EXAMINING THE IMPACT OF PARENTING STYLE ON THE EMOTIONAL

INTELLIGENCE

In partial fulfillment of the requirement in

RESEARCH PROJECT

Torres, John Cedrick Z.

Bungalon, Elizabeth M.

Fajarito, Sam

Maldonado, Ron

Lorenzo Christian P.

2023
 ACKNOWLEDGEMENT

First and foremost, we would like to express our greatest appreciation and sincere
gratitude to all people who shared their time, expertise, and resources for the success of
this study. Without their blessings, this paper would not be accomplished.
To our parents, for their financial support and constant encouragement throughout
our research period;
To Mrs. Kathrina L. Perez, our research adviser, for her endless support, effort,
patience, motivation, enthusiasm, and immense knowledge. Her guidance helped us to
a very extent to accomplish this task;
To Mrs. Maribel T. Lescano Principal III, for allowing us to conduct our study;
To the respondents of our study, for their full participation and willingness in our
study;
To the teachers in Pinagkawitan Integrated National High School, for the
encouragement that they have gave us;
To our groupmates, for the cooperation that they have gave in order to accomplish
this study;
And to our classmates and friends, who believed on us and for their advice;
Above all, to God Almighty, the giver and source of life and wisdom for
the countless blessings, knowledge, and strength given us to continue doing this study
until it's done.

DEDICATION

We would like to dedicate this piece of hardwork..

To our family and friends,

To our parents and siblings,

 To our mentors,

To our teachers and classmates,

To our dear Alma Mater,

And lastly,

To God Almighty.

TABLE OF CONTENT

Page

Title Page i

Abstract ii

Acknowledgments iii

Table of Contents iv

CHAPTER 1 INTRODUCTION 1

Statement of the Problem 3

Scope and Limitation of the Study 4

Significance of the Study 4

Chapter 2 REVIEW OF RELATED LITERATURE 6

Conceptual Literature 6

Related Studies 10

Theoretical Framework 14
 Conceptual Paradigm. 17

Conceptual Framework 18

Hypothesis 18

Definition of Terms 18

Chapter 3 RESEARCH METHODOLOGIES 21

Research Design 21

Respondents of the Study 23

Data Gathering Procedure 23

Research Instrument 23

Statistical Treatment of Data 24

Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION 26

Statement of the Problem No.1 26

Statement of the Problem No.2 27

Infographic 29

Infographic 31

Chapter 5 SUMMARY, FINDINGS & RECOMMENDATION 33

SUMMARY 33

FINDINGS 33

CONCLUSION 34

RECOMMENDATION 35

BIBLIOGRAPHY 36

APPENDICES 38
 ABSTRACT

TITLE : EXAMINING THE IMPACT OF PARENTING

STYLE ON THE EMOTIONAL

INTELLIGENCE

AUTHORS : TORRES, JOHN

CEDRICK Z.

BUNGALON,

ELIZABETH

MALDONADO,

RON RAILEY R.

FAJARITO, SAM

F.

LORENZO,

CHRISTIAN

TOTAL NO. OF PAGES :

NAME AND ADDRESS : Pinagkawitan Integrated National High

School OF INSTITUTION : Pinagkawitan, Lipa City, Batangas

TRACK / STRAND : Academic–Humanities and Social Science

YEAR COMPLETED : 2024

Parenting styles reflect variations in the attitudes and practices of parents, and

comprise discrete parenting behaviors. “Parenting style” refers to a cluster of parental

practices that produce relatively stable and identifiable patterns in child adjustment

outcomes. Parental authority is a key concept within parenting styles research, and refers

to the type and extent of discipline used by parents in carrying out parental authority (i.e.,

behavioral control versus psychological control). Research on parenting evolved out of

an increased interest in leadership styles, and particularly authoritarian personality. The

dimensions underlying leadership styles could be applied to parenting, and several

researchers were simultaneously engaged in examining the dimensions underlying

parenting behaviors. Although parenting styles constitute a well-known concept in

parenting research, two issues have largely been overlooked in existing studies. In

particular, the psychological control dimension has rarely been explicitly modelled and

there is limited insight into joint parenting styles that simultaneously characterize maternal

and paternal practices and their impact on child development.

 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Parenting style is the overall approach and behavior that parents adopt in raising
their children, encompassing their attitudes, behaviors, and interactions within the parent-
child relationship. It reflects the combination of warmth, responsiveness, control, and
discipline that parents employ in guiding their children's behavior and shaping their
development. Parenting styles can vary widely, ranging from nurturing and supportive to
strict and controlling, and they have a knowledgeable impact on children's emotional well-
being, behavior, and overall development throughout their lives.

Parents have important role in identifying children's talent and guiding them mutual
understanding and close relationship between parents and children are recommended. A
correct and balanced relationship between parents and their children is one of the factors
affecting their physical, mental health and especially to their emotional intelligence.
Parenting style has a great impact in emotional intelligence of the youth. The strong bond
of the parents and a child, the greatest the impact of parenting style in it Parenting style
is the process of promoting and supporting the physical, emotional, social and intellectual
development of a child.

As HUMSS (Humanities and Social Sciences) students frequently study human

behavior, psychology, sociology, and related fields, parenting styles can be related to
them in a number of ways. There are various ways in which the research study
"Examining the Impact of Parenting Style on Emotional Intelligence" is pertinent to and
related to the academic field of humanities and social sciences (HUMSS). Parenting
styles and emotional intelligence (EI) are two areas of psychology that HUMSS students
frequently study. Research in this field helps us understand more fully how parenting
styles can affect children's emotional growth and wellbeing. In conclusion, because
parenting practices cross several disciplines in the humanities and social sciences, they

1
are important to HUMSS students. HUMSS students can gain important insights and tools
for their academic endeavors and future employment in domains connected to human
behavior and social dynamics by understanding the relationship between parenting styles
and human development, behavior, and society.

Research has shown that the interaction between children and parents and the
way parents communicate with children are considered the most important and
fundamental factors that influence the nurturing and healthy nature of children
Researchers are progressively aware of the importance of parenting style on a child
emotional intelligence. Parenting practices are the behavioral strategies that parents
employ to socialize their children in the context of learning activity, practices such as
emotional support has been shown to be positively associated with emotional intelligence
Whereas, emotional intelligence is the ability of an individual to perform in a crucial.
situation in psychological aspects, intelligence is the capacity to solve out the problems
according to the ability and experience and overcome the feelings. There is a strong
relationship between parenting and emotional intelligence for the development of their
academic career (Rivers et al 2017)

Parenting style has been proven to be a significant contributor in enhancing

emotional intelligence and positive personality traits. The authoritative of parenting styles
promotes emotional intelligence, extraversion, agreeableness and conscientiousness
Authoritarian parenting style is highly responsible for the rise in neuroticism and
decreased emotional intelligence. The theory of emotional intelligence has elicited great
interest both academic and non-academic world. There's a good correlation between
parenting style and academic achievement that may influence emotional intelligence
(Kors et. al 2021).

The study showed how parenting practices influenced emotional intelligence and
will show how the emotional intelligence get higher for those who raised by authoritarian.
and neglecting parenting styles. These two theories will prove that the authoritarian and
neglecting parenting styles has a huge impact in emotional intelligence of a child
2
indicating that the responsiveness and levels of support characteristics of these styles
have the strongest positive relation to adult emotional intelligence. They learn to regulate
their emotion effectively because they have experience consistent and empathetic
responses from their parents. we choose this topic because we want to know how
parenting style affect each student by their parents different parenting style.

