CORE GATEWAY COLLEGE, INC.

Mahalika Highway cor. Cardenas St.

San Jose City, Nueva Ecija
Tel. No.: (044) 511 – 1609 Fax No.: 940 – 3154

FILIPINO PARENTING STYLES AND THEIR INFLUENCE

ON INTERPERSONAL SKILLS OF SENIOR HIGH SCHOOL
STUDENTS ON CORE GATEWAY COLLEGE INC.

LAGLIVA, ARA GRACE, E.

CASTILLO, JEMMA ROSE,
GOMES, DIVINE LESLIE,

An Action Research submitted to the faculty of the Teacher Education Program, Core Gateway
College Inc., San Jose City, Nueva Ecija, Philippines as partial fulfillment of the requirements for the degree
Bachelor of Secondary Education (Values Education)
 Introduction

Background of the Study

Parenting style doesn't refer to your personal sense of fashion as a parent. Instead, this
term focuses on how the parent acts and reacts to the child. This includes expectations,
beliefs and values surrounding how parents support and punish their children. These run the
gamut from unsupportive and controlling parents to warm, democratic moms and dads who
let their kids lead the way. Parents may or may not have a sense of awareness when it comes
to their own style and how it affects their children.

Complementing Baumrind’s pioneering research on parental styles and the effect of

family socialisation on social skills in children and teenagers, MacCoby and Martin
developed a typology of four parental styles: authoritative, democratic, permissive and
neglectful. These styles result from the combination of two variables: affects and control. As
such, parenting styles can be defined as the behaviour of adults as children’s models in terms
of everyday choices, decision making, conflict resolution, expectation management and
rulemaking. These will determine the children’s behaviours and emotions throughout their
lives.

The socialisation strategies mobilised by parents for the social development and
integration of their children can be characterised based on the following criteria: (1)
communication levels (acceptance–rejection, warmth–coolness, proximity–distance); (2) the
tone of the relationship (affection–hostility); (3) the tools used to channel behaviour
(autonomy–control, flexibility–rigidness, permissiveness–restrictions). The combination of
these variables results in different parenting styles which, in any case, are only general
behavioural trends, because the parent–children relationship is bidirectional.

The democratic parenting approach is typified by straightforward displays of affection,

explanations, care for the needs of the kids, encouragement of desired behaviors, explanation
of discipline, and open communication. The democratic atmosphere and emotional closeness
predominate in these homes. Because of this, the kids typically grow up to be happy,
impulsive, trustworthy, committed (altruism, solidarity), friendly both inside and outside the
home, prone to achieve, and unlikely to cause problems between parents and kids. They also
tend to develop good social skills, self-control, initiative, motivation, self-esteem, good
morale, and realistic self-concept.

The authoritative style is characterized by detailed and rigid rules, prioritising

punishment over praise, blaming children for mistakes, closed and unidirectional
communication (no dialogue), frequent asserting of parental authority and an autocratic
environment. As a result, children have little autonomy and self-confidence, poor social
skills, low creativity, they are prone to aggression and impulsiveness and tend to adopt
heteronomous moral standards (avoidance of punishment) and they are less happy and
spontaneous.

The permissive style is characterized by a lack of concern for the children’s negative or
positive behaviour, passiveness, the children’s misbehaviour tends to go unpunished, all the
children’s impulses are tolerated and authority is insufficiently asserted, no restrictions are
imposed and the wishes of children are easily granted. As a result, children tend to develop
poor social skills, low self-esteem weak self-identity poor self-control and hetero-control,
lack of emotional stability, negative self-concept, poor self-concept and self-responsibility,
insecurity, little regard for the rules and for others and academic underachievement.

The neglectful style is characterized by emotional indifference towards the children’s

issues, parental relinquishment of responsibility, lack of motivation, commitment and
involvement and immaturity. As a result, children develop poor social skills, impulsivity and
aggression and tend to lack motivation, commitmen,t and maturity.

To some extent, these parenting styles, along with other household factors, such as the
school environment, relation with peers and individual traits such as personality and social
skills, determine the individual’s behaviour

However, affects are described as a binary link between good and negative emotions that
has a genetic foundation, according to Watson and Tellegen. Positive affect is associated with
positive feelings such as motivation, affiliation, achievement, and success, according to this
perspective. For their side, negative effects are associated with unpleasant feelings such as
uncertainty, anxiety, inhibition, frustration, and failure. Therefore, a person who is dominated
by positive impacts typically possesses happy emotions like contentment, zeal, vigor,
companionship, attachment, affirmation, and trust. Because of this, they are outgoing, upbeat,
and hardy. A person who is controlled by negative effects, on the other hand, is more likely to
experience unpleasant emotions including jealousy, resentment, boredom, loss, and guilt.
 Finally, social skills might be described as a collection of competencies employed in
interpersonal relationships and interactions. They assess a person's capacity to conduct in a
way that leads to rewards while avoiding punishment and social ostracism. That is, they are a
collection of abilities that reflects an individual's sentiments, attitudes, desires, and ideas in
an interpersonal situation. Good social skills tend to resolve immediate interpersonal
disagreements and reduce the likelihood of future clashes. These abilities are mostly gained
by training, observation, imitation, trial, and knowledge; they are acquired attributes. Nobody
is born with a set of social skills; they are taught behaviors.

.
 Review of related literature

In recent years, a substantial number of studies on parenting in the Philippines have

focused on parenting characteristics and parenting styles. In particular, researchers have

sought to examine the influence of various parenting characteristics and/or styles on

outcomes such as children's social adjustment, emotional intelligence, academic goal

orientation, and identity processes (Bernardo & Ujano-Batangan, 2007; Pesigan et al., 2014).

