Chapter 1

THE PROBLEM AND ITS BACKGROUND

Rationale

Adolescent period is a critical and transitional period when adolescents

face a number of social, academic and achievement related stressors. In the

Philippines, the pressure to earn good grades is very high especially for those

adolescents in their Pre- university education as it decides their future career and

success in life. Academic achievement is defined as the performance of students

in the subject they study in school (Pandey, 2008).

Academic achievement is the interactive function of many psychosocial

and demographic variables. Though many factors, cognitive and non-cognitive

play a substantial role in academic achievement, the role of two non-cognitive

factors such as parenting styles and emotional intelligence is of particular interest

because of the significant social and cultural transition called globalization

occurring in the Philippines due to technological, ecological, legal and cultural

changes (Inkeles, 1998; Gore, 2003). These changes in economy, governance,

values and norms are slowly influencing the traditional parental roles (Chandra,

2010) and its outcome is best seen on the emotional and academic

competencies.

Since Philippines is also a part of this change, the changing economic and

cultural globalization with both parents working and exposure to western values

may change Filipino adolescents’ perceptions towards 3 family and also the
 2

perceptions of parents in bringing up their children. Therefore, the question

arises as to what extent these non-cognitive factors such as parenting style and

the emotional competencies that develop as an outcome of the style have an

impact on academic achievement given the present cultural transition taking

place in the Philippines.

To nurture the emotional competencies parents should help their children

to interpret their feelings and the feelings of others, role model through their

actions and be a positive influence in the emotional development of their

children. It was found good relations with parents tend to show better social

adjustment, emotional adjustment and self-esteem development (as cited by

Bharadwaj, Sharma, Garg, & Sharma, 1995). Loving and accepting parents help

their children to maximize their potentials. (Kiran & Singh, 1982). This is

especially important during the adolescent years because they experience

significant changes in their family relations, school environment, peer

relationships and emotions. Many aspects of social and emotional competence

remain important and continue to increase in complexity. When parents provide

the right emotional climate, it helps adolescents to deal with their own feelings as

well as that of others, prevents them from being impulsive and deal with the

developmental changes effectively. These adolescents get along well with

others, are peaceful, able to understand and respond appropriately to situations,

empathetic, cognitively better learners and have better grades.

Relatively few studies have examined the impact of parenting styles and

emotional intelligence independently and jointly on academic achievement in the

 3

Philippine context at a time when the country is going through a cultural

transition. Thus, the present study explores and examines the impact of these

variables on academic achievement from an adolescents’ perspective.

Theoretical Background

Erik Erickson’s theory of psychosocial development involves eight stages

of development in which each stage builds upon the previous. Erickson’s theory

describes how the impact of social interactions and experiences shape

individuals throughout their lifespan (Erickson, 1968). He describes how a “crisis”

is what helps an individual move to the next developmental stage. Erickson

explains each process as part of the constructing and reconstructing of one’s

identity. The fifth stage of Erickson’s psychosocial development is known as

identity vs. role diffusion (Erickson, 1968). This stage normally occurs during

early adolescence when teens are seeking independence and trying to grasp an

understanding of one’s self and purpose (Erickson, 1968).

 4

Psycho-social Stages of Development

(Erickson, 1968)

Parenting Styles:
Authoritarian
Authoritative
Permissive

Emotional Intelligence:
Interpersonal Awareness
Intrapersonal Awareness
Interpersonal Management
Intrapersonal Management

Academic Achievement

Figure 1. The Schematic Diagram of the Theoretical and Conceptual Framework

of the Study
 5

As presented in figure 1, Erickson explains “those who receive

reinforcement and support with personal exploration will be able to progress into

the next stage of psychosocial development” (Erickson, 1968). The adolescents

who achieve identity are associated with higher self-esteem, demonstrate

emotional autonomy, and also develop positive relationships with others.

Adolescents struggling to find their identity are associated with role diffusion.

Erickson states these adolescents remain confused about one’s self, unsure of

their beliefs and future, may seek acceptance from peers, and are insecure

(Erickson, 1968). This theory leads to the possibility that when the parenting style

fails, an adolescent will look elsewhere for acceptance or guidance.

Though it seems as authoritative parenting achieves optimal psychosocial

development, it is important to consider the ecology of an adolescent. Another

element of psychosocial development among adolescents is academic

achievement. Steinberg’s research explains White and Hispanic adolescents

benefited from authoritative parenting in regards to academic performance

versus African American and Asian American adolescents. Steinberg found

Asian Americans students were more concerned with excelling academically and

reported parents with setting higher expectations, although Asian American

parents were non-authoritative (Steinberg, 1992). He also discovered African

American and Hispanic students whose performance were lower reported

parents to have lower standards of academic performance (Steinberg, 1992).

These findings indicate parent’s academic expectations may have an influence

on an adolescent’s motivation to excel in an academic setting.

Related Literature

Dornbusch, Ritter, Leiderman, Roberts, and Farleigh (1987) undertook a

study on the relationship between parenting style and adolescent school

performance on a large and diverse sample of 7836 adolescents studying in high

school aged between 14 and 18 years. The findings of the study showed

parenting typology given by Baumrind best predicted the grades among white

students. Only half of the family of the total sample showed pure parenting style.

