Saint Joseph Academy of Dasmariñas Incorporated

Senior Highschool Department

S.Y 2023 – 2024

Effects of Parenting Styles to the Academic Performance

of Senior High School students in Saint Joseph

Academy of Dasmarinas Inc.,

S.Y. 2023-2034

Lebantocias, Ryuji

Matienzo, Khim Lee

Morte, Rihanna

2023
 The Problem and Its Background

Introduction

School education is very important in an individual’s life. At this stage, the

academic performance of a student plays a crucial role in deciding the next stage of their

education, which in turn shapes their career. However, students’ performance in school

varies due to different factors they encounter and one of those is the parenting style of

their parents. Thus, the students’ performances inside their classroom may be influenced

by how they are being treated by their parents; the rules, disciplinary actions, and

permissions they receive from them.

Parenting is a complex and multifaceted endeavor that plays a principal role in

shaping a child's development. It encompasses a wide range of practices, attitudes, and

behaviors that parents employ in raising their children. Among these, parenting style is a

significant factor that influences various aspects of a child's life, including their academic

performance. Understanding how different parenting styles impact students' academic

achievements is crucial, as it can provide valuable insights for parents, educators, and

policymakers to support children's educational success. It involves nurturing and the

critical roles that parents play in their children’s growth in terms of intellectual,

psychological, emotional, social growth and development (Knappe, Beesdo-Baum, &

Wittchen, 2010).

Over the years, several researchers have identified several parenting styles, with

four primary styles emerging as prominent models: authoritative, authoritarian,

permissive, and neglectful. Each of these styles reflects distinct combinations of parental

attitudes and behaviors, and they have varying effects on children's development,
including their academic performance. Ganesh and Magdalin (2011), have found that

Indian children from non-disrupted families have higher academic stress than children

from disrupted families. It is likely that the children from disrupted families get less

attention and guidance from their parents regarding academic matters than their

counterparts do in non-disrupted families. This, paradoxically, reduces their academic

stress.

A study conducted in Pakistan shows that a total of 456 students were

interviewed, with 249 (54.6%) students who have experienced authoritative parenting

style have achieved high academic performance and 207 (45.4%) students who have

experienced authoritarian parenting style have achieved high academic performance. The

majority (52.5%) were students of grade 8. Despite including an equal number of public

and private schools, 63.6% of the students belonged to a public sector school. The reason

may be due to the larger class strength in public schools in comparison to private schools.

(Saffo, et. al. 2019)

Parenting style does not limit its influence in the children only, but also in

adolescence and young adults. A study of Rivers, et al. (2012), shows that adolescents’

motivation in relation to their academic performance is dependent on the parenting style

of their parents. Authoritative parents tend to have children who are intrinsically

motivated to improve their academic performance. Furthermore, parenting style of the

parents is, indeed, very influential to the point that it still affects the academic

performance of their offspring studying in college (Turner, et al. 2009). However, there is

a study that resulted in finding that the parenting style of the mother is more important in
the academic performance of the children than the parenting style of the father (Yang, et

al. 2020).

The researchers strongly believe that this study would be helpful to not only

future researchers, but to inform parents who may read the study and comprehend that

they have similar behavior towards their children regarding their academic performance.

The way that a parent acts toward a child like the authoritarian parenting style may

traumatize their child and affect their well-being growing up, thus impacting their

behavior once they mature. With every student having different academic capacities, this

study will help to identify if parenting styles are a factor on a students academic

performance. Since the researchers have observed and experienced that parents have

affected their studies either positively or negatively, this research is conducted to measure

and conclude if parenting styles and the academic performance of a student have a

significant relationship.

Objectives

1. To determine the different kinds of parenting styles.

2. To determine the academic performance of the respondents.

3. To determine the significant relationship between Parenting Styles and Academic

Performance of Senior High School Students.

Statement of the Problem

1. What are the different parenting styles?

2. What is the academic performance of the respondents?

3. Is there a significant difference between parenting styles and students’ academic

performance?
Hypothesis

There is no significant relationship between the Parenting Styles and the

Academic Performance of the Senior High School Students.

Scope and Delimitation

This study aims to determine the significant relationship between Parenting Styles

and Academic Performance of the Senior High School students. The study solely

involves students in the Senior High School students at Saint Joseph Academy of

Dasmariñas, Inc., S.Y. 2022–2023. The researchers limit their study to students Parenting

Styles and the academic performance. The study will not include the Elementary and

Junior High School Students. Because, the researchers see this problem with the Senior

High School Students.

Significance of the Study

The study aims to determine the significant relationship between parenting styles

and students’ academic performance of Senior High School Students at Saint Joseph

Academy of Dasmariñas, Inc., S.Y. 2022–2023. In addition, the following would benefit

from this research:

For the students, the student will become more knowledgeable about the

relationship between parenting style and academic performance.

For the parents, the findings of this study would help the parents become more

aware about how their involvement or support, rules and attitudes toward their children

contribute to their children’s academic performance.

 For society, through this study, the society could come to realize and understand

that the students’ performance inside and outside their school can be influenced by their

motivations and stimuli.

For the future researchers, they can benefit from this study as it will serve as a

ready-made basis, additional knowledge for them and can be used as their related

literature for their studies in the future.