The researchers chose this study because they want to gain a deeper
understanding of how parenting style affects the emotional intelligence of the
students. Similarly, the purpose of this study is to raise awareness among everyone about
how parenting styles affect the well-being of both children and parents.

STATEMENT OF THE PROBLEM

The research entitled "Examining the Impact of Parenting Style on Emotional

Intelligence" aims to investigate the relationship between parenting style and the
development of emotional intelligence among high school students. The study seeks to
address the following key questions:

1. How may the respondents describe the parenting styles?

2. What is the most common impact of this parenting style to their emotional
intelligence?

3. What will be the output of the study?

By examining these questions, the research aims to provide a comprehensive

understanding of the impact of parenting style on the emotional intelligence of high school
students. The findings of this study can contribute to existing knowledge in the field
psychology and provide valuable insights for parents, educators, and policymakers in
promoting healthy emotional development among adolescents.

3
SCOPE AND LIMITATION

Determining the scope and limitations of this study is crucial to ensuring that the
research stays manageable and focused. The general focus of this study is to “ Examine
the Impact of Parenting Style to the Emotional Intelligence of the Students in
Pinagkawitan Integrated National High School “ year 2023-2024.

The respondents of this study are Senior High School students of Pinagkawitan
Integrated National High School; thus, those students who are not yet in their senior high
level are not included in this study.

A survey questionnaire is distributed to the respondents to gather data for analysis

and findings.

SIGNIFICANCE OF THE STUDY

The research project, "Examining the Impact of Parenting Styles on Emotional

Intelligence," carries substantial significance in both academic and practical contexts. By
delving into this critical intersection of parenting styles and emotional intelligence, this
study is poised to make meaningful contributions in the following ways:

1. To the Students. The research may provide students with insights into the
dynamics of their peer groups and social circles. It can help them understand why
individuals in their age group may exhibit different emotional responses or behaviors
based on their upbringing, leading to increased empathy and tolerance.

2. To the Teachers. The study's results can inform educational professionals and
policymakers. By recognizing how parenting styles influence emotional intelligence,

4
educators can tailor their approaches to better support students' emotional development,
leading to improved social and academic outcomes.

3. To the PINHS. The study aligns with the goals of providing a well-rounded
education. Schools can incorporate emotional intelligence development as an essential
component of holistic education, nurturing not only academic but also life skills.

4. To the Parents/Guardian. This research can help the parents to identify

potential risk factors for emotional difficulties in their children. This can enable early
intervention and support, helping to prevent emotional problems from developing or
worsening.

5. To the Community. This research can contribute to reduced social issues,

improved mental health, and a more cohesive and supportive community environment. It
provides the foundation for informed policies, supportive services, and initiatives that
benefit the community as a whole.

6. To the Government. This will help the government unit to determine the
perceptions of every parent towards the importance of parenting style to the emotional
intelligence. Also, with this present story government units could make some more idea
in implementing the behavior of the parents to all students.

7. To the Researcher. Through this study researcher will help them to accumulate

different activities that molds on how the solution will process

8. To the Future Researchers. The findings of this study can stimulate further
research in the field of child development, psychology, and parenting. It may lead to the
refinement of existing theories and the development of new models that incorporate the
nuanced relationship between parenting styles and emotional intelligence. This study can
serve as a foundational reference for scholars and researchers interested in the field of
child psychology, family studies, and emotional intelligence. It can inspire future
investigations into related topics.

5
 CHAPTER II

REVIEW OF RELATED LITERATURE

Conceptual Literature

This entails a review of the conceptual literature in relation to the study's variables.
Additionally, it will include concepts and theories related to several broad and narrow
issues that are important to the study.

Parenting Style. Parenting styles are regarded as a crucial source of nurturing for
children, particularly during their secondary education years. There exists a robust
correlation between parenting and emotional intelligence. Parenting style encompasses
the amalgamation of thoughts, feelings, and actions exhibited by parents while nurturing
their children, constituting a relatively consistent behavioral pattern (Lin & Ye, 2020). D.
Baumrind, an American psychologist, conducted research on how limitations within
various family settings impact children's socialization. She evaluated parenting behaviors
based on factors like control, expectations for maturity, clarity in parent-child interactions,
and overall parental style. This parental style is categorized into authoritative,
authoritarian, and permissive approaches.

As per McKerby and Martin, Baumrind's trio of parenting styles involves two
essential dimensions in the interaction between parents and children: responsiveness
and demand. The combination of these two dimensions results in the identification of four
ideal parenting types: authoritative, authoritarian, permissive, and dismissive (Xue & Gao,
2021). Perceived parenting style refers to how an individual subjectively interprets their
parent's actions, attitudes, and interactions, influencing their emotional, social, and
cognitive development. This concept reflects a child's perception of their parent's
responsiveness, demands, and control, ultimately impacting their self-esteem, coping
strategies, mental health, and overall well-being (Lee et al., 2022). Diana Baumrind, a
pioneering parenting theorist, presented a foundational framework in 2019 for
categorizing parental approaches based on two dimensions—responsiveness and

6
demandingness. She identified four main parenting styles: authoritative, authoritarian,
permissive, and neglectful. Authoritative parents are both responsive and demanding,
whereas authoritarian parents are demanding but lack responsiveness. Neglectful
parenting is characterized by low levels of both responsiveness and demandingness,
while permissive parenting involves low demandingness.

A child's perception of their parent's behavior, as categorized by Baumrind's

framework, plays a crucial role in shaping diverse facets of their development and overall
welfare. The manner in which parents interact with their children, whether characterized
by warmth and responsiveness in authoritative parenting, strict control in authoritarian
parenting, leniency in permissive parenting, or detachment in uninvolved parenting,
profoundly impacts the child's self-esteem, social skills, academic performance, and
emotional regulation. These parental approaches influence the child's ability to navigate
relationships, make decisions, and cope with challenges, ultimately shaping their long-
term outcomes and well-being.

Emotional Intelligence. Emotional Intelligence is the ability to monitor one's own

and other people's emotions, to discriminate between different emotions and label them
appropriately, and to use emotional information to guide thinking and behavior (Coleman,
2018). Emotional intelligence comprises a structured set of abilities enabling individuals
to adeptly and precisely navigate emotionally significant information. Additionally, it is
observed that emotional intelligence shares common ground with established
assessments associated with the big five personality traits: Openness to experience,
conscientiousness, extroversion, agreeableness, and neuroticism. It is a trait that is
mutable and can be cultivated, presenting an advantage over Intelligence Quotient (IQ)
since individuals have the capacity to enhance their emotional intelligence over time.
BarOn conceptualized emotional intelligence as "an array of non-cognitive competencies
and skills that influence one's ability to succeed in coping with environmental demands
and pressures" (Van Rooyen, 2020). This definition emphasizes the importance of abilities
beyond cognitive factors, highlighting the role of emotional competencies and skills in
effectively navigating and responding to the challenges and stressors present in one's
environment.

