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ST.

PAUL UNIVERSITY DUMAGUETE


(St. Paul University System) P.O. Box 12 6200 Dumaguete City Philippines

Chapter I THE PROBLEM AND ITS SCOPE Introduction Parenting is one of the complex tasks every parent hopes to succeed in. For all social and educational development, the

family and parenting style plays an important role. Moreover, parenting forms the basis of a family environment because

without parental education, it was not possible for parents to fulfil their roles and duties in the family and the society. Family is the first window of the child. Parenting style and its influence on children could greatly affect their

understanding, attitude and school achievements. The construct parenting style has been largely influenced by Baumrinds and (1971) conceptualization of authoritarian, styles as which

permissive encompasses

authoritative/active characteristics

parenting such

various

maturity,

communication styles, nurturance, warmth and involvement. Authoritarian parenting style suggested that children are expected to be submissive to their parents demands, while

parents were expected to be strict, directive, and emotionally detached.

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Permissive parenting style like the name implies connotes less parental restrictions or limits on the child. The

implication of this is that children are expected to regulate their own activities. Authoritative/Active authoritarian children. parenting reason, parenting the parenting entailed clear style and firm the similar direction two with to to

However, styles and

difference in moderating as ensued

between

similar warmth,

lies

discipline by

flexibility

authoritative/active

parenting. According to Leung (1988) the importance of parenting on childrens psychosocial development was a very complex and

challenging phenomenon which was very difficult to understand and define. Parents need to educate themselves for their

children to become good citizens in the future. The researchers chose to conduct this study to let the parents be aware which parenting style is most effective and so as to help them improve their own parenting style and helps their children improve their academic performance.

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Statement of the problem This study aims to determine the relationship between

parenting style and socio-economic of the BSN II-IV students of SPUD and their academic performance. It seeks to answer the following questions: 1. What are the parenting styles of the parents of BSN II and III students of SPUD? 2. What is the profile of the parenting status of the BSN II and III students of SPUD in terms of educational

attainment, occupation and monthly income? 3. What is the academic profile of BSN II-III students of SPUD in terms of GA? 4. Is there a significant relationship between parenting

styles of the parents and academic performance of BSN IIIII students of SPUD? 5. Is there a significant relationship between BSN II III students parental status and academic performance?

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Objectives of the study That after the researchers have conducted the study, they may be able to: 1) determine factors that affects the academic performance of nursing students, 2) determine the relationship between parenting styles and socioeconomic status to the academic performance of

nursing students, 3) compare the different parenting styles and how it

affects the academic performance of students, 4) identify effects of parenting styles to the academic

performance of students, 5) identify effects of socioeconomic status of the family to the academic performance of the students, 6) point out the most effective parenting style that

improves the academic performance of nursing students, and 7) present pertinent findings to the school, respondents, and others.

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Significance of the study The result of this study is significant to the following:

Nursing Students. This study will help them gain knowledge about parenting styles and its effects on children. This will help them determine (e.g. factors which status be affect and their parenting to academic style). and

performance Knowing

socioeconomic they will

such

factors

able

understand

intervene on the negative effects. Also this will serve as a guide later in life on how to be a good parent and what shall they do (e.g. parents role and responsibilities) and avoid for them to be a good example to their children and to everyone.

Clinical Instructors and College of Nursing. The result of this study would help them in a way that nursing students gets a moderate to high grades thus giving a good feedback into the department of the college of nursing and also to the institution through a consistent 100% score every board examination and

other extracurricular activities of the institution.

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Parents information

and

Family. the to

This

study

will of

provide

them style of

with and the

regarding status

importance the

parenting performance

socioeconomic

academic

students. This would benefit them by knowing and understanding the effects of each type of parenting style thus creating an impression that they can somehow modify or change the type of parenting they have (if it cause a low academic achievement to their student) or if they have the best parenting style they could somehow improve it thus creating a child with competent and brilliant minds and with good personality.

