i

THE PARENTING STYLE AND PERSONALITY TRAITS

A Thesis Submitted to
MR. RODMARK J. FLANDEZ
Faculty of the Junior High School Department
Tecarro College Foundation, Inc.

In Partial Fulfillment of the Subject Requirements

English 10
S.Y. 2022 – 2023

Amora, Mary Lee T.

Baroy, Gracie Lu F.
Batawan, Kirsten L.
Tavera, Louise May S.

June 2023
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APPROVAL AND ENDORSEMENT SHEET

This thesis entitled “PARENTING STYLES AND PERSONALITY

TRAITS” prepared and submitted by Mary Lee T. Amora, Gracie Lu F.
Baroy, Kirsten L. Batawan, and Louise May S. Tavera in partial fulfillment
of the requirements in ENGLISH 10, has been examined, approved, and is
hereby endorsed.

MR. RODMARK J. FLANDEZ

Adviser

PANEL OF EXAMINERS
APPROVED by the Committee on Oral Examination with a grade of ___.

ALVIN L. ROBLES DELO S. CISNEROS

Panel Member Panel Member

ACCEPTED in partial fulfillment in the requirements in ENGLISH 10

MODELINA V. VERIÑA
Junior High School Principal

June, 2023
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ABSTRACT

The purpose of this study was to determine the parenting styles and

personality traits among Junior Highschool students. It included 52 Junior

Highschool students of Tecarro College Foundation, Incorporated. The

study seeks to identify the parenting styles and personality traits based on

the following indicators: authoritarian, authoritative, permissive, uninvolved

for parenting styles and extraversion, agreeableness, conscientiousness,

neuroticism, openness for personality traits. This study aims to prove the

relationship between parenting styles and personality traits. This study

utilized quantitative non-experimental descriptive-correlational research as

design. In order to get the outcome of this study, an adapted survey

questionnaire was used as a tool to collect data. The result of the study

showed that there is no significant relationship between Parenting Styles

and Personality Traits among Junior Highschool Students of Tecarro

College Foundation, Inc. Based on the results, it is recommended for the

school administrators to use this study to help and serves as their guide to

conduct seminars or workshops for parents and students to learn the

effective parenting style and best possible ways for reducing poor

personality traits of Junior Highschool students. It is also recommended for

teachers to use this to create ideas and classroom activities for the students

to decrease their bad habits and maintain good relationship with their fellow

students. Lastly is for the future researchers. They should further study

about this topic and seek for best methods that yield to effective ways for

overcoming multiple elements that contribute to parenting styles and

personality traits.
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ACKNOWLEDGEMENT

The researchers wished to express their immense gratitude and

deep appreciation to the people, who in one way or another, had

contributed to the success of this humble work.

Mr. Rodmark J. Flandez, thesis adviser and research coordinator,

for his time and effort which led to the improvement and completion of the

study;

Mr. Bryan Ephraem E. Miguel, thesis statistician, for his numerical

expertise;

Ms. Angel Sweet M. Linao, thesis grammarian, for her time and

effort to check and edit the manuscript.

Researchers’ family, relatives and friends, for their constant

support for our financial needs and spiritual support that propelled the

researchers to finish this research endeavor.

Above all, to the Almighty GOD, for the gift of health, wisdom, and

strength.

The Researchers
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TABLE OF CONTENTS

TITLE PAGE i

APPROVAL SHEET ii

ABSTRACT iii

ACKNOWLEDGEMENT iv

TABLE OF CONTENTS v

LIST OF TABLES vi

LIST OF FIGURES vii

Chapter 1

INTRODUCTION Page

Rationale 1

Statement of the Problem 3

Hypothesis of the Study 4

Theoretical Framework 4

Conceptual Framework 5

Significance of the Study 7

Definition of Terms 8

Chapter 2

REVIEW OF RELATED LITERATURE

Parenting Styles 9

Authoritarian 13

Authoritative 13

Permissive 14

Uninvolved 14
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Personality Traits 15

Extraversion 18

Agreeableness 18

Conscientiousness 18

Neuroticism 19

Openness 19

Chapter 3

RESEARCH METHODOLOGY

Research Design 21

Research Locale 21

Sampling and Sampling Technique 22

Research Instrument 22

Data Gathering Procedure 25

Statistical Treatment of Data 25

Chapter 4

PRESENTATION AND ANALYSIS OF FINDINGS

Parenting Styles of Junior Highschool students 26

Personality Traits of Junior Highschool students 29

Significance of Relationship 32

Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary 35

Conclusions 36

Recommendations 37
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REFERENCES

APPENDICES

a. Permission to Conduct the Study 41

b. Letter to the adviser 43

c. Letter to the editor 45

d. Letter to the statistician 47

e. Questionnaires 49

CURRICULUM VITAE
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LIST OF TABLES
Table
1 Parenting Styles among Junior Highschool students 28

2 Personality Traits among Junior Highschool students 31

3 Significance of the Relationship between 34

Parenting Styles and Personality Traits

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LIST OF FIGURES
FIGURE
1 Conceptual Framework of the Study 6
 Chapter 1

INTRODUCTION

Rationale

In Bangladesh, mental illness, alcoholism, rape, drug addiction, suicide,

crime and violence have become common problems today that the prevention

of serious maladjustment is essential, not only for the individual, but for the

community at large. Students at school and college level suffer from irritability

worries, disturbed interpersonal relationships, resentment towards authority,

worries over health and so on, which are indicative of the lack of optimum state

of adjustment. Thus, it is a common knowledge for the behavioral scientists in

general that the problem of adjustment is of immense importance for all of us

and they feel that students must be helped in developing good emotional,

social, health, home and other types of adjustment besides the intellectual

development. There is something wrong with any aspect of adjustment of the

pupil, who cannot benefit from college education in spite of his best efforts,

(Asoke Kumar Saha, Noor Muhammad, 2020).

Parenting practices are becoming more valued in contemporary society.

It stands for the various methods that parents employ to raise their kids. This

essay examines the numerous parenting philosophies that families use. There

are several challenges with modern parenting. The bulk of adolescent mental

health issues have parental styles as their underlying reason. The majority of

parents employ a range of techniques depending on their culture and societal

expectations. According to societal changes, parenting practices must alter. A

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discussion of the impact of socioeconomic status on parenting style choice is

included in the research, (Joseph M. V., John J., 2008).

Parenting is one of the most important tasks in human society, and there

are no qualification standards, no formal education, no licenses, no experience,

and no references of character. Through self-appointment, however, parents

become “trustees of the future” and are responsible for the physical and mental

health of their children. Parenthood can be seen as a voluntary responsibility

for procreation and increased awareness of the future. Parents have a lot to

contend with, but religious parents are rare. This is the case if the parents live

in a different state or city from the child. Camp for over a decade of research,

found that children who live apart from their parents are more likely to become

involved in criminal behavior, have academic issue, behavioral, and emotional

problems, have lower self-esteem, drink liquors, smoke or get involved in illegal

drugs, has been shown to indicate a high likelihood of drug use, several times

more than children whose parents are active. Statistics also show that children

who grow up with violent or drunken parents are more likely to exhibit such

traits, (Adedotun Abiodun Adeola, 2019).

