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LIPA CITY COLLEGES LIPA CITY COLLEGES

Lipa City, Batangas Lipa City, Batangas

PARENTING STYLES AND ITS EFFECTS ON THE BEHAVIOR AND PARENTING STYLES AND ITS EFFECTS ON THE BEHAVIOR AND SCHOOL PERFORMANCE OF PRE-SCHOOL CHILDREN IN SELEC SCHOOL PERFORMANCE OF PRE-SCHOOL CHILDREN IN SELECTEDTED

PUBLIC

PUBLIC AND PRIAND PRIVAVATE SCHOOLTE SCHOOLS IN S IN LIPA CITYLIPA CITY, BAT, BATAANGASNGAS BASIS FOR PARENTING PROGRAM

BASIS FOR PARENTING PROGRAM

A RESEARCH PROPOSAL SUBMITTED TO THE COLLEGE

A RESEARCH PROPOSAL SUBMITTED TO THE COLLEGE OF NURSINGOF NURSING FACULTY

FACULTY

OF LIPA CITY COLLEGES OF LIPA CITY COLLEGES IN PA

IN PARTIAL FULFILLMENT OF THE RTIAL FULFILLMENT OF THE RE!UIREMENTS FOR THE DEGREERE!UIREMENTS FOR THE DEGREE BACHELOR OF SCIENCE IN NURSING

BACHELOR OF SCIENCE IN NURSING

BY BY

APRYLL ROSE LAYGO APRYLL ROSE LAYGO CH"IRAPORN CRUSIT CH"IRAPORN CRUSIT LIPA CITY, BA

LIPA CITY, BATATANGAS, NGAS, PHILIPPIPHILIPPINESNES

MARCH, #$%& MARCH, #$%&

CHAPTER I CHAPTER I

THE PROBLEM AND ITS B

THE PROBLEM AND ITS BAC'GROUNDAC'GROUND Int()*+ti)n

Int()*+ti)n

 Accordin

 According g to Standford Encyclopedia of to Standford Encyclopedia of PhilosPhilosophy (2012), a ophy (2012), a parent isparent is some

someone one witwith h weiweighty ghty righrights ts and and respresponsionsibilibilities ties regregardiarding ng a a givgiven en chilchildd Parents !s!ally have decision"ma#ing rights over most areas of their child$s Parents !s!ally have decision"ma#ing rights over most areas of their child$s life and rights to e%cl!de others from ma#ing s!ch decisions So long as life and rights to e%cl!de others from ma#ing s!ch decisions So long as parents f!lfill re&!irements to no!rish, ed!cate, and provide healthcare for  parents f!lfill re&!irements to no!rish, ed!cate, and provide healthcare for  their children, they may ma#e many decisions over how and what their child their children, they may ma#e many decisions over how and what their child eats, dresses, plays, st!dies, and with whom he or she interacts

eats, dresses, plays, st!dies, and with whom he or she interacts

Parenting is a process As o!r children grow and evolve, sometimes we Parenting is a process As o!r children grow and evolve, sometimes we are called to do the same 't isn$t easy when a friend, relative or teacher  are called to do the same 't isn$t easy when a friend, relative or teacher  s!ggests yo! might consider some alternatives along the way !t rather than s!ggests yo! might consider some alternatives along the way !t rather than ta#ing it as a personal fail!re or attac#, perhaps !st let it be a reminder that ta#ing it as a personal fail!re or attac#, perhaps !st let it be a reminder that sometimes we need to step bac#, obectively loo# at the sit!ation at hand, sometimes we need to step bac#, obectively loo# at the sit!ation at hand, consider options that we may not have been aware of or that didn$t seem consider options that we may not have been aware of or that didn$t seem appropriate in the past and determine if we are on trac# or if we want to appropriate in the past and determine if we are on trac# or if we want to consider some shifts in the way we are parenting o!r children

 After

 After all, all, parentinparenting g is is the the one one ob ob that that we we never never really really #now #now if if we$rewe$re doing right !ntil we see the end res!lts in abo!t 20 or *0 years (+loninger,  doing right !ntil we see the end res!lts in abo!t 20 or *0 years (+loninger,  and Strembic#i, - 201*)

and Strembic#i, - 201*)

Parental responsibilities start soon after the birth and play a significant Parental responsibilities start soon after the birth and play a significant role and leave an impact on child.s overall life /ost of the parents !s!ally role and leave an impact on child.s overall life /ost of the parents !s!ally develop their own parenting style !s!ally based !pon amalgamation of factors develop their own parenting style !s!ally based !pon amalgamation of factors s!ch as children.s temperament and parenting style infl!enced by their own s!ch as children.s temperament and parenting style infl!enced by their own !pbring

!pbringing, what they ing, what they observed in other families, what observed in other families, what they have been trainedthey have been trained and the s!rro!nding c!lt!re here is no

and the s!rro!nding c!lt!re here is no hard and fast hard and fast r!le abo!t parenting 'tr!le abo!t parenting 't !s!ally evolves with the passage of time as children grow !p and develop their  !s!ally evolves with the passage of time as children grow !p and develop their  personalities he &!ality of parenting is an important infl!ence on children.s personalities he &!ality of parenting is an important infl!ence on children.s intellect!al, emotional and social development (evid, 2010) ow parents p!t intellect!al, emotional and social development (evid, 2010) ow parents p!t in

in efeffofort rt to to rerespsponond d anand d corcorrecrect t thetheir ir chchildildren ren gregreatlatly y impimpacacts ts hohow w ththeyey progress individ!ally and socially A child.s development process is infl!enced progress individ!ally and socially A child.s development process is infl!enced by several factors, for instance, the people and sit!ations he comes

by several factors, for instance, the people and sit!ations he comes into closeinto close con

contatact ct anand d intintereracactiotion n PaParerent.nt.s s ininfl!fl!encence e is is the the grgreateatest est on on a a chchildild.s.s dev

developelopmentment  he positihe positivity as vity as welwell l as as negnegativativity ity in in a a chilchild.s attit!d.s attit!de de andand behavior is beca!se of parents bro!ght !p and parenting style (34 Essays, behavior is beca!se of parents bro!ght !p and parenting style (34 Essays, 201*)

201*)

here are two things that most parenting styles have in common he here are two things that most parenting styles have in common he first is that every single one of them has the same goal "" to raise happy, first is that every single one of them has the same goal "" to raise happy,

healthy children 5e all want the same thing, no matter the label we choose "" healthy children 5e all want the same thing, no matter the label we choose "" or don$t choose he second is that no matter what type of parent yo! decide or don$t choose he second is that no matter what type of parent yo! decide to be, yo!$re still a parent first o label can change that (+orneal, 6 201*) to be, yo!$re still a parent first o label can change that (+orneal, 6 201*)

5or#ing togeth

5or#ing together to er to blend yo!r parenting styles ta#es a lot blend yo!r parenting styles ta#es a lot of wor# andof wor# and sp

spececifific ic fofoc!c!s s !!t t ththe e poposisititive ve imimpapact ct on on yoyo!r !r chchilildrdren en as as yoyo! ! trtry y toto be

be effective co"parentseffective co"parents can be tr!ly ama7ing and worth all the wor# P!t yo!r  can be tr!ly ama7ing and worth all the wor# P!t yo!r  children first, recogni7e that different styles are not bad, !st different, and children first, recogni7e that different styles are not bad, !st different, and com

comm!nm!nicaicate te togtogethether er as as paparenrents ts anand d yoyo! ! wiwill ll finfind d ththis is whwhole ole parparenentintingg b!siness a m!ch more rewarding process (Par#er, 5, 2018)

b!siness a m!ch more rewarding process (Par#er, 5, 2018)