7
 Effect of Parenting Styles on Emotional Intelligence and Personality Traits
among Students. Parenting style is the approach that parents employ to establish the
culture and environment for their children. As a result of regular and consistent parent
child interactions, parents generally wield the greatest influence on the development of
their children (Febiyanti & Rachmawati, 2021). Parenting involves nurturing children's
holistic development by addressing their physical needs like nutrition and health while
creating a safe and stimulating environment for cognitive, social, and emotional growth.
The home atmosphere, including communication patterns and cultural influences, shapes
children's values and behavior. Daily interactive activities like reading together and
engaging in imaginative play provide opportunities for learning, bonding, and character
building, promoting essential life skills such as empathy and problem-solving. Through
this multifaceted approach, parents play a crucial role in shaping their children's overall
well-being and character development.

The authoritative parenting style involves setting rules and expectations for
children while being responsive to their needs. In cases where a child falls short of
meeting these expectations or following the rules, parents adopting this style exhibit a
more loving, forgiving, and nurturing attitude instead of resorting to punishment. This
approach grants the child greater freedom and the opportunity to express their thoughts
and opinions. This study utilized cross-sectional survey research design and the
respondents were all medical students. Findings reveal that the authoritarian parenting
style has a significant negative effect on agreeableness and authoritarian parenting has
a significant positive effect on agreeableness.

This study's drawback lies in the suggestion that a more extensive sample size
would enhance the accuracy of the results. Additionally, it is essential to acknowledge the
impact of cultural factors on parenting practices and their potential effects on children's
personalities and emotional intelligence. Subsequent research endeavors should
incorporate controls for various potential confounding variables, including family structure,
mental health, and academic performance levels, to ensure a more thorough examination
of the data.

8
 The Influence of Parenting Style on the Ability of Children to Empathize with
their Peers. The findings of this study indicate that the empathic ability of preschoolers
at Y Kindergarten in Fuzhou, Fujian Province, is influenced to some degree by their
parenting style. These results align closely with conclusions drawn by scholars such as
Zhang Tingting (Zhang & Yang & Li, 2019). Specifically, the authoritative parenting style,
when societal and familial variables are accounted for, aids children in better
comprehending and empathizing with their peers' emotions and experiences, fostering
the development of empathy.
On the other hand, the remaining three parenting styles (authoritarian, permissive,
and neglectful), especially authoritarian parenting, can negatively affect children's self-
efficacy and academic achievement due to parental control and inadequate responses
(Xu, 2020). Consequently, children may show reluctance to participate actively in peer
communication, thus hindering the development of empathy among children and their
peers.
The collective findings from these studies underscore the significance of a positive
and accepting parenting style in nurturing children's empathic abilities. Research
consistently suggests that parents who demonstrate warmth, support, and acceptance
create an environment conducive to the development of empathy in their children. By
providing emotional validation, empathy, and understanding, parents lay the foundation
for their children to recognize, understand, and respond to the emotions of others
effectively. Such parenting practices encourage open communication, empathy, and
perspective-taking, fostering the growth of prosocial behaviors and interpersonal skills. In
contrast, parenting styles characterized by rigidity, harsh discipline, or emotional
detachment may hinder the development of empathy by undermining children's sense of
security, self-esteem, and emotional regulation. Therefore, cultivating a positive and
accepting parenting approach is crucial for nurturing children's empathic abilities,
facilitating their social and emotional development, and fostering healthy relationships
with others.

9
Related Studies

The study of Dipti Mishra and Ranjana Singh (2022), entitled " A Relationship
between Emotional Intelligence and perceived Parenting styles among undergraduate in
Delhi University, India", stated that emotional Intelligence plays a crucial role in fostering
positive mental health. It is characterized as the aptitude to identify, control, differentiate,
apply, and comprehend emotions in a constructive manner. This skill set enables
individuals to alleviate stress, connect empathetically with others, surmount challenges,
communicate effectively, and resolve conflicts. Consequently, individuals who have
cultivated emotional intelligence can not only perceive and express their emotions but
also recognize the emotions of others. They possess the ability to harness and manage
their moods effectively, facilitating adaptable behavior.

The study by Liu et. al (2022), “Parenting Styles and Emotional Intelligence: A
Cultural Study on Secondary School Students in China”, found that authoritative and
permissive parenting styles have a strong positive effect on emotional intelligence than
authoritarian parenting style in secondary school students in China. This is consistent with
previous research, which has shown that authoritative parenting is associated with a
number of positive outcomes for children, including higher academic achievement, better
social adjustment, and fewer behavioral problems. Overall, the study by Liu et al. provides
further evidence that authoritative parenting is associated with higher emotional
intelligence in secondary school students in China. This finding is important because
emotional intelligence is a critical skill for success in school, work, and personal
relationships.

The study by Stack et al. (2018), which entitled “The Relationship Between
Parenting Style and the Level of Emotional Intelligence in Preschool-Aged Children”,
found that authoritative parenting style was positively associated with emotional
intelligence in preschool-aged children. This is consistent with previous research, which
has shown that authoritative parenting is associated with a number of positive outcomes
for children, including higher academic achievement, better social adjustment, and fewer
behavioral problems. The study by Stack et al. also found that authoritarian parenting

10
style was negatively associated with emotional intelligence in preschool-aged children.
This is consistent with previous research, which has shown that authoritarian parenting
can lead to a number of negative outcomes for children, including anxiety, depression,
and low self-esteem. The study by Stack et al. provides further evidence that authoritative
parenting is associated with higher emotional intelligence in preschool-aged children. This
finding is important because emotional intelligence is a critical skill for success in school,
work, and personal relationships.

Based on the study of Jen Ye (2022), entitled “Relationship between Parenting

Styles and Adolescents’ Emotional Intelligence”, adolescence is a crucial and distinctive
phase in human development, particularly within the spheres of both academic institutions
and the home environment. During this period, adolescents embark on the formation of
their self-concept (Harter, 2018), encompassing aspects like emotional intelligence and
goal orientation, and they actively seek to establish meaningful connections with family,
peers, and the broader society. This study posits that the emotional intelligence of
adolescents is expected to be shaped by the impact of their parents within diverse cultural
values.

The study “Parenting Styles and Emotional Intelligence of Secondary School

Students" authored by Fatemeh Mousavi and Mohammad Ali Besharat (2019), delved into
how parenting styles influence the emotional intelligence of secondary school students in
Iran. The results revealed that students who perceived their parents as adopting an
authoritative parenting style exhibited higher levels of emotional intelligence in
comparison to those with authoritarian or permissive parents. The study underscores the
significance of authoritative parenting in nurturing emotional intelligence among
adolescents. In essence, the findings emphasize the crucial role that a balanced and
responsive approach to parenting plays in fostering emotional intelligence in the context
of Iranian secondary school students.

On the study of Wanigaratne et al. (2020), entitled “Parenting Styles and Emotional
Intelligence of Primary School Students", it centered on examining how parenting styles
impact the emotional intelligence of primary school students in Sri Lanka. The research
revealed that children whose parents exhibited authoritative parenting tendencies

11
exhibited elevated levels of emotional intelligence. Moreover, the study underscored the
significance of parental warmth and responsiveness in augmenting emotional intelligence
in children. In essence, the findings highlighted that a nurturing and balanced approach
by parents, characterized by both authority and warmth, played a crucial role in fostering
higher emotional intelligence in primary school students in the Sri Lankan context.

