Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The researchers seek to inform their readers about the mental and emotional factors affecting the academic performance of a child in school regarding the working of their parents overseas.
Nowadays, as life becomes uneasy to other families here in the Philippines, parents tend to work overseas to offer a convenient living to their children. As a result, it leads to several effects on the emotional and mental aspects of a child.
This study is concerned with regards to the upbringing of children by their parents. A child's greatest need is quality time with their parents. Finding time to spend together as a family can be difficult. In many households, parents have to go to work, which limits the time they have to spend with their children. In addition, children are involved in school and other activities. (Collins, 2010)
Based on surveys and statistical review, some common negative effects of having OFW (Overseas Filipino Workers) parents are dropping out of school, taking prohibited medicine, and getting into early pregnancy. These negative effects sometimes occur when children do not get too much attention from their parent or either guardian who is left behind. Children who don’t have their parents’ guidance can easily be influenced by peers. This is also a reason why “abandoned” children can change their attitudes easily. But besides having negative effects, children having OFW parents
also change for good especially those who are in their adolescent age. Their OFW parents serve as their inspiration to do better in their endeavor. (Tan, 2011)
It has a direct effect on the actions and behavior of an individual on how he or she is developed mentally and emotionally. By actions, this study focuses entirely on the reflected performance of students of Child Jesus of Prague School with parents that work overseas in school.
Background of the Study
The analysis of the academic performance of OFW children studying in Child Jesus of Prague School is aimed at providing guide to the school, faculty, students, and guardians in terms of handling behaviors that affects learning at school.
Nowadays, there really is a need to give more attention to the needs of the youth. These needs do not only pertain to material objects but also to the other needs such as for security, love and belongingness, esteem and self-actualization as presented in the hierarchy of needs by Abraham Harold Maslow.
Prevailing problems in this country is mainly contributed by youth-related causes –rooted by their upbringing. Emotional and mental problems lead to misbehavior of children that affects their whole life in process.
People these times do receive very little from the privilege of formal studying. In order to protect this, the researchers would give ample time to study more on the factors that affect a child’s performance in school without his or her parents around in order to understand their cases.
The researchers decided to focus on the relationship of the parents to their children simply because this plays an important role in the development of the well-being of individuals. At the final course of this study, the researchers aspire to give a great realization to the readers about this matter. They want to see through the silent, yet big problem faced by the youth as centered in the high school students of Child Jesus of Prague School.
Statement of the Problem
This study aims to know the Factors Affecting the Academic Performance of OFW Children in Child Jesus of Prague School S.Y 2012-2013.
Moreover, it seeks to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1 Gender
1.2 Year level
1.3 Nature of parents’ profession abroad
1.4 Years spent of parents abroad
1.5 Average grade in the 2nd quarter
2. What are the factors affecting the academic performance of OFW children in Child
3. Is there any significant relationship between the Factors Affecting the Academic
Performances of OFW children in Child Jesus of Prague School to the profile of the respondents in terms of:
3.1 Gender
3.2 Year level
3.2 Nature of parents’ profession abroad
3.3 Years spent of parents abroad
3.4 Average grade in the 2nd quarter
Theoretical Framework
As the framework for the study being conducted by the researchers, theories about parental involvement and attachment are used as supporting ideas for the researches to be made.
Parent Involvement, according to a published article by Wendy S. Grolnick in 1994 and 1997, it affects student achievement because these interactions affect student’s motivation, their sense of competence and belief they have control over their success in school. It means that the involvement of parents serves as the basic foundation in the development of a child in all aspects. Children spend most of their time in schools than in their own house. The mere presence of parents at home after a child’s school hours makes a big difference in a child’s development, being attached to them more or not. Once an individual mind is muddled, it automatically affects his
In relation to the study of the researchers, pertaining to the factors affecting the academic performance of students in Child Jesus of Prague School with OFW parents, one could already perceive that the relationship of the parents with their children counts. This study centralizes on high school students; hence, respondents are all in the stage of adolescence. It is known that adolescence is the stage of confusion in individuals. This is the stage wherein the support from the family, especially the parents, is much needed for their development.
The Attachment Theory proposed by William Sears states that the child forms a strong emotional bond with caregivers during childhood with lifelong consequences. Sensitive and emotionally available parenting helps the child to form a secure attachment style, which fosters a child's socio-emotional development and well-being. In extreme and rare conditions, the child may not form an attachment at all and may suffer from reactive attachment disorder. Principles of attachment parenting aim to increase development of a child's secure attachment and decrease insecure attachment.
When mothers taught to increase their sensitivity to an infant's needs and signals, this increases the development of the child's attachment security.
In relation to the factors affecting the performances of the children in school, the presence of the parents is important. It can be proven by this theory. This theory means that as an individual grows up, there is a strong bond or attachment developed between the child and parents. Parents were needed by their children to discipline, to teach them, and to guide them properly. All children need the love and care of their parents.
Nowadays, some parents go abroad to work and earn more money for the needs and the future of their children. Even though it is hard for them to leave their children to their relatives, they are forced to do so, because they want them to give their children a brighter future. However, the one who is really going to be affected are the children. It can affect them physically, emotionally, mentally, and the way they communicate to other people. Some children nowadays tend to have rebellion against their parents because they thought that their parents do not love them anymore because they left them. Through these instances, it can be truly said that the presence of parents is important for the child to grow with good attitude and can perform well in everything they do because they know that their parents are always there to support them.
Hypothesis
There is no significant relationship between the factors affecting the academic performance of OFW children in Child Jesus of Prague School to the profile of the respondents in terms of:
a. Year level
b. Nature of parents’ profession abroad c. Years spent of parents abroad
Significance of the Study
A study is conducted to give a specific purpose for different individuals. These are the following groups that will benefit the study of the researchers:
a. Respondents
This study conducted by the researchers centralized only on students with parents working overseas. This would benefit them by means of making them reflect on the performance that they are making without their parents with them so that they will be able to understand their work positively and even become more productive in their studies.
b. Students
This study will give benefit to the students because the study indicates the factors that affect the academic performance of those students with OFW parents. With these, it would help them to realize the effects of being away from their parents so that they will be able to value them more and to have a positive attitude to make a better performance in school.
c. Parents
It will give a big help to the parents because they will have an idea if their son is not doing well in his academic performances. The researchers give some tips that will help the parents working abroad on what they need to do to help their children in his or her studies.
d. Teachers
As the students’ parents at school, they will have an idea on why are there students who are having low grades in his or her different subjects and they will find a way to help that student to cope up by giving them support and motivation like parents do.
