The Relation of Parenting Style to Self-esteem and School Performance of Senior

High Students of Tubigon, Bohol

________________________________________________________

A Thesis
Presented to
The Faculty of Graduate School and Professional Studies
University of Bohol

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In partial fulfillment
of the Requirements for the Degree
Masters of Arts in Teaching Social Science

________________________________________________________

Narito Arcay Jr

January 2019
Introduction

Parenting Styles across the years of studies have significant effect on child and
adolescent development. It has been a focus of studies in sociological and
psychological perspectives. It is conceptualized as constellation of attitudes or a pattern
of parental authority in dealing with children creating the emotional context for the
expression of parent behavior. Parenting style is characterized by parent–child
interaction across settings and situations, (Baumrind, 1971; Darling &
Steinberg, 1993). Parenting style is thought to provide the emotional climate for
interaction between parent and children (Williams, Degnan, Perez-Edgar, Henderson,
Rubin, Pine, & Fox, 2009). Williams et al., 2009) has significant impact on the family
quality of life. Some children raised in dramatically different environments can later
grow up to have remarkably similar personalities. Conversely, children who share a
home and are raised in the same environment can grow up to have very different
personalities. Despite these challenges, researchers have posited that there are links
between parenting styles and the effects these styles have on children. These effects,
some suggest, carry over into adult behavior.

With the current increase in population, looking at the statistics depict the need for
proper guidance and upbringing of children and adolescents who will inherit this world in
the future. “During the last quarter of 2011, the world’s population exceeded the 7 billion
mark and is growing exponentially by an additional 82 million persons every year”
(United Nations, 2013a). “Forecasted that by 2050, the global population is likely to
reach an exceptional size between 8.3 billion and 10.9 billion people. While the number
of young people has dwindled in the more developed regions since it boomed around
1980, it has been swelling in the less developed regions prevalent in South East Asia”.
The proportion of the successive cohorts of young people has implications for the
demand for proper upbringing, guidance and family support. With these massive
entrants in the adult world, there is a great necessity to prepare them for bigger
responsibilities to manage both themselves and the future of the society where they
belong (Echavez-Pilongo et al., 2013). The Philippines is no exception to this. Data
released by Philippine Statistic office presented the projected population of adolescents
for the year 2019 which will hit an estimate of 10,203,900. Given the overwhelming
influx of adolescents, the government, family and educational institutions are left to
determine how to best serve the immense level of adolescents and their corresponding
needs. An important adolescent issue is how to fully nurture and support them. The
mounting number presents a growing challenge for both national and local agencies.
Examining the policies and procedures regarding childrearing have become imperative.

Everything starts at home. The maxim highlights the fundamental role of parents in
shaping adolescents’ self-esteem as they go through life adversities. Undeniably,
parents upbringing, greatly impacts an important life dimension of a child: education.
Parenting procedure integrates all the activities of parents that aimed to foster their
children’s wellbeing. Various studies in the area of parenting matches its importance on
the developing person (Shyny, 2017). During the early 1920s, Developmental
psychologists have been interested in how parents influence the development of
children’s social and instrumental competence (Date, 2013). Parenting continues to
linger as the most taxing yet rewarding experience in its perplexing ways. During the
1970s, the idea that parenting styles exist was originally conceptualized by Diana
Baumrind. “The term parenting style refers to behaviors and strategies used by parents
to control and socialize their children” (Lightfoot, Cole & Cole, 2009)”. Gunjan et al.,
(2015), pointed out that parenting style stresses on parental moves and reactions
towards their children which covers beliefs they uphold, expectations they set and
exhibit values and beliefs on how actually parents help, support and take good care of
the child and how they discipline the child. Set forth by children development
professionals, the four parenting styles that are recognized globally: Authoritative,
authoritarian, permissive and neglectful parenting. Akanksha Deshpande et al., (2013)
posited that parenting style becomes a barometer that indicates parenting functioning
and eventually predicts the well-being of a child across a wide array of the environment.

“There are two salient elements of good parenting to point out, these are
responsiveness (warmth) and parental demandingness (control) which can be merged
to generate four categories of parenting: authoritative (high demandingness and high
responsiveness), authoritarian (high demandingness and low responsiveness),
indulgent or permissive (low demandingness and low responsiveness), and indifferent
or neglecting (low demandingness and low responsiveness) (Baumrind, 1971; Maccoby
& Martin, 1983)”. “Research has shown that authoritative parenting is more related to
higher levels of adjustment (Steinberg et al., 1991), psychosocial maturity (Lamborn et
al., 1989), psychosocial competence (Lamborn et al., 1991), self-esteem (Bartle,
Anderson,& Sabatelli, 1989; Johnson, Shulman, & Cpllins, 1991), and academic
success (Dornbusch , Ritter, Leiderman, Roberts, & Fraleig)”.

The term self-esteem is derived from originally from a Greek language meaning
“reverence for self”. The “self” refers to the values, beliefs, and attitudes that we hold on
to and the “esteem part implies the value and worth that one gives to oneself. In a
nutshell, self-esteem is the act of embracing for whom and what you are at any given
time in our lives. In the late 1960s, Rosenberg pointed out that when we talk of high
self-esteem, we mean that a person respects and considers himself worthy. On the
other hand, low self-esteem is the rejection, dissatisfaction, and contempt of oneself.
Majority of researchers agree that parental affection or support is positively linked to
adolescent (Harper, 1987; Kawas, Peterson, Southworth, and Peters, 1983). Similarly, a
parenting style that neglects the application of guilt, anxiety and love withdrawal for the
purpose of dominating behaviour manifested to have a positive relationship with the
self-esteem in adolescents (Graybill, 1987; Kwash et al Litovisky and Dusek, 1985). It is
presumed that such behaviour inculcated in them the sense of their inherent value
(Openshaw et al., 1984).”A somewhat more ambiguous picture emerges regarding
parental discipline should promote self-esteem (Baumrind, 1968; Coopersmith, 1967;
Edler, 1963), yet empirical support for this hypothesis is limited. Some studies indicate
that a mild form of punishment is associated with high self-esteem in children (Growe,
1980; Peterson et al., 1983). Others argue that excessive parental control (discipline) is
linked to low self-esteem (Litovsky and Dusek, 1986; Openshaw et al., 1984).

Self-esteem is a highly researched field, with multiple types of self-esteem to

investigate. The general term self-esteem is defined as one’s assessment of their own
self-worth (Lightfoot, Cole & Cole, 2009). This general definition can be called one’s
global self-esteem, considering all internal and external factors. Internal factors refer to
emotions, genetic makeup and personality traits, while external factors refer to specific
events, family, career etc. However, that definition covers a few different types of self-
esteem. Furthermore, trait self-esteem is the amount of regard we have for ourselves
through time (Gilovich, Keltner & Nisbett, 2006). This type of self-esteem tends to
remain stable over a lifetime (Block & Robins, 1993), which is why some refer to this
trait self-esteem as part of one’s personality. Another type of self-esteem is state self-
esteem. State self-esteem is much more fluid and is affected by feelings and situations
(Heatherton & Polivy, 1991). It has to do with how one is feeling about himself or herself
at a certain point in time. There also exist more specific types of self-esteem such as
academic self-esteem, where one’s feeling of self-worth is somewhat contingent upon
how well one does academically (Valizadeh, 2012). Branden (1969) suggested that
generally self-esteem is created and altered through an individuals’ beliefs and
awareness of their thoughts, feelings, and behaviors. Moreover, self-esteem can be
formulated in multiple ways. Self-esteem is considered indispensable to healthy human
development. A remarkable humanistic psychologist, Abraham Maslow classify self-
esteem as one of the basic human necessities. In his theory of the hierarchy of needs,
esteem comes near the peak.

However, no clear conclusion could be drawn out of the various studies carried out due
to various results generated from different class or group of adolescents being studied.
There are myriad of factors which can affect self-esteem but arguably none is more
significant than the family. This is not to insinuate that the family is the cause of an
individual's level of self-esteem but rather has a 'predisposing' effect. Certain parental
attitudes have been found to influence self-esteem (Mruk: 1995, Joseph: 1994).

School performance is one great aspect that is directly linked to parenting styles.
Parents are said to be the first teachers of children. Theories in child development
psychology suggested that children mimic and absorbed the teachings and actions of
their parents. The way they act and handle themselves mirror the manner they are
brought up by their parents. Their performance in school reflect the support they had
received. At some point, higher levels of support allow children to perform well in school
and make them creative and academic performers. Parenting style on this sense had a
crucial role in in shaping the mental, physical, social, emotional and psychological
aspects of a child. One great contributor to a child’s intelligence is how parent’s raised
and nourished them.

The Philippines has around 10 million adolescents according to the data released by
Philippine Statistics Authority. A portion of this immense population are currently
enrolled in Senior High School. Last May 15, 2013, President Benigno Aquino III,
passed into law the K-12 program to cater to the growing number of adolescents who
need more knowledge, skills and training as they transition from young adolescents to
adults. The move also prepared the adolescents to become productive members of the
society even if they don’t enrol in college for they are physically and mentally ready to
join the workforce. A study conducted by Viviamo Inc., the company behind Belle de
Jour Power Planner on 614 adolescents, revealed that 7 out of 10 adolescents don’t
have a dream. The prevailing reasons are due to factors such as low self-esteem and
poor educational programs.

Tubigon as a first-class municipality in the Province of Bohol, currently, has three public
and 3 private schools, with around 1,624 Senior High Students enrolled. The huge
portion of adolescents in the municipality has its own share of academic achievements
and struggles. The Municipality has been tagged as a well performing town in the
province due to its outstanding performance in the field of arts, education and economic
success. Given the unique location and cultural upbringings, each of the adolescents
has its own manner of coping with school activities resulting in outstanding school
performance. The study sparks an interest on how parenting styles affects the
adolescent’s self-esteem and school performance in the unique and highly competitive
Municipality of Tubigon.

Overall, much of research work is required in the area of parenting in Southeast Asian
families especially in the Philippines since researches based on predominant parenting
styles practiced and their effect on self-esteem of children and adolescents in
Philippines are scarce. The result of the study will examine the effects of parenting
styles on self-esteem among the Senior High students of Tubigon Bohol for the school
year 2018-2019. This paper will also provide substantial information, as it delved into
the impact of the parenting style variable on the adolescent’s school performance
among the respondents.

THEORETICAL BACKGROUND

Baumrind’s typology of parenting style

A notable developmental psychologist, Diana Baumrind first conceptualized the types of

parenting styles during the 1960s at the University of California, Berkeley where she
conducted a series of studies that examined people’s approach to parenting anchored
on the demands placed on their children and their responsiveness to their kids’ needs
and pinpointed three primary parenting styles. A fourth parenting style was added later
by two other researchers. Her widely cited research on a two-factor model of discipline
to generate a typology in which three ideal parenting types; Authoritative, Authoritarian
and Permissive- were generated by combining the extreme poles of a two-factor
discipline model. The two bipolar dimensions on the model are termed “Control and
Warmth” (also known as demandingness and responsiveness respectively).