In light of this, most studies in the preceding paragraphs mentioned the

underlying factors that influence the students’ parenting styles and personality

traits. Furthermore, the problematic issue of the personality traits were

discussed. Despite the fact that the aforementioned topics have been

extensively researched around the world, the researchers have yet to come

across a study that examines and discusses the relationship between parenting

styles and personality traits. As a result, in this study, the researcher conducted

a quantitative study to discover the above-said relationship among Junior

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Highschool Students. In this regard, the study’s finding may benefit not only

instructors, professors, academic coordinators, and school administrators, but

also civil society and the government. Similarly, the findings of the study will be

presented at academic administrative meetings, as well as symposia and

conferences, particularly during this period of human lifespan between infancy

and adolescence. As a result, the quantitative findings can provide a better

understanding of the problem of the parentings styles and personality traits

among the Junior Highschool students.

Statement Of the Problem

The main goal of this study is to determine significant relationship

between the parenting styles and personality traits among Junior Highschool

students. More specifically, it seeks answer the following question:

1. What is the level of parenting style among Junior Highschool students

in terms of.

1.1 authoritarian,

1.2 authoritative,

1.3 permissive,

1.4 uninvolved?

2. What is the level of personality traits among Junior Highschool

students in terms of.

2.1 extraversion

2.2 agreeableness,
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2.3 conscientiousness,

2.4 neuroticism,

2.5 openness?

3. Is there a significant relationship between the parenting style and

personality traits among Junior Highschool students?

Hypothesis Of the Study

The study tested the null hypothesis at 0.05 level of significance which

states that there is no significant relationship between the level of parenting

style and personality traits among Junior Highschool students.

Theoretical Framework

Family is the main pillar and the first of child's personality development.

The quality of the relationship between parents and children is considered as

the determining factor of adjustment and their interaction to each other as well

as psychological and emotional atmospheres dominant on the family form the

behavioral and personality characteristics of children, (Sarmast, 2006).

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Conceptual Framework

Figure 1 shows the conceptual framework of the study highlighting the

two variables. The independent variable is Parenting Style, while the dependent

variable is Personality Traits.

Parenting Style has the following indicators: authoritarian, authoritative,

permissive, and uninvolved.

The first indicator is authoritarian. This is when they want their child to

follow instructions because they are the authority to decide what to do or not

what to do. The second indicator is authoritative. This is when they used to

understand the feelings of their child. The third indicator is permissive. This is

when they are very soft with their child so that they cannot correct them at

proper time by punishment. The fourth indicator is uninvolved. This is when they

do not have any demand or control on their child and they give total freedom.

The Personality Traits has the following indicators: extraversion,

agreeableness, conscientiousness, neuroticism, and openness.

The first indicator is extraversion. This is when they generate a lot of

enthusiasm. The second indicator is agreeableness. This is when they are

helpful and unselfish with others. The third indicator is conscientiousness. This

is when they persevere until the task is finished. The fourth indicator is

neuroticism. This is when they are depressed. The fifth indicator is openness.

This is when they are curious about many different things.

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Independent Variable Dependent Variable

Parenting Styles Personality Traits

 Authoritarian  Extraversion
 Authoritative  Agreeableness
 Permissive  Conscientiousness

 Uninvolved  Neuroticism
1
 Openness

Fig. 1 Conceptual Framework Showing the Variables of the Study

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Significance of the Study

The researchers believe that the results of the study will serve as the

basis for future action in order to produce and provide better valuable

information which is significant to the following:

Administrator. The result of this study can aid the school administrators

in conducting seminars or workshops for teachers so that they will know the

best strategies in for dealing with students' personality traits

Teachers. The result of the study may help teachers recognize their

students' personality traits due to the parenting style.

Students. The students can be aware of their personality traits and

enhance their ability to control their emotions.

Parents. The result of the study help the parents to understand the

children’s behavior.
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Definition of Terms

The following terms were defined operationally to attain a common

understanding.

Parenting Style. This study refers to the level of parenting style of

respondents in terms of authoritarian, authoritative, permissive, and

uninvolved.

Personality Traits. The study refers to the level of personality traits in

terms of extraversion, agreeableness, conscientiousness, neuroticism, and

openness.
 Chapter 2

REVIEW OF RELATED LITERATURE

Presented in this section are readings gathered from books, magazines,

internets and in other periodicals as well as findings of different studies

conducted locally and abroad in order to provide a background of a study.

Parenting Styles.

As cited by Davids et al. (2015), parenting is the mechanism through

which a child learns appropriate and inappropriate behavior, experience right

and wrong choices in decision-making, acquire skills; understand roles and

norms of a community. It plays a major part in child socialization, providing an

early understanding of the self. For example, quality of parenting is associated

with general adjustment (Lamborn & Groh, 2009) and psychological wellbeing,

including a healthy self-esteem and satisfaction with life (Roman, Mwaba, &

Lens, 2008).

By contrast, suboptimal parenting is associated with externalizing

behavior, such as anti-social behavior, social initiative and decision making.

The adoption of intrinsic goals and aspirations could have positive implications

for the future wellbeing and functioning of individuals. In addition, parents

provide the environment to encourage the adoption of intrinsic goals and

aspirations. Family and specifically parents, play a crucial role in providing

environments which could either enhance or hinder the satisfaction of the basic
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psychological needs and subsequent wellbeing and personal growth of their

children into well-adjusted adults. Adolescence is a critical developmental stage

for young people (Bray, Gooskens, Khan, Moses, & Seekings, 2010), as

referenced by Davids et al., (2015).

As stated by Davids et al., (2015). previous international research

suggests that paternal parenting is vital and has been linked to different

outcomes for children in comparison to mothers. Specifically, a systematic

review of longitudinal studies found that father involvement aided cognitive

development of children and reduced behavioral problems in boys and

psychological problems in young women. In addition, families in low socio-

economic households were especially advantaged by father involvement as

there was a reduction in child delinquency and economic disadvantage to the

family. Parenting styles and to a limited extent parental practices have been

shown to influence performance in school, self-esteem and self-worth,

sympathy, social competence and behavioral problems as associated with

family adversity and discipline, perceptions and so on.

Limited research has been done linking parenting to the adoption of life

goals and aspirations. Research by Bray et al. (2010) showed that among

South African children, sharing a home with their parents did not guarantee

them quality of care and relationships, (Davids et al.2015).

According to Bray et al. (2010), young people would respond to the

shortfall in their care in order to protect their wellbeing through silence, reaction

against strategic communication or residential moves. Thus, it can be assumed

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that adolescent goals and aspirations, as well as their psychological wellbeing

could be shaped by their experience of parenting, (Davids et al.2015).

As cited by Kim et al. (2015), parents as key agents of socialization play

a critical role in children’s/adolescents’ acquisition of consumer skills, attitudes,

and knowledge. The wide array of consumer socialization outcomes that

parents influence include children’s decision-making style, marketplace and

transaction knowledge, attitude toward advertising, materialism, consumption

autonomy, influence and participation in the family purchase process. A

majority of past research on parental influence on consumer socialization has

focused on the linkages between key attributes of parenting and the above

socialization outcome variables. Parental style, along with family

communication pattern, has emerged prominently as one of these parenting

attributes.

In the broader field of parenting and child development, although past

research has provided substantial support for the significant role parental style

plays in shaping children’s developmental outcomes, a group of researchers

led by Darling and Steinberg (1993) have long suggested that to better

understand the socialization process, it would be helpful to distinguish between

parental styles and parental practices (Also see Bean et al., 2003, Brenner and

Fox, 1999), as cited by Kim et al., (2015).