In the future, this study would benefit those who would be making also researches and a thesis regarding psychology in relation to the performance of high school students in school.
f. Administration
They are in charge in promoting discipline inside school. With these, they would understand the problems of students in terms of their performance in school. One factor that contributes to discipline is proper handling of behavior brought about by students whose parents are abroad.
Definition of Terms
Appraisals – methods by which a performance is being evaluated
Authoritarian – parents set firm controls, but they tend to be emotionally more
distant from the child.
Authoritative – These parents set high standards and impose controls, but they
are also warm and responsive to the child’s communications.
Aversive – tending to avoid or causing avoidance of a noxious or punishing
stimulus
Bias – generally is one-sided that lacks a neutral point of view
Brusquely – abrupt and curt in manner or speech; discourteously blunt
Chronologically – arranged in order of time of occurrence
Cognition – a group of mental processes that includes attention, memory,
producing and understanding language, learning, reasoning, problem solving, and decision making.
Compensation – strategy whereby one covers up, consciously or unconsciously,
weaknesses, frustrations, desires, or feelings of inadequacy or incompetence in one life area through the gratification or (drive towards) excellence in another area.
Conscientious – the state of being thorough, careful, or vigilant; it implies a
desire to do a task well.
Consolably – the manner of allaying the sorrow or grief of something
Distortion – the giving of statements that twists fact
Docile – used to characterize one that is easily taught or handled.
Ethnographic studies – it involves studying prospective customers to
understand social and environmental requirements.
Exosystem – refers to settings that are not inhabited by children, but
nevertheless affect their experiences.
Futuribles – independent center of study and reflection
Generation gap – referring to differences between people of younger
generations and their elders, especially between children and their parents Gregarious – fond of company or being sociable.
Immense – extremely large or great, esp. in scale or degree.
Indiscriminate – not marked by careful distinction
Inherent – existing in something as a permanent, essential, or characteristic
attribute
Longitudinal study – correlational research study that involves repeated
observations of the same variables over long periods of time — often many decades
Macrosystem – the last level of Bronfenbrenner’s conceptualization of the
environment that consists of social class, ethnic and cultural customs, as well as governmental laws and policies that frame the activities of children and their families.
Mesosystem – the level that comprises the connections among the various
Microsystems.
Microsystem – refers to the daily face-to-face interactions with parents, siblings,
teachers, and peers characterize children’s experiences, and it includes children’s homes, child care centers, and schools.
Prejudice – used to refer to preconceived, usually unfavorable, judgments
toward people or a person because of gender, social class, age,disability, religion, sexuality, race/ethnicity, language, nationalityor other personal characteristics.
Proxy – stands on behalf of someone else
Remittances – transfer of money by a foreign worker to his or her home country.
Self-efficacy – the measure of one's own ability to complete tasks and reach
goals.
Solicitousness – the expression of care or concern.
Trepidation – a feeling of fear or agitation about something that may happen.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
Foreign Literature
In the development of every child, systems of environment influence his personality, behavior and way of thinking. In this cycle, the involvement of parents become vital for him to be emotionally and mentally fit; thus, performs efficiently in school.
According to Charlotte J. Patterson (2009), Ecological Systems Theory is developed by the American psychologist Urie Bronfenbrenner, ecological systems theory emphasizes the importance of many different environments on children’s development. According to Bronfenbrenner (1979), as cited by Charlotte J. Patterson (2009), he viewed child development as a process that unfolds within a complex system of relationships occurring in multiple environments. Moreover, in his view, children’s environments are not simply diverse; they are also related in specific ways. Thus, children’s homes and schools are located in neighborhoods, and neighborhoods are located within larger cultural groups that prescribe customs and values. Not only do all
of these environments have an impact on a child’s development, according to Bronfenbrenner, but the interactions among them also exert considerable influence.
According to Patterson (2009), Bronfenbrenner’s model consists of four systems. It begins with what he called the microsystem, in which daily face-to-face interactions with parents, siblings, teachers, and peers characterize children’s experiences. The microsystem includes children’s homes, child care centers, and schools. Within these environments, systems of interaction develop, with every participant influencing every other participant. For example, when a child becomes angry and aggressive at school, the teacher must devote energy to calming that child down, and other students receive less positive attention. However, when children are cooperative, the teacher can move ahead with planned lessons, and everyone is likely to feel more relaxed. In this case, students may experience their teacher as a happier and more positive person. Over time, patterns of behavior like these may accumulate and have an important influence on development.
The next level of Bronfenbrenner’s model, the mesosystem, comprises the connections among the various Microsystems. For instance, there are mesosystem connections between children’s lives at home and their lives at school. If a 10-year-old boy heard his parents arguing before he left home in the morning, he might already feel anxious and upset when another boy accidentally steps on his foot at school. Instead of reacting calmly, he might start yelling and punch the other boy. A teacher who found the two boys fighting would most likely discipline both. Had things gone smoothly at home, a small incident at school might not have turned into a big problem. Another boy, whose
Interactions between people at home, at school, and in neighborhoods all influence one another.
Bronfenbrenner used the term exosystem to refer to settings that are not inhabited by children, but nevertheless affect their experiences. The exosystem includes parents’ work environments, community groups, and extended families. Even though children may never go to their parents’ workplaces, employers’ policies on flextime, vacations, and health insurance can have an impact on their well-being. Similarly, even though children may be unaware of grandparents’ contributions, the financial assistance or help with other matters that they provide may be significant in their families’ daily lives. Conversely, if parents have difficulties at work or if grandparents fall ill and require care, exosystems can be a source of stress for families.
The macrosystem is the last level of Bronfenbrenner’s conceptualization of the environment. It consists of social class, ethnic and cultural customs, as well as governmental laws and policies that frame the activities of children and their families. For instance in some environments, government-supported programs may offer children opportunities related to nutrition, health care and education. In other environments, such opportunities may be largely absent. Again, children may know nothing about the influence of the macrosystem on their behavior or well-being; nevertheless these environments can have an important impact on them.