Those families that showed pure authoritative style had highest grades than

combination of authoritarian and other parenting styles. Asian children showed

high grades with authoritarian parenting style. The results cannot be generalized

to all Asian Countries as within Asia cultures are diverse.

Stevenson and Lee (1990) made an attempt to study the cultural context

of achievement and reasons for difference in academic achievement of Chinese,

Japanese and American children. The sample for the study included 1440 first

graders to fifth graders from Minneapolis, Taiwan, and Japan. The sample was

tested with achievement tests in reading and mathematics. Interviews were held

with the children, their mothers and the principals of the schools attended by

those children. From the background information provided the researchers found

that Japanese and Chinese mothers paid more attention to academic activities

than the American mothers. There were significant differences in the parents’

interest in academic achievement among the three cultures. More parental

involvement, academic expectations were seen among Chinese and Japanese

 7

mothers while American mothers seemed to provide experiences that would

foster cognitive growth than academic excellence. Hard work was the hallmark of

Chinese and Japanese parents whereas American mothers stressed on innate

ability. The study did not take into account the fathers involvement.

Astone&Mclanahan (1991) examined the relationship between intact and

non-intact family, parental practices and high school completion on a randomly

selected nationally representative sample from 6000 US high schools. The

findings of the study indicated children from non-intact families had lower

educational expectations and spent more time in talking to parents than children

in two parent families. They showed signs of early disengagement from school.

Parental involvement in school work and supervision outside the home was less.

But differences in parental behavior and its impact on children’s achievement

between intact and non-intact family was very little. The study did not look into

the motivational dimension of parent- child interaction.

Related Studies

Boyum& Parke (1995) in their study explored the connection between

emotional expression in children’s family environment and their social

competence. About fifty families of kindergarten students were chosen for the

study through socio metric ratings by their classroom peers. The researcher

made use of naturalistic observation to observe the exchange of emotional

expressiveness between parent and parent and between parent and child during
 8

their normal dinner table interactions. Results revealed parental expressiveness

affecting social competence. The impact of negative affect was different for boys

and girls. The study did not show the direction of effects. The study left the door

open for an extension of the present research by looking into certain other factors

like marital satisfaction, cultural differences in the use of affect and different types

of family like single parent, intact non-intact and step families.

. Bellamy, Gore & Sturgis (2005) conducted a two-week longitudinal study

of gifted and talented high school students on the relevance of emotional

intelligence within educational programs and found significant correlations

between emotional intelligence, self-efficacy and locus of control. A pre and post

test revealed enhanced emotional intelligence among the group. Emotional

intelligence also correlated with the social, psychological variables like self-

efficacy and locus of control. The sampling was biased. It took into account only

the gifted and talented. But nevertheless, it showed through strategic training

emotional intelligence can be enhanced.

Coover& Murphy (2000) conducted a study to examine the relationship

between self- identity and academic persistence and achievement in a counter

stereotypical domain. The study revealed that at 18 years of age higher self-

concept and self-schema led to more positive self-descriptions and better

academic achievement. The study also revealed that through social interaction

and communication with others self-identity improved and this in turn enhanced

achievement.
 9

Newsome, Day & Catalano (2000) conducted a study on a sample of 180

students taking introductory psychology course ranging in age between 17 to 56

years. Only one third of the students were in the first year of study at the

university. They were administered measures on personality, general intelligence

and emotional intelligence. Grade point average was used as an indicator of

academic success. Results show no significant relationship between emotional

intelligence and academic success. The age of the sample taken for the study

was not controlled for in the study.

Barchard (2003) studied the ability of emotional intelligence to predict

academic achievement on a sample of undergraduate psychology students,

using yearend grades as the criterion. When the predictive validity of emotional

intelligence was compared with the predictive validity of traditional cognitive

abilities and the big five dimensions of personality, it was found that only some

measures of emotional intelligence predicted academic success.

With regard to the Philippine context, with its diverse culture, differences

even exist within the different communities and today the contemporary society is

becoming more diverse than in the past and the country is going through a

cultural transition due to increased education, achievement orientation, global

travel, global communication systems, opportunities to work or study in other

cultures and exposure to media. In this context, there is a need to understand the

construct of parenting style in the contemporary Filipino society. Since emotions

are integral to any parenting style, the role of emotional intelligence needs to be
 10

examined in the context of its relationship with the different parenting styles and

its impact on academic achievement independently and jointly. In addition, lack

of studies on fathers parenting style and its contribution to academic outcomes,

and the need to examine the integrated effect of parenting style and emotional

intelligence on academic achievement in the Philippine context has necessitated

a study in this direction.

Statement of the Problem

The study is mainly conducted to examine the impact of parenting style

and emotional intelligence on academic achievement of adolescents. In addition,

difference in parenting style, emotional intelligence and academic achievement

as a function of socio demographic variables such as gender, socio economic

status, and family structure are also examined.

The following research questions guided the study:

1. What are the parenting styles of the adolescents based on:

1.1 authoritative;

1.2 authoritarian; and

1.3 permissive?