Future researchers. This study will serve as a guide for future researchers who would wish to find out more about

parenting styles and its effect to the academic performance of the nursing students and provide them as well with information that would serve as a basis for their study.

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Scope and Limitations This study focuses on stressing the significance on how the students see themselves becoming greatly influenced by the

impact of different parenting style and is addressed only to the second year to third year regular nursing students who are

enrollees of St. Paul University Dumaguete, College of Nursing and their parents. Also this study only aims to indicate the relationship between parenting style and socioeconomic status of the family to the academic performance of the levels two and three nursing students. The researcher were not able to get back some of the

questionnaires given to the parents during the PTA meeting and also some parents of levels two and three were absent during the PTA meeting. Hence, questionnaires were given to the students so that it will be filled up with their parents when they go to their respective houses. Some parents refuse to include their sons and daughters in this study.

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Definition of Terms Academic Performance. This term is used in this study to mean academic achievement or getting high grades in school; it also refers to a as students a result level of of the knowledge teaching obtained learning during process

discussion

designated by grade assigned by teacher.

Parenting Style. It is a psychological construct representing standard strategies that parents use in their child rearing.

Authoritative

Parenting

style.

Authoritative

parenting

style maintains an effective balance between high levels of parental demands and responsiveness. These parents

establish and firmly enforce rules and standards for their childrens behaviour. They consistently monitor conduct and use non-punitive method or discipline when rules are

violated. Socially responsible mature behaviour is expected and reinforced. They Authoritative encourage parents are also warm and

supportive. validate

bidirectional point

communication, of view, and

the

childs

individual

recognize the rights of both parents and children

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Authoritarian Parenting Style. that attempt of to mold and

A type of parenting style control the behaviour to a set and of

attitudes

their

children

according

standards. They tend to emphasize obedience, respect for authority, also and order. In addition authoritarian with parents

discourage

verbal

give-and-take

children,

expecting rules to be followed without further explanation.

Permissive Parenting Style.

Permissive parenting style is

also referred to as indulgent parents and they have a few demands to their children. These parents rarely discipline their children because they have relatively low

expectations of maturity and self-control.

Socio-economic

status.

This

term

refers

to

the

educational

attainment, occupation and income.

Respondents.

These

were

the

levels

two

and

three

nursing

students of Saint Paul University Dumaguete who are chosen to participate in the said study.

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General Average. This is the sum of all grades divided by the number of subjects.

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Chapter II THEORETICAL BACKGROUND

Review of related literature This study focuses of parenting style and status in

relation to academic performance. This related literature and studies presented will give light to the study, a review of related literature and studies will be presented so as to give a broader and comprehensive understanding of the study to be

conducted.

Parent-Child Relationship Just like with any relationship, building a positive

relationship between parent and child is one that requires work and effort to make it strong and successful. Parenting is a tough job, and maintaining close relationships and open

communications helps to ensure parents and their children stay connected through all ages of their upbringing. The quality of parent child relationship is affected by several factors such as parental age, the stability of parents marriage and the unique

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characteristics 2004).

of

both

the

parents

and

child

(Linwood,

A.,

In this chapter we are going to discuss about parental and child relationship and the various factors affecting the childs academic performance. Under this are the following parents roles and responsibilities to the child, characteristic of a parent and child including the impact of parental educational

attainment and as well as the socioeconomic status of the family on the childs upbringing and the elements of good parenting. The parent-child relationship consists of a combination of behaviours, particular feelings, parent and and a expectations particular that are The unique to a

child.

relationship

involves the full extent of a child's development.

Historical Background Developmental psychologists have long been interested in how parents impact child development. It has been said that children who are raised in a dramatic environment can alter grow and have the same remarkable personality. On the other hand children who are well raised in a home can grow to have a different personality from one another.