6iana a!mrind, a

6iana a!mrind, a psycholpsychologist who ogist who identifieidentified d three different parentingthree different parenting styles b!t f!rther research by /accoby and /artin also s!ggested the addition styles b!t f!rther research by /accoby and /artin also s!ggested the addition of a fo!rth parenting style which incl!des9

of a fo!rth parenting style which incl!des9

'nd

'nd!lg!lgenent t or or pepermirmissssive ive parparentents, s, whwhethether er thethey y arare e dedemocmocraratic tic or or  nondirective, are more responsive than demanding hey avoid confrontation nondirective, are more responsive than demanding hey avoid confrontation and allow self"reg!lation heir children are friendly, sociable, and creative, b!t and allow self"reg!lation heir children are friendly, sociable, and creative, b!t may also be verbally imp!lsive, aggressive, and resistant to limit"setting

may also be verbally imp!lsive, aggressive, and resistant to limit"setting

 A!thorita

 A!thoritarian rian parents parents are are highly highly demandindemanding, g, directive, directive, andand nonr

nonrespesponsonsive ive hey hey are are obeobediendience" ce" and and statstat!s"o!s"orienriented, ted, and and they they creacreatete well"ordered, str!ct!red environments with clearly stated r!les hey are often well"ordered, str!ct!red environments with clearly stated r!les hey are often high

highly ly intrintr!siv!sive, e, modmodelineling g aggraggressessive ive modmodes es of of conconflicflict t resoresol!tl!tion ion heheir ir  children are typically moody, fearf!l of new sit!ations, and low in self"esteem children are typically moody, fearf!l of new sit!ations, and low in self"esteem

 A!thorita

 A!thoritative partive parents are ents are both deboth demanding amanding and respond responsive nsive hey mohey monitor nitor  behavior, impart clear standards, and are assertive witho!t being intr!sive or  behavior, impart clear standards, and are assertive witho!t being intr!sive or  restrictiv

restrictive heir e heir disciplindisciplinary methods are ary methods are s!pports!pportive rather ive rather than p!nitive histhan p!nitive his st

styyle le is is gegenenerarally lly reregagardrded ed as as opoptitimamal l fofor r ththe e dedevevelolopmpmenent t of of sosocicialal com

competpetenencece, , whwhich ich incincl!dl!des es asassesertirtiveveneness, ss, socsocial ial resrespoponsinsibilbilityity, , seself"lf" reg!lation, cooperation, and respect for parents

reg!lation, cooperation, and respect for parents

3

3nniinnvvoollvveed d ppaarreenntts s aarre e lloow w iin n bbootth h rreessppoonnssiivveenneesss s aanndd demandingness At the e%tremes, these parents may be reecting"neglecting demandingness At the e%tremes, these parents may be reecting"neglecting and neglectf!l heir children often engage in deviant and high"ris# behaviors and neglectf!l heir children often engage in deviant and high"ris# behaviors and are v!lnerable to s!bstance ab!se (4im, / 200:)

and are v!lnerable to s!bstance ab!se (4im, / 200:)

!

!t t acaccocordrdining g to to ththe e ovovereralall l stst!d!dy y of of didiffffererenent t paparerentntining g ststyyleless a!t

a!thohoritritatiative ve paparerentinting ng is is conconsisiderdered ed ththe e mosmost t efeffefectctive ive wiwith th fr!fr!itfitf!l !l andand positive impacts on children.s overall bro!ght !p as compared to other three positive impacts on children.s overall bro!ght !p as compared to other three parenting styles And this is proven in the st!dy termed as 'nterrelationships parenting styles And this is proven in the st!dy termed as 'nterrelationships bet

betweween en PaParerentinting ng StyStyles les and and eeachachers ers 'nv'nvolvolvemeement9 nt9 ;r;rom om +h+hildildreren.sn.s Emot

Emotion ion -eg-eg!la!lation tion +omp+ompeteetence nce PersPerspecpective tive whiwhich ch ideidentify ntify the the effeffects ects of of  different parenting styles and teachers strategies in classroom interaction for  different parenting styles and teachers strategies in classroom interaction for  emotion reg!lation development in preschool children he data revealed to emotion reg!lation development in preschool children he data revealed to implement an a!thoritative parenting style 'n addition there is a significant implement an a!thoritative parenting style 'n addition there is a significant difference in the emotion reg!lation scores he res!lts indicated that teachers difference in the emotion reg!lation scores he res!lts indicated that teachers act

act strastrategitegies es in in claclassrossroom om inteinteractractions ions widwidely ely affaffecteected d chilchildredren.s n.s emoemotiontion reg!lation (!, <+ and +ho!, / 201*)

3nderstanding yo!r preschooler.s development and filling yo!r toolbo% 3nderstanding yo!r preschooler.s development and filling yo!r toolbo% with positive discipline parenting tools will go a long way toward resolving with positive discipline parenting tools will go a long way toward resolving conflicts with yo!r yo!ng child 't also helps to #now that temperament, birth conflicts with yo!r yo!ng child 't also helps to #now that temperament, birth or

ordederr, , brbraiain n dedevevelolopmpmenent, t, phphysysicical al anand d inintetellllecect!t!al al ababililititieies, s, anand d s#s#ililll ac&!isition !nderlie m!ch of yo!r child.s behavior in these early years Still, ac&!isition !nderlie m!ch of yo!r child.s behavior in these early years Still, even the most delightf!l preschooler isn.t perfect, and misbehavior can be even the most delightf!l preschooler isn.t perfect, and misbehavior can be fr!strating (elsen, , Erwin, +, and 6!ffy, -A 2018)

fr!strating (elsen, , Erwin, +, and 6!ffy, -A 2018)

'nvolvement allows parents to monitor school and classroom activities, 'nvolvement allows parents to monitor school and classroom activities, and

and to to coocoordrdinainate te ththeir eir efeffofortrts s wiwith th teteachachers ers to to encenco!o!rarage ge accaccepeptabtablele cla

classrssroooom m bebehavhavio!io!r r anand d enens!s!re re ththat at ththe e chchild ild cocomplmpleteetes s scschoohoolwlwor#or# eachers of st!dents with highly involved parents tend to give greater attention eachers of st!dents with highly involved parents tend to give greater attention to

to thothose se stst!d!dentents, s, and and ththey ey are are momore re li#li#ely ely to to ideidentintify fy at at earearlielier r stastagegess problems that might inhibit st!dent learning Parental involvement in school, problems that might inhibit st!dent learning Parental involvement in school, and positive parent"teacher interactions, have also been fo!nd to positively and positive parent"teacher interactions, have also been fo!nd to positively affect teachers. self"perception and ob satisfaction

affect teachers. self"perception and ob satisfaction

-esearch shows that st!dents perform better in school if their fathers -esearch shows that st!dents perform better in school if their fathers as well as their mothers are involved, regardless of whether the father lives as well as their mothers are involved, regardless of whether the father lives with the st!dent or not (+hild rend, 201*)

with the st!dent or not (+hild rend, 201*)

h

his is paparerentnts s ininvovolvlvememenent t is is seseen en in in ththe e stst!d!dy y enentititltled ed PaParerentntss -elationship and 'nvolvement9 Effects on St!dents School Engagement and -elationship and 'nvolvement9 Effects on St!dents School Engagement and Pe

involvement on st!dents. cognitive, emotional, and behavio!ral engagement in involvement on st!dents. cognitive, emotional, and behavio!ral engagement in school and s!bse&!ently on school performance And the res!lts confirmed school and s!bse&!ently on school performance And the res!lts confirmed the

the impoimportanrtance ce and and sigsignifinificancance ce of of pareparentsnts. . invoinvolvemlvement ent in in middmiddle le schschoolool st!dents. school engagement and performance (/o, < 200=)

st!dents. school engagement and performance (/o, < 200=)

