Dr. Jose P.

Rizal Senior High School

Future research may be carried

out by taking into consideration the role of teacher–student
interaction and the practices of teTHE RELATIONSHIP OF PARENTING
STYLE TO THE ACADEMIC PERFORMANCE OF G12 STUDENTS IN
DR. JOSE P. RIZAL SENIOR HIGH SCHOOL

THE RELATIONSHIP OF PARENTAL AUTHORITY STYLE TO THE

ACADEMIC PERFORMANCE OF G12 STUDENTS IN
DR. JOSE P. RIZAL SENIOR HIGH SCHOOL

A Research Proposal to the Faculty

of Senior High School

In Partial Fulfillment of the

Requirements for Senior High School 12

CANALES, JHELLA MARIE S.

GALVEZ, KENNETH B.
GUTIERREZ, ARMAN N.

October 2019

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 Dr. Jose P. Rizal Senior High School

RESEARCH ABSTRACT
THE RELATIONSHIP OF PARENTAL AUTHORITY STYLE TO THE
ACADEMIC PERFORMANCE OF G12 STUDENTS IN
DR. JOSE P. RIZAL SENIOR HIGH SCHOOL

PURPOSE:

This research aims to know the significance relationship of Parental Authority

Style and Academic performance of selected Grade 12 students in Dr. Jose P. Rizal

senior high school.

DESIGN/ METHOD/ APPROACH:

The researcher made use Correlational type of research. The study was conducted

on 111 students selected via convenience sampling from senior high school of the Dr.

Jose P. Rizal in Dasmariñas a City in Cavite. Data were collected by means of a adapted

questionnaire which is the “Parental Authority Questionnaire”. Average and Standard

deviation were used to analyzed the data collected.

FINDINGS:

Findings of the current study indicate that there is no direct relationship between

parenting styles and academic performance of adolescents. The results of the current

study support the findings of Kaufmann et al. (2000) which state that there exists no

significant relationship between parenting style and academic performance.

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 Dr. Jose P. Rizal Senior High School

RESEARCH LIMITATION/ IMPLICATIONS:

The main objective of the study was to investigate the relationship between

parenting styles and academic performance of selected Grade 12 students in two different

course/ track. The research was conducted in Dr. Jose P. Rizal Senior High School.

ORIGINALITY/ VALUE:

This research can be a great help on us to be knowledgeable for our near future

and will also help to open the mind of people to understand more a lot of things in life so

that, we can live a happy and spontaneous life. The students will be given better

understanding to their perception with regards to strategies in studying and the parents will also

be given information on the Parenting Authority Style.

KEYWORDS:

Correlation Research, Parental Authority/ Style, Academic Performance

Chapter I

INTRODUCTION

The introduction leads the reader from a general subject area to a particular topic of

inquiry. It establishes the scope, context, and significance of the research being

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 Dr. Jose P. Rizal Senior High School

conducted by summarizing current understanding and background information about

the topic, (Curriculum Design and writing, 2010)

“Parents are the ultimate role models for children. Every word, movement and

action have an effect. No other person or outside force has a greater influence on a

child than the parent” (Bob Keeshan).

Most people would agree that parenting is not an easy job. In fact, it is one of the

hardest tasks as every parent would hope to succeed in parenting. Parenting style is

one of the variables that have been studied extensively in human development.

Parenting is considered to be an important determinant of several aspects of children’s

outcome. Parenting styles has been shown to be related to children and adolescents’

academic achievement, optimism, motivation, confidence, externalizing problem

behavior and attention problems.

Popular psychology often addresses the question of nature versus nurture. Some

argue that an environment has the ability to shape a child’s lifestyle, personality, self-

concept, etc. While others believe that these things are inherent in the child. For most

people, a child’s parents are the most influential people in their lives up until the teen

years. Most children are dependent upon their parents for food, shelter, finances, and

companionship for the first 18 years of their lives. Parental love as well as punishments

can exert a great influence on children. During the teenage years, some children may feel

that they have developed a sense of self and would like to break free from their parents.

However, the dependency on their parents in other areas of their life could potentially

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 Dr. Jose P. Rizal Senior High School

serve as an encumbrance to the teen’s true independence. For this reason, the teen’s need

for independence and the parent’s wishes for the teen are often in conflict.