In a study titled “The Impact of Parenting Styles on the Emotional Intelligence of

Preschool Children” (Özdemir & Ertürk, 2019), centered on preschool children in Turkey,
an examination was conducted to understand how parenting styles influence emotional
intelligence. The findings revealed that preschoolers who experienced authoritative
parenting demonstrated elevated levels of emotional intelligence compared to their
counterparts. The study underscored the crucial role of parental involvement and effective
communication in shaping the emotional development of young children. This implies that
parents who exhibit a balance of warmth, responsiveness, and reasonable demands tend
to contribute positively to the emotional intelligence of their preschool-aged children. The
emphasis on parental engagement and communication highlights the importance of these
factors in fostering a child's emotional well-being during their early developmental stages.

Based on the study “Relationship between Parenting Styles and Emotional

Intelligence in Adolescents” (Zarei & Nosratabadi, 2020) investigated the connection
between various parenting styles and the emotional intelligence of adolescents within the
context of Iran. The findings of the study indicated a favorable association between
authoritative parenting and heightened levels of emotional intelligence among
adolescents. The research underscored the pivotal role played by parental support and
understanding in nurturing and enhancing the emotional intelligence of teenagers. In
essence, the study highlighted that adolescents who perceived their parents as
authoritative tended to exhibit greater emotional intelligence, emphasizing the
significance of a supportive and understanding parenting approach in fostering these
crucial skills during adolescence in the Iranian cultural context.

According to Asghari and Besharat (2019), a study examining the relationship

between emotional intelligence and perceived parenting, encompassing dimensions such
as participation, autonomy support, and warmth. The results revealed a positive

12
correlation between emotional intelligence and all facets of perceived parenting. In other
words, the study demonstrated that emotional intelligence was positively associated with
various dimensions of perceived parenting, including involvement, autonomy support, and
warmth. This positive association extended to specific components of emotional
intelligence, such as the appraisal of emotions, utilization of emotions, and regulation of
emotions.

Amandeep (2020) conducted study on the correlation between the perceived

parenting style and emotional intelligence of early adolescents. The results indicated a
significant connection between the emotional intelligence of early adolescents and how
they perceived their parents' approach to parenting.

The study of Olaimat et al. (2018) investigated the connection between parenting
styles and emotional intelligence in kindergarten students. The findings indicated that the
predominant parenting styles were democratic, authoritative, and permissive. Moreover,
the study unveiled statistically significant negative associations between authoritarian and
permissive parenting styles and emotional intelligence. Conversely, there was a
statistically significant positive relationship between the democratic parenting style and
emotional intelligence across all its categories.

George et al. (2019) conducted a study focusing on emotional intelligence (EI),

parental bonding, and their interconnection within high school adolescents. The
researchers employed the parental bonding instrument to categorize the parenting styles
of both parents, distinguishing among affectionate control, ideal parenting, and negligent
parenting based on the dimensions of care and protection. The study's results indicated
a noteworthy correlation between EI and the positional hierarchy among siblings.
Specifically, the middle and younger siblings demonstrated higher levels of self-
awareness, motivation, and empathy. Furthermore, the study revealed no discernible
gender disparity in emotional intelligence.

In the study of Maccoby and Martin (2022), the study built upon Baumrind's
classification of parenting styles, introducing a two-dimensional framework that considers
both the degree of demand/control and the degree of acceptance/rejection. This
framework resulted in four distinct parenting styles: Authoritarian, Authoritative,

13
Permissive-Indulgent, and Permissive-Neglectful. While the first three styles align with
Baumrind's original categories, the addition of Permissive-Indulgent and Permissive
Neglectful offered a more detailed perspective on permissive parenting. Maccoby and
Martin's contribution enriched our comprehension of parenting styles and their
implications for child development.

On the study conducted by Joseph and Mathew (2022), they explored the
connection between parenting styles and emotional intelligence in late adolescents. The
findings indicated a noteworthy but weak positive correlation between the authoritative
parenting style employed by mothers and the emotional intelligence of late adolescents.
Additionally, a significant weak positive relationship was observed between the
permissive parenting style of mothers and the emotional intelligence of late adolescents.
Similar weak positive relationships were identified between the permissive parenting style
of fathers and emotional intelligence, as well as between the authoritarian parenting style
and emotional intelligence in late adolescents.

A study conducted by Shalini and Balkrishna (2019) investigated the impact of

perceived parenting styles on the emotional intelligence of college students. The study
included a sample of 973 pre-university students aged between 16 and 18 years. The
findings revealed that both male and female students perceived their fathers to exhibit
authoritative qualities, while being perceived as not permissive and authoritarian.
Additionally, girls tended to perceive their fathers as more authoritative compared to boys.
The results further indicated that fathers with an authoritarian parenting style showed a
positive correlation with emotional intelligence, particularly in terms of intrapersonal
awareness. However, this parenting style exhibited a negative correlation with aspects
such as interpersonal awareness, interpersonal management, and intrapersonal
management.

THEORTICAL FRAMEWORK

This study is supported by the theory of Baumrind who first published the Theory
of typology with three parenting styles to describe differences in normal parenting

14
behaviors. The purpose of her theory was to help the participants to have a good
relationship with their parents.

She introduced a typology with three parenting styles to describe differences in

normal parenting behaviors: the authoritarian, authoritative and permissive parenting
style. Baumrind (1971) suggested that authoritarian parents try to shape, control, and
evaluate their children’s behavior based on the absolute set of standards; whereas
permissive parents are warmer and more autonomy granting than controlling. She
considered an authoritative parenting style to fall between those two extremes. Later on
in the 1980s, Maccoby and Martin (1983) attempted to bridge Baumrind’s typology and
parenting dimensions. Based on the combination of two dimensions – demandingness
and responsiveness – they defined four parenting styles: authoritative (i.e., high
demandingness and high responsiveness); authoritarian (i.e., high demandingness and
low responsiveness); indulgent (i.e., low demandingness and high responsiveness); and
neglectful (i.e., low demandingness and low responsiveness). These two parenting
dimensions are similar, yet not identical to the dimensions ‘parental support’ and
‘Parental behavioral control’.

Based on Maccoby and Martin’s work, Baumrind (1989, 1991) expanded her
typology with a fourth parenting style, namely the ‘neglectful’ parenting style. Maccoby
and Martin (1983) research efforts primarily focused on the configuration of the parenting
styles and to a lesser extent on their association with children’s development. Baumrind,
in contrast, has also extensively studied the association between parenting styles and
child development (1967, 1971, 1989, 1991). This work consistently demonstrated that
youth of authoritative parents had the most favorable development outcomes;
authoritarian and permissive parenting were associated with negative developmental
outcomes; while outcomes for children of neglectful parents were poorest. These
aforementioned associations have also been replicated by other researchers.

An authoritative parenting style has consistently been associated with positive

developmental outcomes in youth, such as psychosocial competence (e.g., maturation,
resilience, optimism, self-reliance, social competence, self-esteem) and academic

15
achievement. Findings regarding permissive/indulgent parenting have been inconsistent
yielding associations with internalizing (i.e., anxiety, depression, withdrawn behavior,
somatic complaints) and externalizing problem behavior (i.e., school misconduct,
delinquency), but also with social skills, self–confidence, self–understanding and active
problem coping (e.g., Lamborn et al. 1991; Steinberg et al. 1994; Williams et al. 2009;
Wolfradt et al. 2003). An authoritarian parenting style has consistently been associated
with negative developmental outcomes, such as aggression, delinquent behaviors,
somatic complaints, depersonalization and anxiety (e.g., Hoeve et al. 2008; Steinberg et
al. 1994; Williams et al. 2009; Wolfradt et al. 2003). Children of neglectful parents have
shown the least favorable outcomes on multiple domains, such as lacking self regulation
and social responsibility, poor self-reliance and social competence, poor school
competence, antisocial behavior and delinquency, anxiety, depression and somatic
complaints (e.g., Baumrind 1991; Hoeve et al. 2008; Lamborn et al. 1991; Steinberg et
al. 1994).

