The Effect of Parenting on Child Development in relation to their

Social Skills

A Research Proposal Presented to

The Faculty of College of Criminal Justice Education

Southway College of Technology

San Francisco, Agusan del Sur

_______________________

In Partial Fulfillment

of the Requirements for the Degree

Bachelor of Science in Criminology

____________________

Bulala, Jasmine

Elangga, Mark Juwin

Eltagunde, Jay

Mamerto, Jungelyn

Rosales, Mark Louie

2023
 Chapter 1

INTRODUCTION

Rationale

As stated by Miles and Stipek (2006), social skills are linked to academic success,

emotional adjustment, methods of coping, and career. An individual with poor social skills might

encounter greater interpersonal issues rather than someone with strong social skills. Regarding

a variety of maladies, social skills deficiencies are crucial diagnostic criteria (DSM-IV-TR;

American Psychiatric Association, 2000). According to Merrell and Gimpel (1998), social skills

are acquired behaviors that happen to be specific to the setting and may be used as effective

social reinforcers for training. From the aforementioned, it can be inferred that social skills are

adaptive behaviors, which means an unsuccessful or inadequate application of social skills is

seen as a social skill deficit.

In the family, the child grows up and has his or her early social encounters. Someone

understands the ways to connect with others in the family along with how to deal with difficulties

which might come up (Aslan and Cansever, 2007). Social skills, communication, dealing with

issues, making decisions, self-control, and peer interactions are examples of skills.

Furthermore, they constitute important learned traits that allow individuals to start and keep

bonds with others (Westwood, 2007). A multitude social abilities are developed unconsciously

along with in a nonsystematic way in social networks and parents. Children develop social skills

through seeing and imitating their parents, other adults such as brothers and sisters and

classmates. All of this is an unintentional and nonsystematic form of learning (Avcolu, 2007).

Parental styles play an important role in the formation of children's social abilities

(zkafac, 2012; Kandr and Alpan, 2008; Saltal and Arslan, 2012). Children must have strong
relationships along with their guardians for them to be capable to exhibit dependable actions in

their community, to become self-sufficient, to interact with others properly, to achieve autonomy,

and to be an outgoing individual. This also has a one-to-one relationship with the parent styles

(Akça, 2012).

Given that many studies have been conducted to investigate the effects of parenting on

the development of a child's social skills, there is an inadequate amount of research on how

different types of parenting affect the various aspects of a child's social skills that must be

understood in today's emergence. Additionally, it is an issue that needs to be addressed which

prompted the researchers to conducts this study.

Research Objectives

This study aims to explore the assessment of The Effect of Parenting on Child

Development in relation to their Social Skills among criminology students of higher

education institution. Primarily this sought to answer the following specific objectives:

1. To evaluate the level of parenting in terms of:

1.1 authoritarian;

1.2 authoritative;

1.3 permissive; and

1.4 uninvolved

2. To measure the level of social skills of third year criminology students of

Southway College of Technology in terms of:

2.1 leadership skill;

 2.2 team integration skill;

2.3 affiliative skill;

2.4 interpersonal skill; and

2.5 social engagement skill

3. To determine the significant relationship between parenting and social skills.

Hypothesis

H0: This study will be guided with single null hypothesis tested at 0.5 level of

significance.

H01: There is no significant relationship between parenting and social skills.

Review Related Literature

This section contains a review of relevant literature, studies, and other data

obtained by the researchers for this study. This data will help both researchers and

readers understand concerning this research. The independent variable is parenting

with the following indicators: authoritarian, authoritative, permissive, and uninvolved

parenting with theoretical constructs relating to effective parenting (Baumrind, 1966). On

the other hand, the dependent variable is social skills that is composed of five indicators

namely: leadership skill, team integration skill, affiliative skill, interpersonal skill, and

social engagement skill (Vygotsky’s, 1962; 1978).