Background of the Study

A research background clarifies its content in the beginning state relevant

historical facts (University of Southern California, 2017). In this section, the

researchers provide facts that support the study, therefore it is the partial foundation of

the whole product. This research will focus on the Grade 12 students of Dr. Jose P.

Rizal Senior High School.

This study will explore the type of parental authority style that leads to a healthy

sense of self. It addresses the question of whether, authoritarian, authoritative, or

permissive parenting style really hinders the child from developing a strong sense of

self. Conversely, it seeks to find whether or not a loose, permissive parenting style

could actually allow the teen to develop a better sense of self. Or perhaps it is a

balanced, authoritative parenting style that really provides the healthiest relationship

between students and their parents.

It is important to study this kind of matter because it will help us to be

knowledgeable for our near future and will also help to open the mind of people to

understand more a lot of things in life so that, we can live a happy and spontaneous

life.

Statement of the Problem

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Dr. Jose P. Rizal Senior High School

The study aims to investigate the relationship of parents parenting style

and academic performance among Grade 12 students of Dr, Jose P. Rizal Senior High

School S.Y. 2019-2020.

Specifically, the study seeks to answer the following questions:

1. What is the demographic profile of the respondents in terms of?

1.1 Age
1.2 Sex
1.3 Course

2. What is the parenting style of the sample respondents in terms of?

2.1 Course/ track

3. What is the level of the academic performance of the sample respondents

according to?

3.1 Course/ track

4. Is there a significant difference between the academic performance of the TVL

and Academic tracks sample respondents?

5. Is there a significant relationship between parenting style and the academic

performance of the sample respondents?

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Dr. Jose P. Rizal Senior High School

Hypothesis

H0 - There is no significant difference between the academic performances of the

sample respondents.

Scope and Limitations

It is important to narrow down research topic and limit the scope of the study as

well as the researcher informs the reader about limits or the coverage of the study

(Robies, 2008). This study focuses on the relationship of parent’s parenting style and

their children’s academic performance of selected students of Grade 12 in Dr. Jose P.

Rizal Senior High School. This study will help to determine the significant

relationship of the parental authority style of parent to the student’s academic

performance.

The study used convenience sampling. Each of the respondents will be given a

questionnaire to answer some questions related to the research problem.

The responses will be categorized according to their profile such as gender and

strand to find out the significant relationship of the parenting style and student’s

academic performance. The study is limited to the Grade12 students of Dr. Jose P.

Rizal Senior High School at Dasmariñas City, Cavite.

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Dr. Jose P. Rizal Senior High School

Significance of the Study

This part of the study will tell the importance and purpose of the research. This

tells how the study would be beneficial to society and specific person (Robies, 2018).

Moreover, the beneficiaries of the said study are as follows:

Students. This study will serve as their inspiration in putting more motivation in

studying, which in return, may affect their academic performance. Moreover, the

students will be given better understanding to their perception with regards to

strategies in studying.

Administration. This study will serve as basis for them to assess the degree of

effectiveness of the teacher’s teaching strategies. In line with that, they may give

insights for professional training and development to enhance the competencies of

teachers.

Parents. This study will serve as their instrument in giving information, their

perception regarding the styles of parenting they exemplify to their children and how it

directly translates into effects in academic performances.

Guidance Counselors. This study may serve as inspiration for them to mold

students about their character, and styles in studying habits thus making students in

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Dr. Jose P. Rizal Senior High School

becoming a better person. They are there to advice and at the same time encourage the

students to verbalize feelings concerning their degree of academic performance.

Future Researchers. This study will serve as their reference for their future

research undertakings and they may use the gathered data as basis in conducting

research studies of their own.

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Dr. Jose P. Rizal Senior High School

Operational Definition of terms

The Operational Definition of terms will help to better understand the given

terminologies.

 Academic Performance - The average of the final grade of G12 students in their 5

major subjects of the school year 2018-2019.

Parenting Style- The method used by parents in raising a child depending on their

own way of doing.

Authoritarian Parents - Parents exercise full control on their children. They don’t

listen to their children’s wants or requests.

Authoritative Parents - Parents set limitations and standards to their children at

the same time listen to the side of their children.

Permissive Parents - Parents tolerate their children in all their activities

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Dr. Jose P. Rizal Senior High School

Chapter II
REVIEW OF RELATED LITERATURE & STUDIES

In this chapter the review of literature, studies as well as readings had gathered

from books articles, journals, past studies about parent parenting style and student’s

academic performance.