/oreover, important aspect of parenting style is that the adolescent /oreover, important aspect of parenting style is that the adolescent behavio!r is an important meas!re that can have a significant infl!ence on behavio!r is an important meas!re that can have a significant infl!ence on parenting style ;or instance, if a child brea#s a c!rfew, both parents adopt a parenting style ;or instance, if a child brea#s a c!rfew, both parents adopt a meas!re to deal with the child in order to enforce an action ence, child.s meas!re to deal with the child in order to enforce an action ence, child.s behavio!r has a maor infl!ence on the parenting style adopted by parents A behavio!r has a maor infl!ence on the parenting style adopted by parents A cooperative and motivated child is more probable to have parents who adopt cooperative and motivated child is more probable to have parents who adopt an a!thoritative parenting attit!de

an a!thoritative parenting attit!de >n  >n the other hand, the other hand, an !nhelpf!l, immat!rean !nhelpf!l, immat!re and careless teen may be more e%pected to provo#e a parenting style that is and careless teen may be more e%pected to provo#e a parenting style that is a!thoritarian or !ninvolved parenting style >verall attit!de of the child tends a!thoritarian or !ninvolved parenting style >verall attit!de of the child tends to evolve parenting style of the children 't is commonly practiced on the part to evolve parenting style of the children 't is commonly practiced on the part of the parents that they change their parenting habits with time ;ew parents of the parents that they change their parenting habits with time ;ew parents are more rigid with elder children and less rigid with yo!nger ones ence, the are more rigid with elder children and less rigid with yo!nger ones ence, the ttimime e ppereriiodod, , cchhananggees s in in cc!!ltlt!r!re e aannd d eenvnviriroonnmemennt t aannd d cchahannggees s inin circ!mstances evolves the parents as well as their parenting style

circ!mstances evolves the parents as well as their parenting style

Eth

Ethnicnicity ity is is ananothother er vivital tal aspaspect that ect that cacan n havhave e an an infinfl!el!encnce e on on ththee parenting style 't has been observed that a!thoritative parenting style is more parenting style 't has been observed that a!thoritative parenting style is more prevalent among white families as compared to others >n the other hand, prevalent among white families as compared to others >n the other hand,

a!t

a!thohoritritariarian an paparenrentinting g stystyle le seseems ems to to be be mormore e cocommommon n amoamong ng etethnhnicic mino

minority familierity families he s he basibasic c reasreason on behbehind this ind this inflinfl!enc!ence e is is the impact of the impact of  c!lt!re and parental beliefs ;or instance, ethnic minority families !s!ally live c!lt!re and parental beliefs ;or instance, ethnic minority families !s!ally live in dangero!s neighbo!rhood.s where life isn.t sec!re so parents tend to adopt in dangero!s neighbo!rhood.s where life isn.t sec!re so parents tend to adopt a!thoritarian behavio!r as it stresses !pon parental control and compliance 'n a!thoritarian behavio!r as it stresses !pon parental control and compliance 'n this scenario, this style of parenting is

this scenario, this style of parenting is necessanecessary for ry for the safety of the the safety of the childrenchildren here are other meas!res as well that can significantly infl!ence the parenting here are other meas!res as well that can significantly infl!ence the parenting sty

style le ;or instan;or instance, ce, inteinternarnal l factfactors ors li#e lac# li#e lac# of of slesleep ep and mood, and mood, e%te%ternaernall factors s!ch as wor#

factors s!ch as wor# stress and d!ties and stress and d!ties and child.s persochild.s personality and attit!de Allnality and attit!de All these factors play a vital role on parenting style adopted by parents (34 these factors play a vital role on parenting style adopted by parents (34 Essays, 201*)

Essays, 201*)

Parents also have to be clear abo!t their own val!es +hildren watch !s Parents also have to be clear abo!t their own val!es +hildren watch !s closely 'f yo! want yo!r children to be able to stand !p for their val!es, yo! closely 'f yo! want yo!r children to be able to stand !p for their val!es, yo! have to do the same 'f yo! believe that a s!mmer spent reading, ta#ing cree# have to do the same 'f yo! believe that a s!mmer spent reading, ta#ing cree# wal#s and playing is better than a speciali7ed camp, then stic# to yo!r g!ns wal#s and playing is better than a speciali7ed camp, then stic# to yo!r g!ns Parents also have to ma#e s!re their own lives are f!lfilling here is no parent Parents also have to ma#e s!re their own lives are f!lfilling here is no parent more v!lnerable to the e%cesses of over parenting than an !nhappy parent more v!lnerable to the e%cesses of over parenting than an !nhappy parent >ne of the most important things we do for o!r children is to present them with >ne of the most important things we do for o!r children is to present them with a version of ad!lt life that is appealing and worth striving for (?evine, / 2012) a version of ad!lt life that is appealing and worth striving for (?evine, / 2012)

T.)(.tia/ F(a0.1)(2 T.)(.tia/ F(a0.1)(2

Presented here were the theories from where the researchers based Presented here were the theories from where the researchers based their present st!dy he theories helped and g!ided the researchers in the their present st!dy he theories helped and g!ided the researchers in the p!rs!it of this !nderta#ing

p!rs!it of this !nderta#ing

his st!dy was based on one of the most infl!ential models of parent" his st!dy was based on one of the most infl!ential models of parent" child relationships which is #nown as the Social ?earning heory /ost of the child relationships which is #nown as the Social ?earning heory /ost of the concepts and ideas !nderlying in the said theory were those from and!ra concepts and ideas !nderlying in the said theory were those from and!ra (1@) he concept!al basis for social learning approaches as applied to (1@) he concept!al basis for social learning approaches as applied to parenting is most closely associated with the wor# of Berald Patterson (1@:@), parenting is most closely associated with the wor# of Berald Patterson (1@:@), fo!nder of the

fo!nder of the >regon Social ?earning +entre Also infl!enti>regon Social ?earning +entre Also infl!ential was al was +onstan+onstancece anf (1@:@), who developed play therapy based on rewarding child behavio!r  anf (1@:@), who developed play therapy based on rewarding child behavio!r  thro!gh attention ?atter"day interventions, notably the programmes of +arolyn thro!gh attention ?atter"day interventions, notably the programmes of +arolyn 5ebster"Stratton (1@=1), -e% ;orehand and -obert /c/ahon (1@=1), Sheila 5ebster"Stratton (1@=1), -e% ;orehand and -obert /c/ahon (1@=1), Sheila Eyberg (1@==) and /arian ;orgatch (;orgatch and 6eBarmo, 1@@@), directly Eyberg (1@==) and /arian ;orgatch (;orgatch and 6eBarmo, 1@@@), directly incorporate social learning principles

incorporate social learning principles

Several leading practitioners have e%panded the social learning model Several leading practitioners have e%panded the social learning model to incorporate consideration of the parents. social setting that may contrib!te to incorporate consideration of the parents. social setting that may contrib!te tto o popooor r ppaarreennttiinngg, , iinnccll!!ddiinng g -o-obbeerrt t 55aahhlleer r ((11@@::88) ) wwhhoossee pro

progrgrammammererecoecognignisesed d ththe e papartirtic!c!lar lar neeneeds ds of of isoisolatlated ed motmothehers rs e e wawass instr!mental in showing that Cins!lar. mothers were harsher to their children on instr!mental in showing that Cins!lar. mothers were harsher to their children on days when the few

or their own mothers D

or their own mothers D had been reective of themroadhad been reective of themroadly p!t, social learningly p!t, social learning theory arg!es that children.s real"life e%periences and e%pos!res directly or  theory arg!es that children.s real"life e%periences and e%pos!res directly or  indirectly shape behavio!r ;or Patterson (1@:@, 1@@:) and many others there indirectly shape behavio!r ;or Patterson (1@:@, 1@@:) and many others there is

is a a fofoc!c!s s on on trtradadititioionanal l bebehahavivio!o!raral l prprininciciplples es of of rereininfoforcrcememenent t anandd conditioning he f!ndamental tenet is that moment"to"moment e%changes are conditioning he f!ndamental tenet is that moment"to"moment e%changes are cr!cial if a child receives an immediate reward for hisFher behavio!r, s!ch as cr!cial if a child receives an immediate reward for hisFher behavio!r, s!ch as getting parental attention or approval, then heFshe is li#ely to do the behavio!r  getting parental attention or approval, then heFshe is li#ely to do the behavio!r  again, whereas if sheFhe is ignored (or p!nished) then sheFhe is less li#ely to again, whereas if sheFhe is ignored (or p!nished) then sheFhe is less li#ely to do

do it it agaagain in >t>theher r adadvovocatcates es havhave e e%pe%panandeded d ththis is fofoc!s c!s to to coconsinsider der thethe cogn

cognitive itive or or CminCmindf!ldf!l. . procprocessesses es thathat t !nde!nderlie rlie the the parparent.ent.s s behbehavioavio!r !r (eg(eg !genthal et al, 1@=@ 6i%, 1@@2) and its effects on children (eg 6odge et al, !genthal et al, 1@=@ 6i%, 1@@2) and its effects on children (eg 6odge et al, 1@@