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During

the

early

1960s,

psychologist

Diana

Baumrind

conducted a study on more than 100 preschool-age children. She identified four important dimensions of parenting naturalistic observation, parental interviews and other research methods such as disciplinary strategies, warmth and nurturance, communication style and expectations of maturity and control. Emerging from a surge in developmental research, a

momentous change in paradigm in child development was adopted in the 1970s. Conventional wisdom evolved such that newborn infants were, for the most part, recognized as major contributors to their environment. They were no longer considered a tabula rasa or blank slate but were recognized to be neurologically and physically organized These capable of complex social interactions & of and well2000).

protective gave and

behaviour way to new

(Osofsky study to

Fitzgerald, the

ideas

the

parentchild for the

relationship

gave

impetus

scholarship

discipline of nursing. Cultural child impact is In a contributing factor to parent is and a

relationship.

other

countries

childrearing

protective like being at

nurturing. Children are rush to new experiences school and they are treated harshly by their

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parents

who

are

imposing

strict

manners

using

shame

and

punishment as a discipline. Childhood in United States stretches across many years, children are expected to enter the adult world at a surprisingly young age. Girls assume domestic

responsibilities while boys do outside farm work. Unlike Asian cultures who are having close family ties and strong bond and connection with each other. Parents understand an infants

personality in part in terms of childs year and time of birth (Kohn, A., 2005).

Parents Parents are called a childs caregiver primarily they are the ones supporting the basic needs of a child from womb till they are capable for themselves. They are our first teacher from them we learned to speak and express ourselves and learned most basic routines done for everyday living.

Parents Roles and Responsibilities Parenting behaviours child that is a complex activity that includes to specific the give

works The

individually main

together

influence is to

outcomes.

parents

responsibility

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education to their children.

They

are

the

first

and

most

important teacher. They are the ones who establish to a childs mind the importance of education and sets expectations. Parents teach their children the importance of hard work and their

responsibilities for learning. It is also their role to create a conducive and a home environment that supports learning (Parents group and site councils, 2005). Parents are responsible for teaching respect and common

courtesy. They play a vital role in developing positive working relationship conveys that with their are childrens supportive teacher and are and staff to that the

parents

attuned

childs academic performances.

Characteristic of a Parent Parental self-confidence is an important indicator of

parental competence. Mothers who believe that they are effective parents are more competent than mothers who feel incompetent. Also, mothers who see themselves as effective also tend to

believe their infants as less difficult to handle. Parental age and previous experience are also important. Older mothers tend to be more responsive to their infants than younger mothers. In

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addition, children,

parents whether

who

have

had

previous siblings,

experience career

with or

through

younger

paths,

previous children, are often times better able to cope with parenthood (Kohn, A,.2005). Parenting has three main styles: authoritarian,

authoritative, and permissive (indulgent).

Although no parent

is consistent in all situations, parents do follow some general tendencies in their approach to childrearing, and it is possible to describe a parent-child relationship by the prevailing style of parenting. Baumrind suggested that the majority of parents display one of three different parenting styles. Further research suggested the addition of a fourth parenting style by Maccoby and Martin in 1983.The four identified parenting styles are authoritarian parenting, authoritative parenting, permissive parenting and

uninvolved parenting (Maccoby, E.E.1992). The Permissive Parent The permissive parents follow a non-disciplinary, acceptant and affirmative parenting desires style and while actions. controlling In the child's

impulses,

behaviors,

permissive

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parenting

style,

parents

usually

talk

with

the

child

about

guiding principle and provide the child the family norms. The permissive parents make only some demands on behalf of household responsibility and logical behavior. Parents who follow permissive parenting style set them

neither as a model for him to imitate nor as an active agent responsible for modifying their child's behavior. Permissive parents prefer to place them as a resource to their child and the child is not set to follow any externally defined standards in general. The parents encourage their child to utilize logic and manipulation, but not any sort of overt power to accomplish the parents' standard of guidelines. The Authoritarian Parent Unlike to permissive parenting style, authoritarian

parenting style focuses on shaping, controlling and evaluating the behaviour and attitudes of the child. Parents who follow authoritarian parenting style define a set of standards which is overtly influential and put together by a higher authority.