According to Patterson (2009), maltreatment is more common among infants and toddlers than among any other age group. The likelihood of being maltreated is highest among infants and toddlers and declines as children grow older. A large majority of
perpetrators of child abuse and neglect are parents. Only about one in five maltreatment cases does not include a parent as perpetrator.
Types of Maltreatment
According to Charlotte J. Patterson (2009), the most common form of child maltreatment, neglect, occurs when a caregiver fails to provide adequate food, clothing, supervision, or medical care. At last count, neglect accounted for more than 60% of documented cases of child maltreatment each year. Physical abuse– such as hitting, slapping, shaking, and kicking with the intent to cause harm–accounted for about 19% of cases. Sexual abuse– including inappropriate exposure to sexual acts or materials, sexual contact, and forced sexual behavior of any kind–accounted for approximately 10% of cases, mostly among older children. Emotional abuse, defined as demeaning, coercive, or overly distant behavior by a caregiver–including intimidation, humiliation, and social isolation–accounted for about 5% of cases. Other forms of maltreatment– including abandonment, threats of harm, and congenital drug addiction– accounted for about 17% of cases. These numbers add up to more than 100% because many infants and children experience multiple forms of maltreatment. (HHS, 2006)
Impact of Child Maltreatment on Later Development
According to Patterson (2009), when children who have been maltreated are compared with children from similar backgrounds who have not been maltreated, those who have been maltreated show many problems in adjustment. These problems may include difficulties at school, problems with peers, low self-concept, and academic failure. Many of these problems are interrelated. For example, maltreated youngsters
show higher levels of aggressive behavior than their peers, and since aggressive behavior is aversive, their peers often grow to dislike them, increasing the likelihood that they will be victimized. The longer an infant or toddler is maltreated, the more serious the effects are likely to be. Some long-term effects of child maltreatment may depend on biological factors.
Although the long-term impact of child-maltreatment is often serious, some maltreated children fare better than others. One important factor seems to be strong personal relationships with people outside the child’s family. For instance, among children who had been maltreated before entering school, a good-quality peer friendship was protective against ill effects during elementary school. Children who had such a friendship were less likely to experience negative outcomes. Another study found that among maltreated children who attended a special therapeutic summer camp, those who formed positive relationships with counselors fared best overall. Relationships both within the family and outside it are important in fostering positive development of children who have been maltreated.
Nonparental care
According to Charlotte J. Patterson (2009), most children do not spend every waking minute with their parents. As the number of single-parent and dual-earner families has increased in recent years, many children in the United States have had some experience with nonparental care. In fact, recent national data show that 61% of U.S. children from birth to 6 years of age receive some form of child care on a regular basis from people other than their parents. In a large-scale study of child care
sponsored by the National Institute of Child Health and Human Development, 92% of children had experienced some form of nonparental care by the time they were 3 years old, and 52% were regularly spending 30 or more hours per week in nonparental care.
The type of nonparental care that children receive varies with age. Infants and toddlers are most likely to spend time in home-based child care arrangements, either with a relative or a nonrelative. Preschoolers are more likely to be in center-based care arrangements that put them into groups of more than six children, they catch more colds and have more ear infections than do children who stay at home or who are in smaller groups when away from home. Opinions differ as to whether these minor illnesses are a problem or whether they actually benefit children by ensuring that they have developed immunities before they enter school. Apart from these health issues, type of child care does not seem to relate.
What makes a successful learner?
According to Diana Pardoe in 2009, it is important to define what we mean by the word ‘successful’ before we can begin to explore what makes a successful learner. As detailed in the first edition of this book the thesaurus tells us that ‘success’ has synonyms such as eminence, fame, accomplishment, achievement, mastery, attainment, victory, fortune and happiness. When asked what they understand by ‘success’, many young learners give responses which focus upon:
Levels and grades
Being first, being the best, winning External rewards – stickers, merit, prizes
According to Pardoe (2009), children need to see being ‘successful’ in the wider context of achieving something new for the first time, improving their own personal performance and reaching their own goals. Although this may seem straightforward, there are many needs to be met before conditions are conducive to successful learning experiences.
In exploring motivation and learning, the source of self-worth and the experience of success, it is essential to make time to talk with children about their lives and their learning, and providing them with the language of learning. Unless we give time and attention to self-esteem and motivation of each learner, unless we recognize and value difference, and unless we invest time in creating a healthy, safe and enabling environment for learning, we are probably wasting our time. This word ‘motivation’ is, however, often inappropriately used as in ‘How can we motivate these kids?’ or ‘Come on, motivate yourselves!’ We know that real motivation comes from within and therefore we need to understand how to ignite it. Ian Gilbert, in Essential Motivation in the
Classroom, uses the phrase ‘Hope fires a neuron...’ which he first heard used by
Professor John MacBeath from Strathclyde University.
So to foster intrinsic motivation we need to use positive language that promotes hopefulness and creates energy, so that our learners are optimistic, have real ambition and are consequently more likely to feel valued or valuable.
According to Richard J. Wagman (2000), communicating well with others is an important part of emotional fitness.
According to Pardoe (2009), at the end of 2006, the Report of the Teaching and Learning in 2020 Review Group was produced – more commonly referred to as 2020 Vision. The report presents a ‘clear vision of what personalized learning might look like in our schools in 2020’ (2020 Vision 2006). This vision is one where the Every Child Matters outcomes are realized for all children and young people. The report identifies some key recommendations for schools to enable young people to develop the skills and attitudes they will need to be successful citizens.
a. Helpful talk
b. Encouragement c. Sharing ideas d. Giving instructions e. Talking about learning
f. Explaining g. Being polite h. Asking questions e. f. Unhelpful talk a. Gossip b. Arguing c. Back chat d. Interrupting
e. Chatting when it’s not about our learning
f. Talking when someone else is talking
g. Dweck’s Motivational Model of Achievement
h. According to Ross Vasta (et. al) (1999), children’s academic self-concept, of course, derives mainly from their academic performance. Those who do well in school are likely to develop high options of their competence, whereas poor performers are likely to develop low opinions. How well a child performs in school depends partly on his academic abilities and partly on the amount of effort and motivation the child puts forth.
