therefore, the academic success of the students is greatly influenced

at home.

32
Recommendation

Base on the answers of the respondents to the second part of the PS-FFQ, the

researchers would like to appeal and humbly recommend to the parents, students, and school

the following:

For the parents:

1. Have a deeper connection with your children because based on our study, child with

neglectful or parents which is uninvolved have poor performance in school.

2. Don`t be too loose and too strict, have equilibrium in treating your child, possess and open

ears to listen and soft heart to understand about the needs and demand of your child.

3. Parents must also explain to their children the reasons behind their action and decision so

that their child will completely understand your purpose and adopt to your values.

4. Talk and always check on your children because open communication towards family

member is crucial in fostering and developing a child, they might have words left unspoken

and it depends on your hands to let them communicate it to you.

5. Always offer presence to your child in all his/her ups and downs, seeing you with him/her

in all his defeat and victory will help him develop sense of determination and confidence.

6. Always have the first say in making decision about the choices of your child, giving them

total freedom might put them at risk, do not forget that you still are his/her parent being highly

responsible in ensuring their welfare.

7. Lastly and most importantly, instill to your child to value education, and oblige them to make

education as its priority.

For the students:

33
1. Obey your parents and be determined to achieve your goal.

2. Set education as your top priority.

3. Build close relationship to your parents.

4. Communicate to your parents and tell them your worries and problems in all aspect of your

life.

5. Know your limits.

5. Lastly, consider your parent as an indispensable support system you have.

For the school:

1. Enhance value education for the students.

2. Conduct programs that will enhance and strengthen the bond between the student and its

parents, like conducting family day and other similar school-based family centered activities,

because in the present days, such kind of bond are dominated by the social media addiction of

both parents and its child.

3. Conduct adequate counselling to students who do poorly in academic areas due to family

problems and issues.

4. Have in-depth monitoring to the factors affecting the academic performance of the students.

5. Lastly, encourage teachers to let student understand the importance of education and why it

is essential for him or herself.

34
 ACKNOWLEDGEMENT

It is the researchers` honor to acknowledge the people who joined their hands and

exerted their efforts in making this study a successful one. To their research adviser, Shermaine

G. Geniston, for her full supervision, guidance and support in turning this research study to a

reality. The researcher would also like to express their deepest gratitude to Ma’am Rosanna G.

Catuday, school principal, who allowed the student to conduct the research, to the students who

participated and contributed to the success of this endeavor, and to their beloved and ever

supportive parents for providing them moral support, whose undying love and sacrifices serve

as an inspiration in all their undertakings.

Most of all, to the Creator of heaven and earth who blessed the researcher and gave him

enough strength, courage and wisdom to finish this study. To God be the glory.

35
 BIBLIOGRAPHY/REFERENCES

A. BOOKS

1. T. Y. Shyny Ph. D. Psychology, Construction and Validation of PS-FFQ, Bharathiar

University: Coimbatore, 2017.

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EFFECTS OF PARENTING STYLES ON ACADEMIC PERFORMANCES OF SENIOR

HIGH SCHOOL STUDENTS IN THE EJISU-JUABEN MUNICIPALITY, Ashanti Region:

Aejisu-Juaben Munacipilality, 2013.

3. Leykam, Amy Brandt, THE RELATION OF PARENTING STYLE TO

SCHOOL PERFORMANCE IN MIDDLE SCHOOL STUDENTS, California: California State

University, Hayward, 1999.

4. Dr Aloka, Peter J.O. and Dr Ruburu, Pamela, Influence of Parenting Styles on the Adolescent

Students’ Academic Achievement in Kenyan Day Secondary Schools, Vol.7, No.15, Jaramogi

Oginga Odinga University of Science and Technology, P.O. BOX 210-40601, Bondo, Kenya,

2016.

5. Borak, Z., Kawser, U., Haque, M., Sharmin, A.(2016). Impact of parenting style on

children’s academic achievement. Journal of Social Sciences & Humanities Research, 2(2).1-

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6. Rahimpour, P., Moghadam, A.D., Moghadam, A.D. and Hashemian, A. (2015). Relationship

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Research, 9(12), 5-7.

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7. Reddy, A. and Reddy, S.V. (2016).Impact of gender, intelligence and stress on academic

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13. Seif AK. Educational Psychology. Tehran: Agah; 2014.

B. INTERNET SOURCES

1. Study.com, Percents and the Percentage Formula: Definitio and Examples,

https://study.com/academy/lesson/percents-the-percent-formula-definition-examples.html.

2. Khan academy.com, Statistics and Probability Summarizing Quantitative Data Mean,

Median, Mode basics, https://www.khanacademy.org/math/statistics-

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modereview?utm_account=Grant&utm_campaignname=Grant_Math_Dynamic&gclid=Cjw

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KCAiAqOriBRAfEiwAEb9oXSqQkZMmdCwKLZWe2WBNZpiEvGNbnDfESggyR2IbXa0

9PVaDTBoCUJ4QAvD_BwE.