Parenting

A person's life is greatly influenced by his or her parents. The variety of research

on parenting reflects its relevance to the growing individual. The parenting process

encompasses all of the actions families engage in to promote the development of their

kids well-being. The notion of parenting style is one of the most extensively researched

methods for recognizing parenting impacts on the growth of individuals (Baumrind,

1967). Baumrind postulated parental styles as correlates of child socialization. The

relevance of examining the function of parenting style in child development was

acknowledged by numerous researchers (Kordi, 2010; Schaffer, Clark, & Jeglic, 2009;

Kaufmann et al, 2000; Lim & Lim, 2003). A number of the research investigations

followed Baumrind's three parenting styles, namely authoritative parenting, authoritarian

parenting, and permissive parenting, though Baumrind included negligent parenting in

1971.

The importance of parenting in an individual's emotional alongside social

qualities is gaining attention. The focus among academic scholars on parenting styles

and the effects they have on school-related growth results is also growing. A variety

investigations discovered where parenting style or parents action has empirically

important connection alongside child development results including efficiency,

accomplishment techniques, autonomy learning, success objectives, confidence and

psychological well-being of learners (Aunola, Stattin & Nurmi, 2000,Huang& Prochner,

2004, Chan & Chan, 2005, Turner, Chandler & Heffer, 2009,Besharat, Azizi &

Poursarifi, 2011,Revers, mullis, Fortner & Mullis, 2012).

 The first domain is authoritarian parenting, which several previous studies have

identified the impact of adverse parenthood, particularly authoritarian parenting styles,

on the emotional growth of children. As an instance, it continues to be constantly

observed that a certain age group that may have been classified as frightened, over-

dependent, psychologically unstable, and others had experienced behaviors that their

parents identified as more than-attentive to different reliance demands and harsh for

various self-sufficient actions, i.e., "overprotectiveness" (Damon and Lerner, 2008).

Additionally, parents that is authoritarian is frequently noted for being slower to

respond and more demanding. In order to get their kids to comply, these parents

frequently use harsh consequences or aggressive authority in a cruel way without ever

explaining their actions or allowing for verbal compromise (Baumrind, 1991). According

to Trautner (2017), individuals raised in this manner frequently struggle to control their

anger, have low self-esteem, lack confidence, are timid, lack good decision-making

skills, act defiantly or submissively, and have a tendency to injure themselves.

Parenting methods that are authoritarian have been linked to issues such as social

anxiety, socially isolated behaviors, delinquent behavior poor academic performance,

low self-esteem, a greater sense of being alone greater thoughts of suicide, despair,

and trauma (Nayak & Kochar, 2016; Radhika & Joseph, 2013; Sandhu & Sharma, 2015;

Pandey & Kumar, 2009; Singh et al., 2012).

People who practice this kind of parenting frequently substitute penalties for

order but are unable or unwilling to justify their decisions. High standards of obedience

and observance about youngsters in parents regulations and instructions are

characteristics and indicators of authoritarian parenting, commonly also known as strict

parenting in colloquial terms (Khan, 2020). Authoritarian parenting also allows little room

for open communication among both parents and their kids. When guardians use a

repressive parenting approach, they want their kids to obey them, appreciate their work,

and put forth an effort, but they don't acknowledge or value their kids' efforts, feelings,

or sensations as a reward (Santock, 2007).

Second domain is authoritative parenting. Baumrind was the very first to propose

an authoritative parenting approach. Baumrind (1966) asserts that parents who are in

charge should guide their young ones in a logical and issue-focused way. Parents often

desire successful interaction in addition to a positive connection with each other

because this method of parenting is more demanding (Piko & Balazs, 2012). According

to Hoskins (2014), authoritative parents show more compassion and desire by being

more forgiving of severe conduct. Parents like these promote verbal reciprocity, explain

the justification for their rules, and employ force, persuasion, and molding to achieve

their goals. Excellent teenage results are more often linked to this parental approach.

