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Parenting Styles in Relation to Self-Esteem and

School Performance of Senior High Students

Article  in  University of Bohol Multidisciplinary Research Journal · September 2019

DOI: 10.15631/ub.mrj.v7i0.121

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 Vol. 7 September 2019
University of Bohol Multidisciplinary Research Journal
Print ISSN 2350-7853 · Online ISSN 2362-9223

Parenting Styles in Relation

to Self-Esteem and School
Performance of Senior High Students
NARITO M. ARCAY JR.
[email protected]
https://orcid.org/0000-0002-3468-3159

ROSE MARIE L. CALOPE

[email protected]
https://orcid.org/0000-0002-5759-0529

BUENAVENTURADA D. LIBOT
[email protected]
https://orcid.org/0000-0002-9863-2182

ABSTRACT

Parenting styles provide the emotional climate for interaction between

parents and children  and have significant impact on the family’s quality
of life.   School performance is considered as the adolescents’ capacity
to interact effectively with the school environment by getting the general
point average of their grades in the four quarters of School Year 2018-
2019.  This paper examined the effects of parenting styles on self-esteem
and school performance among the Senior High students of Tubigon, Bohol,
Philippines. The study utilized the descriptive normative survey method of
research in gathering data through the use of a standardized survey tool in
getting the parenting styles and self-esteem of the respondents. Data mining
or desk review was conducted in securing the academic performance of
the Senior High School of Tubigon, Bohol. Data were processed using
averaging, Freeman Halton Test, Kruskal-Wallis test, and Chi-Square.
Majority of the 400 respondents yielded similar results in the four parenting

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styles, first is authoritative in both mothers (52.5 percent) and fathers (46.5
percent). It is followed by the permissive, father (21.5 percent) and mother
(17.8 percent). It is followed by ambivalent parenting with fathers (18.8
percent) and mothers (17 percent). The majority (75.5 percent) of the
respondents have high self-esteem. Almost a fourth (24.5 percent) had
average self-esteem, and no one reflected low self-esteem. Nearly half
(45.8 percent) of the total number of respondents had satisfactory school
performance, more than a third (36 percent) had an outstanding rating,
above a tenth (14 percent) had Very Satisfactory, and very few reflected
Fairly Satisfactory (4.3 percent) results. The result of Freeman-Halton test
revealed that there is no statistically significant association in the fathers’
and mothers’ parenting style and the age-groups of the respondents. Chi-
square test revealed that parenting styles of both the father (X2=7.717,
df=3, p<0.10) and the mother (X2 =7.683, df=3, p<0.05) are statistically
associated with the sex of the respondents. As to the relationship between
self-esteem and academic performance, chi-square revealed a significant
result. There is strong evidence of a difference (p-value < 0.05) between
the mean ranks of at least one pair of the indicated categories. There
is strong evidence that suggests that parenting styles have some bearing
on how students perform at school. 

Keywords: Parenting Styles, Self-Esteem, School Performance,

Quantitative Method, Tubigon, Bohol, Philippine.

INTRODUCTION

Parenting Styles across the years of studies have a significant effect

on the child and adolescent development. It has been a focus of studies
in sociological and psychological perspectives. It is a constellation of at-
titudes or a pattern of parental authority in dealing with children that most
likely can create the emotional context for the expression of parent behav-
ior. Parenting style is defined by a parent-child interaction across settings
and situations, (Baumrind, 1971; Darling & Steinberg, 1993). Parenting
provides the emotional climate for interaction between parent and children
(Williams, Degnan, Perez-Edgar, Henderson, Rubin, Pine, & Fox,  2009)
and has a significant impact on the family quality of life. Some children
who were being raised in various environments can later grow up to have
significantly similar personalities.

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Conversely, children who live in the same home and are brought up
in a similar environment can grow to have very opposite personalities.
In spite of these challenges, researchers have pointed out the links
between parenting styles and the effects these styles have on children. As
suggested by some, these traits can be carried over into adult behavior.
Undeniably, the parent’s upbringing significantly impacts an important
life dimension of a child: education. Parenting procedure integrates all
the activities of parents that aimed to foster their children’s well-being.
Various studies in the area of parenting match its importance on the
developing person (Shyny, 2017). During the early 1920s, Developmental
psychologists have been interested in how parents influence the
development of children’s social and instrumental competence (NKETSIA,
2013). Parenting continues to linger as the most taxing yet rewarding
experience in its perplexing ways.
Parenting style refers to behaviors and possible strategies used by
parents to control and socialize their children (Lightfoot, Cole & Cole,
2009). As pointed out by Gunjan Sharma, Dr. Neelam Pandey, (2015),
parenting style defines on parents’ moves and the way they manifest
their reactions towards their children which covers beliefs they uphold,
expectations they set and exhibit values and views on how parents help,
support and take good care of the child and how they discipline the child.
Set forth by children development professionals, the four parenting styles
that are recognized globally: Authoritative, authoritarian, permissive,
and neglectful parenting. Deshpande, & Chhabriya, (2013) posited that
parenting style becomes a barometer that indicates parenting functioning
and eventually predicts the well-being of a child across a wide array of the
environment.
There are two salient elements of good parenting, these are
responsiveness (warmth) and demandingness they exhibit on their children
(control) which can be merged to generate four categories of parenting:
authoritative (high demandingness and high reactivity), authoritarian is
defined as high-level demandingness and low-level responsiveness),
indulgent or permissive (low level demandingness and low level of
responsiveness), and indifferent or neglecting (low level demandingness
and low level responsiveness) (Baumrind, 1971; Maccoby & Martin, 1983).
The authoritative parenting is more related to higher levels of adjustment
(Steinberg, Mounts, Lamborn, & Dornbusch,1991), psychosocial maturity
(Lamborn, Mounts, Steinberg, and Dornbusch, 1991).

