Thesis Final Document

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Chapter 1
THE PROBLEM AND ITS SCOPE
Rationale
In the swiftly evolving landscape of today's world, emphasizing well-
founded research becomes crucial. The exploration of the correlation between
parenting styles and academic procrastination is a compelling venture, shedding
light on factors contributing to this widespread student issue. As Earl Nightingale
aptly stated, "The opposite of courage in our society is not cowardice... it is
conformity," urging us to challenge norms for fresh insights.
In the realm of parenting and education, a gripping narrative unfolds,
weaving together the intricate threads of parenting styles and academic
procrastination. Picture this: a mosaic of strategies, behaviors, and attitudes
employed by parents in their quest to guide and connect with their children.
Meanwhile, on the academic front, a subtle but pervasive challenge emerges—
students engaging in the art of delaying responsibilities, be it studying or
completing assignments. As the plot thickens, our story takes us to the
Philippines, where Chiu and Vargo embarked on a compelling journey. Their
exploration into diverse parenting styles laid bare a hidden connection with the
haunting spectre of academic procrastination (Chiu and Vargo 2022). A parallel
odyssey in Nigeria, led by Perpetua Agoya, echoed the findings from the
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Philippine narrative, unearthing universal insights into the gripping tale of
academic procrastination (Agoya 2018).
Consequently, the stage is set for a grand investigation into the enduring
challenge of the achievement gap in education. Imagine a world where students,
irrespective of their backgrounds, grapple with consistent disparities. The
Philippines, with its 5.5-year learning gap, serves as a poignant backdrop, adding
urgency to the unfolding drama (Bernie Kahilis- Magkilat 2022). Here, parenting
styles emerge as pivotal characters in the complex tapestry of education,
beckoning scholarly scrutiny.
And so, as researchers, our quest begins—a quest to unravel the intricate
interplay between parenting styles and academic procrastination. It's not just
about understanding the disparities that plague education; it's about gaining
insights that empower us to craft effective strategies. The ultimate goal: to rewrite
the narrative, to bridge the gaps, and to ensure the betterment of every student
on this captivating journey.

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REVIEW OF RELATED LITERATURE
According to Diana Baumrind's Parenting Styles Theory, which classifies
parental approaches based on dimensions like warmth, responsiveness,
discipline, and control, is a foundational framework in the field of child
psychology. This theory identifies four primary parenting styles: authoritative,
authoritarian, permissive and uninvolved (Lee 2023) .This theory is essential for
a study correlating parenting styles with academic procrastination. Furthermore,
this theory explores how parenting styles experienced during childhood may
influence procrastination tendencies in adulthood, categorizing participants into
these parenting style groups to examine their associations with academic
procrastination Diana Baumrind's parenting styles theory thus provides a
valuable framework to understand the enduring effects of parenting approaches,
especially academic procrastination, aiding in the development of strategies for a
more productive academic environment.
Additionally, Social Learning Theory by Albert Bandura is a foundational
framework in the field of psychology, emphasizing the role of observational
learning and social influences on human behavior. Bandura's theory posits that
individuals acquire new behaviors and information by observing and imitating the
actions and behaviors of others, particularly within their social environment. The
theory highlights the importance of cognitive processes, such as attention,
retention, reproduction, and motivation, in the learning process. It asserts that

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people learn not only from direct experiences but also from observing and
modeling the actions and behaviors of others (Cherry 2022)
In the context of a study correlating parenting styles to academic
procrastination, Social Learning Theory serves as a cornerstone for
understanding how children may acquire and internalize procrastination
tendencies based on the behaviors and attitudes they observe in their parents.
Parenting styles significantly influence a child's social learning environment, and
these learned behaviors may persist into adulthood. For example, children raised
in households with parents who exhibit procrastinatory behavior or attitudes may
be more likely to adopt similar tendencies. Conversely, children growing up in
families where time management and a strong work ethic are modeled may
develop more efficient study habits, reducing the likelihood of academic
procrastination.
Social Learning Theory also emphasizes the role of reinforcement and
punishment in shaping behavior. In the context of parenting styles, parents may
unintentionally reinforce or discourage procrastination through their responses to
their children's actions. For instance, if a child procrastinates and the parents
continually step in to help, the child may be inadvertently reinforced to
procrastinate further. On the other hand, parents who encourage their children to
complete tasks promptly may provide motivation to reduce procrastination.
In summary, Social Learning Theory by Albert Bandura provides a
valuable framework for understanding how parenting styles influence academic

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procrastination. This theory underscores the impact of observational learning,
cognitive processes, and reinforcement on behavior and how children may
acquire and perpetuate procrastination tendencies from their parents. Applying
this theory to the study allows researchers to explore the interplay between
parenting styles and academic procrastination in a more comprehensive and
nuanced manner, ultimately offering insights that can inform strategies for
reducing procrastination and promoting a more productive academic
environment.
In the context of the Philippines in the 21st century, parenting styles play a
crucial role in shaping children's development and behavior. Parenting is seen as
one of the most challenging and important responsibilities of adulthood
(Adegboyega et al., 2017).
The family unit holds a high value and influence in the lives of young
people in the Philippines (Hock et al., 2018). Research conducted in the
Philippines has shown that parenting styles have a significant impact on various
aspects of adolescent and emerging adult lives. For example, previous studies
have found that parenting styles can predict adolescent educational attainment,
substance use, depressive symptoms, social competence, academic
performance, psychosocial development, problem behavior, and optimism,
confidence, motivation, and attention problems. One interesting finding from the
research is that the permissive parenting style is most commonly reported in
cohort studies conducted in the Philippines. This indicates that parents in the
Philippines tend to be more lenient and less strict in their approach to parenting.
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Moreover, the role of Filipino fathers in parenting has received limited
attention compared to that of Filipino mothers. In Filipino culture, the
expectations and ideologies of what a father should be vary among societies and
communities. Research has shown that parenting practices and parent-child
relationships are influenced by cultural norms, values, and societal expectations
(Chiu & Vargo, 2022). Furthermore, the impact of parenting styles often differs
between sons and daughters in the Philippines. In the Philippines, traditional and
authoritarian attitudes towards childrearing are common among Filipino parents
(Mamauag et al., 2021). These parents value obedience and discipline over self-
direction. They may prioritize obedience and strict adherence to rules, often
resorting to corporal punishment as a discipline strategy.
However, it is important to note that there is a shift occurring in parenting
styles in the Philippines, influenced by global trends and societal changes.
Parents in the Philippines are becoming increasingly aware of the importance of
fostering independence, critical thinking skills, and self-expression in their
children. This shift is evident in the increasing recognition and acceptance of
authoritative and permissive parenting styles, which prioritize nurturing and
communication rather than strict discipline this shift is evident in the increasing
prevalence of permissive parenting styles reported in recent cohort studies.
Parenting styles in the Philippines in the 21st century reflect a combination of
traditional and evolving approaches.
Parents in the Philippines in the 21st century exhibit a combination of
traditional and evolving parenting styles. While traditional and authoritarian

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attitudes towards childrearing still persist, there is also an increasing recognition
and acceptance of more nurturing and communicative parenting styles such as
authoritative and permissive parenting.
These shifting parenting styles can be attributed to various factors,
including increased exposure to Western parenting practices, globalization, and
the recognition of the importance of independence and self-expression in
children's development. These changing parenting styles have significant
implications for the development and well-being of Filipino children in the 21st
century. The influence of cultural norms and societal expectations on parent-child
relationships in the Philippines cannot be ignored. The Filipino culture places a
high value on the family unit, and parenting styles play a crucial role in shaping
the lives of young people(Hock et al., 2018).
Furthermore, according to a research conducted by Luna and Valle,
parental involvement practices in the Philippines may differ from culture to culture
and society to society (Luna & Valle, 2023). Luna and Valle’s study highlights the
fact that parental involvement can take various forms and may have a differential
influence on children's academic performance.
Moreover, one aspect of parenting style that influences academic
decision making is the level of parental involvement in a child's education
(Setiawati et al., 2017). Research conducted by Kao in 2019 demonstrates that
parental aspirations have a significant impact on a youth's academic success.
Parents who have high expectations for their children's educational attainment
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are more likely to be involved in their academic decision making, such as
choosing which subjects to take and making decisions about future career paths.
For instance, middle school students in the Philippines often engage in
discussions with their families regarding whether to pursue arts or life sciences
subjects (AlMa’wali, 2017). These discussions are often influenced by factors
such as the child's academic performance, family opinions, and the future
prospects of the job market.
Furthermore, the parenting style employed by Filipino parents also plays a
role in their child's academic decision making. Research has shown that both
permissive and authoritative parenting styles are directly related to a child's
academic well-being. Parents who utilize permissive or authoritative parenting
styles tend to be more involved in their child's academic decision making,
providing guidance and support in choosing the appropriate path for their
education.
Additionally, it is important to note that parenting styles in the Philippines
tend to lean towards authoritarian behavior (Beltran-Almazan et al., 2020).
Parenting styles in the Philippines often emphasize discipline and obedience,
with parents taking a more authoritative approach in decision making for their
children. This authoritarian parenting style may influence how parents make
decisions regarding their child's education and may limit the child's autonomy in
making academic choices. Overall, parental involvement and parenting styles in
the Philippines play a significant role in a child's academic decision making. It is
crucial to recognize that parental involvement can manifest in various forms and
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may have different effects on a child's academic performance (Luna & Valle,
2023). A study found that permissive and authoritative parenting styles were
directly related to academic well-being, indicating a strong parental involvement
in academic decision making (AlMa’wali, 2017). Furthermore, the authoritative
parenting style has shown a positive and significant relationship with academic
achievement, while the authoritarian and permissive styles have been associated
with negative and significant relationships with academic achievement (Maghami
et al., 2022). These findings suggest that parenting styles can have a substantial
impact on a child's academic decision making and subsequent academic
achievement. The role of parenting styles in the Philippines in a child's academic
decision making should not be underestimated. Parenting styles play a crucial
role in shaping a child's development and behavior. They encompass a range of
approaches that parents employ to nurture and guide their children through
various stages of life. Understanding these styles allows parents to adapt their
strategies to best suit their child's unique needs and personality. Each style
brings its own set of strengths and challenges, influencing the dynamics within
the parent-child relationship. By recognizing and reflecting on these styles,
parents can foster healthy and supportive environments for their children to
thrive.
Parenting styles refer to the various ways in which parents interact with
and socialize their children. These styles are widely accepted and categorized
into different domains, namely authoritative, authoritarian, permissive,
progressive, and laissez-faire.