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Authoritarian parents value obedience as a quality of parenting style and implement forceful measures in order to restrain selfwill, especially when the parents find that the child's actions or behaviors conflict with the conduct set by them. The authoritarian parents control the child's autonomy as a standard of implementing discipline. In addition, they assign the child household responsibilities with the purpose of

instilling value for work. These parents provide the highest value to the traditional structure and do their best to preserve order. Authoritarian parents do not accept 'give and take'

policy as they believe that the child should exclusively follow parents' direction. The Authoritative Parent Authoritative parenting style aims at regulating child's behavior in a rational, problem-solving fashion. In

authoritative parenting style, parents believe in verbal 'give and take' policy. They pay respect and try to understand the logic behind the policy in implemented practice, by to the child. The the

authoritative

parents,

try

understand

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child's protestations when the child says no to any rules. In authoritative parenting style, both child's autonomy and

disciplined conformity are understood, valued and respected. Authoritative parents use strict control at points of

parent-child conflict, but do not force the child to obey before learning the logic from the child's end. Parents of

authoritative style put their active parental role into effect, but value the child's individual interest and identities as

well. In addition Baumrind have determined the impact of the

different

parenting

styles.

Authoritarian

parenting

styles

generally leads to children who are obedient and proficient, but they rank lower in happiness, social competence and self-esteem. The authoritative parenting style results in children who are happy, capable and successful. The permissive type leads to

children having problem with authority and are identified as having poor performance in school. Uninvolved parenting style has the lowest rank of all. A child under this type are having low self esteem, lacks self control and are less competent with peers (Baumrind, D. 1991).

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Parental status like parents educational attainment and socioeconomic status does affect a childs academic performance. Studies have revealed that children of employed parents have a higher academic performance, greater career success and

occupational commitment. It is claimed that a family with a stable economic status has the highest tendency of sending their child to school and offering them endless opportunities in terms of education (Hoffman, L.W., 1998). According to Hoffman when mothers are employed, girls view women as more competent and this view mediated the girls' own higher sense of efficacy and their academic performance as rated by teachers that as well as by the test scores. Another finding the

showed

daughters

with

employed

mothers,

across

different groups, showed more positive assertiveness (Hoffman, L.W., 1998). With regards to the educational attainment of parents it is a fact that parents with higher education background is more persuasive and determined in sending their child to school.

Opportunity wise they are well grounded that education is a

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basic need of every child and that more so it is important in the development of their children. Elements of Good Parenting Many researchers attempting to describe this broad pattern of parenting milieu rely on Diana Baumrinds concept of

parenting style. The parenting styles are used to capture the normal variations in parents attempt to manipulate and

socialize their children. Baumrind assumes that that normal parenting revolves around the issue of control. It is being assumed that the primary role of parents is to teach, influence and control their children. There are two important elements of parenting which are parental responsiveness and parental demands (Baumrind, D.1989). Parental responsiveness is defined as the extent to which parents foster by individuality, being attuned and self regulation, to self

assertiveness

supportive

childrens

needs and demands and it is also called as parental warmth. Meanwhile parental demands also referred as behavioural control (Baumrind, D.1989).

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It is defined as claims made by parents to their children to become integrated into the whole family, by their maturity demands; supervision and disciplinary efforts and they are

willing to confront their child who disobeys. It has been found out that parental styles predict childs well-being in the

domains of academic performance, social competence, psychosocial development and problem behaviour. Findings on research based interviews adolescents of and parents and in child reports have shown are that more

children

authoritative

parents

competent that those in uninvolved parents perform poorly in the different domains (Barber, B. K., 1996). In general, parental responsiveness predicts social

competence and psychosocial functioning, while parental demands is associated with instrumental competence and behavioural

control. In conclusion parental styles serves as an indicator of parenting functioning that predicts child well-being across the different environment and diverse communities of children

(Baumrind, D., 1991). are both important parenting and

Parental warmth and behavioural control components style of good parenting. An

authoritative parental

creates

equilibrium and

between

demands

emotional

responsiveness

recognizes

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childs

autonomy. of

It

is

one

of from

the

most

consistent childhood

family through

predictors

competence

early

adolescence. The developmental change is widely attributed to the parental styles used and its correlation to benefit the child (Chao, R. K., 1994).

