“PARENTAL STYLES AND THE SOCIALIZATION SKILLS OF THE STUDENTS”

XANIA MAITRI E. CABUNOC

SHARESE A. CABAÑAS

NATHALIE C. ARELLANO

JANDRA GIN D. ALEN

QUIM JOY P. CASERES

NECLRES J. CUYOS

BONNECA MAE P. DELOS REYES

RECHEN R. DOÑA

MYLENE H. GUINSATAN

KRISTINE MAE C. LOMBRENO

MAE ANN P. LOQUEZ

PRINCE TAER C. MORRE

ABBY JEANETTE B. PALOMILLO

JESS PEARL ROXIE I. RAUT

 Chapter I

INTRODUCTION

Background of the Study

Different types of parental styles are proven to have certain impacts towards the

development of a child. The way a child responds to his or her surroundings is one of the

many results of the different types of parental styles that were and are being applied to them.

In other words, parental styles play a significant role in children’s psychological development

(Alicia, 2018).

Parent treatments and strategies on raising their children is very important to know.

As they will identify the four types of parenting styles according to Rinaldi and Howe (2012)

wherein they study authoritarian, authoritative, neglective, and permissive parental styles.

Parents in terms of disciplining their children didn’t consider the other consequences of their

actions as they only want the safety and better future for their children. Their actions include

the regulating and giving limit to their children’s whereabouts, activities and the people they

interact with.

Parents who limit and regulates the hours of the outside activities of their children

would weaken the socialization skills of their children. As these children would interact with

their parents, it is already predicted the child would learn to adapt on how their parents act or

interact with them, and this would influence the behavior that they are currently displaying.

The purpose of the study is to know the significance of parental styles towards the

socialization skills of the students. To be able to further learn about the relationship of the

parents with their children. Parental styles have different impacts on each and every

individual.
 Statement of the Problem

The study aims to determine the impact of Parental Styles towards the Socialization

Skills of Grade 12 HUMSS students in Dangcagan, National High School.

Specifically, it aims to answer the following research questions:

1. What is the level of parental style does Grade 12 HUMSS have in terms of:

a. Authoritarian;

b. Authoritative;

c. Neglectful; and

d. Permissive parental style;

2.      What is the level of the students’ socialization skills; and

3. Is there a significant relationship between socialization skills of grade 12 HUMSS

students with respect to the following:

a. Authoritarian;

b. Authoritative;

c. Neglectful; and

d. Permissive parental style.

Objectives of the Study

This study aims to determine the relationship between Parental Styles and

Socialization Skills among Grade 12 HUMSS students in Dangcagan National High School.

Specifically, it will:

1. Determine the types of parental styles does the parents of the Grade 12 HUMSS apply

to their child/children from the following:

 a. Authoritarian;

b. Authoritative;

c. Neglective;

d. Permissive;

2. Find out the students’ socialization skills; and

3. Ascertain the significant relationship between the type of parental style and the

socialization skills of Grade 12 HUMSS students with respect to the following:

a. Authoritarian;

b. Authoritative;

c. Neglectful; and

d. Permissive parental style.

Significance of the Study

This study aims to decipher the relationship between Parental Styles and the

Socialization Skills of the students in Grade 12 HUMSS. Thus, this study will be beneficial to

the following entities:

Parents,

The way a child behaves depends on how the parents foster them. This study will put

the parents into realization on the way they interact or raise their children, and how this will

surely have several influences on the children’s development, especially on their socialization

skills.

Students,

Through this study, the students will be enlightened about how the Parental styles and

Socialization are interconnected. This study will bring awareness to the students about the
impact on their household and how this would be one of the causes of their behavior at

school.

Teachers,

This study will enable the teachers to understand about the way the students behave in

class or in the classroom. Through this manner, it will help the teachers think of ways that

could help the students’ individual upbringings.

Future researchers,

This study will give references to the future researchers if they are going to conduct a

study related to the Parental Styles and Socialization Skills.

Scope and Delimitations of the Study

The study has the concern to determine the relationship between Parental Styles and

Socialization Skills among Grade 12 Humanities and Social Sciences (HUMSS) strand

students in Dangcagan National High School.

This study will focus on the impact of Parental Styles towards the children’s

Socialization Skills. This study will be conducted during the school year 2022-2023. The

respondents of the study would be the students from the Grade 12 Humanities and Social

Science (HUMSS) strand in Dangcagan National High School because these students are

more familiar with topics related to sociology compared to other students form other strands.

The researchers will be conducting a survey through using survey questionnaires containing

the questions on Parental styles and Socialization Skills

 Definition of Terms

For a better understanding about this study, the following terms are defined in the

context of the research.

Authoritarian style is a Parenting Style that emphasizes strict rule-following over

warmth and empathy and is not recommended by experts.

Authoritative style is a type of parenting style which parents apply by being a

responsible parent but also sets firm limits.

DNHS is an abbreviation for Dangcagan National High School.

HUMSS is an abbreviation for Humanities and Social Sciences.

Neglective style is a type of parenting style which a parent shows little to no

responsibility towards his/her child.

Parental style refers to the strategies that the parents use among the students in Grade

12 HUMSS students.

Permissive style is a type of parental style that parents apply through not setting as

much limits and boundaries which causes a child to act more freely.
 Chapter II

REVIEW OF RELATED LITERATURE

This chapter will go through the key points and after further data for the investigation.

It will provide the knowledge required to comprehend the study factors.

Parental Styles

According to (Darling & Steinberg, 2012), parental style is conceptualized as a set of

attitudes or a pattern of parental authority toward the child that is imparted to the child,

thereby creating an emotional context for the expression of parent behavior. Parental style is

distinct from parenting practice in that it characterizes parent-child interaction across settings

and situations, whereas parenting practices are limited to specific situations and domains.

Additionally, parental style is made up of several components that work together to create the

emotional environment in which parents communicate with their children about their

attitudes and parental method (Merckling & Williams, 2020). The concept parental style is

viewed as a characteristic of a parent that changes the effectiveness of family socialization

practices and children’s receptiveness to such practices. Parental styles are broad patterns of

childrearing practices, values, and behaviors (Paz, Farin, & Uy, 2021).

Furthermore, the parental styles of parents set expectations for their children as well

as indicate attitudes on parental duties and punishment. These are communicated to children

through parental body language, tone of voice, emotional expressions, and level of

attentiveness, in addition to the words that parents use and how they act in general around

them, according to Bi, Li, Yang, Wang, Zhang, & Deckard (2018). Moreover, (Doepke,

Sorrenti, & Zilibotti, 2019) stated that, parental style is defined as a constellation of parents'

attitudes and behaviors toward their children, as well as the emotional climate in which those

behaviors are expressed. People's choices about their children's upbringing are among the
most important they will ever make. Doepke, Sorrenti, & Zilibotti (2019) also added that,

economists have used their discipline's tools to understand what parents do and how parents'

activities affect their children, dating back to the pioneering work of people like Gary Becker

Parenting is regarded as the cornerstone of early socio-emotional development, and an

adverse parental style is associated to adjustment problems and an increased risk of

developing mood and behavioral disorders (Lomanowska, Boivin, Hertzman, & Fleming,

2017). In addition, Moitra, & Mukherjee (2012), argue that there is a noteworthy role of

parents in shaping the delinquent behavior of adolescents. For instance, they point out that

home is the place where a normal and healthy development of any child starts and the family

constitutes the backbone of an individual. From this perspective, family is considered to be a

basic ecology in which the behavior of children is manifested in their childhood by way of

negative or positive reinforcement (Muraco, Ruiz, Laff, Thompson, & Lang, 2019). The

parental style used to rear a child will likely impact that child’s future success in romantic,

peer and parental relationships.

In relation to this, Diana Baumrind, a clinical and developmental psychologist, coined

the following parental styles: authoritative, authoritarian, and permissive/indulgent, Later,

Maccoby and Martin added the uninvolved/neglectful style. The type of parental style is the

authoritative parental style is an approach to child-rearing that combines warmth, sensitivity,

and the setting of limits. Parents with this parental style use positive reinforcement and

reasoning to guide children. They avoid resorting to threats or punishments (Dewar, 2017).

According to the study of Vykoukal (2022) stated that Authoritative Parental Style is the

most common parenting style in modern America. In addition, several parents in US

preferred to use Authoritative as their parenting style. Furthermore, this is supported by the

study of Li (2018) stated that roughly 46% of parents in US use Authoritative Parental Style.
However, the Parental Style is not necessarily preferred or appropriate in all cultures

(Lavigne,2022).

