RELATIONSHIP BETWEEN PARENTAL ATTACHMENTDURING

CHILDHOOD AND AUTONOMY OF ADOLESCENTS

ATUNIDA CHRISTIANCOLLEGESFOR THE
A.Y. 2019-2020

A Research Presented to the Faculty of Senior High School

Unida Christian Colleges

In Partial Fulfillment of the

Requirements for Inquiries, Investigation, and Immersion

BARTOLOME, Phoebe
BRIONES, Cristine
CATAMIO, Elyssa Marie
CAÑEDA, Antonette
DOROLA, Arissa
GUINO-O, Eunice
MULI, Charity Joy
TRAJICO, Angela

March, 2020
 ABSTRACT

One of the most important tasks to all adolescents is learning the skills that will help them
manage their own lives and make positive, healthy choices, which are altogether called
Autonomy (Russell & Bakken, 2002). In line with this, the study explores the parental
attachment during childhood and whether it can be an indicator of the adolescents’ autonomy. A
total of 338 high school students (147 males and 191 females) were given Parental Attachment
Questionnaire and the Autonomy Scale Questionnaire. The data was analyzed using a.)
Descriptive Statistics- to determine means and standard deviations, b.) Independent Sample t-
test- to compare sex and age groups, and c.) Pearson’s Correlation Coefficient-to identify the
degree of association between Parental Attachment during childhood and Autonomy. The study
showed that participants with positive parental attachment had higher level of autonomy. The
Pearson’s Correlation Coefficient found that there is a significant relationship between Parental
Attachment during childhood and Autonomy (r=0.2). Future studies that investigate the factors
that affect the differences in the level of attachment and autonomy of the adolescents are
suggested and further research determining the level of autonomy of children not raised by their
non-biological parents were also recommended.
 ACKNOWLEDGEMENT

First and foremost, praises and thanks to the God Almighty, for His showers of blessings
throughout this study work to complete the research successfully.

The researchers would like to express their deep and sincere gratitude to their research
adviser, Sir. Reymart Paul Almazora, for providing invaluable guidance throughout this research.
His dynamism and motivation have deeply inspired them. His challenges brought this work
towards a completion and it is with his supervision that this work came into existence.

The researchers pay their regards to their validator, Sir. Gemver Balbas, for lending his
time to validate the instrument that they used in gathering their data.

They also present their special thanks to their statistician, Sir. Jerome Ramos, for teaching
them how they can apply and calculate their data based on the statistical treatment of their
research.

The researchers are also deeply thankful to their informants. Their names cannot be
disclosed, but they want to acknowledge and appreciate their help and transparency during this
research. Their information have helped the researchers to complete this thesis.

Finally, the researchers are ultimately grateful to their parents for their long patience in
enabling them to focus on doing their research and have a twice overnight at a member's house to
complete this thesis successfully.
 TABLE OF CONTENTS

1. INTRODUCTION………………………………………………………………….......4
1.1 Background of the Study…………………………………………………………...4
1.2 Review of Related Literature……………………………………………………….6
1.3 Statement of the Problem…………………………………………………………...14
1.4 Scope and Delimitation……………………………………………………………..15
1.5 Significance of the Study……………………………………………………….......15
1.6 Theoretical Framework……………………………………………………………..16
2. METHODOLOGY……………………………………………………………………...17
2.1 Research Design………………………………………………………………….....17
2.2 Research Locale………………………………………………………………….....17
2.3 Research Participants…………………………………………………………….....17
2.4 Sampling Procedure………………………………………………………………...18
2.5 Research Instrument………………………………………………………………..19
2.6 Data Gathering Procedure……………………………………………………….…19
2.7 Data Analysis Procedure…………………………………………………………...20
3. RESULTS AND DISCUSSION…………………………………………………….…21
3.1 Presentation of Data………………………………………………………………..21
3.2 Analysis and Discussion…………………………………………………………...24
3.3 Conclusion…………………………………………………………………………25
3.4 Recommendations……………………………………………………………….....25

REFERENCES………………………………………………………………………....27

APPENDICES………………………………………………………………………….30
 INTRODUCTION

Adolescence is known to be a crucial period of human development as it is a phase of

maturation and a period of preparation for social adult roles. The World Health Organization
(2003) defines adolescence as a transitional phase of growth and development from childhood to
adulthood that occurs between ages 12-19 years old. Russel & Bakken (2002) states that one of
the most important tasks for all adolescents is learning the skills that will help them manage their
own lives and make positive, healthy choices, which are altogether called Autonomy.

Autonomy refers to an adolescent’s growing ability to think, feel, make decisions, and act on
her or his own (Russell & Bakken, 2002). Parents and others can help youth develop this sense
of self-governance, responsibility and decision-making. According to Sigmund Freud (1964),
adolescent and adult personality develops from early childhood experiences. Hence, the
adolescent’s personality may be greatly influenced and shaped by his parent since they are the
ones who create the environment that the child is raised in. It is a well-known fact that not all
parenting styles are the same. Some parenting models favor treating children as little adults to be
reasoned with. Others take an approach that stresses rule-following. Nonetheless, all of them
have the same aim to create a self-reliant adults who can maintain healthy relationships and go
on to have families of their own.

Attachment parenting or parental attachment focuses on the nurturing connection that parents
can develop with their children. That nurturing connection is viewed as the ideal way to raise
secure, independent and empathetic children. However, adolescence is often highlighted as being
a phase of development during which there is a particular tension between the struggle for
autonomy and the strong attachment that teens have to their parents (McElhany et al, 2009).

It is common knowledge that adolescence can be a time of both disorientation and discovery.
The transitional period can raise questions of independence and identity: as adolescence cultivate
their sense of self, they may face difficult choices about academics, friendship, sexuality, gender
identity, drugs, and alcohol (Raikes, 2019). Having said this, the need for secure and healthy
attachment with their parents becomes increasingly critical during this period.
 On the other hand, since adolescents become more exposed to the larger world, relationships
with their parents often take a backseat to peer groups, romantic interests, and even their
appearance. Parents consequently find it difficult to fulfill their role of providing advice and
nurturing them due to the adolescents’ desire for autonomy and individualization. As a result, a
tension occurs between the struggle for autonomy and attachment of the teen to their parents.

In spite of these, there have been theories that manifest the importance of parental attachment
during childhood as a determinant of the autonomy of the teens. This means that the need for
literal physical presence and support from their parents decreases as the children mature and
grow as adolescents. These basically indicate that a stronger parental attachment during
childhood leads to autonomous adolescents.