2. What is the emotional intelligence of the adolescents by means of:

3.1 interpersonal awareness;

3.2 intrapersonal awareness;

3.3 interpersonal management; and

3.4 intrapersonal management?

3. What is the academic performance of the adolescents?

4. Is there a significant relationship in parenting styles, emotional

intelligence and academic achievement of adolescents?

Null Hypotheses

At 0.05 level of significance, the following hypotheses were tested:

 12

Ho1: There is no significant relationship in parenting styles, emotional

intelligence and academic achievement of adolescents.

Ho2: There is a significant relationship in parenting styles, emotional

intelligence and academic achievement of adolescents.

Significance of the Study

This study will primarily benefit the adolescents because it is important to

determine non-cognitive factors which have positive or negative impacts on their

academic achievement. Moreover, the findings will become a stepping stone to

cultivate a psycho-social climate in understanding the impact of parenting styles

and emotional intelligence to one’s academic goals. This will also help them

establish a self-reflecting behavior in dealing with their personal or social

predicaments and observations in the society.

The results will widen the perspectives of parents in dealing with their

children especially those who are part of an intact and non-intact families; cordial

and disturbing families; broken families, and the like. As part of a child’s growth,

they can enhance their parenting awareness and promote a holistic environment

towards the development of their children.

Experts in the field of psychology can use the outcomes of this study as a

contributory reference to impart or investigate deeper pertaining to psycho-social

prowess of an individual revolving not only to academic achievement but also to

other mainstream functions or effects of parenting styles and emotional

 13

intelligence. Moreover, the findings will improve distinctions from the findings of

other studies as it passes over from one generation to the other.

Lastly, future researchers can use the results of the study as a reference

when embarking a similar study having similar in nature.

Scope and Delimitation

The study focused on exploring and examining the impact of parenting

styles and emotional intelligence on academic achievement of adolescents.

Although many factors play a substantial role in academic achievement, parental

style and emotional intelligence play a crucial role. Especially in the Philippine

context, parents continue to exert their influence on adolescent’s even at the pre-

university level. Therefore, the present study has examined the impact of three

styles of parenting such as authoritative, authoritarian and permissive style on

adolescent’s academic achievement. In addition, it also examined the impact of

emotional intelligence on academic achievement of adolescents.

With regard to the participants of the study adolescents studying in pre-

university were chosen because at this stage they experience a number of social,

academic and achievement related stressors and in the Philippine Pre- university

education is seen as a gateway for future success in career and in life, therefore

the pressure to earn good grades is very high. It is believed that the findings and

implications of this study will be of great importance for educational institutions,

teachers, parents and students and also will help the policy makers to see
 14

parenting styles and emotional intelligence as intervention strategies to improve

academic achievement of adolescents.

The present study included adolescents from the University of Cebu- Pri.

Given that Philippines has a rich cultural diversity with significant regional

differences the sample may not be representative of similar aged adolescents.

Hence, the findings cannot be generalized. Additionally, the present study relied

on self-report of adolescent’s perception of their parents parenting style. The

findings could be strengthened by incorporating qualitative methods of data

collection and analysis.

Research Methodology

Research Design

Research Environment

Research Respondents

Research Instruments

Data Collection Procedure

Data Analysis Procedure

Definition of Terms

The terms are operationally defined based on how they are used in the

study:
 15

Academic achievement is defined as knowledge attaining ability or

degree of competence in school tasks usually measured by standardized tests

and expressed in a grade or units based on pupils’ performance (Trow, 1956).

Emotional intelligence is defined as the capacity to monitor one’s own

and others feelings and emotions, to discriminate among them and use this

information to guide ones thinking. (Salovey &Mayer, 1990).

Interpersonal awareness is the ability to perceive, communicate

and manage emotions, is aware what one is feeling at the moment, able to

make decision and realistic assessment of one’s abilities and having a

well-grounded sense of self confidence.

Intrapersonal awareness is being able to regulating one’s own

emotions that it facilitates rather than interferes with the task at hand. It is

being conscientious, delaying gratification to pursue goals and recovering

well from emotional distress.

Interpersonal management is the ability to experience and

communicate and sustain positive emotions and contain negative

emotions, handling emotions in relationships well, accurately reading

social situationsand networks, interacting smoothly, using these skills to

persuade and lead, negotiate and settle disputes for cooperation and

teamwork, sensing what people are feeling, being able to take their

perspective, cultivating rapport and attainment of broad diversity of

people.
 16

Intrapersonal management is motivating oneself, using ones

deepest preferences to move and guide them towards goals, to take

initiative and strive to improve, to persevere in the face of setbacks and

frustrations.

Parenting style is the standard strategies that parents use in bringing up

their children (Baumrind, 1967).

Authoritative parenting is operationally defined as the parenting

style in which the parent provides clear and firm direction for the child, is

warm, reasonable, flexible and open for a dialogue.

Authoritarian parenting is defined as the parenting style in which

the parent is highly directive and expects unquestioning obedience from

the child. The style is characterized by parental detachment, lack of

parental warmth and parental use of punitive measures of control over the

child.

Permissive parenting is defined as the parenting style

characterized by few parental demands of the child and the belief the child

can regulate his or her own activities. Permissive parents are warm and

loving but low on control and tend to use a minimum of punishment.