Rights of a child The child and youth welfare code (P.D. No. 603, Art. 3 of 1974 constitution) shall be of the Philippines to the stipulated herein that set all forth sex, other

children without social

entitled as to

rights or

distinction status,

legitimacy political

illegitimacy, and

religion,

antecedents,

factors. The following were the rights of every child: Every child is endowed with the dignity and worth of a human being from the moment of his conception, as generally accepted in medical parlance, and has, therefore, the right to be born well. Every child has the right to a wholesome family life that will provide him with love, care and understanding,

guidance and counselling, and moral and material security.

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The dependent or abandoned child shall be provided with the nearest substitute for a home. Every child has the right to a well-rounded development of his/her personality to the end that he/she may become a happy, useful and active member of society. Every child has the right to a balanced diet, adequate clothing, sufficient shelter, proper medical attention, and all the basic physical requirements of a healthy and

vigorous life. Every child has the right to be brought up in an atmosphere of morality and rectitude for the enrichment and the

strengthening of his character. Every child has the right to an education commensurate with his abilities and to the development of his skills for the improvement of his capacity for service to himself and to his fellowmen. Every child has the right to full opportunities for safe and wholesome recreation and activities, individual as well as social, for the wholesome use of his leisure hours.

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Every

child

has

the

right

to

protection hazards, and

against other

exploitation,

improper

influences,

conditions or circumstances prejudicial to his physical, mental, emotional, social and moral development. Every child has the right to live in a community and a society that can offer him an environment free from

pernicious influences and conducive to the promotion of his health and the cultivation of his desirable traits and

attributes. Every child has the right to the care, assistance, and protection of the State, particularly when his parents or guardians fail or are unable to provide him with his

fundamental needs for growth, development, and improvement. Every child has the will right deepen the to his an efficient in and honest and

government inspire

that

faith of

democracy

him

with

morality

the

constituted

authorities both in their public and private lives. And lastly, Every child has the right to grow up as a free individual, in an atmosphere of peace, understanding, tolerance, and

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universal

brotherhood,

and

with

the

determination

to

contribute his share in the building of a better world.

Characteristics of children basing on each type of parenting style Glasgow et al. (1997) made a summary about parenting

typology that distinguishes between demanding families that vary in their level of responsiveness and demands. The Authoritarian Children Authoritarian unresponsive. parent are highly demanding and

These parents attempt to mold and control the

behaviour and attitudes of their children according to a set of standards. They tend to emphasize obedience, respect for

authority, and order. They discouraged verbal give-and-take to their children and expects rules to be followed without further explanation (p.508). Children from authoritarian families get into less trouble than children from permissive or uninvolved parents. A number of children from authoritarian families

involved in drug and alcohol use, risky behaviour like driving car without a seat belt, disruptive and aggressive are less as compared to children from permissive families (Lamborn et al.

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1991;

Querido

et

al.

2002).

It

seems

that

children

from

authoritarian families do not fully internalize the discipline aspects deployed by their parents. Furthermore, adolescents with authoritarian parents were the least likely to feel socially accepted by their peers and they are also rated as less selfreliant (Lamborn at al. 1991; Steinberg et al. 1994), less

resourceful, low competence , less helpful and less popular; have low self-esteem and experience depersonalization (Martinez & Garcia, 2007). It seems that children from authoritarian

families simply follow rules set up by their parents, but when their parents figures are not available they do not know how to react or give responses to the new environment, such as in

classroom. The Authoritative Children Authoritative parenting style maintains an effective

balance between high levels of demands and responsiveness. These parents establish and firmly enforce rules and standards for their children's behaviour. They consistently monitor conduct and use non-punitive method or discipline when rules are

violated. Socially responsible mature behaviour is expected and reinforced. Authoritative parents are also warm and supportive.

