EZ
EZ
EZ
BY
APRYLL ROSE LAYGO
CHJIRAPORN CRUSIT
LIPA CITY, BATANGAS, PHILIPPINES
MARCH, 2015
CHAPTER I
After all, parenting is the one job that we never really know if we're
doing right until we see the end results in about 20 or 30 years (Cloninger, J.
and Strembicki, R. 2013).
Parental responsibilities start soon after the birth and play a significant
role and leave an impact on childs overall life. Most of the parents usually
develop their own parenting style usually based upon amalgamation of factors
such as childrens temperament and parenting style influenced by their own
upbringing, what they observed in other families, what they have been trained
and the surrounding culture. There is no hard and fast rule about parenting. It
usually evolves with the passage of time as children grow up and develop their
personalities. The quality of parenting is an important influence on childrens
intellectual, emotional and social development (Nevid, 2010). How parents put
in effort to respond and correct their children greatly impacts how they
progress individually and socially. A childs development process is influenced
by several factors, for instance, the people and situations he comes into close
contact and interaction. Parents influence is the greatest on a childs
development. The positivity as well as negativity in a childs attitude and
behavior is because of parents brought up and parenting style (UK Essays,
2013).
There are two things that most parenting styles have in common. The
first is that every single one of them has the same goal -- to raise happy,
healthy children. We all want the same thing, no matter the label we choose -or don't choose. The second is that no matter what type of parent you decide
to be, you're still a parent first. No label can change that (Corneal, D. 2013)
Working together to blend your parenting styles takes a lot of work and
specific focus. But the positive impact on your children as you try to
be effective co-parents can be truly amazing and worth all the work. Put your
children first, recognize that different styles are not bad, just different, and
communicate together as parents and you will find this whole parenting
business a much more rewarding process (Parker, W., 2015)
Diana Baumrind, a psychologist who identified three different parenting
styles but further research by Maccoby and Martin also suggested the addition
of a fourth parenting style which includes:
Indulgent or permissive parents, whether they are democratic or
nondirective, are more responsive than demanding. They avoid confrontation
and allow self-regulation. Their children are friendly, sociable, and creative, but
may also be verbally impulsive, aggressive, and resistant to limit-setting.
Authoritarian
parents
are
highly
demanding,
directive,
and
which
includes
assertiveness,
social
responsibility, self-
parents
are
low
in
both
responsiveness
and
Theoretical Framework
Presented here were the theories from where the researchers based
their present study. The theories helped and guided the researchers in the
pursuit of this undertaking.
This study was based on one of the most influential models of parentchild relationships which is known as the Social Learning Theory. Most of the
concepts and ideas underlying in the said theory were those from Bandura
(1977). The conceptual basis for social learning approaches as applied to
parenting is most closely associated with the work of Gerald Patterson (1969),
founder of the Oregon Social Learning Centre. Also influential was Constance
Hanf (1969), who developed play therapy based on rewarding child behaviour
through attention. Latter-day interventions, notably the programmes of Carolyn
Webster-Stratton (1981), Rex Forehand and Robert McMahon (1981), Sheila
Eyberg (1988) and Marian Forgatch (Forgatch and DeGarmo, 1999), directly
incorporate social learning principles.
Several leading practitioners have expanded the social learning model
to incorporate consideration of the parents social setting that may contribute
to
poor
parenting,
including
Robert
Wahler
(1965)
whose
or their own mothers had been rejective of them.Broadly put, social learning
theory argues that childrens real-life experiences and exposures directly or
indirectly shape behaviour. For Patterson (1969, 1996) and many others there
is a focus on traditional behavioural principles of reinforcement and
conditioning. The fundamental tenet is that moment-to-moment exchanges are
crucial; if a child receives an immediate reward for his/her behaviour, such as
getting parental attention or approval, then he/she is likely to do the behaviour
again, whereas if she/he is ignored (or punished) then she/he is less likely to
do it again. Other advocates have expanded this focus to consider the
cognitive or mindful processes that underlie the parents behaviour (e.g.
Bugenthal et al., 1989; Dix, 1992) and its effects on children (e.g. Dodge et al.,
1995). Whether the assessment and conceptual focus is on behaviour or
cognitions, the model suggests that children learn strategies about managing
their emotions, resolving disputes and engaging with others not only from their
experiences, but also from the way their own reactions were responded to. For
younger children especially, the primary source of these experiences is in the
context of the parentchild relationship and the family environment.