Another parental style is the Authoritarian parental style, this is the one that is

extremely strict. It places high expectations on children with little responsiveness.

Authoritarian parents focus more on obedience, discipline, control rather than nurturing a

child. Mistakes tend to be punished harshly and when feedback does occur, it’s often negative

(Brennan, 2021). It is supported by the study of Gepp (2021), stated that many Asian -

heritage parents adopt an authoritarian parenting approach. Moreover, Janak (2022), pointed

that some parents may prefer a traditional authoritarian style of parental style, in which they

rear their kids. Lastly, Li (2018), reported that in the United States, 26% of parents use an

Authoritarian Parental Style.

Furthermore, according to Cherry (2021), Permissive parenting is a type of parental

style characterized by low demands with high responsiveness. Permissive parents tend to be

very loving, yet provide their guidelines and rules to their children. These parents do not

expect mature behavior from their children and often seem to be more of a friend than a

parent. Permissive parents are the polar opposite of “helicopter parents”, in that instead of

hovering over their children's every move, they are notoriously lenient and rarely make or

enforce any type of rules or structure. The study of Bacar, Ahmad, Dolan and Halim (2012),

stated that non-army Malaysian parents have practice permissive parental style, associated

with the study of Olivary, Wahn and Karsotaki (2015) with the study title of Adolescent

perception of parental style that result that Greek parents are more permissive. Lastly, the

study of Sultana, Rachid and Suhaili (2013), revealed that most of Malaysian working

mothers follow permissive parental style, the result also showed that most of the working

mother are satisfied with this parenting style.

 The last parental style is labelled as uninvolved parenting, also known as neglectful

parenting. Neglectful parenting which obviously carries more negative connotations is a style

of parenting where parents don’t respond to their child’s needs or desires beyond the basics

of food, clothing, and shelter. These children receive little guidance, discipline, and nurturing

from their parents. And oftentimes kids are left to raise themselves and make decisions — big

and small — on their own (Higuera, 2019). According to the study of Young and Zhao

(2020), that some Chinese parents are neglectful towards their children, in which they don't

spend more time in taking care of them. In addition to that, the study of Ihmeideh &

Shawareb (2014) revealed that neglectful parenting style was being used the least, that this

parenting style was not widely used among Jordanian parents. Moreover, more than 25% of

students experienced being neglected by their parents according to the study of Kelleher,

Chaffin, Hollenberg, & Fischer (2015).

Socialization Skills

Social skills are the verbal and nonverbal communication skills required to foster

connections and navigate social settings appropriately (Campbell, 2022). As stated also by

(Ogden, 2015), that social skills are observable indicators of the larger construct of social

competence. Social competence is a multidimensional concept that refers to the ability to

integrate cognition, affect, motivation, and behavior in order to perform social tasks

successfully and achieve positive developmental outcomes. Moreover, the development of

social skills, particularly those related to peer relationships, is an important capacity that lays

the foundation for long-term success (Barati, Tajrishi, & Sajedi 2012).

Another study by Comidas (2014), states that the development of social skills is one

of the most important outcomes of the school process. Children with social skills deficit are at

risk for social-emotional difficulties and poor academic performances. Room discourse
involves interaction with teachers and peers, and is based on a procedural knowledge of

social participation structure. The development of social skills is one of the most important

outcomes of the school process.

Furthermore, a study of Hurst (2013) through social interaction, students learn from

others, create a positive working environment, provide multiple perspectives, and enhance

critical thinking and problem-solving skills. Social skills can be divided into four categories:

interpersonal, problem-solving, survival, and talents at resolving disputes. Observing laws

and following directions are among the qualities that make up survival abilities directions.

These skills also include listening to instructions and ideas. As aforementioned by (Johnson,

2016), personality traits on the on the other hand, they also comprise interpersonal,

connection, and teamwork abilities. finding solutions differently, abilities can include

independence, taking responsibility, asking for support, and decision-making seeking.

Adibsereshki, Nesayan, Gandomani, & Karimlou (2015) also stated that, effective conflict

resolution techniques include techniques for handling challenges and expressing regret. This

knowledge includes the people's internal peace in the areas where conflict is most prevalent.

The effectiveness of theory of mind training on the social skills of children with high

functioning autism spectrum disorders.

In relation, a number of authors namely; Goodman, Joshi, Nasim & Tyler, (2015)

described social skills as a child’s ability and tendency to interact with others, forge and

maintain relationships, and avoid socially unacceptable responses. Furthermore, Salavera,

Usán & Robres (2022), stated that social skills can be defined as a set of abilities used in

interpersonal relationships and interactions. They determine a person’s ability to act in a way

that leads to rewards and avoids punishment and social ostracism. That is, they are a set of
skills that expresses an individual’s feelings, attitudes, wishes and opinions in an

interpersonal setting.

Furthermore, the study of Organiza (2020) entitled "Parental styles and aggressive

adolescents, relationships with self-esteem and personal maladjustment". His study revealed

that students manifested high level of social skills. Another study of Dalal and Sarika (2022)

entitled " A study of social skills in relation to social adjustment of secondary school

students" 68% students have very high level of social skills. Furthermore, the study of

Wiguna, Suchermam, Ma'mun, Jualintine, Nur and Omin (2020) which as all about

"Vocational High School students' Social Skills", the study shows that overall social skills

possessed by students are in the range of 60-70%. It implies that the students’ potential social

skills are in a sufficient range.

Relationship Between Parental Styles and Socialization Skills

Parental styles and socialization skills is related to one another. The purpose of this

study is to determine the association between preschool children in Banda Aceh's social skills

—including social cooperation, social engagement, and social independence—and parental

styles (authoritative, authoritarian, and permissive). There is a significant correlation between

authoritative parental style and children's social skills, but not between authoritarian parental

style and children's social skills, nor between permissive parental style and children's social

skills (Bacotang, 2018).

This study examines the combination of affect, communication and strictness as well

as the impact of both parents' effect on the family style. It aims to explore the specific

contribution made by each parent's style and dimension to the parental style of children raised

by their mother and father (Environ, 2019). Moreover, parental styles are related to affects
and social skills. It is also indicated that affects play a mediating role in the relationship

between parental styles and social skills. Finally, owing to the implications of parental styles

not only for affects and social skills but for the overall psychological, social and personal

development of children, it is concluded that these issues should be addressed jointly by

families and schools (Salavera, 2022).

It was discovered that parental styles have a direct impact on social skills, which tend

to improve when affects act as a mediator between these two constructs. These findings

suggest that parental styles are linked to affect and social skills ( Salavera, Usán,& Quilez‐

robres, 2022).

Goodman, Joshi, Nasim & Tyler (2015) describes social skills as a child’s ability and

tendency to interact with others, forge and maintain relationships, and avoid socially

unacceptable responses. It is the way parents take care of their children which can have

impact on the children’s personality development and the ways of interacting with social and

close relations. (Paz1, Farin, & Uy 2021)

According to research, the most socially adept and well-adjusted kids have parents

who implement authoritative parental styles. Children of strict parents are more likely to

depend on authoritative figures and lack spontaneity. The child is given enough freedom of

expression by the authoritative parents foster independence. Children of permissive parents

have been found to struggle with self-control. (Vijila, Thomas, & Ponnusamy, 2013).

Previous studies indicated that parental style and idea were important influencing factors for

children’s psychological and behavioral development (Brennan, 2013).

Parents have a particularly significant role throughout the early years of life, which

are sometimes seen as a special time in human development. Children’s social functioning in

areas like moral development, peer play, and academic accomplishment can be affected both
immediately and long after parents start guiding their young children from total infantile

dependence to the early stages of autonomy (Bornstein & Bornstein, 2014). Poor

compatibility between parents and their children’s temperament may culminate in negative

developmental outcomes (Schermerhorn & Bates, 2012).

According to Salavera (2022), those children who have authoritarian parental styles

develop good social skills, self-esteem, good morale and realistic self-concept. Authoritative

Parental Style will result to a child with poor social skill, low creativity and they are less

happy and spontaneous. Permissive parental styles will also result to a child to develop poor

social skills, lack of emotional stability and poor self-concept and insecurity. Neglectful

parental styles will result to a child develop poor social skills, impulsivity, aggression, lack

motivation and maturity.