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According to Baumrind, a leading researcher in the field of parenting
styles, these domains can be defined as follows: Authoritative parenting involves
setting clear expectations and boundaries for children while also providing
emotional support and nurturing (Bakar & Bakar, 2020).
This parenting style is characterized by open communication, mutual
respect, and the development of independence in children. Authoritarian
parenting, on the other hand, is characterized by strict rules and high
expectations. Parents who adopt an authoritarian parenting style tend to have a
strict and controlling approach, with little room for flexibility or negotiation.
Permissive parenting is characterized by a lack of rules and boundaries, allowing
children to have a high degree of freedom and autonomy. Progressive parenting
is a style that promotes open-mindedness, adaptability, and flexibility. Parents
who adopt a progressive parenting style encourage their children to explore and
question, valuing individuality and personal growth. Finally, the laissez-faire
parenting style is characterized by a hands-off approach, where parents provide
minimal guidance or direction to their children. These widely accepted categories
of parenting styles serve as a framework for understanding how parents interact
with their children and the impact these interactions may have on child
development.(American Psychological Association)
Numerous studies have shown that parents, as primary caregivers, have a
significant influence on their children's development (Scholars on child behavior
development generally have accepted the assumption that parents as primary
caregivers probably have the greatest impact on child development (Aung et al.,
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2019).
The way parents interact with their children, the values and beliefs they
instill, and the disciplinary techniques they employ all contribute to the child's
behavior and overall development. The parenting style adopted by parents can
have long-lasting effects on a child's cognitive, emotional, and social
development. One commonly studied parenting style is authoritative parenting,
which is characterized by high levels of warmth and support, while also
maintaining clear and consistent boundaries.
Authoritative parents establish a nurturing and responsive environment,
where they encourage independence, provide guidance, and set reasonable
expectations. These parents are involved in their child's life, show acceptance
and understanding, and promote open communication. Research has shown that
children raised by authoritative parents tend to have higher self-esteem, better
academic performance, and stronger interpersonal skills compared to those
raised in other parenting styles (Tørslev et al., 2021). Another parenting style that
has been extensively studied is authoritarian parenting, which is characterized by
rigid rules and strict discipline.
Authoritarian
The parents are more demanding, strict and advocates unquestioning
obedience from their children by giving a highly directive demand. Children who
are raised under this type of parenting style most of the time follow rules. Morin
(2018) points out that the children are at a risk of developing their self-esteem
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because the value of their opinions is not important. At times, they can become
aggressive or hostile. In her study, she maintains that the children’s focus is
always towards the anger they feel towards their parents instead of focusing on
how to better their future. The demanding and strictness of the parents involved
in this parenting style may make their children to grow and become liars to avoid
punishment.
Permissive
These are responsive and indulgent parents who makes few demands on
their children by allowing them to self-regulate their activities. They are lenient,
non-directive and avoid confronting their children. American Psychological
Association (n.d) argues that a child who is brought up with this type of parents
are rebellious, impulsive, domineering, aimless, and low regarding self-control,
achievement, and self-reliance. The parenting style encourages children to be
independent individuals (Steinberg et al., 2019).
Authoritative
The parental style involves both responsive and demanding parents who
gives clear and firm demands, moderating these indisputable requests with
warmth. Authoritative parents use more supportive disciplinary methods than
punitive. It is, therefore, a combination of both permissive and authoritarian
parenting style (Baumrind, 1971). The parents controls fully the behavior of their
children behavior by discussing, reasoning and explaining rules to be followed.

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They listen to the views of their children, but they are not accepted. Children
under this parenting style are friendly, cheerful, self-reliant, energetic curious,
cooperative self-controlled and high achievement oriented (American
Psychological Association n.d).
Laisez Fairre/Univolved
Baumrind (1991) points out that parents in this parental milieu are neither
responsive nor demanding because they do not support or monitor their children.
Parents tend to disengage themselves by neglecting the responsibilities of their
children in parenting. According to Morin (2018), parents ignore to guiding and
giving attention to their children because the children are expected to raise
themselves. Devotion of less time towards meeting the basic needs of the
children is common. Not all rejecting parental style is intentional as some are as
a result of health or substance abuse issues towards the parent. Some reasons
like inadequate child development knowledge, overworking and household
management might also be a reason. A child raised under this type of parental
style tend to suffer from issues of self-esteem. Their school performance is likely
to be poor, and their happiness rank is always low (Morin, 2018).
Progressive
Progressive parenting is a parenting approach that focuses on adapting to the
changing needs and demands of children in today's society. Parents who
practice progressive parenting recognize the importance of keeping up with

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technological advancements and incorporating them into their children's lives in a
beneficial way(Şimşek et al., 2023). By staying informed and adaptable,
progressive parents can better support their children's development and prepare
them for the challenges they may face in an increasingly connected and fast-
paced world. Progressive parenting emphasizes open communication and
fostering a positive relationship with children, allowing them to express their
thoughts, emotions, and opinions freely. At the core of progressive parenting is
the belief that children should be given the opportunity to explore and learn
through technological tools, while also being protected from potential risks.
Research shows that a parenting style that combines high expectations and
discipline with support and autonomy yields the best outcomes for children's
psychological wellbeing, school engagement, and behavioral adjustment
(Simons-Morton et al., 2017). Progressive parenting encourages parents to strike
a balance between setting boundaries and allowing their children to explore and
learn through technology. Parents who practice progressive parenting are
concerned about using technology in a way that supports their children's well-
being and learning (Şimşek et al., 2023).
Apart from differing on demandingness and responsiveness, psychological
control also characterizes the differences on the parenting styles, which is a third
dimension. Psychological control is the intrusion attempt control into the child’s
emotional and psychological development using parenting practices like love
withdrawal, shaming or inducing guilt (Barber, 2018). The key difference between
authoritative and authoritarian parental style is in the psychological control

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dimension. Both parents in this two parenting styles place high expectations and
demands on their children expecting them to behave well and follow parental
rules obediently. Authoritarian parents, however, demands their children to have
unquestionable obedience by accepting their values, judgments, decisions, and
goals contrary to authoritative parents who are more accommodating and open
by making use of explanations in their relationships. Therefore, although both
authoritarian and authoritative parents are high in control of behaviour,
psychological control is low in authoritative parenting, while authoritarian parents’
psychological control is high (Darling, 1999).
Academic procrastination in the Philippines represents a prevalent issue
wherein students frequently delay or defer their academic responsibilities and
tasks, resulting in adverse effects on their educational performance and
achievements (Lopez 2020) . This phenomenon is a growing concern for
educators and researchers alike, as it obstructs students from reaching their
academic potential and fulfilling their learning objectives. The causes, patterns,
and consequences of academic procrastination within the Philippine educational
landscape warrant comprehensive examination to gain insights into the scope
and nature of this challenge
Academic procrastination is a pervasive issue among students in the
Philippines, causing negative consequences for their academic performance and
subjective well-being. Researchers have found that procrastination is a common
behavior that exists in various domains of life, including academic pursuits
(Wang et al., 2021).

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According to multiple sources, between half and 90% of college and
university students in the Philippines exhibit tendencies towards academic
procrastination.
This phenomenon appears to be more prevalent among university
students, particularly in specialized fields of study. For example, studies have
shown that around 70% of university students in various specializations engage
in academic procrastination regularly. Furthermore, academic procrastination in
the Philippines can be characterized as intentionally delaying the completion of
assignments, despite being aware that such postponement may worsen their
learning problems (Aldalham, 2022).It is often practiced by students as they wait
until the last possible moment to start working on their assignments. This
behavior not only hinders their ability to learn effectively but also affects their
overall academic achievement. Moreover, academic procrastination has been
found to have negative effects on students' well-being (Kelly and Walton 2020).
Specifically, research has indicated that academic procrastination is associated
with decreased psychological wellbeing and mood among students (Kelly &
Walton, 2020).
This prevailing issue has caught the attention of researchers, leading to a
growing interest in understanding and addressing the problem of academic
procrastination in the Philippines (Kuftyak, 2022).Academic procrastination in the
Philippines is a pressing concern that affects a significant portion of college and
university students (Safari & Yousefpoor, 2022.

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The prevalence of academic procrastination among college and university
students in the Philippines is a concerning issue that has garnered the attention
of researchers. Studies have shown that more than 70% of college students in
various fields of study in the Philippines regularly engage in academic
procrastination. This phenomenon of academic procrastination is characterized
by deliberately postponing the completion of assignments, despite the knowledge
that such delay may exacerbate learning difficulties (Aldalham, 2022). The
prevalence of academic procrastination in the Philippines is a cause for concern
as it negatively impacts students' academic achievement and well-being.
Research has consistently shown that academic procrastination is associated
with lower academic outcomes.
This can have detrimental effects on students' overall academic progress
and success (Khan et al., 2019). Furthermore, academic procrastination has
been found to have a negative impact on students' psychological well-being and
mood (Kelly & Walton, 2020). Students who engage in academic procrastination
often experience increased stress levels, decreased levels of academic well-
being, and
poorer academic achievement. Addressing the problem of academic
procrastination in the Philippines requires a multi-faceted approach. Firstly,
raising awareness about the negative consequences of academic procrastination
is
essential.
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Educational institutions in the Philippines should incorporate educational
campaigns and workshops that highlight the detrimental effects of academic
procrastination on students' academic performance and well-being.
Academic procrastination is a prevalent issue within educational settings,
characterized by the consistent delay or postponement of academic tasks with
specific deadlines. This behavior, rooted in the inclination to defer
responsibilities,
can have profound consequences in the academic realm. When students
habitually procrastinate, they often experience a decline in academic
performance, heightened levels of stress and anxiety, and diminished overall
learning outcomes.
Procrastination among college students is a prevalent behavior that
involves delaying or postponing academic tasks, despite being aware of the
negative consequences it may entail (Yao et al., 2021).
According to Olpin and Hesson in 2019, procrastination can be simply
defined as the "avoidance of doing a task that needs to be accomplished .This
behavior is widespread among college students, with Steel's meta-analysis
suggesting that 80%-95% of college students engage in occasional
procrastination. Additionally, approximately 50% of college students consistently
and problematically procrastinate.
This behavior not only affects academic-specific tasks but is also
prevalent in daily life events. For example, approximately 20% of the adult
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general population report engaging in chronic procrastination for tasks such as
paying bills or planning for health-related issues.
The fear of failure has been identified as one of the primary reasons for
academic procrastination among college students, according to Schraw et al's
theoretical model (Jia et al., 2021). Academic procrastination in college students
refers to the voluntary delay behavior in completing academic tasks, despite
being aware of the potential negative consequences. Procrastination in the
college setting can have a range of negative consequences for students. Some
of the consequences of academic procrastination include decreased academic
performance, increased stress and anxiety, reduced motivation, and a negative
impact on overall well-being. Additionally, procrastination can lead to poor time
management skills, as students may struggle to allocate adequate time for
studying and completing assignments. Moreover, academic procrastination can
also result in a lack of preparedness for exams or projects, leading to rushed and
subpar work. Furthermore, academic procrastination may also have long-term
effects on a student's future success. For instance, consistently procrastinating
on assignments and studying can hinder a student's ability to develop effective
study habits and time management skills, which are crucial for achieving
academic and professional goals.
Overall, academic procrastination in college students refers to the
voluntary delay behavior in completing academic tasks despite being aware of
the potential negative consequences. This behavior is prevalent among college
students and can have numerous detrimental effects. Academic procrastination