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The term self-esteem is derived originally from a Greek language

meaning “reverence for self.” The “self” refers to the values, beliefs, and
attitudes that we hold on to and the “esteem part implies the value and
worth that one gives to oneself.” In a nutshell, self-esteem is the way
people see themselves at a given time in their lives. In the late 1960s,
Rosenberg pointed out that when we talk of high self-esteem, we mean
that a person respects and considers himself worthy. Conversely, low self-
esteem is the rejection, dissatisfaction, and contempt of oneself. Majority
of researchers agree that parental affection or support is positively linked
to adolescent (Harper, 1987; Kawas, Peterson, Southworth, and Peters,
1983).
Similarly, a parenting style that neglects the application of guilt,
anxiety, and love withdrawal to dominate behavior manifested to have a
positive relationship with the self-esteem in adolescents (Graybill, 1987). It
is presumed that such action inculcated in them the sense of their inherent
value (Openshaw, Thomas, & Rollins, 1984). A need for a somewhat more
ambiguous picture emerges regarding parental discipline that should
promote self-esteem (Coopersmith, 1967; Edler, 1963), yet, there is limited
empirical support for this hypothesis
There are plenty of studies conducted about self-esteem. Self-esteem
is defined as one’s assessment of self-worth (Lightfoot, Cole & Cole,
2009). Branden (1969) suggested that generally, self-esteem is created
and altered through an individuals’ beliefs and awareness of their thoughts,
feelings, and behaviors.
Moreover, self-esteem can be formulated in multiple ways. Self-
esteem is considered indispensable to healthy human development. A
remarkable humanistic psychologist, Abraham Maslow (1987) consider
self-esteem as one of the basic human necessities. In his theory of the
hierarchy of needs, esteem comes near the peak.
School performance is one significant aspect that is directly linked
to parenting styles. Parents are said to be the first teachers of children.
Theories in child development psychology suggested that children mimic
and absorbed the teachings and actions of their parents. The way they
act and handle themselves mirror the manner they are brought up by their
parents. Their performance in school reflects the support they had received.
At some point, higher levels of support allow children to perform well in
school and make them creative and academic performers. Parenting style,
in this sense, had a crucial role in shaping the mental, physical, social,

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emotional, and psychological aspects of a child. One great contributor to a

child’s intelligence is how parents raised and nourished them.
The Philippine Statistics Authority (2015) came up with an estimate
of 20 million adolescents age 10-19. A portion of this immense population
is currently enrolled in Senior High School. The K-12 became a law to
provide opportunities on the country’s increasing number of adolescents
who need more knowledge, skills, and training as they transition from
young adolescents to adults. The move also prepared the adolescents
to become productive members of the society even if they don’t enroll in
college for they are physically and mentally ready to join the workforce.
A study conducted by Viviamo Inc., the company behind Belle de Jour
Power Planner on 614 adolescents, revealed that 7 out of 10 adolescents
do not have a dream. The principal reasons are due to factors such as low
self-esteem and inadequate educational programs.
Tubigon is a first-class municipality in the Province of Bohol, currently,
has three public and three private schools, with around 1,624 Senior High
Students enrolled. The vast portion of adolescents in the Municipality has
its share of academic achievements and struggles. The Municipality is
tagged as a well-performing town in the province due to its outstanding
performance in the field of arts, education, and economic success. Given
the unique location and cultural upbringings, each of the adolescents has
its manner of coping with school activities resulting in outstanding school
performance. The study sparks interest in how parenting styles affect the
adolescent’s self-esteem and school performance in the unique and highly
competitive Municipality of Tubigon.
Overall, there is a shortage of studies in the topic of parenting in
Southeast Asian families, particularly in this country. The result of the
study will examine the effects of parenting styles on self-esteem among
the Senior High students of Tubigon Bohol for the school year 2018-
2019. This paper will also provide substantial information, as it delved
into the impact of the parenting style variable on the adolescent’s school
performance among the respondents.
Several theoretical underpinnings are considered a framework in this
particular study. The researcher looked into the perspectives of Baumrind,
Stanley Hall, Erikson, Bromfrembrener, Bandura, among others.
The work of a developmental psychologist, Diana Baumrind (1966) is
noteworthy to mention, who conceptualized several styles of parenting that
focused on people’s approach to parenting rooted in parents’ demands of

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their children. Further, it looked into how responsive these parents are
on their children’s needs. Hence, the theory pinpointed on three primary
parenting styles, authoritative, authoritarian and permissive.
Storm and stress theory. As pointed by Anna Freud, to be considered
normal at the adolescent period is by itself considered abnormal. The “storm
and stress” phrase that was coined by G. Stanley Hall in 1905 encapsulated
the concept that young people are like emotional volcanoes ready to
explode. Hall posited in his 1904 book, that storm and stress was an
inevitable part of adolescent development. His storm and stress hypothesis
refers to the decreased self-control seen in adolescents (the “storm” part of
the hypothesis) versus the increased sensitivity in adolescents to various
arousing stimuli around them (the “stress”).  As suggested by Hall, storm
and stress influenced adolescent behavior in three fundamental ways:
Conflict with parents in such a way that adolescents begin to challenge
the wisdom of the elder, Mood disruptions that are manifested by regular
mood swings and Risky behavior in which they resort to smoking or drinking
and may eventually commit a criminal act. In the years that followed,
researchers and people in the academe have made their presumption on
Hall’s developmental hypothesis and whether the adolescent conflict was
due to familial or biological factors (Arnett, 1999).
Social Learning Theory. Bandura (1963) stated that behavior is a result
of cognitive and environmental factors interplaying with each other. In the
social learning framework, new examples of conduct can be obtained
to coordinate involvement or by watching the practices of others. The
Social-Learning theory revolved around a person’s vain inclinations and
put into consideration those ecological components that impact a person’s
conduct. The theory expresses that adolescents imitate a considerable
amount of things that they see and hear around them; smoking,
drinking, and sex. Social Learning theory is considered to be the basis
of socialization process (Spilka, Hood, Hunsberger, & Gorsuch, 2003).
Moreover, the theory also suggested that individuals learn essentially
through perception and reward and punishment. Generally, actions of the
young people are robustly impacted by the demonstration of others in their
social environment.
Ecological Theory. Urie Bronfenbrenner underscored the importance
of studying a child in the context of the diverse environment. He organized
the context of a child’s development into five levels of external influence.
Among the levels, the most proximal context in the world of adolescents is