As an outcome, it is recognized by the majority of parents as their most helpful and

successful parenting style. In this regard, a firm parental approach promotes teenagers'

positive well-being.

In the study of Nijhof and Engels (2007), an authoritative parenting style can

have a significant impact on a child's cognitive and social growth. This is especially true

since an authoritative parenting style encourages children to become more

independent, self-assured, and capable of using appropriate coping mechanisms while

also establishing positive self-image (Parker & Benson, 2004).

 The third domain is permissive parenting. The permissive parenting style,

according to Baumrind (1989), is a careless parenting approach in which parents make

few demands, encourage their kids to express their emotions, and hardly ever use force

to control their behavior. They also tend to not demand that their kids behave in a

mature manner, preferring to foster their independence instead. When a youngster is

naturally well-mannered and understands when, how, and what to read without being

forced or reminded, this parenting approach is beneficial. Giving a terrible youngster

independence in their attitude, on the other hand, is very negative for the child's future

since the child won't ever develop a feeling of sensitivity.

In line with Kopko (2007), permissive parents use lines like "sure, you can stay

up late if you want to" and "you do not need to do any chores if you don't feel like it."

Permissive parents dislike giving their kids the cold shoulder or dissuading them from

reading hobbies. Teenagers are thus given the freedom to make a lot of crucial

decisions without parental supervision. The kid is free to arrive at preferences about his

or her literary habits, and all judgments are guaranteed to be accepted and carried out.

Permissive parenting, according to Moore (2013), fosters more favorable social

development. Parents that are permissive or lenient place more importance on being a

parent's friend than a figure of authority. Cherry (2013) argued in favor of this point of

view by claiming that permissive parents, also known as indulgent parents, have

relatively minimal expectations for their kids. Due to their generally low standards for

maturity and self-control, these parents don't punish their kids too much.
 The fourth and last domain is uninvolved parenting, As this kind of parent

typically keeps their distance, children are given a great deal of freedom. In contrast

generally preserving their distance from the children's life, they meet the child's basic

needs. A detached parent has little communication with their child and doesn't use a

particular method of correction. They frequently provide little caring and have either

minimal or no desired outcomes for their kids. Children with various styles of parenting

are often less resilient and may even be less self-sufficient than children with uninvolved

parents. These abilities, nevertheless, were acquired because of need. They may also

struggle with emotional regulation, less effective coping mechanisms, scholastic

difficulties, and problems fostering or sustaining social interactions (Nijhof, 2007;

Kuppens, 2019).

On the other hand, caused by an absence of compassion and demands,

offspring of uninvolved/neglectful parents are predicted to have the lowest degree of

self-esteem. Despite the fact that an uninvolved parenting style would give children an

opportunity to demonstrate independent behavior, such parents are unable to actively

assist the child in deciding things for himself or herself (Chirkov and Ryan, 2001) or

nurture a protective relationship between parents and children when the child's attempts

at making independent decisions and self-reliance fail (Petersen and Govender, 2010).

Social Skill

In accordance with Bilancia and Rescorla (2010), social skills are crucial for the

progress and advancement of teenagers in terms of both academic achievement and

socializing. According to Miles and Stipek (2006), social skills are related to job
opportunities, coping mechanisms, mental wellness, and school achievement. For

resilience, wellness, social competence, social support, and social cognition, social skill

is a necessary component. In a research by Saito and Okayasu (2014), resilience was

examined in relation to social skills and self-esteem in university students. The study's

findings showed that both variables were predictive of resilience. According to studies,

social skills training significantly boosted personal adequacy, self-esteem, social

progress, and adaptability while also lowering inappropriate behaviors including hostility

and violence (Pasha & Gorjian, 2010).