According to Darling and Steinberg (1993), parental style is defined as

“a constellation of attitudes toward the child that are communicated to the child

and create an emotional climate in which the parents’ behaviors are expressed”

whereas parental practices are “specific, goal directed behaviors through which
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parents perform their parental duties”. Parents engage in parental practices

with the purpose of attaining specific socialization goals, and in this sense,

parental practices tend to have immediate impact on a child’s life. On the other

hand, Darling and Steinberg view the role of parental style as a moderator of

the link between parental practices and child outcomes, hence having an

indirect effect on child outcomes, (Kim et al., 2015).

Baumrind (1967) proposed parenting styles as correlates to socialization

of the children. Then many researches recognized the importance of

researching role of parenting style in child development (Kordi, 2010; Schaffer,

Clark & Jeglic, 2009; Kaufmann, et al, 2000; Lim & Lim, 2003). Many of the

studies followed three parenting styles originally proposed by Baumrind namely

authoritative parenting, authoritarian parenting and permissive parenting,

though in 1971, Baumrind added negligent parenting. Baumrind grouped

parents to three (or four) parenting styles according to their child rearing

patterns, on the basis of her interviews with parents and children. For grouping

parents to different styles, Maccoby and Martin (1983) suggested a conceptual

structure; they viewed parenting style as combinations of differing levels of

parental demandingness and warmth. The styles are thus determined by

measuring parental warmth and demandingness, (Shyny T. Y, 2017).

There is a growing interest in the role of parenting in a person’s affective

and social characteristics. The attention of educational researchers on the

parenting styles and their effects on school relevant developmental outcomes

are also on the rise. Several studies found that parenting style or parental

behaviour has statistically significant relation with developmental outcomes like

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performance, achievement strategies, self-regulated learning, achievement

goals, self-efficacy and wellbeing of students, (Shyny T. Y, 2017).

Authoritarian parenting style. According to Hoskins (2014) cited by

Samiullah Sarwar (2016), authoritarian parents exhibit low responsiveness and

they are highly demanding. In this style of parenting, parents emphasize on

conformity and obedience and thus expect that they are obeyed without

explanation in a less warm environment. Furthermore, authoritarian parents

display low level of engagement and trust toward their children. They most often

discourage open communication and make strict control of a child’s behaviour.

In other words, it is widely believed that an authoritarian parent is forceful,

punitive and believes that a child should adhere to work in accordance to ethics

and should be obedient. In the authoritarian parenting style, parents are more

concerned with the traditional family structure; therefore, they limit the child’s

autonomy along with the parent-child relationship.

Authoritative parenting style. Baumrind first introduced the concept of

authoritative parenting style. According to Baumrind (1966), the authoritative

parents provide guidance to their children on issue oriented and rational

manner. Since the level of demandingness is higher in this parenting style,

parents usually welcome effective communication as well as effective

relationship between them (Piko & Balazs, 2012). Hoskins (2014) points out

that authoritative parents display more demandingness and responsiveness by

exhibiting more supportive towards harsh behavior. These parents encourage

verbal give-and- take, express reasoning behind rules and use power, reason,

and shaping to strengthen objectives. This style of parenting is more associated

with positive adolescent outcomes. As a result, it is found as most beneficial

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and effective style of parenting among most of the families. In other words,

authoritative parenting style fosters positive well-being of adolescents.

(Samiullah Sarwar, 2016)

Permissive parenting style. According to Hoskins (2014) cited by

Sawar (2016), permissive parents can be characterized as exhibiting low level

of demandingness and high level of responsiveness, whereas neglecting

parents are neither responsive nor demanding. They behave in a manner that

is more affirmative toward the impulses, actions and desires of adolescent while

consulting with them about family decisions. In addition, they tend to avoid

engaging in behavioral control, do not set rules and set a small number of

behavioral expectations for their adolescents.

Uninvolved parenting style. A study by Kassahun (2010) cited by

Mensah & Gyimah (2018), found out that the predominance of neglectful

parenting style for high school aged males, since when males enter high school

the parents believe that their sons can manage themselves, and thus they

reduce their control as well as their close relationships. For instance, they rarely

assign their children chores. These parents also display low levels of

responsiveness to their children. They tend to be relatively uninvolved in their

children's lives. As a result, these parents tend to grant their children a very

high degree of freedom to do as they wish. In addition, these parents tend not

to be very communicative with their children. The child outcomes associated

with the neglectful style of parenting are somewhat predictable. In general,

these children tend to display poor social skills (Constanzo, 1985).

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Personality Traits.

Every human being is born with its distinctive and unique character from

one individual to another, either in terms of behavior or personality. Personality

is an individual's physical, emotional and cognitive qualities (Rahimi, 2007) and

personality is also one of the human unique factors (Fiest and Fiest, 1998).

Even, Engler (as cited in …2003) who is an expert in theory of personality also

believes that each individual is unique and cannot be compared to others.

(Ismail, et al., 2018)

As stated by Ismail, et al. (2018), thinks that the personality of each

individual is different from other individuals and it is unique. According to Engler

(2003), these differences exist due to the genetic and environmental factors.

However, there are conflicts in this theory. Some believe that personality is

formed due to genetic factors. Others argue that differences occur due to

environmental factors (Robbins, 2000). Nowadays, many researchers believe

that, there are five core personality traits basic known as the big five theory,

such as extraversion, agreeableness, openness, conscientiousness, and

neuroticism. Evidence of this theory has been rising and growing for many

years, beginning with the research of D. W. Fiske (1949) and later expanded

upon by other researchers including Norman (1967), Smith (1967), Goldberg

(1981), and McCrae & Costa (1987).

Personality can be seen from individual traits such as ways of thinking,

behavior reaction, emotional response and interaction. It can also be identified

through the distinguish differences that can be observed from individuals

(Rahimi, 2007). The lifestyle of an individual is the unity of one's traits which
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comprises creative opinions, life challenges, perceptions and self-efficacy.

Personality is the important psychological characteristics that describe the

individual (Ashton, 2013). (Yunus, Wahab, Ismail, & Othman, 2018).

Personality comes from Latin word persona which means mask. The

mask is used by Greek actors to act on stage. According to Ryckman (2004)

personality can be defined as a dynamic and organized set of characteristics

possessed by a person that uniquely influences his or her cognitions,

motivations, and behaviors in various situations. Pervin (1975) defines

personality as individual ways of interacting with each other or the role that is

linked and practiced by an individual in society. Personality is a characteristics

organization, temperament, intellect, stable body shape and that defines unique

adaptation to the environment. Personality also refers to the psychological

formation of an individual as a whole. Mishel (1968) also defines personality as

the pattern of individual behavior that is manifested and then practiced in an

everyday life. (Yunus, Wahab, Ismail, & Othman, 2018)

According to Allport (1961), personality is an organization that brings

about changes in behavior and psychophysical systems of individuals that

determine their specific behaviors and thoughts, such as being diligent, patient

and so forth. Hans Eysenck (1981) defines personality as a character

organization, temperament, and intellect, body shape that is relatively stable

and that defines unique adaptation to the environment. While Kagen, J & Segal,

J (1988) defines personality as the overall pattern of an individual that includes

various aspects including thinking, feeling, behavior and environment. While

Watson (1919) holds that personality is a theory of behavior and behaviorism.

Generally, personality is seen as a unique pattern of maintaining feelings,

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thoughts, and actions that show the character or character of an individual, as

referenced by Yunus, Wahab, Ismail, & Othman (2018).