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the microsystem which comprises the daily home, school, peer group, and
the community group. It further posited that the adolescents’ behaviors are
exhibited in the context of their relationships with significant others in the
context of their ecological milieus (Pilongo, Aparece, & Tirol, 2013).
One of the goals emphasized by the Sustainable Development
Goals (SDG) is to sustain healthy and well-functioning families as it is the
primary backbone in creating a supportive and safe environment upon
which children can thrive and achieve positive outcomes. This scenario is
highlighted in SDG 3 as it emphasized the importance of “Ensuring healthy
lives and promote wellbeing for all at all ages.
Many families experience challenges in providing a positive
environment. Conversely, societal trends can also affect the nature of
the family circumstances, and the social/financial supports for families in
their task of parenting and supporting children’s wellbeing. As emphasized
by Kamerman and Kahn (1978) four decades ago - and Robila (2014)
and Bogenschneider (2006), family policies can be widely understood as
government activities that are intended to support families and enhance
the well-being of family members, and to strengthen family relationships.
The United Nations Convention on the Rights of the Child (UNCRC)
defined the specific rights and guidelines for upholding the rights of
children. Such is a legally-binding international agreement setting out
the civil, political, economic, social, and cultural rights of every child,
regardless of their race, religion, or abilities. The UNCRC consists of 54
articles that set out children’s rights and how governments should work
together to make them available to all children. Under the terms of the
convention, governments are required to meet children’s basic needs and
help them reach their full potential. Central to this is the acknowledgment
that every child has basic fundamental rights”.
The idea regarding parenting styles first emerged during 1970 and
was initially observed by Diana Baumrind, a developmental psychologist.
The parenting styles mean as the strategies and behaviors utilized by
parents to socialize and control their children (Lightfoot, Cole & Cole,
2009). During 1983, two notable researchers, Maccoby and Martin re-
evaluate the three styles. They reassessed the findings of Baumrind and
had added two measures, such as demandingness and responsiveness.
As shown by their findings, there appeared to be more parenting styles
than previously presented. They eventually ended up separating the
permissive style and formulated two different parenting techniques that

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suit their results when considering observed levels of responsiveness and
demandingness. As a result, both studies have developed the permissive
and neglecting terms that apply to these parenting styles. Henceforth, four
parenting styles have been recognized globally, and authoritative parenting
means a high level on demandingness and so with their responsiveness.
The authoritarian type is defined as a high level of demandingness, but
low level of responsiveness whereas permissive type means low on
demandingness but high on responsiveness. Lastly, neglecting parenting
style exhibits low in both demandingness and responsiveness (Maccoby
& Martin, 1983).
A remarkable psychologist, John R. Buri created parental authority
questionnaire (PAQ) to evaluate the parenting styles conceptualized by
Baumrind, (1966), permissive, authoritarian, and authoritative comprising
30 Likert type items. The tripartite typology has three sub-dimensions. For
Authoritative ( Factor 1: Warmth and Involvement, Factor 2: Reasoning/
Induction, Factor 3: Democratic Participation, Factor 4: Good Natured/
Easy Going), for Authoritarian (Factor 1: Verbal hostility, Factor 2:
Corporal punishment, Factor 3: Non-reasoning, punitive strategies Factor
4: Directiveness), and on Permissive (Factor 1:  Lack of follow-through,
Factor 2: Ignoring misbehavior, Factor 3: Self-confidence). The subjects
(children) need to respond to the thirty-item examination of each parent
on a five-point scale. Steinberg, Lamborn, Darling, Mounts, & Dornbusch,
(1994), generated authoritative parenting scale to measure the level of the
authoritativeness of the parents on three major dimensions: acceptance/
involvement, firm control, and psychological autonomy granting. The
36 item scale measure parenting styles in the viewpoint of a child on
three dimensions. Moreover, Alpha coefficient of the dimensions ranged
between 0.72 and 0.76.
Few years after, a research conducted by Steinberg et al., (1994)
underpinned the four-dimension typology and had looked into possible
effects that parenting styles pose on children. Findings of their study
showed that children with authoritative parents were more competent in
contrast to children coming from another parenting style in terms of social,
emotional, and academic abilities. Those children whose parents practiced
authoritarian parenting were found to have lower levels of wellbeing than
children who grew up with other style and children with indulgent parents
had high levels of wellbeing but lower levels of achievement. Furthermore,
children with neglectful parents manifested the lowest levels in all areas.

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The results implied an exact link between parenting styles and personality
traits of children. Similar results have generated in the studies on Grusec,
& Goodnow, (1994) and Pomerantz, Grolnick, & Price, (2005). They
stressed that children from authoritative parents had greater proficient
social, skills, independent problem solving, psychological wellbeing, and
adjustment, contrary to children reared by other parental styles.
In the year 2012, a study revealed that the environment where children
are raised contributes significantly to the development of children’s self-
esteem (Hosogi, Okada, Fujii, Noguchi, & Watanabe, 2012). This goes to
show that everything from school and family dynamics to socioeconomic
status and the parenting styles, profoundly impacted the child. Another
study implied deeply that nurturing and supportive parenting styles would
improve children’s self-esteem (Yang & Lian, 2008). DeHart et al., (2006)
contend that research anchored on specific parenting styles concluded
that parenting styles directly affect the child’s self-esteem. Several
research studies produced different results as to what parenting style leads
to the highest level of self-esteem. In the study of Martinez and Garcia
during 2007 showed that children who were raised by indulgent parents
possessed the highest level of self-esteem while those with authoritarian
parents had the lowest. Martinez et al. (2007) concluded that authoritative
and indulgent parenting styles scored highest on levels of self-esteem.
A year after, another study spearheaded by Martinez and Garcia (2008)
uncovered indulgent parenting provided by parents to adolescents had
equal or higher levels of self-esteem compared to adolescents with
authoritative parents. The research further unveiled that adolescents with
authoritarian and neglectful parents had the lowest level of self-esteem.
On the other hand, studies of Garcia and Gracia (2009) showed that both
indulgent and authoritative parenting styles had yielded the highest self-
esteem among children.
In 2012, a study conducted by Antonopoulou, Alexopoulos, & Maridaki-
Kassotaki, (2012), pointed out the quality of supportiveness as perceived
by the child had predicted higher levels of implicit self-esteem, and children
with neglecting parents would have lower levels of self-esteem. DeHart,
Pelham, & Tennen, (2006), maintained that parents who were
deemed more nurturing (authoritative and permissive) had a positive
effect on self-esteem while the parented view to be authoritarian had
a negative effect. Parenting styles that were authoritative and
permissive have been correlated with higher levels of self-esteem while

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while negative, loving, anger and rejecting were negatively correlated