Storm and stress theory

“To be normal during the adolescent period is by itself abnormal” Anna Freud.

The “storm and stress” phrase that was coined by G. Stanley Hall encapsulated the
concept that young people are like emotional volcanoes ready to explode. Hall posited
in his 1904 book, that storm and stress was an inevitable part of adolescent
development. His storm and stress hypothesis refers to the decreased self-control seen
in adolescents (the “storm” part of the hypothesis) versus the increased sensitivity in
adolescents to various arousing stimuli around them (the “stress”). As suggested by
Hall, storm and stress influenced adolescent behavior in three fundamental ways:
Conflict with parents in such a way that adolescents begin to challenge the wisdom of
the elder, Mood disruptions that are manifested by regular mood swings and Risky
behaviour in which they resort to smoking or drinking and may eventually commit a
criminal act. In the years that followed, researchers and people in the academe have
made their own presumption on Hall’s developmental hypothesis and whether the
adolescent conflict was due to familial or biological factors.

Social Learning Theory

(Bandura, 1963) stated that behavior is a result of cognitive and environmental

factors interplaying with each other. In the social learning framework, new examples of
conduct can be obtained to coordinate involvement or by watching the practices of
others. The Social-Learning theory revolved around a person's vain inclinations and put
into consideration those ecological components that impact a person's conduct. The
theory expresses that adolescents imitate a considerable amount of things that they see
and hear around them; smoking, drinking, and sex. Social Learning theory is considered
to be the basis of socialization process (Spilka et al., 2003). Moreover, the theory also
suggested that individuals learn essentially through perception and reward and
punishment. Generally, actions of the young people are robustly impacted by the
demonstration of others in their social environment.

Symbolic Interaction theory.

“Communication is deemed to be the process in which people make sense of their

society”. Moreover, it is the exchange of meaning using language and symbols. Herbert
Blumer the proponent of this theory laid down the basic premises of symbolic
interactionism: “humans interact with things based on meaning ascribed to those things;
the ascribed meaning of things come from our interactions with others and society; the
meaning of things are interpreted by a person when dealing with things in specific
circumstance”. On a micro-level, family institution is the primary force that shaped
adolescents’ personality through verbal and non-verbal communications within the
household. It is important to provide appropriate meanings and the use of proper
language must be observed.
Ecological Theory

Urie Bronfenbrenner underscored the importance of studying a child in the

context of the multifarious environment. He organized the context of a child’s
development into five levels of external influence. Among the levels, the most proximal
context in the world of adolescents is the microsystem which comprises the daily home,
school, peer group, and the community group. It further posited that the adolescents’
behaviors are exhibited in the context of their relationships with significant others in the
context of their ecological milieus (Leah Wilfreda Pilongo et al, 2013).

Erikson’s Theory of Psychosocial Development

Adolescence is a phase characterized by numerous progression (Nielsen 1996),
and it is during this stage that an individual tries to find his/her purpose in life.
Psychosocial theory of Erikson, categorize adolescents in the identity versus role
confusion stage. Adolescents must determine their own sense of self or experience
confusion about roles. It is also a stage whereby adolescents are prone to multitude of
influences as they are still trying to define themselves, who they really are, and what
they stand for. If these are some of the processes that take place during adolescence,
then it means that what they see or hear around them easily persuades them. (Papalia
et al., 1998).
Legal Bases

World Programme of Action for Youth to the Year 2000 and Beyond

1. “Adopts the World Programme of Action for Youth to the Year 2000 and Beyond 2/ as
an integral part of the present resolution, including the ten priority areas identified
therein, i.e. education, employment, hunger and poverty, health, environment, drug
abuse, juvenile delinquency, leisure-time activities, girls and young women, and the full
and effective participation of youth in the life of society and in decision-making”;

2. “Invites Governments, with the support of the international community and non-
governmental organizations, as well as the public and private sectors and, in particular,
youth organizations, to implement the programme of action by undertaking the relevant
activities outlined therein”;

3.”Requests the Secretary-General to report to it at its fifty-second session, through the

Commission for Social Development and the Economic and Social Council, on the
progress made in the implementation of the Programme of Action, taking into account
the promotion of integrated reporting”;

4. “Invites, once again, Member States to include, whenever possible, youth

representatives in their delegations to the General Assembly and other meetings of
relevant United Nations bodies with a view to stimulating participation of young women
and men in the implementation of the Programme of Action”.

United Nations Convention on the Rights of the Child

“The United Nations Convention on the Rights of the Child (UNCRC) is a legally-
binding international agreement setting out the civil, political, economic,
social and cultural rights of every child, regardless of their race, religion or
abilities.The UNCRC consists of 54 articles that set out children’s rights and how governments
should work together to make them available to all children.Under the terms of the convention,
governments are required to meet children’s basic needs and help them reach their full
potential. Central to this is the acknowledgment that every child has basic fundamental rights”.

The Family Code of the Phillippines: Executive Order 209

TITLE III

RIGHTS AND OBLIGATIONS BETWEEN HUSBAND AND WIFE

Art. 70. The spouses are jointly responsible for the support of the family. The expenses
for such support and other conjugal obligations shall be paid from the community
property and, in the absence thereof, from the income or fruits of their separate
properties. In case of insufficiency or absence of said income or fruits, such obligations
shall be satisfied from the separate properties. (111a)
Chapter 4. Conjugal Partnership of Gains
Section 4. Charges Upon and Obligations of the Conjugal Partnership
Art. 121. The conjugal partnership shall be liable for:
(1) The support of the spouse, their common children, and the legitimate children of
either spouse; however, the support of illegitimate children shall be governed by the
provisions of this Code on Support;
TITLE V
THE FAMILY
Chapter 1. The Family as an Institution

Art. 149. The family, being the foundation of the nation, is a basic social institution which
public policy cherishes and protects. Consequently, family relations are governed by law
and no custom, practice or agreement destructive of the family shall be recognized or
given effect. (216a, 218a)
Art. 50. Family relations include those:
(1) Between husband and wife;
(2) Between parents and children;
(3) Among brothers and sisters, whether of the full or half-blood. (217a)

Chapter 2. The Family Home

Art. 152. The family home, constituted jointly by the husband and the wife or by an
unmarried head of a family, is the dwelling house where they and their family reside,
and the land on which it is situated. (223a)

Art. 153. The family home is deemed constituted on a house and lot from the time it is
occupied as a family residence. From the time of its constitution and so long as any of
its beneficiaries actually resides therein, the family home continues to be such and is
exempt from execution, forced sale or attachment except as hereinafter provided and to
the extent of the value allowed by law. (223a)
Art. 154. The beneficiaries of a family home are:
(1) The husband and wife, or an unmarried person who is the head of a family; and
(2) Their parents, ascendants, descendants, brothers and sisters, whether the
relationship be legitimate or illegitimate, who are living in the family home and who
depend upon the head of the family for legal support. (226a)

TITLE VIII
SUPPORT

Art. 194. Support comprises everything indispensable for sustenance, dwelling, clothing,
medical attendance, education and transportation, in keeping with the financial capacity
of the family.
The education of the person entitled to be supported referred to in the preceding
paragraph shall include his schooling or training for some profession, trade or vocation,
even beyond the age of majority. Transportation shall include expenses in going to and
from school, or to and from place of work. (290a)
Art. 105. Subject to the provisions of the succeeding articles, the following are obliged to
support each other to the whole extent set forth in the preceding article:
(1) The spouses;
(2) Legitimate ascendants and descendants;
(3) Parents and their legitimate children and the legitimate and illegitimate children of
the latter;
(4) Parents and their illegitimate children and the legitimate and illegitimate children of
the latter; and
(5) Legitimate brothers and sisters, whether of full or half-blood (291a)

TITLE IX
PARENTAL AUTHORITY
Chapter 1. General Provisions

Art. 209. Pursuant to the natural right and duty of parents over the person and property
of their unemancipated children, parental authority and responsibility shall include the
caring for and rearing them for civic consciousness and efficiency and the development
of their moral, mental and physical character and well-being. (n)
Art. 210. Parental authority and responsibility may not be renounced or transferred
except in the cases authorized by law. (313a)
Art. 211. The father and the mother shall jointly exercise parental authority over the
persons of their common children. In case of disagreement, the father's decision shall
prevail, unless there is a judicial order to the contrary.
Children shall always observe respect and reverence towards their parents and are
obliged to obey them as long as the children are under parental authority.(311a) chan
robles virtual law library
Chapter 3. Effect of Parental Authority
Upon the Persons of the Children

Art. 220. The parents and those exercising parental authority shall have with the respect
to their unemancipated children on wards the following rights and duties:
(1) To keep them in their company, to support, educate and instruct them by right
precept and good example, and to provide for their upbringing in keeping with their
means;
(2) To give them love and affection, advice and counsel, companionship and
understanding;
(3) To provide them with moral and spiritual guidance, inculcate in them honesty,
integrity, self-discipline, self-reliance, industry and thrift, stimulate their interest in civic
affairs, and inspire in them compliance with the duties of citizenship;
(4) To furnish them with good and wholesome educational materials, supervise their
activities, recreation and association with others, protect them from bad company, and
prevent them from acquiring habits detrimental to their health, studies and morals;
(5) To represent them in all matters affecting their interests;
(6) To demand from them respect and obedience;
(7) To impose discipline on them as may be required under the circumstances; and
(8) To perform such other duties as are imposed by law upon parents and
guardians. (316a)

Art. 221. Parents and other persons exercising parental authority shall be civilly liable
for the injuries and damages caused by the acts or omissions of their unemancipated
children living in their company and under their parental authority subject to the
appropriate defenses provided by law. (2180(2)a and (4)a )

Chapter 5. Suspension or Termination of Parental Authority

Art. 228. Parental authority terminates permanently:

(1) Upon the death of the parents;
(2) Upon the death of the child; or
(3) Upon emancipation of the child. (327a)

Art. 229. Unless subsequently revived by a final judgment, parental authority also
terminates:
(1) Upon adoption of the child;
(2) Upon appointment of a general guardian;
(3) Upon judicial declaration of abandonment of the child in a case filed for the purpose;
(4) Upon final judgment of a competent court divesting the party concerned of parental
authority; or
(5) Upon judicial declaration of absence or incapacity of the person exercising parental
authority. (327a)

Art. 230. Parental authority is suspended upon conviction of the parent or the person
exercising the same of a crime which carries with it the penalty of civil interdiction. The
authority is automatically reinstated upon service of the penalty or upon pardon or
amnesty of the offender. (330a)

Art. 231. The court in an action filed for the purpose in a related case may also suspend
parental authority if the parent or the person exercising the same:
(1) Treats the child with excessive harshness or cruelty;
(2) Gives the child corrupting orders, counsel or example;
(3) Compels the child to beg; or
(4) Subjects the child or allows him to be subjected to acts of lasciviousness.
The grounds enumerated above are deemed to include cases which have resulted from
culpable negligence of the parent or the person exercising parental authority.
If the degree of seriousness so warrants, or the welfare of the child so demands, the
court shall deprive the guilty party of parental authority or adopt such other measures as
may be proper under the circumstances.
The suspension or deprivation may be revoked and the parental authority revived in a
case filed for the purpose or in the same proceeding if the court finds that the cause
therefor has ceased and will not be repeated. (33a)
Art. 232. If the person exercising parental authority has subjected the child or allowed
him to be subjected to sexual abuse, such person shall be permanently deprived by the
court of such authority. (n)
Art. 233. The person exercising substitute parental authority shall have the same
authority over the person of the child as the parents.
In no case shall the school administrator, teacher of individual engaged in child care
exercising special parental authority inflict corporal punishment upon the child. (n)

Republic Act 9262

“The Anti-Violence against Women and Their Children Act of 2004”

“SECTION 2. Declaration of Policy. - It is hereby declared that the State values the
dignity of women and children and guarantees full respect for human rights. The State
also recognizes the need to protect the family and its members particularly women and
children, from violence and threats to their personal safety and security”.