1@@8) 8) 5het5hether her the assessthe assessment and ment and concconceptept!al !al foc!foc!s s is is on on behbehavioavio!r !r or or  cognitions, the model s!ggests that children learn strategies abo!t managing cognitions, the model s!ggests that children learn strategies abo!t managing their emotions, resolving disp!tes and engaging with others not only from their  their emotions, resolving disp!tes and engaging with others not only from their  e%periences, b!t also from the way their own reactions were responded to ;or  e%periences, b!t also from the way their own reactions were responded to ;or  yo!nger children especially, the primary so!rce of these e%periences is in the yo!nger children especially, the primary so!rce of these e%periences is in the conte%t of the parentDchild relationship and the family environment

conte%t of the parentDchild relationship and the family environment

Biven its historical emphasis on altering negative, aggressive behavio!r  Biven its historical emphasis on altering negative, aggressive behavio!r  in children, models of parenting based on social learning theory have tended in children, models of parenting based on social learning theory have tended to emphasise parental conflict, coercion and consistent discipline !t more to emphasise parental conflict, coercion and consistent discipline !t more theo

theoristrists s havhave e incincorpoorporaterated d posipositive dimensitive dimensions ons of of parparentienting ng as as a a way of way of  pro

nat!re of parents. and children.s interactions with one another (eg Bardner, nat!re of parents. and children.s interactions with one another (eg Bardner, 1@=@)

1@=@)

he social learning theory has bearing in the st!dy since it can be he social learning theory has bearing in the st!dy since it can be de

deememed ed ththat at hohow w a a prpreseschchooool l stst!d!denent t shshalall l bebehahave ve or or peperfrfororm m wwilill l bebe dependent on the inp!t that will be provided by the o!tside factors more dependent on the inp!t that will be provided by the o!tside factors more specifically with the way he will be raised and shaped by his parents he specifically with the way he will be raised and shaped by his parents he par

parenentinting g stystyle le of of ththe e fafathethers rs anand d motmothehers rs wowo!ld !ld be be ververy y cr!cr!ciacial l in in thethe !pbringing of the child

!pbringing of the child

h

his is stst!d!dy y is is lili#e#ewiwise se f!f!rtrtheher r rereininfoforcrced ed by by GyGygogotsts#y#y.s .s SoSocicialal 6evelopment heory which asserts that meaningf!l learning and constr!ction 6evelopment heory which asserts that meaningf!l learning and constr!ction of #nowledge ta#e place if learners wor# hands"on in act!al settings and with of #nowledge ta#e place if learners wor# hands"on in act!al settings and with proper g!idance

proper g!idance

he

he maomaor r themtheme e of of GyGygotsgots#y.s theore#y.s theoreticatical l fraframewmewor# or# is is that socialthat social interaction plays a f!ndamental role in the development of cognition Gygots#y interaction plays a f!ndamental role in the development of cognition Gygots#y stated that every f!nction in the child.s c!lt!ral development appears twice9 stated that every f!nction in the child.s c!lt!ral development appears twice9 first, on the social level, and later, on the individ!al level first, between people first, on the social level, and later, on the individ!al level first, between people (int

(interpserpsychychologologicalical) ) and and then then insiinside de the the learlearner ner (int(intraprapsycsycholohologicagical) l) hhisis applies e&!ally to vol!ntary attention, to logical memory and to the formation applies e&!ally to vol!ntary attention, to logical memory and to the formation of concepts All the higher f!nctions originate as act!al relationships between of concepts All the higher f!nctions originate as act!al relationships between individ!als

h

his is memeaans ns ththat at ththe e acacadadememic ic peperfrforormamancnce e or or ththe e cocoggninititiveve development of the preschooler co!ld be greatly affected by what the e%trinsic development of the preschooler co!ld be greatly affected by what the e%trinsic factors wo!ld be providing him E%amples of those factors are the teachers, factors wo!ld be providing him E%amples of those factors are the teachers, the

the schschoooolmalmatetes, s, pepeopople le in in the the cocomm!mm!nitnity y whwhom om ththe e #i#id d wiwill ll havhave e dirdirectect contact with and most importantly are the parents of the child

C)n.pt+a/ F(a0.1)(2 C)n.pt+a/ F(a0.1)(2

Fig+(. %3 Pa(a*ig0 )4 t. St+*y Fig+(. %3 Pa(a*ig0 )4 t. St+*y

Stat.0.nt )4 t. P()5/.0 Stat.0.nt )4 t. P()5/.0

his st!dy foc!ses on parenting styles and its effects on the behavior  his st!dy foc!ses on parenting styles and its effects on the behavior  and school performance of pre"school children in selected p!blic schools in and school performance of pre"school children in selected p!blic schools in ?ipa +ity, atangas that will serve as basis for parenting program Specifically, ?ipa +ity, atangas that will serve as basis for parenting program Specifically, the st!dy see#s to answer the following9

the st!dy see#s to answer the following9

1 o what e%tent is the demographic characteristics of parent" 1 o what e%tent is the demographic characteristics of parent" respondents in terms of 

respondents in terms of 

11 age 11 age 12 gender  12 gender  1* civil stat!s 1* civil stat!s 1Hreligion 1Hreligion 18 ed!cational attainment 18 ed!cational attainment 1: occ!pation 1: occ!pation 1 monthly income 1 monthly income 1= n!mber of children 1= n!mber of children

1@ age of the preschool child 1@ age of the preschool child

110 gender of the preschool child and 110 gender of the preschool child and

111 health condition that the preschool child is diagnosed withI 111 health condition that the preschool child is diagnosed withI

2 o what e%tent are the parenting styles !sed by the parent" 2 o what e%tent are the parenting styles !sed by the parent" respondentsI

respondentsI

* o what e%tent are the behaviors of the pre"school children as * o what e%tent are the behaviors of the pre"school children as assessed by the parent"respondents and teacher"respondentsI

assessed by the parent"respondents and teacher"respondentsI

H o what e%tent is the school performance of the pre"school children H o what e%tent is the school performance of the pre"school children based on their academic grade and eval!ation of the teacher"respondentsI based on their academic grade and eval!ation of the teacher"respondentsI

8 's there a significant difference in the parenting styles !sed by the 8 's there a significant difference in the parenting styles !sed by the parent"respondents, behaviors and school performance of the preschool parent"respondents, behaviors and school performance of the preschool childI

childI

: 's there a significant relationship between parenting styles and : 's there a significant relationship between parenting styles and

:1 demographic profile of parent"respondents :1 demographic profile of parent"respondents

:2 behavior of pre"school children :2 behavior of pre"school children

:* school performance of pre"school children :* school performance of pre"school children

 5hat parenting program can be forwarded to ed!cational instit!tions  5hat parenting program can be forwarded to ed!cational instit!tions to assist parents in g!iding their children d!ring preschoolI

to assist parents in g!iding their children d!ring preschoolI

Hyp)t.s.s Hyp)t.s.s

ased on the given statements, the researchers ass!me that9 ased on the given statements, the researchers ass!me that9

1

1 hhere is ere is no signno signifiificacant diffnt differerencence e in the in the parparenentinting g stystyles !seles !sed d by theby the parent"respondents

parent"respondents 2

2 hhere is ere is no signno signifiificacant nt didiffffererencence e in in the behthe behaviaviors of ors of the presthe preschchooooll children

children *

* here is here is no signno significant ificant differdifference in ence in the schthe school perool performance formance of theof the preschool children

preschool children H

H here is here is no signifno significant dificant difference ference betweebetween the parn the parenting senting styles andtyles and behavior of the preschool child

behavior of the preschool child 8

8 here is here is no signifno significant dificant difference ference betweebetween the parn the parenting senting styles andtyles and school performance of the preschool child

school performance of the preschool child :