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not only affects students' academic performance but also has implications for
their overall wellbeing (Kelly & Walton, 2020). It can lead to increased stress and
anxiety, decreased motivation, poor time management skills, and a lack of
preparedness for exams or projects. Furthermore, academic procrastination can
hinder the development of important skills such as effective study habits and time
management, which are crucial for future success. In conclusion, academic
procrastination in college students is a common phenomenon with significant
consequences. Research among college students shows that academic
procrastination is a prevalent behavior in college students, with nearly all
students admitting to procrastinating at least occasionally (Visser et al., 2017).
This behavior can have significant negative consequences for students,
including under-performance and low grades on tests and final exams. Moreover,
academic procrastination increases the risk of dropping out of college. It is
essential for students to understand the definition and consequences of
academic procrastination as they navigate their college journey. Academic
procrastination in college students refers to the tendency to delay or put off
starting, carrying out, or completing academic assignments and responsibilities
(Rahman, 2020).
The connection between parenting styles and academic procrastination is
a subject of considerable interest and research within the field of psychology and
education. Parenting styles refer to the unique approaches and strategies that
parents use to raise and nurture their children, which can significantly influence
various aspects of their development. Academic procrastination, on the other

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hand, is the tendency of students to delay or postpone their academic tasks and
responsibilities
The parenting style of individuals can have a significant impact on the academic
procrastination tendencies of their children.
Parenting styles have long been studied as potential factors influencing
various aspects of a child's development, including their academic performance.
One area of interest is the occurrence of academic procrastination, which refers
to the tendency to delay or postpone tasks related to academic responsibilities.
Several studies have attempted to explore the relationship between parenting
styles and academic procrastination (Wang, 2022).
There is a growing body of research that suggests a strong link between
parenting styles and academic procrastination. For example, Milgram et al
examined the association between college students' procrastination and
parenting style and found that autocratic mothers were found to lead to higher
levels of procrastination in their children's lives, while autocratic fathers were
found to lead to academic procrastination (Huang et al., 2022). Furthermore,
studies have shown that the way parents raise their children has a significant
correlation with the frequency of procrastination behaviors exhibited by their
children, particularly in the academic context (Wang, 2022). Researchers have
identified different parenting styles that can contribute to academic
procrastination. For instance, in a study conducted by Zakeri, Esfahani, and
Razmjoee in 2016 with a sample of 261 female and 134 male students, it was
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found that there is a positive correlation between the behavioral strictness-
supervision parenting style and academic procrastination.This suggests that
parents who enforce strict rules and closely monitor their children's activities may
inadvertently contribute to their children's tendency to procrastinate academically
(Wang, 2022).
Another study conducted by Zakeri, Esfahani, and Razmjoee found a
significant negative correlation between psychological autonomy-granting
parenting.One study conducted by Zakeri, Esfahani, and Razmjoee in 2016
examined the relationship between parenting styles and academic
procrastination among college students at Shiraz University . The study found
significant correlations between specific parenting styles and academic
procrastination. Results showed no correlation between academic procrastination
and either authoritarian or permissive parenting styles, suggesting that these
styles do not significantly contribute to the occurrence of academic
procrastination.
However, there was a positive correlation between academic
procrastination and authoritative parenting styles.This suggests that children
raised by authoritative parents are more likely to engage in academic
procrastination (Wang, 2022).
The findings of this study are consistent with previous research that has
identified a connection between authoritarian parenting and general
procrastination behaviors (Mahasneh et al., 2016).

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Academic procrastination is a common behavior among students,
characterized by consistently delaying or postponing academic tasks and
responsibilities with set deadlines. This tendency can significantly affect their
academic performance, leading to increased stress and diminished learning
outcomes. In this discussion, we will explore the concept of academic
procrastination and its consequences in the context of students' educational
experiences.
The prevalence of academic procrastination in students is a concerning
issue that has gathered attention in research studies (Kelly & Walton, 2020).
According to various studies, a significant percentage of college students report
engaging in procrastination on a regular basis. For example, one study found that
more than 70% of college students admit to procrastinating frequently.
Procrastination is the act of delaying or postponing tasks that need to be
completed, often replacing them with less important or enjoyable activities. This
behavior can have negative consequences on students' academic progress and
well-being. Procrastination in students is a persistent issue that affects their
educational outcomes and overall success. Procrastination can result in poor
academic performance, as students who procrastinate often struggle to meet
deadlines and complete tasks effectively. Furthermore, academic procrastination
can also lead to increased levels of stress and anxiety among students (Kuftyak,
2022). Previous studies have shown that academic procrastination is associated
with lower levels of psychological well-being and mood (Kelly & Walton, 2020).
Moreover, academic procrastination has been linked to a range of negative

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outcomes, including decreased satisfaction with coursework, reduced self-
esteem, and increased feelings of guilt and regret. The presence of academic
procrastination among students is a significant concern in academia. Its
prevalence has been observed in various studies, indicating that a substantial
proportion of college students engage in this behavior (Kuftyak, 2022).
Furthermore, research has shown that procrastination negatively impacts
academic achievement, as students who procrastinate tend to perform more
poorly in their studies compared to their peers who do not procrastinate (Kelly &
Walton, 2020).
In addition to academic performance, procrastination can also lead to
financial drawbacks and a lack of personal development (Kuftyak, 2022). For
example, students who delay important tasks like filing taxes or starting
retirement savings may face financial consequences in the long run.
Procrastination can also hinder personal growth and development, as students
who continuously postpone their academic responsibilities may miss out on
opportunities for learning and improvement. The prevalence of academic
procrastination among students is a pressing issue that negatively affects their
academic performance, psychological well-being, and personal development
(Kelly & Walton, 2020). The prevalence of academic procrastination among
students is a significant concern that has garnered attention from researchers
and practitioners. Numerous studies have shown that academic procrastination is
a prevalent issue among students, with some reporting that more than 70% of
college students engage in this behavior regularly. Additionally, the prevalence of

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academic procrastination continues to rise as students’ progress through college
and university. This phenomenon has sparked growing interest among
researchers who seek to understand the underlying causes and consequences of
academic procrastination (Kuftyak,
2022).
Studies have found a strong link between academic procrastination and
negative outcomes such as poor task performance, depression, social anxiety,
and self-handicapping behavior (Lukas & Berking, 2018). Moreover,
procrastination has been shown to hinder the successful application of emotion
regulation skills.
One study even found that academic procrastination was associated with
lower GPA and higher levels of stress among college students. The negative
consequences of academic procrastination for students are evident. Not only
does it lead to under-performance and low grades on tests and final exams, but it
also increases the risk of dropping out.
There are multiple theoretical perspectives that have been widely
accepted in the field of psychology regarding how parenting styles may influence
academic procrastination (Wang, 2022). One theoretical perspective suggests
that authoritative parenting style may have a positive correlation with academic
procrastination (Mahasneh et al., 2016).
This perspective is supported by research conducted by Zakeri, Esfahani,
and Razmjoee (2018) with students at Shiraz University, which found a
significant positive correlation between authoritative parenting style and

26
academic procrastination. Another theoretical perspective emphasizes the role of
strict parenting in influencing academic procrastination (Wang, 2022).
This perspective is supported by studies that have shown a significant
correlation between strict parenting and students' frequency of procrastination
behaviors. Furthermore, these studies have indicated that strict parenting styles
have a higher possibility of leading to academic procrastination.On the other
hand, there is no significant correlation between authoritarian or permissive
parenting styles and academic procrastination (Mahasneh et al., 2016).
This suggests that the parenting styles characterized by high levels of
control and strictness may have a specific influence on academic procrastination,
whereas other parenting styles may not have a significant impact.
One possible explanation for the positive correlation between authoritative
parenting style and academic procrastination is that this style strikes a balance
between control and autonomy. Parents who use an authoritative parenting style
tend to set clear expectations and boundaries for their children while also
granting them a certain level of autonomy. This autonomy-granting aspect of
authoritative parenting may lead to procrastination behaviors, as children may
feel less pressured to meet deadlines and obligations. Another possible
explanation for the positive correlation between authoritative parenting style and
academic procrastination is that children of authoritative parents may develop a
sense of selfefficacy and confidence in their abilities, which may lead to a
tendency to delay tasks and rely on their skills to complete them successfully.
27
However, it is important to note that these theoretical perspectives on the
relationship between parenting styles and academic procrastination are not
without limitations (Wang, 2022). One limitation is that the research conducted on
this topic primarily focuses on self-report measures, which may be subject to bias
and may not accurately capture the true nature of the relationship. In addition,
the majority of studies in this area have been cross-sectional in nature, meaning
that they assess parenting styles and academic procrastination at a single point
in time. Therefore, it is difficult to determine if parenting styles are causing
academic procrastination or if there are other factors at play. Overall, the widely
accepted theoretical perspectives suggest that strict parenting styles have a
higher likelihood of leading to academic procrastination.
However, additional research is needed to further understand the complex
relationship between parenting styles and academic procrastination.
One study conducted by Zakeri, Esfahani, and Razmjoee in 2016 supports
the idea that strict parenting styles may contribute to academic procrastination
Zakeri, Esfahani, and Razmjoee found that the strict parenting style,
characterized by behavioral strictness and supervision, waspositively correlated
with academic procrastination.
On the other hand, the study also found a negative correlation between
psychological autonomy-granting, which is a component of authoritative
parenting, and academic procrastination.