The framework includes the work of Maccoby and Martin (1983), who merged the
two dimensions of responsiveness and demandingness to widen Baumrind's typology
and generate four parenting styles: indulgent, authoritative, authoritarian, and neglectful.
Based on this work, Baumrind later incorporated the 'neglectful' parenting style into her
typology. Baumrind's endless body of research continuously shows that authoritative
parenting generates the best developmental results for kids, while authoritarian and
permissive parenting is linked to unfavorable results. Other researchers have confirmed
these results, offering a strong basis for understanding how methods of parenting affect
children's development.

The theory of parenting typology underscores how different parenting styles shape
student’s emotional intelligence through their approach to emotional expression,
regulation, and support. By providing a nurturing and supportive environment that
encourages open communication, validation of emotions, and appropriate boundaries,
authoritative parenting facilitates the development of robust emotional intelligence skills
essential for navigating the complexities of social and emotional interactions throughout
life.

16
CONCEPTUAL PARADIGM

The conceptual paradigm of the students shows the Input, Process, and Output
that the researchers perform.

The first box shows the Input. It includes on how does parenting style influence the
emotional Intelligence of high school students, what are the specific components of
emotional Intelligence that are affected by different parenting style, are these significant
differences in emotional Intelligence levels among high school students based on their
parents parenting styles, to what extent various parenting styles contribute to the
development of emotional Intelligence in adolescents, and how do others factors such as
genders, age and socio-cultural background Interact with parenting styles in shaping
emotional Intelligence.

The second box shows the process, the researchers used to gather data. The
researchers conducted a survey using a questionnaire that was handed out to
respondents as part of their information gathering strategy, using that survey to gather
data.

The third box shows the output of the study. At the end of the study, the researchers
proposed a infographic that would help the participants to have a awareness about the
efficacy of parenting style.

17
CONCEPTUAL FRAMEWORK

Hypothesis
The given null and alternative hypothesis were tested in this study.

H0: Parenting style has a negative impact on the emotional intelligence.

H1: parenting style has positive impact on the emotional intelligence.

Definition of Terms

This part of the study shows the technical terms that were used in the study.

18
 Parenting style. It is a psychological construct representing standard strategies
that parents use in their child rearing. Parenting styles are the representation of how
parents respond to and make demands on their children.

Emotional intelligence. emotional intelligence (EI), a concept introduced by

psychologists Peter Salovey and John Mayer in 1990 (Mayer and Salovey 1993) (Salovey
and Mayer 2016) and popularized by Daniel Goleman (Goleman 1995), has since gained
significant recognition and importance in various aspects of human life. It represents an
individual's ability to perceive, understand, manage, and utilize emotions in oneself and
others.

Authoritative Parenting. The hallmark of authoritative parenting is striking a

balance between firmness and kindness. Parents that are authoritative provide clear
expectations, offer assistance and direction, and promote independence. This approach
is frequently linked to children's development of strong emotional intelligence.

Authoritarian Parenting. Parenting in an authoritarian manner is characterized

by strict expectations and little response. Parents that are authoritarians place a strong
emphasis on discipline and compliance, but they may not be as warm or caring. Different
effects of this parenting style on emotional intelligence could result in difficulties
expressing and comprehending emotions.

Psychology. The scientific study of the mind and behavior is known as psychology.
It covers a broad spectrum of subjects and looks into many facets of human motivation,
emotion, personality, development, and social interaction. Psychologists utilize several
approaches, such as surveys, experimental studies, and clinical observations, to
comprehend and elucidate normal and aberrant behavior.

Sociology. Sociology is the scientific study of human social behavior, social

organizations, and their structures and dynamics. To comprehend how societies operate
and evolve throughout time, sociologists examine patterns of social interaction,
relationships, and culture. This field studies a broad range of subjects, from social
challenges on a global scale to individual behavior.

19
 Permissive Parenting. Low demands combined with strong responsiveness
characterize permissive parenting. Parents who are permissive tend to be indulgent and
lenient, frequently eschewing harsh regulations and punishment. Although this approach
might encourage emotional outpouring, it might also make self-control and social skills
difficult.

Neglectful/Uninvolved Parenting. Parents who are uninvolved or negligent tend

to be less receptive and make less demands. Parents that choose this technique may
exhibit emotional detachment and offer limited direction or assistance. There may be
detrimental effects of this parenting approach on a child's general wellbeing and emotional
growth.

Emotion Regulation. He capacity to properly manage and control one's own

emotions is referred to as emotion regulation. It is a crucial aspect of emotional
intelligence and is impacted by parenting techniques that educate kids how to recognize,
communicate, and control their feelings.

Emotion Socialization. The process by which parents and other adults teach
children about emotions, including how to identify, communicate, and control them, is
known as emotion socialization. Emotional intelligence is developed by positive emotion
socialization techniques.

Parent-Child Communication. Communication between parents and their

children encompasses the sharing of ideas, emotions, and data. Since open and
supportive communication facilitates the expression and comprehension of emotions, it
is linked to the development of emotional intelligence.

Responsive Parenting. Being sensitive to a child's wants and feelings while

offering comfort and support is a key component of responsive parenting. Since
responsiveness makes kids feel understood and appreciated, it is essential to the
development of emotional intelligence.

Emotional Support. Responding to a child's emotional experiences with

consolation, compassion, and encouragement is known as emotional support. In order to

20
build emotional intelligence and promote a sense of security and self-awareness, parental
emotional support is essential.

21
 Chapter Ill

RESEARCH METHODOLOGIES

This chapter presents the research design, respondents of the study, data
gathering procedure, data gathering instrument and statistical treatment of data.

Research Design

The process of gathering and interpreting numerical data is known as quantitative

research. It can be used to detect patterns and averages, make predictions, evaluate
causal linkages, and generalize results to larger populations. Quantitative research is the
inverse of qualitative research, which involves collecting and analyzing non-numerical
data. This research design is widely used in the natural and social sciences, including
biology, chemistry, psychology, economics, sociology, marketing, and so on (Bhandari,
2022).

According to McCombes (2022), descriptive research seeks to correctly and

methodically describe a population, circumstance, or phenomena. It can answer what,
where, when, and how questions, but not why. A descriptive research strategy can employ
a wide range of research methods to study one or more variables. Unlike in experimental
research, the researcher does not control or change any of the variables, but just
observes and measures them.

This study used quantitative research design since quantitative research

generates objective data that may be presented easily using statistics and numbers and
the goal of quantitative research is to gain a better understanding of the social world.
Quantitative methods are used by researchers to observe situations or events that affect
people, which is the goal of this research. The researchers decided to use descriptive
research design since the goal of the research is to discover traits, frequencies, trends,
and classifications. Descriptive research is an excellent choice. Quantitative and
descriptive method was the method that guide the researchers to give answers to the
specific problem under this study using survey questionnaires to gather the data needed.