: here is here is no signifno significant reicant relationshilationship betwep between the paen the parenting renting style anstyle and thed the parent"respondent

parent"respondent 

 here is here is no signifno significant reicant relationshilationship betwep between the paen the parenting renting style anstyle andd behavior of the pre"school children

behavior of the pre"school children =

= here is here is no signifno significant reicant relationshilationship betwep between the paen the parenting renting style anstyle andd school performance of the pre"school children

school performance of the pre"school children

S)p. an* D./i0itati)n S)p. an* D./i0itati)n

'n this st!dy, the scope of the assessment is centered only on the 'n this st!dy, the scope of the assessment is centered only on the respondents of the st!dy who are the preschool children of the selected p!blic respondents of the st!dy who are the preschool children of the selected p!blic and

and prprivaivate te schschooools ls in in ththe e citcity y of of ?ip?ipa a frofrom m scschohool ol yeyear ar 20201H1H"20"201818  AAlsolso incl!ded shall be interviews among parents and analysis of pertinent data incl!ded shall be interviews among parents and analysis of pertinent data s!ch as the grades of the respondents coming from the teachers

s!ch as the grades of the respondents coming from the teachers

h

he e rerespsponondedentnts s of of ththe e stst!d!dy y wewere re chchososen en !s!sining g ththe e p!p!rprpososivivee sampling techni&!e

In/+si)n C(it.(ia

In/+si)n C(it.(ia Preschool children three years of age and abovePreschool children three years of age and above with parents who haven.t had an inta#e of illegal dr!gs and also have with parents who haven.t had an inta#e of illegal dr!gs and also have the ability to read and !nderstand

the ability to read and !nderstand E6/+si)n C(it.(ia

E6/+si)n C(it.(ia +hild having a mental problem+hild having a mental problem

Signi4ian. )4 t. St+*y Signi4ian. )4 t. St+*y

his st!dy is conceived significant to the following9 his st!dy is conceived significant to the following9 T) t. P(.s))/ Ci/*(.n

T) t. P(.s))/ Ci/*(.nhe findings of this st!dy will be mosthe findings of this st!dy will be most beneficial to the preschool children as they wo!ld be properly g!ided and beneficial to the preschool children as they wo!ld be properly g!ided and ta#en cared for by the parents who wo!ld come to #now the right parenting ta#en cared for by the parents who wo!ld come to #now the right parenting style based on the needs of their child so that they will be having good style based on the needs of their child so that they will be having good behavior and good academic performance he child wo!ld also e%perience behavior and good academic performance he child wo!ld also e%perience and gain confidence on how to e%cel inside and o!tside the school premises and gain confidence on how to e%cel inside and o!tside the school premises

T

T) ) tt. . St+St+*.n*.nts3ts3 he res!lt of this st!dy will help themhe res!lt of this st!dy will help them in proper in proper  dealing with children as they finish their f!t!re co!rses specifically ed!cation dealing with children as they finish their f!t!re co!rses specifically ed!cation

T)

T) t. t. T.T.a.(s7a.(s7Fa+/Fa+/tyty  hhis is stst!d!dy y wiwill ll hehelp lp ththem em to to be be tototatallllyy informed that behavior and school performance of every child wo!ld always informed that behavior and school performance of every child wo!ld always differ from the other beca!se of

differ from the other beca!se of the parenting style implemented to them hethe parenting style implemented to them he findings wo!ld also ma#e them reali7e that every individ!al is !ni&!e th!s, the findings wo!ld also ma#e them reali7e that every individ!al is !ni&!e th!s, the teachers m!st #now the #ind of teaching strategies s!ited to every preschooler  teachers m!st #now the #ind of teaching strategies s!ited to every preschooler  so as to ma#e him e%cel in the class

T) t. Pa(.nts

T) t. Pa(.nts his st!dy will help them to #now on what wo!ld be the his st!dy will help them to #now on what wo!ld be the best type of parenting they sho!ld !se to be able to attain fewer behavioral best type of parenting they sho!ld !se to be able to attain fewer behavioral problems he st!dy wo!ld li#ewise ma#e them reali7e the

problems he st!dy wo!ld li#ewise ma#e them reali7e the very important rolevery important role they need to play so as their child wo!ld become good performers and well they need to play so as their child wo!ld become good performers and well molded as an individ!al

molded as an individ!al

T) t. 0.05.(s )4 t. H.a/ta(. T.a03

T) t. 0.05.(s )4 t. H.a/ta(. T.a03 As  As theprovtheprovider ider of of health ishealth is giving care, especially the school n!rse, they may enco!nter problems within giving care, especially the school n!rse, they may enco!nter problems within the behavior of the child h!s, this st!dy will help them on how they wo!ld be the behavior of the child h!s, this st!dy will help them on how they wo!ld be able to handle or manage a child.s behavior

able to handle or manage a child.s behavior

T) F+t+(. R.s.a(.(s

T) F+t+(. R.s.a(.(s his st!dy will benefit and help the f!t!re his st!dy will benefit and help the f!t!re researchersas this !nderta#ing may serve as their g!ide and reference in the researchersas this !nderta#ing may serve as their g!ide and reference in the cond!ct of a st!dy similar and related to this one

cond!ct of a st!dy similar and related to this one

D.4initi)n )4

D.4initi)n )4 T.T.(0s(0s

o !nderstand #ey concepts thro!gho!t this st!dy, it is important to o !nderstand #ey concepts thro!gho!t this st!dy, it is important to highlight a few #ey terms

highlight a few #ey terms S))/ P.(4)(0an.3

S))/ P.(4)(0an.3 't refers to the grade point average of the child 't refers to the grade point average of the child for a partic!lar school year and based on parameters in the +hild ehavior  for a partic!lar school year and based on parameters in the +hild ehavior  Eval!ation Scale !sed in this st!dy

B.a8i)(3

B.a8i)(3 't is a way in which a preschool child acts towards others, at 't is a way in which a preschool child acts towards others, at home, in school and in the comm!nity 't is assessed by the +hild ehavior  home, in school and in the comm!nity 't is assessed by the +hild ehavior  Eval!ation Scale !sed in this st!dy

Eval!ation Scale !sed in this st!dy

Pa(.nting Sty/.s3

Pa(.nting Sty/.s3  't refers to the act of rearing or ta#ing care of a  't refers to the act of rearing or ta#ing care of a prescho

preschoolchild by olchild by parentsparents, , either the either the mother or mother or the father, !sing A!thorthe father, !sing A!thoritative,itative, 'nd!lgent or Permissive, A!thoritarian and 3ninvolved

'nd!lgent or Permissive, A!thoritarian and 3ninvolved

P(.s))/ Ci/*3

P(.s))/ Ci/*3 his refers to a child in the !rsery, 4inder 1, 4inder  his refers to a child in the !rsery, 4inder 1, 4inder  2 and Prep ?evel

CHAPTER II CHAPTER II

REVIE9 OF RELATED LITERATURE AND STUDIES REVIE9 OF RELATED LITERATURE AND STUDIES

his chapter helped the researchers to s!pplement and deepen their  his chapter helped the researchers to s!pplement and deepen their  #nowledge of the s!bect matter to p!rs!e this present !nderta#ing ;!rther, #nowledge of the s!bect matter to p!rs!e this present !nderta#ing ;!rther, this chapter presents related literat!re and st!dies that have relevance to the this chapter presents related literat!re and st!dies that have relevance to the enrichment of the bac#gro!nd of this st!dy he literat!re review provided a enrichment of the bac#gro!nd of this st!dy he literat!re review provided a point of reference on the range of views on the different parenting styles of  point of reference on the range of views on the different parenting styles of  parents with preschoolers and how the styles might affect the behavior and parents with preschoolers and how the styles might affect the behavior and academic performance of their child

academic performance of their child

F)(.ign Lit.(at+(. F)(.ign Lit.(at+(.