The 1987 Philippine Constitution

“Article II: Declaration of Principles and State Policies”

“Section 12. The State recognizes the sanctity of family life and shall protect and
strengthen the family as a basic autonomous social institution. It shall equally protect
the life of the mother and the life of the unborn from conception. The natural and
primary right and duty of parents in the rearing of the youth for civic efficiency and the
development of moral character shall receive the support of the Government”.

“Section 13. The State recognizes the vital role of the youth in nation-building and shall
promote and protect their physical, moral, spiritual, intellectual, and social well-being. It
shall inculcate in the youth patriotism and nationalism, and encourage their involvement
in public and civic affairs”.
“ARTICLE XV”
“THE FAMILY”

“Section 1. The State recognizes the Filipino family as the foundation of the nation.
Accordingly, it shall strengthen its solidarity and actively promote its total development”.

“SECTION 3. The State shall defend:

(1) The right of spouses to found a family in accordance with their religious convictions
and the demands of responsible parenthood;

(2) The right of children to assistance, including proper care and nutrition, and special
protection from all forms of neglect, abuse, cruelty, exploitation, and other conditions
prejudicial to their development;

(3) The right of the family to a family living wage and income; and

(4) The right of families or family associations to participate in the planning and
implementation of policies and programs that affect them”.
Review of Related Literature

The idea regarding parenting styles first emerged during 1970 and was originally
observed by Diana Baumrind, a developmental psychologist. “The term parenting style
refers to behaviors and strategies used by parents to control and socialize their
children” (Lightfoot, Cole & Cole, 2009). During 1983, two notable researchers,
Maccoby and Martin re-evaluate the three styles. They reassessed the findings of
Baumrind and had added two measures, such as demandingness and responsiveness.
As shown by their findings, there appeared to be more parenting styles than had
previously presented. They eventually ended up separating the permissive style and
formulated two different parenting techniques that suit their findings when considering
observed levels of demandingness and responsiveness. As a result, both studies have
developed the permissive and neglecting terms that apply to these parenting styles.
Henceforth, four parenting styles have been recognized globally, authoritative (high on
demandingness and responsiveness), authoritarian (high on demandingness but low on
responsiveness), permissive (low on demandingness but high on responsiveness), and
neglecting (low on both demandingness and responsiveness, (Maccoby & Martin,
1983).”

A remarkable psychologist, John R. Buri created parental authority questionnaire (PAQ)

to evaluate the parenting styles conceptualized by Baumrind, (1966), permissive,
authoritarian and authoritative comprising 30 likert type items. The tripartite typology
has three sub-dimensions. For Authoritative ( Factor 1: Warmth and Involvement, Factor
2: Reasoning/Induction, Factor 3: Democratic Participation, Factor 4: Good
Natured/Easy Going), for Authoritarian (Factor 1: Verbal hostility, Factor 2: Corporal
punishment, Factor 3: Non-reasoning, punitive strategies Factor 4: Directiveness), and
on Permissive (Factor 1: Lack of follow through, Factor 2: Ignoring misbehavior, Factor
3: Self-confidence).The subjects (children) need to respond to the thirty item exam of
each parent on a five point scale. It was on the same year, Steingberg et al., generated
authoritative parenting scale to measure the level of authoritativeness of the parents on
three major dimensions: acceptance/involvement, firm control, and psychological
autonomy granting. The 36 item scale measure parenting styles in the viewpoint of a
child on 3 dimensions. Moreover, Alpha coefficient of the dimensions ranged between
0.72 and 0.76

Few years after, a research conducted by Steinberg et al., (1994) underpinned the four-
dimension typology and had looked into possible effects that parenting styles pose on
children. Findings of their study showed that children with authoritative parents were
more competent in contrast to children coming from other parenting style in terms of
social, emotion and academic abilities. Those children whose parents are practice
authoritarian parenting were found to have lower levels of wellbeing than children who
grew up with other style and children with indulgent parents had high levels of wellbeing
but lower levels of achievement. Furthermore, children with neglectful parents
manifested lowest levels in all areas. The results implied true link between parenting
styles and personality traits of children. Similar results have generated in the studies on
Grusec et al., (1994) and Pomerantz et al., (2005). They stressed that children from
authoritative parents had greater proficient social, skills, independent problem solving,
psychological wellbeing and adjustment contrary to children reared by other parental
styles.

In year 2012, a study revealed that the environment where children are raised,
contributes greatly to the development of children’s self-esteem (Hosogi et al.). This
goes to show that everything from school and family dynamics to socioeconomic status
and the parenting styles, heavily impacted the child. Another study implied deeply that
nurturing and supportive parenting styles would improve children’s self-esteem (Yang &
Lian, 2018). DeHart et al.,(2006) contend that research anchored on specific parenting
styles concluded that the parenting styles directly affect the child’s self-esteem. Several
research studies produced various results as to what parenting style leads to the
highest level of self-esteem. In the study of Martinez and Garcia during 2007 showed
that children who were raised by indulgent parents possessed the highest level of self-
esteem while those with authoritarian parents had the lowest. Martinez et al., (2007)
concluded that authoritative and indulgent parenting styles scored highest on levels of
self-esteem. A year after, another study spearheaded by Martinez and Garcia (2008)
uncovered that adolescents with indulgent parents had equal or higher levels of self-
esteem compared to adolescents with authoritative parents. The research further
unveiled that adolescents with authoritarian and neglectful parents had the lowest level
of self-esteem. On the other hand, studies of Garcia and Gracia (2009) showed that
both indulgent and authoritative parenting styles had the yielded the highest self-esteem
among children.

In 2012, a study conducted by Antonopoulo et al., pointed out the quality of

supportiveness as perceived by the child had predicted higher levels of implicit self-
esteem. Simply, children with neglecting parents would have lower levels of self-
esteem. DeHart et al., (2006) maintained that parents who were deemed more nurturing
(authoritative and permissive) had a positive effect on self-esteem while parented view
to be authoritarian had a negative effect. Parenting styles that were authoritative and
permissive have been correlated with higher levels of self-esteem while negative loving,
anger and rejecting were negatively correlated (Yand & Zhou, 2008). It was maintained
that, in considering the effects on self-esteem, it is important to look at the potential
changes in self-esteem over time for the studies were only examined in a single time
period.

Over time, studies conducted concerning self-esteem produced varying outcomes. One
intriguing finding claimed that self-esteem increased throughout adolescents to middle
adulthood where it begins to decrease as on enters old age (Orth et al., 2012). It is
necessary to put into consideration confounding factors within these results, like
success in one's ’hosen endeavour or family life or deterioration of health (Orth et al.,
2010). The results may somehow be attributed to accomplishment of age specific
challenges such as finishing levels of school, marriage children, physical complication,
retirement or illness (Wagner et al., 2012). One study affirmed to the conclusion that
self-esteem increases throughout adolescence and had added that gender variable do
not affect the adolescence period (Erol & Orth, 2011). However, it is essential to
consider the impact of gender because the past study did not include gender as a
variable of interest. Solely, the adolescence stage showed a general increase in self-
esteem as what is exhibited by the results (Orth et al., 2012). It is vital to assess
possible variables influencing the increase in self-esteem during adolescence.
Accordingly, one variable that was found to have a significant effect is that, as one’s
education level increases, self-esteem also rises (Hallsten et al., 2012). Citing factors
that influence self-esteem and how it changes as years go by, it is also important to
note that parenting styles could also change over time. This is to say that parenting
styles could have positive or negative effects on the child’s self-esteem levels through
time and development.

It is a common fact that one’s needs change throughout time as an individual prospers.
Hence, it only make sense that parenting style does as well. This probability was not
considered when the four parenting styles were created. Could a parent apply another
parenting style as the child grows? Wentzel, (1994) cited the importance of parenting
styles over time. Results of the study showed the significance of parenting style initially
increases from childbirth to preschool and during elementary level, the importance of
parenting style can go one of three ways, depending on what the parent’s focus is. The
value of parenting style could increase if discipline or education is the focus on the child
or decrease if a child’s main concern would be placed sensitivity or responsiveness. It
will stay the same in preschool stage if the focus is on general welfare and protection.
Later on, parenting styles decrease as the child enters late adolescence and early
adulthood (Wentzel, 1994). This imply that parenting style should change as the child
grow. It has been found also that inconsistent parenting may lead to aggressive and
rebellious behaviour (Lightoot et al., 2009). Other studies have explained that for a
particular age and generation, responsiveness and sensitivity are two outstanding
qualities that parents’ should possessed for a child’s development while disciplinary
qualities is least valuable when trying to rear a happy and productive child (Shamah,
2011). As conclusion of these findings, perhaps, there could be a singular parenting
style that works across all ages.

School Performance is considered as the adolescent’s capacity to interact effectively

with the school environment (White, 1963). It encompasses how knowledge and skills
relevant to adaptation within the school domain are acquired. Within that perimeter of
such domain, competence is strongly connected with achievement outcomes that are
assessed through both standardized tests and classroom grades. Grades and
standardized achievement scores of test are one type of competence assessment, and
ratings of classroom teachers provide another index of adolescents' school-related
competence and performance. Competence also has an internalized aspect that White
(1963) referred to as the sense of competence. Through effective and independent
action there is a growth of understanding about who or what controls outcomes and of
confidence in oneself to produce success. Harter's (1982) domain-specific theory
identifies academic perceived competence as a major input to successful outcomes in
school, whereas

The population from which the sample was drawn was almost exclusively Caucasian
and largely middle class. Subjects were children, parents and teachers from 20
classrooms {5 each of third through sixth grades) in an elementary school
approximately 1 hr outside a middle-sized northeastern city. The approximately 480
children in these classrooms brought home a packet with letters for a mother and a
father inviting participation in a study on parenting. Slips requesting permission for the
research team to contact them regarding the study were included. Of approximately 350
mothers and 300 fathers in the sample (many families had more than one child within
the school), 254 mothers and 193 fathers returned the slips. Of those responding, 51%
of the mothers and 40% of the fathers responded affirmatively. In 72 families, both
mother and father agreed to participate and the family met our inclusion criterion of
being intact, with two biological parents living in the home. Fifty mother-father pairs
were randomly chosen from these respondents, 48 of which actually participated and
were used for the primary analyses. Other parents responding affirmatively were mailed
questionnaires but did not participate in the interview study. In addition to these families,
2 fathers and 14 mothers who met the criteria for inclusion but whose spouse was
unable to be interviewed were also included in the study.