22
Respondents of the Study

The respondents of the study were Senior High School students of Grade 11 and
12 at Pinagkawitan Integrated National High School. Purposive sampling was used in
collecting the data. The researchers came up to have Grade 11 and 12 students as the
respondents because they are the age where most numbers of legal age.
The selected participants were specifically chosen due to their aptitude and expertise
relevant to the study. Only individuals who voluntarily consented and were accessible
were included in the research.

Data Gathering Procedure

The researchers created a problem of the research based on observation and

assumptions. Five titles were proposed at the same time and the current title got approval
right away. The researchers visited different websites, checked on journals and articles
that might contain concepts and context that would support the present study as there
are no available libraries in school that contain studies related to current study. The
research adviser reviewed and corrected the grammar and sentence constructions.
Comments, suggestions and corrections from the research adviser were considered in
revising the entire chapter one to three.

Questionnaires were prepared by the researchers to gather data and information.

The respondents answered the questionnaire fully, which supplied them with the
information the researchers needed. After collecting the data needed, the researchers
started tallying and creating a presentation of the data that was collected from the
respondents. A seminar was proposed for an output based on the results of the study.
Summary, findings, conclusions, and recommendations were written based on the results
of the data gathered in the survey.

Data Gathering Instrument

23
 The researchers conducted survey with the use of questionnaires. A questionnaire
is a research instrument consisting of a series of questions for the purpose of gathering
information from respondents (McLeod, 2018). Items for the survey questionnaire were
made by the researchers with the help of the internet and the researchers’ own
knowledge, experiences and personal observations. The questionnaire was divided into
two parts. The first part was the demographic profile of the respondents which includes
the sex, age and length of service also the career program the respondents were
encountered. The second part contained Likert questions that determine the benefits of
career programs to the development of the respondents.

Statistical Treatment of Data

To interpret the data gathered, the following statistical tools were used by the
researchers.

1. Frequency and Percentage. This was used to assess the profiles of the
respondents in terms of their sex, age and length of service and the career program that
they encountered.

P = F/N (100)

Where:

P – Percentage

F- Frequency of each category

N – Total number of respondents

100 – Constant multiplayer

2. Weighted Mean. It was used to compute the possible benefits of career programs to
the development of the respondents in terms of their career orientation, communication
skills, learning skills, and time management.

WM = ∑ FW / N

Where:
24
WM = Weighted Mean

∑ = Summation symbol

F = Frequency of each option

W = Assigned weight

N = Total number of frequencies

25
 CHAPTERI IV

PRESENTATION, ANALYSIS AND INTERPRATATION OF DATA

This chapter includes the findings, the analysis and the interpretation of the
information of the gathered from the responses to the questionnaires that have been
distributed to the field. The following information was supplied in tabular form in response
to the specific questions raised in the problem statement.

1. Parenting style

Table 1

Statement Weighted Mean Verbal Interpretation

1. My parents don’t set strict rules 3.16 Agree

and expectations for me, they
prioritize open communication and
mutual respect.
2. I feel like I have a considerable 3.15 Agree
amount of independence to choose
what I want to do.

3. My parents talk to me a lot and 3.09 Agree

always listen to what I have to say.

4. I feel like my parents validate my 3.03 Agree

feelings and emotions.

5. My parents encourage me to 3.24 Agree

consider other’s feelings and
perspective.

Composite Mean 3.13 Agree

As shown in Table 1, the statement with the highest mean is the statement 5 “My
parents encourage me to consider other’s feelings and perspective” which generated a
mean of 3.24 with the verbal interpretation of agree. It is followed by statement 1 “My
parents don’t set strict rules and expectations for me, they prioritize open communication
and mutual respect” with the weighted mean of 3.16 and verbally interpreted as agree.
Next is statement 2 which generated weighted mean of 3.15 with verbal interpretation of
26
agree. The fourth one is statement 3 with the weighted mean of 3.09 with verbal
interpretation of agree. Statement 4 got the lowest weighted mean which is 3.03 with the
verbal interpretation of agree.
Based on the results, the respondents agree with the composite mean of 3.13
which is verbally interpreted as agree. This result could be because the respondents’
growth, academic achievement, and general well-being are significantly influenced by
their parents' parenting style.
A study by Eisenburg (2019), evaluated parental warmth, attentiveness, and
emotional support using both self-report questionnaires and observations. A range of
techniques, including self-report, observations of empathic behavior, and physiological
assessments, were used to gauge children's development of empathy. The results of this
study demonstrate how important parental activities are in influencing kids' development
of empathy. Warm, attentive, and emotionally supportive parents foster a nurturing
environment in their kids that helps them develop empathy. These results have significant
ramifications for parenting strategies and programs designed to help kids develop
empathy. Promoting warmth, attentiveness, and emotional support in parental
relationships with their offspring might help foster empathy and prosocial conduct in
young children.

2.Impact of parenting style to the Emotional intelligence

Table 2

Statement Weighted Mean Verbal interpretation

1. My parents help me develop self- 3.39 Agree
awareness and self-regulations
skills.
2. My parents are kind and caring 3.22 Agree
towards me and others, showing
understanding and sympathy.
3. I have a say in decisions that I 3.37 Agree
think will affect me.

27
 4. My parents prioritize obedience 3.26 Agree
and discipline over discussion and
negotiation.

5. My parents fostered my 3.27 Agree

independence and self-reliance by
encourage me to make my own
decision and supporting me in
learning from both successes and
failures.
Composite Mean 3.29 Agree

The table shows the Impact of parenting style to the emotional Intelligence. Based

on the table, the statement number 1 got the highest weighted mean of 3.39 and verbally

interpreted as agree. Second is the statement 3 which generated the weighted mean of

3.37 and interpreted as agree. Statement 5 which have the weighted mean of 3.27 got

the third highest mean with the verbal interpretation of agree. Fourth is the statement 4

which generated 3.26 weighted mean with the interpretation of agree. Statement 2 got

the lowest weighted mean of 3.22 with the verbal interpretation of agree.

As shown on the results, the respondents agree with the composite mean of 3.29

which is verbally interpreted as agree. This just simply means that parents plays a vital

role in teaching children how to understand and manage their emotions and behaviors

effectively.

This is supported by the study of Karreman et al. (2018), entitled “Parental

Socialization Practices and Self-Regulation”, it is found that parents who offer structure

help their children understand routines, expectations, and rules. This gives children a

sense of consistency and predictability in their surroundings and aids in their

28
understanding of what is expected of them. The study's conclusions emphasize the value

of particular parenting techniques in helping young children develop self-regulation.

Establishing boundaries, fostering emotional awareness in their interactions, and offering

structure are all ways that parents can help their children develop their capacity for self-

regulation. These methods establish a kind and encouraging atmosphere that helps

children learn how to appropriately control their emotions and actions.

29
 INFOGRAPHIC

Infographics are invaluable tools for students as they simplify complex information,

aid memory retention, and enhance comprehension through visual representation. By

condensing data into visually appealing formats, infographics stimulate creativity,

promote digital literacy, and facilitate cross-curricular learning. Engaging with

infographics fosters communication skills, critical thinking, and information literacy, while

also preparing students for the real-world application of presenting information efficiently

and effectively. Overall, infographics provide a multifaceted approach to learning that

caters to diverse learning styles and equips students with essential skills for academic

success and beyond.

1. Title of the infographic proposal: “Examining the impact of parenting style on the

emotional intelligence’’

2. Target Date/s of Infographic flyers Distribution: May 29-30, 2024

3. Target Location of Distribution: Pinagkawitan Integrated National High School

4. Details about the target people: The target people of the infographic flyers are

both students and parents.