6arling and Steinberg (1@@*) define parenting style as Ja constellation 6arling and Steinberg (1@@*) define parenting style as Ja constellation of attit!des toward the child that are comm!nicated to the child and that, ta#en of attit!des toward the child that are comm!nicated to the child and that, ta#en toge

togetherther, , creacreate te an an emotemotionaional l climaclimate te in in whiwhich ch the the parparents behavients behaviors ors areare e%pressedJ

e%pressedJ  Accordin

 According to 6ewar (2010) a!thoritatg to 6ewar (2010) a!thoritative parenting stylive parenting style is abo!t settinge is abo!t setting limits, reasoning with #ids, and being responsive to their emotional needs his limits, reasoning with #ids, and being responsive to their emotional needs his approach is common in middle class settings thro!gho!t the world, and it.s approach is common in middle class settings thro!gho!t the world, and it.s lin#ed with the most s!ccessf!l child o!tcomes 4ids raised by a!thoritative lin#ed with the most s!ccessf!l child o!tcomes 4ids raised by a!thoritative parents are more li#ely to become independent, self"reliant, socially accepted, parents are more li#ely to become independent, self"reliant, socially accepted, academically s!ccessf!l, and well"behaved

Stei

Steinbenberg rg (201(201H) H) statstates es that that googood d parparentienting ng helphelps s fostfoster er empempathyathy,, honesty, self"reliance, self"control, #indness, cooperation, and cheerf!lness 't honesty, self"reliance, self"control, #indness, cooperation, and cheerf!lness 't also promotes intellect!al c!riosity, motivation, and enco!rages a desire to also promotes intellect!al c!riosity, motivation, and enco!rages a desire to achieve Bood parenting also helps protect children from developing an%iety, achieve Bood parenting also helps protect children from developing an%iety, depression, eating disorders, antisocial behavior, and alcohol and dr!g ab!se depression, eating disorders, antisocial behavior, and alcohol and dr!g ab!se

 Accordin

 According g to to er# er# (2000) (2000) parents parents play play a a large large role role in in fostering fostering their their  chil

child$s d$s growgrowth th and develoand developmenpment t /any writer/any writers s havhave e notenoted d that the that the brobroadad pattern of parenting is important in predicting child well"being Parents may pattern of parenting is important in predicting child well"being Parents may differ in how they try to control or sociali7e their children and the e%tent to differ in how they try to control or sociali7e their children and the e%tent to which they do so 't$s the overall pattern of interactions rather than one single which they do so 't$s the overall pattern of interactions rather than one single ac

act t ththat at shshapapes es a a chchilild$d$s s bebehahavivioror  PaParerentnts s dedevevelolop p vavaririo!o!s s ststyyleles s of of  int

intereractactining g wiwith th ththeir eir chchildildreren n -e-esesearcarch h hahas s ididententifiified ed a a tytypolpology ogy of of fo!fo!r r  parenting styles a!thoritarian, a!thoritative, permissive and !ninvolved each parenting styles a!thoritarian, a!thoritative, permissive and !ninvolved each of which infl!ence how the child develops hese varying parenting styles of which infl!ence how the child develops hese varying parenting styles greatly infl!ence not only how a child develops and sociali7es b!t also how greatly infl!ence not only how a child develops and sociali7es b!t also how the

they y lealearn rn hhe e difdiffeferenrent t stystyles les dicdictatate te how how chchildildreren n adadapt apt to to teateachchinging approaches and methods in schools and how they interact in the classroom approaches and methods in schools and how they interact in the classroom

Parentin

Parenting style refers g style refers to the to the normativnormative patterns of e patterns of behaviobehavior and r and tacticstactics that parents !se to sociali7e and control their children Early wor# on parenting that parents !se to sociali7e and control their children Early wor# on parenting styles in the 1@80s (eg, Sears, /accoby, K ?evin, 1@8) doc!mented that styles in the 1@80s (eg, Sears, /accoby, K ?evin, 1@8) doc!mented that ad!lts who were n!rt!ring and able to e%ert control were especially infl!ential ad!lts who were n!rt!ring and able to e%ert control were especially infl!ential on children$s development of self"reg!lated and disciplined behavior

6iana a!mrind (1@1) cond!cted e%tensive observations of parents 6iana a!mrind (1@1) cond!cted e%tensive observations of parents in

inteteraractctining g wiwith th ththeieir r chchilildrdren en in in ththeieir r hohomemes s anand d coconcncl!l!deded d ththat at fofo!r !r  dimensio

dimensions ns of of parent"cparent"child interactions reflecting types hild interactions reflecting types of of responsresponsiveness andiveness and con

controtrol l coco!ld !ld prepredicdict t rerelialiably bly chchildildreren$s n$s sosociacial, l, emoemotiotionalnal, , anand d cocogngnitiitiveve f!n

f!nctctionioninging  PaParerentntal al cocontrntrol ol refrefleclecteted d conconsisistestent nt enenforforcecemenment t of of r!r!lesles,, provision of str!ct!re to children$s activities, and persistence in gaining child provision of str!ct!re to children$s activities, and persistence in gaining child compliance mat!rity demands reflected e%pectations to perform !p to one$s compliance mat!rity demands reflected e%pectations to perform !p to one$s po

potetentntiaial, l, anand d dedemamandnds s fofor r seselflf"r"releliaiancnce e anand d seselflf"c"conontrtrolol  clclararitity y of of  comm!nica

comm!nication reflected the tion reflected the e%tent to which e%tent to which parents solicit children$s opinionsparents solicit children$s opinions and

and fefeelielingngs, s, anand d !s!se e rereasoasonining ng to to obobtatain in comcompliplianance ce anand d n!n!rt!rt!ranrancece re

reflflececteted d paparerentntal al e%e%prpresessisioons ns of of wwararmtmth h anand d apapprprovoval al as as wwelell l asas conscientio!s protection of children$s physical and emotional well"being

conscientio!s protection of children$s physical and emotional well"being

6ifferences according to parents. income gro!p in children.s cognitive 6ifferences according to parents. income gro!p in children.s cognitive and behavioral development emerge by the child.s third birthday, according to and behavioral development emerge by the child.s third birthday, according to a

a 20200= 0= stst!dy base!dy based d on on dadata ta frofrom m the the /i/illellennnni!m i!m +o+ohohort rt StSt!dy !dy (/(/+S+S)) +hil

+hildren from dren from highhigher er incoincome me gro!gro!ps ps werwere e fo!nfo!nd d to to havhave e highigher her cogcognitinitiveve asse

assessmessments nts and and fewfewer er behbehavioavioral ral proproblemblems s AAn n impoimportanrtant t part of part of thesthesee differences, arg!es researcher Professor ohn Ermisch, can be acco!nted for  differences, arg!es researcher Professor ohn Ermisch, can be acco!nted for  by Cwhat parents do. in terms of ed!cational activities and parenting style

by Cwhat parents do. in terms of ed!cational activities and parenting style

he childrearing practices of these

he childrearing practices of these mothers and fathers mothers and fathers e%emplify whate%emplify what 6ian

6iana a a!a!mrinmrind d (1@(1@1) 1) callcalled ed perpermissmissive"ive"ind!ind!lgenlgent t parparentienting ng hhey ey areare affectionate, caring and involved, b!t tend to be e%tremely tolerant and to e%ert affectionate, caring and involved, b!t tend to be e%tremely tolerant and to e%ert

litt

little le or or no no concontrol trol or or discdiscipliipline ne a!a!mrinmrind d concontrastrasted ted perpermissmissive"ive"ind!ind!lgenlgentt pa

parerentnts s wiwith th ththreree e ototheher r tytypepes9 s9 pepermrmisissisiveve"n"negeglelectctf!f!l l (a(alslso o #n#nowown n asas !n