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They encourage bidirectional communication, validate the childs individual point of view, and recognize the rights of both

parents and children (Glasgow et al., 1997, p.508). The warm and affectionate relationship between children and parents

foster cognitive growth in children (Maccoby & Martin, 1983; Baumrind, 1973, 1979). Furthermore, Turner & Heffer (2005) added that a family displaying more involvement, higher levels of

nurturance and encouragement of more autonomy, and intrinsically motivated were more academically successful. The influence of authoritative parenting also does not

diminish during adolescence, adolescents who are reared in an authoritative environment consistently score higher on measures of psychological competence and school achievement and lower on measures of internal distress, problem behaviour, do

adolescents from non-authoritative families (Abdorezza, K. 2010 & Glasgow et style in el. 1997, p.508). create and In summary loving stable authoritative and mutual

parenting

therefore the

warm, foster

understanding

family

childrens

behaviour and personality. In contrast, according to Chao (2001) the ethnic and cultural variation has an impact on parenting style. The Chinese version of authoritarian parenting is

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fundamentally closer

different. to

Chinese their

authoritarian and

parents

have is a

relationships

children,

closeness

predictor of higher school achievement. The Permissive Children The most disadvantaged children are those who are reared by neglectful, permissive or indulgent parents. They show the

lowest level of adjustment among the three types of parenting. At adolescence levels, respect these to adolescents of are the most

disadvantaged

with

measures

social

competence,

academic achievement, and psychological adjustment (Glasgow et el., 1997, p.508).

Factors affecting children's academic performance There is a significant relationship between work, parenting style and school achievement, these relationships are moderated by three factors: parental education attainment, occupational status, family income (Capaldi & Patterson, 1991). Parental educational attainment is directly related to a warm, social climate in the home. Mothers education and family income were important predictors of the physical environment and learning experiences in the home but that mothers education

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alone was predictive of parental warmth (Klebanov et al. 1994). Likewise, the association of family income and parents

education with childrens academic achievement was mediated by the home environment. The mediation effect was stronger for

maternal education than for family income. Thus, education might be linked to a specic achievement behaviours in the home (Smith et al. 1997). Corwyn and Bradley (2002) added that maternal education had the most consistent direct influence on children's cognitive and behavioural outcomes with some indirect influence through a cognitively stimulating home environment. Engle (1991) social and economic disadvantage affect the way parents shape proximal development experiences and mental development of adolescents. He indicates that there are two

major factors affecting the proximal environmental experience: parents educational attainment and occupational status. In

addition, Kalmijn (1995) said that adolescents from homes in which adults were employed in low-income and unskilled

occupations were found to have lower levels of achievement than those from homes in which adults were in higher paying

occupations.

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In summary parenting styles provide a robust indicator of parenting functioning that predicts child well-being across a wide spectrum of environments and across diverse communities of children. Both parental responsiveness and parental demands are important components of good parenting. Authoritative parenting, which balances clear, high parental demands with emotional

responsiveness and recognition of child autonomy, is one of the most consistent family predictors of competence from early

childhood through adolescence.

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Review of Related Studies This is a review of related studies which would provide readers with an objective and thorough summary of the

researchers current state of evidence on a topic. This would also include data collection methods that would be very helpful in offering possible explanations for inconsistencies. At the end of this review of related studies is a conclusion with a critical summary that summarizes key study findings and indicate its credibility. Parents are fond of their children. The love of parent

plays an important part in human development. They also play and importance in a biological sense. Every living thing comes from some other living things, for life cannot arise spontaneously. (Watson and Limited, p.78)Aside from that, Watson and Limited found out that as well as passing on characteristics, parents also shape the environment in which children grow up. The term to be called a caring role. Parents serve as the patterns, the models, for childrens behaviour. They contribute an enormous influence on childs

personality development and adult character. They are the one who provide an ultimate love and care to their children. Care is