Theoretical Framework

Theories are formulated to explain, predict, and understand phenomena and, in

many cases to challenge and extend existing knowledge within the limits of critical

bounding assumptions. The theoretical framework is the structure that can hold or

support a theory of a research study. The theoretical framework introduces and

describes the theory that explains why the research problem under study exists (Abend

Gabriel, 2008).

This study presents a theoretical review that is related to the types of parenting

style. In this case, the Pillar theory of Diana Baumrind is deemed important in this

study. Baumrind developed her Pillar Theory, which draws relationships between

basic parenting styles and children's behavior. Baumrind’s theory suggests that three

dimensions of parent-child interactions reflecting to the types of responsiveness and

control that can predict reliably children’s social, emotional and cognitive functioning

(Ruzzel and Wentzel 2009).

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Dr. Jose P. Rizal Senior High School

Conceptual Framework

In this section, it represents how the particular variables connect with each other

and in the specific study. It also identifies the variables required in the research

investigation. Moreover, it maps out the actions required in the course of the study.

Figure 1: Conceptual Framework of the Study

Selected G12 students

of
Dr. Jose P. Rizal
Senior High School

Parenting Authority/Styles:
Academ
 Authoritarian ic

 Authoritative Performance

 Permissive

Related Literature

Parenting Style

According to Akca (2012), parenting styles, parenting attitudes and behaviors that

are displayed have a significant impact on the children’s future behavior and the

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Dr. Jose P. Rizal Senior High School

shaping of their behavior and the shaping of their behavior at early ages. Children

should have a healthy relationship with their parents in order to have consistent

behaviors in society, to be self-sufficient, to gain necessary social skills, and achieve

his/her independence. This is closely related to parental attitudes and behavior such as

the ones that the parents adopt.

Cagdas ve Secer (2006), said that with democratic parents, not only are the children

supervised. But the parents also have a sensibility to their children’s immediate needs.

While Baumrind (1991), adds to that by saying “Democratic parents let their

children be independent but controls their actions at the same time. The children are

also consulted in these families. Therefore, the children believe that their views are

also important. It is probable that children with democratic parents are social,

autonomous and highly responsible.

According to Baumrind (1991), authoritarian parents display a high degree of

control. They are disciplinary who use punitive and restrictive style. This can result in

the adolescent behavior being dependent or rebellious. And the authoritative

parenting is characterized by high responsiveness and high

demands. Authoritative parents are responsive to the child's emotional needs while

having high standards. They set limits and are very consistent in enforcing boundaries.

Vanderwoerd (2003) says that Eleanor Maccoby found that children of

authoritarian parents tended to have low self-esteem, lacked empathy, were unable to

internalize moral standards, lacked independence, and were weak in establishing

positive peer relationships.

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Dr. Jose P. Rizal Senior High School

According to Baumrind, Larzelere, and Owens (2010), with apathetic having no

enthusiasm of being a parent affects their relationship with their children. They

generally evaluate the events independently from their lives while meeting children’s

needs and may ignore some needs. Even in the strangest situations. This may create a

lack of self-control. Moreover, children’s self-respect and proficiency levels may be

affected negatively.

Cagdas ve Secer (2006), says that overprotective parents display protections that

are more than required because they perceive the environment as hostile and

dangerous. Some factors that may cause this are death of the first child, having a

difficult pregnancy period or unable to have children in long terms, or having grown

up in an apathetic environment during their childhood.

Tuzgol (1998), adds to this by saying children raised by overprotective parents may

be unable to develop their own powers because their parents are so sensitive and

controlling beyond expectation. While on the other hand, have a probability that they

become excessively independent from others, disappointed, insecure and rebellious.

Sharon Paulson (2009) emphasized that many studies had examined the relation

of parenting characteristics and adolescent outcomes. Parenting style is usually

conceptualized in two dimensions, parental demandingness and parental

responsiveness. Which when combined creates four categories of parenting,

authoritative, authoritarian, indulgent or permissive, and indifferent or neglecting.

Research has shown that authoritative parenting is more related to higher levels of

adjustment psychological maturity, psychosocial competence, self- esteem, and

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Dr. Jose P. Rizal Senior High School

academic success other than parenting styles. Studies which examined the parenting

separately similarly found the relation of both acceptance and control with

psychological maturity, school achievement, and self- esteem.