While some researchers focused on specific parenting characteristics such as parental

warmth, control, and emotional support (Deater-Deckard et al., 2011; Parcon, 2011), others

examined the outcomes associated with broad patterns in parenting characteristics and

methods of child-rearing, referred to as parenting styles (Abarquez, 2009; Gilongos &

Guarin, 2013).

Study on relationships between parenting styles, self-concept, attitudes towards school,

and academic outcomes among seventh grade students in Northern Mindanao, the majority of

students perceived their parents as practicing an authoritative parenting style (Bacus, 2014).

Using path analysis, Bacus found that students' attitudes towards school and

authoritative parenting style were strongly associated with academic performance. Similar

patterns were observed by (Gilongos and Guarin,2013).

Parenting characteristics such as support and control may also influence processes that

are linked with mental health outcomes. Examined the links between parenting
characteristics, identity processes, and mental health outcomes in Filipino late adolescents

and young adults using the dual-process model of identity (Pesigan and colleagues,2014).

Examined cross-cultural differences in the correlation between two parenting

characteristics: parental warmth and parental control. Parental warmth, which includes

parents' affection and acceptance of their children, is generally seen as a positive dimension

of parenting; parental control, which refers to actions intended to modify children's thoughts,

emotions, and behaviors, may be more culturally variable with respect to its normativeness

and meanings (Deater-Deckard and colleagues,2011).

In addition, Alino found a significant positive correlation between the Autonomy and

Harmony subscales and a significant negative correlation between the Autonomy and

Conflict subscales, suggesting that parental recognition of adolescent children's independence

is associated with more harmonious, less hostile relationships. These findings appear to echo

those reviewed in the previous section on parenting characteristics and styles which similarly

underscored the importance of parental autonomy (Bernardo Ujano-Batangan, 2007; Pesigan

et al., 2014).

Both parenting styles and parent-child relationships are informed by parents attitudes,

beliefs, and other cognitions regarding parenting. However, less empirical attention has been

directed towards the cognitive aspect of parenting in Filipino families. The next section

summarizes two papers that examine Filipino parents' attitudes, attributions, and beliefs with

regards to parenting (Peña-Alampay & Jocson, 2011).

Other research takes a broader approach, focusing on a wider range of practices used by

parents to socialize their children's moral and prosocial behaviors that is, to teach their

children to become good persons. Both studies were qualitative, with de Leon's research

focusing on preschoolers' parents, and Ochoa's including children in middle childhood to

early adolescence and their respective mothers. Although the studies had different

participants and examined different stages of the lifespan, they yielded a similar repertoire of

parenting practices, albeit with different classifications. (Ochoa,2014 and de Leon, 2012).

Meanwhile, physical practices include hitting, spanking, pinching, pulling ears,

slapping the child in order to reduce negative behaviors. Parental socialization practices can

also be understood along two dimensions: verbal and behavioral, and punitive and non-

punitive (Ochoa, 2014).

However, there were certain conditions when these physical punishments were more

likely to be used. In both studies, parents claimed to use these punishments when verbal

reminders were no longer sufficient, and when the child's misbehavior was severe. Working

mothers were more likely to use physical punishment, perhaps because of the stress

experienced with their dual responsibilities (de Leon, 2012).

Parents were also more likely to use this form of discipline among younger children,

whom they believed were less able to understand their explanations. This was corroborated

by the children's reports, as 7- to 9-year-olds mention spanking more frequently as a practice

used by their parents compared to other age groups (Ochoa, 2014).

Yadao 2007 observed that good and bad behavior at home, depending on how the children

are brought up. Children learn how to behave properly in two ways; 1.By listening to their

parents advise. By watching their parents example, the behavior of children at home is carried

over the school. However, if children behaved well in their homes due to extra ordinary

strictness of their parents, they will like to behave poorly at school.

 Statement of the Problem

The study made by the researchers` aims to determine the parenting styles and their

influence on interpersonal skills of Senior High School Student in Core Gateway

College Inc. Specifically this seeks answer to following questions.

The main problem of the study was to find out what are the behaviors of the

students because of the influence of Parenting Style of some students in Core Gateway

College Inc. Specifically it answers the following questions:

1. What are the demographic profile of the Students in PEDHS in terms of following

variables:

1.1 Age

1.2 Gender

1.3 Economic Status

2. What is the different parenting style that affects interpersonal skills of the students

of

Core Gateway College Inc.?

2.1 Authoritarian

2.2 Authoritative
 2.3 Permissive

2.4 Neglectful

3. What is the difference between the effect of authoritarian and authoritative in

interpersonal skills of the students of Core Gateway College Inc.?

4. What is the difference between the effect of authoritarian and permissive in

interpersonal skills of the students of Core Gateway College Inc.?.

5. What is the difference between the effect of authoritarian and neglectful in

interpersonal skills of the students of Core Gateway College Inc.?

 Objectives of the Study

This study is to analyze the relationship between parenting styles, affects and social

skills

 To determine how Filipino parenting practices affect senior high school students

at Core Gateway College Inc.'s key intrapersonal competencies.

 B. To investigate the experiences of families who utilize an authoritarian

parenting .

 C. To learn how different parenting styles affect many areas of a child's

development.

Null Hypothesis

There is no significant relationship between the Perception of Junior High School

students in Core Gateway College Inc. towards Guidance and Counseling.

Purpose of the Study

The purpose of these study is to seek investigate the posible perception of a Junior

High School students at Core Gateway College Inc. towards Guidance and Counseling. By
using different strategies may use to come up the different perception of the respondent. This

study is very crucial part when it comes to the perception of the student. Hough, ( 2010)

explained that behaviour and emotions originate from thoughts, which are influenced by

positive or negative perceptions based on past, present or future events.