In the study of (Yavuzer,2016), the results of the research, in the effect to the

children’s social skills of the over protecting parenting styles a significant negative

correlation was found. This result shows that, the over protective parenting styles have a

negative impact on the Interpersonal Skills, Anger Management and Adaptation to Changes

Skills, Coping with Peer Pressure Skills, Verbal Expression Skills, Self‐Control Skills, Target

Establishing Skills, Listening Skills, Task Completing Skills, and Result Accepting Skills of

the children. When the literature is viewed, it is emphasized that the individuals who grew up

with authoritarian‐protective parenting style have more negative features. As stated also by

the study of (Steinberg, Lamborn, Dornbusch, & Darling, 2014), authoritarian parental style

is highly unresponsive and leaves little to no room for the development of autonomy for a

child. Therefore, children raised with authoritarian parenting style tend to be less well-

adjusted in school and with peers.

 As reported also by the study of Singh & Tripathi (2017), revealed that authoritarian

parenting style was insignificant and had inverse relationship with the social skills of the

child, the children of parents practicing this parenting style had lower socialization skills. In

addition to the study of Bahrami, Dolatshahi, Pourshahbaz, & Mohammadkhani (2018),

stated that children of authoritarian parenting are apt to possess poor decision- making and

low self-esteem, poor social skills, low creativity level, fear of failure, and difficulty in

handling negative emotions. Moreover, Learning (2023) stated that Children of authoritarian

parents can often have more challenging outcomes, especially growing up. These children

may face lower levels of happiness and low social abilities. These children may also

experience anger issues, behavior problems, and less self-reliance and resilience as they grow

older.

Tripathi (2017), stated that authoritative parenting style is being considered as the best

parenting style giving limited independence and opportunities to understand their children

which considerably has a positive impact on self-esteem of their children. Another study of

Dewar (2023), stated that students raised by authoritative parents are more likely to become

independents self-reliant, socially accepted, academically successful, and well-behaved.

Furthermore, Kuranchie (2013) revealed that the majority of the parents were perceived to

adopt authoritative parenting styles in the upbringing of their children. It is inferred that

authoritative parenting based on reasoning, understanding, consensuses and trust resulted in

pro-social behavior. In the study of Yeung, Cheung and Leung (2016), result showed the

significant relationship between authoritative parental and socialization styles. It is observed

that adolescents from authoritative families showed higher level of empathy and

connectedness. In addition, authoritative style is combination of both parent’s support and

demand to the child has appeared to be an effective means of socialization. It also showed

that authoritative stablished social roles and values towards other people (Ferer, 2019).
 The study of Cabanatuan & Ahmad (2021) confirms the idea of cherry stated that

permissive parenting style causes poor decision-making because the parents do not set or

enforce any rules or guidelines. Another study of Bornstein, Rothbart, Bates & Einsenberg

(2013), stated that permissive parents exhibit high level of warmth and low levels of controls,

Adolescents of permissive parents tend to lack verbal and behavioral control. Children's

ability to regulate their emotions also effects on their emotion regulation. In addition, it

supported by Darling (2012) stated that parent or permissive parenting style do not respond

and control toward their children. Therefore, children who are raised by permissive parenting

style are not able to control themselves, impulsive and less-reliant.

Another study of Odame, Student, Africa & Gyimah (2018), stated that being more

responsive than demanding, parents of this style have relatively low expectations for their

children, setting very few, of any rules. Outcomes from permissive parenting styles includes;

children becoming noncompliant, highly dependent and aggressive domineering,

disrespectful or disobedient, bullies in life. Furthermore, the study of Anon (2021), stated that

kids who grow up with authoritative parents have better socializing skills and overall quality

of life than kids who grow up with other kinds of parents. The likelihood that teenagers will

struggle with substance misuse, engage in unhealthy sexual practices, or commit violent acts

is found to be lower in families with strong parental roles models.

However, in the study of Shuai (2023), stated that neglectful parenting is

characterized by low levels of both demandingness and responsiveness; these parents are not

actively involved in their children’s lives and became the reason why children may

experience emotional distress, academic difficulties and low self-esteem. Another study of

Sanvictores & Mendez (2022), stating that neglectful parenting doesn't utilize a particular

disciplining style and has a limited amount of communication to their children. Children

raised by the neglectful parents have a high freedom to do what they want but they felt less
important and they might have trouble in controlling their emotions, less effective coping

strategies, and difficulty in maintaining or nurturing social relationship. In addition, the study

of Cherry (2023) mentioned that the children of uninvolved or neglectful parents tend to

display deficit in cognition, attachments, emotional skills and social skills.

Moreover, the study of Anu, Abiaw & Donkor (2019) confirms the idea of Constanzo

stated that the children who raised by neglectful parenting style tends to display poor social

skills. Furthermore, the study of Odame, Student, Africa & Gyimah (2018), stated that

children in neglectful parenting affects their development includes the Socially, they: are

highly predisposed to deviance; are socially incompetent; are highly influenced by peers’

groups; lack ability to form close relationships; lack the ability to play their social roles as

determined by their social positions.

Conceptual Framework

This study is associated on the research of Salavera (2022) that parental styles are

related and affects social skills. It is also indicated that its effects play a mediating role in the

relationship between parental styles and social skills. Finally, owing to the implications of

parental styles not only for affects and social skills but for the overall psychological, social

and personal development of children, it is concluded that these issues should be addressed

jointly by families and schools.

Research Paradigm

Independent Variable Dependent Variable

Parental Style
a. Authoritative
b. Authoritarian Socialization Skills
c. Neglective
d. Permissive
Figure 1. The schematic diagram showing the relationship between the independent and
dependent variable.

The research paradigm displayed above demonstrates the parental styles have an

influence on a child’s socialization skills. Some previous researchers mentioned that parents

have a particularly significant role throughout the early years of life, which are sometimes

seen as a special time in human development. Children’s social functioning in areas like

moral development, peer play, and academic accomplishment can be affected both

immediately and long after parents start guiding their young children from total infantile

dependence to the early stages of autonomy (Schermerhorn & Bates, 2012).

Hypothesis of the Study

The hypothesis of this research has been formulated in order to answer two of the

questions regarding whether if there is a significant relationship between the two variables or

not.

Ha: There is a significant relationship between parental styles and the socialization skills

of Grade 12 HUMSS students.

Ho: There is no significant relationship between parental styles and the socialization skills

of Grade 12 HUMSS students.

 Chapter III

METHODOLOGY

This chapter presents the methods and procedures that is being applied in this study. It

is organized under the following sub-headings: Research Design, Locale of the Study,

Respondents of the Study, Sampling Procedure, Instrumentation, Data Gathering Procedure,

Statistical Analysis.

Research Design

This study is a quantitative study that uses a descriptive-correlational design in order

to analyze the relationship between the different types of parental styles and the socialization

skills of students. It will use descriptive and correlational methodology. Descriptive design

will be utilized to get the frequency counts, mean and standard deviation-parental styles and

socialization skills of the respondents. Furthermore, the correlational design will describe the

relationship of parental styles towards the socialization skills of the Grade 12 HUMSS

students.

Locale of the Study

The study is being conducted at Dangcagan National High School located in

Poblacion, Dangcagan, Bukidnon, 8719, Region X, Philippines among the Grade 12

Humanities and Social Sciences (HUMSS) students enrolled for the school year 2022-2023.

(See figure 2)
 Figure 2. Shows the satellite location of Dangcagan National High School, where the
study was taken place.

This school is one the few public schools in the Municipality of Dangcagan. This

institution is a public high school that established under the Republic Act No.8712 in

Poblacion, Dangcagan, Division of Bukidnon. It is under the jurisdiction by the Department

of Education. This school is a state-run public high school, which provides comprehensive

secondary education for the learners. The school began operations in June of 2000. During

the 2016 academic year, Dangcagan National High School (DNHS) implemented the K-12

program, offering four (4) strands. Currently, DNHS offers academic tracks with four (4)

strands specifically: Accountancy, Business and Management (ABM), Humanities and Social

Sciences (HUMSS), Science, Technology, Engineering and Mathematics (STEM), and

Technical-Vocational-Livelihood (TVL) track that comprises two (2) strands; Electrical

Installation and Maintenance (EIM) and Shielded Metal Arc Welding (SMAW). This school

has a total population of two-thousand one-hundred and seventy-seven students (2,177), with

seven-hundred thirty-seven (737) males, and seven-hundred fifteen females. Currently, the

overall senior high school students are seven-hundred thirty-three (733).

 There are one hundred sixty-six (166) students in the Senior High school HUMMS

strand and twenty-one (21) Senior High School (SHS) teachers. The school consists of a total

of seventy-two (72) teachers, ranging from Junior High School (JHS) and Senior High School

(SHS) teachers. With seventy (70) boys and ninety-five (95) girls enrolled for the school year

2022-2023 under the strand of Humanities and Social Sciences.

