Chapter I

INTRODUCTION

Background of the Study

Support and guidance from parents are the strongest foundation as an
individual go through different stages of life development and is a great factor in
children’s success. With this, parents have different ways to guide and nurture their
children. This research studies about the parenting styles and its impact on the
children’s academic performance, thus, the researcher conducts this study since it is
crucial and relevant in addressing personal and social issues such as student children
experiencing lack of emotional support which leads to poor performances in school
and worst, emotional and mental breakdowns.

Parenting style refers to the strategies and approaches that parents use in
raising their children. The four main parenting styles according to Diana Baumrind
(1971) are, authoritative, authoritarian, permissive, and uninvolved. Numerous
studies have explored the impact of parenting styles on children's academic
performance.

One of the most significant influences on children's academic success is their

parents' involvement and support. Studies have shown that children of authoritative
parents who provide structure, warmth, and support tend to have higher academic
performance and self-esteem than children of authoritarian, permissive, or uninvolved
parents.

The value of parenting is especially emphasized in Philippine culture, where the

family is typically viewed as the center of one's social life (Jocano, 1998). Filipino
families are known for their cohesion, respect for elders, submission to parental
authority, and fulfillment of shared tasks, according to local and international
academics (Chao & Tseng, 2002; Medina, 2001).

Overall, research suggests that parenting styles can have a significant impact
on children's academic performance. Parents who provide structure, warmth, and
support tend to have children who perform better academically, while parents who are
overly controlling or permissive may have children who struggle in school. Therefore,

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understanding the impact of parenting styles on children's academic performance can
be valuable for parents, educators, and policymakers in promoting academic success
for children.

Conceptual Framework

This study which is “Parenting styles and its impact on the children’s school
performance” utilize two variables which leads to determine the relationship between
parenting styles and its impact on the children’s school performance.

Independent Variable Dependent Variable

Parenting Styles Impact on the

children’s school
 Authoritarian performance
 Authoritative
 Permissive  Class
 Uninvolved participation
Figure 1.1 Schematic Study of Diagram
School
interaction
 Values

Statement of the Problem

This study aims to know the parenting styles and its impact on the children’s
academic performance, specifically to answer the following questions:

1. What are the different parenting styles in terms of:

1.1 Authoritarian;
1.2 Authoritative;
1.3 Permissive;
1.4 Uninvolved?

2. What are the impacts on the children’s academic performance of different

parenting styles in terms of:
2.1 Class participation;

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 2.2 School interaction;
2.3 Values?

3. Is there a significant relationship between the parenting styles and its impact
on the children’s academic performance?

Hypothesis

This study shows the hypothesis of parenting styles and its impact on the
children’s school performance.

Null Hypothesis (Ho): There is no significant relationship between parenting styles

and its impact on the children’s school performance.

Significance of the Study

This study shows the importance of parenting styles and its impact on the
children’s academic performance. This research will be a great help to become aware
on the significance of parenting styles.

The findings of this study will benefit certain groups which are as follows:

Parents. This study can be a help for them to educate themselves on different
parenting styles and what is the impact of each styles. This study can help parents
who have struggled in raising their children in terms of its academic performances,
since this research provides information about the effects of different parenting styles.

Future Parents. This study will be beneficial to individuals, couples that will
become parents in the future because this study will guide them on what type of
parenting styles will they execute to have an effective parenting in terms on academic
performances of their future child.

Teachers. This research can help teachers to identify the factors why their
pupils are active or experiencing difficulties in their classes.

Future Researcher. The result of this study will be valuable in their research
since this can be a reference for more knowledge and ideas.

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Scope and Limitation

The study primarily focuses on parenting styles and its impact on children’s
academic performance.

This study focuses on the four types of parenting styles which are
authoritarian, authoritative, permissive and uninvolved techniques. The respondents
are 30 parents who have child/children currently studying and living in Barangay
Buayan, Kabasalan, Zamboanga Sibugay. The time frame of this research is from
March to June 2023.

Definition of Terms

The terms are conceptually and operationally define for better understanding of
the readers.

Parenting Styles. Refers to the strategies and approaches that parents use in raising
their children.

Academic Performance. Refers to the evaluation of students' performance in several

academic areas.

Authoritarian. One of the parenting styles which follows dictatorial style involving the
highest degree of control on children and very low levels of warmth.

Authoritative. One of the parenting styles in which it is a mixed balance between

parental warmth and strictness, summarizes the general attitude belonging to
authoritative parents otherwise called democratic style.

Permissive. One of the parenting styles which is characterize by little control over
children, aiming for high levels of warmth.

Uninvolved. One of the parenting styles which predominantly characterized by low

levels of both warmth and control.