!nininvovolvlveded) ) paparerentnts, s, whwho o shshow ow vivirtrt!a!ally lly no no inintetererest st in in ththeieir r chchilildrdrenen a!thoritarian parents, who tend to be harsh, demanding, intolerant, a!tocratic a!thoritarian parents, who tend to be harsh, demanding, intolerant, a!tocratic and p!nitive and a!thoritative parents, who tend to be firm b!t fair, ma#ing and p!nitive and a!thoritative parents, who tend to be firm b!t fair, ma#ing demands and imposing discipline in a caring atmosphere (a!mrind, 1@1 demands and imposing discipline in a caring atmosphere (a!mrind, 1@1 /accobyK /artin, 1@=*)

/accobyK /artin, 1@=*)

-es

-esearcearch h testesting ting this this typotypology logy of of parparentienting ng stystyles les agaagainst inst pospositivitivee dev

developelopmentmental al o!to!tcomecomes s has has beebeen n remaremar#ar#ably bly conconsistsistent ent he he critcriteria eria for for  positive developmental o!tcomes have, of co!rse, varied somewhat across positive developmental o!tcomes have, of co!rse, varied somewhat across the st!dies, b!t Cmodel children. have been generally defined in terms

the st!dies, b!t Cmodel children. have been generally defined in terms of beingof being cooperative, friendly, emotionally stable, dependable, good citi7ens and good cooperative, friendly, emotionally stable, dependable, good citi7ens and good scholars (/accoby, 1@@2)

scholars (/accoby, 1@@2)

Parenting is a most challenging yet rewarding e%perience a!mrind, Parenting is a most challenging yet rewarding e%perience a!mrind, who st!died parenting styles d!ring the early 1@:0s, concl!ded that they differ  who st!died parenting styles d!ring the early 1@:0s, concl!ded that they differ  in

in fo!fo!r r impimporortantant t arareaseas9 9 paparerentsnts$ $ wawarmtrmthFhFn!rn!rt!rt!ranance, ce, didiscisciplipline ne strstrateategygy,, comm!nication s#ills, and e%pectations of mat!rity She posited three types of  comm!nication s#ills, and e%pectations of mat!rity She posited three types of  parentin

parenting g styles9 a!thoritariastyles9 a!thoritarian, n, permissivpermissive, e, and a!thoritative (erger 2001)and a!thoritative (erger 2001) Parents are the maor infl!ence in their children$s lives h!s their perception Parents are the maor infl!ence in their children$s lives h!s their perception of how

of how childrechildren thin#, n thin#, and sho!ld be raised and sho!ld be raised is cr!cial in is cr!cial in determindetermining children$sing children$s behavior >ther factors, s!ch as genes, peers, c!lt!re, gender, and financial behavior >ther factors, s!ch as genes, peers, c!lt!re, gender, and financial sta

par

parenentinting g stystyles les anand d scschohool ol cocompempetetencence, , dedelinlin&!&!enencycy, , vivioleolencnce, e, se%se%!al!al activity, antisocial behavior, alcohol and s!bstance ab!se, depression, an%iety, activity, antisocial behavior, alcohol and s!bstance ab!se, depression, an%iety, and self"perception

and self"perception

FOREIGN STUDIES FOREIGN STUDIES

'n the research cond!cted by roo# (2011) to e%amine the relationship 'n the research cond!cted by roo# (2011) to e%amine the relationship be

betwtweeeen n ththe e ththreree e ididenentitifified ed paparerentntining g ststylyles es whwhicich h arare e a!a!ththororititarariaian,n, a!th

a!thoritoritativative e and and permpermissiissive ve to to socisocial al emotemotionional al devdevelopelopment ment of of prespreschochoolol children, it was fo!nd o!t that children who scored highest on social emotional children, it was fo!nd o!t that children who scored highest on social emotional dev

developelopment ment screscreeninening g tootool l !po!pon n compcompletiletion on of of literliterat!rat!re e revireview ew and and datadata collection are those having parents that !se a!thoritative parenting practices collection are those having parents that !se a!thoritative parenting practices he participants of the st!dy were 1H parents of preschool aged children who he participants of the st!dy were 1H parents of preschool aged children who attend programs thro!gh the ;amily -eso!rce +enter for Ea! +laire +o!nty, attend programs thro!gh the ;amily -eso!rce +enter for Ea! +laire +o!nty, 'nc in Ea! +laire, 5' en of the participants were female and * were male 'nc in Ea! +laire, 5' en of the participants were female and * were male hey came from vario!s economic and ethnic bac#gro!nds between 20 and hey came from vario!s economic and ethnic bac#gro!nds between 20 and H0 years old

H0 years old

!rmi, E, and A!nola, 4 (2008) cond!cted a st!dy to predict the !rmi, E, and A!nola, 4 (2008) cond!cted a st!dy to predict the child.s internal and e%ternal behaviors based

child.s internal and e%ternal behaviors based on investigating the on investigating the combinatcombinationion of mother.s and father.s parenting styles o meas!re problem behaviors a of mother.s and father.s parenting styles o meas!re problem behaviors a tot

total al of of 1@1@: : chchildildren ren (ag(aged ed 8D8D: : yeyearsars) ) wewere re folfollowlowed ed !p !p si% times si% times frofromm #indergarten to the second grade >nce a year mothers and fathers filled in a #indergarten to the second grade >nce a year mothers and fathers filled in a

&!estion

&!estionnaire to naire to meas!re their parenting styles he predicted increase in themeas!re their parenting styles he predicted increase in the levels of both internal and e%ternal problem behaviors among children was the levels of both internal and e%ternal problem behaviors among children was the res!lt of high level of psychological control e%ercised by mothers combined res!lt of high level of psychological control e%ercised by mothers combined with high affection

with high affection

;!entes, / , Salas / 6, ernedo, '/, and Barcia, /A, (201H) ;!entes, / , Salas / 6, ernedo, '/, and Barcia, /A, (201H) cond!cted a st!dy on the impact of the parenting style of foster parents on the cond!cted a st!dy on the impact of the parenting style of foster parents on the behavior problems of foster children heir st!dy participants were 10H foster  behavior problems of foster children heir st!dy participants were 10H foster  children (8: boys and H= girls) and their respective foster families he res!lt children (8: boys and H= girls) and their respective foster families he res!lt indicated that there was important effect in relation to the behavior problems of  indicated that there was important effect in relation to the behavior problems of  foster children based on criticismFreection on the part of foster parents, as well foster children based on criticismFreection on the part of foster parents, as well as the !se of inappropriate parenting styles (a!thoritarian and permissive) as the !se of inappropriate parenting styles (a!thoritarian and permissive)

 Ali7adeh

 Ali7adeh, , S, S, Ab! Ab! aalib, lib, / / , , AbdAbd!llah, !llah, -, -, /ansor/ansor, , / / (201(2011)1) cond!cted a st!dy to investigate the relationship between children.s behavioral cond!cted a st!dy to investigate the relationship between children.s behavioral problems and parenting style Parent A!thority L!estioner (PAL) was !sed to problems and parenting style Parent A!thority L!estioner (PAL) was !sed to assessed parenting styles and +hildren.s ehavior +hec#list (++?) for the assessed parenting styles and +hildren.s ehavior +hec#list (++?) for the asse

assessmessment nt of of chilchildrendren.s .s behbehavioavioral ral proproblemblems s y y cl!scl!ster ter sampsampling ling in in thethe 'ranian capital of ehran respondents of :=1 mothers of children in primary 'ranian capital of ehran respondents of :=1 mothers of children in primary school (*Hgirls and **H boys) was identified thro!gh their children -es!lts school (*Hgirls and **H boys) was identified thro!gh their children -es!lts sho

show w thathat t lesless s chchildildreren.n.s s intinterernalnali7ii7ing ng anand d e%e%teternarnali7li7ing ing sysymptmptoms oms wewerere directly related to A!thoritative parenting style with high responsiveness and directly related to A!thoritative parenting style with high responsiveness and high demanding in parenting behavior