28
Research findings on the correlation between parenting styles and
academic procrastination offer valuable insights into the intricate dynamics of
how parenting practices influence a student's tendency to delay or postpone
academic tasks. This exploration delves into the multifaceted relationship
between the way parents nurture and guide their children and the development of
study habits, motivation, and time management skills
Numerous studies have shown a negative correlation between academic
Procrastination and academic performance. This means that as levels of
procrastination increase, academic performance tends to decrease.
Academic Procrastination has consistently been found to correlate
negatively with academic achievement. A study by Steel (2007) found that
academic Procrastination was negatively associated with overall GPA (r = -.36)
and with scores on exams (r = -.30). Furthermore, a longitudinal study by
Schouwenburg, Lay, Pychyl, and Ferrari (2004) showed that academic
Procrastination was a significant predictor of lower grades among college
students. Moreover, Tice and Burner (1993) found that academic Procrastination
was linked to lower grades, self-esteem, and well-being. Similarly, Kim and Seo
(2015) found that academic Procrastination was associated with lower GPAs and
academic achievement.
A study was also conducted by Van Eerde and Klingsieck (2018) also
found a significant negative correlation between academic Procrastination and
academic performance, with students who procrastinated more having lower

29
grades and GPAs. In addition, a study by Díaz-Morales and Ferrari (2015) found
that academic Procrastination was a significant predictor of lower grades and
academic achievement. Balkis and Duru (2016) found that academic
Procrastination negatively correlated with academic achievement, with students
who
procrastinated having lower grades, being less likely to complete assignments on
time, and being more likely to drop out of school. Rosário et al. (2015) found that
academic procrastination negatively correlated with academic achievement in
high school students, with procrastinators having lower grades and being less
likely to complete homework on time.
Furthermore, Chen et al. (2015) found that academic Procrastination
negatively correlated with academic achievement in college students, with
procrastinators having lower grades and being less likely to attend class.
Additionally, a meta-analysis by Kim et al. (2015) of 36 studies found a significant
negative correlation between academic Procrastination and academic
performance, with students who procrastinated more having lower grades,
GPAs, and levels of academic achievement. In summary, academic
Procrastination consistently has adverse effects on academic performance, as
demonstrated by the findings of various studies.
Academic Procrastination is a common issue among students, and
numerous studies have investigated its impact on academic performance.
According to Klassen, Krawchuk, and Rajani's (2013) study, academic
Procrastination can have a negative effect on academic performance, as

30
students who procrastinate are more likely to have lower grades, miss deadlines,
and fail to complete assignments. Similarly, Steel and König (2016) found that
academic Procrastination has a significant negative effect on academic
performance, as students who procrastinated had lower GPAs, lower levels of
academic achievement, and lower levels of self-esteem. Kim, Seo, and Kim
(2013) also found a negative correlation between academic Procrastination and
academic performance, with procrastinating students more likely to have lower
grades and miss deadlines. Balkis and Duru (2016) further supported these
findings, stating that academic Procrastination negatively impacts academic
performance, with procrastinating students more likely to have lower grades, be
less likely to complete assignments on time, and have a higher likelihood of
dropping out of school. Chu and Choi's (2014) study also found that academic
procrastination had a negative effect on academic performance, with students
more likely to have lower grades, miss deadlines, and fail to complete
assignments. Seo (2016) further supported these findings, stating that academic
procrastination negatively affects academic performance, with students more
likely to have lower grades and academic achievement.
Additionally, Rosário et al. (2015) found that academic procrastination
negatively affects academic performance in high school students, as students
who procrastinated were more likely to have lower grades and miss deadlines.
DíazMorales and Ferrari (2015) also found that academic procrastination
significantly impacts academic performance in college students, with students

31
who procrastinate more likely to have lower grades, academic achievement, and
a lower GPA.
Finally, Klassen et al. (2013) found that academic procrastination has a
negative impact on academic performance in elementary school students, with
procrastinating students having lower grades and lower achievement scores.
Sirois and Tosti (2012) also found that academic Procrastination negatively
affects academic performance in college students, with students who
procrastinate having lower grades, being more likely to drop out of school, and
having lower levels of academic achievement.
Numerous research studies have been conducted to explore the correlation
between parenting styles and academic procrastination.
The findings from these studies suggest that there is indeed a relationship
between the way parents interact with their children and their children's tendency
to engage in procrastinationbehaviors regarding their academic tasks (Wang,
2022).
One study conducted by Zakeri, Esfahani, and Razmjoee at Shiraz (2016)
in a university examined the relationship between parenting styles and academic
procrastination.The study included 261 female and 134 male students, and it
found that there was a significant positive correlation between the behavioral
strictnesssupervision parenting style and academic procrastination, indicating
that parents who employ strict parenting practices are more likely to have
children who exhibit higher levels of academic procrastination behaviors. Another

32
noteworthy finding from this study was the significant negative correlation
between psychological autonomy-granting and academic procrastination. This
suggests that parents who encourage their children to have autonomy and
independence in their academic pursuits are less likely to have children who
procrastinate on their academic tasks. Furthermore, the literature reveals that
research on the correlation between students' learning styles and academic
procrastination behaviors is limited (Gündüz, 2022).
Additionally, there is a scarcity of research that examines the relationship
between academic procrastination, learning styles, and parental behaviors
together. The limited existing research suggests that authoritative parenting style
may have a positive correlation with academic procrastination (Mahasneh et al.,
2016).
In summary, research findings indicate that there is a correlation between
parenting styles and academic procrastination. Studies conducted by Zakeri,
Esfahani, and Razmjoee at Shiraz University showed that a behavioral
strictnesssupervision parenting style was positively correlated with academic
procrastination, while psychological autonomy-granting parenting style was
negatively correlated with academic procrastination.
The findings from these studies suggest that parenting styles play a
significant role in influencing children's academic procrastination behaviors
(Wang, 2022). Moreover, these findings indicate that parents who

33
Further research in this area should focus on exploring the underlying
mechanisms through which parenting styles influence academic procrastination.
Additionally, research should also examine the potential interaction between
parenting styles, learning styles, and academic procrastination, as this would
provide a more comprehensive understanding of the complex relationship
between these factors. Further research in this area should also explore the
potential role of other factors, such as cultural influences or the role of parental
involvement in academic activities, in order to gain a more comprehensive
understanding of the correlation between parenting styles and academic
procrastination (Gündüz,
2022).
In conclusion, the research findings suggest a significant correlation
between parenting styles and academic procrastination. Parents who exhibit
authoritative parenting styles may be more likely to have children who engage in
academic procrastination, while parents who exhibit behavioral
strictnesssupervision parenting styles may also contribute to academic
procrastination (Wang, 2022). Furthermore, parents who adopt a psychological
autonomygranting parenting style may help to reduce academic procrastination
among their children. In conclusion, the limited research available suggests that
there is a correlation between parenting styles and academic procrastination.
Therefore, it is important for future research to further investigate this
relationship and explore potential underlying mechanisms and factors that may
34
influence this correlation. Overall, the research findings indicate that there is a
significant correlation between parenting styles and academic procrastination.
In terms of theories; Social Learning Theory is a theory proposed by Albert
Bandura that provides a well-established framework for understanding how
children learn behaviors, including procrastination, by observing and imitating the
actions and attitudes of their parents or caregivers. Bandura's theory emphasizes
the role of modeling, reinforcement, and observational learning (Lee 2023), which
are crucial components in understanding how parenting styles can influence a
child's propensity to procrastinate.
On the other hand Parenting Styles Theory proposed by Dianna
Baumrind later revised by Eleanor Macoby and John Martin offers a well-
established framework to explore how distinct parenting styles can influence a
child's development of essential self-regulation skills, time management, and
motivation(Cherry 2022).
In terms of Legal basis ; Republic Act 11908 Parent’s Effectiveness
Service (PES) .An act mandating the establishment and implementation of parent
effectiveness service program to strengthen parental involvement in their
children’s development and learning its IRR also seek to protect and promote
children's rights, foster positive early childhood development and advance their
educational progress.
In addition, Republic Act 10533 Enhanced Basic Education Act of the
Philippines states that the State shall establish, maintain and support a complete,
35
adequate, and integrated system of education relevant to the needs of the
people, the country and society-at-large.
The study was anchored on the following legal basis and theories the,
Republic Act 11908 or the Parent’s effectiveness service (PES), Republic Act
10533 or the Enhanced Basic Education Act of the Philippines,The Social
Learning Theory by Albert Bandura and The Parenting Styles Theory by Dianna
Baumrind later revised by Eleanor Macoby and John Martin. Furthermore, the
researcher believes that Parenting Styles has a significant relationship with
Academic Procrastination.
Social Learning Theory
This theory provides a well-established

framework for understanding how children learn
behaviors, including procrastination, by observing Republic Act 11908 35
and imitating the actions and attitudes of their
Parent’s Effectiveness Service (PES)
parents or caregivers. Bandura's theory
emphasizes the role of modeling, reinforcement, An act mandating the establishment and
and observational learning, which are crucial implementation of parent effectiveness service
components in understanding how parenting program to strengthen parental involvement in
styles can influence a child's propensity to their children’s development and learning its
procrastinate. IRR also seek to protect and promote children's
rights, foster positive early childhood
Albert Bandura 1977 development and advance their educational
progress.
Parenting Styles Theory
Republic Act 10533
This theory offers a well -established
framework to explore how distinct parenting styles Enhanced Basic Education Act of the Philippines
can influence a child's development of essential The State shall establish, maintain and
support a complete, adequate, and integrated
self-regulation skills, time management, and system of education relevant to the needs of
motivation the people, the country and society-at-large.
Dianna Baumrind 1960
Eleano r Macoby and John Martin 1980
PARENTING STYLES
Authoritative
Authoritarian
Permissive
Progressive
Laissez Faire
37
ACADEMIC
PROCRASTINATION
FIGURE 1. Theoretical and Conceptual Framework

THE PROBLEM
Statement of the Problem
This study seeks to investigate the correlation between parenting styles
and the level of academic procrastination.
Specifically, this study aimed to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1 sex
1.2 age
1.3 program
2. What is/are the dominant parenting styles of the respondents?
3. What is the level of Academic Procrastination among CTE students?
4. Is there a significant relationship between parenting styles and the level of
academic procrastination of the students?