(Yang & Zhou, 2008). It was maintained that, in considering the effects
on self-esteem, it is essential to look at the potential changes in self-
esteem overtime for the studies were only examined in a single period.
Over time, studies conducted concerning self-esteem produced
different outcomes. One intriguing finding claimed that self-esteem
increased throughout adolescence to middle adulthood, where it begins
to decrease as one enters old age (Orth, Robins, & Widaman, 2012). It
is necessary to put into consideration confounding factors within these
results, like success in one’s ’hosen endeavor or family life or deterioration
of health (Orth, Trzesniewski, & Robins, 2010). The results may somehow
be attributed to the accomplishment of age-specific challenges such
as finishing levels of school, marriage children, physical complication,
retirement or illness (Wagner, Lüdtke, Jonkmann, & Trautwein, 2012).
One study affirmed the conclusion that self-esteem increased throughout
adolescence and added that the gender variable does not affect the
adolescence period (Erol & Orth, 2011). However, it is essential to consider
the impact of gender because the past study did not include gender as
a variable of interest. Solely, the adolescence stage showed a general
increase in self-esteem as what is exhibited by the results (Orth et al.,
2012). It is vital to assess possible variables influencing the increase in
self-esteem during adolescence. Accordingly, one variable that was found
to have a significant effect is that, as one’s education level increases, self-
esteem also rises (Hallsten, Rudman, & Gustavsson, 2012). Citing factors
that influence self-esteem and how it changes as years go by, it is also
important to note that parenting styles could also change over time. This is
to say that parenting styles could have positive or negative effects on the
child’s self-esteem levels through time and development.
The value of parenting style could increase if discipline or education
is the focus on the child or decrease if a child’s main concern would be
placed sensitivity or responsiveness. It will stay the same in the preschool
stage if the focus is on general welfare and protection. Later on, parenting
styles decrease as the child enters late adolescence and early adulthood
(Wentzel, 1994). This implies that parenting style should change as the
child grow. It has also been found that inconsistent parenting may
lead to aggressive and rebellious behavior (Lightfoot, Cole, & Cole,
2009). Other studies have explained that for a particular age and
generation, responsiveness and sensitivity are two outstanding qualities

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that parents’ should possess for a child’s development while disciplinary

qualities are least valuable when trying to rear a happy and productive
child (Shamah, 2011). As the conclusion of these findings, perhaps, there
could be a singular parenting style that works across all ages.
A study by Dornbusch, Ritter, Leiderman, Roberts, & Fraleigh,
(1987), explored the relationship between child-reported parent style,
using adolescent achievement and Baumrind’s typology. Findings of this
study indicated that reports on lower grades were associated with more
authoritarian, more permissive, and less authoritative parenting. Although
this study used students’ objective indices of school performance only
and parental behavior report of students, it highlighted the importance
of the styles of parenting to school-related competence. In the latest
study of parenting styles relevance to the academic domain, it was built
upon previous work by attempting to differentiate between autonomy
versus control orientations and firm versus lax parental control. We
conceptualized two distinct, separable dimensions, namely, structure and
autonomy support. Autonomy support means the degree to which parents
value and use techniques that encourage autonomous ways of solving
problems, arriving at sound choices, and participation in decisions versus
externally dictating outcomes, and motivating achievement through
corporal, disciplinary methods, pressure, or ways of controlling rewards.
The structure, in contrast, was defined as the extent to which parents
provide clear and consistent guidelines, expectations, and rules for child
behaviors, without respect to the style in which they are promoted.
A study emerged and reconstructed Baumrind’s typology of the
parenting style in the aspect of adolescent’s school performance. Using
a broad and manifold sample in San Francisco Bay Area High school
students (N=7836), it was unveiled that both authoritarian and permissive
parenting practice was positively connected with grades. The results
unfolded that parenting styles presented an expected relation to grades
across gender, age, parental education, race, ethnics, and family structure
categories. It was furthered revealed that Authoritarian parenting had
a stronger link with grades compared to the two other parenting styles
except to Hispanic males — all the styles best indicated among white
students. As claimed, pure authoritative families (high on authoritative
but low in two indices) had the highest mean grades, while inconsistent
families, the merged authoritarian parenting with other parenting styles
yielded the lowest grades.

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As claimed by Leung, Lau, & Lam, (1998), the relationship between

four parenting styles and academic achievement in school children was
investigated in Hongkong, the United States, and Australia. Results
indicated that Australian parents were lower than both Chinese and
American parents in academic authoritarianism. Compared to the two
English-speaking groups, Chinese parents were higher in general
authoritarianism, but lower in academic and general authoritativeness.
In all these cultures, academic achievement was negatively related to
academic authoritarianism but showed no relationship with academic
authoritativeness. Finally, In Hongkong, the United States and Australia,
academic achievement among children was directly related to general
authoritarianism, the parents of those children did not have any college
education. Academic achievement was positively related to general
authoritativeness only in the two English-speaking groups.
Glasgow, Dornbusch, Troyer, Steinberg, & Ritter (1997) presupposed,
in their article, the contemporaneous and predictive relations between
styles of parenting, adolescents’ attributions, and four educational
outcomes. Data were collected in 1987-1988 and 1988-1989 School
Years from adolescents attending six high schools in California and three
high schools in Wisconsin. The path analyses results partially confirmed
the central hypotheses that adolescents who perceived their parents to be
nonauthoritative were more likely than their peers to attribute achievement
outcomes to external causes, or low ability. Also, the higher the proportion
of attributions due to dysfunctions were evident for academic successes
and failures. It was also found in the study that the lower the levels of
classroom engagement and homework a year later. Even though
adolescents’ attributional style provided a bridge between parenting style
and two outcomes of education, it did not explain the results of parenting
on those instances fully.
A study on the relationship between parenting styles and
academic achievement among students showed that there was a
significant positive relationship between the emotional atmosphere of
the family, declining to the principles of democracy and creativity
(Mehrafza, 2004). The study further presented that there was a
significant negative relationship between the creativity and
authoritarian parenting, and there was no statistically significant
relationship between the emotional atmosphere of the family,
declining to absolute freedom and creativity. In a study on the
relationship between motivations and education achievements on

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high school students of Isfahan and their family characteristics, the

results explained that from among the factors linked to educational
performance, authoritarian parenting style and family composition pointed
out achievement motivation (Abedi, Aarizi, Sobhaninejad, 2005). Another
study examined the relationship between self-esteem, and educational
achievement among high school students in Tehran found out that
there was a significant correlation between self-esteem and educational
achievement (Biabangard, 2005).
In the study of Kordi and Baharudin (2010), unveiled that among the
parenting styles, authoritative style is a nexus to higher levels of children’s
school achievement. In the same theme, a study conducted by Bacus
(2014) regarding parenting styles and academic performance, showed
that in Mindanao, authoritative parenting was the dominant parenting
style commonly practiced by families. It was viewed as a robust way of
disciplining to shape a successful child. On the other hand, to cope with the
fast-changing world, some children were reportedly raised by permissive
parents. In this case, children were left to do with much freedom whatever
they like to do. It was found out in the study that the respondents reported a
positive response to learning as they showed manifestations of liking their
school, teachers, and schoolwork. Authoritative style was revealed as the
significant parenting style strongly linked to academic performance. On
the study entitled “Examination of the relationship of parenting styles and
attitudes with creativity and its relationship with intelligence, educational
achievement and progressive behaviors” carried out in Ahvaz, found out
that there was a negative correlation between the various parenting styles
and academic performance.
Another study revealed that authoritative is the most practiced style
received by adolescents. Furthermore, It was claimed that children are
more robust in handling situations and showed a significant relationship
between parenting styles and self-esteem of adolescents (Rodrigues,
Veiga, Fuentes, & García, 2013). Dalisay (2014) in a study, examined the
parenting styles and self-esteem among criminology students of Lyceum
of the Philippines uncovered that majority of the respondents commonly
have authoritative parents and showed moderate and high-level of self-
esteem. The study of Gilongos and Guarin (2013), employed survey-
questionnaires, interviews, and focus groups to examine the relationship
between parenting styles and social adjustments of school-age children in
Aklan manifested similar patterns. Authoritative parenting styles reigned