Moreover, Cattell (1950) stated that personality is the factor which

renders the prediction of an individual’s behavior in a given situation feasible.

Watson (1930) determined personality as the sum of an individual’s behavior

patterns, actions and reactions over a long enough period of time. Based on

Woodworth and Marquis (2014), the individual’s unique characteristics,

expression, interests, way of thinking and acting, habits, attitudes, manners and

own philosophy of life determine the total quality of his/her personality.

Additionally, Prince (1915) stated that an individual’s innate and/or acquired by

experience dispositions, skills impulses, tendencies, appetites and instincts

influence his/her personality, as stated by Lampropoulos G., et al., (2022).

According to Munn (1961), the characteristic integration of an

individual’s structure, modes of behavior, interests, attitudes, capacities,

abilities and aptitudes can define his/her personality. All in all, the individual’s

personality is determined not simply by his/her personality traits and

characteristics but rather by their being combined and functioning together as

a unified whole. Hence, personality includes everything about an individual, the

assumed and vital, the experience-based and innate, the non-essential and

essential, the conscious and semi-conscious activities (Lewin, 1948).

Furthermore, personality is regarded as something relatively stable to a large

extent (Corr & Matthews, 2009; Eysenck, 2013) but it is also dynamically and

continuously evolving based on each individual’s unique traits and

characteristics and along with his/her experiences and interaction with his/her

environment. Even though personality is unique and specific for each individual,
 18

this uniqueness does not mean that individuals have nothing in common.

Individuals with different personalities can still have some similar personality

traits and characteristics, be influenced by the same environments and/or

undergo the same experiences, (Lampropoulos G., et al., 2022).

Extraversion. As cited by Kammeyer-Mueller, Ones & Wilmot (2019),

individual differences in talkativeness, sociability, dominance, excitement

seeking, and positive emotions have been the subject of popular fascination

and scholarly study for millennia. More recently, these behavioral patterns have

been organized under the heading of introversion–extraversion (Eysenck,

1973; Jung, 1921/1971), to which we refer via the shorthand label extraversion.

The prototypical extravert is talkative, gregarious, prefers taking charge,

expresses positive emotion, and enjoys stimulating activities. In contrast, the

prototypical introvert is quiet, emotionally reserved, less energetic, and harder

to get to know (John, Naumann, & Soto, 2008).

Agreeableness. As referenced by Dur Khan, (2017) Agreeableness

include traits such as courteous, flexible, trusting, good natured, cooperative,

forgiving, soft hearted, and tolerant (Barrick & Mount, 1991). Agreeableness

has adjectives such as kind, cooperative, sympathetic, helpful, courteous, and

warm (Colquitt, 2009).

Conscientiousness. Conscientiousness personality type includes traits

such as hardworking, careful, thorough, responsible, organized, persevering

(Barrick & Mount, 1991). Conscientiousness is associated with trait adjectives

such as dependable, organized, reliable, ambitious, and hardworking (Colquitt,

2009). (Dur Khan, 2017)

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Neuroticism. Neuroticism is associated with negative affectivity in terms

of the general performance of an individual. A recent study by Colquitt (2009)

suggests that the negative affectivity even influences more general life

satisfaction. The study suggested that individuals with Neuroticism personality

tend to be less happy with their lives in general and hence they are unlikely to

perform well in tasks. As theorized with extraversion and trait positive effect,

because job attitudes are considered affective in nature, low emotional stability

and high trait negative affect likely to negatively impact individuals' job

satisfaction. Individuals low in Emotional Stability and high in trait negative

affect are more likely to encode and recall negative information and tend to

have negative perceptions of themselves and their environment, hence likely to

affect the performance of the organization in which they are working for

(Watson et al, 2005) as stated by Dur Khan, (2017).

Openness. Openness to feelings is recognized by many researchers,

the most difficult aspect. Such people appreciate emotions, are more sensitive

to emotional events, and also experience most emotions more strongly, which

in certain cases can lead to frustration, because a person may be confused and

overwhelmed with emotions. Studies also show that women tend to be more

open to feelings than men, and that this is due to higher rates of I anxiety and

mood changes in women Jonassaint et. al (2007) studied how various aspects

of openness to experience are associated with irritation and found that the

aspect of feelings had the most significant impact. They also found that high

openness to the senses has a favorable protective effect against disease.

Whether openness to feelings is appropriate depends greatly on the

 20

assessment, which is the basis and cause of emotional experience and actions,

(Nekljudova SV, 2019).

Assessment describes how everyone deals and interacts with the

situation in the environment. In a study of the effects of evaluation on affect and

activity, Schneider showed that evaluating something as a problem led to a

positive impact, and evaluating how a threat led to a greater negative impact. It

was also found that it was not extraversion, which, as is often supposed,

associated with assessments, was the impetus of this effect, but openness,

(Nekljudova SV, 2019).

 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design, research locale, sampling

and sampling technique, research instruments, data gathering procedures and

statistical treatment of data.

Research Design

This study utilized non-experimental quantitative descriptive-

correlational research as design. According to Creswell (2009) as referenced

by Manjunatha N., (2019), quantitative research methods focus on

measurements that are objective, with statistical analysis or numerical data

collecting. Data are gathered through different methods such as polls and

questionnaires. Correlational studies determine and analyze relationships

between variables as well as generate predictions. Descriptive research can be

explained as a statement of affairs as they are at present with the researcher

having no control over variable. According to Calderon (2006) cited by Alieto &

Rillo (2018), defined descriptive research as a purposive process of gathering,

analyzing, classifying, and tabulating data about prevailing conditions,

practices, processes, trends, and cause-effect relationships and then making

adequate and accurate interpretation about such data with or without or

sometimes minimal aid of statistical methods.

Research Locale

This study was conducted at Tecarro College Foundation Incorporated,

G.E. Torres St., Davao City. Moreover, this was conducted from January 2023

to June 2023.
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Sampling and Sampling Technique

The respondents of the study were the Junior Highschool students from

TCFI. Universal sampling was used as sampling technique which means that

all members of the population was included in the study.

Research Instruments

The major tool used in the data gathering process was the survey

questionnaire in the form of checklist. The survey questionnaires have two

parts. Part I deals with the Parenting Styles with the following indicators:

authoritarian, authoritative, permissive and uninvolved. Part II deals with

Personality Traits with the following indicators: extraversion, agreeableness,

conscientiousness, neuroticism, and openness.

The research instrument that the researchers used in this study is an

adapted questionnaire adapted from Construction and Validation of PS-FFQ

from Shyny T. Y, (2017). The said questionnaire was measured through the

following: authoritarian, authoritative, permissive and uninvolved.

 23

Range of Means Descriptive Level Interpretation

4.20 - 5.00 Very High The level of Parenting

Styles of Junior
Highschool students is
far above the expected
level

3.40 - 4.19 High The level of Parenting

Styles of Junior
Highschool students is
above the expected level

2.60 – 3.39 Moderate The level of Parenting

Styles of Junior
Highschool students is
within the expected level

1.80 – 2.59 Low The level of Parenting

Styles of Junior
Highschool students is
below the expected level

1.00 – 1.79 Very Low The level of Parenting

Styles of Junior
Highschool students is
far below the expected
level

The research instrument that the researchers used in this study is an

adapted questionnaire adapted from The Big-Five trait taxonomy: History,

measurement, and theoretical perspectives from John, O. P., & Srivastava, S.,

(1999). The said questionnaire was measured through the following:

extraversion, agreeableness, conscientiousness, neuroticism, and openness.