One dimension that has been linked to school performance outcomes (Hess &
Holloway, 1985) and that appeared to us to be particularly relevant to the development
of self-regulation is that of parental control. Described by such terms as "restrictive"
(Becker, 1964), "controlling" (Schaefer, 1959), and "autocratic" (Baldwin, 1949), this
extreme pole of the control dimensions is characterized by the parent's use of power in
achieving compliance as well as a paramount valuing of obedience in children. Although
there is relative agreement that such a pole on which parents can be distinguished
exists, there has been less agreement about what constitutes the opposite pole of this
dimension. For example, Becker (1964) identified a permissive style as the other end of
the restrictive dimension, described as a lack of control and a passive approach to child
rearing. Baldwin (1949), on the other hand, distinguished a democratic style that implies
an active approach in which the child's views are taken into account and information is
provided to facilitate choice toward appropriate behavior. Baumrind (1967, 1971) has
also delineated two relevant dimensions, namely firm versus lax control and
psychological autonomy versus psychological control. In her research, she classified
parents who were high in psychological autonomy and firm control as authoritative,
whereas those high in psychological control and firm control were labeled authoritarian.
Children of authoritative parents were found to be more self-reliant and independent
whereas those of authoritarian parents were more withdrawn and discontent. A recent
study by Dornbusch et al. (1987) explored the relation between child-reported parent
style, using Baumrind's typology, and adolescent achievement. Findings of this study
indicated that lower grades were associated with reports of more authoritarian, more
permissive, and less authoritative parenting. Although this study used students' reports
of parental behavior and objective indices of school performance only, it underscored
the importance of parental styles to school-related competence. In the present study of
parenting styles relevant to the academic domain, we built upon previous work by
attempting to clearly differentiate between autonomy versus control orientations, and
firm versus lax parental control. We conceptualized two separable dimensions,
autonomy support and structure. Autonomy support was defined as the degree to which
parents value and use techniques which encourage independent problem solving,
choice, and participation in decisions versus externally dictating outcomes, and
motivating achievement through punitive disciplinary techniques, pressure, or controlling
rewards. Structure, in contrast, was defined as the extent to which parents provide clear
and consistent guidelines, expectations, and rules for child behaviors, without respect to
the style in which they are promoted.

Research conducted over the years universally claimed the direct effect of
parenting style and self-esteem in shaping individual’s development. This study has
therefore looked to create awareness as to the most suitable parenting styles that
should be adopted by parents as these greatly influenced adolescents’ self-esteem.
One study had shown that indulgent parenting style is the prime style in Spain (Garcia &
Garcia, 2009). Authoritative parenting style has been the dominant parenting among
Euro-American families (Cheung & McBride-Chang, 2008). In Berk’s study done last
2009, it presented different kinds of parenting style are associated with different levels
of adolescent’s development. Researchers have mentioned that Authoritative parenting
styles brings children with higher self-esteem than other parenting style especially in
mainstream Western culture. In the study of Grolnick and Ryan (2013),
Related Studies

A study emerged and reconstructed Baumrind’s typology of the parenting style in the
aspect of adolescent’s school performance. Using a wide and manifold sample in San
Francisco Bay Area High school students (N=7836), it was unveiled that both
authoritarian and permissive parenting practice was positively connected to with grades.
The results unfolded that parenting styles presented an expected relation to grades
across gender, age, parental education, race, ethnics, and family structure categories. It
was furthered revealed that Authoritarian parenting had a stronger link with grades
compared to the two other parenting styles except to Hispanic males. All the styles best
indicated among white students. As claimed, pure authoritative families (high on
authoritative but low in two indices) had the highest mean grades, while inconsistent
families the merged authoritarian parenting with other parenting styles yielded the
lowest grades.

As claimed by Leung, et al., 1998, the relationship between four parenting styles and
academic achievement in school children was investigated in Hokong, the United States
and Australia. Results indicated that Australian parents were lower than both Chinese
and and American parents in academic authoritarianism. Compared to the two English-
speaking groups, Chinese parents were higher in general authoritarianism, but lower in
academic and general authoritativeness. In all thress cultures, academic achievement
was negatively related to academic authoritarianism, but showed no relationship with
academic authoritativeness. Finally, academic achievement was positively related to
general authoritarianism in Hong Kong and among children from the United States and
Australia whose parents did not have any college education. Academic achievement
was positively related to general authoritativeness only in the two English-speaking
groups.

Glasgow et al., 1997 presupposed in their article the contemporaneous and predictive
relations between parenting styles, adolescents' attributions, and 4 educational
outcomes. Data were collected from adolescents attending 6 high schools in California
and 3 high schools in Wisconsin during the 1987–1988 and 1988–1989 school years.
The results of path analyses partially confirmed the central hypotheses. Adolescents
who perceived their parents as being nonauthoritative were more likely than their peers
to attribute achievement outcomes to external causes or to low ability. Furthermore, the
higher the proportion of dysfunctional attributions made for academic successes and
failures, the lower the levels of classroom engagement and homework 1 year later.
Although adolescents' attributional style provided a bridge between parenting style and
2 educational outcomes, it did not fully explain the impact of parenting on those
outcomes. Additional analyses within gender and ethnic subgroups reinforced the
overall pattern of findings observed within the entire sample.

Studies suggested that the achievement strategies adolescents established at school

play an important role in their academic achievement and performance (Dweck, 1990;
Nurmi et al., 1995; Onatsu-Arvilommi and Nurmi, 1998). For example, helplessness
beliefs and related passivity (Diener and Dweck, 1978), being afraid of failure, task-
irrelevant behaviour (Nurmi et al., 1995), and internal attributions, such as a lack of
ability, in response to failure (Glaskow et al.,1997), have been found to lead to low
achievement. Although a substantial amount of research has been carried out on these
strategies in the school context (Butkowsky and Willows, 1980; Jacobsen et al., 1986;
Wagner et al., 1989; Carr et al., 1991; Nurmi et al., 1995a; Onatsu-Arvilommi and
Nurmi, in press.), only few studies have focused on the role that other life-domains,
such as family environment, may play in the development of adolescents' achievement
strategies. Consequently, this study focuses on investigating the extent to which family
parenting styles are associated with the strategies adolescents apply in achievement
contexts.
A study on the relationship between parenting styles and academic achievement among
students showed that there was a significant positive relationship between the
emotional atmosphere of the family, declining to the principles of democracy and
creativity (Mehrafza, 2005). The study further presented that there was a significant
negative relationship between the creativity and authoritarian parenting and there was
no statistical significant relationship between emotional atmosphere of the family,
declining to absolute freedom and creativity. In a study on the relationship between
motivations and education achievements on high school students of Isfahan and their
family characteristics, the results explained that from among the factors linked to
educational performance, authoritarian parenting style and family composition pointed
out achievement motivation (Abedi et al., 2005). Another study examined the
relationshop of self-esteem and educational achievement among high school students
in Tehran found out that there was a significant correlation between self-esteem and
educational achievement (Biabangard, 2005).

In the study of Abdorreza Kordi in 2010, unveiled that among the parenting styles,
authoritative style is a nexus to higher levels of children’s school achievement.

Local Studies

A study conducted by Marietes P. Bacus (2014) regarding parenting styles and

academic performance, showed that in Mindanao, authorititative parenting was the
dominant parenting style commonly practiced by families. It was viewed as the tough
way of disciplining to shape a successful child. On the other hand, to cope with the fast
changing world, there were children who were reportedly raised by permissive parents.
In this case, children were left to do with much freedom whatever they like to do. It was
found out in the study that the respondents reported a positive response to learning as
they showed manifestations of liking their school, teachers and schoolwork.
Authoritative style revealed as the major parenting style strong linked to academic
performance. On the study entitled “Examination of the relationship of parenting styles
and attitudes with creativity and its relationship with intelligence, educational
achievement and progressive behaviors” carried out in Ahvaz, found out that there was
a negative correlation between the various parenting styles and academic performance.

Another study revealed that authoritative is the most practiced style received by the
adolescents. Furthermore, It was claimed that children nowadays are tougher in
handling situations and showed a significant relationship between parenting styles and
self-esteem of adolescents (Garcia et al., 2013). Dalisay (2015) in a study examined the
parenting styles and self-esteem among criminology students of Lyceum of the
Philippines uncovered that majority of the respondents commonly have authoritative
parents and showed moderate and hgh-level of self-esteem.The study of Gilongos and
Guarin (2013), employed survey-questionnaires, interviews, and focus groups to
examine the relationship between parenting styles and and social adjusments of school-
age children in Aklan manifested similar patterns. Authoritative parenting styles reigned
supreme and was deemed as their healthy relationship with parents and peers.

Similar study that used survery-questionnaire carried out in Nothern-Samar based high
school students that investigate the relationship between parenting styles showed
authoritative parenting as the dominant style in which most of the students exhibited
energetic-friendly behaviour. However, he found no connection between parenting
styles and students performance.

Different studies anchored on the parenting styles conceptualized by Baumrind

generated different results. The study of Abarques (2009) with the title “Parenting styles
of working and non-working mothers of high school students in Tagaytay City”,
assessed the relationship between children’s self-esteem and academic performance
given the work status of their mothers. Majority of the mothers were found to be
nurturing-permissive which means that they tended to be high in emotional warmth but
love in control as parents. Results claimed that there was no significant difference
between the children of working and non-working mothers in the self-esteem and
academic performance as they practice permissive parenting styles.

An investigation of the relationship between Metro-Manila based college students and

perceived parenting characteristics and goal orientation, the authors uncovered that
while college students’ perception of their parent’s emotional support and independence
 given to them were positively correlated, the aspect of high demand was found to be
either or not. Parenting styles played a vital role in student’s academic performance and
added another variable that came into play and that is gender (Bernardo et al., (2007).