Respondents of the Study

The respondents of this study are the Grade 12 HUMSS students of Dangcagan

National High School enrolled for the school year 2022-2023. There are four (4) sections in

the Grade 12 HUMSS strand available in the school currently. Grade 12 HUMSS has a total

population of 165, with 70 male and 95 female students. Furthermore, there are 165

respondents from the said Grade level from the sections of Darwin, Aristotle, Kepler, and

Franklin. The population of respondents was taken from the list of students in the advisers of

each section in HUMSS Grade 12.

Sampling Procedure

The study will make use of convenience sampling procedure. According to Edgar &

Manz (2017), a convenience sampling procedure is a method of collecting samples by taking

samples that are conveniently located around location or internet service. As the participants

are chosen because it is more convenient for the researchers. In this study, the researchers

only give questionnaires and some guide to all students of Grade 12 Humanities and Social

Sciences of Dangcagan National High School.

Instrumentation

The primary research tool that is being used in this study is an adaptive version of a

questionnaire. This composes of three (3) parts. The part one (1) of research instrument
consist of the item which gathers respondents' profile information; name, sex, age, and

section. Part two (2) is about Parental styles, a 40-item statement that is adapted from Shyny

(2017). Part three (3) is composed of socialization skill with a thirty (30)-item statement

adapted from Monica (2019). The total is seventy (70) items. The test will require thirty (30)

minutes of answering. This questionnaire will use a 5-point Likert scale in parental styles, as

well as on the socialization skills in order to evaluate the answers from the given

questionnaire. Part 2 will be answered by putting check on whether the respondents strongly

agree, agree, sometimes agree, disagree, or strongly disagree. Part 3 will be answered by

putting check on the desired answers as well.

Data Gathering Procedure

During the data collection, the researchers will write a letter to the school principal

requesting permission to conduct the survey. The researchers will next distribute the survey

questionnaire for the selected participants after receiving consent from the school

administrator. For convenient retrieval of information, the survey will be conducted by the

researcher. The researchers will next go through the importance of the survey in further detail

and provide additional instructions to avoid any misunderstandings. The researchers will next

request all students of Grade 12 HUMSS.

Statistical Analysis

The statistical analysis is using descriptive-correlation analysis. In descriptive

statistics, this includes finding the mean score and standard deviation for the Parental Styles

and Socialization skills of students. The relationship between Parental Styles and

socialization Skills will be studied using correlational statistics, including the Person’s R

moment correlation, and the statistical tool to be used in Microsoft Excel.

 Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter of the study presents, analyzes, and interprets the date gathered form the

HUMSS students in the survey, determining the relationship between Parental Style and

Socialization Skills of the grade 12 HUMSS students.

The table below demonstrates the interval, description and rating interpretation of the

variable: Parental Styles.

Table 1. The table shows the interval, description, and rating interpretation for Parental
Styles.
INTERVAL DESCRIPTION RATING
INTERPRETATION
4.21 -5.00 Strongly Agree Very Influencing

3.41-4.20 Agree Influencing

2.61-3.40 Sometimes Agree Moderately Influencing

1.80-2.60 Disagree Less Influencing

1.00-1.79 Strongly Disagree Not Influencing

To further elaborate, the interval, 4.21-5.00 shows the level is Strongly Agree or it

happened at all times with rating interpretation of very influencing. 3.41-4.20 interprets the

description level Agree or it happened most of the time with rating interpretation of

influencing. 2.61-3.40 shows the level is Sometimes Agree or it happened sometimes with the

rating interpretation of Moderately Influencing. 1.80-2.60 shows the level is disagree or it

happened rarely with the rating interpretation of Less Influencing. Lastly, 1.00-1.79 shows

the level is Strongly Disagree or it never happened with the rating interpretation of Not

Influencing.
 The table below shows the statements, mean score and qualitative description:

Authoritarian, the first sub-variable of the Independent Variable.

Table 2. The table that shows the ten statements with the mean scores and its qualitative
description.
STATEMENTS MEAN QUALITATIVE
DESCRIPTION
1. My parents are disciplinarians rather than friends. 3.90 Influencing

2. My parents like to set up and enforce many inappropriate 2.99 Moderately

rules on me without understanding my strength and Influencing

weaknesses.

3. My parents threaten to punish me but do not actually do it. 2.99 Moderately

Influencing

4. I am usually trying to hide all my failures and mistakes in the 2.97 Moderately

fear of threats and punishments I will receive from my Influencing

parents.

5. I get no chance and freedom on explaining my wishes and 2.81 Moderately

needs in front of my parents. Influencing

6. As my parents have very rough and explosive behavior, I 2.48 Moderately

have a feeling that they do not know to express love and Influencing

affection towards me.

7. My parents use physical punishment as a way of discipline. 2.47 Less Influencing

8. Whenever I show disobedience towards my parents they scold 2.45 Less Influencing

and criticize me with bursting anger or taking away some

privileges from me with no explanations.

9. I am usually bound to receive punishments from my parents 2.36 Less Influencing

 with no justification if any failure occurs from my side.

10. My parents give me punishments according to their mood. 2.22 Less Influencing

All items from the table above are rated moderately influencing with an overall mean

score of 2.76. The top 2 highest statements are " My parents are disciplinarian rather than

friends" which got the mean score of 3.90 with a qualitative description of influencing and

the statement "My parents like to set up and enforce many inappropriate rules on me without

understanding my strength and weaknesses" got the mean score of 2.99 with a qualitative

description of moderately influencing. The lowest statement " My parents give me

punishment according to Their mood" got the mean score of 2.22 with a qualitative

description of less influencing It is supported by the study of Gepp (2021), stated that many

Asian -heritage parents adopt an authoritarian parenting approach. Moreover, Janak (2022),

pointed that some parents may prefer a traditional authoritarian style of parental style, in

which they rear their kids. Lastly, Li (2018), reported that in the United States, 26% of

parents use an Authoritarian Parental Style.

The table below shows the overall mean score and qualitative description of one of

the sub-variables of the Independent Variable which is Authoritarian Parental Style.

Table 3. The table presents the overall man score and its qualitative description.

OVERALL MEAN QUALITATIVE DESCRIPTION

2.76 Moderately Influencing

The table above shows the overall mean score and qualitative description. As seen on

the result of the table’s qualitative description, Authoritarian Parental Style is Moderately

Influencing towards the children, this is supported by the study of Li (2018), stating that in

the United States, 26% of the parents there use an Authoritarian Parental Style.
 The table below shows the statements, mean score and qualitative description:

Authoritative parenting style, is the second sub-variables of the independent variable.

Table 4: The table that shows the 10 statements with the mean scores and its qualitative
description.
STATEMENTS MEAN QUALITATIVE

DESCRIPTION

1. My parents always comfort and understand me when I am 3.93 Influencing

upset.

2. I am usually very proud of my parents who spent their warm 3.87 Influencing

and intimate time together.

3. My parents compliment me when I have done something 3.44 Influencing

well.

4. Even though my parents have high expectations from me, 3.44 Influencing

they have little time to monitor me.

5. . Whenever I failed to follow the time table given to me my 3.31 Moderately

parents remind me the consequences with a touch of love and Influencing

affection.

6. My parents set up some appropriate rules for me regarding 3.12 Moderately

my study, play and other activities and are very keen to Influencing

enforce it.

7. My parents never seek my opinions before purchasing 3.02 Moderately

anything for me. Influencing

8. Though my parents have definite goals and planning for my 2.92 Moderately

future, they are not able to follow it strictly because of their Influencing

leniency.
9. My parents encourage me to talk about my troubles. 2.91 Moderately

Influencing

10. In the middle of their busy life, my parents always find time 2.30 Less

to visit my teachers at school and know about my welfare. Influencing

Most of the statements above are rated moderately influencing with an average of

3.22. This means that the Authoritative Parental Style can influence the students. With the

highest rated mean score 3.39 of the statements "My parents always comfort and understand

me when I am upset", and the second highest rated mean score 3.87 of the statement "I am

usually very proud of my parents who spent their warm and intimate time together", as well

as the lowest rated mean score 2.30 of the statement "In the middle of their busy life, my

parents always find time to visit my teachers at school and know about my welfare.". These

are supported by the study of Vykoukal (2022) stated that Authoritative Parental Style is the

most common parenting style in modern America. In addition, several parents in US

preferred to use Authoritative as their parenting style. Furthermore, this is supported by the

study of Li (2018) stated that roughly 46% of parents in US use Authoritative Parental Style.

However, the Parental Style is not necessarily preferred or appropriate in all cultures

(Lavigne,2022).

The table below shows the overall mean score and qualitative description of one of

the sub-variables of the Independent Variable which is Authoritative Parental Style.