 24

Range of Means Descriptive Level Interpretation

4.20 - 5.00 Very High The level of Personality

Traits of Junior
Highschool students is
far above the expected
level

3.40 - 4.19 High The level of Personality

Traits of Junior
Highschool students is
above the expected level

2.60 – 3.39 Moderate The level of Personality

Traits of Junior
Highschool students is
within the expected level

1.80 – 2.59 Low The level of Personality

Traits of Junior
Highschool students is
below the expected level

1.00 – 1.79 Very Low The level of Personality

Traits of Junior
Highschool students is
far below the expected
level
 25

Data Gathering Procedure

The researchers followed the following steps in gathering the data:

1. Seeking Permission to Conduct the Study. The researchers

asked permission to the office of the principal of the Junior High School

Department of Tecarro College Foundation, Inc., to conduct the study to the

identified respondents.

2. Administer and Distribute Questionnaire. After asking

permission, the researchers searched for the respondents, and administered

and distributed the questionnaire to them.

3. Retrieval of Questionnaires. After the respondents answered

the questionnaire, the researchers retrieved it from them. Afterwards, the data

were tallied and subject for data analysis with the aid of a statistician.

Statistical Treatment of Data

The researchers used the following statistical tools to calculate and

analyze the given data:

Mean. This tool was used to determine the level of Parenting Styles and

the Personality Traits of the Junior Highschool students in answer to sub-

problems 1 and 2.

Pearson Product-Moment Correlation. This tool was used to

determine significant relationship between Parenting Styles and Personality

Traits in answer to sub-problem 3.

 CHAPTER 4

PRESENTATION AND ANALYSIS OF FINDINGS

Presented in this chapter was the data gathering lifted from the research

instrument. Analyses and interpretations of which are as follows: Level of

Parenting Styles and Level of Personality Traits of the respondents, and

Significance of the Relationship between Level of Parenting Styles and Level

of Personality Traits of Junior Highschool students.

Level of Parenting Styles of Junior Highschool students

Exhibited in Table 1 is the students’ level of parenting styles which is

quantified as follows: authoritarian, authoritative, permissive and uninvolved.

Authoritarian. As revealed on the data, authoritarian parenting got a

mean of 3.21 or moderate. This means that the extent use of authoritarian

parenting style is done now and then at a short interval of time. It suggests that

the parents exhibited some elements of strictness, control, and discipline, but

they might also show moderate levels of responsiveness and supportiveness.

That means that the respondents in the data gathering had difficulty

experiencing authoritarian parenting.

Authoritative. As revealed on the data, authoritative parenting got a

mean of 3.67 or high. This means that the extent use of authoritative parenting

style is done now and then at a short interval of time. It suggests that the parents

displayed a combination of high expectations, consistent discipline, and rules,

along with warmth, responsiveness, and open communication with their

children.
 27

Permissive. As shown on the data, this parenting style got a mean of

3.40 or high. In general, permissive refers to a state of allowing or granting

freedom, leniency, or flexibility. This means that the extent use of permissive

parenting style is done now and then at a short interval of time. it suggests that

the overall assessment or measurement of permissive parenting falls towards

the higher end of the scale.

Uninvolved. As depicted on the data, uninvolved parenting got a mean

of 3.07 or moderate. This parenting style refers to a state or condition where

someone is not actively participating or engaging in a particular activity or

situation. It suggests a lack of interest, involvement, or emotional investment.

This means that the extent use of uninvolved parenting style is done now and

then at a short interval of time. The mean score of 3.07 indicates that, on

average, the parenting style exhibited traits of uninvolved parenting to a

moderate extent.

As presented in table 1, the overall mean rating of parenting style is

3.46 or high. This means that the parenting styles is above the expected level

and is done now and then at a short interval of time. Therefore, Junior

Highschool students are using parenting styles to improve their personality

traits.
 28

Table 1

Level of Parenting Styles of Junior Highschool students

Indicators Mean Descriptive

Authoritarian 3.21 Moderate

Authoritative 3.67 High

Permissive 3.40 High

Uninvolved 3.07 Moderate

Overall 3.46 High

 29

Level of Personality Traits of Junior Highschool students

Exhibited in Table 2 is the students’ level of personality traits which is

quantified as follows: extraversion, agreeableness, conscientiousness,

neuroticism, and openness.

Extraversion. This indicator has a mean score of 3.55 or high. This

means that the respondents’ extraversion trait evaluation is above the expected

level. It suggests that they tend to be more outgoing, talkative, and enjoy social

interactions. They may be energized by being around others, feel comfortable

in social situations, and have a preference for external stimulation.

Agreeableness. As revealed on the data, agreeableness got a mean of

3.63 or high. This means that the respondents' agreeableness trait is above the

expected level. The mean score of 3.63 indicates that, on average, the

individuals being assessed displayed traits of agreeableness to a significant

extent. It suggests that they tend to be friendly, kind, and compassionate in their

interactions with others. They may prioritize harmonious relationships, seek to

avoid conflicts, and value cooperation and teamwork.

Conscientiousness. As revealed on the data, conscientiousness got a

mean of 3.75 or high. This means that the respondents' conscientiousness trait

is within the expected level. This further means that the individuals being

assessed displayed traits of conscientiousness to a significant extent. High

levels of conscientiousness are associated with traits such as self-discipline,

attention to detail, and a preference for planning and structure. Individuals high

in conscientiousness are often proactive in their approach, take responsibility

for their actions, and strive for excellence in their endeavors.

 30

Neuroticism. As revealed on the data, neuroticism got a mean of 3.53

or high. This means that the respondents' neuroticism trait is within the

expected level. This further means that on average, the individuals being

assessed displayed traits of neuroticism to a significant extent. It suggests that

they may be more prone to experiencing negative emotions, such as anxiety,

sadness, or irritability, and may have a tendency to react strongly to stressors

or challenges.

Openness. As revealed on the data, openness got a mean of 3.80 or

high. This means that the respondents' openness trait is within the expected

level. It suggests that the individuals under study had significant openness

characteristics on average. It implies that they are open-minded, open to new

ideas, and love intellectual activities. Open people are frequently imaginative,

innovative, and ready to explore and appreciate different points of view.

 31

Table 2

Level of Personality Traits of Junior Highschool students

Indicators Mean Descriptive

Extraversion 3.55 High

Agreeableness 3.63 High

Conscientiousness 3.75 High

Neuroticism 3.53 High

Openness 3.80 High

Overall 3.66 High

 32

In Table 2, the overall mean rating of personality traits is 3.66 or high.

This means that the level of personality traits is above the expected level and

is done now and then at a short interval of time. Therefore, Junior Highschool

students are experiencing increased levels of Personality Traits which can

affect their performance and social well-being.

Significance of the Relationship between Level of Parenting Styles and

Personality Traits of Junior Highschool students
The main purpose of this study is to find out if the level of Junior

Highschool students' usage of parenting styles was considerably an influencing

factor in determining the level of personality traits among the Junior Highschool

students in Tecarro College Foundation, Inc. The findings of the study between

parenting styles and personality traits among junior high school students can

help parents, educators, and policymakers in creating supportive and nurturing

environments that promote healthy development for junior high school students

of Tecarro College Foundation Inc. Additionally, the study can contribute to the

existing literature on parenting styles and personality traits, which can help

advance our understanding of these important topics in the field of education.

Result of the statistical tests of the significant relationship between the variables

under study is reflected in Table 3.