In an article entitled “The Parents’ Role: Learning Differences at College”, it is

pointed out that it is very important that in the academic years of students, parents

should be supportive of their choices, but any stated that parents should let their

children know that they are there for them and that they can help, but they should not

try to do more than this, like they might have back in high school. College students

have many obstacles to overcome in order to achieve their optimal academic

performance. It takes a lot more than just studying to achieve a successful college

career. Factors such as parental involvement in the light of parental expectations, can

pose a significant effect on a student’s academic performance. Parental expectations

have a notable influence on academic results, even when controlling for initial

knowledge and socio-economic context. The more subtle aspects of parental

involvement, such as parental styles, had a greater impact on student educational

outcomes.

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Dr. Jose P. Rizal Senior High School

Related Studies

Studies on Parenting Style

Kaufmann et al. (2000) examined the relationship between authoritative and

authoritarian parenting styles and socio-emotional adjustment in elementary school

children as reported from the parents’ perspective. Mothers of first through fifth

graders provided in- formation about parenting style as well as children’s

competencies and problem behaviors. Teachers provided ratings of children’s

adjustment for a subset of the participants. Results indicated that authoritative

parenting was associated negatively with parent- and teacher-rated maladaptive

behavior, and positively with indicators of healthy adjustment. Correlations between

authoritarian parenting and adjustment were either small or non-significant.

Regression analyses indicated that authoritative parenting was more predictive of

children’s competence than maladaptation (22% versus 10% of variance). The effects

of parenting style on adjustment were not moderated by demographic variables, such

as the child’s gender, grade level, ethnicity, and family income.

Chandola and Bhanot (2008) conducted a study in Kumarganj, Faizabad District of

Eastern Uttar Pradesh (India). The purpose of the study was to assess the parenting

style, the adjustment pattern and find the relationship between parenting style and

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Dr. Jose P. Rizal Senior High School

adjustment of high school children. One hundred twenty high school children (60 girls

and 60 boys) of age (15-17 years) comprised the sample of the study. Parenting scale

and the adjustment inventory was administered to each high school children. Data was

analyzed in terms of percentage, chi-square (χ2) and coefficient of contingency (c).

Statistical analysis revealed that there is exist significant relationship between

parenting style and adjustment of high school children. The children with low

parenting had more unsatisfactory adjustment than children with high parenting.

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Dr. Jose P. Rizal Senior High School

Chapter III
METHODOLOGY
This chapter includes the research design, subject of the study, research instrument,

research instrument, data gathering procedure, and statistical treatment.

Research Design

The research design refers to the overall strategy that you choose to integrate the

different components of the study in a coherent and logical way, thereby, ensuring you

will effectively address the research problem; it constitutes the blueprint for the

collection, measurement, and analysis of data (De Vaus D.A 2001).

In this study, Correlational research design was selected because it attempts to

determine the extent of a relationships between two or more variables using statistical

data. This design was chosen to meet the objective of the study, namely to determine

the relationship between Parent Parenting Style and Academic Performance of their

child.

Subject of the Study

In this section, it will explain relevant details about respondents. These include

the number of respondents as well as their relevant background information (Patel

2003).

The population of this study covers the Grade 12 Senior High School students in

Dr. Jose P Rizal Senior High School enrolled during school year 2019-2020. Those

selected students in each section will serve as the respondents of this research.

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Dr. Jose P. Rizal Senior High School

Research Instrument

Instrument is the term used by the researchers to represent the act of measuring

quantifiable data (Research Rundown, n.d).

To provide and gather as much informative, reliable, valid and relative evaluation,

adapted questionnaire which is the Parental Authority Questionnaire will be used. The

questionnaire serves as the primary instrument in gathering data.

The questionnaire will be divided into two sections: the first part of the

questionnaire will be used to know the demographic profile of the respondents. The

second part is about parent’s parenting style consisting 30 item question with its

corresponding option or scale which are 1 (Strongly disagree), 2 (Disagree), 3 (Neither

agree nor disagree), 4 (Agree), 5 (Strongly Agree).

Data Gathering Procedure

Data collection is the systematic approach of gathering and measuring

information from a variety of sources to get a complete and accurate picture of an area

of interest. It enables the researchers to answer relevant questions, evaluate outcomes

and make predictions about future probabilities and etc. (Rouse & McLaughilin).