i. According to Burhans and Dweck (1995) as cited by Ross Vasta (et. al) (1999), based on over 20 years of research, Carol Dweck and her colleagues have developed a theoretical model that attempts to explain the complex role that motivation plays in children’s academic success The model focuses on two patterns of motivation that have been observed in both younger and older children and that are reflected in their affect, cognitions, and behavior.
j. According to Dienerand Dweck (1978 & 1980) as cited by Vasta (1999), children in achievement situations generally react to failure experiences in one of two ways. Some children display a mastery-oriented pattern. Despite having just failed at a task or problem, these children retain a positive mood and express high expectations for success on future attempts. As a result, they tend to persist at the task and they seek out similar challenging problems. This motivational pattern usually leads to improved academic performance over time.
k. Other children, however, display a helpless pattern. When they encounter failure, their affect conveys sadness or disappointment, and they express doubt that
they can ever succeed at the task. These children show little persistence on the activity and tend to avoid similar challenges in the future. Academic performance in these children often remains considerably below what it could be. What could produce these very different responses to failure?
l. Dweck’s model proposes that at the heart of the problem are the children’s feelings of self-worth. Children who develop the helpless pattern typically believe that their self-worth depends on the approval and positive judgments of others. As a way of validating their self-worth, they seek out situations in which success involves receiving such approval. If the situation instead produces failure, these children view the absence of approval as a blow to their “goodness” as a person (self-worth), which then leads to the helpless pattern of negative affect low expectations for future success, low persistence, and avoidance of similar situations.
m. In contrast, children who develop mastery-oriented pattern do not believe that their self-worth depends on the opinions of others. They tend to seek out situations in which, whether successful or not, they will learn from their experiences. When these children fail, therefore, they view it simply as an opportunity to improve their ability on the task, and so display the opposite pattern of affect, expectations, and persistence.
n. According the Dweck (1991); Smiley and Dweck (1994) as cited by Vasta (1999), this position of the model can account for the development of the motivational patterns in younger children. Support for it comes from several studies in which 4- and 5-year-olds were asked to solve a number of puzzles, only one of which could actually be solved. When later given the opportunity to play with one of the puzzles again,
children who chose the solved puzzle (non-persisters) also displayed negative affect toward the task and expressed lower expectations for success on another task. Children who chose to persist on one of the unsolved puzzles showed the more positive pattern of reactions.
o. According to Dweck and Leggett in 1998 as cited by Vasta in 1999, in older children, the model becomes more complex. Beyond 10 years of age or so, children’s cognitive abilities permit them to develop certain self-conceptions. One of these is a “theory of intelligence”. Some children come to believe in an entity model, in which the amount of a person’s intelligence is fixed and unchangeable. Others subscribe to an incremental learning model, in which a person’s intelligence can grow with experience and learning. A second self-conception involves children’s “attributions for success or failure”. Some children believe that success or failure results primarily from the amount of ability a person has; other children believe it depends on the amount of effort a person applies to a task.
p. Children who develop the helpless pattern as we might expect, generally believe that the amount of their intelligence is fixed (entity model) and that their lack of success derives from their lack of ability. These two beliefs combine to give the child little reason for optimism in the face of failure-after all, ability is unchangeable and the child simply has too little of it. Predictably, then, these children feel helpless and hopeless. A very different outlook, however, results from the two opposite beliefs, which are generally held by mastery-oriented children. If intelligence can grow (incremental model) and success depends largely on one’s effort, then failure experiences need not
lead to feelings of despair or pessimism. These children believe they can do better next time by simply trying harder.
q. Research has likewise supported this portion of the model. For example, one study found that fifth-grade children who displayed elements of the helpless pattern (non-persistence and low expectations for future success) following failure on as task were more likely to hold the entity view of intelligence, whereas children displaying the mastery-oriented pattern tend to believe in the incremental view (Cain and Dweck, 1995 as cited by Vasta et. al.). Evidence supporting the effects of different attributions for success and failure derives from an early finding that the helpless pattern is more common in girls (Dweck et. al. 1975 & 1973 as cited by Vasta 1999 et. al.). This gender difference was subsequently shown to involve the way in which theaters typically provided feedback to boys and girls. When boys failed, they were more often told that they did not try hard enough (indicating lack of effort): when girls failed, they usually were told simply that they had the wrong answers (implying lack of ability) (Dweck and Goetz, 1980; Dweck etal., 1978 as cited by Vasta 1999 et. al.).
r. According to Vasta in 1999, Because all children sometimes fail, all receive such feedback, and all can thus be influenced by it. In general, then, girls may eventually come to believe that their abilities are inadequate (“I failed because I’m lousy at math”) and therefore approach new tasks in a pessimistic manner, whereas boys may continue to assume that their failures result from too little effort (“I could have done better if I had studied harder”) and so remain motivated in the face if new challenges. Fortunately, feelings of helplessness based on these sorts of attributions have been
appropriate ways (Dweck et. al., 1978), or by retraining helpless children to attribute their failures to effort rather than to ability. (Dweck, 1975 as cited by Vasta et. al. 1999)
s. A child’s development is a process involving system of relationships depending on their environment – the interaction with individuals in the family, school and the neighborhood. They also have emotional needs like being with their parents and nonparental care becomes an issue. It is said that maltreatment does not only fall under physical aspects but also neglect is one form. These kinds of maltreatment give an impact on a child’s adjustments from home to school and to his or her environment.
t. As these individuals grow up, they enter the stage of adolescence in which their relationship with their parents becomes crucial because they are in the state of confusion. There are individuals who are positive enough on that situation that makes them productive and those who do not.
u. In schools, students are being motivated to be successful learners, and talking is one significant element in the process. Motivation is one good thing to be present in relation to the parent-child relationship in their learning process. Not all talks are helpful in a child’s learning because there are also influences of talk that makes them unable to perform well in school since their emotional needs are being put aside.
v. Local Literature
w. In different aspects, an individual develops be it from babyhood up to senescence. Along the process, there is the stage of adolescence. As high school students, learning about the necessary needs in this stage is important to
be guided to what contributes to their own success in schools depending on the environment that influences them especially the family.
x.