Table 5. The table presents the overall man score and its qualitative description.

OVERALL MEAN QUALITATIVE DESCRIPTION

3.22 Moderately Influencing

All items are rated moderately influencing with an overall mean score of 3.22. This means

that the authoritative parenting style has influence and impact to the students. In addition,

several parents preferred to use Authoritative as their Parental Style specially in the US. This

is supported by the study of Li (2018) which stated that roughly 46% of parents use

Authoritative Parental Style in the US.

The table below shows the statement, mean score and qualitative description:

Permissive Parental Style The third sub- variable of the independent variable.

Table 6. The table that shows the 10 statements with the mean scores and its qualitative
description.
STATEMENTS MEAN QUALITATIVE
DESCRIPTION
1. All my good values in life are as a result of proper 3.90 Influencing

socialization from my parents.

2. My parents respect my opinions and also encourage me to 3.67 Influencing

express all my feelings.

3. Since my parents are very loving and affectionate, I know 3.58 Influencing

they will forgive me even if I do not meet their expectations.

4. My parents provide me comfort and understanding when I am 3.44 Influencing

upset.

5. My parents are not over ambitious and I fell their expectations 3.38 Influencing

on me are quite reasonable and also, I try to fulfill it.

6. My parents take into consideration my wishes before they 3.24 Moderately

make plans for my future or buy something for me. Influencing

7. A conflict situation will not occur when between my parents 2.88 Moderately

and I because they will always try to avoid such situation. Influencing

8. My parents grant me high autonomy with no disciplinary 2.79 Moderately

 rules. Influencing

9. My parents are scared to scold me because they have a fear 2.67 Moderately

that I will disappoint them by committing any serious Influencing

mistakes.

10. My parents ignore me when I am misbehaving. 2.40 Less Influencing

Most statement in the table above are rated influencing with an average of 3.20 that

has a quantitative description of moderately influencing. It means that permissive parenting

style has an impact that can influence the students. The top 2 highest statements are "all my

good values in life are as a result of proper socialization from my parents" with a mean score

of 3.90 and qualitative description of influencing, and the second highest is "My parent

respect my opinion and also encourage me to express my feelings" with the mean score of

3.67 and qualitative description of influencing. As well as the lowest rating of 2.40 with the

statement of "My parents ignore me when I am misbehaving". This result supported by the

study of Bacar, Ahmad, Dolan and Halim (2012) that non-army Malaysian parents have

practice permissive parental style, associated with the study of Olivary, Wahn and Karsotaki

(2015) with the study title of Adolescent perception of parental style that result that Greek

parents are more permissive. Lastly, the study of Sultana, Rachid and Suhaili (2013) revealed

that most of Malaysian working mothers follow permissive parental style, the result also

showed that most of the working mother are satisfied with this parenting style.

The table below shows the overall mean score and qualitative description of one of

the sub-variables of the Independent Variable which is Permissive Parental Style.

Table 7. The table shows the overall mean score as well as the Qualitative Description
OVERALL MEAN QUALITATIVE DESCRIPTION

3.20 Moderately Influencing

 The item above has the rated of 3.20 that has a Quantitative Description of

Moderately Influencing. The study of Sultana, Rashid, and Suhali (2013) revealed that most

of Malaysian working mothers follows Permissive Parental Style, the result also showed that

most of the working mother are satisfied with their parental styles.

The table below shows the statement, mean score, and quantitative description:

Neglectful, the second sub-variable of the independent variable.

Table 8. The table shows the 10 statements with the mean score and its quantitative
description.
STATEMENTS MEAN QUALITATIVE
DESCRIPTION
1. My parents find less time to look into my needs, 3.10 Influencing

interests and progress in life.

2. I feel my parents are least concerned about me and my 2.96 Moderately Influencing

future.

3. Even if I fall sick, my parents find it difficult to take 2.82 Moderately Influencing

leave and look after me.

4. My parents do not tell me where they ae going or why 2.70 Moderately Influencing

they are coming too late.

5. I know that my parents have always struggled to 2.66 Moderately Influencing

discipling me because of broad concession and

consideration I have received from them.

6. My parents have no idea regarding my friends and 2.51 Less Influencing

teachers or my life outside the home.

7. I have never received an emotional support or positive 2.46 Less Influencing

feedback from my parents and so I am not ambitious

student.
8. I am always sad and depressed because of lack of love 2.33 Less Influencing

and care from my parents.

9. I am rebellious and usually quarreling with my friends 2.22 Less Influencing

as well as teachers and also creating many other

problems.

10. Because of my parents’ lenient attitude, I have no self- 1.95 Less Influencing

discipline in my daily activities.

Most of the statement above are rated less Influencing with a mean score of (2.57).

With the highest mean score 3.10 of the statement " My parents find less time to look into my

needs, interest and progress in life", and the second highest rated mean score 2.96 of the

statement "I feel my parents are least concerned about me and my future. "It is supported by

the study of Young and Zhao (2020) that some Chinese parents are neglectful towards their

children, in which they don't spend more time in taking care of them. In addition to that, the

study of Ihmeideh & Shawareb (2014) revealed that neglectful parenting style was being used

the least, that this parenting style was not widely used among Jordanian parents. Moreover,

more than 25% of students experienced being neglected by their parents according to the

study of Kelleher, Chaffin, Hollenberg, & Fischer (2015).

The table below displays the overall mean score and qualitative description of the

fourth sub-variable of the Independent Variable which is the Neglectful Parenting Style.

Table 9. The table that shows the overall mean score as well as the qualitative description.

OVERALL MEAN QUALITATIVE DESCRIPTION

2.57 Less Influencing

 All items are rated less influencing with an overall mean score of 2.57. It is supported

by the study of Kelleher, Chaffin, Hollenberg, & Fischer (2015), that more than 25% of

students experienced being neglected by their parents.

The table below shows the statement, mean score, and quantitative description for the

dependent variable: Socialization Skills

The 10. The table that shows the interval, description and rating interpretation for
Socialization Skills.
INTERVAL DESCRIPTION RATING
INTERPRETATION
4.21 -5.00 Strongly Agree Very Sociable

3.41-4.20 Agree Sociable

2.61-3.40 Sometimes Agree Moderately Sociable

1.80-2.60 Disagree Less Sociable

1.00-1.79 Strongly Disagree Not Sociable

To further elaborate, that 4.21-5.00 shows the level is strongly agree or it happened at

all the time with rating interpretation of highly sociable. 3.41-4.20 shows the level is agree or

it happened most of the time with rating interpretation sociable. 2.61-3.40 shows the level is

sometimes agree or it happened sometimes with the rating interpretation of moderately

sociable. 1.80-2.60 show the level of disagree or it happened rarely with the rating

interpretation of less sociable. Lastly 1.00-1.79 shows the level is strongly disagree or it

never happened with the rating interpretation of not sociable.

Socialization Skills

Table 11. The table that shows the top 10 statements with the mean scores and its qualitative
description of the variable: Socialization Skills
 SOCIALIZATION SKILLS MEAN QUALITATIVE
QUESTIONS INTERPRETATION
1. I know how to respect the personal 4.23 Highly Sociable

boundaries of

2. II always apologize when I make 4.17 Highly Sociable

mistakes.

3. I am mindful with having a respectful 4.12 Highly Sociable

attitude.

4. When I don't understand, I ask questions. 4.10 Highly Sociable

5. I like to try new things. 4.05 Highly Sociable

6. I like to offer help to others. 3.94 Sociable

7. I show understanding for the feelings of 3.93 Sociable

others.

8. I know how to cheer up a friend. 3.88 Sociable

9. I know how to accept 'no' for an answer. 3.71 Sociable

10. I know how to and when to interrupt 3.68 Sociable

people when

Most statements in the table above are rated Sociable. The statements who are highest

mean score are "I know how to respect personal boundaries of others" got (4.23) mean score

with qualitative description of highly sociable. "I always apologize when I make mistakes"
got (4.17) mean score with a qualitative description of sociable. While the lowest is " I know

how to and when to interrupt people when talking" got (3.48) with qualitative description og

sociable. This supported the study of Organiza (2020) entitled "Parental styles and aggressive

adolescents. Relationships with self-esteem and personal maladjustment". His study revealed

that students manifested high level of social skills. Another study of Dalal and Sarika (2022)

entitled " A study of social skills in relation to social adjustment of secondary school

students" 68% students have very high level of social skills. Furthermore, the study of

Wiguna, Suchermam, Ma'mun, Jualintine, Nur and Omin (2020) which as all about

"Vocational High School students' Social Skills", the study shows that overall social skills

possessed by students are in the range of 60-70%. It implies that the students’ potential social

skills are in a sufficient range.