38
Statement of Null Hypothesis
There is no significant relationship between parenting styles and the level of

academic procrastination of the respondents.
Significance of the Study
The study is undertaken to determine the relationship between parenting
styles and student academic procrastination. This study can provide insights into
mitigating the achievement gap among student by investigating whether
parenting styles is correlated with student academic procrastination.
Benefited from this study:
Students. The students will benefit by gaining a deeper understanding of
how their upbringing may influence their procrastination tendencies. This insight
can empower students to recognize and address potential sources of
procrastination, leading to improved time management and study habits.
Additionally, students will be better equipped to seek support and resources to
enhance their academic performance and overall well-being.
School Administrators. It will offer school administrators the opportunity
to implement early intervention strategies, provide tailored parental guidance,
develop effective programs, and create a less stressful academic environment,

39
ultimately improving academic outcomes and student well-being. These findings
enable data-driven decision-making and resource allocation for a more
supportive and successful educational experience.
Instructors. Instructors will be benefited from this study by gaining
insights into the causes of student procrastination related to parenting styles.
This understanding can lead to more effective support and tailored teaching
strategies, improving student engagement and academic performance. It also
enables collaboration with parents to create a better learning environment and
guidance for students facing procrastination challenges.
Parents. Parents will be benefited from this study by gaining a deeper
understanding of how their parenting approach may impact their child's
procrastination tendencies. This knowledge can empower parents to adapt their
parenting strategies to better support their child's time management and study
habits. Additionally, it can facilitate more open and effective communication
between parents and their children about academic challenges and goals,
ultimately fostering a more supportive and harmonious family environment
conducive to academic success.
Future Researchers. The results will serve as a guide or reference to
future researchers when conducting similar studies.

40
RESEARCH METHODOLOGY
Research Design
The study used a quantitative method utilizing a correlational research
design. This study employed a modified survey questionnaires as a gathering
data tool. Cluster random sampling was used in selecting the respondents of the
study.
Environment and Respondents
The study was conducted at Bohol Island State University (BISU) - Bilar
Campus at Zamora, Bilar, Bohol. The respondents of the study were 300
randomly selected students of six College of Teacher Education programs
enrolled at Bohol
Island State University- Bilar Campus for the Academic Year 2023-2024.
Instrument
The study employed a research instrument that was divided into two
separate sets. The first set consisted of a modified survey questionnaire, which
41
was adapted from the Parenting Questionnaire by John Mark Cosares in 2014. .
This questionnaire originally aimed to assess five parenting styles: authoritarian,
authoritative, permissive, progressive, and laissez-faire, from the perspective of
parents. However, the researchers made minor revisions to tailor it to the specific
focus of the study, which is to identify these parenting styles from the viewpoint of
students. The original questionnaire comprised 40 items meant for parental
responses, but the research group revised it to align with the aim of
understanding students' perspectives on parenting styles. These modifications
included the incorporation of a Likert scale, which ranged from "Never" to
"Always," to assess the frequency of certain behaviors or attitudes. In our
endeavour to understand and measure the level of academic procrastination, we
have adopted a methodology inspired by the study conducted by Lomod et al. in
2022. Much like our inquiry, they have implemented a comprehensive approach
to assess the levels of academic procrastination within their study participants.
The assessment categorizes procrastination levels on a spectrum ranging from
very low to very high, allowing us to draw meaningful comparisons and insights
into this pervasive academic behavior
The second part of the questionnaire was derived from the Academic
Procrastination Scale (APS) developed by McCloskey in 2011. The APS is
designed to assess procrastination in the context of academic tasks such as term
papers, exams, and projects, within the academic setting. The original APS
contained 25 items, but our research group decided to expand it by adding 15
items to better capture the various reasons why students may engage in
procrastination. Like the first questionnaire, this one also featured a Likert scale
42
format, allowing respondents to indicate the frequency of their experiences,
ranging from "Never" to "Always."
Both sets of our questionnaires underwent pilot testing and successfully
passed reliability assessments, ensuring the validity and consistency of the data
collected for our research.
Descriptive Interpretation Range
never 1.00-1.79
seldom 1.80-2.59
sometimes 2.60-3.40
Often 3.41-4.20
always 4.21-5.00
43
Data Gathering Procedures
The researchers asked permission from the Dean of the College of
Teacher Education, Campus Director of Bohol Island State University Bilar
Campus, to allow the researchers to conduct the study inside the campus. The
same procedure was done to the rightful owners of the survey questionnaires to
use their survey questionnaires as our modified instruments for the study.
The survey was conducted and validated at Bohol Island State University,
Bilar Campus. After giving enough time for the respondents to answer the
questionnaire, the researchers collected and tallied the data and asked a
statistician to help determine the appropriate statistical tools to interpret the data.
The researchers will draw conclusions and recommendations for the study based
on the data.
Statistical Treatment of Data
I. P = 𝑓x 100%
𝑛
Where: P = percentage
f = frequency n = total number
of respondents
44
The result of the computed weighted mean will be interpreted using the following
scale:
Descriptive Interpretation Range
never 1.00-1.79
seldom 1.80-2.59
sometimes 2.60-3.40
Often 3.41-4.20
always 4.21-5.00
Weighted Mean Score was applied to determine the Parenting Styles of
the respondents. The same procedure was be used in determining the level of
Academic Procrastination of the respondents the weighted mean score will be
computed using the formula:
WMs=
𝑛
Where:
W.M.s = Weighted Mean Score
∑ = Summation
F = Frequency
X = weighted assigned to each scale
N = Total number of respondents

45
The data was analysed and interpreted using the Pearson Correlation
coefficient to determine the significant relationship Parenting Styles and
Academic Procrastination. Pearson Correlation Coefficient is the test statistics
that measures the statistical relationship, or association, between two continuous
variables.
Where:
r = Pearson Coefficient
Σ = Summation
X= represents the values of one variable
Y=represents the values of the other variable N
=represents the number of data points
DEFINITION OF TERMS
Parenting Styles. A constellation of parents' attitudes and behaviors toward
children and an emotional climate in which the parents' behaviors are expressed
46
Authoritative. A parenting style characterized by high levels of responsiveness
and demandingness. Parents are warm, supportive, and set clear expectations
and boundaries for their children.
Authoritarian. A parenting style characterized by high levels of demandingness
and low levels of responsiveness. Parents set strict rules and boundaries but
may lack warmth and emotional support.
Permissive. A parenting style characterized by high levels of responsiveness
and low levels of demandingness. Parents are lenient and indulgent, allowing
their children a high degree of freedom.
Progressive. A parenting approach that is open to new ideas, flexibility, and
adaptability.
Laissez-Faire. A parenting style characterized by low levels of both
responsiveness and demandingness. Parents in this style are hands-off and
provide little guidance or structure for their children.
Academic Procrastination. Refers to the act of intentionally delaying or
postponing academic tasks, assignments, or responsibilities, which leads to a
negative impact on academic performance. This can include activities such as
avoiding studying, putting off homework, or delaying the completion of academic
projects.
47
Chapter 2
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the findings of the research, its analysis and
interpretation of the gathered data on the parenting styles and the level of
academic procrastination of the respondents. This presents and includes the
dominant parenting styles of the respondents, the level of academic

48
procrastination of the respondents, and the relationship between parenting
styles and the level of academic procrastination of the respondents enrolled in
College of Teacher Education across six programs at Bohol Island State
University Bilar campus, Zamora, Bilar, Bohol for the Academic Year 2023-
2024 - 1st Semester.
Table 1 shows the demographic profile of the respondents in terms of their
corresponding sex.
TABLE 1
Demographic Profile of the Respondents in terms of Sex
N= 300
SEX f %
Female Male 214 71.3
86 28.7
Total 300 100.0
corresponding ages.
TABLE 2
Demographic Profile of the Respondents in terms of Age
N= 300
AGE F %
49
20 and below 164 54.7

21-22 118 39.3
23-24 18 6
Total 300 100.0
corresponding programs.
TABLE 3
Demographic Profile of the Respondents in terms of Programs
N= 300
PROGRAM f %
AFA 50 16.7
HE 50 16.7
BEED 50 16.7
BSED ENGLISH 50 16.7
BSED MATHEMATICS 50 16.7
BSED FILIPINO 50 16.7
Total 300 100.0
Table 4 shows the dominant parenting style of the College of Teacher
Education students. Based on the result it was found out that the dominant
parenting style of the respondents was Authoritative parenting style which
obtained the highest composite mean of 3.20 amongst all five categorized
parenting styles on this study.
This confirms to a study by Joseph Mfum Appiah 2022 were he found out that
Authoritative parenting style was the dominant parenting style in Western North
Region of Ghana which mirrors a similar finding in our study. Authoritative

50
parenting style is characterized by high levels of responsiveness and
demandingness. Parents are warm, supportive, and set clear expectations and
boundaries for their children.
On the other hand, the findings also concluded that the least dominant
parenting style was Progressive Parenting style which obtained a composite
mean of 2.53 which ranks fifth amongst the five categorized parenting styles of
this study. Parents with this parenting style wants their children to live a life that
reflects what they value, even if that means letting their children decide on their
own values.
50
TABLE 4
Dominant Parenting Style of the Respondents
N= 300
AVERAGE WM RESPONSE
CATEGORY
Authoritarian Parenting Style
My parents often make rules without explaining the reasons behind them. 2.37 Seldom
Punishments in my household are often harsh and without negotiation. 1.86 Seldom
I feel uncomfortable sharing my opinions or ideas with my parents. 2.65 Sometimes
My parents prioritize obedience and discipline over understanding my 3.18 Often
perspective.
I rarely have a say in decisions that affect me; my parents make most decisions 2.62 Sometimes
for me.
My parents value conformity and expect me to follow their directions without 2.9 Sometimes
question.
I am afraid of making mistakes because of how my parents might react. 3.27 Sometimes
My parents have strict expectations of my behaviour and grades. 2.80 Sometimes
COMPOSITE MEAN: 2.71
Laissez Faire Parenting Style