y. Physiological Stages of Development
z. According to Charo L. Bayani (2005), physiological development is also the biological development of humans. This involves the physical attributes of an individual as it grows and matures chronologically. Once we say chronological stages of development, it follows a certain pattern of development that has an orderly sequence.
aa. According to Bayani (2005), in the critical phase of developing personality, infancy is known to be the time of true foundation of age. Although, it is true that other stages of development is also critical, this stage is known to be the most critical phase of developing personality because this is the time where the child is in depth in acquiring all the knowledge and information that he can get from the world that he is living in. It is a time where the child is so sensitive with all the behavioral, attitudinal and emotional patterns that are being established by the people around him.
ab. According to Bayani (2005), this is the stage where the babies learn how to catch the attention of the people around them in any way they can because of their yearning to become a part of a certain social group. This craving will be justified through their attachment behavior whenever they are with somebody who shows attention and affection towards them.
ac. According to Bayani (2005), in childhood, a lot of people think that childhood is the longest amongst all stages development – a time when a child is considered relatively helpless and dependent to others. This part of development is divided into two stages – early childhood and late childhood. The reason why this stage is divided into two is not because of the physiological changes of the individual but through their socialization style.
ad. According to Bayani (2005), in early childhood, the individual occupies this stage when he is three to six years of age. The child in this stage have somewhat developed their personality and unconsciously acquires more through the help of the people with whom he is showing some interests. The interests with whom he is showing is an important element in acquiring the introductory training and knowledge needed to become a member of a “gang” in the late childhood. Since, the child in this stage gets too interested with the people around him, whatever attitude, behavior or emotions laid before him will somewhat reinforce the child’s self-concept.
ae. According to Bayani (2005), in late childhood, the individual occupies this stage when he is within the age range of seven to thirteen. This stage of development shows the kids in depth interests with their peers. As they get too involved in getting the approval of their peers, family relationship gets deteriorated affecting their personal and social adjustments, which have a strong impact on their self-evaluation.
af. According to Bayani (2005), in adolescence, this stage extends from the time a person enters the age of fourteen to seventeen. This is a stage that is known to be the transitional stage, where a person becomes physically, emotionally and
psychologically mature, yet, immature. Since it is a stage of transition it is known to be a problem age where adolescents are too eager to improve their personalities in the hope of advancing their status in the social group they belong and a time for identity confusion where relationships between adolescents and members of the families tend to decline although these relationships often improve as they draws near to adulthood. Self-concepts of the individuals in this stage are often beyond their control since they are being influenced by a lot of conditions.
ag. In early childhood, our parents and other relatives are the most important people in our lives.
ah. According to Paulhus Trapnell (et. al) (1999) as cited by James W. Kalat in 2010, they say that firstborn children are more successful and ambitious than later-born. Firstborns also rate themselves as more honest and conscientious. On the other hand, later-born children said to be more popular, more independent, less comforting, less neurotic, and possibly more creative.
ai. The problem is that many firstborns come from families with only one child, whereas later-born children necessarily come from larger families. Many highly educated and ambitious parents have only one child and provide that child with many advantages. Therefore, what appears to be a difference first-and later-born children could be a difference between small first-and large families. (Rogers, 2001)
aj. Psychologists have done a great deal of research comparing parenting styles to the behavior and personality of the children. Much of this research is based on four parenting styles:
ak. Authoritative parents: These parents set high standards and impose controls, but they are also warm and responsive to the child’s communications. They set limits but adjust them when appropriate. They encourage their children to strive toward their own goal.
al. Authoritarian parents: Like the authoritative parents, authoritarian parents set firm controls, but they tend to be emotionally more distant from the child. They set rules without explaining the reasons behind them.
am. Permissive parents: They are warm and loving but understanding.
an.Indifferent or uninvolved parents: These parents spend little time with their children and do little more than provide them with food and shelter.
ao. According to Diana Baumrind in 1979 as cited by Kalat in 2010, the research has found small but reasonably consistent links between parenting styles and children’s behavior. For example, most of authoritative parents are self-reliant, cooperate with others, and do well in school. Children of authoritarian parents tend to be law- abiding but distrustful and not very independent. Children of permissive parents are often socially irresponsible. Children of Indifferent parents tend to be impulsive and undisciplined.
ap. According to Tronick Morelli and Ivey (1992) as stated by Kalat (2010), in subsistence cultures, a mother returns to her task of gathering food and so forth shortly after giving birth, leaving her infant most of the day with other women and older children. Within the first few months, the infant establishes strong attachments to several adults and children.
aq. Still, many psychologist in Europe and North America maintained that healthy emotional development required an infant to establish a strong attachment to a single caregiver –ordinarily, the mother. When more and more families began placing infants in day care so that both parents could return to work shortly after their infant’s birth, a question arose about the psychological effects on those children.
ar. Many studies compared children who stayed with their mothers and those who entered day care within their first year or two of life. The studies examined attachment, adjustment and well-being, play with other children, social relations with adults, and Intellectual development.
as. According to Scarr (1998) as stated by Kalat (2010), the results were that most children develop satisfactorily if they receive adequate day care. Later studies have confirmed that children in dual income families do just as well academically as those with a parent at home (Goldberg, et. al. 2008). One exception to this rule is that if both parents return to work full time within the first year of an infant’s life, the child later shows a slightly increased probability of problem behaviors toward both children and adults (Hill, et. al. 2005). As always, we cannot be sure about cause and effect from
data such as these. Perhaps the families that use full-time day care in the first year differ from other families in ways that influence the results.
at. Older children are less affected, and perhaps positively affected by having both parents employed. One longitudinal study of 2,402 low-income families examined preschoolers and older children before and after their mothers took jobs. The preschoolers showed no behavioral changes, and the older children showed slight benefits in some aspects of adjustments (Chase-Lansdale 2003). au. According to Rita L. Antheonin 1993 as stated by Kalat (2010), our first
social contacts are with the persons who care for us in early infancy, usually the parents. The manner in which a caregiver responds to the infant’s needs-patiently, with warmth and concern or brusquely, with little sensitivity-will influence the child’s relationships with other people. Some Psychologists believe that a person’s basic feelings of trust in others are determined by experiences during the first years of life (Bowlby, 1973).