On this account, the researchers were led to examine and justify whether there really is a
relationship between parental attachment during childhood and autonomy of the adolescents and
whether this attachment during childhood could be an indicator of the level of autonomy among
them.

Review of Related Literature

Local literature

The topics and information collected and reviewed for local literature are presented under
the following headings:

1.1 Misconceptions on Attachment Parenting

1.2 Maternal Attachment as a foundation of child’s emotional support

1.3 Significant role of Paternal Attachment on child development

1.4 Adolescents as the key to societal progress

1.5 Difference between Filipino and Western Perspective on autonomy

Misconceptions on Attachment Parenting

According to Tuazon (2017) on her article entitled “Attachment Parenting Decoded”,

attachment parenting for Filipino parents is very natural because most of its beliefs are inherent
in our culture. She elucidated the misconceptions about attachment parenting such as the idea
that it is a checklist of rules to follow, which explains that attachment parenting is merely a guide
for the parents to practice any of B’s (birth-bonding, babywearing, bedding close to baby etc)
they deem to be suitable and feasible to their lifestyle. Another misconception is that attachment
parenting is all about forming a bond with their children through skin-to-skin contact, which is
wrong since attachment parenting also believes that giving the children personal time and space
to explore and discover things on their own are crucial for their development.

Maternal Attachment as a foundation of a child’s emotional support

Based on the journal “Mother-child Relationships in the Philippines” by Espina (2005),

the mother-child relationship, considering its primacy and its pervasive nature, is then viewed to
at the bottom of the entire personality formation process. This simply means that mothers play
the most significant and influential role. The phrase “mother-child relationship” actually refers to
the quality of emotional interactions between mothers and their children.in the earliest mother-
child relationship, it is quite obvious that the mother sets the nature and depth of the emotional
bond.

Significant role of Paternal Attachment on child development

In an article entitled “Dad Bond: Advantages Kids and Dads can get from Bonding”,
author Elnar (2018) state that there is a common misconception that dads are not as hands-on as
much as moms do when it comes to parenting. With all these stereotypes, it’s easy to think that
the role of a father in a child’s life is not as important as that of a mother’s . Nevertheless, fathers
still play a significant role in their children’s development in some aspects. According to Elnar,
there are some reasons why a dad bond is important to raise happy and healthy kids. Some of
these reasons include: It cultivates an open communication, kids can grow more confident,
bonding helps dad go beyond the boundaries of traditional discipline and it helps the father to
know his child more.
Adolescents as the key to societal progress

The “Role of Youth in the Philippines” states that the youth increasingly play a large role
in the development of the Philippine society. With the crucial role the society has placed upon
the youth, it is imperative to instill a positive outlook upon today’s youth that will orient them
towards development (NA, 2003). However, the Filipino youth was found to have unexpectedly
high incidences of involvement in illegal activities such as illegal drug use, criminality, and illicit
sex. Thus, the Global Partnership for Youth development (2001) suggested that one way to
overcome the problems of the youth and to better equip them towards the development of the
society is through youth empowerment. According to the organization, the youth must be given
opportunities to participate in community life and capacity building in order to manifest youth
empowerment.

Difference between Filipino and Western Perspective on autonomy

Fernandez (2006) in his book, “Filipino Adolescents’ Conceptualization of Social

Support” claims that while western literature suggests that adolescents, in their developmental
task of growing towards independence and individuality, prefer emotional support and
acceptance in achieving these goals, it was worthwhile to discover what Filipino adolescents
define as supportive in their lives. Additionally, it stated that one hallmark of adolescence from
the Western perspective is the need for autonomy and individuation. Hence, the direct
involvement for a Western adolescent may be perceived as interfering and unwelcome. In
contrast, the Filipino identity, at any age, is characterized by a collective sense-concept. For an
adolescent to be told what to do, for example, does not violate personal boundaries. Furthermore,
Filipino adolescents value wisdom of their parents, teachers, and mentors and feel supported
when these people intervene in their lives (Fernandez, 2006).

Foreign Literature

The topics and information collected and reviewed for foreign literature are presented
under the following headings:

2.1 Parental Attachment as an indicator of a child’s personality

 2.2 Influence of Maternal Attachment on child development

2.3 Factors affecting the parenting styles of fathers

2.4 Concept of Adolescence

2.5 Significance of Autonomy during adolescence

Parental Role in the Development of Children’s Social Status

Putallaz et. al.(2003) book explored the potential parental contribution to the
development of children’ s social behavior and status in the peer group. The book discussed
several studies that investigated the association between different parenting styles and children’s
social behavior. The authors stated that:

“One fairly constant conclusion on Symonds’(1939) dimensions of parenting behavior

has been that the most socially competent children have parents who have perceived high
ratings on both warmth and control”

Influence of Maternal Attachment on child development

In an article, “8 Different Ways in which a Mother can Influence Child Development,”

the author Raja (2019) claims that the role of a mother in child development will greatly
influence social, emotional and overall development. One of the roles includes the “First bond of
Emotional Attachment” to which it explains that the way a mother bonds with her baby in the
earliest months and years will leave a deep impact on her child’s overall well-being and
development (Raja, 2019). Furthermore, the mother and child relationship she creates with her
child during the earliest years will greatly influence the way her child behaves in social and
emotional settings, especially in later years.

Factors affecting the parenting styles of fathers

According to Lewis & Lamb (2003) on their journal, “Fathers’ influences on children’s
development: The evidence from two-parent families”, most findings appear to support the claim
that men have a distinctive interaction style. Many interrelated factors explain why fathering and
mothering are distinctly different. Moreover, one of the most important reasons is parental
sensitivity, which explains that men’s recollection of childhood relationships are correlated with
their parental sensitivity. Another reason is the systematic factors within the family which
emphasizes that the quality of spousal interaction affects the fathers; interaction with their
infants. The third most important reason is the links between the family system and outside
factors showing that both parents’ involvement in activities beyond the nuclear family affect
paternal interactions with their children.

Concept of Adolescence

Based on the journal entitled “Adolescence—A dynamic Concept” by Dehne and Riedner
(2001), the gradual emergence of a distinct youth lifestyle has consistently been associated with
the gradual breakdown of the traditional family life, the diminishing role of parents and the
larger family unit, and an increasing role of peers. As a result of this changes, the family is
becoming far less important in the individual development of young people while peers and the
media have become more influential. Also, parents are finding it increasingly difficult to fulfill
their role of providing advice and nurturing the young into society (Mkandawire, 1994 as cited
from Adolescence—A Dynamic Concept).