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supreme and was deemed as their healthy relationship with parents and
peers.
A similar study that used survey-questionnaire carried out in
Northern-Samar based high school students that investigate the
relationship between parenting styles showed authoritative parenting as
the dominant style in which most of the students exhibited energetic-
friendly behavior. However, he found no connection between parenting
styles and students performance.
The primary aim of the study was to determine the relationship
of parenting style to self- esteem and school performance of Senior
High Students of Tubigon, Bohol during the school year 2018-2019. The
findings of the study woud serve as basis for the recommendation.

Specifically, it sought to answer the following queries:

1. What is the level of parenting styles as perceived by the student-
respondents in the following dimensions:
1.1 Authoritative;
1.2 Authoritarian;
1.3 Permissive;
2. What is the level of self-esteem of the respondents?
3. What is the level of school performance of the respondents?
4. Is there a significant degree of relationship between the profile of
respondents and their level of parenting styles?
5. Is there a significant degree of relationship between profile of
respondents and their level of self-esteems?
6. Is there a significant correlation between parenting styles (mother
and father) and self-esteem of the respondents?
7. Is there a significant correlation between parenting styles (father
and mother parenting styles) and academic performance?
8. Is there a significant degree of variance on the self-esteem of
the respondents when they are grouped according to parenting
styles?
9. Is there a significant degree of variance in the academic performance
of the respondents when they are grouped according to parenting
styles?

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10. What recommendations can be proposed based upon the findings

of the study?

Null Hypotheses. The study was directed toward the acceptance or

rejection of the following null hypotheses:
1. There is no significant degree of relationship between profile of
respondents and their level of parenting styles.
2. There is no significant degree of relationship between profile of
respondents and their level of self-esteem.
3. There is no significant correlation between parenting styles (mother
and father) and self-esteem of the respondents.
4. There is no significant correlation between parenting styles (father
and mother parenting styles) and academic performance.
5. There is no significant degree of variance on the self-esteem of the
respondents when they are grouped according to parenting styles.
6. There is no significant degree of variance in the academic
performance of the respondents when they are grouped according
to parenting styles.

RESEARCH METHODOLOGY

Design. The study utilized the descriptive normative survey method

of research in gathering data through the use of a standardized survey
tool in getting the profile of the respondents and their responses on their
experienced parenting styles and self-esteem.
Data mining or desk review was conducted to secure the academic
performance of the Senior High School respondents from various schools.
Respondents. The study was carried out in six private and public
Senior High institutions in the municipality of Tubigon, Bohol, particularly
the schools of Mater Dei College, Tubigon West Central High School,
Tubigon West National High School, Cawayanan National High School,
Saluz Institute of Technology, and Holy Family of Nazareth. A total of 200
male respondents and 200 female respondents were the subjects of the
study. Equal distribution of respondents was also considered to make sure
that both and public schools are equally represented.

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Instrument. The measures included indices of parenting style as

well as indices of self-esteem. The following specific measures were
analyzed using the following: The study utilized the Parental Authority
Questionnaire that was created by Buri (1989) to measure parental
authority or disciplinary practices from the perspectives of children at any
age. PAQ consisted of 30 items that have three subscales based on the
parental authority prototypes, and each subscale consist of 10 items (Ang
& Goh, 2006). There is permissive (P: items 1, 6, 10, 13, 14, 17, 18, 19, 21
& 24), The Authoritarian items (A: items 2, 3, 7, 9, 12, 16, 18, 25,
26 & 29) and Authoritative items (T: items 4, 5, 8, 11, 15, 20, 22, 23, 27
& 30). Respondents were asked to respond to each item on a 4 point
Likert scales that ranged from strongly disagree (scored 1) to strongly
agree (scored 4) that will best describe how that statement would appy
to participants and their parents (Dwairy & Menshar, 2006). Buri (1989)
originally created the tool and the paper was presented at the Annual
Meeting of the Midwestern Psychological Association.
Rosenberg self-esteem scale was created by Morris Rosenberg
in 1965 and has been widely used in various studies worldwide today. It
measures global feelings of self-worth and for use with adult populations.
RSE has high internal reliability, which is .92 and strong construct validity.
It consists of 10 items that examine rate on a five-point scale from
strongly agree (scored 4) to strongly disagree (scored 0) (Kaplan &
Saccuzzo, 2008).
Scoring: The PAQ was calculated by adding the individual items
within each subscale. Higher scores signified a greater level of the specific
parenting style (Ang & Goh, 2006). The RSE had a possible total score
ranging from 0-40. The higher scores corresponded to higher levels of
self-esteem. The RSE was calculated by adding scores on each item.
There was a reverse order scoring of items 2,5,6,8 and 9.

School Performance
The school performance school determined by taking the General
Point Average (GPA) of the respondents of the Calendar Year 2018-2019.
The GPAs were analyzed using the corresponding scale:
Descriptors Grading Scale Remarks
Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed

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Satisfactory 80-84 Passed

Fairly Satisfactory 75-79 Passed
Did not Meet Expectations Below 75 Failed

The researchers explained the objectives in the letter of consent sent

to the respondents. They were briefed that the rights will be respected
from start to finish the research. Assurance of complete anonymity of the
respondents was upheld. They can stop at any point in answering if they
feel the rights are violated. As a sign of consent, they affixed their signature.
Complete anonymity was observed the handling of the data. Such data
were submitted to the University Research Center for the observance of
archiving and further handling of the complete anonymity of such.
The data underwent normality test to ensure that the right statistical
procedures will be carried out using the Statistical Package for Social
Science (SPSS V25) as it is one of the concrete measures of checking the
validity to draw out concrete and reliable findings and interpretations. It
utilized Shapiro-Wilk as the number of samples was less than 2000. All data
yielded from significant to highly significant results in the computation. In
this vein, non-parametric measures were used on the statistical treatments
of data.