The table below displays the overall mean and qualitative description of the variable:

Socialization Skills.

Table 12: The table shows the overall mean result and its qualitative description of the
variable: Socialization Skills
OVERALL MEAN QUALITATIVE DESCRIPTION

3.61 Sociable

All items are rated sociable with an overall mean score of 3.61. This supported by the

study of Wiguna, Sucherman, Ma'mun, Juliantine, Nur and Omin (2020) which is all about

"Vocational High School students' Social Skills", the study shows the overall social skills

possessed by the students are in the range of 60-70%. It implies that the students' potential

skills are in a sufficient range.

 Chapter V

SUMMARY, CONCLUSION AND RECOMMENDATION

This study aims to answer the questions that are related to the study on "Parental

Styles and Socialization Skills of the Students in Grade 12 HUMSS (Humanities and Social

Sciences) of Dangcagan National High School". The primary goal of this study was to

determine the parental styles of the student’s parents in four categories: authoritarian,

authoritative, permissive and neglectful. The second goal of this study was to find out the

respondent’s socialization skills. Lastly, is to ascertain the significant relationship between

parental styles—authoritarian, authoritative, permissive, and neglectful, and the student’s

socialization skills.

One hundred sixty-five (165) Grade 12 HUMSS students were selected through

convenience sampling procedure served as the respondents of this study. The study’s

presented results were obtained using the Pearson – R moment correlation method.

Meanwhile, survey questionnaire was used to gather the data from the respondents.

Summary

In the parental style scale, the first sub-variable which is the authoritarian shows

moderately influencing with the following indicators: the first on the rank is that the student’s

parents like to set up and enforce many inappropriate rules on them without understanding

their strength and weaknesses which has the mean score of 2.99, followed by their parents

give them punishments according to their mood. The second sub-variable, authoritative

parental styles show less influencing with the following indicators: the top statement is that

their parents always comfort and understand them when they are upset which possessed the

mean score of 3.93, followed by the students usually very proud of their parents who spent

their warm and intimate time with them. The third sub-variable, permissive parental style
shows moderately influencing with the following indicators: the top statement is that all of

the student’s good values in life are as a result of proper socialization from their parents

possessing the mean score of 3.90, followed by their parents respect their opinions and also

encourage them to express all their feelings. Lastly, the fourth sub-variable which is the

neglectful parental style shows less influencing with the following indicators: the top

statement is that their parents find less time to look into their needs, interests and progress in

life, followed by the students feel that their parents are least concerned about them and their

future.

Meanwhile, in the scale of Socialization Skills, the respondents display a high level of

socialization skills with an overall mean score of 3.61. The students from Grade 12- HUMSS

show sociable with the following indicators: the top statement is that the students know how

to respect the personal boundaries with the mean score of 4.23. Followed by they always

apologize when they make mistakes and they are mindful with having a respectful attitude.

Furthermore, the results of the study reveal that authoritarian parental style and

socialization skill has no significant relationship with a p-value of .073 and r-value .140.

However, the relationship between authoritative parental style and socialization skill is highly

significant with p-value of .000 and r-value .486**. While permissive parental style and

socialization skill has no significant relationship with a p-value of .960 and r-value -.004.

Lastly, neglectful parental style and socialization skill has no significant relationship with a

p-value of .081 and r-value .150.

 Conclusion

The parental style of the students among Grade 12-HUMSS students shows different

results in terms of authoritarian, authoritative, permissive and neglectful. Authoritarian

parental style shows moderately influencing with a mean score of 2.76, while Authoritative

shows less influencing with a mean score of 2.23, permissive shows moderately influencing

with a mean score of 3.20 and lastly, neglectful shows less influencing with a mean score of

2.57. It indicates that most of the Grade-12 HUMSS students in Dangcagan Nation High

School experienced authoritarian and permissive parental style, while only few students

experienced authoritative and neglectful parental style.

According to the study’s findings, it is further explained that the Grade-12 HUMSS

students had a high socialization skill with an overall mean score of 3.10. It indicates that

most of the students in Dangcagan National High School have excellent socialization skills.

According to the data’s constructed result, authoritarian parental style and

socialization skill has no significant relationship with a p-value of .073. Therefore, it

explained that students raised by authoritarian parental style has low socialization skills.

However, the relationship between authoritative parental style and socialization skill is highly

significant with p-value of .000, it shows that students raised by authoritative parental style

are high in socialization skills. While permissive parental style and socialization skill has no

significant relationship with a p-value of .960, therefore, students raised by permissive

parental style has low socialization skills. Lastly, neglectful parental style and socialization

skill has no significant relationship with a p-value of .081 it explained that students raised by

neglectful parental style has low socialization skills.

 Recommendation

Parental style shows different results in terms of authoritarian, authoritative,

permissive, and neglectful. It indicates that every parent uses a different parental style in

disciplining their children. The result of this study showed that the Grade 12 HUMMS

students at Dangcagan National High School experience authoritarian and permissive

parental styles. Therefore, the researchers recommend that the parents give a little freedom to

the students who experience authoritarian parental styles with the help of the Parents

Teachers Association (P.T.A.), and conduct an orientation to the parents about the types of

parental styles that are being applied to their children.

The result of this study showed that the Grade 12 HUMSS students at Dangcagan

National High School have high socialization skills. The researchers of this study recommend

that the school and teachers conduct a monthly event such as weekly Physical Education

(P.E.) activity to maintain the students' socialization skills and boost their confidence in

participating in the school activities.

Furthermore, based on the gathered data, it shows that authoritarian and neglectful

parental styles have no significant relationship with low socialization skills of the students,

while authoritative and permissive styles have a significant relationship with high

socialization skills of students according to the results of the study conducted with the Grade

12 HUMSS students at Dangcagan National High School. Thus, it shows that parents who

aren't strict have children with high socialization skills. By this, the researchers recommend

that the school inform those parents who used authoritarian and neglectful parental styles that

the effective parental styles that can boost the children's socialization are authoritative and

permissive through the school symposium with the P.T.A. and Family and Community

Welfare Program.
 (DRAFT)
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g_Styles_and_Adolescent_Social_Competence

RRL

RELATIONSHIP BETWEEN PARENTAL STYLES AND SOCIALIZATION SKILLS

Salavera, C., Usán, P., & Quilez-Robres, A. (2022). Exploring the Effect of Parental Styles
on Social Skills: The Mediating Role of Affects. International Journal of Environmental
Research and Public Health, 19(6), 3295. https://doi.org/10.3390/ijerph19063295

Bacotang, J. (2018). The Relationship between Parenting Styles and Children’s Social Skills.
International Conference on Early Childhood Education.
https://www.academia.edu/40405373/The_Relationship_between_Parenting_Styles_and_Chil
dren_s_Social_Skills

Paz, P. J. A., Farin, E. N., & Uy, L. F. (2021). Parenting Style and Social Skills Developed
among the Senior High School Grade 12 Students in Zone IV, Schools Division of Zambales.
EAS Journal of Humanities and Cultural Studies, 3(2), 79.
https://www.academia.edu/63109335/Parenting_Style_and_Social_Skills_Developed_among
_the_Senior_High_School_Grade_12_Students_in_Zone_IV_Schools_Division_of_Zambale
s

Vijila, Y. (2013). Relationship Between Parental Styles and Adolescent Social Competence.
IOSR Journal of Humanities and Social Science 17(3):34-36.
https://www.researchgate.net/publication/271262616_Relationship_between_Parenting_Style
s_and_Adolescent_Social_Competence

Goodman, A., Joshi, H., Nasim, B., and Tyler, C. (2015). Social and emotional skills in
childhood and their long-term effects on adult life. Www.basw.co.uk.
https://www.basw.co.uk/resources/social-and-emotional-skills-childhood-and-their-long-
term-effects-adult-life

Bornstein, M.H. & Bradley, R.H. (2014). Socioeconomic Status, Parenting, and Child
Development.
https://www.researchgate.net/publication/344395358_Socioeconomic_Status_Parenting_and_
Child_Development
Schermerhorn, A. C., & Bates, J. E. (2012). Temperament, Parenting and Implications for
Development. Encyclopedia on Early Childhood Development. 2012-2017 CEECD/ SKC-
ECD.
http://www.child-encyclopedia.com/sites/default/files/textes-experts/en/892/
temperament-parenting-and-implications-for-development.pdf

J. Environ (2019) International Journal of Environmental Research and Public Health

https://www.academia.edu/54783999/Parental_Socialization_Styles_The_Contribution_of_P
aternal_and_Maternal_Affect_Communication_and_Strictness_to_Family_Socialization_Styl
e

Brennan, D. (2021). What Is Authoritarian Parenting? WebMD.

https://www.webmd.com/parenting/authoritarian-parenting-what-is-it

SOCIAL SKILLS

Campbell.(2022)How To Teach Social Skills In The Classroom With Miriam Campbell.