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Dr. Jose P. Rizal Senior High School

Before conducting the actual gathering of data, the researchers are responsible to

ask permission from the Coordinator of the study/ program.

After the Coordinator signed the consent from the researchers, the researchers are

going to wait until the exact day that they have set to meet the selected population of

students in Dr. Jose P. Rizal Senior High School to finally conduct the survey.

First, the researchers will gather the student’s survey papers and secure them into a

confidential manner. The researchers will be doing an observation for gathering other

raw information in the said population.

After the researchers have done gathering the survey questionnaires and observing,

they will tally the results using their preferred scales and encode it as much as possible

in the fastest and in better way, in order to maintain its accuracy.

Statistical Treatment of Data

To determine for the academic performance of the respondent and are computed

using mean and standard deviation of the responses, the formula is listed below.

∑ fx
X=
n

∑ fx ²−ẋ ²
S=
√ n

where:

ẋ = mean

∑ = symbol of summation

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 Dr. Jose P. Rizal Senior High School

fi = frequency of response

xi = the variables

s = standard deviation

To test for the significant correlation between parents’ parenting style and

academic achievement, the Pearson Product Moment Coefficient of Correlation has been

used with the formula:

n ∑ xy−(∑ x)(∑ y )
r= 2 2 2
√[n ¿ ∑ x −( ∑ x ) ][n∑ y −(∑ y ) ²]¿
where:

n= total no. of respondents

x= the independent variable

y= the dependent variable

∑= symbol of summation

To test for the significance of the Pearson®, the Z-test for the significance of (r) has

been used, whose formula is listed below:

where:

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Dr. Jose P. Rizal Senior High School

r = the computed Pearson (r) z = the computed z-test

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Dr. Jose P. Rizal Senior High School

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter reviews the results and analysis of the qualitative data, the

compilation of the questionnaire and the results and analysis of the quantitative

findings of the study. The purpose of this chapter is to summarize the collected data

and the statistical treatment, and/or mechanics, of analysis.

1. Profile of the Sample Respondents

Table 1.1 Distribution of respondents according to sex & course

Course
Gender
TVL Academic Total
Male 31 22 53
Female 8 50 58
Total 39 72 111

Table 1.1 shows the number of the participants divided based on their gender and

course. There are 53 Males and 58 Females with a total of 111 students. There are 31

TVL Male students and 8 TVL Female students with a total of 39 TVL respondents.

While in Academic course there are 22 Male students and 50 Female students, with a

total of 72 respondents.

Table 1.2 Distribution of respondents according to age.

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 Dr. Jose P. Rizal Senior High School

Tota
Age  
Course / Track l
16 17 18 19 20 21 22
Academic 1 38 19 12 1 1 72
TVL 29 3 6 1 39
Total 1 67 22 18 0 2 1 111

The table above shows the division of students based on their age and course. The

age of the respondent ranges from 16 – 22 years old. It is dominated by respondents

with the age of 17. Out of 111 participants, 67 of them are aged 17 and 38 of them in

the academic course, and 29 in the TVL course.

2. Parenting Authority

Table 2.1 Mean, Standard Deviation and Variance of the Parenting Authority

  Academic TVL Over-All

Mean 3.39 3.41 3.40
Standard Deviation 0.57 0.50 0.53
Variance 0.26 0.25 0.25

The researchers get the mean, standard deviation, and variance of the Grade 12

students in Parenting Authority assessment. The Academic track get a mean of 3.39

while the TVL get a 3.41 with the overall mean of 3.40.

3. Levels of academic performance of Grade 12 Academic and TVL students

Table 3.1 Interpretation of Academic Performance

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Dr. Jose P. Rizal Senior High School

Course/ Track Score Interpretation

Academic 86.32 Very Satisfactory
TVL 84.23 Satisfactory

Table 3.1 shows the mean of the grades of the students to determine the level of

academic performance, wherein it has found out that the Academic course (ABM and

HUMSS) is on a very satisfactory level (85-89) while TVL course is on the level of

satisfactory (80-84).

4. Significant Difference between the Academic Performance of Academic and

TVL

Table 4.1 z-test of the Academic Performance

  Academic TVL
Mean 86.32 84.23
Known Variance 16.61 22.55
Observations 72 39
Hypothesized Mean
Difference 0
z 2.322328276
P(Z<=z) one-tail 0.010107633
z Critical one-tail 1.644853627
P(Z<=z) two-tail 0.020215266
z Critical two-tail 1.959963985

Table 4.1 shows that the null hypothesis is fail to reject and there is no significant

different between Academic Track and Technical Vocational Livelihood track in

terms of Parental Authority.