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 Chapter II

Review of Related Literature

Foreign Studies

Humanity has proven incapable of solving the secret of the "ideal" parenting
style. Undoubtedly, all parents want their kids to do well in school, but not all parents
are effective at making this happen. (Hong, 2012) Parental influence on children's
learning and development is increasingly acknowledged in the fields of psychology and
education. (Yasmin and Kong, 2022)

Several studies have shown the existence of a relationship between parenting

styles and their children's academic performance. (Pelegrina et al, 2014) There has
been considerable research in support of the correlation between parenting styles,
children’s behaviour and, ultimately, academic achievement. (Hong, 2012)

In addition to parental involvement, studies have also shown that authoritarian

parenting style (characterized by high control and low warmth) can lead to lower
academic performance, as well as decreased motivation and self-esteem in children.
On the other hand, permissive parenting style (characterized by low control and high
warmth) may also negatively impact children's academic performance, as it can result
in a lack of structure and accountability for children.

Parenting styles can be defined as a set or a system of behaviours that

describes the parent and child interactions over a wide range of situations and creates
an effective interaction atmosphere. Educational achievement means the fulfilment 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. (Zahedani et. al, 2016). Parenting styles are classified into four types of
parenting by Diana Baumrind (1967, 1971) which is authoritarian, authoritative,
permissive and uninvolved parenting in which there are different implications to a
child’s growth and even on academic performances.

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Authoritarian

Authoritarian parenting follows a rather dictatorial style involving the highest

degree of control on children and very low levels of warmth. Parents who adopt such
styles expect strong obedience from their children and favour punitive discipline in
response to acts of rebellion (Kang & Moore, 2011). They are usually found setting
strict rules to abide by and monitoring their child’s time as well as their activities
during the day and night (Areepattamannil, 2010). Moreover, the use of this
authoritarian style precludes effective discussion, of any sort, between parents and
children, which places more pressure on the children than any other parenting style.
(Hong, 2012)

Parenting in an authoritarian manner is quite rigid. With minimal reactivity, it

holds youngsters to high expectations. An authoritarian parent prioritizes obedience,
control, and discipline over nurturing their child.

Due to authoritarianism’s high control over children, numerous studies have

found the parenting style to be negatively associated with academic achievement
(Dornbusch et al., 1987). “A large body of research has documented that parental
monitoring is related to lower academic performance (e.g., Muller 1995, Niggli et al.
2007; Pomerantz and Eaton 2001; Rogers et al. 2009)” (Areepattamannil, 2010,
p.287). In fact, Brown and Iyengar (2008) have found that this overemphasis may, in
fact, alienate children. Placing excessive pressure on children and interfering with
their studies may lead to children having lower academic competence and,
consequently, lower academic achievement (Rogers et al., 2009).

Authoritative

Since the early 1970s, this constellation of practices has come to be known as
"authoritative" parenting, one of several prototypic styles of parenting identified in the
seminal studies of Diana Baumrind (1967, 1971). Children who are raised in
authoritative homes score higher than their peers from authoritarian, indulgent, or
neglectful homes on a wide variety of measures of competence, achievement, social
development, self-perceptions, and mental health (Maccoby & Martin, 1983). Several
recent studies have applied Baumrind's model to explain variations in patterns of
adolescent development, including academic achievement. According to Steinberg

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(2015), adolescents from authoritative homes scored highest, and adolescents from
neglectful homes lowest.

The mixed balance between parental warmth and strictness summarises the
general attitude belonging to authoritative parents. This democratic approach
acknowledges the child’s need for both discipline and individuality (Tiller, Garrison &
Block, 2003), promoting an open relationship where problems can be discussed and
resolved together as a team. Authoritative parents often hold high expectations for
their children but, unlike the authoritarian style, the children are consistently
encouraged along the way. Researchers have suggested that authoritativeness holds
the central trio in good parenting – warmth, control and democracy (Steinberg et al.,
1992), which explains why it is often deemed as the most successful parenting style
for student achievement. The success of authoritative parenting is most notable in the
various behavioural indicators exhibited by their children. Students of authoritative
parents have shown such values as a “stronger work orientation, greater engagement
in classroom activities, higher educational aspirations, more positive feelings about
school, greater time spent on homework, more positive academic self-conceptions, and
lower levels of school misconduct, such as cheating or copying” (Steinberg et al., 1992,
p.1267). Therefore, the supportiveness and encouragement employed within the
authoritative parenting style eventually “provides their children with a sense of
initiative and confidence in relation to learning” (Rogers et al., 2009, p.35), paving the
way for academic success. Authoritative parenting has often been found to be
positively associated with higher achievement. Several studies have suggested that
children raised by authoritative parents usually achieve better than their peers in
school (Steinberg et al., 1992).