L!erido, B, 5arner, 6, and Eyberg, S/ (2002) e%amined the L!erido, B, 5arner, 6, and Eyberg, S/ (2002) e%amined the relationship between child behavior problems in African American preschool relationship between child behavior problems in African American preschool children and parenting styles 10= African American female caregivers of * to children and parenting styles 10= African American female caregivers of * to : year old children were the st!dy participants ;indings incl!de maternal : year old children were the st!dy participants ;indings incl!de maternal ed!catio

ed!cation, family n, family income and parents endorsement were associated in income and parents endorsement were associated in parentparent reported child behavior problems based on correlational analysis he most reported child behavior problems based on correlational analysis he most predictive of fewer child behavior problems was a!thoritative parenting style predictive of fewer child behavior problems was a!thoritative parenting style based on hierarchical regression analysis

based on hierarchical regression analysis

!, <+, +ho!, / (201*) organi7ed a st!dy to identify the effects of  !, <+, +ho!, / (201*) organi7ed a st!dy to identify the effects of  dif

diffefererent nt teateachcher er ststratrategegies ies and and paparerentinting ng stystyles les for for ememotiotion on rereg!g!latlationion development in preschool children in classroom interaction eachers, children development in preschool children in classroom interaction eachers, children who are * to 8 years old and parents which is the st!dy participant were who are * to 8 years old and parents which is the st!dy participant were cont

contacteacted d throthro!gh the !gh the manamanagergers s and team and team leadleaders ers in in the the earlearly y chilchildhodhoodod cen

centeters rs in in ororder der to to dedetetermirmine ne ththeir eir feafeasisibilbilityity  hhe e PaParerentinting ng StStylyles es anandd 6imension L!estionnaire was the meas!ring tool !sed and invented from 6imension L!estionnaire was the meas!ring tool !sed and invented from 1**"

1**"item item &!e&!estiostionnainnaire re to to its its c!rrc!rrent ent *2"i*2"item tem verversionsion  6at6ata a reverevealed thataled that a!thoritative parenting style sho!ld be implemented ;indings indicated that a!thoritative parenting style sho!ld be implemented ;indings indicated that children.s emotion reg!lation is widely affected by teachers act strategies in children.s emotion reg!lation is widely affected by teachers act strategies in classroom interaction

classroom interaction

'n a similar st!dy cond!cted by yar#o, 4 (2011) that identified the 'n a similar st!dy cond!cted by yar#o, 4 (2011) that identified the in

inflfl!e!encnce e of of paparerentntal al a!a!ththororititatativivenenesess s on on adadololesesccenentsts. . acacadadememicic ach

st!dents positively relate to both mothers and fathers a!thoritativeness he st!dents positively relate to both mothers and fathers a!thoritativeness he participants !sed in the st!dy are second year and third year st!dents >!t of  participants !sed in the st!dy are second year and third year st!dents >!t of  a sample of 2*@ adolescents, 8H=M were females and H82M were males a sample of 2*@ adolescents, 8H=M were females and H82M were males

;!rthermore, Areepattamannil, S(2010) performed a st!dy to e%amine ;!rthermore, Areepattamannil, S(2010) performed a st!dy to e%amine the predictive effects of parenting practices and parenting style on children.s the predictive effects of parenting practices and parenting style on children.s school achievement here were ::2: respondents with children 8"1= years in school achievement here were ::2: respondents with children 8"1= years in +anada ;indings revealed the s!bstantial positive predictive effects of family +anada ;indings revealed the s!bstantial positive predictive effects of family socioeco

socioeconomic stat!s, nomic stat!s, parental enco!ragemeparental enco!ragement, nt, parental e%pectationparental e%pectations, s, andand par

parenental tal bebelieliefs fs on on chchildildrenren.s .s scschohool ol achachievievemeement nt 'n 'n concontratrastst, , parparenentaltal monitoring had a s!bstantial negative predictive effect on children.s school monitoring had a s!bstantial negative predictive effect on children.s school achievement

achievement

wo h!ndred si%ty fo!r !ndergrad!ate st!dents enrolled in psychology wo h!ndred si%ty fo!r !ndergrad!ate st!dents enrolled in psychology co!rses at a maor !niversity in so!th western 3nited States are the st!dy co!rses at a maor !niversity in so!th western 3nited States are the st!dy participants in the st!dy of !rner EA, +handler, / and effer, -5 (200@) participants in the st!dy of !rner EA, +handler, / and effer, -5 (200@) on the

on the 'nfl!enc'nfl!ence of e of parenting styles, achieveparenting styles, achievement motivation, and ment motivation, and self"efself"efficacyficacy on

on acacadadememic ic peperfrforormamancnce e in in cocollllegege e stst!d!denentsts  -e-es!s!ltlts s inindidicacateted d ththatat a!thoritative parenting contin!es to infl!ence the academic performance of  a!thoritative parenting contin!es to infl!ence the academic performance of  coll

college ege st!dst!dentents, s, and and botboth h intintrinsrinsic ic motimotivatvation ion and and selself"eff"efficficacy acy predpredicteictedd academic performance

academic performance

L)a/ Lit.(at+(. L)a/ Lit.(at+(.

 Accordin

 According g to to 3P3P -esearch ?ines (2018),  -esearch ?ines (2018), right parenting attit!des andright parenting attit!des and practices promote positive social behavior among children +hildren can be practices promote positive social behavior among children +hildren can be considered as the prod!cts of how they were bro!ght !p, ta#en care of and considered as the prod!cts of how they were bro!ght !p, ta#en care of and molded by their parents Parents feel so pro!d of their children when they molded by their parents Parents feel so pro!d of their children when they #no

#now w thethey y hahave ve dodone ne thetheir ir papart rt anand d thethey y arare e papart rt of of ththe e acachiehievevemenments,ts, s!c

s!ccecess ss anand d rerealiali7a7atiotions ns of of drdreaeams ms of of ththeir eir chchildildreren n >n >n ththe e othother er hanhand,d, parents feel that they failed in rearing their children if the children wo!ld not be parents feel that they failed in rearing their children if the children wo!ld not be able to become prod!ctive citi7ens of the society b!t rather become liabilities able to become prod!ctive citi7ens of the society b!t rather become liabilities and threats to the people in the comm!nity

and threats to the people in the comm!nity  Ag!ila (20

 Ag!ila (200*) states 0*) states that parenthat parenting styting style can be a prle can be a prod!ct of a od!ct of a partic!lapartic!lar r  c!lt!re of its time ased on the st!dy she cond!cted parents who were in c!lt!re of its time ased on the st!dy she cond!cted parents who were in their early forties tended to be more liberal with their children Nhese parents their early forties tended to be more liberal with their children Nhese parents who were born in the 1@:0.s were either strict or liberal, depending on the who were born in the 1@:0.s were either strict or liberal, depending on the sit!ations they facedO she says hey can be more a!thoritarian when it comes sit!ations they facedO she says hey can be more a!thoritarian when it comes to

to c!c!rferfew w timtime e d!d!rinring g dadatestes, , b!b!t t wewere re mormore e tr!tr!stisting ng wiwith th thetheir ir #id#ids. s. ototheher r  choices li#e schoolsO

choices li#e schoolsO ;o

;or r manmany y ;il;ilipiipinosnos, , paparerents nts arare e seeseen n wiwith th a a sosomewmewhahat t coconf!nf!sisingng dichotomy9 while they are, short of one.s life partner, the most beloved of  dichotomy9 while they are, short of one.s life partner, the most beloved of  people in one.s life, they can also be the ones who can embarrass yo! the people in one.s life, they can also be the ones who can embarrass yo! the mos

most, t, or or be be ththe e onones es thathat t yoyo! ! wowo!ld !ld prpracacticticallally y conconsidsider er as as yoyo!r !r woworstrst ene

enemiemies s D D if if ththey ey wewerenren.t .t yoyo!r !r paparerents nts (-(-amoamos, s, 20201H)1H)  PaParerents nts tetend nd toto become very protective of their children specially when they are endangered become very protective of their children specially when they are endangered