Peer interactions, excellent social integration with others, mental capacity, family

structure, social skills, and other aspects all contribute to social development (Namka,

2009). Social skills are the foundation of an individual's success. Social skills aid in

initiating and establishing connections and friendships. Essentially, social skills are

activities that encourage pleasant connection with people (Lynch and Simpson 2010).

Social skills aid in the development of consideration and care for other people, making

ethical choices and successfully dealing with challenging circumstances. (2004) (Zins,

Weissbert, Wang, and Walberg). Good social skills assist a youngster not just in relating

successfully with peers but also in establishing positive connections with instructors. A

youngster with high social skills may manage efficiently in both the social and

educational environments. "The establishment of social skills provides an essential

basis for subsequent academic success as well as related to work skills" (McClelland &

Morrison, 2003). Positive relationships with others are encouraged by social skills,

whereas unpleasant contacts with others are avoided (Flowers, 2008).

 The first domain is leadership skill. Messick and Krammer (2004, quoted in

Obiwuru et al., 2011) suggested that the extent to which which someone demonstrates

traits associated with leadership is determined not just by his characteristics and

personal talents, but also by the setting and circumstances where he finds oneself.

Leadership skills, according to McPheat (2010), are the tools, actions, and capacities

that a person requires in order become effective at inspiring and guiding people. True

leadership qualities, however, need something more--the capacity to assist others in

developing their own strengths. It is claimed that the most effective leaders are those

that motivate others to personal accomplishment.

Each time taking into account growth and development, Day (2001) divides

between the notions of leader and leadership by conveying the growth of leaders as

human capital and leadership development as social capital. "In the case of

improvement of leaders, the focus tends to be on individual-based expertise, abilities,

and skills that relate to traditional leadership roles" (p. 584), whereas "Leadership

development can be viewed as a method of integration by helping individuals

comprehend how to related to others, collaborate their efforts, build agreements, and

develop expanded social networks by applying knowing oneself to social and corporate

imperatives" (p. 586).

The second domain is team integration skill. Team integration has been viewed

as a critical method for fostering a more constructive, friendly, and productive

collaboration (Latham, 1994; Egan, 2002). Any approach which describes the notion of

team integration as well as a common goal effectiveness of every team involved has a

chance to thoroughly resolve came across issues (Chan et al., 2014) and, thus,
positively impact the results of the project (Jorgenson and Emmitt, 2009), improving

innovation and the process of development (Aapaoja et al., 2013). Integration has also

been considered as a technique of boosting workgroup effectiveness and project team

performance (Egan, 2002; Constructing Excellence, 2004). Teams from all sorts of

organizations, with varying characteristics, cultures, and organizational procedures,

must be able to collaborate in order to effectively use their expertise and experience.

In the making sector, the term 'integration' is constantly used and has changed

through time to characterize organizations, teams, and collaboration. The term

'integration' has been commonly used in the building trade to express the notion of

openly sharing knowledge across various players in the building process, while real

instances are restricted and specialized (Vincent and Kirkpatrick, 1995). Previously,

researchers detected integration in a variety of methods. Howell (1996) and Jafaari &

Manivong (1999) defined integration as the joining of disparate disciplines with

disparate objectives, requirements, and cultures to complete a single job. It is the

alignment of several processes to bring them into agreement with one another (Dainty

et al. 2001). Other researchers defined integration as teamwork and a process for team

improvement.

Third domain is affiliative skill. Goleman (2000) earlier used the term affiliative to

describe an authority leader's ability to develop connections in working environments.

They utilize the word to convey the breadth of viewpoints discussed previously, as well

as to emphasize the personality of leadership as it emerges in social practice or

processes. The Oxford English Dictionary (2010) defines affiliate as "to connect,

companion, interact, or unite alongside others." People can cultivate and exercise
affiliative direction, that derives strength from participatory procedures that exemplify

teamwork. According to Cunliffe (2009), Crevani et al. (2010), and Raelin (2006),

developing an affiliative talent entails growing a capacity to recognize many viewpoints

and potential opportunities—to be willing to consider different points of view. Curiosity

and openness to multivocality and different thoughts necessitate training to concentrate

outwards, beyond themselves, and onto another.