Significance of autonomy during adolescence

In the journal, “Development of Autonomy in Adolescence”, Russell & Bakken (2002)

argued that the development of autonomy in emotions, behaviors, and values is a basic
developmental challenge of the adolescent years. According to them, adolescents develop
autonomy through their relationships in their families and with people outside of their families.
However, quarrels at this period occur more frequently because adolescents seek more
independence and parents want more closeness and communication (Russell & Bakken, 2002).

Local Studies

The topics and information collected and reviewed for local studies are presented under
the following headings:

3.1 Migration as a Factor Affecting Parental Attachment of Left-behind Children

3.2 Parental Authority and Individual Autonomy between Different Cultural Traditions

3.3 Youth's Belief towards Parental Authority and Obligation

 3.4 Difference in the Level of Parental Attachment in Rural and Urban Areas

3.5 Impact of Family-friendly policies on the Attachment of Parents and Non-parents

Migration as a Factor Affecting Parental Attachment of Left-behind Children

Based on the study, “Living with migration: Experiences of left-behind children in the
Philippines,” large-scale overseas migration has raised concerns about left-behind children, who
are perceived to be most affected by the absence of fathers, mothers or both. Without their ‘real’
parents (especially mothers) to rear and guide them, left-behind children are perceived to bear
the brunt of the social costs of migration. Although migration creates emotional displacement for
migrants and their children, it also opens up possibilities for children's agency and independence
(Asis, 2006).

Parental Authority and Individual Autonomy between Different Cultural Traditions

In the study of Fuligni (2010) entitled "Authority, autonomy, and parent–adolescent

conflict and cohesion: A study of adolescents from Mexican, Chinese, Filipino, and European
backgrounds", approximately 1,000 American adolescents from immigrant and native-born
families with Mexican, Chinese, Filipino, and European backgrounds reported on their beliefs,
expectations, and relationships with parents; longitudinal data were available for approximately
350 of these youths. Despite holding different beliefs about parental authority and individual
autonomy, adolescents from all generations and cultural backgrounds reported similar levels of
conflict and cohesion with their parents. Discussion focuses on the relative importance

Perspectives of the Youth on Parental Authority and Obligation

Darling,et. al. (2005) affirmed that Chilean, Filipino, and U.S. youth come to believe that
fewer issues are legitimately within the control of parents and that they are less obliged to obey
parental rules with age. In their study "Rules, Legitimacy of parental authority, and obligation to
obey in Chile, the Philippines, and the United States.", insights into parent‐adolescent conflict
and the development of autonomy were discussed explaining that the beliefs that youths have
towards parental authority and obligation vary across domains and countries.
Difference in the Level of Parental Attachment in Rural and Urban Areas

Findings from the study "Parental attachment across rural and urban adolescents: A
cross-cultural perspective," shows that there is a significant difference with the level of parental
attachment of adolescents as well as each of the three domains--mutual trust, quality of
communication and extent of anger and alienation, between rural and urban adolescents.
According to Diaz (2013), adolescents residing in rural areas have higher level of mutual trust,
higher quality of communication and lower extent of anger and alienation than those residing in
urban areas. And overall, adolescents from rural areas have higher parental attachment than
adolescents from urban areas.

Impact of Family‐friendly policies on the Attachment of Parents and Non‐parents

In the study "Who appreciates family‐responsive human resource policies", Grover &
Crooker (2006) stated that the perceived quality of the adolescents' relationships to both peers
and parents, their frequency of utilization of peers, as well as their degree of negative life change
were significantly related to both measures of well-being. The quality of attachment to parents
was significantly more powerful than that to peers in predicting well-being (Grover & Crooker,
2006). In addition, quality of attachment to parents showed a moderating effect under conditions
of high life stress on the measures of self-esteem. The study suggests that it is useful to consider
the quality of attachments to significant others as an important variable throughout the life span.

Foreign Studies

The topics and information collected and reviewed for foreign literature are presented
under the following headings:

4.1 Patterns of Adolescent-Parent Conflicts over Schoolwork

4.2 Value of Parental Attachment in the Late Adolescents

4.3 Attachment Parenting to Social Support and Students Adjustment

 4.4 Quality of Attachment between Peers and Parents

4.5 Effect of Attachment Security to Mother-child References

Patterns of Adolescent-Parent Conflicts over Schoolwork

According to Cao (2019), schoolwork is the major source of adolescent-parent conflicts

in Mainland China. Adolescents' personal reasoning over schoolwork conflicts reveals their
desire for achieving autonomy in schoolwork. Furthermore, he adds that controlled motivation
discourages the development of adolescents' autonomy over schoolwork.

Value of Parental Attachment in the Late Adolescents

In the study of Ainsworth et al. (2000) in describing parental relationships of late

adolescents in trade and technical school programs was explored. Overall, students described
positive attachments to parents, viewing them both as facilitating their autonomy and as being
available as a source of emotional support. Male students who were attending schools farther
away from their parents' homes described their parental attachments more positively than did
students who attended schools closer to their parents' homes. Parental facilitation of autonomy
was associated with self‐reports of assertion for female students.

Attachment Parenting to Social Support and Students Adjustment

Based on the study "Parental attachment, reverse culture shock, perceived social support,
and college adjustment of missionary children" by Jennifer L. huff, parental attachment was
found to have a direct causal effect on perceived social support and college adjustment for all
subjects. Perceived social support was found to be significantly correlated with college
adjustment. Pertinent research and applied implications are discussed (Huff, 2001).

Quality of Attachment between Peers and Parents

In the study of Proctor, et. al. (2012) entitled "The relative influence on measures of self-
esteem and life satisfaction of relations with peers and with parents", the perceived quality of the
adolescents' relationships to both peers and parents, their frequency of utilization of peers, and
their degree of negative life change were significantly related to both measures of well-being.
The quality of attachment to parents was significantly more powerful than that to peers in
predicting well-being. In addition, quality of attachment to parents showed a moderating effect
under conditions of high life stress on the measures of self-esteem. The study suggests that it is
useful to consider the quality of attachments to significant others as an important variable
throughout the life span.

Attachment Security to Mother-child References

Thompson (2000) expounds the attachment security to Mother-child references. She

further states that:

“Maternal discourse about emotion, and autobiographical memory support the idea that
parent–child discourse in the context of a supportive relationship plays a role in a child's
early conscience development. Consistent with attachment theory, attachment security
predicted maternal and child references to feelings and moral evaluative. Attachment
security, shared positive effect between the mother and child, and maternal references to
feelings and moral evaluatives also predicted specific aspects of early conscience
development.”