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 Dr. Jose P. Rizal Senior High School

5. Significant Relationship between Academic Performance and Parental

Authority Style

Table 5.1 Correlation Coefficient

Academic Parenting
 
Achievement Style
Academic
1
Performance
Parenting
-0.12562088 1
Authority

The Pearson r correlation coefficient is -0.12 and indicates there is no significant

relationship between X (Parenting Authority) and Y (Academic Performance).

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary or the research work undertaken, the

conclusions drawn and the recommendations made as an outgrowth of this study.

Summary of Findings

1. Profile of the respondents

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 Dr. Jose P. Rizal Senior High School

There was a total of 111 respondents of the study who were the Grade 12 students

in DJPRSHS compose of sample sizes from TVL course and Academic course. The

TVL course is consist of Technical Drafting with 35 students and 4 students from

CSS. The academic track is HUMSS with 43 students and 29 students from ABM.

The majority age of the respondent is in the age of 17 years old with 67 respondents

out of 111.

2. Parenting Authority Style

The researchers get the mean, standard deviation, and variance of the Grade 12

students in Parenting Authority assessment. The Academic track get a mean of 3.39

while the TVL get a 3.41 with the overall mean of 3.40. It implies that the Academic

Track has slightly higher mean than TVL track but they both have a mean of 3 which is

neutral.

3. Academic Performance of Grade 12 students

The findings showed the very satisfactory level of grades of the Academic Track

with a mean of 86.32. The TVL track got satisfactory level in their grades with a mean

of 84.23

4. Significance Relationship of Parental Authority and academic performance of

Grade 12 students

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 Dr. Jose P. Rizal Senior High School

The findings in Pearson product correlation showed correlation coefficient of

-0.12 showing a no significant relationship between Parental Authority and academic

performance of Grade 12 students.

Conclusion

Based on the findings of the study, the following conclusions can now be made:

1. The Grade 12 students perceive the democratic, permissive and authoritarian

parental authority style.

2. There is no significant relationship between Parental Authority Style and

academic performance of Grade 12 students, thus having a democratic,

permissive and authoritarian parents have no effect in their academic

performances as well.

Recommendation

Based on the conclusions and findings of the study the following

recommendations were listed:

1. The researchers suggest that parents should know the most effective

parental authority style to help them in nourishing the developmental needs

of their children.

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 Dr. Jose P. Rizal Senior High School

2. Counselors and teachers should plan collaboratively in order to plan the

effective policies for the students to endorse productive learning

opportunities to foster the academic performance of students.

2. counselors
and teachers should plan collaboratively in order to plan
the effective policies for the children to endorse productive
learning opportunities to foster the self-efficacy of students.
3. 2.
4. 2.
5. F
6. f
3. Future research may be carried out by taking into consideration the role of

teacher–student interaction and the practices of teachers.

4. The study can be use in other senior high schools with complete strands in

Academic and Technical Vocational Tracks.

APPENDIX A

A questionnaire was developed for the purpose of measuring Baumrind's (1971)

permissive, authoritarian, and authoritative parental authority prototypes. It consists of 30

items per parent and yields permissive, authoritarian, and authoritative scores for both the

mother and the father; each of these scores is derived from the phenomenological

appraisals of the parents' authority by their son or daughter. The results of several studies

have supported the Parental Authority Questionnaire as a psychometrically sound and

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 Dr. Jose P. Rizal Senior High School

valid measure of Baumrind's parental authority prototypes, and they have suggested that

this questionnaire has considerable potential as a valuable tool in the investigation of

correlates of parental permissiveness, authoritarianism, and authoritativeness.

Name: ______________________________ Average: ____ Age: ____ Sex: ____

Parental Authority Questionnaire

Instructions: For each of the following statements, circle the number of the 5-point scale that
best describes how that statement applies to you. Try to read and think about each statement as it
applies to you during your years of growing up at home. There are no right or wrong answers, so
don’t spend a lot of time on any one item. We are looking for your overall impression regarding
each statement. Be sure not to omit any items.