RESULTS AND DISCUSSION

1. Levels of Parenting Styles

The table 1 illustrates the analysis of the Parenting Styles according
to four types, namely, Authoritarian, Permissive, Authoritative/Flexible,
and Ambivalent. This type of data processing and interpretation is based
identification on the dominant parenting style for each of the respondents
by Lee 2011, utilizing the method used in his study on Relationship Between
Parenting Styles and Self-Esteem. The parenting style with the highest
sum is the dominant parenting style, which can then be distributed by
percentages. The problem with the second method is that, more too often,
there are ties in scores. For example, there are instances when scores in
all three parenting styles are the same. This means that it cannot identify
which parenting style is dominant. The problem of ties was addressed
by creating a new category, which is the Ambivalent Parenting. Thus, the
number of categories increased from three to four, namely: permissive,
authoritarian, authoritative/flexible, and ambivalent. Further, Some

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research studies found an ambivalent parenting style among parents that

is a mix of the authoritarian and permissive styles (Al-Mutlaq, 1981).

Table 1. Parenting Styles of mothers and fathers as perceived by the

respondents

Parenting style of Father Mother

respondents’ parents Frequency Percent Frequency Percent
Authoritarian 53 13.3 51 12.8
Permissive 86 21.5 71 17.8
Authoritative/Flexible 186 46.5 210 52.5
Ambivalent 75 18.8 68 17.0
Total 400 100.0 400 100.0

As shown in Table 1, data reveals that majority (52.5 percent) among

the respondents claimed that they experienced authoritative parenting
from their mothers, whereas, less than half (46.5 percent) said so about
the parenting styles of their fathers.
It is followed by Permissive Type of Parenting upon which above a fifth
(21.5 percent) from their fathers’ compared to that type of parenting from
their mothers’ (17.8 percent).
Almost a fifth experienced ambivalent parenting, which respondents
claimed a little higher of their fathers’ parenting style (18.8 percent)
compared to that of their mothers’ (17 percent).

2. Levels of Self-Esteem of the Respondents.

Table 2 provides a clear picture of the Self-Esteem utilizing the scoring
and interpretation of the Rosenberg Self-Esteem Scale, 1965).

Table 2. Level of Self-Esteem of the Respondents (Using Rosenberg’s

Scoring)
Level of self-esteem Frequency Percent
Low self-esteem (25<) 0 0.0
Average/normal self-esteem (15 – 25) 98 24.5
High self-esteem (>25) 302 75.5
Total 400 100.0

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Basing upon the scoring provided by the study of Rosenberg (1965),

three-fourths of the total number of respondents have High-Level of Self-
Esteem, followed by the Average/Normal Level of Self-Esteem which is
almost a fourth (24.5 percent). None among the respondents have Low
Level of Self-Esteem (See Table 2).

3. School Performance of the Respondents

The Levels of School Performance of the Respondents revealed that
almost half (45.8 percent) had a Satisfactory Level. More than a third (36
percent) had Outstanding Level, while 14 percent has Very Satisfactory
Academic Performance. Very small percentage belonged to Fairly
Satisfactory (4.3 percent).

4. Relationship between the profile of respondents and their level of

parenting styles
Table 3 depicts the Summary of the association between profile of the
respondents in terms of age group, sex, year level, and nature of schools of
the respondents against the parenting styles of their fathers and mothers.

Table 3. Summary Table on the Association between Profile of the

Respondents and Parenting Styles of Both Parents
Freeman-
Variables Halton Test Df P-Value Results Decisions
Results
1. Age Group and Parenting Failed to reject
7.533 9 0.553 Insignificant
Styles of the Father the H0

2. Age Group and Parenting Failed to reject

7.17 9 0.586 Insignificant
Styles of the Mother the H0

3. Sex and Parenting Styles Failed to reject

7.717 3 0.053 Insignificant
of the Father the H0
4. Sex and Parenting Styles
7.683 3 0.005 Significant Reject theH0
of the Mother
Year Level and Parenting
3.085 3 0.38 Insignificant Reject theH0
Styles of the Father
Year Level and Parenting
3.94 3 0.272 Insignificant Reject theH0
Styles of the Mother
Nature of School and
Parenting Styles of the 1.36 3 0.719 Insignificant Reject theH0
Father
Nature of School and
Parenting Styles of the 4.688 3 0.206 Insignificant Reject theH0
Mother

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The Freeman-Halton Test (FHT=7.533, df=9, p>0.05) result does not

show a statistically significant association in the fathers’ parenting style
and the age-group of the respondents. In a similar vein, in the case of the
mother’s parenting style, the data failed to reject the null hypothesis.
The test of association results indicate that parenting styles of both
the fathers (X2=7.717, df=3, p<0.10) and the mothers (X2 =7.683, df=3,
p<0.05) are statistically associated with the sex of the respondents. These
results suggest that the way fathers and mothers exercise their parenting
style is linked, if not fitted, to the sex of their children.
The Chi-square test results show that the data failed to reject Ho at
p<0.05 for the parenting styles and year level. This result means that
parenting style is not associated with year level.
The Chi-square test results show no significant association between
the type of school attended by the respondent and their parents’ parenting
style. Both insignificant results are revealed in both parenting styles, where
the fathers’ have shown the insignificant relationship (X2 Test=1.360, df=3,
Exact Sig. (2-sided)=0.719), and the mothers’ as well (X2 Test=4.588,
df=3, Exact Sig. (2-sided)=0.206). The result means that the data failed to
reject Ho at p<0.05 (See Table 3).

5. Relationship between Profile of Respondents and their Level of

Self-Esteem.
Table 4 illustrates a summary of associations between parenting
styles and self-esteem, and associations between parenting styles and
school performance. The parenting styles considered separate parenting
styles of mothers and fathers of the respondents.