Synthesis

The gradual emergence of a distinct youth lifestyle has consistently been associated with
the gradual breakdown of the traditional family life, the diminishing role of parents and the
larger family unit, and an increasing role of peers (Dehne et al, 2001). Quarrels at this period
occur more frequently because adolescents seek more independence and parents want more
closeness and communication (Russell, 2002).Hence, Parental Attachment during this period is
crucial yet significant for the development of autonomy that will help prepare young people to
make decisions and take care of themselves (Russell, 2002).. Maternal attachment and Paternal
attachment are distinctly different but both have the same aim to create to a self-reliant adult who
can maintain healthy relationships and go on to have families of their own. Western Perspectives
on autonomy is said to be different from Filipino perspective. According to Fernandez (2006),
the Filipino identity at any age is characterized by a collective sense-concept. For an adolescent
to be told what to do, for example, does not violate personal boundaries. Furthermore, Filipino
adolescents value wisdom of their parents, teachers, and mentors and feel supported when these
people intervene in their lives.

Statement of the Problem

The study, “The Relationship between Parental Attachment during Childhood and
Autonomy of Adolescents at Unida Christian Colleges for the A.Y. 2019-202,” aims to assess the
relationship of parental attachment to the autonomy of the selected learners at UCC. Specifically,
it tries to answer the following questions:

1. What is the demographic profile of the selected senior high school students in terms
of:
1.1 sex?
1.2 age?
2. Is there a significant difference between the autonomy of the respondents when
grouped according to:
2.2 sex?
2.3 age?
3. Is there a significant relationship between Parental attachment during childhood and
autonomy of respondents?
4. Is there a significant difference between maternal and paternal attachment of the
respondents?

Scope and Delimitations

The study covers both Junior and Senior High School students enrolled on the current school
year at Unida Christian Colleges. The sample population was selected since most of the age
range of adolescents is found in this group.

The main objective of this study is to determine whether there is an existing relationship
between parental attachment and autonomy of adolescents. Hence, other feasible aspects that
influence autonomy as well as parental attachment will no longer be included in the study.
 One of the above-mentioned statement of the problem looks for the difference between
maternal and paternal attachment, so this study is limited in its inability to ascertain the
autonomy of individuals who were not raised by both their mother and father during their
childhood.

Perceptions of adolescents obtained from the instruments of the study will be measured only
once; a longitudinal study will not be attempted due to the limit of time and resources in
conducting the study.

Significance of the Study

The following are the beneficiaries of the present study:

To the Psychologist. This study would be supplementary to psychologists in the field of

child development as the findings enclosed could develop their psychological methods and
procedures in terms of dealing with their clients.

To the Community. This study would raise awareness to the community on the importance
of creating an environment for adolescents in order for them to develop healthy self-governance
of their behavior.

To the Parents. This study would be helpful to the parents to gain understanding on how
their child rearing practices would have a profound impact on their children’s autonomy and how
they could contribute to the well-being of their children.

To the Teachers. As second parents, they may benefit from this study as they will be more
capable of dealing with personality differences of their students through the knowledge that they
may obtain from this study at the same time guide their students as they develop their sense of
autonomy.

To the Future Researchers. The recommendations and other information enclosed in this
study will lay a foundation for future researchers studying either or both the autonomy and/or
parental attachment of individuals.
 To the High School Students. This study would serve as an eye-opener on how
understanding the changes they are facing will allow them to become productive and
autonomous individuals in the near future.

Theoretical Framework

Parental attachment is rooted from the Attachment Theory proposed by John Bowlby
(1969;1982). Bowlby defines attachment as a deep and enduring emotional bond that connects
one person to another across time and space. He proposes that a child instinctively seeks
closeness to a secure “attachment figure”. This closeness is necessary for the child to feel safe
emotionally as well as for food and survival. Attachment parenting is based on the idea that
children or infants learn to trust and thrive when their needs are consistently met by a parent
(caregiver) early in life. Children who never experience this secure attachment early in life,
according to proponents, donot learn to form healthy attachments later in life. They suffer from
insecurity, lack of empathy and in extreme case, anger and attachment disorders (Elli, 2018).

.
 METHODOLOGY

This chapter specifies the method of research used, research locale, research participants,
sampling procedure, research instrument, data gathering procedure and data analysis procedure.

Methods of Research

A descriptive research design was used to address the research questions of the present
study. Descriptive research aims to accurately and systematically describe a population, situation
or phenomenon (McCombes, 2019). More specifically, a correlational research design was
utilized in order to assess the relationship between parental attachment during childhood and
autonomy of the respondents. Correlational research designs are used by investigators to describe
and measure the degree of relationship between two or more variables or set of scores
(Creswell,2008).

Research Locale

The study was conducted at Unida Christian Colleges which is a Christian academic
institution located at Anabu 1-F, Imus city, Cavite. The place was selected since the respondents
of this study are students of the said institution.

Research Participants
The sample population for the study consisted of 338 high school students who were
enrolled in the current academic year at Unida Christian Colleges. It is common knowledge that
both Junior and Senior High is a period to which students are mold to equip them with the
competencies they need for the next step of their lives be it in college, future employment etc.
Hence, the need for autonomy is crucial during this period. That is why they were the chosen
respondents for this study since they align with the present topic.

Sampling Procedure
In order to determine the exact number of respondents, the researchers utilized the simple
random sampling procedure. A simple random sampling (SRS) of size n consists of n individuals
from the population chosen in such a way that every set of n individuals has an equal chance to
be the sample actually selected (Moore & McCabe, 2006).

In determining the appropriate sample size, Slovin’s formula was used. The formula is
written as:

n = N / (1 + Ne 2)

Where:

n = number of samples

N = total population (2195)

e = error tolerance (0.05)

Thus,

n = N / (1 + Ne 2)

=2195 / (1 + (2195 x ¿ ¿))

= 2195 / 6.4875

= 338.342967

n= 338

Research Instrument

A short demographic questionnaire and two adapted instruments were employed to assess
the parental attachment and autonomy of the respondents: Parental Attachment Questionnaire
(Kenny, 1994) and Basic Psychological Need Satisfaction Scale (Hawkins, 2009).These
instruments were revised according to its accuracy to the present study.