Theoretical Framework

Parenting Styles Theory

This theory of Diana Baumrind includes the four main types of parenting styles

and the differences in parenting styles account for the way children function socially,

emotionally, and cognitively. The four main types of parenting styles include

Authoritarian, Permissive-Indulgent, Neglectful/Uninvolved, and Authoritative.

In Authoritarian parenting, parents demand that their children obey and conform

without question. Order and stability are emphasized and physical punishment is more

likely to happen. The typical authoritarian parents require strict obedience to rules from

their children, and even to the point of withdrawing appreciation and affection to them.

They are not warm, and thus, they rarely demonstrate their affection. Children who grow

up with authoritarian parents emerge well- behaved but they are also likely to be moody

and anxious. Moreover, in in terms of leadership skills, they prefer to be followers than

leaders (Aguilar et. al, 2016).

The typical permissive-indulgent parents do not demand strict obedience and

conformity to rules. Rather, they are overflowing with warmth and approval. Parents are
demonstrative of their affection and warmth. With a few demands on children’s behavior,

parents find it problematic when faced with disobedience and misbehavior. They

compromise their rules and most often, reinforce the rules by using emotional appeal.

Their children grow up having problems with authority. Another difficulty is showing

maturity and responsibility (Aguilar et. al, 2016).

Neglectful parenting is manifested by parents who take small or no part in the

socialization of their children. For some, their work/career is more important. Children of

neglectful parents have a hose of problems. Academically, they find it difficult to cope.

Delinquency is also another problem. Later in life, it is likely that they develop

depression (Aguilar et. al, 2016).

Authoritative parenting is shown by parents who give a lot of demands but allow

feedback. Their children are allowed to explain themselves whenever they commit

wrongdoings. Authoritative parents are fair. They expect their children to show good

behavior but when misbehaviors occur, they are willing to listen to their children’s

explanations. Independence is encouraged, specifically in decision-making, as the

authoritative parents believe that making mistakes is part of the process of learning how

to make sound decisions. Demands for obedience and conformity are balanced with

warmth and appreciation. This parenting style is considered ideal because their children

emerged as self-reliant, socially responsible, independent, and achievement-oriented

(Aguilar et. al, 2016).

Parenting Styles Theory will serve as the researchers’ foundation in proving their

first and second assumptions; that the certain parenting style has direct effects to the

students’ scholastic achievements, and that the best parenting style which could really
contribute positively to the students’ scholastic achievement is the authoritative type of

parenting. Moreover, this could help the researchers in explaining how a specific

parenting style as manifested in various actions drive their children’s eagerness to

perform their duties as students.

Academic Performance Theory

Theory of Academic Performance

The theory of academic performance (ToP) emanates from Elger (2007), and the

author described ‘perform’ as an ability to produce a valued result and ‘performer’ as an

individual or a group that engages in collaboration while the level of performance as the

location in an academic journey. According to Elger (2007), there are six components of

performance levels, and they are: level of knowledge, levels of skills, level of identity,

personal factors, and fixed factors and proposed three axioms for effective performance

as performer’s mindset, immersion in an enriching environment, and engagement in

reflective practice.

The theory of performance challenges educators to improve their performance

through empowerment to help others learn effectively and grow. This type of learning

will foster quick success and produce knowledge that will influence society. Inferring

from the study of Wiske (1998), performance indicates learning-for-understanding.

Higher academic performance produces results that lead to an increase in academic

quality. This process creates an environment where performance exceeds the expectations

of the academic community stakeholders. There will also be a decrease in cost; that is,

the financial resources involved in producing the desired result will be reduced.
 Higher academic performance produces results that lead to an increase in

academic quality. This process creates an environment where performance exceeds the

expectations of the academic community stakeholders. There will also be a decrease in

cost; that is, the financial resources involved in producing the desired result will be

reduced. Higher academic performance will also increase capability, capacity,

knowledge, skills, and motivations. This development is a good signal for university

publicity and acceptance.

Conceptual Framework

Figure 1. Visual Representation of the study of The Relation Between Parenting

Styles and Academic Performance of Senior High School Students at Saint Joseph

Academy of Dasmariñas, Inc. S.Y. 2023-2024.

 Definition of Terms

For the purpose of clarifications, the following important terms used in this study have

been defined operationally:

Academic

 This refers to things or work done in schools, colleges, universities, especially work

which involves studying.

Academic Performance

 This refers to the students’ behavior in their studies and how they work and perform

in school.

Authoritarian Parenting

 This refers to one of the parenting styles where parents have very high expectations

of their children and tend to punish harshly, yet provide very little support and

warmth.

Authoritative Parenting

 This refers to one of the parenting styles where parents are responsive to their child's

emotional needs while having high standards.

Multifaceted Endeavor

 having a variety of different and important features or elements.

Parenting Style

 This refers to how parents behave around their children, how they treat them and

how they engage with them.

Permissive Parenting

 This refers to one of the parenting styles where parents tend to be very loving, yet

provide few guidelines and rules. These parents do not expect mature behavior from

their children or give high expectations and often seem more like a friend than a

parental figure.

Uninvolved or Neglectful Parenting

 This refers to one of the parenting styles where parents make few to no demands of

their children and they are often indifferent, dismissive, or even completely

neglectful.