5. Objectives of the Proposed Infographic Flyers: Both parents and students will

be able to:

• To raise awareness among parents about the profound impact of their

actions, interactions, and parenting styles on their children's cognitive,

emotional, and social development.

30
 • Aim to empower parents with actionable knowledge to positively influence

their children's mental and emotional well-being

• Inform students about the significant influence parents have on shaping

their attitudes, behaviors, and cognitive development, emphasizing the

importance of parental involvement in their education and upbringing.

• To empower students with knowledge about how they can actively engage

with their parents to enhance their learning experiences, strengthen their

relationships, and develop essential life skills.

6. Name and Address of the Organization/Institution: PINAGKAWITAN

INTEGRATED NATIONAL HIGH SCHOOL

7. Name and Designation of the persons involved:

NAMES DUTY AND RESPONSIBILITY

Torres, John Cedrick Z.

Bungalon, Elizabeth M.

Fajarito, Sam Distribute the infographic flyers

Maldonado, Ron

Lorenzo Christian P.

31
INFOGRAPHIC

32
 CHAPTER V

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter provides a summary of the research along with conclusion drawn
from the findings, recommendation based on the data gathered, and findings from the
statistical analysis of the data.

SUMMARY

This study is entitled “Examining the Impact of Parenting Styes on the Emotional
Intelligence” the study aims to provide a comprehensive understanding of the impact of
parenting style on the emotional intelligence of high school students. The findings of this
study can contribute to existing knowledge in the field psychology and provide valuable
insights for parents, educators, and policymakers in promoting healthy emotional
development among adolescents.

The research utilized quantitative-descriptive method of the research using a

survey questionnaire to the gathered the data needed. The respondents were the Senior
High School students of Grade 11 and 12 at Pinagkawitan Integrated National High
School chosen using purposive sampling.

FINDINGS

As shown in Table 1, the statement with the highest mean is the statement 5 “My
parents encourage me to consider other’s feelings and perspective” which generated a
mean of 3.24 with the verbal interpretation of agree. It is followed by statement 1 “My
parents don’t set strict rules and expectations for me, they prioritize open communication
and mutual respect” with the weighted mean of 3.16 and verbally interpreted as agree.
Next is statement 2 which generated weighted mean of 3.15 with verbal interpretation of
agree. The fourth one is statement 3 with the weighted mean of 3.09 with verbal

33
interpretation of agree. Statement 4 got the lowest weighted mean which is 3.03 with the
verbal interpretation of agree.

Based on the results, the respondents agree with the composite mean of 3.13
which is verbally interpreted as agree. This result could be because the respondents’
growth, academic achievement, and general well-being are significantly influenced by
their parents' parenting style.

The table shows the Impact of parenting style to the emotional Intelligence. Based

on the table, the statement number 1 got the highest weighted mean of 3.39 and verbally

interpreted as agree. Second is the statement 3 which generated the weighted mean of

3.37 and interpreted as agree. Statement 5 which have the weighted mean of 3.27 got

the third highest mean with the verbal interpretation of agree. Fourth is the statement 4

which generated 3.26 weighted mean with the interpretation of agree. Statement 2 got

the lowest weighted mean of 3.22 with the verbal interpretation of agree.

As shown on the results, the respondents agree with the composite mean of 3.29

which is verbally interpreted as agree. This just simply means that parents play a vital

role in teaching children how to understand and manage their emotions and behaviors

effectively.

CONCLUSION

1. The way respondents describe parenting styles can be captured through various
research methods, such as surveys with specific questions.

2. Emotionally intelligent children are frequently reared by demanding,

authoritarian parents who are also receptive. Children raised in this supportive setting are
better able to control their emotions, grow in empathy, and communicate effectively.

34
 3. The output of the study is infographic.

RECOMMENDATION

1. The students may gain understanding of the dynamics of their social circles and
peer groups from the research. It can foster greater empathy and tolerance by enabling
children to comprehend why people in their age group might display various emotional
reactions or behaviors depending on their upbringing.

2. The results of this study can assist parents in determining possible risk factors
for their children's emotional problems. This can facilitate early intervention and support,
assisting in the prevention of the emergence or exacerbation of emotional issues.

3. The study supports the objectives of offering a comprehensive education. As a

crucial part of a comprehensive education, schools may foster the development of
emotional intelligence in students, helping them acquire both academic and practical
abilities.

4. This will assist the government unit in ascertaining how each parent views the
relationship between emotional intelligence and parenting style. Additionally, using the
current narrative, government agencies might come up with other ideas for implementing
parents' conduct for all pupils.

5. In this study, researchers also recommending the future researchers with the
same study to improve the questionnaires and make it more specific, examining the
impact of parenting style on the emotional intelligence, fostering a holistic understanding
of the complex relationship between parenting styles and emotional intelligence. utilizing
a variety of methodologies to explore both immediate and long-term effects.

35
 BIBLIOGRAPHY

Abdollahi,A., Talib,M.A., Motalebi, S.A. (2020). Perceived parenting styles and

emotional Intelligence among Iranian boy students.

Burke T.J., Segrin C., Farris K.L. Young adult and parent perceptions of facilitation:
Associations with overparenting, family functioning, and student adjustment. Journal of
Family Communication, 2018. Vol. 18, no. 3, pp. 233–247.
doi:10.1080/15267431.2018.1467913

Bhatia, G. (2019). A study of Family relationship in relation to emotional

intelligence of the students of secondary level. International Journal of Scientific and
Research Publications, 2, (12), 1-5.

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

DEVI, L.U & UMA, M. (2018). Parenting Styles And Emotional Intelligence
of Adolescents. J.Res. Angrau, 41(4). PP 68-72

Dipti Mishra & Ranjana Singh (2022).A relationship between Emotional

intelligence and perceived parenting styles among undergraduate in Delhi University,
India. Retrieved from
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al_intelligence_and_perceived_parenting_styles_among_undergraduate_in_Delhi_Univ
ersity_India

Gafoor AK, Kurukkan A. Construction and Validation of Scale of Parenting Style.

Guru J Behav Sci;2(4):315–23.

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 George, N., Shanbhag, D. N., George, M., Shaju, A. C., Johnson, R. C.,
Mathew, P. T., Golapalli, C. P., & Goud, R. (2019). A study of emotional intelligence and
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Joseph, V., & Mathew, R. N. (2022). Perceived Parenting Style and Emotional
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Luebbe A.M. et al. Dimensionality of Helicopter Parenting and Relations to

Emotional, Decision-Making, and Academic Functioning in Emerging
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Mehmood Sajid et. al (2023). Effect of Parenting Styles on Emotional Intelligence

and Personality Traits among Medical Students.

Nguyen, Q.N., Tran, T.D., Tran, T., Nguyen, T. A. & Fisher, J. (2020). Perceived
Parenting Styles and Emotional Intelligence Among Adolescents in Vietnam. The
Family Journal: Counseling and Therapy for Couples and Families, 28(4). PP 441-454

Punia, S. and Sangwan, S. (2020) Emotional intelligence and social adaptation

of school children, Journal of Psychology, 2 (2), 83–87.

Spera, C. (2020). A review of the relationship among parenting practices,

parenting styles, and adolescent school achievement. Educational Psychology
Review, 17, 125–146. doi:10.1007/s10648-005-3950-1.