 Chapter 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This section presents the results and discussion of the collated data taken

from the primary sources which provides an inferential analysis of the major and

sub-variables in lieu to the objectives of this study.

Students’ Parenting Styles

Table 1.Parenting Style Distribution of the Adolescents

Mean SD
Authoritative Mother 4.196 .352
Father 3.984 .456
Authoritarian Mother 3.654 .127
Father 3.789 .220
Permissive Mother 3.485 .312
Father 3.477 .153
Weighted Mean 3.648
Overall Standard Deviation .295
Ranges for the Weighted Mean

Range Description
4.20 - 5.00 Very High
3.40 - 4.19 High
2.60 - 3.39 Average
1.80 – 2.59 Low
1.00 - 1.79 Very Low

Table 1 shows the parenting style constructs that comprised the 30

randomly selected students. Almost slight differences on the mean scores per

parenting style were identified. On top of the line, the authoritative type of parents

seemed dominant while authoritarian and permissive parents follow. Overall,

 18

both the mother and the father have closely related mean range. The weighted

mean is 3.648 which conveys that the students’ parenting styles are highly

observed.

Since one of the goals of this study is to examine the influences of the

demographic profile and academic achievement based on parenting styles and

emotional intelligence, comparison was not merely focused on the type of

parenting style that we have to compare upon but it determined only how these

profile variables impact the major variables of the study.

Emotional Intelligence of the Students

Table 2. Students’ Level of Emotional Intelligence

Mean SD
Awareness Interpersonal 4.196 .352
Intrapersonal 3.984 .456
Management Interpersonal 3.654 .127
Intrapersonal 3.789 .220
Weighted Mean 3.129
Overall Standard Deviation .183

Ranges for the Weighted Mean

Range Description
4.20 - 5.00 Very High
3.40 - 4.19 High
2.60 - 3.39 Average
1.80 – 2.59 Low
1.00 - 1.79 Very Low

The emotional intelligence level of the students in connection with

interpersonal and intrapersonal awareness and management signifies that the

higher the mean scores, the higher the emotional intelligence that the students
 19

portray. As shown in table 2, itis observed that majority of the adolescents have

high level of emotional stability.

Students’ Academic Performance

Table 3. Academic Achievement of the Adolescents last S.Y. of 2017 -

2018
Frequency Percentage
Very Satisfactory 10 33%
Satisfactory 10 33%
Outstanding 5 17%
Fairly Satisfactory 5 17%
Total 30 100%

As a determinant of the overall academic performance from the previous

school year, Table 3 reveals that the respondents belong to above average and

average type of learners. Only a few composed those who have qualified with the

highest honors and few from below average category.

Parenting Styles, Emotional Intelligence, and Academic Achievement

Regression analysis was used to determine significant correlation among

the impact of parenting styles and emotional intelligence to students’ academic

performance. Several studies have varied comparisons on how the these two

affect the holistic development of a child. In the study of Khan (2004) for

example, he investigated that positive outcomes can be obtained by means of

the type of parenting style that the learners get in consonance to their level of

emotional intelligence. Nevertheless, Xin Pei (2009) supported that the parents’
 20

way of molding their child can solely foreseehis or her personal growth and

development and prepare them to face academic endeavors along the way.

Table 4. Regression Analysis on the Impact of Parenting Styles and Emotional

Intelligence to Academic Achievement
Model Unstandardized Standardized t P-value Interpretation
Coefficients Coefficients
B Std. Beta
Error
(Constant) .366 .069 5.336 .000

Parenting -.761 .032 -.589 - .000 Significantly

Styles 24.07 Correlated
0
Emotional 1.630 .031 1.268 51.80 .000 Significantly
Intelligence 3 Correlated
a. Dependent Variable: Academic Achievement

Findings in Table 4 explains how parenting styles and emotional

intelligence significantly correlates with students’ academic achievement. True

enough that these indicators can be a contributor to one’s academic

success.Therefore, the fourth, null hypothesis is rejected.

These prove to show how the later contributes to students’ academic

achievement.At some point, it is also important to explore other features that

could manifest the academic performance revolving the parenting style type and

level of emotional intelligence.

Relationship of Demographic Profile to Parenting Style, Emotional

Intelligence, and Academic Achievement

As mentioned in the initial discussions of the importance of the

background characteristics of the learners that might be the possible cause that
 21

explains the type of parenting style, emotional intelligence, and the academic

achievement of the students.

Table 4.Chi-Square Test on the Impact of Demographic Profile to Parenting

Styles, Emotional Intelligence, and Academic Achievement
Pearson p=Value Description Interpretation
Chi-
Square
Gender 151.537a .000 Highly
Significant
Parenting Socio- 41.369a .021 Highly
Styles Economic Significant
Status
Family 77.099a .008 Highly
Structure Significant
Gender 151.537a .000 Highly
Significant
Emotional Socio- 41.369a .021 Highly
Intelligence Economic Significant
Reject Ho
Status
Family 77.099a .008 Highly
Structure Significant
Gender 151.537a .000 Highly
Significant
Socio- 41.369a .021 Highly
Economic Significant
Status
Academic Family 77.099a .008 Highly
Achievement Structure Significant
Socio- 41.369a .021 Highly
Economic Significant
Status
Family 77.099a .008 Highly
Structure Significant

In a chi-square set of analyses, investigating the relationship of the

nominal variables from the demographic profile of the learners determines its

relationship to their parenting styles, emotional intelligence, and academic

achievement.
22
 Chapter 3

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This section encapsulates the overall outcomes of the analyzed

quantitative data which diligently underwent series of investigation and

interpretation. This is a presentation of the answers in response to the general

and specific problems with corresponding recommendations based from the

salient findings of the study.