The overall P-value between parenting styles and personality traits is 0.222 is

far more than the cut–off value which is 0.05 level.

Consequently, the relationship is statistically insignificant which further

implies that the Parenting Styles has nothing to do with the Personality Traits

of the Junior Highschool students. This leads to the acceptance of the null

hypothesis.
 33

The findings of the significance dispute the theory of Sarmast (2006) stated that

family is the main pillar and the first of child's personality development. The

quality of the relationship between parents and children is considered as the

determining factor of adjustment and their interaction to each other as well as

psychological and emotional atmospheres dominant on the family form the

behavioral and personality characteristics of children.

In addition, as cited by Asfa Ashraf, et al. (2018) the study also

discovered no significant relationship between parenting styles and personality

traits. Findings from statistical analysis substantiated research hypothesis that

was based on the previous literature (for instance, Tomsik and Ceresnik, 2017).

Henceforth, it could be said that parenting styles were the cognitive factors in

personality traits.
 34

Table 3

Significance of the Relationship between Parenting Styles

and Personality Traits

P-value Decision on Interpretation

Independent Dependent H0

Parenting 0.222 Accepted Not significant

Personality
Styles Traits

Overall 0.222 Accepted Not significant

 CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and

recommendations drawn by the researchers from the result.

Summary

The purpose of this study was to determine the significance of the

relationship between parenting styles and personality traits in Tecarro College

Foundation, Inc. Specifically, it sought answers to the following questions:

1. What is the level of parenting style among Junior Highschool students

in terms of.

1.1 authoritarian,

1.2 authoritative,

1.3 permissive,

1.4 uninvolved?

2. What is the level of personality traits among Junior Highschool students in

terms of.

2.1 extraversion

2.2 agreeableness,

2.3 conscientiousness,

2.4 neuroticism,

2.5 openness?

3. Is there a significant relationship between the parenting style and personality

traits among Junior Highschool students?

 36

The study tested the null hypothesis that there is no significant relationship

between the Level of Parenting Styles and Personality Traits among Junior

Highschool students.

The method of research used in this study is descriptive-correlation. Data

were gathered from the validated questionnaire which were answered by the

eighteen respondents of the study.

The following were the findings for the study:

1. The level of parenting styles yielded the following results:

authoritarian, 3.21; authoritative, 3.67; permissive, 3.40; uninvolved,

3.07 with an overall mean of 3.46.

2. The level of personality traits yielded the following results:

extraversion, 3.55; agreeableness, 3.63; conscientiousness, 3.75;

neuroticism, 3.53; openness, 3.80 with an overall mean of 3.66.

3. The statistical test on the significance of the relationship

between the level of parenting styles and personality traits yielded a P-

value of 0.222 which is greater than the tabular value of 0.05 level of

significance.

Conclusions

In the light of the findings of the study the conclusion is drawn:

1. The level of parenting styles is high.

2. The level of personality traits is high.

3. There is no significant relationship between the Parenting Styles and

Personality Traits among Junior Highschool students.

 37

Recommendations

Based on the findings are conclusions, the following recommendations

are given:

First is for the school administrators. They can use this study to help and

serves as their guide to conduct seminars or workshops for parents and

students to learn the effective parenting style and best possible ways for

reducing poor personality traits of Junior Highschool students.

Second is for the teachers. They can use this to create ideas and

classroom activities for the students to decrease their bad habits and maintain

good relationship with their fellow students.

Lastly is for the future researchers. They should further study about this

topic and seek for best methods that yield to effective ways for overcoming

multiple elements that contribute to parenting styles and personality traits.

 38

References

Adeola, A. A. (2019). Impact of Parenting on Personality Traits of a Child. South

Asian Research Journal of Humanities and Social Sciences, 1(3), 331-337.
Retrieved from
https://sarpublication.com/media/articles/SARJHSS_13_331-337.pdf

Asfa Ashraf, et al. (2018). Parenting Style as a Cognitive Factor in Developing

Big-Five Personality Traits among Youth: A Study of Public University in
Multan, Pakistan Review of Applied Management and Social Sciences,
Volume 1, 2018, 29-38. Retrieved from file:///C:/Users/User/Downloads/8-
Article-Text-13-1-10-20200726.pdf

Boucaud, A. A. (2017). A Correlational Study Examining the Relationship

Between Restorative Practices and School Climate in Selected Elementary
Schools in a Large Mid-Atlantic Urban School District (Thesis, Concordia
University, St. Paul). Retrieved from
https://digitalcommons.csp.edu/cup_commons_grad_edd/127

Dur Khan. (2017). Literature review on relationship between Personality Traits

and performance. Retrieved from
https://www.researchgate.net/publication/327595114

Ericson O. Alieto & Richard M. Rillo (2018). Indirectness Markers in Korean and
Persian English Essays: Implications for Teaching Writing to EFL
Learners. Vol. 13 Issue 2.2 (2018) Retrieved from
https://files.eric.ed.gov/fulltext/ED596726.pdf

Joseph, M. V. & John, J. (2008). Impact of Parenting Styles on Child

Development. Global Academic Society Journal, Social Science Insight,
(1)5, 16-25. Retrieved from
http://scholararticles.net/wpcontent/uploads/2015/03/5_16_25p_Joseph_Jo
hn.pdf

Saha, A. K. & Muhammad, N. (2020). Adjustment problem related to personality

characteristics of adolescents. Retrieved from
https://www.researchgate.net/publication/352715849_Adjustment_Problem
_Related_to_Personality_Characteristics_of_Adolescents
 39

Samiullah Sarwar. (2016). Influence of Parenting Style on Children’s Behaviour.

Journal of Education and Educational Development Vol. 3 No. 2, 2016.
Retrieved from https://files.eric.ed.gov/fulltext/EJ1161470.pdf

Sarmast. (2006). The study of relationship between parenting styles and

personality dimensions in sample of college students. Indian Journal of
Science and Technology, (5)9, 3333-3336. Retrieved from
https://indjst.org/download
article.php?Article_Unique_Id=INDJST3418&Full_Text_Pdf_Download=
True

Mensah & Gyimah. (2018) The Role of Permissive and Neglectful Parenting Style
in Determining the Academic Performance of Adolescents in the Senior
High Schools in the Birim Municipality, Journal of Education and
Practice Vol.9, No.4, 2018. Retrieved from
https://core.ac.uk/download/pdf/234641373.pdf

Yunus, M. R. B. M., et al. (2018). The Importance Role of Personality Trait.