Sharma. E. (2019). Emotional intelligence test. New Delhi: Prasad

psychological corporation.

Yue He (2023).The Influence of Parenting Style on the Ability of Children to

Empathize with their Peers.

37
 APPENDICES

MINUTES OF THE PRE-ORAL DEFENSE

On Thursday , January 18, 2024, at 10:40 a.m., the day of our pre-oral defense.

Our group were the fifth to present. We study the presentation’s context prior to the day

of our pre-oral defense. We have everything ready for the presentation before it’s our turn

to present. We’re quite anxious. What happens if our work requires a lot of changes and

we are unable to respond to the questions our teacher will pose? Even though we had

everything ready there is a part that we’re not ready to present. Our teacher sets the timer

when we are ready to present and we are in front of the class. We say greetings to our

teacher and fellow students, introduce our studies, and then get into discussion. However,

we did not finish our presentation as we were running out of time, so our teacher started

asking us questions. Who is the respondents of our study? And why we choose those

respondents?. And what we didn’t expect that was the only question our teacher would

ask. The fact that our pre-oral defense went well makes us quite relieved our minds.

38
 LETTER TO THE RESPONDENTS

Dear Respondents:

Greetings!

We, the HUMSS 12 Comte students, in Pinagkawitan Integrated National High School,
are currently conducting a research study entitled "Examining the Impact of Parenting
Style on the Emotional intelligence ".

In this regard, you were chosen to be one of the respondents for you will contribute much
to the completion of this study.

The success of this study greatly depends on the accuracy of the information that you will
entrust. This will be treated with utmost confidentiality and will be used for academic
purposes only.

Thank you very much!

Warm regards, Approved by:

Torres, John Cedrick. Z Angelica Ilagan

Bungalon, Elizabeth M. Research adviser

Fajarito, Sam

Maldonado, Ron

Lorenzo, Christian P.

39
 QUESTIONNAIRE

Direction: Please indicate your level of agreement or disagreement with each of these
statements. Put a check mark ( / ) on the column that corresponds to your answer.

4 - Strongly Agree

3 - Agree

2 - Disagree

1 - Strongly Disagree

1. Parenting Style

STATEMENT 4 3 2 1

1. My parents don’t set strict rules and expectations for me, they
prioritize open communication and mutual respect.

2. I feel like I have a considerable amount of independence to choose

what I want to do.

3. My parents talk to me a lot and always listen to what I have to say.

4. I feel like my parents validate my feelings and emotions.

5. My parents encourage me to consider other’s feelings and

perspectives.

2. Impact of Parenting Style to the Emotional Intelligence

STATEMENT 4 3 2 1

1. My parents help me develop self-awareness and self-regulations

skills.

2. My parents are kind and caring towards me and others, showing

understanding and sympathy.

40
3. I have a say in decisions that I think will affect me.

4. My parents prioritize obedience and discipline over discussion and

negotiation.

5. My parents fostered my independence and self-reliance by

encouraging me to make my own decisions and supporting me in
learning from both successes and failures.

TALLY SHEET

TABLE 1

4 3 2 1

1. ||||-||||-||||-||||- ||||-||||-||||-||||- ||||-||||-||||-|||| |||| ||||-|| (7)

||||-||||-||||-||||-
||||-||||-||||-||||- (24)
||||-||||-||||-||||-
|||| (64) ||||-||||-||||-||||-||

(62)

2. ||||-||||-||||-||||- ||||-||||-||||-||||- ||||-||||-||||-|||| |||| (4)

||||-||||-||||-||||- ||||-||||-||||-||||- (19)

||||-|||| | (51) ||||-||||-||||-||||-

||||-||||-||| (83)

41
3. ||||-||||-||||-||||- ||||-||||-||||-||||- ||||-||||-||||-||||-||| ||||-|||| (9)

||||-||||-||||-||||- ||||-||||-||||-||||- (23)

||||-||||-|| (56) ||||-||||-||||-||||-

||||-|||| (69)

4. ||||-||||-||||-||||- ||||-||||-||||-||||- ||||-||||-||||-||||- ||||-|||| (9)

||||-||||-||||-||||- ||||-||||-||||-||||- ||||-||| (28)

||||-||||-|| (52) ||||-||||-||||-||||-

||||-||| (68)

5. ||||-||||-||||-||||- ||||-||||-||||-||||- ||||-||||-||||-| (16) |||| (4)

||||-||||-||||-||||- ||||-||||-||||-||||-

||||-||||-||||-||||-||| ||||-||||-||||-||||-

(63) ||||-||||-||| (74)

TABLE 2.

4 3 2 1

1. ||||-||||-||||-||||- ||||-||||-||||-||||- ||||-||| (9) |||| (4)

||||-||||-||||-||||- ||||-||||-||||-||||-

||||-||||-||||-||||- ||||-||||-||||-||||-

|||| (65)

42
 ||||-||||-||||-||||

(79)

2. ||||-||||-||||-||||- ||||-||||-||||-||||- ||||-||||-||||-||| |||| (4)

||||-||||-||||-||||- ||||-||||-||||-||||- (18)

||||-||||-||||-||||- ||||-||||-|||| (54)

||||-||||-||||-| (76)

3. ||||-||||-||||-||||- ||||-||||-||||-||||- ||||-||||-||||-||||-||| || (2)

||||-||||-||||-||||- ||||-||||-||||-||||- (23)

||||-||||-||||-||||-||| ||||-||||-||||-||||-

(63) ||||-|||| (69)

4. ||||-||||-||||-||||- ||||-||||-||||-||||- ||||-||||-||| (13) |||| (4)

||||-||||-||||-||||- ||||-||||-||||-||||-

||||-||||-||||-||||- ||||-||||-||||-||||-

||||-|||| (69) ||||-||||-| (71)

5. ||||-||||-||||-||||- ||||-||||-||||-||||- ||||-||||-||||-|||| |||| (4)

||||-||||-||||-||||- ||||-||||-||||-||||- (19)

||||-||||-||||-||||- ||||-||||-||||-||||-

||||-| (66) ||||-||| (68)

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PHOTO DOCUMENTATION

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 RESUME

TORRES, JOHN CEDRICK Z.

ADDRESS: Banay-banay Padre Garcia, Batangas

CONTACT NO: 09513379577

EMAIL AD torresjohncedrick69@.com

OBJECTIVE:

To be able to experience new environment and seeking for a challenging career.

PERSONAL DATA:

Date of Birth : June 07, 2005

Place of Birth :Banay-banay, Padre Garcia Batangas

Sex : Male

Civil Status : Single

Height : 5’6

Weight : 60 kgs

Religion : Roman Catholic

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Address :Banay-banay, Padre Garcia Batangas

Father’s Name : June L. Torres

Mother’s Name : Analiza Z. Torres

ACADEMIC BACKGROUND

Senior High school :Pinagkawitan Integrated National High School

Pinagkawitan Lipa City
(S.Y. 2022-Present)
Junior High School :Pinagkawitan Integrated National High School
Pinagkawitan Lipa city
(S.Y. 2022-2018)
Primary :Banay-banay Elementary School
Banay-banay, Padre Garcia Batangas
(S.Y. 2010-2018)

Ms. Anika Caraet Marasigan

Adviser

Ms. Angelica Ilagan

Research Adviser

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I hereby certify that the above information is true and correct.

JOHN CEDRICK Z. TORRES

Applicant

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