av. By two months of age, the average child will smile at the sight of its mother or father’s face. Delighted with this response, parents will go to great lengths to encourage repetition. Indeed, the infant’s ability to smile at such an early age may have evolved historically precisely because it strengthened the parent-child bond. The first smiles tell the parents that the infant recognizes and loves them-which is actually not true in any personal sense at this age-and encourages them to be even more affectionate and stimulating in response. The infant smiles and coos at the parents; they pat, smile, and vocalize in return,
thereby stimulating an even more enthusiastic response from the infant. A mutually reinforcing system of social interaction is thus established and maintained.
aw. By their third and fourth month, infants show that they recognize and prefer familiar members of the household-by smiling or cooing more when seeing these familiar faces of hearing their voices-but infants are still receptive to strangers. At about seven or eight months, however, this indiscriminate acceptance changes, many infants begin to show wariness or actual distress at the approach of a stranger and, at the same time, to protest strongly when left in an unfamiliar setting or with an unfamiliar person.
ax. Parents are often disconcerted to find that their formerly gregarious infant, who had always happily welcomed the attentions of a baby-sitter, now cries inconsolably when they prepare to leave-and continues to cry for some time after they have left.
ay. Although not all infants show this so-called “stranger anxiety”- it appears to be part of its distinctive temperament-the number of infants who do show it increases dramatically from about eight months of age until the end of the first year. Similarly, distress over separation from the parent-a distinct but related phenomenon also partially related to inborn temperament-reaches a peak between fourteen to eighteen months and then gradually declines. By the time they are three years old; most children are secure enough in their parents’ absence to be able to interact comfortably with other children and adults.
az. An infant’s tendency to seek closeness to particular people and to feel more secure in their presence is called Attachment. The young of other species show attachment to their mothers in different ways.
ba. According to Harlow (et. al) (1969) as cited by Kalat (2010), psychologists at first theorized that the attachment to the mother developed because she was the source of food, one of the infant’s most basic needs. However, some facts did not fit. A series of well-known experiments with monkeys showed that there is more to mother-infant attachment than nutritional needs.
bb. According to Harlow (et al.) as cited by Kalat (2010) although we should be careful in generalizing from research on monkeys to human development, there is evidence that the human infant’s attachment to the primary caregiver serves the same functions: it provides the security necessary for the child to explore his or her environment, and it forms the basis for the interpersonal relationships in later years. It has been hypothesized that the failure to form secure attachment to one or a few primary persons in the early years is related to an inability to develop close personal relationships in adulthood
bc. According to Kalat (2010), most of the research on attachment in humans has examined differences among infants in the security of their attachments to their mothers, and whether those differences can be attributed to earlier patterns of interactions between the infant and mother, to the infant’s inborn temperament, or to both. A few progressive researchers have even thought to examine infant-father attachments as well.
bd. According to Kalat (2010), puberty, the period of sexual maturation that transforms a child into a biologically mature adult capable of sexual reproduction, takes place over a period of about three or four years. It starts with a period of very rapid physical growth accompanied by the gradual development of the reproductive organs and secondary sex characteristics. Puberty also affected the girls’ relationship with their parents; girls who were developmentally advanced talked less with their parents and had fewer positive feelings about family relationships than did less developed girls.
be. Related to the traditional view that adolescence is inevitably a period of personal turmoil is the expectation that adolescents and their parents suffer from a “generation gap” characterized by stormy adolescent-parent relationships. As a result, parents often anticipate their youngsters’ approaching puberty with trepidation.
bf. According to Kalat (2010), most parents and teenagers manage to negotiate a new form of interdependence that grants the adolescent more autonomy, more equal role in family decisions, more responsibilities. If a teenager fails to negotiate a working relationship with his or her parents in early adolescence, then conflict may escalate into major difficulties by late adolescence. This may be why we mistakenly think of adolescent-parent conflict as more typical of the last years of high school when, in fact, conflict is more likely to peak earlier, at puberty.
bg. According to Maccoby and Martin in 1983 as cited by Kalat in 2010, parents who provide explanations for their decisions, who relax parental control
during adolescence, and who employ a democratic structure of decision making within the family give their off spring a sense of autonomy that reduces conflict and eases the transition to adulthood.
bh. An adolescent’s sense of identity develops gradually out of the various identifications of childhood. Young children’s values and moral standards are largely those of their parents; their feelings of self-esteem stem primarily from their parents’ view of them. As youngsters move into a wider world of junior high school, the values of the peer group become increasingly important, as do the appraisals of the teachers and other adults. Adolescents try to synthesize these values and appraisals into a consistent picture. If parents, teachers, and peers project consistent values, the search for identity is easier.
bi. bj.
bk. Piaget’s Formal Operational Thinker
bl. According to Brenda B. Corpuz, Ph.D. (2010), Piaget formulated the theory of Formal Operational Thinking, which demonstrates how the cognitive capacity of the adolescent allows him or her to go beyond the sensible and concrete to dwell on what is abstract, hypothetical, multidimensional, and possible. In this realm of though, the adolescent begins to attain subtlety in thinking, entering the sphere of possible and futuribles. More specifically, formal operational thinking consists in:
a. Propositional thinking – making assertions outside visual evidence, and stating what may be possible in things not seen by the eyes ( for example, whether an unseen object is red or green, big or small, flat or round);
bm. b. Relativistic thinking – subjectively making an opinion on facts— involving one’s own bias, prejudice of distortion of facts- which may be either right or wrong ( for example, arguing for or against the superiority of the races, whether white, brown, yellow, or black);
bn.c. Real versus possible – examining a situation and exploring the possible terms of situations or solutions (e.g. possible success in implementing a student project or a school policy).
bo. For Piaget, one indication of the presence of formal operational thinking is the ability of the adolescent thinker for combinational analysis, which is his taking stock of the effects of several variables in a situation, testing one variable at a time, and not randomly. An application of a situation, which requires combinational analysis, is the school laboratory experiment activity wherein high school students test chemical elements singly and in combination resulting in an understanding of chemical changes.
bp. A new thought capacity, known as Hypothetico-Deductive Reasoning, emerges in the adolescent reasoning from general facts/situations to a particular conclusion. The school pendulum experiment is an example of deducing from variables and generating and recognizing a truth, expressed by the transitional process of deriving a conclusion from a hypothesis.