Table 4. Summary of associations of parenting styles and self esteem;

associations of parenting styles and school performance
Chi-Square
Variables df P-Value Results Decisions
Test
1. Parenting Styles of the Failed to reject
2.927 3 0.313 Insignificant
Father and Self-Esteem the H0
2. Parenting Styles of the Failed to reject
7.611 3 0.060 Insignificant
Mother and Self-Esteem the H0
3. Parenting Styles of
the Father and School 21.11 9 0.009 Significant Reject theH0
Performance
4. Parenting Styles of
the Mother and School 52.049 9 0.000 Significant Reject theH0
Performance

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Data revealed that there is no significant degree of relationship

(Freeman-Halton Test=0.766, df=3, Exact Sig. (2-sided)=0.876) between
age and Self-Esteem of the respondents in this particular study. This finding
implies that age has nothing to do with the level of self-esteem of the
respondents. In the study conducted titled “Stability of Self-Esteem Across
the Life Span,” of Trzesniewski, Donnellan, & Robins, (2003), it was found
that children have lower stability of self-esteem, the self-esteem increases
across adolescent and young adulthood period and eventually declined
on midlife and old age. In this particular study, it is less likely to see the
significant differences in the levels of self-esteem of the respondents as all
of them belonged to the adolescent period.
The data revealed that there is a statistically significant relationship
(X2 Test=4.379, df=1, Exact Sig. (2-sided)=0.048) between Sex and Self-
Esteem of the respondents in this particular research. It means that sex
have something to do with the levels of Self-Esteem of the respondents
(See Table 4).
Findings in this research runs parallel to the results of the study of
Robins, Hendin, & Trzesniewski, (2001) titled “Measuring global self-
esteem: Construct validation of a single-item measure and the Rosenberg
Self-Esteem Scale” where the study presupposes that girls tend to have
lower self-esteem compared to boys. No matter what domains were taken
into consideration, differences are more likely to happen concerning
appearance and athletic performance. About the development of esteem-
esteem, there is no major change observed when considering global
perceptions. Table _ presents Chi-square test and descriptive statistics for
self-esteem by year level of respondent.
Data further revealed that there is no significant statistical relationship
(X2 Test=1.946, df=1, Exact Sig. (2-sided)=0.201) between Grade Level
and Self-Esteem. Hence, Grade Level has nothing to do with the Self-
Esteem of the respondents.Table 18 Chi-square test and descriptive
statistics for self-esteem by the nature of school where the respondents
attended (See Table 4).
The Chi-Square Test revealed that there is no significant statistical
relationship (X2 Test=0.022, df=1, Exact Sig. (2-sided)=0.898) between
the nature of the school and the Self-Esteem of the respondents (See
Table 4).

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7. Association between parenting styles (mother and father and self-

esteem of the respondents.
Table 5 Chi-Square test and descriptive statistics for parenting style
and self-esteem of the respondent.

Table 5. Parenting Styles and Self-Esteem of Respondents

Resps’ self
esteem Parenting style of respondents’ parents
level

Father Mother

Authori- All Autho-

Authori- Permi- Ambi- Autho- Permi- Ambi- All Re-
tative/ Respon- ritative/
tarian ssive valent ritarian ssive valent spondents
Flexible dents Flexible

Average/ 22.6 31.4 22.0 24.0 24.5 37.3 29.6 21.4 19.1 24.5
normal (12) (27) (41) (18) (98) (19) (21) (45) (13) (98)

77.4 68.6 78.0 76.0 75.5 62.7 70.4 78.6 80.9 75.5
High
(41) (59) (145) (57) (302) (32) (50) (165) (55) (302)

100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Total
(53) (86) (186) (75) (400) (51) (71) (210) (68) (400)
Notes:
1. Figures shown above are in percentages, figures in parenthesis are frequency counts;
2. For father’s parenting style: X2 Test=2.927, df=3, Exact Sig. (2-sided)=0.313;
3. For mother’s parenting style: X2 Test=7.611, df=3, Exact Sig. (2-sided)=0.060.

The Table depicts that there is no significant statistical relationship (X2

Test=2.927, df=3, Exact Sig. (2-sided)=0.313) between the Self-Esteem of
the respondents and their Fathers’ Parenting Styles. The same is true with
the Mothers’ Parenting Style; there is no significant statistical relationship
(X2 Test=7.611, df=3, Exact Sig. (2-sided)=0.060) is observed.
Literature validate that from a theoretical point of view, Adlerian theory
specifies that an autocratic/authoritarian parenting style is likely to be less
effective since it implies an inferior or superior relationship between parent
and child as posited by the study of Milevsky, Schlechter, Netter, & Keehn,
(2007). This upbringing approach to a child fails to come up with a sense of
responsibility among children. Further, permissive parenting is potentially
deterrent to the development of children as it fails to provide a sense of
personal achievement in their undertakings. Meanwhile, a democratic type
of parenting was considered as the ideal type for psychological adjustment
for a child, as behavioral compliance and psychological autonomy is seen
as interdependent as asserted by Gfroerer, kern, & Curlette, (2004).

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8. Association between parenting styles (father and mother parenting

styles and academic performance.
Table 6 presents the Chi-square test and descriptive statistics for
parenting style by school performance of respondents.

Table 6. Parenting Styles and Academic Performance

Respondents’ academic Resps’ self-esteem level
performance All respondents
Average/normal High
26.5 39.1 36.0
Outstanding
(26) (118) (144)
10.2 15.2 14.0
Very Satisfactory
(10) (46) (56)
57.1 42.1 45.8
Satisfactory
(56) (127) (183)
6.1 3.6 4.3
Fairly Satisfactory (6) (11) (17)
Total 100.0 100.0 100.0
(98) (302) (400)
Notes:
1. Figures shown above are in percentages, figures in parenthesis are frequency counts;
2. For father’s parenting style: X2 Test=9.322, df=3, Exact Sig. (2-sided)=0.024;

Data revealed that there is a significant statistical association (X2

Test=9.322, df=3, Exact Sig. (2-sided)=0.024) between Parenting Styles
and Academic Performance of the respondents. This result means
parenting styles do matter to respondents academic performance.
Findings of studies indicated that authoritative parenting persistently
affectsthe academic performance of students. One study of Turner,
Chandler, & Heffer, (2009) titled “The influence of parenting styles,
achievement motivation, and self-efficacy on academic performance in
college students” that parenting styles continuously affect the respondent’s
academic performance even in the college level. Furthermore, research
outcomes state that authoritative parenting which is defined as those
parents who demand at the same time responsive to the needs of their
children and set transparent expectations and clear rules to their children
is associated with positive outcomes and gains in adolescents school
performance and achievement. Other parenting styles included within this
framework covered authoritarian and permissive parents. The tendency to

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be high on demands and low in responses on the needs of children which

are under the realm of authoritarian style of parenting, even if children
are performing reasonably well in their academic settings, they are more
likely to be dependent, passive and conforming (Arnett, 2010; Grusec,
2002). Also, an adolescent who was brought up by permissive parents
(low in demandingness and high responsiveness) are more likely to be
less engaged academically and to have the tendency to be immature and
irresponsible (Grusec, 2002).