Parental Attachment Questionnaire (Kenny, 1994). The PAQ is a 55-item

questionnaire which measures the subjects’ perception of parental availability, acceptance,
emotional support, and ability to cultivate independence, as well as students ‘satisfaction support
and coping techniques in times of stress. The items were presented on a 5-point Likert scale
(where 1 is not at all and 5 is very much) and score were calculated for each scale. These scales
include: a) Affective Quality of Attachment, b.) Parental Fostering of Autonomy, and c.)
Parental Role in Providing Emotional Support. However, the researchers solely included the
Parental Fostering of Autonomy scale which are numbers 5,6,8,9,10,11,13,15,17,18,23,24,25 and
27 from the original Parental Attachment questionnaire. In addition, the PAQ allowed for
subjects to choose a non-parent attachment figure, making the PAQ instrument a better option
for a diverse sample.

Basic Psychological Need Satisfaction Scale (Hawkins, 2009).The BPNSS is a 21-item

test addressing the need satisfaction in general in one’s life. Each item is structured in a Likert
scale ranging from 1 (not at all true) to 7 (very true). The test is divided into three subscales,
whereas each subscale is classified according to the need for autonomy, relatedness and
competence. But since the primary aim of this study is to determine the level of autonomy of the
respondents, only the Autonomy subscale was included in the revised instrument which are
numbers 1 ,4 , 8, 11, 14, 17, and 20 from the original questionnaire. Additionally, the scale was
also revised from 7-point scale to 5-point scale (where 1 is not at all true and 5 is very true).
Examples of this measure includes “I feel like I am free to decide for myself how to live my
life.” and “In my daily life, I frequently have to do what I am told.”

Data Gathering Procedure

The researchers personally administered the research instruments to the total sample of
338 students. They went from one section to another on distributing the aforementioned
instruments. Prior to the execution of survey, the researchers briefly explained the study and
gave necessary instructions to the participants such as asked who among the students were raised
by both their mother and father during childhood. The respondents were given 20-25 minutes to
accomplish the forms to prevent them from giving hasty and spontaneous responses. After
collecting the questionnaires, the results were organized and tabulated. These data served as the
basis of analysis and interpretation of the data.

Data Analysis Procedure

The data collected from the measures was coded and tabulated with the help of Microsoft
Office Excel 2014. To organize and summarize this data, descriptive statistics was utilized
specifically the mean and standard deviation. An independent sample t-test was also included for
assessing sex and age differences. Kent University defines Independent Samples t-test as a
statistical treatment which compares the means of two independent groups in order to determine
whether there is statistical evidence that the associated population means are significantly
different. To determine the relationship between Parental attachment during childhood and
autonomy of adolescents, a Pearson’s Correlation Coefficient was applied. Pearson’s correlation
coefficient or commonly known as Pearson’s r is the test statistics that measures the statistical
relationship, or association between two continuous variables (Lani,2019).
 RESULT AND DISCUSSION

This chapter presents the data gathered, the results of the statistical analysis done, and
interpretation of findings. These are presented in figures and tables as indicated below.

Presentation of Data

Table 1. Demographic Characteristics of Respondents

Variable N %
Sex:
Male 147 43
Female 191 57
Age:
12-15 94 28
16-19 244 72

The table shows the demographic profile of the respondents. There are a total sample of
338 students which was categorized by sex and age group. There are 147 male and 191 female.
The age group is divided into two categories which ranges from 12-15 and 16-19 years old.

Table 2. Descriptive Statistics for Autonomy, Maternal and Parental Attachment

 Mean SD Min Max

Autonomy 22.33 3.55 13 34

Parental Attachment 42.85 5.59 23 55

Maternal Attachment 43.23 5.37 24 58

Paternal Attachment 42.89 5.47 21 60

Mean Autonomy is 23.33 (Std.D=3.55). The lowest score is 13 and the highest score is 34.Mean
Parental Attachment is 42.85 (Std.D=5.59). The lowest score is 23 and the highest score is
55.Mean Maternal Attachment is 43.23 (Std.D=5.37). The lowest score is 24 and the highest
score is 58. Mean Paternal Attachment is 42.89 (Std.D=5.47) The lowest score is 21 and the
highest score is 60

Table 3. Descriptive Statistics for Autonomy Scale Questions

Survey Item Summary

Mean Standard Deviation
I feel like I am free to decide
for myself how to live my 3.34 1.18
life.
I feel pressured in my life. 2.9 1.27
I generally feel free express 3.38 1.08
my ideas and opinions.
In my daily life, I frequently 3.05 1.04
have to do what I am told.
People I interact with on a
daily basis tend to take my 3.18 0.97
feelings into consideration.
I feel like I can pretty much
be myself in my daily 3.35 1.11
situations.
There is not much
opportunity for me to decide
3.13 1.15
 for myself how to do things
in my daily life.
5-point scale: 1=Not at all, 2=Somewhat True, 3= A Moderate Amount, 4= Quite a Bit True,
5=Very True

Table 4. Descriptive Statistics and t-tests for Autonomy Scale by Sex

Sex N Mean SD t df p

Male 147 22.49 3.43 1.53 333 0.03

Female 191 23.3 3.57

Scores for female and male students showed significant differences, t(333)= 1.53,
p < 0.05, on the Autonomy scale. Female students had higher mean scores than males.

Table 5. Descriptive Statistics and t-tests for Autonomy Scale by Age Group

Age N Mean SD t df p

12-15 94 23.19 0.36 6.64 172 0.004

16-19 244 22.06 0.23

Scores for students ages 12-15 and 16-19 showed significant differences, t(172)= 6.64,
p < 0.05, on the Autonomy scale. Students ages 12-15 had higher mean scores than in students
ages 16-19.

Table 6. Descriptive Statistics and t-tests for Maternal and Paternal Attachment

N Mean SD t df p

Maternal 338 43.23 5.37 0.82 674 0.24

Paternal 338 42.89 5.47

 Scores for Maternal and Paternal Attachment did not showed significant difference,
t(674)= 0.82, p > 0.05, on the Parental Attachment Questionnaire. Maternal Attachment,
on the other hand, had higher mean score than in Paternal Attachment.

Correlations

A Pearson’s Correlation Coefficient was used to identify the degree of association

between Parental Attachment during childhood and Autonomy of Adolescents. The table below
shows their correlation.

Table 7. Result of the Correlation

Variables Mean Standard Pearson’s r

Deviation

Autonomy 22.33 3.55

Maternal Attachment 43.23 5.37 0.1

Paternal Attachment 42.89 5.47 0.06

Parental Attachment 42.85 5.59 0.2

The Pearson’s Correlation Coefficient found that there is a significant relationship between
Maternal Attachment during childhood and Autonomy (r= 0.1). This shows that Maternal
Attachment during childhood and Autonomy are related.