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an

essential

element

necessary

to

each

parent

in

order

to

provide and develop a well and healthy bonding behaviour of parent and child. According to Rubin (as cited in Williams & Wilkins, 2007) a woman who gave birth to a new born and do not immediately hold and cuddled her infant was a cold or unfeeling mother. However, studys results shows that attachment is not a spontaneous procedure, but rather it is more commonly begins by just touching its finger tips. This only shows that caring does not only start during childs physical growth and development but as well as during the mothers nine months of childbearing. In addition to that, caring can be delivered in different

aspects. Erci et al ( as cited in Polit and Beck, 2006) studied also the effectiveness of nurses who has been using and applying the care according to Jean Watsons model on the quality of life of patients. In Jean Watsons theory of caring, it states that caring is the moral ideal, and it entails mind body and soul engagement with one another. Therefore, this theory would be related styles. Parenting styles have consistently been shown to relate to various child behaviours and academic achievement. In general, and positively significant on different parenting

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an

authoritative

parenting

style

emphasizing

both

parental

responsiveness and demands appears superior in fostering high academic academic performances. achievements Most have notably, been parenting in styles children and and

studied

adolescents, but have been examined in college students over the past few years. There are several studies that were found out that

discussed and examined the relationship of parenting styles and socio-economic status to the students academic performance. Studies facilitates have more shown students that authoritative success, parenting style

academic

authoritativeness

made an independent contribution to achievement and the positive impact of being authoritative leads to healthy sense of selfcontrol, independence and more specifically, a healthy

orientation towards future work or profession( Steinberg, Elmen & Mounts, 1989). Dornbusch et als findings far suggest (as cited in

Steinberg, et al 1989) that authoritative parenting style is positively correlated with students academic performance. These were based on the results of Dornbusch et als analyses about the styles of parenting which was identified by Baumrind in her

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studies about interaction of family. In Baumrinds theory, it defines three exclusive parenting styles such as permissive,

authoritarian, and authoritative. There parenting appears styles, to be strong evidence that authoritative in

strongly

affects

students

performance

school (Cohen & Rice, 1997). According to Cohen and Rice, these students who were able to gain good and high grades are

associated with higher authoritativeness, lower permissiveness, and lower authoritarianism. This study provides further evidence that parenting style are associated with childs academic

performance. Berryman, Power, and Hollitis found out that personality, availability of social supports, and family cohesions are often identified as factors that can affect the child positively or negatively specifically in academic performance. Studies have shown that personality factors is an internal characteristics found in every child, including and childs intellectual ability and approach to learning, attitude and disposition, self-esteem and self control. Social support availability factors such as advocates at home, at school, and elsewhere in the community. Furthermore, family cohesion includes family structures and

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background family

characteristics parent

such

as

the

parents mental

occupation, health and

income,

education,

parental

parenting styles. A family's socioeconomic status is based on family income, parental education level, parental occupation, and social status in the community (as cited in Demarest, 1993). Reisner, Families Anderson, with high

Humphrey,

Farquhar,

and

Stein,

socioeconomic status often have more success in preparing their young children for school because they typically have access to a wide range of resources to promote and support young

children's development. They are able to provide their young children with high-quality child care, books, and toys to

encourage children in various learning activities at home. Also, they have easy access to information regarding their children's health, as well as social, emotional, and cognitive development. In addition, families with high socioeconomic status often seek out information to help them better prepare their young children for school. (Halle et al. 1997) Klebanov et al. (1994) found that both mothers education and family income were important predictors of the physical

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environment mothers

and

learning alone

experiences was

in

the of

home

but

that

education

predictive

parental

warmth.