International Journal of Academic Research in Business and Social
Sciences, 8(7), 1028–1036. Retrieved from
https://hrmars.com/papers_submitted/4530/The_Importance_Role_of_Pers
onality_Trait.pdf

Kammeyer-Mueller, Ones & Wilmot. (2019). Extraversion Advantages at Work: A

Quantitative Review and Synthesis of the Meta-Analytic Evidence, 2019,
Vol. 104, No. 12, 1447–1470. Retrieved from
https://carlsonschool.umn.edu/sites/carlsonschool.umn.edu/files/2021-
06/Extraversion%20advantages%20at%20Work%202019.pdf

Kim Chankon, et al. (2015), “Parental Style, Parental Practices, and Socialization
Outcomes: An Investigation of Their Linkages in the Consumer
Socialization Context,” Journal of Economic Psychology, 49, 15–33.
Retrieved from https://doi.org/10.1016/j.joep.2015.03.006

Lampropoulos, G., Anastasiadis, T., Siakas, K., & Siakas, E. (2022). The impact of
personality traits on social media use and engagement: An overview.
International Journal on Social and Education Sciences (IJonSES), 4(1),
34-51. Retrieved from https://doi.org/10.46328/ijonses.264
 40

Nekljudova SV. (2019). Six aspects of openness to experience. Volume 10 Issue 2

– 2019. Retrieved from https://medcraveonline.com/JPCPY/JPCPY-10-
00632.pdf

Nicolette V. Roman, et al. (2015) Parenting styles and psychological needs

influences on adolescent life goals and aspirations in a South African
setting, Journal of Psychology in Africa, 25:4, 305-312. Retrieved from
https://repository.uwc.ac.za/bitstream/handle/10566/4668/Roman_Parentin
g%20styles%20and%20psychological%20needs_2015.pdf?sequence=1&is
Allowed=y
 41

APPENDIX A

PERMISSION TO CONDUCT THE STUDY

 42

PERMISSION TO CONDUCT THE STUDY

April 26, 2023

Ms. Modelina V. Veriña

Principal, Junior High School Department
Tecarro College Foundation, Inc.
Davao City

Dear Ma’am:
The undersigned are presently conducting a study entitled “The
Parenting Styles and Personality Traits”. In this connection, we
would like to ask you good office to allow us to conduct out study and
administer out research instrument to the student in your department.
I believe that you are with us with our enthusiasm to finish this
requirement as compliance for our graduation and to develop our well-
being. The outcome of this study will provide insights to the students,
teachers and administrators of the department regarding the Parenting
Styles and Personality Traits.

Your positive response on this request is of utmost importance.

Thank you!

Very truly yours,

Mary Lee T. Amora Gracie Lu F. Baroy
Researcher Researcher

Kirsten L. Batawan Louise May S. Tavera

Researcher Researcher

Noted by:
RODMARK J. FLANDEZ
Research Adviser & Research Coordinator

Approved by:
MODELINA V. VERIÑA
Principal of Junior Highschool Department
 43

APPENDIX B

LETTER TO THE ADVISER

 44

LETTER TO THE ADVISER

June 2023
Mr. Rodmark J. Flandez
Principal, Elementary Department
Tecarro College Foundation, Inc.
Davao City

Dear Sir:

The undersigned are the students from Grade 10 presently conducting

a study entitled “Parenting Styles and Personality Traits” as partial
fulfillment of the requirements in ENGLISH 10 for the School Year 2022
– 2023.

In line with this, the undersigned would like to seek for your approval
to be the adviser of the aforementioned study.

Very truly yours,

Mary Lee T. Amora Gracie Lu F. Baroy

Researcher Researcher

Kirsten L. Batawan Louise May S. Tavera

Researcher Researcher

Accepted by:
MR. RODMARK J. FLANDEZ
Research Adviser & Research Coordinator
 45

APPENDIX C

LETTER TO THE EDITOR

 46

LETTER TO THE EDITOR

June 2023
Ms. Angel Sweet M. Linao
Elementary Department
Tecarro College Foundation, Inc.
Davao City

Dear Ma’am:

The undersigned are the students from Grade 10 of Junior High School
Department presently conducting a study entitled “Parenting Styles
and Personality Traits” as partial fulfillment of the requirements in
ENGLISH 10 for the School Year 2022 – 2023.

In line with this, the undersigned would like to seek for your approval
to be the editor of the aforementioned study.

Very truly yours,

Mary Lee T. Amora Gracie Lu F. Baroy

Researcher Researcher

Kirsten L. Batawan Louise May S. Tavera

Researcher Researcher

Accepted by:
MS. ANGEL SWEET M. LINAO
Grammarian / Editor

Noted by:
MR. RODMARK J. FLANDEZ
Research Adviser & Research Coordinator
 47

APPENDIX D

LETTER TO THE STATISTICIAN

 48

LETTER TO THE STATISTICIAN

May 15, 2023

Mr. Bryan Ephraem E. Miguel
Cateel Vocational Highschool
Cateel, Davao Oriental

Dear Sir:

The undersigned are the students from Grade 10 of Junior High School
Department presently conducting a study entitled “Parenting Styles
and Personality Traits” as partial fulfillment of the requirements in
ENGLISH 10 for the School Year 2022 – 2023.

In line with this, the undersigned would like to seek for your approval
to be the statistician of the aforementioned study.

Very truly yours,

Mary Lee T. Amora Gracie Lu F. Baroy

Researcher Researcher

Kirsten L. Batawan Louise May S. Tavera

Researcher Researcher

Accepted by:
MR. BRYAN EPHRAEM E. MIGUEL
Statistician

Noted by:
MR. RODMARK J. FLANDEZ
Research Adviser & Research Coordinator
 49

APPENDIX E

QUESTIONNAIRES
 Questionnaire for Parenting Styles and Personality Traits

Name (Optional): _________________________ Grade: ___________

Name of School: _________________________

INSTRUCTIONS: Read the following statements carefully and indicate your

single response by putting a “check“ mark in the appropriate box.

RATING SCALE AND DESCRIPTION:

5 STRONGLY AGREE (The statement is always true)
4 AGREE (The statement is often true)
3 MODERATELY AGREE (The statement is sometimes true)
2 DISAGREE (The statement is seldom true)
1 STRONGLY DISAGREE (The statement is almost never true)

Part I – Parenting Style

Authoritarian Parenting

SI All of Most Some Rarely Never

NO Statements the of the time
time time

(5) (4) (3) (2) (1)

My parents wants me to follow instructions

1. because he/she is the authority to decide
what to do or not what to do.
My parents has limit patience to tolerate
2. any misbehavior of me or to listen to the
excuses in any kinds of mistake.
My parents strongly believe that my future
3. is in their hands and so there is a strict
time table for me to follow.
My parents have clear expectations
4. regarding of my behavior and they are not
bothered about my liking regarding my
future.
My parents usually like to give physical
5. punishment than giving advices to me
because they are sure that I will not listen.
 My parents believe that only through
6. punishment I can be corrected and they
do not like to give me financial freedom.
The punishments my parents give me
7. depends upon their mood.
Whenever I show disobedience, my
8. parents will scold and criticize me with
bursting anger.

Authoritative Parenting

All of Most Some Rarely Never

SI Statements the of the time
NO time time

(5) (4) (3) (2) (1)

My parents would like to be a friend,

1. Philosopher and guide to me.

My parents used to understand my feelings in

2. any situations and always try to get my
opinion whenever they buy something for me.

Important decisions of the family are done

3. together, and they give me full freedom to
share everything to them.
As my parents understand my strength and
4. weaknesses, they set some appropriate rules
for me and give me friendly corrections
whenever necessary.
My parents will not force me in my future
5. career and they also help me to set a realistic
goal.
Whenever I fail to follow the time table given
6. to me, my parents remind me of the
consequences with a touch of love and
affection.
My parents talk with me out of being punished
7. after I did something wrong.
Even though my parents are busy they have
8. enough time to visit my school & meet my
teachers to know my progress.
 Permissive Parenting

All of Most Some Rarely Never

SI Statements the of the time
NO Time time

(5) (4) (3) (2) (1)

My parents are very soft to me so that they

1. cannot correct me at the proper time by
punishment.
Whenever my grades have low marks, my
2. parents will not give any punishment rather
they will let me feel that I will become better
next time.
My parents give me valuable reward for
3. obeying them or behaving well.
Though my parents have definite goal and
4. planning about my future, they cannot follow
it strictly because they are lenient.
As my parents were brought up by strictly
5. disciplined parents, they are very verbal with
me.
My parents like to be very affectionate
6. towards me and they also take the
responsibility of their faulty parenting on me.
My parents always threaten me with
7. punishment but do not actually doing it
because of their leniency.
Because of excessive love and sympathy my
8. parents have shown me, I have no self
discipline.