The Pearson’s Correlation Coefficient found that there is no significant relationship between
Paternal Attachment during childhood and Autonomy (r=0.06). This shows that Paternal
Attachment during childhood and Autonomy are not related.

The Pearson’s Correlation Coefficient found that there is a significant relationship between
Parental Attachment during childhood and Autonomy (r=0.2). This shows that Parental
Attachment during childhood and Autonomy are related.

Analysis and Discussion

 The primary objective of this research is to determine whether there is an existing
relationship between Parental Attachment during Childhood and Autonomy of Adolescents. The
study also sought to determine if there were significant differences in Autonomy scale when
grouped according to sex and age. Moreover, the present study aims to determine if there is a
significant difference between Maternal Attachment and Paternal Attachment. To answer the
research questions posed in this study, the researchers used the analysis of the data.

The first research question looks for the demographic profile of the students in terms of
sex and age. Result shows that on a total of 338 samples, 147 are males and 191 are females.
Among them, 94 students belong to the age group of 12-15 years old, and 244 of them are ages
16-19. Summarizing the demographic characteristics is significant in order to make the
comparison between these two samples possible.

The second research question aims to determine whether there is a significant difference
on the level of autonomy when grouped according to sex and age. Scores for female and male
students showed significant differences on the Autonomy scale. Female respondents
demonstrated a higher level of autonomy than male respondents. Scores for students ages 12-15
and 16-19 showed significant differences on the Autonomy scale. Students ages 12-15 also
demonstrated a higher level of autonomy than in students ages 16-19.

The third research question sought to determine whether there is a correlation between
Parental Attachment during Childhood and Autonomy of Adolescents. Result shows that
Parental Attachment during childhood was positively correlated with the Autonomy of the
adolescents. However, this correlation is said to be weak only.

The fourth research question focuses on the difference between maternal and paternal
attachment. Findings reveal that maternal and paternal attachment is not statistically different to
each other. On the other hand, maternal attachment reported a higher mean score than in paternal
attachment on the Parental Attachment Questionnaire.

Conclusion
 Through the findings of the study, it was deduced that there is a positive correlation
between Parental Attachment particularly on maternal attachment during childhood and
autonomy of adolescents. This finding can be used by educational institutions in planning
programs and services for students and their parents to help them understand the changes in their
mutual relationships that often occur during the transitional phase of their adolescents.

The results of this study shed some additional light on the development of adolescents.
Underlying the findings of the study was that the level of autonomy is higher in high school
students with stronger parental attachment because, due to their working models, they are secure
in exploring their environment. Individuals with secure parental attachment during childhood
have the confidence for meeting the challenges of exploration (Grossman et al., 1999).

Females reported a higher level of autonomy than males. It is generally thought that
females seek attachment from their parents and others because they tend to be more relationship
oriented. This finding is consistent with Kenny’s (1994) research found that women described
their parents as providing higher levels of attachment than their male counterparts.

Students in the age group 12-15 scored significantly higher in Autonomy scales than
students in the age group 16-19. As students get older their reported level of Autonomy
decreased. This was contrast to previous study which states that as individuals get older they tend
to raise questions of independence and identity.

Recommendations

As with most research, the results answered some questions but left new questions to
consider. Research using qualitative and quantitative techniques or other methodology is needed.
Using different methodology may lead to additional information regarding the present study.

Similar study with different research participants and locale is recommended to

determine if the result of the study may vary depending on it. For more accurate results, a larger
sample of respondents is also recommended for future research.
 Since a longitudinal study was not attempted in this research, the study was not able to
investigate a causal link between parental attachment during childhood and autonomy of
adolescents. Thus, a longitudinal study is recommended for future research.

Future studies that investigate the factors that affect the differences in the level of
attachment and autonomy of the adolescents are suggested and further research determining the
level of autonomy of children not raised by their non-biological parents is recommended.