THEORIES Legal Bases

 Baumrind’s typology of parenting style  World Programme of Action for Youth to
the Year 2000 and Beyond
 Storm and Stree Theory
 United Nations Convention on the
Rights of the Child
 Social Learning Theory  The Family Code of the Philippines
-Title III, Title V, Title VIII, Title IX
 Symbolic Interaction Theory  Republic Act 9262
 Ecological Theory  “The Anti-Violence Against Women and
 Erikson’s Theory of Psychosocial Their Children Act of 2004”
 1987 Philippine Constitution
Development - Article II, Sec. 12 and 13
- Article XV, Sec.1 & 3

INPUT
Data Gathering, Comparison and Tabulation of data through a questionnaire on:

 Profile of Respondents
 Parenting Styles
 Self-esteem
 Academic Performance

PROCESS

1. Analysis & Interpretation of Data

2. Statistical Treatment of Data (The stat runs will be determined after the
Normality Test)
3. Findings and Conclusions
4. Recommendations
 PROPOSED RECOMMENDATIONS

Figure 1
Research Flow
Statement of the Problem

The primary aim of the study is to determine the relation of parenting style to self-
esteem and school performance of Senior High Students of Tubigon Bohol during the
school year 2018- 2019. The findings of the study served as basis for recommendation.

Specifically it sought to answer the following queries:

1. What is the profile of respondents in terms of:
1.1 Age;
1.2 Sex;
1.3 Grade level;
1.4 Nature of School enrolled?
2. What is the level of parenting styles as perceived by the student-respondents
in the following dimensions:
2.1 Authoritative;
2.2 Authoritarian;
2.3 Permissive;
3. What is the level of self-esteem of the respondents?
4. What is the level of school performance of the respondents?
5. Is there a significant degree of relationship between profile of respondents and
their level of parenting styles?
 6. Is there a significant degree of relationship between profile of respondents and
their level of self-esteems?
7. Is there a significant correlation between parenting styles (mother and father)
and self-esteem of the respondents?
8. Is there a significant correlation between parenting styles (father and mother
parenting styles) and academic performance?
9. Is there a significant degree of variance on the self-esteem of the respondents
when they are grouped according to parenting styles?
10. Is there a significant degree of variance in the academic performance of the
respondents when they are grouped according to parenting styles?
11.What recommendations can be proposed based upon the findings of the
study?

Null Hypotheses
The study was directed toward the acceptance or rejection of the following
null hypotheses:

1. There is no significant degree of relationship between profile of respondents

and their level of parenting styles?
2. There is no significant degree of relationship between profile of respondents
and their level of self-esteems?
3. There is no significant correlation between parenting styles (mother and father)
and self-esteem of the respondents?
4. There is no significant correlation between parenting styles (father and mother
parenting styles) and academic performance?
5. There is no significant degree of variance on the self-esteem of the
respondents when they are grouped according to parenting styles?
6. There is no significant degree of variance in the academic performance of the
respondents when they are grouped according to parenting styles?
Significance of the Study
In as much as the findings of the study, the researchers believe that the
study would benefit the following:

Students. Multiple factors can affect adolescents’ self-esteem, but

parenting styles most of all. Students builds their confidence in their own decision
making (which is the basis for feeling good about oneself or "self-esteem") by making
decisions and reaping the consequences. Through the study, students would be aware
regarding the parenting styles they received from their parents and may respond
appropriately to their parents. The idea parenting style would allow the students to
motivate themselves to perform well in school and to look at every situation with a silver
lining.

Teachers. The study would educate the teachers about the impacts of
parenting styles to adolescents’ growth, development and most off all, their self-esteem.
This would allow teachers to plan the best teaching strategy among students as right
and proper approach is crucial to learning. Teachers would also create an activity that
would boost their students’ academic performance that would match the parenting style
received by students.

Parents. The study will aid parents in making them realize on the
influence of parenting environment and emphasize the vital role they play with regard to
the development of their children in their respective families. The result of this study
would make the parents more vigilant of the actions of their children which lead to a
better educational knowledge and enhance their self-esteem showing them love and
proper guidance. In addition, a harmonious relationship among parents and their
children is a vital factor in the promotion of a good relationship of the family. Good
relationship among the family will not only improve the art of living together but will
produce a feeling of personal security. Overall, parents are they key influencing factors
in the child’s development and much more to their self-esteem. Further this study will
serve as an awakening most especially for the parents to adopt the most appropriate
parenting style. Parents would become aware of their huge impact on their child’s
educational performance and may provide the best parenting care for their children.
The Community. They would be guided on the awareness campaign
conducted by the government on the importance of strengthening the family institution
and to highlight their roles in child formation. The study would also provide insights to
the local community officials to act and provide awareness campaigns among
adolescents.
Administration. With this study, Senior High Schools of Tubigon Bohol
will be informed on the gigantic role they play in guiding students toward a positive
outlook in life. This is a good avenue for the administration to plan for recommendations
to address students’ needs and problems. Educate both teachers and parents on the
role they play in boosting the adolescent’s self-esteem that would lead to high academic
performance.
Future researchers. They would make use of the data obtained by the
study on their own separate and distinct academic works will lead to further enhance the
knowledge obtained by the researcher which in one way of another, will help alleviate
the problem in the community.
Moreover, the findings of the study would be significant not only to the
parents, students but also to the adolescents in the community and create programs to
enhance on building a better relationship among the respective families in the
community, which is necessary in achieving the goal of the study.

RESEARCH METHODOLOGY

Design

The study will utilize the descriptive normative survey method of research in
gathering data through the use of standardized survey tool in getting the profile of the
respondents and their responses on their experienced parenting styles and self-esteem.

Data mining or desk review will be conducted secure the academic performance
of the Senior High School respondents from various schools.
 Respondents

The respondents of the study were the randomly selected Senior High Students
of Tubigon Bohol. Table 1 shows the breakdown of the total number of respondents in
every school with the corresponding population and the number of samples. To ensure
representativeness of both sexes, equal selection of males and females will be taken as
respondents per school.

Another point to consider in selecting the respondents will be the high performing
and less performing in terms of school performance in every school that are selected in
this study.

Table 1. Distribution of Respondents vs. Population

Name of School Population of Senior Number of Samples Percentage of

High Students Distribution

Male Female

1. Mater Dei 1,048 126 126 63%

College

2. Tubigon West 204 24 24 12%

Central High
School

3. Tubigon West 160 20 20 10%

National High
School

4. Cawayanan 115 14 14 7%
National High
School

5. Saluz Institute of 65 8 8 4%
Technology

6. Holy Family of 50 6 6 4%
Nazareth

Overall 1,642 200 200 100%

Environment
 The study will be carried out in six private and public Senior High institutions in
the municipality of Tubigon, Bohol. A total of 200 male respondents and 200 female
respondents are the subjects of the study. Equal distribution of respondents is also
considered to make sure that both and public schools are equally represented.

Instrument

The measures will include indices of parenting style as well as indices of self-
esteem. The following specific measures will be analyzed in the current study:

The study utilized Parental Authority Questionnaire that was created by John
R. Buri in 1989 to measure parental authority or disciplinary practices from the
perspectives of children at any age. PAQ consisted of 30 items that have 3 subscales
based on the parental authority prototypes and each subscale consist of 10 items (Ang
& Goh, 2006). There is permissive (P: items 1,6,10,13,14,17,18,19,21&24),
Authoritarian (A: items 2,3,7,9,12,16,18,25,26&29) and Authoritative (T: items
4,5,8,11,15,20,22,23,27&30). Participants will be asked to respond to each item on a 4
point Likert scales ranging from strongly disagree (scored 1) to strongly agree (scored
4) that will best describe how that statement applies to participants and their parents
(Dwairy & Menshar, 2005). Originally created by Buri, John P. This was published on
May 1989 and the paper was presented at the Annual Meeting of the Midwestern
Psychological Association (61st, Chicago, IL, May 4-6, 1989).

Rosenberg self-esteem scale was created by Morris Rosenberg in 1965 and

has been widely used in various studies worldwide today. It measures global feelings of
self-worth and for use with adult populations. RSE has a high internal reliability which
is .92 and strong construct validity. It consists of 10 items that examines rate on a five-
point scale from strongly agree (scored 4) to 16 strongly disagree (scored 0) (Kaplan &
Saccuzzo, 2008).

Scoring: The PAQ was calculated by adding the individual items within each
subscale. Higher scores signified a greater level of the specific parenting style (Ang &
Goh, 2006). The RSE had a possible total score ranging from 0-40. The higher scores
corresponded to higher levels of self-esteem. The RSE was calculated by adding scores
on each item. There was a reverse order scoring of items 2,5,6,8 and 9.

Academic Performance
The academic performance will be determined by taking the General Point Average
(GPA) of the respondents of the Calendar Year 2018-2019.

The GPAs will be analyzed using the corresponding scale:

Descriptors Grading Scale Remarks

Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did not Meet Expectations Below 75 Failed
Data Gathering Procedure

In order to facilitate the gathering of data, the researcher employed a systematic

procedure.

The researcher sent a letter asking permission to the Vice President for

Academic Affairs and Dean of the Graduate School, Principal of the School, Parents

and the respondents for approval to conduct the study, and the subject Teachers for the

gathering of grades of the first semester and second semester S.Y. 2018-2019. The

researcher underwent an Ethics Review at the Research Center of the University of

Bohol by the Ethics Review Committee.

After the approval of the request of the consent from the parents, assent from the

respondents the researcher immediately administers the questionnaire to the

respondent and the grades from the subject teacher. The question was made easy to

comprehend to elicit definite responses. The respondent was given enough time in

answering the questions. The researcher reminded the respondent to answer honestly

to assure the accuracy of data and reliable result.

Moreover, the researcher personally distributed the questionnaire to the

respondent. Having a tool duly answered, they were collected and retrieved from the

data tabulation and interpretation.

Ethical Consideration of Research

The researchers will explain the objectives of the study by writing a letter to the

respondents. They will be briefed that the rights will be respected from the start to finish

to the research. An assurance of complete anonymity of the respondents will be upheld.

They can stop at any point in answering if they feel the rights are violated. As a sign of

consent, they need to affix their signature. Complete anonymity will be short handling of

the data.

Definition of terms:

Adolescents: This refers to individuals between the ages of 15 to 21 and are currently
enrolled in Senior High in Tubigon Bohol for the school year 2018-2019.

Authoritarian: It is a restrictive, directive, highly demanding, punitive style that exhorts

the child to follow the parents directions and to respect work and effort and not
responsive to the needs or demands of children.

Authoritative parenting style: It offers a balance of warmth and control and

encourages children to be independent but still places firm limits and controls on the
child and allows little verbal exchange.

Parenting styles: It is a universal climate in which a family functions and in which child

rearing behaviors of parents are described by the way parents react and respond to
their child’s emotion.

Permissive parenting: It involves high involvement with their children but place few

demands or control on them and rarely use punishment.

Self Esteem: This means “reverence for self”, is the act of embracing for whom and
what you are at any given time in your life. This also means that a person respects and
considers himself worthy or one’s assessment of his/her own self-worth as a result of
parenting style he/she received from his/her parents.