Summary of Findings

First, the parenting styles of the adolescents have closely related

variations. It was identified that there were some parents possess a combination

of either an authoritarian, authoritative, or permissive type of parent. Dominantly,

authoritarian type of parenting appeared to have higher mean scores than the

rest of the two.

Next, in terms of emotional intelligence, it shows that majority are

observed to have high level of emotional intelligence based on his or her

interpersonal and intrapersonal emotional awareness and management. Despite

the differences of their background features, it goes to show that most of them

are emotionally mature.

Another, the academic performance of the students last semester of

academic year 2017 – 2018 commonly composed of above average and average
 24

students. Only a few belongs to with high honors and below average type of

performance.

For the combined impact of parenting styles and emotional intelligence to

academic achievement.The null hypothesis was rejected since the results

showthat these two can positively affect the academic success of the students.

Conclusion

Based on the findings, the background characteristics of the respondents

greatly influence their parenting types, the level of emotional intelligence, and

their academic achievement. Since the respondents are millennials, it was also

presumed that the possible reason that there was combination of parenting styles

is because of today’s generation. Parents tend to adjust on what are the

essentialities or needs of their sons or daughters. Which in turn resulting to

positive outcomes on students’ academic achievement. This kind of nurturing

molds emotional intelligence and efficacious impact on the students’ well-being.

Recommendations

Based on the results, the following recommendations are drawn:

 Parenting seminars may be implemented to barangays in order to widely

spread awareness of the concurrent culture-based generation of

millennials, this may be an eye-opener to those parents who were

attached to the traditional type of parenting.

 25

 Nurturing a child at this era takes a wide understanding in order to help

them grow emotionally intellectual, the lawmakers can design policies that

may improve parenting styles of Filipinos.

 26

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820.

APPENDICES
 30

Appendix A

Transmittal Letter
 31

Appendix B

Informed Consent
Title of the Study

Digital Reading Experiences of 12th Grade Digital Natives in the University of Cebu

Purpose of the Research

This study aims to investigate the lived experiences of the digital natives towards their digital reading
practices.

Risks and Discomforts

There are no foreseen risks or discomforts from your participation in this research. No grades will be
affected nor added in participation to this study.

Benefits of the Research and Benefits to You

The present study will provide us a clearer understanding about the literature behind the experiences on the
usage of digital devices and its impact to one’s writing performance.

Voluntary Participation

Your participation in this study is completely voluntary and you may choose to stop participating at any time.
Your decision not to volunteer will not influence the nature of your relationship to the University.

Withdrawal from the Study

You can stop participating in the study at any time, for any reason, if you so decide. Your decision to stop
participating will not affect your relationship with the researcher, University of Cebu, or other groups
associated with this project. In the event that you withdraw from the study, all associated data collected will
be immediately destroyed whenever possible.

Confidentiality

Any information obtained from you will remain highly confidential and will be used for research related-
purposes.

Contact Information

Researcher: Alvin G. Cuñado

Email: alvincunado@gmail.com
Contact Number: 09999999999

Signature

By signing below, you are granting your voluntary assent to participate in the above-described research
study.

Please be aware that signing this assent form is not sufficient to participate in this research study. You must
ALSO have a parent/guardian sign the parental consent form and return to the researcher.

Full Name: ________________________

Signature: _________________________
Date: __________________________
 32

Appendix C

Survey Questionnaire

Personal Data Sheet

Name: _____________________________ Signature: ____________________

Strand: Arts and Design ABM STEM

Place of Residence: Urban Rural

Telephone No.:
Date of Birth: Age: Sex:
Mother Tongue:
Socio-economic Status: Lower Middle Upper Middle
Monthly Family Income (PHP):
1 – 10,000 10,001 – 20,000 20,001 & Above
Ordinal Position:
First Born Middle Born Last Born Any Other

Family History

Father’s Name: Mother’s Name:

Age of Father: Age of Mother:
Occupation: Occupation:
Educational Status: Educational Status:

Type of Family Structure:

Nuclear Family Extended/Joint Family
Relationship between Parents:
Cordial Disturbing Broken
Number of Siblings:
Number of Brothers Number of Sisters
Intact/ Non-Intact Family:
Living Together Separated

(Parents living together or separated)

If separated, living with: Father Mother

Single parent Family? Yes No
If yes, living with: Father Mother

Reasons:
Father living abroad or elsewhere
Mother living abroad or elsewhere
Father is deceased
Mother is deceased
 33

Academic Achievement

How do you likely remember your academic performance last semester of S.Y. 2019-
2020? (Please put a check inside the box.)