Permissive

On the other end of the parenting spectrum, permissive parenting aims for high
amounts of warmth while exerting less control over children. Unlike authoritarian
parents, who frequently utilize punishment, permissive parents frequently offer their
kids more freedom to make their own decisions in life (Kang & Moore, 2011). These
parents have relatively low expectations for their kids and few, if any, regulations since
they are more receptive than demanding. They frequently adopt a very casual and laid-

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back attitude toward their kids (Verenikina, Vialle, & Lysaght, 2011), starting up talks
that lead to the development of closer bonds between them.

While giving their children a lot of warmth, permissive parents have little
control over them, which ultimately lowers their social skills. Because they are used to
having their needs met at home, children raised by permissive parents "tend to be less
self-reliant [and] less tolerant of frustration" (Kang & Moore, 2011, p.134). As a result,
they expect others to treat them the same way. Moreover, children raised by
permissive parents are less prone, comparable to the authoritarian approach, to lack
intrinsic motivation, which results in a lack of perseverance when tackling learning
activities (Kang & Moore, 2011).

Ultimately, their lack of self-control often causes difficulties when engaging in

social interaction (Brown & Iyengar, 2008), and they may even go so far as to being the
school bullies or, ironically, victims of bullying from other children.

Children who receive permissive parenting often fare worse academically.

According to research by Dornbusch et al. (1987), permissive parenting is connected
with worse academic achievement, which is probably due to the parents' lack of
authority and discipline over their kids. Most young children would probably select
"play" if given the option between work and play. In light of this, the permissive
parent's non-punitive and accepting attitude toward their desires for their kids
(Baumrind, 1966) doesn’t help them lay a good educational foundation; on the
contrary, they hinder their chances of succeeding in school.

Uninvolved

Low degrees of warmth and control are mostly indicative of the uninvolved
approach. Although they are frequently observed responding to their children's
demands mainly out of annoyance rather than compassion (Tiller, Garrison & Block,
2003), and would otherwise be entirely unresponsive, this often indicates the parents'
emotional distance from the children (Tiller, Garrison & Block, 2003).

As the name of the approach suggests, parents typically play a minimal role in
their children's lives. As a result, they are less likely to volunteer for research studies
(Tiller, Garrison & Block, 2003), with a staggering 43% of parents never participating
in school events on average (Steinberg et al., 1992). As a result, there is a knowledge

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gap about this style, and as a result, less is known about uninvolved more than any
other type, parenting.

While parents of high achievers are more likely to have high expectations for
their children (Areepattamannil, 2010), children of absent parents may be perceived as
lacking direction in daily life. Uninvolved parents don't give their kids the attention
they need, thus as a way to get this attention, the kids may act out in socially
unacceptable ways both inside and outside of school. They could not have the
essential incentive to pursue education if they are involved in such activities and there
are no external demands placed on them.

So, it is crucial to identify these parents and their children in order to offer the
proper supportive measures, such counselling, to help and lead them in finding a
course in life. Yet, as previously said, due to the detached perspective, little is known
about this style, necessitating further study. (Hong, 2012)

Local Studies

Parenting is regarded as an essential social function with a significant impact

on both children's and parents' lives in the majority, if not all, cultures (Alampay,
2014; Bornstein, 2001). The value of parenting is especially emphasized in Philippine
culture, where the family is typically viewed as the center of one's social life (Jocano,
1998). Filipino families are known for their cohesion, respect for elders, submission to
parental authority, and fulfillment of shared tasks, according to local and
international academics (Chao & Tseng, 2002; Medina, 2001).

In the Philippine context, researchers from various regions have applied this
approach in an attempt to determine how parenting styles influence children's
academic, social, and psychological outcomes. Adopting a somewhat more critical
stance, others have questioned the assumption that Filipino parents can easily be
classified as authoritarian, permissive, or authoritative, considering that there may be
meaningful differences in cultural notions of parental autonomy, support, and control.
(Danielle Ochoa and Beatriz Torre, Parenting in the Philippines: A review of the
research literature from 2004 to 2014)

Many of the studies in this review that relied on Baumrind's classification of

parenting styles found authoritative parenting styles to be the most commonly

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practiced among Filipino families. For instance, in Bacus' (2014) study on
relationships between parenting styles, self-concept, attitudes towards school, and
academic outcomes among seventh grade students in Northern 15 Mindanao, the
majority of students perceived their parents as practicing an authoritative parenting
style. . Using path analysis, Bacus found that students' attitudes towards school and
authoritative parenting style were strongly associated with academic performance.

In Capoquian's (2005) thesis, survey-questionnaire data from Northern Samar-

based high school students and their parents were used to examine the relationship
between parenting styles, which was categorized according to Baumrind's framework,
and students' behavior, which was categorized as impulsive-aggressive, conflicted-
irritable, and energetic-friendly. In this study, the majority of parents were also found
to use authoritative parenting styles, and the majority of students were found to
demonstrate energetic-friendly behaviour.

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