Understanding ability to build trust with other people in a particular environment

is part of affiliative skill (Heckscher & Adler, 2006; Jameson, Ferrell, Kelly, Walker, &

Ryan, 2006; Vangen & Huxham, 2003). This links to Raelin's appeal for compassion as

an operational premise for cooperation, as well as Cunliffe's argument of a necessary

social behavior and hence morality inside relational management paradigms.

Developing establishing confidence skills is critical to establishing this type of leading;

an individual that is competent and ready to build trust engenders trust, producing an

atmosphere of cooperation.

The fourth domain is interpersonal skill. Interpersonal skills are social abilities

which must be developed for working together with other. In accordance to DiPerna and

Elliott (2000), interpersonal skills are the youngsters friendly developing practices as

appropriately as interactive skills that relate these individuals to convey, share

information, assistance, have in common, and providing enhances to others

successfully in fascinating situations (Anthony and DiPerna, 2018; Kuterbach, 2012;

Anthony and DiPerna, 2017). In the academic literature, multiple expressions may be

employed indiscriminately to define interpersonal skills, including relationships with

others, positive social skills, and acceptance by society. The research anticipated that
interpersonal skills affect child development when individuals start institutional learning

(Anthony and DiPerna, 2018; . Jenkins and Demaray, 2015; Jenkins and Ogg, 2021;

Kuterbach, 2012).

As demonstrated by the literature above, the study of interpersonal or social skills

is extensive and varied, involving interpersonal interactions, social competence, and

interactive behaviors. Consequently, the elements of interpersonal or social skills are

also derived from these many research. A large portion of it is concerned with

interpersonal connections and interaction. According to Guirdham (2002), interpersonal

skills are necessary for achieving effective interpersonal connections and interactive

behavior.

The last domain for social skill is social engagement skill. Establishing

relationships with others and the community at large is referred to as social

engagement. It is linked to social integration, support from others, and socializing, all of

which can have an impact on one's physical and mental health (Baltes, 1996; Mendes

de Leon, Glass, and Berkman, 2003; Tomaka, Thompson, and Palacios, 2006). While

ensuring interactions with individuals as well as the a commonality is a longtime

procedure, the the amount and functionality of social ties adaptation over the power

source life course particularly with improving age along with the development of

physical in nature and cognitive constraints, as also as whenever the interpersonal

context changes (Antonucci & Akiyama, 1995; Carstensen & Charles, 1998; Eng,

Rimm, Fitzmaurice, & Kawachi, 2002; Lansford, Sherman, & Antonucci, 1998; Shaw,

Krause, Liang, & Bennett, 2007).

 Seeman and his colleagues define social engagement as a multidimensional

notion that encompasses both quantitative and qualitative components of social

interactions (Seeman et al., 2001, 2011, Tun et al., 2013). Social involvement has also

been highlighted as a significant element in behavioral conditions (Segrin, 2000, 2009).

Individuals' social involvement reflects their general social abilities and experiences,

such as interpersonal attention and interpersonal relations.

Theoretical Framework

This study is anchored on Diana Baumrinds’ Parenting Styles Theory. According

to Baumrind's idea, parenting practices have a significant impact on how kids behave.

Child development and results might vary depending on parental practices. She first

distinguished between three parenting philosophies: authoritative parenting,

authoritarian parenting, and permissive parenting, based on considerable observation,

interviews, and studies. Although Maccoby and Martin (1983) used a two-dimensional

framework to broaden the three parenting-styles model, Diana Baumrind is most

recognized for her work on classifying parenting styles. They enlarged Baumrind's

liberal parenting style into two distinct parenting philosophies: permissive parenting,

also known as indulgent parenting, and neglectful parenting, also known as uninvolved

parenting. The Diana Baumrind or Maccoby parenting styles are two more names for

these four parenting methods.