Fail Fairly Satisfactory Satisfactory Very Satisfactory Outstanding

(Below 75) (75-79) (80-84) (85-89) (90-100)

Parental Authority

Instructions: For each of the following statements, circle the number of the 5-
point scale (1= strongly disagree, 5= strongly agree) that best describes how the
statement applies to you and your mother. Try and read and think about each
statement as it applies to you and your mother 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. Once you are done do the same keeping in mind
the father. 1=strongly disagree 2= Disagree 3= neither agree nor disagree 4=
Agree 5= Strongly Agree

Sl Statement Mother Father

No.
1 While I was growing up my mother/father felt that in 12345 12345
a well-run home the children should have their way
in the family as often as the parents do.
2 Even if her/his children didn’t agree with her/him, 12345 12345
my mother/father felt that it was for our own good if
we were forced to conform to what she/he thought
was right.
3 Whenever my mother/father told me to do 12345 12345
something as I was growing up, she/he expected
me to do it immediately without asking any
questions.
4 As I was growing up, once family policy had been 12345 12345
established, my mother/father discussed the
reasoning behind the policy with the children in the
family.
5 My mother/father has always encouraged verbal 12345 12345
give and take whenever I have felt that family rules
and restrictions were unreasonable.
6 My mother/father has always felt that what her/his 12345 12345
children need is to be free to make up their own
minds and do what they want to do, even if this does
not agree with what their parents might want.
7 As I was growing up my mother/father did not allow 12345 12345
me to question any decision she/he had made.
8 As I was growing up my mother/father directed the 12345 12345
activities and decisions of the children in the family
through reasoning and discipline.
 34

9 My mother/father has always felt that more force 12345 12345

should be used by parents in order to get their
children to behave the way they are supposed to.
10 As I was growing up my mother/father did not feel 12345 12345
that I needed to obey rules and regulations of
behavior simply because someone in authority had
established them.
11 As I was growing up I knew what my mother/father 12345 12345
expected of me in my family, but I also felt free to
discuss those expectations with my mother/father
when I felt they were unreasonable.
12 My mother/father felt that wise parents should 12345 12345
teach their children early just who is boss in the
family.
13 As I was growing up my mother/father seldom gave 12345 12345
me expectations and guidelines for my behavior.
14 Most of the time as I was growing up my 12345 12345
mother/father did what the children in the family
wanted when making decisions.
15 As the children in the family were growing up, my 12345 12345
mother/father consistently gave us direction and
guidance in rational and objective ways.
16 As I was growing up my mother/father would get 12345 12345
very upset if I tried to disagree with her/him.
17 My mother/father feels that most problems in 12345 12345
society would be solved if parents would not restrict
their children’s activities, decisions, and desires as
they are growing up.
18 As I was growing up my mother/father let me know 12345 12345
what behavior she/he expected of me, and if I didn’t
meet those expectations, she/he punished me.
19 As I was growing up my mother/father allowed me 12345 12345
to decide most things for myself without a lot of
direction from her/him.
20 As I was growing up my mother/father took the 12345 12345
children’s opinions into consideration when making
family decisions, but she/he would not decide for
something simply because the children wanted it.
21 My mother/father did not view herself /himself as 12345 12345
responsible for directing and guiding my behavior as
I was growing up.
22 My mother/father had clear standards of behavior 12345 12345
for the children in our home as I was growing up, but
she/he was willing to adjust those standards to the
needs of each of the individual children in the family.
23 My mother/father gave me direction for my 12345 12345
behavior and activities as I was growing up and
she/he expected me to follow her/his direction, but
she/he was always willing to listen to my concerns
and to discuss that direction with me.
 35

24 As I was growing up my mother/father allowed me 12345 12345

to form my own point of view on family matters and
she/he generally allowed me to decide for myself
what I was going to do.
25 My mother/father has always felt that most 12345 12345
problems in society would be solved if we could get
parents to strictly and forcibly deal with their children
when they don’t do what they are supposed to as
they are growing up.
26 As I was growing up my mother/father often told 12345 12345
me exactly what she/he wanted me to do and how
she/he expected me to do it.
27 As I was growing up my mother/father gave me a 12345 12345
clear direction for my behaviors and activities, but
she /he was also understanding when I disagreed
with her/him.
28 As I was growing up my mother/father did not direct 12345 12345
the behaviors, activities, and desires of the children
in the family.
29 As I was growing up I knew what my mother/father 12345 12345
expected of me in the family and she/he insisted that
I conform to those expectations simply out of
respect for her/his authority.
30 As I was growing up, if my mother/father made a 12345 12345
decision in the family that hurt me, she/he was
willing to discuss that decision with me and to admit
it if she/he had made a mistake.

Emotional Intelligence

Instructions:The recent researches and development in the field of education and

psychology revealed that our emotional intelligence plays a key role in your adjustment
and progress in our life. Naturally at this moment you may be inclined to know about the
level of your emotional intelligence. For this purpose, you have to respond to the
questions given by carefully taking care of the following things.

1. You are provided with a test booklet and an answer sheet. What you are reading at
present is the test booklet. The front back page of this booklet contains instructions and
in the remaining pages there are 100 test statements for which you have to respond as
“Yes” or “No”.