(n.d.). Beaconschoolsupport.co.uk. Retrieved June 12, 2023, from
https://beaconschoolsupport.co.uk/podcast/92

Ogden. (2015.) Research Article

Development of social skills during middle childhood: Growth trajectories and school-
related predictors. https://www.tandfonline.com/doi/full/10.1080/21683603.2020.1744492

Barati, H., Tajrishi, M., & Sajedi, F. (2012). The Effect of Social Skills Training on
Socialization Skills in Children with Down Syndrome. Iranian Rehabilitation Journal, 10(2),
35–38. http://irj.uswr.ac.ir/article-1-240-en.html

Comedis, E. (2014). The Role of Social Skills in the Academic Performance of De La Salle
Araneta University Freshmen Students: Creating a Culture. https://www.dlsu.edu.ph/wp-
content/uploads/pdf/conferences/research-congress-proceedings/2014/LCCS/LCCS-I-002-
FT.pdf

Emily. (2014). The Role of Social Skills in the Academic Performance of De La Salle Araneta
University Freshmen Students: Creating a Culture.
https://www.dlsu.edu.ph/wp-content/uploads/pdf/conferences/research-congress-
proceedings/2014/LCCS/LCCS-I-002-FT.pdf

Hurst, B., Wallace, R., & Nixon, S. (2013). The Impact of Social Interaction on Student
Learning. Reading Horizons: A Journal of Literacy and Language Arts, 52(4).
https://scholarworks.wmich.edu/reading_horizons/vol52/iss4/5
Johnson J.L. (2016) School-wide Social Skills Instruction
https://vkc.vumc.org/assets/files/resources/psisocialskills.pdf

•Goodman, Joshi, Nasim & T.(2015) Social and emotional skills in childhood and their long-
term effects. https://www.eif.org.uk/files/pdf/social-and-emotional-skills-in-childhood-and-
their-long-term-effects-on-adult-life.pdf

By Carlos Salavera, Pablo Usán, Alberto Quilez-Robres Year.(2022 )Container: International

Journal of Environmental Research and Public Health Volume: 19 Issue: 6 Page: 3295 DOI:
10.3390/ijerph19063295 URL: https://www.mdpi.com/1660-4601/19/6/3295/htm

PARENTAL STYLES

Darling, N., & Steinberg, L. (2012). Parenting style as context: An integrative model.
Psychological Bulletin, 113(3), 487–496.              
https://www.researchgate.net/publication/
232493813_Parenting_Style_as_Context_An_Integrative_Model

Dalimonte-Merckling, D., & Williams, J. M. (2020). Parenting Styles and Their Effects.
Undefined. https://www.semanticscholar.org/paper/Parenting-Styles-and-Their-Effects-
Dalimonte-Merckling-Williams/4b638c12a1488c91263e9dd968a0fb5200413817

Paz, P. J. A., Farin, E. N., & Uy, L. F. (2021). Parenting Style and Social Skills Developed
among the Senior High School Grade 12 Students in Zone IV, Schools Division of Zambales.
EAS Journal of Humanities and Cultural Studies.
https://www.semanticscholar.org/paper/Parenting-Style-and-Social-Skills-Developed-among-
Paz-Farin/f76ad5616c752fdc634f1e73b378b8e7f62f16c6

Bi, X., Yang, Y., Li, H., Wang, M., Zhang, W., & Deater-Deckard, K. (2018). Parenting
Styles and Parent–Adolescent Relationships: The Mediating Roles of Behavioral Autonomy
and Parental Authority. Frontiers in Psychology, 9(2187).
https://doi.org/10.3389/fpsyg.2018.02187

Doepke, M., Sorrenti, G., & Zilibotti, F. (2019). The Economics of Parenting. Annual Review
of Economics, 11(1), 55–84.                                                    https://doi.org/10.1146/annurev-
economics-080218-030156

Lomanowska, A. M., Boivin, M., Hertzman, C., & Fleming, A. S. (2017). Parenting begets
parenting: A neurobiological perspective on early adversity and the transmission of
parenting styles across generations. Neuroscience, 342, 120–139.
https://doi.org/10.1016/j.neuroscience.2015.09.029

Dewar, G. (2017, July 2). The authoritative parenting style: An evidence-based guide.
PARENTING SCIENCE. https://parentingscience.com/authoritative-parenting-style/

Brennan. (2021). The Relationship between Parenting Styles and Adolescents’ Social
Anxiety in Migrant Families: A Study in Guangdong, China.
https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00626/full
Cherry, K (2021). How Parenting Styles Affect Children.
https://www.explorepsychology.com/parenting-styles/?amp=1

Higuera, V. (2019). What Is Uninvolved Parenting? Healthline; Healthline Media.

https://www.healthline.com/health/parenting/uninvolved-parenting

BACKGROUND OF THE STUDY

Guitierrez, A. (2018). Parenting Styles, Academic Achievement and the Influence of Culture.
https://www.researchgate.net/publication/327985646_Parenting_Styles_Academic_Achieve
ment_and_the_Influence_of_Culture

Rinaldi, C. M., & Howe, N. (2012). Mothers’ and fathers’ parenting styles and associations
with toddlers’ externalizing, internalizing, and adaptive behaviors. Early Childhood Research
Quarterly, 27(2), 266–273. https://doi.org/10.1016/j.ecresq.2011.08.001

J. Environ (2019) International Journal of Environmental Research and Public Health

https://www.academia.edu/54783999/Parental_Socialization_Styles_The_Contribution_of_P
aternal_and_Maternal_Affect_Communication_and_Strictness_to_Family_Socialization_Styl
e
 
CONCEPTUAL FRAMEWORK
Salavera, C. (2022) The Effect of Parental Styles on Social Skills. 
https://encyclopedia.pub/entry/20797

RESEARCH PARADIGM

Schermerhorn & Bates. (2012) Poor compatibility between parents and their children’s
temperament may culminate in negative developmental outcomes.
https://www.sciencedirect.com/science/article/abs/pii/S0163638318302534

CHAPTER 4
SOP 1
M.J. Olivari, E.H. Whan K.M. Kasutaki (2015) Adolescent Perceptions of Parenting Styles in
Sweden, Italy and Greece: An Exploratory Study Eur J Psychol.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4873109/

Z.A. Bakar, M.J. Amad, S. Dolah, H.A. Halim (2012) Parenting Style and Its Effect on the
Malaysian Primary School Children's School Performance Procedia - Social and Behavioral
Sciences
https://www.researchgate.net/publication/271865805_Parenting_Style_and_Its_Effect_on_th
e_Malaysian_Primary_School_Children's_School_Performance

Yeung J. Cheung C. Leung T.Y. (2016) Parenting and Its Discrepancy on Children.Journal
of Child and Family Studies volume 25, pages1980–1990
https://link.springer.com/article/10.1007/s10826-015-0353-x#:~:text=Authoritative
%20parenting%20that%20is%20a,the%20person%20(Aunola%20et%20al
PERMISSIVE

Cabanatuan, D., & Ahmad, C. (2021). Permissive Parenting Style and Maladaptive
Behavioral Tendencies Among Junior High School Students of Notre Dame of Tacurong
College, Mindanao, Philippines. ASEAN Journal of Science and Engineering Education,
2(1), 87–96. https://doi.org/10.17509/ajsee.v2i1.37719

Bornstein, Rothbart, Bates & Einsenberg(2013).Parenting styles as predictors of emotion

regulation among adolescents.
https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=PERMISSIVE+EFFECT+THE+ADOLESCENTS&btnG=#d=gs_
qabs&t=1686452210319&u=%23p%3DotcILjzzMX0J

Darling, N. (2012). Parenting Style and Its Correlates. 