My parents allow me to make my own decisions without much interference 2.77 Sometimes
My parents rarely set rules or expectations for me. 2.72 Sometimes

My parents rarely enforce consequences for my actions or behaviour 2.64 Sometimes
My parents allow me to choose my own activities and hobbies without much 2.6 Sometimes
guidance
My parents rarely check in on my schoolwork or academic progress 2.56 Seldom
My parents rarely provide guidance or advice on important life decisions 2.4 Seldom
My parents often let me handle my own problems and challenges without 2.38 Seldom
intervening
2.27 Seldom
My parents generally trust me to make responsible choices on my own
Permissive Parenting Style

52
My parents rarely set firm rules or boundaries for me. 3.19 Sometimes
I often make my own decisions without much input or guidance from my 2.77 Sometimes
parents.
My parents are lenient when it comes to discipline and punishment. 3.07 Sometimes
I have a lot of freedom and independence in my daily activities. 3.32 Sometimes
My parents prioritize being friends with me rather than being authoritative 3.19 Sometimes
figures
My parents rarely monitor or supervise my activities. 2.97 Sometimes
I am allowed to stay up late or watch whatever I want on TV. 2.85 Sometimes
Open communication with my parents is relaxed; we don't have many serious 3.28 Sometimes
discussions.
Progressive Parenting Style

My parent(s) encourage open communication with me and actively listen to my 2.70 Sometimes
thoughts and feelings.
My parent(s) respect and support my individuality and allow me to express my 2.58 Seldom
unique interests and preferences.
My parent(s) prioritize teaching me empathy and respect for others, regardless 2.46 Seldom
of differences in race, gender, or background.
My parent(s) provide opportunities for me to make choices and decisions, 2.47 Seldom
fostering my independence.
My parent(s) believe in a balanced approach to discipline, using positive 2.47 Seldom
reinforcement and constructive consequences rather than punishment.
My parent(s) are actively involved in my education and support my learning 2.40 Seldom
beyond the classroom.
My parent(s) promote a healthy work-life balance for our family, valuing quality 2.51 Seldom
time together.
My parent(s) support my emotional well-being and provide a safe space for me 2.63 Sometimes
to express my emotions.
Authoritative Parenting Style

3.15 Sometimes
My parents encourage open communication and discussions about rules and
decisions
I feel comfortable sharing my thoughts and opinions with my parents. 3.10 Sometimes
My parents provide reasons and explanations for the rules they set. 3.12 Sometimes
While my parents have expectations, they are also willing to listen to my point of 3.19 Sometimes
view.
I am given some autonomy and freedom to make decisions within certain 2.96 Sometimes
boundaries.
My parents are supportive and understanding when I make mistakes, helping 3.33 Sometimes
53
me learn from them.

My parents balance warmth and support with expectations for my 3.19 Sometimes
responsibilities.
My parents provide guidance and set limits, but they also encourage me to think 3.57 Sometimes
for myself.
Table 5 presents the level academic procrastination of College of Teacher
Education students. The findings of the study revealed that the level of
Academic Procrastination of the respondents is moderate with the composite
mean of 2.78 this mirrors to a study conducted by VincentMing- Wei Woo and
Kee Jiar Yeo from Korea in 2019 that suggests that authoritative parenting
styles is one of the contirbuting factors in moderate level procrastination . It also
revealed that among the 35 items “I have a habit of checking my phone or
social media when I should be studying “gained the highest weighted mean of
3.17 with a declarative interpretation of Moderate. This finding indicated that
most of the students indulge themselves into habitually browsing their phone
and social media when they are supposed to study. This findings agree to a
research conducted by Stop Procrastinating, an app that disconnects users
from the internet in attempts to boost productivity, found that social media and
other internet time-wasters, to be the leading culprits behind millennial
procrastination trends. The survey, analyzing the study habits of 1500 US
undergraduate students, consistently found students identifying relatively new
technological luxuries as the cause of their procrastination of those polled, 74
percent identified that the degree to which internet distractions fueled their
procrastination was significant and worrying. Another 64 percent of those polled

54
admitted to having lost their train of thought after responding to a social media
alert while studying.
On the other hand it revealed that “When given an assignment, I usually put it
away and forget about it until it is almost due” gained the result of the weighted
mean 2.34 with a declarative interpretation of Seldom. This finding indicates
that the respondents are responsible on their assigned academic assignments.
TABLE 5
Level of Academic Procrastination
N=300
Response
Items WM Category Level
I don’t usually allocate time to review and proofread my 2.58 Seldom Low
work
I put off projects until the last minute 2.64 Sometimes Moderate
I have found myself waiting until the day before to start a 2.75 Sometimes Moderate
big project
I know I should work on school work, but I just don’t do it 2.44 Seldom Low
When working on school work, I usually get distracted by 2.97 Sometimes Moderate
other things
I waste a lot of time on unimportant things 2.83 Sometimes Moderate
I get distracted by other, more fun, things when I am 2.93 Sometimes Moderate
supposed to work on school work
I can’t concentrate on school work and often get 2.82 Sometimes Moderate
distracted
I can’t focus on school work or projects for more than an 2.74 Sometimes Moderate
hour until I get distracted
My attention span for school work is very short 2.67 Sometimes Moderate
Tests are meant to be studied for just the night before 2.87 Sometimes Moderate
I don't feel prepared well in advance for most tests 2.83 Sometimes Moderate
I don't allocate time, so I end up having to 'cram' at the 2.74 Sometimes Moderate
end of the semester
55
“Cramming” and last minute studying is the best way 2.76 Sometimes Moderate
that I study for a big test
I only study the night before exams 3.05 Sometimes Moderate
If an assignment is due at midnight, I will work on it until 2.63 Seldom Low
11:59
When given an assignment, I usually put it away and 2.34 Seldom Low
forget about it until it is almost due
Friends usually distract me from schoolwork 2.55 Seldom Low
I find myself talking to friends or family instead of 2.57 Seldom Low
working on school work
On the weekends, I make plans to do homework and 2.73 Sometimes Moderate

projects, but I get distracted and hang out with friends
I tend to put off things for the next day 2.68 Sometimes Moderate
I don’t spend much time studying school material until the 2.54 Seldom Low
end of the semester
I frequently find myself putting important deadlines off 2.67 Sometimes Moderate
If I don’t understand something, I’ll usually wait until the 2.54 Seldom Low
night before a test to figure it out
I often engage in activities that are not productive 2.70 Sometimes Moderate
instead of studying
I have a tendency to procrastinate even when I have 2.75 Sometimes Moderate

ample time to complete a task.
I find it challenging to concentrate on my studies for 2.93 Sometimes Moderate
extended periods of time.
I have a habit of waiting for the "perfect" moment to start 2.90 Sometimes Moderate
working on assignments
I tend to underestimate the time required to complete 3.00 Sometimes Moderate
assignments or projects
I frequently experience a rush of motivation to complete 3.05 Sometimes Moderate
tasks just before the deadline
I have a habit of checking my phone or social media 3.17 Sometimes Moderate

when I should be studying
I struggle with self-discipline when it comes to academic 3.07 Sometimes Moderate

work
I find it hard to maintain motivation for long-term 2.95 Sometimes Moderate
academic goals
I believe that I work better under pressure, so I leave 3.12 Sometimes Moderate
things until the last minute
56
COMPOSITE MEAN 2.78 Sometimes Moderate
Legend:
Range Response Category Descriptive Interpretation
1.00 - 1.80 Never Very Low
1.81 - 2.60 Seldom Low
2.61 - 3.40 Sometimes Moderate
3.41 - 4.20 Often High
4.21 - 5.00 Always Very High
Table 6 illustrates the result of the relationship between parenting styles and
the level of academic procrastination of College of Teacher Education in
Academic Year 2023-2024 - 1st semester. Thus, null hypothesis was rejected. It
means that the parenting styles has a significant relationship between
academic
procrastination.
TABLE 6
The Relationship between Parenting Styles and Academic Procrastination
N= 300
Source of Pearson P - value Interpretation Description

Relationship (r) Value
Correlation between 0.133 0.021 Significant Reject H
the variables Parenting
Styles and Academic
Procrastination
57
CHAPTER 3
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMENDATIONS
This chapter deals with the presentation, analysis and interpretation of the
gathered data on the correlation between parenting styles and academic
procrastination of the CTE students of BISU-Bilar across six programs in the
school year 2023-2024 1st semester.
1. Demographic profile of the respondents in terms of sex. It was
revealed that majority of the respondents are female. The number of
female respondents are 214 ( 71.3%) while the number of male
respondents are 86 ( 28.7%).
2. Demographic profile of the respondents in terms of age. It was
revealed that majority of the respondents are in the age bracket of 20
and below consisting of 164 (54.75%) respondents followed by the age
bracket between 21-22 which consisted of 118 (39.3%) respondents

58
and lastly the age bracket between 23-24 consisting of 18 (6%)
respondents.
3. Demographic profile of the respondents in terms of program. It
was revealed that the number of respondents across six programs are
equal with 50 (16.7%) respondents each program.
4. Dominant parenting style of the respondents. It was revelead that
the dominant Parenting style of the respondents is Authoritative
Parenting Style with a composite mean of 3.20.
5. Level of academic procrastination of the respondents. The College
of Teacher Education have the level of academic procrastination
interpreted as moderate with a composite mean of 2.78.
6. The relationship between parenting styles and academic
procrastination. The tabulated data of the College of Teacher
Education enrolled at Bohol Island State University- Bilar Campus in
the academic year 2023-2024 1st semester showed that the variables
parenting styles and academic procrastination had a significant
relationship, Thus the null hypothesis was rejected.
Conclusion
Based on the findings of the study, the researchers had drawn the conclusion:
The researchers concluded that there is a significant relationship between
Parenting styles and academic procrastination. The College of Teacher Education
Academic Year 2023-2024 – 1st semester have a dominant parenting style of
authoritative parenting style and a moderate level of academic procrastination. It

59
implies that certain parenting styles can moderately lead issues on academic
procrastination. Thus, the null hypothesis was rejected.
Recommendations
1. To address academic procrastination, parents can establish open
communication with their child to identify the root causes. Encourage goal-setting,
teach time management skills, and promote intrinsic motivation by linking
education to their interests and future goals. Provide positive reinforcement for
achievements, foster a growth mindset, and model effective time management
habits.
2. To address academic procrastination linked to certain parenting styles,
administrators can organize workshops and informational sessions for
parents, providing insights into effective parenting strategies that support
academic success
3. The Campus Director can organize parenting seminars and collaborate with
educational psychologists to provide counseling services for affected
students. Establish effective communication channels with parents,
implement family engagement programs, and create a resource center for
parental guidance.
5. To address the impact of certain parenting styles on academic procrastination,
the Commission on Higher Education (CHED) can implement targeted initiatives.