Given its historical emphasis on altering negative, aggressive behaviour
in children, models of parenting based on social learning theory have tended
to emphasise parental conflict, coercion and consistent discipline. But more
theorists have incorporated positive dimensions of parenting as a way of
promoting child positive behaviour and affect, improving the pleasurable
nature of parents and childrens interactions with one another (e.g. Gardner,
1989).
The social learning theory has bearing in the study since it can be
deemed that how a preschool student shall behave or perform will be
dependent on the input that will be provided by the outside factors more
specifically with the way he will be raised and shaped by his parents. The
parenting style of the fathers and mothers would be very crucial in the
upbringing of the child.
This study is likewise further reinforced by Vygotskys Social
Development Theory which asserts that meaningful learning and construction
of knowledge take place if learners work hands-on in actual settings and with
proper guidance.
The major theme of Vygotskys theoretical framework is that social
interaction plays a fundamental role in the development of cognition. Vygotsky
stated that every function in the childs cultural development appears twice:
first, on the social level, and later, on the individual level; first, between people
(interpsychological) and then inside the learner (intrapsychological). This
applies equally to voluntary attention, to logical memory and to the formation
of concepts. All the higher functions originate as actual relationships between
individuals.
Conceptual Framework
This study focuses on parenting styles and its effects on the behavior
and school performance of pre-school children in selected public schools in
Lipa City, Batangas that will serve as basis for parenting program. Specifically,
the study seeks to answer the following:
To the Parents. This study will help them to know on what would be the
best type of parenting they should use to be able to attain fewer behavioral
problems. The study would likewise make them realize the very important role
they need to play so as their child would become good performers and well
molded as an individual.
To the members of the Healthcare Team.As theprovider of health is
giving care, especially the school nurse, they may encounter problems within
the behavior of the child. Thus, this study will help them on how they would be
able to handle or manage a childs behavior.
To Future Researchers. This study will benefit and help the future
researchersas this undertaking may serve as their guide and reference in the
conduct of a study similar and related to this one.
Definition of Terms
To understand key concepts throughout this study, it is important to
highlight a few key terms.
School Performance. It refers to the grade point average of the child
for a particular school year and based on parameters in the Child Behavior
Evaluation Scale used in this study.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
Foreign Literature
Darling and Steinberg (1993) define parenting style as "a constellation
of attitudes toward the child that are communicated to the child and that, taken
together, create an emotional climate in which the parents behaviors are
expressed".
According to Dewar (2010) authoritative parenting style is about setting
limits, reasoning with kids, and being responsive to their emotional needs. This
approach is common in middle class settings throughout the world, and its
linked with the most successful child outcomes. Kids raised by authoritative
parents are more likely to become independent, self-reliant, socially accepted,
academically successful, and well-behaved.
and
demands
for
self-reliance
and
self-control;
clarity of
FOREIGN STUDIES
In the research conducted by Brook (2011) to examine the relationship
between the three identified parenting styles which are authoritarian,
authoritative and permissive to social emotional development of preschool
children, it was found out that children who scored highest on social emotional
development screening tool upon completion of literature review and data
collection are those having parents that use authoritative parenting practices.
The participants of the study were 14 parents of preschool aged children who
attend programs through the Family Resource Center for Eau Claire County,
Inc. in Eau Claire, WI. Ten of the participants were female and 3 were male.
They came from various economic and ethnic backgrounds between 20 and
40 years old.
Nurmi, J.E., and Aunola, K. (2005) conducted a study to predict the
childs internal and external behaviors based on investigating the combination
of mothers and fathers parenting styles. To measure problem behaviors a
total of 196 children (aged 56 years) were followed up six times from
kindergarten to the second grade. Once a year mothers and fathers filled in a
Querido, J.G., Warner, T.D., and Eyberg, S.M. (2002) examined the
relationship between child behavior problems in African American preschool
children and parenting styles. 108 African American female caregivers of 3 to
6 year old children were the study participants. Findings include maternal
education, family income and parents endorsement were associated in parent
reported child behavior problems based on correlational analysis. The most
predictive of fewer child behavior problems was authoritative parenting style
based on hierarchical regression analysis.