On the other perspective, Leo Vygotsky's social development theory (1962) largely

discusses how socialization impacts a person's ability to learn. In an attempt to explain

consciousness or awareness, socialization is cited. This implies that we communicate

with adults or our peers in order to have an exchange of thoughts. We frequently

assimilate what we say after speaking with others. In addition to Vygotsky's (1962)

theory, the child's development is most effectively explained in connection with social

and cultural experience. More specifically, social interaction is seen as a vital element in

development.

Conceptual Framework

The conceptual framework simplified the study direction and the interactions

between multiple variables using the IV-DV model, where the independent variables of

the study comprised of parenting with the indicators: authoritarian or power asserting

disciplinarians, authoritative or warm giving protectors, permissive or lenient freedom

givers, uninvolved or selfish autonomy givers. On the other hand, the dependent

variable is social skills that is composed of the following indicators: leadership skills

which refer to the powers and capabilities individuals exhibit that help in monitoring the

group, team integration skill reflected the individual’s way of integrating into a group,

affiliative skill reflected as sense of togetherness and an ability to inspire open and

positive communication, interpersonal skill the ability of the individuals to interact with

others effectively, and lastly, social engagement skill emphasized the individual’s

participation in group activities.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

PARENTING SOCIAL SKILLS

 Authoritarian  Leadership skill

 Authoritative  Team integration skill
 Permissive  Affiliative skill
 Uninvolved  Interpersonal kill
 Social engagement skill

Figure 1. Research Paradigm

Significance of the study

The study focused on explaining the effect of parenting on child development in

relation to their social skills. Moreover, the results of the study will be beneficial to the

following:

The student. This study could be useful for the students to know the underlying

reasons why some of them have issues on social aspects.

The parents. This study will provide them with insight into their child's development and

how their role as parents greatly contribute to the child’s social skills.

The school administrators. This study will benefit the school as this study will provide

facts regarding the how their students act in school and provide corresponding

strategies to address the issues they encounter.

The researchers. The goals of the study, which include finding out how parenting

affects the child development in relation to their social skills, would be met by the

study's results. This would also give the experts ideas for how to continue the study or

look into something related to it.

The future researcher. This study will make them even more interested in doing more

research on the effects of parenting to their child development in relation to their social

skills. This study could also be used as a guide to learn more about the ideas that are

important to the study.

Definition of Terms

The most important terms used in this study have been explained so that

everything is clear. These are the terms:

Parenting. As used in this study it refers rearing kids, protecting them, and taking

responsibility for them with the aim to promote their complete development into adults.

Social Skills. As used in this study it refers to a skill acquired which an individual

develops to help him or her connect with people in a way which will generate favorable

reactions and help prevent adverse outcomes.

 CHAPTER 2

METHOD

This chapter will present the methods for accessing the research study. The

following topics will be covered: research design, research locale, research participant,

research instrument, data collection procedure, data analysis, and ethical

considerations.

Research Design

This study will utilize the correlational research design. It is correlational because

it will determine the relationship between the effects of parenting on child development

in relation to their social skills. Quantitative research will also be used by the

researchers because it can give them numbers and usually tries to find simple links

between at least two factors, using measurable methods to test the quality and

importance of the links. Quantitative research uses methods that take into account the

size and number of people or groups and produce numbers that can be used for true

research.

Research Locale

The researchers will conduct their study in San Francisco Agusan del Sur's

private higher education sector specifically at Southway College of Technology. The

researchers will choose a private higher education institution that is a top performing

school in San Francisco and across the Philippines, particularly in the discipline of
criminology. It is a non-sectarian educational institution with a range of disciplines,

including the Criminology department, which will be the focus of the study.
Figure 2. Geographical location of the study
Population and Sample

The respondents to this research are third-year criminology students from the

class of 2022-2023 and their parents. Purposive sampling will be used to choose

everyone who participated. A purposive sample is a non-probability sample chosen

based on social characteristics and the study's objectives. When you need to reach a

certain sample rapidly, this form of sampling may be quite handy. The criterion for

participation will be that the responder be a normal student enrolled in the institution's

Criminology department. At least 100 samples are recommended for correlational study.