60
This includes developing parenting education programs and integrating relevant
content into education-related curricula.
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Chiu, H., & Vargo, E J. (2022, July 4). Bullying and other risk factors related to
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Das, R. (2016, October 25). Relationship Between Perceived Parenting Style and
Emotional Regulation Ability Among Indian Young Adults.
Gautam, A., Polizzi, C P., & Mattson, R E. (2019, November 7). Mindfulness,
procrastination, and anxiety: Assessing their interrelationships.
Gündüz, G F. (2022, October 30). The Relationship Between Academic
Procrastination Behaviors Of Secondary School Students, Learning Styles
And Parenting Behaviors.
Hock, R S., Mendelson, T., Surkan, P J., Bass, J., Bradshaw, C P., & Hindin, M J.
(2018, March 1). Parenting styles and emerging adult depressive
symptoms in Cebu, the Philippines.
Huang, H., Ding, Y., Liang, Y., Zhang, Y., Peng, Q., Wan, X., & Chen, C. (2022,
December 10). The mediating effects of coping style and resilience on the
relationship between parenting style and academic procrastination among
Chinese undergraduate nursing students: a cross-sectional study.
Jia, J., Wang, L., Xu, J., Lin, X., Zhang, B., & Jiang, Q. (2021, September 17).
SelfHandicapping in Chinese Medical Students During the COVID-19
Pandemic: The Role of Academic Anxiety, Procrastination and Hardiness.
Kapetanovic, S., Rothenberg, W A., Lansford, J E., Bornstein, M H., Chang, L.,
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Oburu, P., Pastorelli, C., Skinner, A T., Sorbring, E., Steinberg, L.,
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S., Tirado, L M U., Yotanyamaneewong, S., Alampay, L P., . . . Bacchini,

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(2020, March 12). Cross-Cultural Examination of Links between Parent–
Adolescent Communication and Adolescent Psychological Problems in 12
Cultural Groups.
Khan, S., Shah, S N., & Elahi, H. (2019, March 30). Effect of Rumination and
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Kelly, S M., & Walton, H R. (2020, May 27). “I’ll work out tomorrow”: The
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Kandemir, M. (2014, September 1). A model explaining academic procrastination
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64
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SELF-ESTEEM OF EARLY ADOLESCENTS: A MULTIRACIAL SAMPLE
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66
APPENDICES
APPENDICES A-1 Transmittal Letter
DR. MARIETTA C. MACALOLOT

Campus Director
Bohol Island State University – Bilar
Dear Ma’am:
Good day!
67
We, the Bachelor of Elementary Education—IV students of Bohol Island State University Bilar
Campus, is currently undertaking a research study entitled, “Parenting Styles and Academic
Procrastination” as a partial requirements of our subject Research 2.
The study aims to determine the impact of various parenting styles in the prevalence of academic
procrastination and the effect of it in the student’s academic performance.
With this, we humbly ask permission in your good office to allow us to conduct our study through
distributing the questionnaires personally to the CTE students.May this request merit your
approval. Thank you very much and God bless!
Very truly yours,
CALIGUID JONELYN
DALO RODEL
MADRIO MAE
SAGA DOYLIN
QUIMPAN RHEU
Student Researchers
Noted:
DIANNE BALONGA
Thesis adviser
Recommending Approval:
ADORACION P. QUITORAS, PhD. MA. QUIMAR Q. GAHIT,
PhD.
Chairperson, DGED Dean, CTE
APPROVED:
MARIETTA C. MACALOLOT, PhD.
Campus Director, BISU – Bilar
APPENDIX A-2
DR. NOEL T. LOMOSBOG

Dean, CANR
Bohol Island State University – Bilar
Dear Sir:
Good day!
The undersigned is currently conducting a thesis entitled “THE IMPACT OF PARENTING

STYLES ON ACADEMIC PROCRASTINATION AND STUDENT ACADEMIC PERFORMANCE”
as a partial requirement of our subject Research 2.
68
With this, we humbly ask your approval to conduct a pilot test of our questionnaires
in the College of Agriculture and Natural Resources Department. Rest assured that their
answers and identities will be kept confidential.
Thank you very much and God bless!
Very truly yours, RODEL

R. DALO
JONELYN O. CALIGUID
MAE S. MADRIO
DOYLIN N. SAGA
RHEU S. QUIMPAN
Researcher Noted:
ALMA VILMA S. PAELMAO, MATSS
Thesis Adviser
Recommending Approval:
ADORACION P. QUITORAS, EdD MA. QUIMAR Q. GAHIT, EdD

Chairperson, DGED Dean, CTE
Approved:
NOEL T. LOMOSBOG, PhD Dean,
CANR
APPENDIX B-1A Instrument
Name: Course:
Age: Year level:
Gender:
College Department:
Direction: As you engage with the questions and prompts in this activity, I encourage you to answer each
item honestly and to the best of your ability.
The purpose of this survey is to understand how different parenting styles play a role in the degree of
academic procrastination tendencies of students. Please answer the following questions honestly. Your
responses will remain confidential.
69
For each statement in this questionnaire, please indicate your response by placing a check mark (✓) on
the Likert scale that corresponds to your level of agreement or disagreement with the statement. Use
the following scale: (✓) Never
(✓) Seldom
(✓) Sometimes
(✓)Often
(✓) Always
Make sure to carefully consider your feelings and experiences when responding to each statement. There
are no right or wrong answers, and your honest feedback is essential to our research. Thank you for your
participation!
Definition:
Never- it implies that the action is infrequent.
Seldom- it implies that the frequency of the occurrence is less than what is considered normal or expected.
Sometimes- it implies that the action occurs on occasion, but not frequently enough to be considered a
regular occurrence.
Often- it implies that the action happens with a certain degree of regularity, such that it is a common or
expected occurrence.
Always- it implies that the action occurs with complete consistency and regularity, such that it is a constant
occurrence.
Never 1 Seldom Sometimes Often Always
2 3 4 5
My parents often make rules without

explaining the reasons behind them.
Punishments in my household are often

harsh and without negotiation.
I feel uncomfortable sharing my opinions or
ideas with my parents.
My parents prioritize obedience and
discipline over understanding my
perspective.
I rarely have a say in decisions that affect
70
me; my parents make most decisions for

me.
My parents value conformity and expect me
to follow their directions without question.
I am afraid of making mistakes because of
how my parents might react.
My parents have strict expectations of my
behaviour and grades.
My parents allow me to make my own
decisions without much interference
My parents rarely set rules or expectations
for me.
My parents rarely enforce consequences for
my actions or behaviour
My parents allow me to choose my own
activities and hobbies without much
guidance
My parents rarely check in on my
schoolwork or academic progress
My parents rarely provide guidance or
advice on important life decisions
My parents often let me handle my own
problems and challenges without
intervening
My parents generally trust me to make
responsible choices on my own
My parents rarely set firm rules or
boundaries for me.
I often make my own decisions without

much input or guidance from my parents.
My parents are lenient when it comes to
discipline and punishment.
I have a lot of freedom and independence in
my daily activities.
My parents prioritize being friends with me

rather than being authoritative figures
My parents rarely monitor or supervise my
activities.
I am allowed to stay up late or watch
whatever I want on TV.
Open communication with my parents is
relaxed; we don’t have many serious
71
discussions.
My parent(s) encourage open
communication with me and actively listen
to my thoughts and feelings.
My parent(s) respect and support my
individuality and allow me to express my
unique interests and preferences.
My parent(s) prioritize teaching me empathy
and respect for others, regardless of
differences in race, gender, or background.
My parent(s) provide opportunities for me
to make choices and decisions, fostering my
independence.
My parent(s) believe in a balanced approach
to discipline, using positive reinforcement
and constructive consequences rather than
punishment.
My parent(s) are actively involved in my
education and support my learning beyond
the classroom.
My parent(s) promote a healthy work-life
balance for our family, valuing quality time
together.
My parent(s) support my emotional
wellbeing and provide a safe space for
me to express my emotions.
My parents encourage open communication
and discussions about rules and decisions.
I feel comfortable sharing my thoughts and
opinions with my parents.
My parents provide reasons and
explanations for the rules they set.
While my parents have expectations, they
are also willing to listen to my point of view.
I am given some autonomy and freedom to
make decisions within certain boundaries.
My parents are supportive and
understanding when I make mistakes,
helping me learn from them.
My parents balance warmth and support
with expectations for my responsibilities.
My parents provide guidance and set limits,
but they also encourage me to think for
myself.
72
Thank you for participating in this survey. Your responses will contribute to our understanding of parenting
styles and their effects on individuals.
APPENDIX B-2
Name: Course:
Age: Year level:
Gender:
Direction: As you engage with the questions and prompts in this activity, I encourage you to answer each
item honestly and to the best of your ability.
Please keep in mind that this activity is designed to help you reflect on your own experiences and
perspectives, and to explore new ideas and ways of thinking. By being open and honest in your responses,
you can gain valuable insights into yourself and your own learning process.
Instruction:
For each statement in this questionnaire, please indicate your response by placing a check mark (✓) on
the Likert scale that corresponds to your level of agreement or disagreement with the statement. Use
the following scale: (✓) Never
(✓) Seldom
(✓) Sometimes
(✓)Often
(✓) Always
Make sure to carefully consider your feelings and experiences when responding to each statement. There
are no right or wrong answers, and your honest feedback is essential to our research. Thank you for your
participation!
Definition:
Never- it implies that the action is infrequent