bq. Scientific evidence shows that while adolescents may obtain the capacity for formal operational thinking, only experience and education will allow them to actually practice it. School math and science courses, such as performing Physics-type problems (balance scales, pendulums, projection of images and shadows, etc.)
br. Outside formal operational thinking which can be developed by mathematical and science studies, the adolescent enters into a new capability, which makes him a Problem-Solving Thinker. This involves identifying problems and seeking new and creative solutions for them. The problem-finding thinker is one who is able to rethink and reorganize ideas and ask important questions, even defining totally new problems not previously seen.
bs. The adolescent may further experience an increase in depth of thought. Thus, he/she is able to bring what is logically “best” for everyday life, whether or not this may be the objectively correct solution or response to a situation or a problem.
bt.
bu. Siegler’s Information-Processing skills
bv. According to Corpus, Ph.D. (et al.) (2010), as in information-processing theorist, Robert Siegler views the influence of the environment on thinking. He sees cognitive growth, not as stages of development, but more of a sequential acquisition of specific knowledge and strategies for problem solving. He
observes the quality of information the adolescent processes, and those information influences him/her in his facing task through strategies or rules.
bw. Overachievers
bx. According to Corpuz Ph.D. (et. al) (2010), achievement and IQ test are standard measurements of the learner’s abilities, as well as potentials for success in given areas. While IQ test are alone do not measure the great number of abilities that are part of human intelligence, they are still relatively good predictors of success in school achievement. Indirectly, IQ test are beneficial instrument in identifying learning deficiencies in learners.
by. In many societies, students who get IQ scores that place them in top 3 and 5 percent on the bell curve are considered “gifted”. Still, those whose IQ tests are not in the top 3 and 5 percent on the bell curve may actually achieve very high academic grades. The latter types of learners are labeled
overachievers.
bz. The cases of overachievers serve as a reminder that the IQ test is not only determinant in school achievement. There are other factors such as, motivation, interest, work habits, and personality development. Beyond what are statistically shown by achievement in curricular subjects ( in English, Math, Science, Araling Panlipunan, etc.), overachievers demonstrate superior work habits, greater interest in school work, more consistency in doing assignments, and more grade/performance consciousness. Overall, they show more responsibility,
consciousness and planning compared with “normal” achievers. Listed as characteristics of overall achievers are:
ca. 1. Positive self-value (self-esteem, confidence, optimism)
cb. 2. Openness to authority (responsive to expectations of parents and teachers)
cc. 3. Positive interpersonal relations (responsive and sensitive to feelings of others)
cd. 4. Less conflict on the issue of self-autonomy (feels freedom to make right choices, initiates and leads activities)
ce. 5. Academic orientation (disciplined work habits, high motivation to discover and learn, interest in study values and varied fields of study) cf. 6. Goal-orientation (efficiency and energy in organizing, planning, setting
target, prioritizing long-term goals over short-term pleasures)
cg. 7. Control over anxiety (well composed and relaxed in performing organized tasks)
ch.Underachievers
ci. According to Corpuz Ph.D. (et. al) (2010), individuals whose performances are below the measured IQ levels are labeled underachievers. In spite of possible potentials to learn and scores in the top quarter on measured academic ability, their grades are below their measured aptitudes for academic
achievement. Under achievements becomes more pronounced with the beginning of adolescent years in high school when class work becomes more demanding.
cj. As to types of underachievers, the withdrawn underachievers are described as having a more pronounced tendency to be passive (their overt behavior being submissive and docile). They follow the path of no-resistance, not reacting against given assignments and actually following school regulations. Generally quiet, they tend not to participate in class activities. Meanwhile, the aggressive underachievers tend to be talkative, if not disruptive and rebellious.
ck.Parental Involvement
cl. There are many theories on underachievement, but generally, the influence of parents appears to be the dominant influence on the adolescent’s achievement level, more than peer group influence. A summary of differences between parents of high achievers and underachievers will help teacher educators understand the significance of parental involvement in adolescent learning and involvement in school activities.
cm. Generally, parents of high achievers demonstrate:
cn. 1. Positive attitudes about learning, school, teachers and intellectual activities, such as by exposing their children to stimulating books, word games, wholesome sports, travel, etc.;
co. 2. Harmonious and supportive relationship, inclusive of open, free and enjoyable interaction within the family;
cp. 3. Their own capabilities for success, conflict management, independent choices with which children can identify;
cq. 4. Encouragement and support for their children’s achievement without
undue pressure;
cr. 5. Active involvement in the school program and in parent-teacher community activities.
cs. Meanwhile, parents of underachievers show little or none of the above traits, while possibly showing:
ct. 1. Indifference and disinterestedness in academic and extracurricular activities of their children;
cu. 2. Authoritarian, restrictive and rejecting attitudes or the opposite, namely being excessively lax so as to leave their children on their own without any involvement or support;
cv. 3. Excessive indulgence, solicitousness, and protectiveness, thus stifling their children’s self-initiative.
cw. There are different stages of development. These are the beginning of life, Babyhood, Childhood, Adolescence, and Adulthood. Life begins when the male sex cell and female sex cell unite. In babyhood, the individual starts to develop his/her personality. Moreover, he starts to acquire all the knowledge and information from the
people around him, unconsciously acquires more help of the people and develops interests. Through this information, it explains that as the child gets older, he changes physically, emotionally, mentally and socially.
cx. With the influence of the environment, it affects the thinking abilities of adolescents (high school students) – their capacity limited by different factors like parental involvement.
cy. Foreign Studies
cz. Parents have no choice sometimes but to leave the country to earn more income so that their children would have a better quality education to receive from institutions; however separating themselves to their children.
da. According to Farooq, M.S. (2011), the home environment also affects the academic performance of students. Educated parents can provide such an environment that suits best for academic success of their children. The school authorities can provide counseling and guidance to parents for creating positive home environment for improvement in students’ quality of work (Marzano, 2003). The academic performance of students heavily depends upon the parental involvement in their academic activities to attain the higher level of quality in academic success (Barnard, 2004; Henderson, 1988; Shumox & Lomax, 2001).