9. Degree of variance on the self-esteem of the respondents when

they are grouped according to parenting styles.
Table 7 depicts the degree of variance on the self-esteem of the
respondents when grouped according to parenting styles using Kruskal-
Wallis Test.

Table 7. Self-Esteem and Parenting Styles

 Parenting style n Mean Rank
Father
Authoritarian 53 197.52
Permissive 86 183.34
Authoritative/Flexible 186 213.42
Ambivalent 75 190.23
Mother
Authoritarian 51 162.13
Permissive 71 183.87
Authoritative/Flexible 210 219.59
Ambivalent 68 187.69
Notes:
1. Kruskal-Wallis H Test for Fathers’ parenting style vs. respondent’s self-esteem:
X2=4.888, df=3, Asymp Sig=0.180;
2. Kruskal-Wallis H Test for Mothers’ parenting style vs. respondent’s self-esteem:
X2=13.770, df=3, Asymp Sig=0.003.

A Kruskal-Wallis test was carried out to compare the respondent’s self-

esteem when grouped by the parenting styles of their parents, namely:
authoritarian, permissive, authoritative/flexible, and ambivalent.
The result in Table 8 shows that, in the case of fathers, no significant
differences (X2= 4.888, df=3, p>0.05) was found among the four categories

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of parenting styles. In the case of the mothers, however, there is strong

evidence of a difference (p-value < 0.05) between the mean ranks of at
least one pair of the categories.
10. Degree of variance in the academic performance of the
respondents when they are grouped according to parenting styles
Table 8 provides the Kruskal-Wallis test for the academic performance
of the respondents versus parenting style.

Table 8. Parenting Styles and Academic Performance

Parenting style n Mean Rank
Father
Authoritarian 53 193.23
Permissive 86 174.63
Authoritative/Flexible 186 225.00
Ambivalent 75 174.53
Mother
Authoritarian 51 139.25
Permissive 71 169.18
Authoritative/Flexible 210 231.66
Ambivalent 68 182.91
Notes:
1. Kruskal-Wallis H Test for Fathers’ parenting style vs. respondents’ academic
performance: X2=16.776, df=3, Asymp Sig=0.001;

2. Kruskal-Wallis H Test for Mothers’ parenting style vs. respondents’ academic

performance: X2=36.621, df=3, Asymp Sig=0.000.

The Kruskal-Wallis test carried out to compare the respondent’s

academic performance when grouped by the parenting styles of their
parents reveal significant variations among categories of parenting styles.
There is, therefore, strong evidence that suggest that parenting style
may have some bearing on how students perform at school, stronger
variance on the mothers (Kruskal-Wallis H Test for Father’s parenting
style vs. respondents’ academic performance: X2=16.776, df=3, Asymp
Sig=0.000), compared to Fathers’ (Kruskal-Wallis H Test for Fathers’
parenting style vs. respondents’ academic performance: X2=16.776, df=3,
Asymp Sig=0.001).
A study conducted by Bean, Bush, McKenry, & Wilson (2003) where the
purpose was to examine the relationships between adolescent functioning

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(i.e., self-esteem and academic achievement) and parental support,

behavioral control, and psychological control in European American and
African American adolescents. Results stated that supportive behaviors
of African American mothers toward their adolescent children positively
predicted both self-esteem and academic achievement. The same study
revealed that psychological control was significantly related to adolescent
self-esteem in both the models of paternal parenting (African American
and European American) and maternal parenting (African American).
Also, among European American adolescents, behavioral control was
a significant predictor of academic achievement and self-esteem. This
study provides support for the methodological value of examining the
parenting dimensions independently as opposed to combining them to
form parenting styles.
On the degree of variance in the academic performance of the
respondents when they are grouped according to parenting styles, there is
strong evidence that suggests that parenting style may have some bearing
on how students perform at school, the stronger variance on the mothers’.
These findingsconnect with various studies that one predictor of school
achievement is the parenting style that parents use (Steinberg, Lamborn,
Darhg, Mounts, & Dornbusch, 1994).

CONCLUSIONS

The majority of the respondents’ parents utilized the authoritative

parenting style. The parenting styles of the mother is dependent on the sex
of the children. Parenting styles have no bearing with the self-esteem of
the respondents. However, parenting styles affect the school performance
of the student respondents. Several studies connect with this result as they
also concluded that higher academic achievement is typically associated
with lower parental authoritarianism and higher parental authoritativeness
(e.g., Dornbusch, Ritter, Leiderman, Roberts, & Fraleigh, 1987). The more
authoritative the parents are, the better is the school performance of the
student-respondents. Finding in the study of  Steinberg, Elmen, & Mounts
(1989) indicates that authoritative parenting facilitates academic success
among adolescents, the authoritative component being studied contributes
for the drive to succeed, and the authoritative parenting positively
impacts on achievement which is mediated partly through the effects of
authoritativeness. It guides adolescents to develop a healthy sense of

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autonomy and an excellent psychological orientation to work for success.

Among those whose parents are described as warm, democratic, and firm
have more possibility compared to their peers to adapt positive attitudes
toward, and beliefs about, their achievement, and as a consequence, they
also have higher chances to perform better in school. 
The self-esteem of the students affects academic performance.
Extension with this type of research was conducted by Lane, Kyprianou
(2004) where the study yielded that high self-esteem is associated with
academic success.
The self -esteem of the students vary significantly with the different
parenting styles of the mother; hence, the mother is the influencer of the
self-esteem of the respondents. Academic performance varied significantly
from parenting styles. Such a result is consistent with the findings of the
study of Milevsky, Schlechter, Netter & Keehn (2007) which indicated that
parenting styles are related to well-being among adolescents. Authoritative
parenting was observed to relate to higher self-esteem and life-satisfaction.

RECOMMENDATIONS

A need to disseminate these results to the study sites to come up with

a proposal for the formulation of programmatic measures for programs on
responsible parenting and improving the students’ self-esteem.
A need to come up with a concrete student activities that will enhance
the self-esteem and self-confidence of the students.
A need to disseminated as well these research findings to the school
heads and teachers so that the Guidance and Counseling Program of the
schools will be enhanced to develop the self-esteem of the adolescent
respondents,
A need for a concrete Parent-Teacher and Community Association
has to be mobilized so that proper cooperation and coordination of the
programmatic measures on “Responsible Parenting” will be conducted;
modules will be formulated by the University of Bohol regarding this
concern.

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