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guides/chicago-turabian/how-to-cite-a-book-chicago-turabian/.

38
 Appendix A
Research Instrument

Republic of the Philippines

Department of Education
CAN-AVID NATIONAL HIGH SCHOOL (CNHS)
Can-avid Eastern Samar, 6806
___________________________________________________________________________

PS-FFQ
(Parenting Style- Four Factor Questionnaire)
Shyny T. Y
Ph.D (Psychology)
Bharathiar University – Coimbatore
Name of student: _______________________________________ Age: ___ Sex: ____
Gr/Sec:_______________________ Average Grade: (Last Quarter) ___________________
Name of Parent/s: _____________________________________ Age: ___ Sex: _____
_____________________________________ Age: ___ Sex: _____

I. Instructions: READ the following statements CAREFULLY and indicate your single response by
putting a “tick” or “check” mark in the appropriate box. Each box grades to scale where 5 the highest
and 1 the lowest.

All of Most Some Rarely Never

the of the Times
NO STATEMENT
time time
(5) (4) (3) (2) (1)

1 My parents want me to follow all their instructions

because they think they are the authority to decide
what to do or not to do.
2 My mother is a friend, philosopher and a guide to me.

3 My parents are soft-hearted, they don`t correct me at

proper time by punishment when I commit mistake.
4 My parents don`t have any demands from me, and
they do not control me, they provide me full and total
freedom.
5 My parents have little patience to tolerate any of my
misbehavior and they don`t usually listen to my
excuses in any kind of mistakes.
6 My parents used to understand my feelings in any
situations and they always try to get my opinion
whenever they have something to be decided, most
especially when it’s for me.
7 Whenever I acquire low marks, may parents did not
give any punishments rather they feel that I can do
better next time.
8 Whenever my parents are sad and depressed and they
cannot show any care and deep emotional tie up with
me.

39
9 My parents strongly believe that my future depends
on their hands so they prepare strict time table for me
to be followed.
10 Important decisions of the family are done together
and they give full freedom to each member to share
everything to them.
11 My parents give valuable rewards when I obey them
and I behave well.
12 As my parents are very busy with their household and
works, they get less time to get involved to my studies
or to listen to my needs and wishes.
13 My parents have clear expectations regarding my
behavior and they are not much bothered about what
I want and I like in the future.
14 As my parents understand my strength and
weaknesses, they set some appropriate rules for me
and give me friendly correction whenever necessary.
15 Though my parents have definite goal and planning
about my future, the cannot follow it strictly because
of their leniency.
16 My parents are stressed and strained, hence they
cannot take care of my welfare.
17 My parents usually like to give me physical
punishment like beating rather than giving me
advices, because they think I will not listen to it.
18 My parents will not force me to choose my future
career and they also help me to set realistic goals.
19 As my parents was brought up by strictly disciplined
parents, they are very liberal to me.
20 My parents usually give more importance to my own
likes and wishes but not bother much about my needs
or my misbehaviors.
21 My parents believe that only through punishment I
can be corrected and they also don`t like to give any
financial freedom to me.
22 Whenever I fail to follow the time table given by my
parents, they remind me the consequences with a
touch of love and affection.
23 My parents like to be affectionate to me, and they take
full responsibility of my welfare and goodness.
24 As my parents are too busy, they get little time to care
for me, I am quite free to move my own way and to
make decisions.
25 My parents give me punishment when I make
mistakes, and it best depends upon their mood.
26 I talk to my parents out of being punished after I done
something wrong.
27 My parents always threaten me with punishment but
cannot actually do it because of their leniency.
28 As my parents are bounded with severe life problems,
they ignore my misbehavior and they have no idea
about my life outside home.
29 Whenever I show disobedience, my parents scold and
criticize me with bursting anger.

40
 30 Even though my parents are busy, they have enough
time to visit me at my school and meet my teachers to
know my progress.
31 I have no self-discipline because my parents show me
excessive love and sympathy.
32 My parents don’t tell me where they are going and
why they are late, I don’t have any idea of their
whereabouts.

II. Answer the following questions honestly and whole-heartedly. \

1. I feel comfortable with the parenting

style of my parents.

2.

ANSWER SHEETS

S 5 4 3 2 1 S 5 4 3 2 1 S 5 4 3 2 1 S 5 4 3 2 1

C C C C

O O O O

R R R R

E E E E

S S S S

41
Q Q Q Q

1 2 3 4

5 6 7 8

9 10 11 12

13 14 15 16

17 18 19 20

21 22 23 24

25 25 26 27

29 30 31 32

A1=____________ A2= ___________ P= ___________ U= ___________

(A1= Authoritarian, A2= Authoritative, P=Permissive, U= Uninvolved/Neglectful)

Have you responded to all the statements? Yes__/No__

Have you entered your responses in the correct boxes? Yes__/No__

Have you responded accurately and honestly? Yes__/No__

42