REFERENCES

Alampay, L.P., & Jocson, R.M. (2019). Attributions and Attitudes of Mothers and Fathers in the
Philippines. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3150789
Alli, R.A. (2018). What is attachment parenting. Retrieved from
https://www.webmd.com/parenting/what-is-attachment-parenting
Antonio, T. & L. (2010, April 03). Four parenting styles. Retrieved from
https://filipinojournal.com/four-parenting-styles/
Asis, M.M. (2006). Living with migration: experiences of left-behind children in the Philippines.
Asian population studies, 2(1), 45-67. Retrieved from https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=study
%2C+thesis+or+dissertation+about+the+factors+affecting+the+parental+attachment+in+the
+philippines&btnG=#d=gs_qabs&u=%23p%3DcbxC7ZpDx6oJ
Barber, B.K., & Harmon, E.L. (2002). Violating the self: parental psychological control of
children and adolescents. Retrieved from https://scholar.google.com/scholar?
start=20&q=foreign+study,
+thesis+or+dissertation+about+autonomy+of+adolescents&hl=en&as_sdt=0,5#d=gs_qabs&
u=%23p%3DKj8TNJC7gzoJ
Baring, R.V., et. al. (2016). Configurations of student spirituality/religiosity: Evidence from a
Philippine university. International Journal of Children's Spirituality, 21(3-4), 163-176
Cao, G. (2019). Patterns of adolescent-parent conflicts over schoolwork in Chinese families.
Retrieved from https://repository.hkbu.edu.hk/etd_oa/697/
Darling, N., Cumsille, P., & Peña‐Alampay, L. (2005). Rules, legitimacy of parental authority,
and obligation to obey in Chile, the Philippines, and the United States. New directions for
child and adolescent development, 2005(108), 47-60.
Dehne, K.L., & Riedner, G. (2001). Adolescence — a dynamic concept, reproductive health
matters. Retrieved from https://www.tandfonline.com/doi/pdf/10.1016/S0968-
8080%2801%2990003-5
Dryden, J. (2017). Autonomy. Retrieved from https://filipinojournal.com/four-parenting-styles/
Elnar, R. (2018). Dad bond: advantages kids and dads can get from bonding. Retrieved from
https://momcenter.com.ph/2018/09/13/dad-bond-advantages-kids-and-dads-can-get-from-
bonding/
Espina, E. G. F. (2005). Mother-child relationships in the Philippines. Philippine studies, 44(2),
153-174.
Fernandez, C. (2006). Filipino adolescents’ conceptualization of social support. Retrieved from
http://ateneo.edu/news/research/filipino-adolescents’-conceptualization-social-support?/
Freud, S., & Strachey, J. E. (1964). The standard edition of the complete psychological works of
Sigmund Freud.
Fuligni, A. (2010). Authority, autonomy, and parent–adolescent conflict and cohesion: A study
of adolescents from Mexican, Chinese, Filipino and European backgrounds. Retrieved from
https://books.google.com.ph/books?id+A+study+of+adolescents+from+Mexican,+Chinese,
+Filipino,+and+European+backgrounds&source
Grover, S.L., & Crooker, K.J. (2006). Who appreciates family‐responsive human resource
policies: the impact of family‐friendly policies on the organizational attachment of parents
and non‐parents. Personnel psychology, 48(2), 271-288.
Huff, J.L. (2001). Parental attachment, reverse culture shock, perceived social support and
college adjustment of missionary children. Journal of Psychology and Theology, 29(3), 246-264
Laible, D.J., & Thompson, R.A. (2000). Mother–child discourse, attachment security, shared
positive affect, and early conscience development. Retrieved from
https://scholar.google.com/scholar?
hl=tl&as_sdt=0%2C5&q=factors+that+affect+parental+attacchment&btnG=#d=gs_qabs&u=
%23p%3DjgbGUk-8oPAJ
Lewis, C., & Lamb, M.E. (2003). Fathers’ influences on children’s development: the evidence
from two-parent families. Retrieved from
http://local.psy.miami.edu/faculty/dmessinger/c_c/rsrcs/rdgs/emot/LewisLamb2003.dads.pdf/
Madigan, M.E. (2008). A correlational study on parental attachment and spiritual development of
college students. Retrieved from https://digitalcommons.unl.edu/cgi/viewcontent.cgi?
article=1034&context=cehsdiss&
Maximo, S.I., & Carranza, J.S. (2016). Parental attachment and love language as determinants of
resilience among graduating university students. Retrieved from
https://scholar.google.com/scholar?
 hl=tl&as_sdt=0%2C5&q=parental+attachment+autonomy+in+philippines&oq=parental+atta
chment+autonomy+#d=gs_qabs&u=%23p%3DNblyq8snjFcJ
McCombes, S. (2019). Descriptive research. Retrieved from
https://www.scribbr.com/methodology/descriptive-research/
McLeod, S. (2017). Attachment Theory. Retrieved from https://www.brookings.edu/blog/social-
mobility-memos/2015/04/21/getting-attached-parental-attachment-and-child-development/
Proctor, C.L, et. al. (2012). The relative influence on measures of self-esteem and life
satisfaction of relations with peers and with parents. Retrieved from
https://www.researchgate.net/publication/263919505_Life_Satisfaction
Putallaz, M., & Heflin, A. H. (2003). Parent-child interaction. Peer rejection in childhood, 189.
Raja, D. (2019). 8 Different ways in which amother can influence child development. Retrieved
from https://www.momjunction.com/articles/different-ways-in-which-a-mother-can-
influence-child-development_00353010/
Rodriguez, E., & Reeves, R.V. (2015). Getting attached: parental attachment and child
development. Retrieved from https://www.brookings.edu/blog/social-mobility-
memos/2015/04/21/getting-attached-parental-attachment-and-child-development/
Russell, S., & Bakken, R.J. (2002). Development of Autonomy in Adolescents. Retrieved from
https://www.webmd.com/parenting/what-is-attachment-parenting
Voice Master. (2003). The role of youth in the Philippines. Retrieved from
https://www.tigweb.org/youth-media/panorama/article.html?ContentID=1690&
World Health Organization. (2003). Adolescent friendly health services: an agenda for
change (No. WHO/FCH/CAH/02.14). Geneva: World Health Organization. World Health
Organization. (2003). Adolescent friendly health services: an agenda for change (No.
WHO/FCH/CAH/02.14). Geneva: World Health Organization.
 APPENDIX A

Research Sample Instrument

BASIC PSYCHOLOGICAL NEED SATISFACTION SCALE (REVISED)

Direction: Please read each of the following items carefully, thinking about how it relates to your life,
and then indicate how true it is for you. Use the following scale to respond:

1 2 3 4 5

Not at all true Somewhat A Moderate Quite a Bit Very True

True Amount True

1 2 3 4 5
1. I feel like I am free to decide for myself how to live my life.
2. I feel pressured in my life.
3. I generally feel free to express my ideas and opinions.
4. In my daily life, I frequently have to do what I am told.
5. People I interact with on a daily basis tend to take my
feelings into consideration.
6. I feel like I can pretty much be myself in my daily situations.
7. There is not much opportunity for me to decide for myself
how to do things in my daily life.
Scoring information: Reverse score all items that are worded in a negative way (i.e. the items shown
below with (R) following the items number). To reverse score an item, simply subtract the item response
from 8. Thus, for example, a 2 would be converted to a 6. Once you have reverse scored the items,
simply average the items on the relevant subscale.

Autonomy: 1, 2(R), 3, 4(R), 5, 6, 7(R) = average autonomy score

www.psych.rochester.edu/SDT

PARENTAL ATTACHMENT QUESTIONNAIRE (REVISED)

Direction: Please respond to each item by filling in the number on a scale of 1 to 5 that best describes
your parents specifically your mother or your father. Please provide a single rating to describe your
mother and father and your relationship with them during childhood.

1 2 3 4 5

Not at All Somewhat A Moderate Amount Quite A Bit Very Much

(0-10%) (11-35%) (36-65%) (66-90%) (91-100%)

When I was young, my mother/father…. Mother Father

1. respects my privacy
2. restricts my freedom or independence
3. takes my opinions seriously
4. encourages me to make my own decisions
5. critical of what I can do
6. imposes his/her ideas and values on me
7. is a person to whom I can express differences of opinion on important
matters
8. has provided me with the freedom to experiment and learn things on
my own
9 has trust and confidence in me
10. tries to control my life
11. gives me advice whether or not I want it
12 respects my judgment and decisions, even if different from what they
 would want.
13. does things for me, which I could do for myself
14. treats me like a baby
Scoring Instructions for the Parental Attachment Questionnaire ( c 1985 M. Kenny Ph.D.)Recode
the following questions [ (1=5), (2=4), (4=2), (5=1) ] where the first number is the respondent's answer,
and the second number is the value to which it should be recoded. Questions to be recoded: 2, 5, 6, 10,
11,13,14 https://www2.bc.edu/maureen-kenny/PAQ