Www.academia.edu.
https://www.academia.edu/33702619/Parenting_Style_and_Its_Correlates

Odame-Mensah, S., Student, M., Africa, W., & Gyimah, E. (2018). The Role of Permissive
and Neglectful Parenting Style in Determining the Academic Performance of Adolescents in
the Senior High Schools in the Birim Municipality.
https://core.ac.uk/download/pdf/234641373.pdf

Anon (2021). Why are Parenting Styles Important in Raising Kids.

https://www.splashlearn.com/blog/why-are-parenting-styles-important-in-raising-kids/

AUTHORITATIVE

Singh, P., & Tripathi, S. (2017). Effect of Authoritarian Parenting style on self esteem of the
Child: A Systematic Review. https://citeseerx.ist.psu.edu/document?
repid=rep1&type=pdf&doi=1dbe3c4475adb3b9462c149a8d4d580ee7e85644

Dewar, G. (2023, April 8). The authoritative parenting style: An evidence-based guide.
PARENTING SCIENCE.
https://parentingscience.com/authoritative-parenting-style/#:~:text=For%20example%2C
%20kids%20raised%20by

‌ ensah, M. K., & Kuranchie, A. (2013). Influence of Parenting Styles on the Social
M
Development of Children. Academic Journal of Interdisciplinary Studies, 2(3), 123.
https://www.mcser.org/journal/index.php/ajis/article/view/1397

Ferrer, D. (2019). relationship between parental socialization style emphaty and

connectedness [Review of relationship between parental socialization style emphaty and
connectedness]. International Journal of Environmental Research ,
17.https://pubmed.ncbi.nlm.nih.gov/31373292

Authoritarian

Yavuzer, Q. (2016). Parental Styles and Parental Emotional Intelligence as Predictors of

Challenging Behavior Problems Among Children in Israel. Topics in Early Childhood
Special Education, 41(4), 027112142091865. https://doi.org/10.1177/0271121420918650
Steinberg, L., Lamborn, S. D., Darling, N., Mounts, N. S., & Dornbusch, S. M. (2014). Over-
time changes in adjustment and competence among adolescents from authoritative,
authoritarian, indulgent, and neglectful families. Child Development, 65(3), 754–
770. https://doi.org/10.2307/1131416

Singh, P., & Tripathi, S. (2017). Effect of Authoritarian Parenting style on Socialization

Skills of the Child: A Systematic Review. https://citeseerx.ist.psu.edu/document?
repid=rep1&type=pdf&doi=1dbe3c4475adb3b9462c149a8d4d580ee7e85644

Bahrami, B., Dolatshahi, B., Pourshahbaz, A., & Mohammadkhani, P. (2018). Comparison of
Personality among Mothers with Different Parenting Styles. Iranian Journal of
Psychiatry, 13(3), 200–206.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6178334/#:~:text=Children%20of
%20authoritarian%20parenting%20are

Learning, J. (n.d.). Types of Parenting Styles and How it Impacts Kids | Juni Learning.
Junilearning.com. Retrieved June 7, 2023, from https://junilearning.com/blog/guide/types-of-
parent-styles-how-it-impacts-kids/

SOCIALIZATION SKILLS

Organiza.(2020) Parental styles and aggressive

adoloescents.https://psycnet.apa.org/record/2020-07525-001

Dalal, D. S., & Sarika, M. (2022). A STUDY OF SOCIAL SKILLS IN RELATION TO

SOCIAL ADJUSTMENT OF SECONDARY SCHOOL STUDENTS. EPRA International
Journal of Research & Development (IJRD), 7(8), 1–1.
https://eprajournals.com/IJSR/article/7399
Wiguna, I., Suherman, A., Ma’mun, A., Juliantine, T., Nur, L., Omin, O., & Maulana, A.
(2020, February 19). Vocational High School Students’ Social Skills. Www.atlantis-
Press.com; Atlantis Press. https://doi.org/10.2991/ahsr.k.200214.106
APPENDICES
 Appendix A: Letter of Approval

Department of Education
Region X
Division of Bukidnon
Dangcagan National High School

December 12, 2022

MILA M. VISTO
Secondary School Principal I
DANGCAGAN NATIONAL HIGH SCHOOL
Dangcagan, Bukidnon

Ma’am:

Good day!

We are the Grade 12 Humanities and Social Sciences students who are currently conducting a study
entitled “Parental Styles and the Socialization Skills of Students” in Dangcagan National High
School.

The objective of the researchers’ study is to ascertain the significant relationship between parental
styles and the socialization skills of students. The researchers would like to ask permission to your
good office to conduct a survey among Grade 12 Humanities and Social Sciences students from
section Darwin, the respondents of this study.

The researchers will highly appreciate the time you may allot us upon conducting our survey.

The researchers are hoping for your kind approval and support regarding this undertaking.

Thank you and God bless.

Respectfully,

Cabunoc, Xania Maitri E. Cabañas, Sharese A. Arellano, Nathalie C.

Alen, Jandra Gin D. Caseres, Quim Joy P. Cuyos, Nelcres J.
Delos Reyes, Bonneca Mae P. Doña, Rechen R. Guinsatan, Mylene H.
Lombreno, Kristine Mae C. Loquez, Mae Ann P.

Noted:
JENNY MAE M. SILAGAN
Practical Research II Adviser

Approved:
MILA M. VISTO
School Principal I
 Appendix B: Letter for the Advisers

Department of Education
Region X
Division of Bukidnon
Dangcagan National High School

December 13, 2022

To the class adviser

DANGCAGAN NATIONAL HIGH SCHOOL
Dangcagan, Bukidnon

Respected Sir/Ma’am,

Good day!

We are the Grade 12 Humanities and Social Sciences students who are currently conducting a study
entitled “Parental Styles and the Socialization Skills of Students” in Dangcagan National High
School.

The objective of the researchers’ study is to ascertain the significant relationship between parental
styles and the socialization skills of students. The researchers would like to ask for your permission to
allow us to conduct a survey among Grade 12 Humanities and Social Sciences students from section
Darwin, the respondents of this study.

The researchers will highly appreciate the time you may allot us upon conducting our survey.

The researchers are hoping for your kind approval and support regarding this undertaking.

Thank you and God bless.

Respectfully,

Cabunoc, Xania Maitri E. Cabañas, Sharese A. Arellano, Nathalie C.

Alen, Jandra Gin D. Caseres, Quim Joy P. Cuyos, Nelcres J.
Delos Reyes, Bonneca Mae P. Doña, Rechen R. Guinsatan, Mylene H.
Lombreno, Kristine Mae C. Loquez, Mae Ann P.

Noted:
JENNY MAE M. SILAGAN
Practical Research II Adviser

Approved:
MILA M. VISTO
School Principal I
Appendix C: Documentation
 Appendix E: Independent Variables

AUTHORITARIAN STATEMENTS MEAN QUALITATIVE

DESCRIPTION
1. My parents are disciplinarians rather than friends. 3.90 Influencing
2. My parents like to set up and enforce many inappropriate 2.99 Moderately
rules on me without understanding my strength and Influencing
weaknesses.
3. My parents threaten to punish me but do not actually do it. 2.99 Moderately
Influencing
4. I am usually trying to hide all my failures and mistakes in the 2.97 Moderately
fear of threats and punishments I will receive from my Influencing
parents.
5. I get no chance and freedom on explaining my wishes and 2.81 Moderately
needs in front of my parents. Influencing
6. As my parents have very rough and explosive behavior, I 2.48 Moderately
have a feeling that they do not know to express love and Influencing
affection towards me.
7. My parents use physical punishment as a way of discipline. 2.47 Less Influencing

8. Whenever I show disobedience towards my parents they scold 2.45 Less Influencing
and criticize me with bursting anger or taking away some
privileges from me with no explanations.
9. I am usually bound to receive punishments from my parents 2.36 Less Influencing
with no justification if any failure occurs from my side.
10. My parents give me punishments according to their mood. 2.22 Less Influencing

MEAN 2.23 Less Influencing

AUTHORITATIVE STATEMENTS MEAN QUALITATIVE

DESCRIPTION
1. My parents always comfort and understand me when I am 3.93 Influencing
upset.
2. I am usually very proud of my parents who spent their warm 3.87 Influencing
and intimate time together.
3. My parents compliment me when I have done something 3.44 Influencing
well.
4. Even though my parents have high expectations from me, 3.44 Influencing
they have little time to monitor me.

5. . Whenever I failed to follow the time table given to me my 3.31 Moderately

parents remind me the consequences with a touch of love and Influencing
affection.
6. My parents set up some appropriate rules for me regarding 3.12 Moderately
my study, play and other activities and are very keen to Influencing
enforce it.
7. My parents never seek my opinions before purchasing 3.02 Moderately
anything for me. Influencing
8. Though my parents have definite goals and planning for my 2.92 Moderately
future, they are not able to follow it strictly because of their Influencing
leniency.
9. My parents encourage me to talk about my troubles. 2.91 Moderately
Influencing
10. In the middle of their busy life, my parents always find time 2.30 Less
to visit my teachers at school and know about my welfare. Influencing
MEAN 2. Less Influencing