School performance: This term refers to the GPA (General Point Average) of the
respondents for the School Year 2018-2019.
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Parental Authority Questionnaire

Instructions: For each of the following statements, circle the number of the 4-point scale
(1 = strongly disagree, 4 = strongly agree) that best describes how that statement
applies to you and your mother. Try to 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.
1 = Strongly disagree
2 = Disagree
3 = Agree
4 = Strongly Agree
1. While I was growing up my mother felt that in a well-run home
the children should have their way in the family as often as the 1 2 3 4
parents do.
2. Even if her children didn’t agree with her, my mother felt that
it was for our own good if we were forced to conform to what 1 2 3 4
she thought was right.
3. Whenever my mother told me to do something as I was
growing up, she expected me to do it immediately without 1 2 3 4
asking any questions.
4. As I was growing up, once family policy had been
established, my mother discussed the reasoning behind the 1 2 3 4
policy with the children in the family.
5. My mother has always encouraged verbal give-and-take
whenever I have felt that family rules and restrictions were 1 2 3 4
unreasonable.
6. My mother has always felt that what her children need is to
be free to make up their own minds and to do what they want to
do, even if this does not agree with what their parents might 1 2 3 4
want.
7. As I was growing up my mother did not allow me to question
any decision she had made. 1 2 3 4

8. As I was growing up my mother directed the activities and

decisions of the children in the family through reasoning and 1 2 3 4
discipline.
9. My mother has always felt that more force should be used by
parents in order to get their children to behave the way they are 1 2 3 4
supposed to.
10. As I was growing up my mother did not feel that I needed to
obey rules and regulations of behavior simply because
someone in authority had established them. 1 2 3 4

11. As I was growing up I knew what my mother expected of me

in my family, but I also felt free to discuss those expectations
with my mother when I felt that they were unreasonable. 1 2 3 4

12. My mother felt that wise parents should teach their children
early just who is boss in the family. 1 2 3 4
13. As I was growing up, my mother seldom gave me
expectations and guidelines for my behavior. 1 2 3 4

14. Most of the time as I was growing up my mother did what

the children in the family wanted when making family decisions. 1 2 3 4

15. As the children in my family were growing up, my mother

consistently gave us direction and guidance in rational and 1 2 3 4
objective ways.
16. As I was growing up my mother would get very upset if I
tried to disagree with her. 1 2 3 4

17. My mother feels that most problems in society would be

solved if parents would not restrict their children’s activities,
decisions, and desires as they are growing up. 1 2 3 4

18. As I was growing up my mother let me know what behavior

she expected of me, and if I didn’t meet those expectations, she 1 2 3 4
punished me.
19. As I was growing up my mother allowed me to decide most
things for myself without a lot of direction from her. 1 2 3 4

20. As I was growing up my mother took the children’s opinions

into consideration when making family decisions, but she would
not decide for something simply because the children wanted it. 1 2 3 4

21. My mother did not view herself as responsible for directing

and guiding my behavior as I was growing up. 1 2 3 4

22. My mother had clear standards of behavior for the children

in our home as I was growing up, but she was willing to adjust
those standards to the needs of each of the individual children 1 2 3 4
in the family.
23. My mother gave me direction for my behavior and activities
as I was growing up and she expected me to follow her
direction, but she was always willing to listen to my concerns 1 2 3 4
and to discuss that direction with me.
24. As I was growing up my mother allowed me to form my own
point of view on family matters and she generally allowed me to
decide for myself what I was going to do. 1 2 3 4

25. My mother has always felt that most 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 1 2 3 4
supposed to as they are growing up.
 26. As I was growing up my mother often told me exactly what
she wanted me to do and how she expected me to do it. 1 2 3 4

27. As I was growing up my mother gave me clear direction for

my behaviors and activities, but she was also understanding 1 2 3 4
when I disagreed with her.
28. As I was growing up my mother did not direct the behaviors,
activities, and desires of the children in the family. 1 2 3 4

29. As I was growing up I knew what my mother expected of me

in the family and she insisted that I conform to those
expectations simply out of respect for her authority. 1 2 3 4

30. As I was growing up, if my mother made a decision in the

family that hurt me, she was willing to discuss that decision with
me and to admit it if she had made a mistake. 1 2 3 4

Description: The PAQ is designed to measure parental authority, or disciplinary

practices, from the point of view of the child (of any age).

The PAQ has three subscales:

permissive (P: items 1, 6, 10, 13, 14, 17, 19, 21, 24 and 28), authoritarian (A: items 2, 3,
7, 9, 12, 16, 18, 25, 26 and 29), and authoritative/flexible (F: items 4, 5, 8, 11, 15, 20,
22,23, 27, and 30). Mother and father forms of the assessment are identical except for
references to gender.

Scoring: The PAQ is scored easily by summing the individual items to comprise the
subscale scores.

Scores on each subscale range from 10 to 50.

Author: Dr. John R. Buri, Department of Psychology, University of St. Thomas, 2115
Summit Avenue, St. Paul, MN 55105Source: Buri, J.R. (1991). Parental Authority
Questionnaire, Journal of Personality and Social Assessment, 57, 110-119.

ROSENBERG’S SELF-ESTEEM SCALE

Please read each statement. Then circle the letter indicating how much you agree or disagree
with the statement.
 Strongly Strongly
Agree Disagree
agree disagree
1. I feel that I am a
person of worth. I am
as good as anybody
else
2. I feel that there are a
lot of good things
about me
3. I feel that I fail a lot
4. I can do things as well
as most other people
5. I do not have much to
be proud of
6. I wish I had more
respect for myself
7. I feel useless at times
8. Sometimes I think I
am no good at all
9. I like myself
10. I am happy with
myself

Scores are calculated as follows:

For items 1, 2, 4, 9, and 10:

Strongly agree = 4 Agree = 3 Disagree = 2 Strongly disagree = 1

For items 3, 5, 6, 7, and 8 (which are reversed in valence):

Strongly agree = 1 Agree = 2 Disagree = 3 Strongly disagree = 4

The scale ranges from 0-30. Scores between 15 and 25 are within normal range; scores below
15 suggest low self-esteem.

UNIVERSITY OF BOHOL
Tagbilaran City, Bohol, Philippines
www.universityofbohol.edu.ph
 (038) 411-2081 Fax No. (038) 411-2061

March 23, 2019

LUMIN T. PAMARAN, Ph.D.
Vice-President for Academics
University of Bohol

Dear Dr. Pamaran:

The undersigned is conducting a study on “The Relation of Parenting Style to
Self-esteem and School Performance of Senior High Students of Tubigon Bohol.” This
is a partial fulfilment of the requirements for Master of Arts in Teaching Social Science.
In this regard, your kind approval in conducting a study to all Senior High Schools
in Tubigon is highly appreciated. Rest assured that absolute confidentiality and ethical
consideration will be observed.
Thank you very much and God bless.

Respectfully yours,
NARITO ARCAY JR
Researcher

Noted:
DR. LEAH WILFREDA ECHAVEZ
Adviser

Recommending Approval:

DR. BUENAVENTURADA D. LIBOT

Dean Graduate School

Approved by:

DR. LUMIN T. PAMARAN

Vice-President for Academics

UNIVERSITY OF BOHOL
Tagbilaran City, Bohol, Philippines
www.universityofbohol.edu.ph
 (038) 411-2081 Fax No. (038) 411-2061

March 23, 2019

BUENAVENTURADA D. LIBOT, PhD
Dean, Graduate School
University of Bohol

Dear Dr. Libot:

The undersigned is conducting a study on “The Relation of Parenting Style to
Self-esteem and School Performance of Senior High Students of Tubigon Bohol.” This
is a partial fulfillment of the requirements for Master of Arts in Teaching Social Science.
In this regard, your kind approval in conducting a study to all Senior High Schools
in Tubigon is highly appreciated. Rest assured that absolute confidentiality and ethical
consideration will be observed.
Thank you very much and God bless.

Respectfully yours,
NARITO ARCAY JR
Researcher

Noted:
DR. LEAH WILFREDA PILONGO
Adviser

Recommending Approval:

DR. LUMIN T. PAMARAN, PhD

Vice-President for Academics

Approved by:

DR. BUENAVENTURADA D. LIBOT

Dean Graduate School

UNIVERSITY OF BOHOL
Tagbilaran City, Bohol, Philippines
www.universityofbohol.edu.ph
 (038) 411-2081 Fax No. (038) 411-2061

March 23, 2019

REV. FR. CRISELIO ALIPOYO
BACS Superintendent
Tagbilaran City, Bohol

SIR:
The undersigned is conducting a study on “The Relation of Parenting Style to
Self-esteem and School Performance of Senior High Students of Tubigon Bohol.” This
is a partial fulfilment of the requirements for Master of Arts in Teaching Social Science.
I would like to ask your consent to conduct the aforementioned study pertinent to
data gathering. Attached with letter is a validated research tool to be used upon
approval with the given form in your office. Rest assured that absolute confidentiality
and ethical consideration will be observed.
Thank you for your time and consideration in this matter. More power!

Respectfully yours,
NARITO ARCAY JR.
Researcher

Noted:
DR. LEAH WILFREDA PILONGO
Adviser

Recommending Approval:

DR. BUENAVENTURADA D. LIBOT

Dean, Graduate School

Approved by:

REV. FR. CRISELIO ALIPOYO

UNIVERSITY OF BOHOL
Tagbilaran City, Bohol, Philippines
www.universityofbohol.edu.ph
 (038) 411-2081 Fax No. (038) 411-2061

March 23, 2019

DR. JASMINE SUMIPO
School Principal
Mater Dei College
Tubigon Bohol

Ma’am:
The undersigned is conducting a study on “The Relation of Parenting Style to
Self-esteem and School Performance of Senior High Students of Tubigon Bohol.” This
is a partial fulfillment of the requirements for Master of Arts in Teaching Social Science.
I would like to ask your consent to conduct the aforementioned study pertinent to
data gathering. Attached with letter is a validated research tool to be used upon
approval with the given form in your office. Rest assured that absolute confidentiality
and ethical consideration will be observed.
Thank you for your time and consideration in this matter. More power!

Respectfully yours,
NARITO ARCAY JR.
Researcher

Noted:
DR. LEAH WILFREDA POLINGO.
Adviser

Recommending Approval:

DR. BUENAVENTURADA D. LIBOT

Dean, Graduate School

Approved by:
DR. JASMINE SUMIPO
UNIVERSITY OF BOHOL
Tagbilaran City, Bohol, Philippines
www.universityofbohol.edu.ph
 (038) 411-2081 Fax No. (038) 411-2061

March 23, 2019

HAYDE MARIE CORONEL
School Principal
Holy Family School of Nazareth
Tubigon Bohol

Ma’am:

The undersigned is conducting a study on “The Relation of Parenting Style to Self-

esteem and School Performance of Senior High Students of Tubigon Bohol.” This is a
partial fulfillment of the requirements for Master of Arts in Teaching Social Science.
I would like to ask your consent to conduct the aforementioned study pertinent to
data gathering. Attached with letter is a validated research tool to be used upon
approval with the given form in your office. Rest assured that absolute confidentiality
and ethical consideration will be observed.
Thank you for your time and consideration in this matter. More power!