Any responder may discontinue their participation at any moment without consequence.

Research Instrument

This study will utilize the Parenting Style four factor questionnaire (PSFFQ) of

Shyny T.Y, 2017 as a survey instrument for the independent variable which is parenting,

mainly constructed as a tool for measuring parenting Styles of adolescent's parents. For

the dependent variable, the researchers adapted the Social skill Scale based on the

EFA by Padhy and Hariharan extracted from Multidimensional Scale of Perceived

Social Support (MSPSS) (Zimet et al., 1988) for the matter of the effects of parenting on

child development in relation to their social skills. The instrument was submitted to the

adviser for content validation. Thereupon, suggestions were taken into consideration.

The independent variable is parenting that will be measured using the adapted

questionnaire from Shyny T.Y (2017). It contained four indicators namely: authoritarian,

authoritative, permissive, and uninvolved parenting. It has 20 statements that evaluates

the levels of parenting. The respondents will be provided with the following responses:
1- All of the Time; 2- Most of the time; 3- Somestimes; 4- Rarely; 5- Never. Below are

the scale that will be used to interpret the parenting.

PART 1. PARENTING

POINT SCORE RANGE DESCRIPTIVE INTERPRETATION

EQUIVALENT

5 4.51 – 5.0 All of the time This means that parenting

is observed all of the time.

4 3.51 - 4.50 Most of the time This means that parenting

is observed most of the

time.

3 2.51 - 3.50 Sometimes This means that parenting

is observed sometimes.

2 1.51 - 2.50 Rarely This means that parenting

is observed rarely.

1 1.0 - 1.50 Never This means that parenting

is observed not at all.

The dependent variable is social skills that will be measured using the adapted

questionnaire from Social skill Scale based on the EFA by Padhy and Hariharan

extracted from Multidimensional Scale of Perceived Social Support (MSPSS) (Zimet et

al., 1988) in terms of leadership skill, affiliative skill, interpersonal skill, and social
engagement skill. It has 25 statements measuring social skills. The instrument has 5-

item statements or for each indicator with the given responses: 1- Always; 2-

Frequently; 3- Sometimes; 4- Never. To measure the level of social skills of the

criminology students the following scale will be used:

PART 2. SOCIAL SKILLS

POINT SCORE RANGE DESCRIPTIVE INTERPRETATION

EQUIVALENT

4 3.51 - 4.50 Always This means that social skill

is observed always.

3 2.51 - 3.50 Frequently This means that social skill

is observed frequently.

2 1.51 - 2.5 Sometimes This means that social skill

is observed sometimes.

1 1.0 - 1.50 Never This means that social skill

is observed not at all.

Data Collection

The purpose of this research was to conduct a survey. Students are polled on

their attitudes regarding the effects of parenting on child development in relation to their

social skills.
 First, the researchers will ask permission from the instructor and adviser to

conduct the survey. Second, the researcher goes through some terminology with the

respondents so that they can complete the questionnaire understanding precisely what

they are accountable for as the subject of the study. The surveys will be completed by

the junior high school students. The survey will start when the questionnaires are

distributed to the students. Finally, as soon as the correspondent finished the survey,

the researchers counted and collected the data.

Statistical Treatment

The statistical tools employed in this study are the following:

Weighted Mean. This was utilized to determine the mean of the effects of parenting on

child development in relation to their social skill Socotech, Agusan Del Sur.

Pearson – Rho. This was used to determine the significant relationship between

parenting and social skills.