Uninvolved Parenting

SI
NO All of Most Some Rarely Never
Statements the of the time
time Time

(5) (4) (3) (2) (1)

My parents do not have any demand or

1. control on me and they give me total
freedom.
As my parents are very sad and depressed,
2. they cannot show much care and deep
emotional tie up with me.
My parents are very busy with their
3. household chores and office duties, they get
less time to involve my studies or listen to
my needs and wishes.
 My parents have enough stress and strain
4. themselves, hence they cannot take care of
my welfare.
My parents usually give importance to their
5. own likes and wishes but not bother much
about my needs or misbehavior.
As my parents are busy and get little time to
6. take care of me, I am quite free to move own
to make take decisions.
My parents are bounded with severe life
7. problems, they ignore my misbehavior and
they have no idea about my life outside the
home.
My parents never like to tell me where they
8. are going or why they are late.

Shyny T. Y (2017). Construction and Validation of PS-FFQ (Parenting Style

Four Factor Questionnaire), Volume 5, Issue 3

https://www.ijedr.org/papers/IJEDR1703064.pdf

Part II – Personality Traits

Extraversion

SI
NO All of Most Some Rarely Never
Statements the of the time
time Time

(5) (4) (3) (2) (1)

I see myself as someone who is talkative.

1.
I see myself as someone who Is full of
2. energy.
I see myself as someone who generates a
3. lot of enthusiasm.

I see myself as someone who has an

4. assertive personality.
I see myself as someone who is outgoing,
5. sociable.

I see myself as someone who is reserved.

6.
 I see myself as someone who tends to be
7. quiet.

I see myself as someone who is sometimes

8. shy, inhibited.

Agreeableness

SI
NO All of Most Some Rarely Never
Statements the of the time
time Time

(5) (4) (3) (2) (1)

I see myself as someone who is helpful and

1. unselfish with others.
I see myself as someone who has a strong
2. forgiving nature.
I see myself as someone who is generally
3. trusting.

I see myself as someone who is

4. considerate and kind to almost everyone.
I see myself as someone who likes to
5. cooperate with others.

I see myself as someone who tends to find

6. fault with others.
I see myself as someone who starts
7. quarrels with others.
I see myself as someone who is sometimes
8. rude to others.

Conscientiousness

SI
NO All of Most Some Rarely Never
Statements the of the time
time Time

(5) (4) (3) (2) (1)

I see myself as someone who does a

1. thorough job.
I see myself as someone who is a reliable
2. worker.
I see myself as someone who perseveres
3. until the task is finished.
 I see myself as someone who does things
4. efficiently.
I see myself as someone who makes plans
5. and follow through with them.

I see myself as someone who can be

6. somewhat careless.
I see myself as someone who tends to be
7. disorganized.
I see myself as someone who tends to be
8. lazy.

Neuroticism

SI
NO All of Most Some Rarely Never
Statements the of the time
time Time

(5) (4) (3) (2) (1)

I see myself as someone who is depressed,

1. blue.
I see myself as someone who can be tense.
2.
I see myself as someone who worries a lot.
3.

I see myself as someone who can be

4. moody.
I see myself as someone who gets nervous
5. easily.
I see myself as someone who is relaxed
6. and can handle stress well.
I see myself as someone who is emotionally
7. stable, and not easily upset.
I see myself as someone who remains calm
8. in tense situations.

Openness

SI
NO All of Most Some Rarely Never
Statements the of the time
time Time

(5) (4) (3) (2) (1)

I see myself as someone who is original

1. and can come up with new ideas.
 I see myself as someone who is curious
2. about many different things.
I see myself as someone who is
3. ingenious, a deep thinker.

I see myself as someone who has an

4. active imagination.
I see myself as someone who is
5. inventive.
I see myself as someone who values
6. artistic and aesthetic experiences.
I see myself as someone who prefers
7. work that is routine.
I see myself as someone who likes to
8. reflect and play with ideas.
I see myself as someone who has few
9. artistic interests.
I see myself as someone who is
10. sophisticated in art, music, or literature.

John, O. P., & Srivastava, S. (1999). The Big-Five trait taxonomy: History,

measurement, and theoretical perspectives. Vol. 2, pp. 102–138

https://fetzer.org/sites/default/files/images/stories/pdf/selfmeasures/Personality -

BigFiveInventory.pdf
CURRICULUM VITAE
 CURRICULUM VITAE

Mary Lee T. Amora

Blk 10 Lot 15, Mahogany Street, S.I.R New Matina Davao City
Mobile No. 0961 916 9719
Email: [email protected]

PERSONAL INFORMATION

Age : 16 years old

Sex : Female
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Date of Birth : May 17, 2007
Place of Birth : Davao City

EDUCATIONAL BACKGROUND

Primary: S.I.R Elementary School

S.Y 2012 - 2019

Secondary: Tecarro College Foundation Inc.

S.Y 2019 – 2023
 CURRICULUM VITAE

Gracie Lu F. Baroy
Blk 5 Phase 1 Gwapings St. #41 S.I.R New Matina Davao City
Mobile No. 0977 167 5579
Email: [email protected]

PERSONAL INFORMATION

Age : 16 years old

Sex : Female
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Date of Birth : January 15, 2007
Place of Birth : Davao City

EDUCATIONAL BACKGROUND

Primary: Tecarro College Foundation Inc.

S.Y 2012 - 2018

Secondary: AMA Basic Education Davao

S.Y 2019 – 2020
Sta. Ana National High School
S.Y. 2020-2022
Tecarro College Foundation Inc.
S.Y 2022 – 2023
 CURRICULUM VITAE

Kirsten L. Batawan
Purok 23-A, Sapphire Street, Bucana, Davao City
Mobile No. 0949 797 7813
Email: [email protected]

PERSONAL INFORMATION

Age : 16 years old

Sex : Female
Civil Status : Single
Citizenship : Filipino
Religion : Born Again
Date of Birth : October 24, 2006
Place of Birth : Davao City

EDUCATIONAL BACKGROUND

Primary: Tecarro College Foundation Inc.

S.Y 2013 – 2018

Secondary: AMA Basic Education DAVAO

S.Y 2019 – 2020
Daniel R. Aguinaldo National High School
S.Y 2020 – 2022
Tecarro College Foundation Inc.
S.Y 2022 – 2023
 CURRICULUM VITAE

Louise May S. Tavera

Purok 22-D3, Narra St., Brgy. 76-A, Bucana, Davao City
Mobile No. 0994 912 6147
Email: [email protected]

PERSONAL INFORMATION

Age : 16 years old

Sex : Female
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Date of Birth : May 4, 2007
Place of Birth : Davao City

EDUCATIONAL BACKGROUND

Primary: Central Baptist Education Ministry

S.Y 2012-2015
Mindanao Christian Foundation College and Seminary, Inc.
S.Y 2015-2019

Secondary: Mindanao Christian Foundation College and Seminary, Inc.

S.Y 2019-2021
Tecarro College Foundation Inc.
S.Y 2021 – 2023