APPENDIX B

Graphs & Tables

Table 1. Demographic Characteristics of Respondents

Variable N %
Sex:
Male 147 43
Female 191 57
Age:
12-15 94 28
16-19 244 72

Table 2. Descriptive Statistics for Autonomy, Maternal and Parental Attachment

Mean SD Min Max

Autonomy 22.33 3.55 13 34

Parental Attachment 42.85 5.59 23 55

Maternal Attachment 43.23 5.37 24 58

Paternal Attachment 42.89 5.47 21 60

Table 3. Descriptive Statistics for Autonomy Scale Questions

Survey Item Summary

Mean Standard Deviation
I feel like I am free to decide
for myself how to live my 3.34 1.18
life.
I feel pressured in my life. 2.9 1.27
I generally feel free express 3.38 1.08
my ideas and opinions.
In my daily life, I frequently 3.05 1.04
have to do what I am told.
People I interact with on a
daily basis tend to take my 3.18 0.97
feelings into consideration.
I feel like I can pretty much
be myself in my daily 3.35 1.11
situations.
There is not much
opportunity for me to decide
3.13 1.15
for myself how to do things
in my daily life.
5-point scale: 1=Not at all, 2=Somewhat True, 3= A Moderate Amount, 4= Quite a Bit True,
5=Very True

Table 4. Descriptive Statistics and t-tests for Autonomy Scale by Sex

Sex N Mean SD t df p

Male 147 22.49 3.43 1.53 333 0.03

 Female 191 23.3 3.57

Table 5. Descriptive Statistics and t-tests for Autonomy Scale by Age Group

Age N Mean SD t df p

12-15 94 23.19 0.36 6.64 172 0.004

16-19 244 22.06 0.23

Table 6. Descriptive Statistics and t-tests for Maternal and Paternal Attachment

N Mean SD t df p

Maternal 338 43.23 5.37 0.82 674 0.24

Paternal 338 42.89 5.47

Table 7. Result of the Correlation

Variables Mean Standard Pearson’s r

Deviation

Autonomy 22.33 3.55

Maternal Attachment 43.23 5.37 0.1

Paternal Attachment 42.89 5.47 0.06

Parental Attachment 42.85 5.59 0.2

 APPENDIX D
About the Author

Charity Joy Muli was born on July 27, 2002, currently living in
Andrea 2, Panapaan 5, Bacoor City, Cavite. She is an exceptional leader,
talented at speaking, initiative thinking, and self-management. Technically
savvy with outstanding self-confidence and presentation skills. She studied
in Sta. Cruz Elementary School on the year 2008 and graduated there on
2014. She took 4 years completing her Junior High Year in General Emilio
Aguinaldo National High School from the year 2014 to 2018. She continued and completed her
Senior Year in Unida Christian Colleges on the year 2018 to 2020. She received an award as 3rd
Placer together with her team in Journalism on 2018. A consistent Honor Student and a Top
Achiever from 2008 up until present.

Phoebe B. Bartolome was born on March 28, 2001 and resides at St. Joseph
St.,Palico II, Imus City, Cavite. She is a motivated, adaptable and responsible
individual who deals with every situation with a methodical approach and a
strong desire to see things through its completion. She finished her primary
education in Bukandala Elementary School on 2014 earning an award as first
honorable mention and also an award as Fifth placer in the Division School
Press Conference. She completed Junior High School at General Emilio Aguinaldo National
High School on the academic year 2017-2018 and received an academic award as well as 2 nd
place award during the Population Education quiz bee division level. She resumed her studies as
a Senior High School student at Benedictine Institute of Learning school year 2018-2019 and
presently, she is studying at Unida Christian Colleges as a Grade 12 student.

Eunice D. Guino-o was born on September 11, 2001 and lives at Mary Cris
Complex, Pasong Camachille II, General Trias, Cavite in the present time.
She is a uniquely dedicated student who has a positive attitude towards life in
general. She also has the ability work independently and remains alert at all
times. She graduated elementary education in Mary Cris Elementary School
on the school year 2013-2014. She graduated at Luis Y Ferrer Jr. North
National High School in the year 2014-2018 as a junior high school completer. She proceeded
her studies at Unida Christian Colleges in the school year 2018 up to the present.

Arissa Joyce Dorola was born on September 28, 1999 and is currently
living at Lancaster, General Trias, Cavite. She is a creative person whose been
actively competing in different regions in the Philippines as a member of a professional dance
group One Step Crew. She finished her Junior High school in General Emilio Aguinaldo
National High School on the school year 2017-2018 and continued her senior year in Unida
Christian Colleges on the year 2018 until the present time.

Angela S. Trajico was born on September 12, 2001 in Paranaque City.

She is currently living in Imus, Cavite. She is the youngest daughter of Alex
Buena Trajico, a company driver and Marivic S. Trajico, a house wife. She has
a strong written and verbal communication skills. She can work under pressure
and she can also have an unquestionable ability to observe and assess on
everything. She also has an ability to handle confidential or sensitive
information. She completed her primary education in Tinabunan Elementary School. She took
her Junior High School in Imus Nation High School- Main Campus for 4 years and continued her
Senior High School at St Mary Magdalene for 1 year. She continued her Senior Year at Unida
Christian Colleges.

Elyssa Marie Catamio currently lives at Pasong Buaya 1st Imus City,
Cavite. She is a hard working student with a pleasing demeanor. She is also
trustworthy and a fast learner. She is capable of working faster and is flexible
in different situations. She studied in Pasong buaya 2 Elementary School on
the school year 2007-2013. She has also completed her secondary education
at General Licerio Topacio National High School on the year 2018 and
proceeded her studies at Unida Christian Colleges as a Humanities and Social Sciences student in
the year 2018 up to present.

Antonette Niza Cañeda was born on April 9, 2001 and now lives at Anabu
1-C, Imus City, Cavite. She is adept at using positive reinforcement
techniques to handle school works. She also has a huge interest in learning
through hands-on activities and lessons. For 6 years, she studied and
completed her primary education in Langkaan Elementary school. She also
went to Congressional National High School Main campus for 4 years and
continued Senior High School in Unida Christian Colleges on 2018 up to the present.

Cristine Joy L. Briones lives at Blk3 Lot37 Villa Lessandra Imus,

Cavite with her family. She was born on July 28, 2001 in San Nicholas.
Cristine is best at managing her time and can multitask. She has the ability to
perform the grueling art of time management to perfection. Also, she is a
good listener and has a good social skill. She completed her elementary
education in Buhay Na Tubig Elementary School Imus City, Cavite school
year 2006-2008. She also went to General Licerio Topacio National High
School and graduated in the year 2018. She continued her senior high school at Unida Christian
Colleges in the school year 2018 until the present year.