 Survey Questionnaire

The Effect of Parenting on Child Development in relation to their

Social Skills

Part I – Parenting

Direction: For each statement please indicate check (✔) if it is All of the time, most of
the time, sometimes, rarely, and never in the space or box provided.

5- All of the time

4- Most of the time
3- Sometimes
2- Rarely
1- Never

AUTHORITARIAN 5 4 3 2 1

1. My parents wanted me to follow their

instructions because they have the authority
to decide what to do or what not to do.

2. My parents have little patience to tolerate my

misbehaviour or to listen to my excuses in
any kind of mistakes.

3. They strongly believe that my future is in their

hand and so there is a strict time table for me
to follow.

4. Whenever I show disobedience, they scold

and criticise me with bursting anger.

5. The punishment they give to me depends

upon their mood.
 AUTHORITATIVE 5 4 3 2 1

1. My parents would like to be a friend,

Philosopher and guide to me.

2. They used to understand my feelings in any

situation and always try to get my opinion
whenever they buy something for me.

3. Important decisions of the family are done

together and they give me full freedom to
share everything.

4. They will not force me in any of my future

career and they also help me to set a realistic
goal.

5. My parents talks with me out of being

punished I have done something wrong.

PERMISSIVE 5 4 3 2 1

1. My parents are soft with me so that they cannot

correct me at proper time by punishment.

2. They give valuable reward to me for obeying or

behaving well.

3. As they were brought up by strictly disciplined

parents, they are very liberal with me.

4. They always threaten me with punishment but do

not actually doing it because of their leniency.

5. Because of excessive love and sympathy they

have shown to me, I have no self –discipline.

UNINVOLVED 5 4 3 2 1

1. My parents do not have any demand or control

on me and I have total freedom.
 2. As they are very sad and depressed they cannot
show much care and deep emotional tie up with
me.

3. My parents have enough stress and strain

themselves and hence they cannot take care of
my welfare.

4. As they are busy and get little time to care for me,
I am quite free to move own way to take
decisions.

5. They never like to tell me where they are going

or why they are late.

Adapted from: Shyny, T. Y. (2017). Construction and Validation of PS-FFQ (Parenting

Style Four Factor Questionnaire, Bharathiar University – Coimbatore. IJEDR. 5(3),
2321-9939. https://www.ijedr.org/papers/IJEDR1703064.pdf

Part II- Social Skills

Direction: Read each statement/question carefully and put a check (✔) mark on the
space provided using the description below.

4 – Always

3 – Frequently

2 – Sometimes

1 – Never
 LEADERSHIP SKILL 4 3 2 1

1. I canTEAM
lead/ manage a team. SKILL
INTEGRATION 4 3 2 1

1.
2. II am
am comfortable to workconflicts
good at handling in team. in a group.

2. I feel comfortable when I am at a party or large

3. Igroups.
can manage social events easily.

3. I am at ease AFFILIATIVE SKILL

when I’m with the group. 4 3 2 1
4. I have a good sense of humour that keeps
1. Iothers in good
actively/ spirits.
patiently listen to what people have
INTERPERSONAL SKILL 4 3 2 1
4. to sayadjust easily on team activities.
I can
5. I easily resolve disagreements among others.
1. I can make friends easily.
2. When I realize that it is my mistake, I try to
5. I like doing
make amendsthings
withworking with teams.
the person
2. I keep in contact with my friends.
3. I appreciate the efforts of others
3. SOCIAL ENGAGEMENT
I communicate SKILL
easily with others. 4 3 2 1
4. I maintain eye contact during conversation
1. I take part in group activities.
4. I have longlasting friendships.
5.
2. II see the positive
volunteer to takeaspects in people
responsibility.
5. I can nurture relationships.
3. I stand by my decisions.

4. I take responsibility for my actions.

5. I am open in my expression.

Adapted from: Padhy and Hariharan, (2023). Social Skill Measurement: Standardization
of Scale.
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