Respectfully yours,
NARITO ARCAY JR.
Researcher
Noted:
DR. LEAH WILFREDA PILONGO
Adviser

Recommending Approval:

DR. BUENAVENTURADA D. LIBOT

Dean, Graduate School

Approved by:

HAYDE MARIE CORONEL

UNIVERSITY OF BOHOL
Tagbilaran City, Bohol, Philippines
www.universityofbohol.edu.ph
 (038) 411-2081 Fax No. (038) 411-2061

March 23, 2019

ZENAIDA Y. MASCARIÑAS
School Principal
Tubigon Central School

Dear Ma’am:

The undersigned is conducting a study on “The Relation of Parenting Style to Self-

esteem and School Performance of Senior High Students of Tubigon Bohol.” This is a
partial fulfillment of the requirements for Master of Arts in Teaching Social Science.
I would like to ask your consent to conduct the aforementioned study pertinent to
data gathering. Attached with letter is a validated research tool to be used upon
approval with the given form in your office. Rest assured that absolute confidentiality
and ethical consideration will be observed.
Thank you for your time and consideration in this matter. More power!

Respectfully yours,
NARITO ARCAY JR
Researcher
Noted:
DR. LEAH WILFREDA PILONGO.
Adviser

Recommending Approval:

DR. BUENAVENTURADA D. LIBOT

Dean, Graduate School

Approved by:

ZENAIDA Y. MASCARIÑAS

UNIVERSITY OF BOHOL
Tagbilaran City, Bohol, Philippines
www.universityofbohol.edu.ph
 (038) 411-2081 Fax No. (038) 411-2061

March 23, 2019

Dr. ARCADIO MALMIS
Cawayanan National High School
Cawayanan Tubigon Bohol

Sir:

The undersigned is conducting a study on “The Relation of Parenting Style to Self-

esteem and School Performance of Senior High Students of Tubigon Bohol.” This is a
partial fulfillment of the requirements for Master of Arts in Teaching Social Science.
I would like to ask your consent to conduct the aforementioned study pertinent to
data gathering. Attached with letter is a validated research tool to be used upon
approval with the given form in your office. Rest assured that absolute confidentiality
and ethical consideration will be observed.
Thank you for your time and consideration in this matter. More power!

Respectfully yours,
NARITO ARCAY JR
Researcher
Noted:
DR. LEAH WILFREDA.
Adviser

Recommending Approval:

DR. BUENAVENTURADA D. LIBOT

Dean, Graduate School

Approved by:

DR. ARCADIO MALMIS

,
UNIVERSITY OF BOHOL
Tagbilaran City, Bohol, Philippines
www.universityofbohol.edu.ph
 (038) 411-2081 Fax No. (038) 411-2061

March 23, 2019

ROSENDA ANTIPORTA
Cahayag National High School
Cahayag Tubigon Bohol

Ma’am:

The undersigned is conducting a study on “The Relation of Parenting Style to Self-

esteem and School Performance of Senior High Students of Tubigon Bohol.” This is a
partial fulfillment for the requirements for Master of Arts in Teaching Social Science.
I would like to ask your consent to conduct the aforementioned study pertinent to
data gathering. Attached with letter is a validated research tool to be used upon
approval with the given form in your office. Rest assured that absolute confidentiality
and ethical consideration will be observed.
Thank you for your time and consideration in this matter. More power!

Respectfully yours,
NARITO ARCAY JR.
Researcher
Noted:
DR. LEAH WILFREDA PILONGO
Adviser

Recommending Approval:

DR. BUENAVENTURADA D. LIBOT

Dean, Graduate School

Approved by:

ROSENDA ANTIPORTA

UNIVERSITY OF BOHOL
Tagbilaran City, Bohol, Philippines
www.universityofbohol.edu.ph
 (038) 411-2081 Fax No. (038) 411-2061
INFORMED CONSENT LETTER

March 23, 2019

Dear Parents/Guardian:

Good Day!

I am Narito Arcay Jr. currently conducting my study as a partial fulfillment for the
requirements for Master of Arts in Teaching Social Science. The purpose of this study
is to determine the relation of parenting style to self-esteem and school performance of
Senior High Students of Tubigon Bohol for School Year 2018-2019. The research
questions will contain results regarding the profile of the students, the parenting style
and the level self-esteem among the Senior High School Students. This is a quantitative
type of research.
In this connection, I am respectfully asking your permission and approval to
conduct this study and to access and obtain the GPA (General Point Average) of your
son/daughter. Your child’s participation in this study is completely voluntary, and he/she
may refuse to participate or withdraw from the study without penalty or loss of benefits
to which you he/she otherwise be entitled. You may withdraw by informing the
researcher that you no longer wish to participate (no questions will be asked).
The researcher employed a systematic procedure like writing permission to the
Vice president for Academics, Dean, School Principal, Advisers, parents, respondents
and underwent an Ethics Review at the research Center of the University of Bohol. The
research questions were made easy to comprehend to elicit definite responses and they
are given enough time in answering the questions. The researcher reminds the
respondent to answer honestly to assure the accuracy of data and reliable result and
personally distribute the questionnaire to the respondent.
The questionnaire will take approximately 15 minutes and the questions are
intended for Senior High School students with no risks are anticipated. This is a chance
for students’ interest to be considered and recognized. Their responses to the questions
will be kept confidential. The result will be kept by the researcher as one of the data to
be gathered of the study. The research findings will be shared to everyone who
participated in this study.
If you have questions or concerns about this research, please contact this phone
number 09287403215.

Hoping that this will be accorded your favorable attention.

Thank You!
 Respectfully yours,

NARITO ARCAY JR
Researcher

UNIVERSITY OF BOHOL
Tagbilaran City, Bohol, Philippines
www.universityofbohol.edu.ph
 (038) 411-2081 Fax No. (038) 411-2061
GRADUATE SCHOOL AND PROFESSIONAL STUDIES

Marso 23, 2019

Tinahod kong Ginikanan:

Maayong adlaw!

Ako si Narito Arcay Jr nga nag buhat ug usa ka pagtuon diin kinahanglan ni siya
sa akong pag-eskwela sa Master of Arts in Teaching Social Science. Ang katuyuan ani
nga pagtuon mao ang paghibaw sa relasyon sa giunsa sila pagpadako sa ginikan
mahitungod sa ilang bili sa kaugalingon ug sa kahimoan sa akademiko. Kani para sa
tanang Senior High Schools sa Tubigon , Bohol, sa tuig 2018-2019. Sulod sa kini nga
pagtuon ang mga pangutana nag langkop sa profile sa mga estudyante, sa nadawat
nga pag-amoma, sa ilang paghatag ug bili sa ilang kaugalingon ug sa ilang kahimoan
sa akademiko. Kini usa ka quantitative nga pagtuon.

Ako manggitinahurong mohangyo sa inyong pagtugot nga magbuhat sa kini nga

pagtuon ug sa pagkuha ug paggamit sa mga grado sa inyong anak sa tuig 2018-2019.
Ang inyong pag apil sa kini nga pagtuon kay boluntaryo ug pwede mo nga mo dili sa
pag apil nga walay silot.

Kini nga pagtuon ming sunod ug usa ka sistematikong pamaagi sama sa pagsuwat sa
pagtugot ngadto sa Vice President for Academics, Dean, Principal, Advisers, ginikanan
ug mga estudyante ug kini miagi sa usa ka Ethics review sa Research Center sa
Unibersidad sa Bohol. Ang mga pangutana sa pagtuon gihimong sayon sa pagsabot
para makuha ang kahusto ug kasaligan nga resulta.

Ang mga pangutanan molangkop lamang ug 15 ka minutos. Kini nga pagtuon

usa ka oportunidad nga makahatag ug kalamdag sa pag mogna, pagapil, ug paglambo
sa ilang interes ngadto sa kahimaon sa akademiko. Ang mga tubag niining pagtuon
magpabiling kompidensyal. Ang resulta pagataguan sa nagtuon niini sama nga usa kini
sa mga dokumento sa pagtuon.

Kong aduna kamoy pangutana niining pagtuon, palihog sa pagkontak sa kini nga
numero 09287403215.

Ako manghinaot sa inyong pagtugot niini.

Daghang Salamat!

Manggitinahuron kaninyo,

NARITO ARCAY JR

UNIVERSITY OF BOHOL
Tagbilaran City, Bohol, Philippines
www.universityofbohol.edu.ph
 (038) 411-2081 Fax No. (038) 411-2061
CERTIFICATE OF ASSENT

March 23, 2019

I have read this information. I have had my questions answered and know that I can ask
questions later if I have them. I agree to take part in the research.

Name of Parent/Guardian:_____________________
Signature:__________________________________
Date: _____________________________________

Name of Student:____________________________
Signature:__________________________________
Date:______________________________________

I confirm that the child was given an opportunity to ask questions about the study, and
all the questions asked by him/her have been answered correctly to the best of my
ability. I confirm that the individual has not been coerced into given consent and the
consent has been given freely and voluntarily.

Name of Researcher: NARITO ARCAY JR.

Signature:__________________________________
Date:______________________________________

UNIVERSITY OF BOHOL
Tagbilaran City, Bohol, Philippines
www.universityofbohol.edu.ph
 (038) 411-2081 Fax No. (038) 411-2061

CERTIFICATE OF CONSENT
 I have read the foregoing information, or it has been read to me. I have had the
opportunity to ask questions about it and any questions I have been asked have been
answered to my satisfaction. I hereby allow my son/daughter to participate in this study.

Name of the Parent: __________________________________________

Signature of the Parent: __________________________________________
Date: __________________________________________

Name of the Participant: __________________________________________

Signature of the Participant: __________________________________________
Date: __________________________________________

I confirm that the participant was given an opportunity to ask questions about the
study and all the questions have been answered correctly and to the best of my ability. I
confirm that the individual has not been coerced and the consent has been given freely
and voluntarily.

Name of the Researcher: __________________________________________

Signature of the Researcher: __________________________________________
Date: __________________________________________

Note: If you have questions about the study, any problems and concerns about your
rights as a research participant, please contact: 09287403215. Thank you.

UNIVERSITY OF BOHOL
Tagbilaran City, Bohol, Philippines
www.universityofbohol.edu.ph

GRADUATE SCHOOL

THESIS PANELIST COMMENTS

 PROPOSAL HEARING

Researcher: Narito Arcay Jr. Date: February 13,

2019
Course: MAT-SOSCI
Adviser: DR. LEAH PILONGO
SUMMARY

Page Comment Panel Compliance

LEGAL Add Family Code of the Philippines DR. NILDA DONE

BASES ECHAVEZ

RESEARCH
DONE
ENVIRONM Add map on research environment.
ENT

INSTRUME The parenting tool must be revised. The DR. MAGALLEN DONE
NT options neither agree nor disagree must be
omitted and replaced. It should be identical
and should be identical for both mother and
father.

INSTRUME Need to follow the Academic performance DR. LIBOT DONE

NT descriptors from DepEd.
DEFINITION
Definition of terms must be in Alphabetical DONE
OF TERMS
order.