73
Seldom- it implies that the frequency of the occurrence is less than what is considered normal or expected.
Sometimes- it implies that the action occurs on occasion, but not frequently enough to be considered a
regular occurrence.
Often- it implies that the action happens with a certain degree of regularity, such that it is a common or
expected occurrence.Always- it implies that the action occurs with complete consistency and regularity,
such that it is a constant occurrence
Items
Never Seldom Sometimes Often Always
I don’t usually allocate time to review and

proofread my work
I put off projects until the last minute
I have found myself waiting until the day before
to start a big project
I know I should work on school work, but I just
don’t do it
When working on school work, I usually get
distracted by other things
I waste a lot of time on unimportant things
I get distracted by other, more fun, things when
I am supposed to work on school work
I can’t concentrate on school work and often
get distracted
I can’t focus on school work or projects for
more than an hour until I get distracted
My attention span for school work is very short
Tests are meant to be studied for just the night
before
I don't feel prepared well in advance for most
tests
I don't allocate time, so I end up having to
'cram' at the end of the semester
“Cramming” and last minute studying is the best
way that I study for a big test
I only study the night before exams
If an assignment is due at midnight, I will work
on it until 11:59
When given an assignment, I usually put it away
and forget about it until it is almost due
Friends usually distract me from schoolwork
I find myself talking to friends or family instead
74
of working on school work

On the weekends, I make plans to do homework
and projects, but I get distracted and hang out
with friends
I tend to put off things for the next day
I don’t spend much time studying school
material until the end of the semester
I frequently find myself putting important
deadlines off
If I don’t understand something, I’ll usually wait
until the night before a test to figure it out
I often engage in activities that are not

productive instead of studying
I have a tendency to procrastinate even when I

have ample time to complete a task.
I find it challenging to concentrate on my

studies for extended periods of time.
I have a habit of waiting for the "perfect"

moment to start working on assignments
I tend to underestimate the time required to

complete assignments or projects
I frequently experience a rush of motivation to

complete tasks just before the deadline
I have a habit of checking my phone or social

media when I should be studying
I struggle with self-discipline when it comes to

academic work
I find it hard to maintain motivation for

longterm academic goals
75
I believe that I work better under pressure, so I

leave things until the last minute
Reference: The Academic Procrastination Scale (APS; McCloskey, 2011) assesses procrastination
specifically on academic tasks (e.g., term papers, exams, and projects) in the academic setting.
APPENDIX C-1 PERMISSION LETTER

September 20, 2023
JUSTIN D. MCCLOSKEY
THE UNIVERSITY OF TEXAS, ARLINGTON
Dear Sir:
I hope this email finds you well. My name is Rodel R.Dalo, and I am writing to you
on behalf of my research team from Bohol Island State University. We are fourth-year
Bachelor in Elementary Education students currently working on a research study
entitled Parenting Styles and Academic Procrastination, and we are requesting the
privilege of using your survey questionnaire as an integral part of our research project.
First and foremost, I would like to express our deep appreciation for your valuable
contribution to the field of education through the creation of your survey questionnaire.
The original 25 items will be used in our research questionnaire, and it would be
instrumental in helping us gather data and insights for our study.
The clarity and structure of the questions provided in your questionnaire will
enable us to streamline our data collection process effectively. Your work will
undoubtedly be a great asset to the success of our study.
During our analysis, we have made a major revision to the Likert scaling and data
interpretation techniques used in your questionnaire to better align with the specific
objectives of our research. This customization has allowed us to derive more nuanced
insights from the responses we have gathered. We believe that this adjustment has
significantly enhanced the quality of our study.We wanted to reach out to you not only to
express our gratitude but also to seek your expertise and input. As an esteemed author
in the field, your feedback would be invaluable to us. We would be delighted if you could
spare some time to review our modifications and provide any suggestions or insights you
76
may have. Your guidance will contribute to the refinement of our research and the overall
success of our study.Once again, we extend our heartfelt thanks for your significant
contribution to our research. Your questionnaire will be a cornerstone of our study, and
we are truly grateful for your work.
Warm greetings,
CALIGUID JONELYN
DALO RODEL
MADRIO MAE
SAGA DOYLIN
CURRICULUMN VITAE
PERSONAL DATA
Name : JONELYN O. CALIGUID
Address : CAMBUAC SUR, SIKATUNA, BOHOL
Place of Birth : BUNAWAN,AGUSAN DEL SUR
Date of Birth : June 14,2002
Citizenship : Filipino
Civil Status : Single
Parents : RENEIRIO CALIGUID
: MARISSA CALIGUID-DECEASED
EDUCATIONAL BACKGROUND
Elementary : Kang-iras Elementary School
: CAMBUAC SUR, ELEMENTARY SCHOOL
: 2013-2014
Secondary :
: SIKATUNA NATIONAL HIGH SCHOOL
: 2020-2021
Tertiary : Bohol Island State University- Bilar Campus
: Bachelor of Elementary Education
77
: 2022-2023
HONORS AND AWARDS
Elementary : Best In Spelling
AFFILIATIONS
Future Educators (FE) Member
General Educators Organization (GEO) Member
RODEL R. DALO
: Tambo-an, Carmen,
Bohol
: Carmen, Bohol
Date of Birth :: June 05 2003
Citizenship Filipino
Parents : Rubby R. Dalo
: Roberto A. Dalo
Elementary : Tambo-an Elementary School
: Tambo-an, Carmen, Bohol
: 2012-2013
Secondary : Saint Anthony’s Academy Incorporated
: Poblacion Norte, Carmen, Bohol
: 2019-2020
Tertiary : Bohol Island State University- Bilar
: Zamora, Bilar, Bohol

: 2023-2024
HONORS AND AWARDS
Elementary : With Honor
: Athlete of the Year
78
AFFILIATIONS
MAE S. MADRIO
: Tawid- Bitaog, Dimiao,
Bohol
: Dimiao, Bohol
Date of Birth : January 23 1999
Parents : Teresita S. Madrio
: Anecito L. Madrio
Elementary : Tangohay Elementary School
: Tangohay, Dimiao, Bohol
: 2011-2012
Secondary : Dimiao National Highschool
: Puangyuta, Dimiao, Bohol
: 2018-2019

: 2023-2024
HONORS AND AWARDS
AFFILIATIONS
79
RHEU S. QUIMPAN
: Cansumbol, Bilar, Bohol
: Cansumbol, Bilar,
Date of Birth : October 9, 2000
Parents : Rowel B. Quimpan S
: Rosenda AQuimpan
Elementary : Cabacnitan Elementary School
: Cabacnitan, Bilar, Bohol
: 2012-2013
Secondary : Ipilan National High School
: Ipilan, Brooke’s Point, Palawan
: 2018-2019

: 2023-2024
HONORS AND AWARDS
High School : With Honor
AFFILIATIONS
DOYLIN N. SAGA
: Montevideo, Carmen, Bohol :
Carmen, Bohol
Date of Birth : April 27 2002
Civil Status : Married
80
Parents : Helen Saga

: Felix Saga Jr.
Elementary : Montehermoso Elementary School
: Montehermoso, Carmen, Bohol
: 2012-2013
Secondary : Francisco L. Adlaon Highschool
: Nueva Vida Este, Carmen, Bohol
: 2019-2020

: 2023-2024
HONORS AND AWARDS
AFFILIATIONS
81

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1

THE PROBLEM AND ITS SCOPE

In the swiftly evolving landscape of today's world, emphasizing well-

founded research becomes crucial. The exploration of the correlation between

parenting styles and academic procrastination is a compelling venture, shedding

light on factors contributing to this widespread student issue. As Earl Nightingale

aptly stated, "The opposite of courage in our society is not cowardice... it is

conformity," urging us to challenge norms for fresh insights.

In the realm of parenting and education, a gripping narrative unfolds,

weaving together the intricate threads of parenting styles and academic

procrastination. Picture this: a mosaic of strategies, behaviors, and attitudes

Meanwhile, on the academic front, a subtle but pervasive challenge emerges—

students engaging in the art of delaying responsibilities, be it studying or

completing assignments. As the plot thickens, our story takes us to the

Philippines, where Chiu and Vargo embarked on a compelling journey. Their

haunting spectre of academic procrastination (Chiu and Vargo 2022). A parallel

Philippine narrative, unearthing universal insights into the gripping tale of

academic procrastination (Agoya 2018).

challenge of the achievement gap in education. Imagine a world where students,

irrespective of their backgrounds, grapple with consistent disparities. The

styles emerge as pivotal characters in the complex tapestry of education,

beckoning scholarly scrutiny.

on this captivating journey.

REVIEW OF RELATED LITERATURE

According to Diana Baumrind's Parenting Styles Theory, which classifies

parental approaches based on dimensions like warmth, responsiveness,

discipline, and control, is a foundational framework in the field of child

psychology. This theory identifies four primary parenting styles: authoritative,

a study correlating parenting styles with academic procrastination. Furthermore,

influence procrastination tendencies in adulthood, categorizing participants into

these parenting style groups to examine their associations with academic

procrastination Diana Baumrind's parenting styles theory thus provides a

valuable framework to understand the enduring effects of parenting approaches,

especially academic procrastination, aiding in the development of strategies for a

more productive academic environment.

Additionally, Social Learning Theory by Albert Bandura is a foundational

framework in the field of psychology, emphasizing the role of observational

theory highlights the importance of cognitive processes, such as attention,

retention, reproduction, and motivation, in the learning process. It asserts that

modeling the actions and behaviors of others (Cherry 2022)

In the context of a study correlating parenting styles to academic

procrastination, Social Learning Theory serves as a cornerstone for

understanding how children may acquire and internalize procrastination

Parenting styles significantly influence a child's social learning environment, and

in households with parents who exhibit procrastinatory behavior or attitudes may

be more likely to adopt similar tendencies. Conversely, children growing up in

develop more efficient study habits, reducing the likelihood of academic

Social Learning Theory also emphasizes the role of reinforcement and

punishment in shaping behavior. In the context of parenting styles, parents may

unintentionally reinforce or discourage procrastination through their responses to

continually step in to help, the child may be inadvertently reinforced to

complete tasks promptly may provide motivation to reduce procrastination.

In summary, Social Learning Theory by Albert Bandura provides a

valuable framework for understanding how parenting styles influence academic

procrastination. This theory underscores the impact of observational learning,

cognitive processes, and reinforcement on behavior and how children may

acquire and perpetuate procrastination tendencies from their parents. Applying

parenting styles and academic procrastination in a more comprehensive and

reducing procrastination and promoting a more productive academic