2. All these statements are meant to know about the level of your emotional intelligence.
There is no right or wrong answer to a question given in the booklet. Answers /
responses are to be written on the answer sheet by marking either yes or no against the
serial number in the boxes provided.

3. It should be kept well in mind that no responses will be marked on the test booklet.
Responses are to be written in the answer sheet provided.
 36

4. Try to provide free and frank responses without any fear and hesitation. Your
responses will remain confidential and may be used for research purpose.

5. Be careful not to leave any statement unanswered. Otherwise you will not have a
complete assessment of your emotional intelligence.

6. There is no time limit. However, you are requested to finish your work within 30 to 40
minutes.

7. If you have any doubt, please ask.

Now start

PART I
1. Do you think of yourself as a man of poor soul?
2. Do you often lose your temper?
3. Do you feel that there is no end to miseries in your life?
4. Do you often become sad while repenting over your mistakes?
5. Do you get hurt easily?
6. Do you think that you have a strong will power?
7. Do you often say or do things for which you have to repent afterwards?
8. Does your mind go somewhere else while engaged in some task?
9. Do you remain perturbed with the fear of coming misfortunes?
10. Do you feel extremely jealous at the progress of your colleagues?
11. Do you feel internally happy when you look at others suffering?
12. Do you sometimes get irritated when you find yourself overburdened?
13. Do you think you are unsafe?
14. Do you sometimes think of yourself as a degraded person?
15. Do you hate or are you allergic to many things?
16. Do your interests and desires change quite often?
17. Do you feel that there is nobody in this world who will show genuine sympathy for
you?
18. When you get upset are you aware of what is troubling you?
19. Do you find it difficult to express what is felt by you at particular time?
20. Do you think that you are familiar with good and evil?
21. Do you have any hesitation or fear to express or do a thing in a noble way or invent
something new with your own attempts?
22. Do you think that you can’t do anything in your life?
23. Do you know well what makes you happy or sad?
24. Do you think that you can very well meet any challenge coming in your life?
25. Are you sure that you can easily win others heart?

PART 2
26. Do you like to settle issues with the persons instantly who speak ill of you?
27. Do you soon become normal after facing some adversaries in your life?
28. Do you feel that you are exercising a lot of control over the things in your life?
29. Are you able to take timely proper decisions in spite of many contradictory desires
creeping in your mind?
 37

30. Do you usually depend upon the guidance or help from others in solving your own
problems?
31. Do you execute all your tasks promptly and with full dedication?
32. Do you often lose your patience and nerves by getting afraid of the failures?
33. Do you feel perturbed for a long time on being insulted by somebody else?
34. Do you remain uneasy on account of your intention to take revenge on others?
35. Are you never satisfied with your work and remain worried for its further
improvement?
36. Do you think that other people or circumstances are more responsible for your
mistakes and improper habits?
37. Do you think that you can’t do anything properly?
38. Do you often feel ashamed of your looks and behavior?
39. Do you remain much anxious and agitated until you get your desired object?
40. Do you take too much time to learn a new technique by leaving the old ones?
41. Do you finish what you set out to do?
42. Whether being observed or not, do you stand for fulfilling your responsibilities
properly?
43. Do you think that you must do something unique than others?
44. Do you think that all of us should pick up the most challenging goals of our life?
45. Do you feel extremely bad when you listen about your mistakes and weaknesses
from others?
46. Do you sometimes lose your self confidence in moments of despair?
47. Whenever confronted with some tedious problem do you always run after seeking
others’ help?
48. Whenever you take a task in your hand, there goes something wrong resulting in the
non-realization of your goal?
49. Whenever you get a task spoiled, you begin to curse yourself?
50. Do you take away any new assignment, unless inspired or forced by someone?

PART 3
51. Do you think that people nearer to you are fully trustworthy?
52. Do others feel that you do not get perturbed even in hard circumstances?
53. Do you know or try to know the type of relationship maintained by the people among
themselves, in your neighborhood and friend circle?
54. Do you have an intuition that one of your friends is in trouble?
55. Do you take no time in realizing that the other person is fooling you?
56. Do you realize soon that the person talking to you is a wolf in lamb’s clothing?
57. Do you agree that, whatever so may it be, we should not get ourselves involved in
other’s affairs?
58. Do you have full trust in your friend/friends that they will stand by you at times of
difficulties?
59. Do you realize soon that one of your friends or relatives is annoyed with you for
some reason?
60. Do you know well what type of utterances and activities make your friends and
relatives feel good or bad?
61. Can you say for yourself that you are capable of peeping into the hearts of others by
reading their faces?
62. Do you say with confidence that you are well aware of the goodness and evils of
your intimate friends or relatives?
 38

63. Do you know well what is expected from you by your friends or members of your
family?
64. Do you know well about the likings and disliking of your nearest friends?
65. Do you realize that you are considered trustworthy and responsible by the people?
66. Do you try to place the needs and interests of others over your own?
67. Do you try to think before saying or doing something about its impact over others?
68. Do you give more importance to the maintenance of relationship with others
irrespective of the losses and gains incurred in doing so?
69. Do you get perturbed by the thought that others are observing you or your actions?
70. Do you often realize who are jealous of your progress?
71. Can you tell properly who are your true friends or well-wishers?
72. While observing people laughing or talking, do you feel that they are laughing at or
talking ills of you?
73. Do you think that you are liked by people on account of your good behavior?
74. On falling ill, if one of your colleagues enquires about your health, are you able to
recognize whether he is showing a genuine sympathy or just pretending?
75. Do your friends expect from you the needed help and guidance at the time of their
difficult hours?