Tu, Y.C., Chou, M.J. (2013) organized a study to identify the effects of
different teacher strategies and parenting styles for emotion regulation
development in preschool children in classroom interaction. Teachers, children
who are 3 to 5 years old and parents which is the study participant were
contacted through the managers and team leaders in the early childhood
centers in order to determine their feasibility. The Parenting Styles and
Dimension Questionnaire was the measuring tool used and invented from
133-item questionnaire to its current 32-item version. Data revealed that
authoritative parenting style should be implemented. Findings indicated that
childrens emotion regulation is widely affected by teachers act strategies in
classroom interaction.
In a similar study conducted by Nyarko, K. (2011) that identified the
influence
of
parental
authoritativeness
on
adolescents
academic
Local Literature
and their security is at stake. They will do everything to cover up their children
and would always ensure that their children are safe. They feel that it is part
and parcel of good parenting and better rearing of their children.
LOCAL STUDIES
between
identified
variables,
particularly parenting
styles
Synthesis
Generally, the previous studies and literature are connected with the
present study in a sense that they are dealing with the effect of parenting
styles on the behavior and school performance of a child.
The studies of Brazaet.al.(2014) and Alfajaro et.al. (2009) are both
related to the present undertaking since all the studies want to ascertain and
determine how the parenting styles of mothers and fathers could affect
children of preschool age. But that of Alfajaro is different in the sense that it
concentrated on the effect of parenting style to the multiple intelligences of
preschoolers.
Caraan, E.G., Dimaculangan, E.V., Pasumbal, K.O. and Serrano, K.P.V
(2009), Nyarko, K. (2011), Areepattamannil, S.(2010), Turner E.A., Chandler,
M. and Heffer, R.W. (2009) and the researchers of this study have the same
objectives of determining the effects of parenting styles with the academic
performance and school achievements of children. The difference among the
studies is on the locale where the studies were conducted and will be
conducted.
The studies of Caraan, E.G., Dimaculangan, E.V., Pasumbal, K.O. and
Serrano, K.P.V (2009) and Alizadeh, S., Abu Talib, M. B., Abdullah, R., Mansor,
M. (2011) are similar to the present study since all of them deal with the
parenting styles and how they affect the students behavior. Brooks (2011)
and Areepattamannils.(2010) researches also have bearing with the present
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the researchers plan for selecting the methods of
research used, the research locale, the respondents and sampling
procedures, the instrument, validation of the instrument and test of reliability of
the instrument, data collection procedures, and statistical treatment of data.
Research Design
Project Site
Sen. Claro M. Recto Memorial School, is also known as Lipa City South
Central School which is the biggest school in the South District. It is located in
Kalipulako St. Brgy 07, Lipa City Batangas. This school also provides special
education for gifted children. Ines A. Andal is in charge of the school, acting as
the school's principal.
Instrumentation
The instrument used in this study was the Survey Questionnaire, which
consisted of three main parts namely: Demographic Profile (Part I), Parenting
Style (Part II) and Behavioral and School Performance (Part III).
Wm
= weighted mean
Descriptive Interpretation
Code
4.20 5.00
VGE / VE
3.40 4.19
GE / E
2.60 3.39
ME / ME
1.80 2.59
SE / SE
1.00 1.79
LE / LE
SB
dfB
M S A + B=
S A +B
d f A +B
M S w=
Where:
SW
dfW
Multiple Intelligence)
M SA+ B
M Sw
SA
SB
SA+ B
dfA
dfB
d f A +B
X
Y
N Y 2( 2)
( 2)
N X 2
N XY
=
Where:
P = 5. Pearson Product Moment Correlation
N = Number of Cases / Observations
X Y = The summation of the products of X and Y
X = Represents the first half of the Split Half Method
Y = Represents the other half
6. Spearman Brown Formula. This statistics was applied to test the
reliability of the research instrument particularly in transforming Pearson
r to the coefficient of reliability
Its formula is as follows:
S p=
2(roe)
1+roe
Where:
roe = computed correlation coefficient
Sp
=
YiN Y 2
r
Where:
= Correlation Ratio
Y = composite mean
8. Correlated T Test. This statistics was used in testing the significance
of the computed correlational ratio.
The formula for computing this statistics is:
T =
N2
1 p 2
Where:
P = computed correlation ratio
N = total number of observation
In this formula the basis for computing the degrees of freedom is N-2,
while the level of significance is 0.05 and 0.01, whichever is applicable.
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Querido, J.G., Warner, T.D., and Eyberg, S.M. (2002).Parenting Styles and
Child Behavior in African American Families of Preschool Children.
Research
Gate,
31(2),
272-277.
Retrieved
from
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knowledge
and
belief.
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from
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