Remove UN definition of adolescents and

DONE
clearly supply an operational definition.
SOP
The first paragraph of my SOP has to be
migrated to review of related literature. DONE

SOP Add the following items on SOP:

DONE
1. What is the profile of respondents in
terms of:

1.1 Age;
1.2 Sex;
1.3 Grade level;
1.4 Nature of School enrolled?

2. What is the level of parenting styles as

perceived by the student-respondents in the
following dimensions and sub-dimensions:

2.1 Authoritative;
2.2 Authoritarian;
2.3 Permissive;

3. What is the level of self-esteem of the

respondents?

4. What is the level of school performance of

the respondents?

5. Is there a significant degree of relationship

between profile of respondents and their
level of parenting styles?

6. Is there a significant degree of relationship

between profile of respondents and their
level of self-esteems?

7. Is there a significant correlation between

parenting styles (mother and father) and
self-esteem of the respondents?

8. Is there a significant correlation between

parenting styles (father and mother
parenting styles) and academic
performance?

9. Is there a significant degree of variance on

the self-esteem of the respondents when
they are grouped according to parenting
styles?

10. Is there a significant degree of variance in

the academic performance of the
respondents when they are grouped
according to parenting styles?

What recommendations can be proposed

based upon the findings of the study?

Add more related studies.

 DONE

Prepared by:
______________
Masterand

Noted by:

DR. LEAH WILFREDA PILONGO

Researcher Adviser

DR. NILDA ECHAVEZ

Panel 1

DR. BUENAVENTURA LIBOT

Panel 2
DR. JEROME MAGALLEN
Panel 3

ENGR. BUENAVENTURADA D. LIBOT, PhD

Panel Chairman

Student’s Parental Authority Questionnaire

(MOTHER)
PERSONAL DATA
CODE NO. :______AGE:____SEX:____YEAR LEVEL:_____
NATURE OF SCHOOL ENROLLED: PRIVATE:___:PUBLIC_____
Instructions: For each of the following statements, circle the number of the 4-point scale
(1 = strongly disagree, 4 = strongly agree) that best describes how that statement
applies to you and your mother. Try to 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.
1 = Strongly disagree
2 = Disagree
3 = Agree
4 = Strongly Agree

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

the children should have their way in the family as often as the 1 2 3 4
parents do.
2. Even if her children didn’t agree with her, my mother felt that
it was for our own good if we were forced to conform to what 1 2 3 4
she thought was right.
3. Whenever my mother told me to do something as I was
growing up, she expected me to do it immediately without 1 2 3 4
asking any questions.
4. As I was growing up, once family policy had been
established, my mother discussed the reasoning behind the 1 2 3 4
policy with the children in the family.
5. My mother has always encouraged verbal give-and-take
whenever I have felt that family rules and restrictions were 1 2 3 4
unreasonable.
6. My mother has always felt that what her children need is to
be free to make up their own minds and to do what they want to
do, even if this does not agree with what their parents might 1 2 3 4
want.
7. As I was growing up my mother did not allow me to question
any decision she had made. 1 2 3 4

8. As I was growing up my mother directed the activities and

decisions of the children in the family through reasoning and 1 2 3 4
discipline.
9. My mother has always felt that more force should be used by
parents in order to get their children to behave the way they are 1 2 3 4
supposed to.
10. As I was growing up my mother did not feel that I needed to
obey rules and regulations of behavior simply because
someone in authority had established them. 1 2 3 4

11. As I was growing up I knew what my mother expected of me

in my family, but I also felt free to discuss those expectations
with my mother when I felt that they were unreasonable. 1 2 3 4

12. My mother felt that wise parents should teach their children
early just who is boss in the family. 1 2 3 4

13. As I was growing up, my mother seldom gave me

expectations and guidelines for my behavior. 1 2 3 4

14. Most of the time as I was growing up my mother did what

the children in the family wanted when making family decisions. 1 2 3 4

15. As the children in my family were growing up, my mother

consistently gave us direction and guidance in rational and 1 2 3 4
objective ways.
16. As I was growing up my mother would get very upset if I
tried to disagree with her. 1 2 3 4

17. My mother feels that most problems in society would be

solved if parents would not restrict their children’s activities,
decisions, and desires as they are growing up. 1 2 3 4

18. As I was growing up my mother let me know what behavior

she expected of me, and if I didn’t meet those expectations, she 1 2 3 4
punished me.
19. As I was growing up my mother allowed me to decide most
things for myself without a lot of direction from her. 1 2 3 4

20. As I was growing up my mother took the children’s opinions

into consideration when making family decisions, but she would
not decide for something simply because the children wanted it. 1 2 3 4

21. My mother did not view herself as responsible for directing

and guiding my behavior as I was growing up. 1 2 3 4

22. My mother had clear standards of behavior for the children

in our home as I was growing up, but she was willing to adjust
those standards to the needs of each of the individual children 1 2 3 4
in the family.
23. My mother gave me direction for my behavior and activities
as I was growing up and she expected me to follow her
direction, but she was always willing to listen to my concerns 1 2 3 4
and to discuss that direction with me.
24. As I was growing up my mother allowed me to form my own
point of view on family matters and she generally allowed me to
decide for myself what I was going to do. 1 2 3 4
25. My mother has always felt that most 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 1 2 3 4
supposed to as they are growing up.
26. As I was growing up my mother often told me exactly what
she wanted me to do and how she expected me to do it. 1 2 3 4

27. As I was growing up my mother gave me clear direction for

my behaviors and activities, but she was also understanding 1 2 3 4
when I disagreed with her.
28. As I was growing up my mother did not direct the behaviors,
activities, and desires of the children in the family. 1 2 3 4

29. As I was growing up I knew what my mother expected of me

in the family and she insisted that I conform to those
expectations simply out of respect for her authority. 1 2 3 4

30. As I was growing up, if my mother made a decision in the

family that hurt me, she was willing to discuss that decision with
me and to admit it if she had made a mistake. 1 2 3 4

Student’s Parental Authority Questionnaire

(FATHER)

PERSONAL DATA
CODE NO. :______AGE:____SEX:____YEAR LEVEL:_____
NATURE OF SCHOOL ENROLLED: PRIVATE:___:PUBLIC_____
Instructions: For each of the following statements, circle the number of the 4-point scale
(1 = strongly disagree, 4 = strongly agree) that best describes how that statement
applies to you and your mother. Try to 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.
1 = Strongly disagree
2 = Disagree
3 = Agree
4 = Strongly Agree
1. While I was growing up my father felt that in a well-run home
the children should have their way in the family as often as the 1 2 3 4
parents do.
2. Even if her children didn’t agree with him, my father felt that it
was for our own good if we were forced to conform to what he 1 2 3 4
thought was right.
3. Whenever my father told me to do something as I was
growing up, he expected me to do it immediately without asking 1 2 3 4
any questions.
4. As I was growing up, once family policy had been
established, my father discussed the reasoning behind the 1 2 3 4
policy with the children in the family.
5. My father has always encouraged verbal give-and-take
whenever I have felt that family rules and restrictions were 1 2 3 4
unreasonable.
6. My father has always felt that what his children need is to be
free to make up their own minds and to do what they want to do,
even if this does not agree with what their parents might want. 1 2 3 4

7. As I was growing up my father did not allow me to question

any decision he had made. 1 2 3 4

8. As I was growing up my father directed the activities and

decisions of the children in the family through reasoning and 1 2 3 4
discipline.
9. My father has always felt that more force should be used by
parents in order to get their children to behave the way they are 1 2 3 4
supposed to.
10. As I was growing up my father did not feel that I needed to
obey rules and regulations of behavior simply because
someone in authority had established them. 1 2 3 4

11. As I was growing up I knew what my father expected of me

in my family, but I also felt free to discuss those expectations
with my father when I felt that they were unreasonable. 1 2 3 4

12. My father felt that wise parents should teach their children
early just who is boss in the family. 1 2 3 4

13. As I was growing up, my father seldom gave me

expectations and guidelines for my behavior. 1 2 3 4

14. Most of the time as I was growing up my father did what the
children in the family wanted when making family decisions. 1 2 3 4

15. As the children in my family were growing up, my father

consistently gave us direction and guidance in rational and 1 2 3 4
objective ways.
16. As I was growing up my father would get very upset if I tried
to disagree with her. 1 2 3 4

17. My fatger feels that most problems in society would be

solved if parents would not restrict their children’s activities,
decisions, and desires as they are growing up. 1 2 3 4

18. As I was growing up my father let me know what behavior

he expected of me, and if I didn’t meet those expectations, he 1 2 3 4
punished me.
19. As I was growing up my father allowed me to decide most
things for myself without a lot of direction from him. 1 2 3 4

20. As I was growing up my father took the children’s opinions

into consideration when making family decisions, but he would
not decide for something simply because the children wanted it. 1 2 3 4

21. My father did not view himself as responsible for directing

and guiding my behavior as I was growing up. 1 2 3 4

22. My father had clear standards of behavior for the children in

our home as I was growing up, but he was willing to adjust
those standards to the needs of each of the individual children 1 2 3 4
in the family.
23. My father gave me direction for my behavior and activities
as I was growing up and he expected me to follow his direction,
but he was always willing to listen to my concerns and to 1 2 3 4
discuss that direction with me.
24. As I was growing up my father allowed me to form my own
point of view on family matters and she generally allowed me to
decide for myself what I was going to do. 1 2 3 4
 25. My father has always felt that most 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 1 2 3 4
supposed to as they are growing up.
26. As I was growing up my father often told me exactly what he
wanted me to do and how he expected me to do it. 1 2 3 4

27. As I was growing up my father gave me clear direction for

my behaviors and activities, but he was also understanding 1 2 3 4
when I disagreed with him.
28. As I was growing up my father did not direct the behaviors,
activities, and desires of the children in the family. 1 2 3 4

29. As I was growing up I knew what my father expected of me

in the family and he insisted that I conform to those expectations
simply out of respect for his authority. 1 2 3 4

30. As I was growing up, if my father made a decision in the

family that hurt me, he was willing to discuss that decision with
me and to admit it if he had made a mistake. 1 2 3 4

STUDENT’S SELF-ESTEEM SCALE

PERSONAL DATA
CODE NO. :______AGE:____SEX:____YEAR LEVEL:_____
NATURE OF SCHOOL ENROLLED: PRIVATE:___:PUBLIC_____

Please read each statement. Then circle the letter indicating how much you agree or disagree
with the statement.
 Strongly Strongly
Agree Disagree
agree disagree
1. I feel that I am a
person of worth. I
am as good as
anybody else
2. I feel that there are a
lot of good things
about me
3. I feel that I fail a lot
4. I can do things as well
as most other people
5. I do not have much to
be proud of
6. I wish I had more
respect for myself
7. I feel useless at times
8. Sometimes I think I
am no good at all
9. I like myself
10. I am happy with
myself