db. According to King and Bellow (1989) as stated by Martha Kyoshaba in 2005, he used parents’ occupation as a proxy for income to examine the relationship between income and achievement and found that children of farmers had fewer years of
schooling levels of both parents had a positive and statistically significant effect on the educational attainment of Peruvian children. They argue that 34 how much education a child’s parents have is probably the most important factor in determining the child’s educational opportunities. They observe that the higher the attainment for parents, then the greater their aspirations for children.
dc. According to Corey Cappelloni (2011), as migration increases, there is also an increase in the number of children being left behind. Migrating parents often leave their children in the care of relatives, friends, or no one at all for significant periods of time. In short term, these children might experience an improvement in their material well-being. Indeed, they have nicer clothes, refurbished homes, better quality school supplies, and more entertainment devices compared to children without migrating parents. However, despite the material advantages that remittances may provide, insufficient attention is given to the psychological, educational, and social impacts of migration on the children left behind.
dd. Education for their children is important to parents. They tend to give it by means of working to the extent of leaving the country and their children to any relative, friend or neighbor. Despite all the things received by those individuals, they lack when it comes to the attention coming from their parents that yield to psychological impacts that is reflected on their outputs in academics.
de.Local Studies
df. One reason why parents tend to work overseas is that they want a convenient living for their children and of course to give a quality education as
possible. However, without given guidance, children barely understand these things and as a result be emotionally strained that is why it affects their performance in school.
dg. According to Joseph Regalado (2006), as stated by Pedrito R.Guinocor Jr. (et. al) (2008), the worst scenario is when explanations are sought from children, who may not always know why they performed below expectation.
dh. According to Andrew J. Fuligni (2006), as stated by as stated by Pedrito R. Guinoco Jr. (et. al) (2008), one of the top reasons immigrants give for coming to the United States is a desire to provide better educational and economic opportunities to their families and children. Immigrants this statement regardless of their educational level, financial standing or country of origin. Numerous ethnographic studies demonstrate that the children in immigrant families are well aware of their parents’ motivations for coming to the United States. By the time they reach adolescence, many children with foreign-both parents acknowledge their parent’s efforts and cite their parents’ sacrifices as sources of motivation for trying to succeed in American society. Because children’s sense of obligation to their immigrant parents can affect their adaptation and adjustment in the United States, several studies of children and adolescents from Asian and Latin American immigrant families have been conducted to gauge their level of obligation to the family. Several general themes emerge from this research, including the children’s strong sense of obligation, the contribution of that sense of obligation to their overall well-being, and obligation as a source of academic motivation as well as an important consideration in life decisions.
di. According to Jere Brophy (1987), as stated by Pedrito R. Guinoco Jr. (et. al) (2008), motivation to learn is a competence acquired “through general experience but stimulated most directly through modeling, communication of expectations, and direct instruction or socialization by significant others specially parents children’s home environment shapes the initial constellation of attitudes they develop toward learning. When parents nurture their children’s natural curiosity about the world by welcoming their questions, encouraging exploration, and familiarizing them with resources that can enlarge their world, they are giving their children the message that learning is worthwhile and frequently fun and satisfying. When children are raised in a home that nurtures a sense of self-worth, competence, autonomy, and self-efficacy, they will be more apt to accept the risks inherent in learning. Conversely, when children do not view themselves as basically competent and able, their freedom to engage in academically challenging pursuits and capacity to tolerate and cope with failure are greatly diminished. Once children start school, they begin forming beliefs about their school-related successes and failures. The sources to which contribute their success to family effort, ability, or level of task difficulty and failures often lack of ability or luck of effort have important implications for how they approach and cope with learning situations. The beliefs teachers themselves have about teaching and learning the nurture of the expectations they hold for students also exert a powerful influence.
dj. According to David Wilson (2002), as stated by Pedrito R. Guinoco Jr. (et. al) (2008), the home is the first and most important school your child will ever have. You may have heard this before, perhaps as part of a sales pitch your encyclopedias. It is, however, more than a statement intended is to make a sale it is also a truth supported
by both research and common sense. And that truth is, parental involvement in is school is important to academic success. Practically any teacher will verify this. Teachers will tell you that their most success at student comes from a home where the parents provide structure, support, and guidance. They will tell you from their own experiences that students who have parents who really care about their education are usually more successful than students who do not.
dk. Based on a research conducted by Castro (et. al) (2011), supervision and presence of the parents mold the behavior and character of a child at his developmental stage. The study’s aim is to figure out the psychological effects of the absence of parent to the personality of the students specifically those with parents who are an overseas Filipino worker. According to Castro, et al., absence of father/mother has an immense impact to a child since they supply half the genetic material for personality development. Feist (as cited by Castro, et al., 2011) thought that the personality of a person is based on his own individuality and stays as it is as that person grows.
dl. In an “Attachment Theory” of John Bowlby, Feist depicted that the effects of one’s relationships, attachment, emotional and psychological connections during his childhood are apparently observed as the person goes through his adolescent stage. Early detachment of a parent and a child would influence the child’s psychological growth as assumed by the researchers in which they implied that parents should have built a tight rapport with the child as it gets mature and realizes that he was raised up by one supportive and reliable parent.
dm. The results of the study served as significant variables that seemed also to be factors affecting the personality of the college students having absentee parents.
1. Effects of the Absentee Parents on the Personality of the Students
dn. According to Castro (et . al) (2011), De La Garza comprehended that children turned out to be prone on psychological and emotional strain when it comes to abandonment or the setting of being left behind which lessens the confidence and triggers damage to the child’s “patterns of socialization”. One implication created by the results of the study that a student may not be clued-up about the role of his absentee parent throughout their lives which may be caused by inaccessible communication.
do.2. Monetary Support as a Compensation for the Time Lost While Working Overseas.
dp. According to Castro (et. al) (2011), there was not any problem regarding financial support based on the respondents’ answers since most of them are regularly supported by their parents. Communication was not that hard at hand with high-tech gadgets which contribute to good relationship between the child and the parent.
dq.3. Parental Authority While Being Away
dr. According to Castro (et. al) (2011), majority of the participants still treats their parent as “figures of authority”. The type of attachment they had when they were young has relations to the parent authority they have today. According to Cherry K. as