1 = Strongly disagree
2 = Disagree
3 = Neither agree nor disagree
4 = Agree
5 = Strongly Agree

While I was growing up my mother felt that in a well-run home the

1. children should have their way in the family as often as the parents do. 1
2
3
4
5

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 Dr. Jose P. Rizal Senior High School

Even if her children didn’t agree with her, my mother felt that it was for
2. our own good if we were forced to conform to what she thought was
right. 1
2
3
4
5
Whenever my mother told me to do something as I was growing up, she
3. expected me to do it immediately without asking any questions.
1
2
3
4
5
As I was growing up, once family policy had been established, my 1
4. mother discussed the reasoning behind the policy with the children in the 2
family. 3
4
5
My mother has always encouraged verbal give-and-take whenever I have 1
5. felt that family rules and restrictions were unreasonable. 2
3
4
5
My mother has always felt that what her children need is to be free to 1
6. make up their own minds and to do what they want to do, even if this 2
does not agree with what their parents might want. 3
4
5
As I was growing up my mother did not allow me to question any 1
7. decision she had made. 2
3
4
5
As I was growing up my mother directed the activities and decisions of
8. the children in the family through reasoning and discipline. 1
2
3
4
5
My mother has always felt that more force should be used by parents in 1
9. order to get their children to behave the way they are supposed to. 2
3
4
5
As I was growing up my mother did not feel that I needed to obey rules 1
10. and regulations of behavior simply because someone in authority had 2
3

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 Dr. Jose P. Rizal Senior High School

established them. 4
5
As I was growing up I knew what my mother expected of me in my 1
11. family, but I also felt free to discuss those expectations with my mother 2
when I felt that they were unreasonable. 3
4
5
My mother felt that wise parents should teach their children early just 1
12. who is boss in the family. 2
3
4
5
As I was growing up, my mother seldom gave me expectations and 1
13. guidelines for my behavior. 2
3
4
5
Most of the time as I was growing up my mother did what the children in
14. the family wanted when making family decisions.
1
2
3
4
5

As the children in my family were growing up, my mother consistently 1

15. gave us direction and guidance in rational and objective ways. 2
3
4
5
As I was growing up my mother would get very upset if I tried to
16. disagree with her. 1
2
3
4
5
My mother feels that most problems in society would be solved if parents
17. would not restrict their children’s activities, decisions, and desires as 1
they are growing up. 2
3
4
5
As I was growing up my mother let me know what behavior she expected
18. of me, and if I didn’t meet those expectations, she punished me. 1
2
3
4
5

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 Dr. Jose P. Rizal Senior High School

As I was growing up my mother allowed me to decide most things for 1

19. myself without a lot of direction from her. 2
3
4
5
As I was growing up my mother took the children’s opinions into
20. consideration when making family decisions, but she would not decide 1
for something simply because the children wanted it. 2
3
4
5
My mother did not view herself as responsible for directing and guiding
21. my behavior as I was growing up. 1
2
3
4
5
My mother had clear standards of behavior for the children in our home 1
22. as I was growing up, but she was willing to adjust those standards to the 2
needs of each of the individual children in the family. 3
4
5
My mother gave me direction for my behavior and activities as I was 1
23. growing up and she expected me to follow her direction, but she was 2
always willing to listen to my concerns and to discuss that direction with 3
me. 4
5
As I was growing up my mother allowed me to form my own point of 1
24. view on family matters and she generally allowed me to decide for 2
myself what I was going to do. 3
4
5
My mother has always felt that most problems in society would be 1
25. solved if we could get parents to strictly and forcibly deal with their 2
children when they don’t do what they are supposed to as they are 3
growing up. 4
5
As I was growing up my mother often told me exactly what she wanted 1
26. me to do and how she expected me to do it. 2
3
4
5
As I was growing up my mother gave me clear direction for my 1
27. behaviors and activities, but she was also understanding when I disagreed 2
with her. 3
4
5
As I was growing up my mother did not direct the behaviors, activities, 1

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 Dr. Jose P. Rizal Senior High School

28. and desires of the children in the family. 2

3
4
5
As I was growing up I knew what my mother expected of me in the 1
29. family and she insisted that I conform to those expectations simply out of 2
respect for her authority. 3
4
5
As I was growing up, if my mother made a decision in the family that 1
30. hurt me, she was willing to discuss that decision with me and to admit it 2
if she had made a mistake. 3
4
5

BIBLIOGRAPHY

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