PART 4
76. Do you easily make friendship or acquaintance with others?
77. Do you think that it is not proper to trust anybody in this world?
78. Do you not like even to talk with people who differ with you in opinions?
79. Do you easily get sympathy or help from others?
80. Do you feel happy in helping others in their difficult moments?
81. Do you take responsibility of getting people introduced with on another on some
gathering or auspicious occasion?
82. Do you often try to provide leadership to some social or group work?
83. Do the members of the community or society have reservation in coming closer to
you by considering you too much different from them?
84. Do you try to listen properly and pay due respect to the people or colleagues
whenever they happen to meet you?
85. Do you think that other people or your colleagues unnecessarily keep over watch or
vigilance on your activities?
86. Do you often have quarrels with your colleagues or other people?
87. If one of your colleagues commits a mistake, do you begin to criticize him before
others?
88. Do you feel happy in congratulating others for their accomplishments?
89. Do you think instantly to help the person as soon as you hear about his problem?
90. Do you remain prepared for helping others irrespective of having ideological
differences with them?
91. Can you say “I love you” in spite of falling in love with him/her?
92. Do you think that it is better to keep distance or remaining emotionally indifferent with
the strangers?
93. Do you enjoy laughing at or taunting others?
94. Instead of expressing your desire or interest by yourself do you think that the people
by themselves will take care of it?
95. Do you think it is your duty to inform your colleagues and relatives with some sad
happenings irrespective of its consequences?
 39

96. Do you try to ease tension by talking in lighter veins even during serious moments of
task accomplishments?
97. Do you agree that it is a good to say a spade a spade in conversation irrespective of
it being taken in a good or bad taste by the people?
98. Would you like to avoid visiting your friend when he is sad over the demise of a
relative of his?
99. Do people relish much to work along with you on some project or to listen to you
attentively during a group discussion?
100. In conversations, do you wish that the people should continuously listen to you
instead of making you listen to them?

ANSWER SHEET OF MEII

Part I Part II Part III Part IV

Q.No. Answer Q.No Answer Q.No. Answer Q.No. Answer
Yes No . Yes No Yes No Yes No
1 26 51 76
2 27 52 77
3 28 53 78
4 29 54 79
5 30 55 80
6 31 56 81
7 32 57 82
8 33 58 83
9 34 59 84
10 35 60 85
11 36 61 86
12 37 62 87
13 38 63 88
14 39 64 89
15 40 65 90
16 41 66 91
17 42 67 92
18 43 68 93
19 44 69 94
20 45 70 95
21 46 71 96
22 47 72 97
23 48 73 98
24 49 74 99
25 50 75 100
Total= Total= Total= Total=
 40

CURRICULUM VITAE

PERSONAL BACKGROUND

Name :Enric Carl A. Callangan

Home Address :V. Rama Ave., Cebu City
Birthday :August 20, 1999
Religion : Roman Catholic
Civil Status: : Single

EDUCATIONAL BACKGROUND

Senior High School

University of Cebu – Pri
J. Alcantara St., Cebu City

Junior High School

Abellana National High School
Osmeña Blvd., Cebu City

Elementary Education
Cebu City Central School
N. Bacalso Ave., Cebu City

CERTIFICATION AND AWARDS

With Highest Honors, Second Semester S.Y. 2017 – 2018

Regional Champion, Math Quiz Bowl Competition
NC II in Robotics amd Technology Holder
 41

PERSONAL BACKGROUND

Name :Christine P. Choche

Home Address :Quiot, Mayupay, Cebu City
Birthday :November 26, 1999
Religion : Roman Catholic
Civil Status: : Single

EDUCATIONAL BACKGROUND

Senior High School

University of Cebu – Pri
J. Alcantara St., Cebu City

Junior High School

University of Cebu - Main Campus
Sanciangko St., Cebu City

Elementary Education
University of Cebu - Main Campus
Sanciangko St., Cebu City

CERTIFICATION AND AWARDS

With Highest Honors, First and Second Semester S.Y. 2017 – 2018
CESAFI Champion, Essay Writing Contest
Campus Journalist Awardee, Sun Star Cebu
NC II in Advanced Culinary Arts
 42

PERSONAL BACKGROUND

Name :MaebillC. Mag-asin

Home Address :Ponce, Capitol Site, Cebu City
Birthday :October 25, 1999
Religion : Roman Catholic
Civil Status: : Single

EDUCATIONAL BACKGROUND

Senior High School

University of Cebu – Pri
J. Alcantara St., Cebu City

Junior High School

Abellana National High School
Osmeña Blvd., Cebu City

Elementary Education
OPRRA Elementary School
Ponce, Capitol Site, Cebu City