INFLUENCES OF PARENTING STYLES

TO STUDENTS’ AFFECTIVE FILTER

In an era where being “woke” or “aware” is almost
the norm, the quest for knowledge does not seem
to stop. An integral part of this quest is the
acquirement of self-awareness. Understanding
one’s self is crucial because it provides insight as
to why individuals feel the way they feel, think the
way they think, and act the way they act.
 This study will focus on part of the “self ”
in terms of willingness and reluctance in
expressing thoughts, emotions, and ideas
through language.
One promising theory that offers a sensible
viewpoint in this context is the Affective Filter
Hypothesis by Stephen Krashen.
This study will also investigate the influences of
environmental factors, specifically parenting
styles, on affective variables (anxiety & self-
confidence) which will be related to the
Affective Filter Hypothesis.
 Statement of the Problem

This study will investigate the influence of

parenting styles on a person’s affective filter in
terms of language utilization for expressing
thoughts, ideas, and emotions.
1. What is the state of the respondents’ affective
filter?
2. What parenting style/s influence the respondents’
affective filter?
3. Is there a significant relationship between parenting
styles and the respondents’
affective filter?
 Scope and Delimitation

The scope of this study will cover the effect of

parenting styles to affective variables (anxiety and
self-esteem) which are essential factors that influence
an individual’s affective filter.
 The result of this study is only applicable for
the respondents who are randomly selected AB
English and AB English Language Studies
students from Isabela State University, Echague.
 Significance of the Study

Parents, as primary caregivers, play a great role in the

physical, emotional, and intellectual development of
their offspring.
 The researcher will conduct this study to provide a
deeper understanding on how child rearing notably
affects individuals and to add valuable insight in the
stated context as reference for students, parents, and
future researchers.
Review of Related Literature
Parenting style incorporates two main parenting
elements: parental responsiveness and parental
demandingness (Maccoby & Martin, 1983).
 Parental responsiveness refers to "the degree to
which parents actively encourage individuality, self-
regulation, and self-affirmation by being attuned,
compassionate, and in accordance with the needs and
demands of children" (Baumrind, 1991, p. 62).
 Parental demand refers to "the expectations that
parents make of children to be incorporated into the
whole family through their requests for maturity,
discipline, corrective actions, and ability to threaten
the child who disobeys" (Baumrind, 1991, pp. 61-62).
Categorizing parents as high or low in parental
demand and sensitivity produces a typology of
four parenting styles: indulgent, authoritarian,
authoritative, and uninvolved
(Maccoby & Martin, 1983).
 Parenting Styles and Self-Esteem

The relationship between parenting and self-esteem

has been well established by Baumrind and many
researchers (Gale Encyclopedia of Education, 2002).
Evidence has shown that the way parents rear their
children directly affects their level of self-esteem and
confidence.
 Parenting Styles and Anxiety

Research shows that several child outcomes,

including anxiety, is influenced by parental
demandingness and responsiveness.
Anxiety is the intense worry or fear of certain things,
situations or scenarios and symptoms may be
manifested either mentally or physically
(Muris, Merckelbach, Schmidt, & Mayer, 1998).
The theory of Affective Filter reflects Krashen's
view that a variety of “affective factors” play a
facilitative but non-causal role in the learning of
second language. These factors include:
motivation, self-confidence, and anxiety.
. Krashen (1988) believes that high motivation,
high self-confidence, good self-image, low level
of anxiety, and extroversion lead to second
language acquisition success.
 On the contrary, low motivation, low self-esteem,
anxiety, introversion, and inhibition can elevate the
affective filter and create a “mental block” that
prevents the utilization of comprehensible input for
acquisition. In other words, language acquisition is
prevented when the screen is “on”.
 Conceptual Framework

Parenting Styles Affective Filter

 The respondents who are reared with responsive
parenting styles will have low anxiety and high
self-esteem, thus, a low affective filter.
In contrary, respondents who are reared with
demanding parenting styles will have high anxiety and
low self-esteem, thus, a high affective filter.
Theoretical Framework
 Diana Baumrind’s Pillar Theory

The theory of Baumrind indicates that four

dimensions of parent-child interactions that
constitute forms of responsiveness and control can
reliably predict the personal, emotional and cognitive
functioning of children (Russel & Wentzel, 2009).
 Stephen Krashen’s Affective Filter Hypothesis

The theory of the Affective Filter embodies the

perception of Krashen that a variety of affective
variables play a vital role in the learning of second
language. Such variables include: motivation, anxiety,
and self-esteem.
Methodology
 Research Design

This study will utilize the descriptive-correlational

design which aims to describe and establish the
relationship between the respondents’ perception of
how they were raised and the current state of the
respondents’ affective filter wherein both factors
involve common variables which are anxiety and self-
esteem.
 Respondents of the Study

The respondents of this study will be randomly

selected Bachelor of Arts in English Language
Studies and Bachelor of Arts in English students who
are studying in Isabela State University, Echague
under the Academic Year of 2019-2020.
 Research Instrument

The first questionnaire will be the Parental Authority

Questionnaire by Dr. John R. Buri. The PAQ is
comprised of 30 questions which will be used to
determine the respondents' point of view on how
they were reared by their parents.
 The second questionnaire will be a modified and
adapted version of the Rosenberg Self-Esteem Scale
which will be used to assess the self-esteem and
anxiety of the respondents in the context of second
language learning/acquisition.
 Data Gathering Procedure

The researcher will first secure the necessary approval

which will be needed in the administration of the
research instrument/s. Upon securing the necessary
approval, the questionnaires will be personally
distributed and collected by the researcher within the
same day of dissemination.
 Statistical Treatment of Data

The collected data will be processed using the

Statistical Package of Social Sciences (SPSS).
1. Frequency counts, averages, and percentage will be
used to determine the state of the respondents’
affective filter.
2. Pearson R will be utilized to determine the
influence of parenting styles to the respondents’
affective filter.