Likewise, Smith et al. (1997) found that the association of family income and parents education with childrens academic achievement was mediated by the home environment. The mediation effect income. was stronger these for maternal education that than for family be

Thus,

authors

posited

education

might

linked to specific achievement behaviors in the home. Corwyn and Bradley (2002) also found that maternal education had the most consistent behavioral direct outcomes influence with some on childrens cognitive through and a

indirect

influence

cognitively stimulating home environment. In contrary, a study conducted in Australia investigated the relationship between

familys socio-economic status and the academic performance of children shows that the main source of family income, family structure and geographical locations does not affect the

students academic performance. Since these are not barriers to students right for education and the school can always provide support and financial assistance for the said issue. (Considine & Zappala, 2002).

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As a summary, it was clearly evident that each parenting style could really affect the students academic performance. A lot of studies shows that authoritative parenting style is more effective Furthermore, positively in students the or level of academic of performance. parents could

socio-economic affect

status the

negatively

students

academic

performance. A lot of programs were implemented so that parents would be guided on how to deal with their children. Certain studies shows that socio-economic status such as the family income, occupation and education has nothing to do with the students performance. In contrary to this, studies have objected that socio-economic status greatly affect students performance specifically those who belong to the low socio-

economic status. The researchers of this study had utilized a standardized checklist questionnaire by the Active Parenting Publisher. This was founded in 1980 by Dr. Michael H. Popkin, a former child and family therapist and Coordinator of Child and Family Services for North side Community Mental Health Centers in Atlanta,

Georgia.

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Theoretical Framework In every study it is important that it should be supported by a theory to explain the framework of the study. The study research based its framework of study on Jean Watsons Human Caring Model.

Figure 1 Human Caring Model According Factors. The to Jean Watson three for there are 10 Primary Carative the The

first

carative the

factors of

from caring.

philosophical

foundation

science

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remaining

seven

carative

factors

spring

from

the

foundations

laid by these first three. (Watson 2003). The first carative factor is the formation of a humanisticaltruistic system of values. It begins developmentally at an early age with values shared with the parents and is mediated through ones own life experiences, the learning one gains and exposure to the humanities. (McCance, McKenna, Boore 1999) The second carative factor is instillation of Faith-Hope. It is essential to both carative processes. When modern science has nothing further to offer the person, the nurse can continue to use faith-hope to provide a sense of well being through

beliefs which is meaningful to the individual. Third is the cultivation of self and sensitivity to others. With this it explores the need of the nurse to begin to feel an emotion as it present itself. Development of ones own feeling is also needed Striving to to interact become genuinely sensitive, and makes sensitively the nurse with more

others.

authentic, which encourages self-growth and self-actualization, in both the nurse and those with whom the nurse interacts.

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Fourth is establishing a helping trusting relationship. It is the strongest mode of communication, which establishes

rapport and caring. Watson has also defined the characteristics needed to in the helping-trust relationship. (Watson 2003) These are congruence, nonverbal empathy and and warmth. in a Communication manner which includes connotes

verbal,

listening

empathetic understanding. Fifth negative. is the expression to of feelings, both positive thoughts and and

According

Watson,feelings

alter

behaviour, and they need to be considered and allowed for in caring relationship. According to her such expression improves ones level of awareness. Awareness of the feelings helps to understand the behaviour it engenders (Watson 2003). Sixth is the systematic use of scientific problem solving for decision making. method According is the to only Watson, method the that scientific allows for

problem-solving

control and prediction, and that permits self correction. She also values the relative nature of nursing and supports the need to examine and develop the other methods of knowing to provide

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and holistic perspective. The science of caring should not be always neutral and objective. The seventh carative factor is the promotion of

interpersonal teaching learning. The caring nurse must focus on the learning process as much as the teaching process.

Understanding the persons perception of situation assists the nurses to prepare a cognitive plan. Eighth corrective environment. variables, is creating a supportive, protective and and to and or

mental, Watson

physical, divides nurse

socio-cultural into

spiritual internal provide

these

external in order

which

the

manipulates

support and protection for the persons mental well-being. The external environments are interdependent. Watson suggests that the nurse also must provide comfort, privacy and safety as a part of this carative factor. (Watson 2003) Ninth is the assistance with gratification of human needs. It is grounded in a hierarchy of need similar to that of the Maslows. She relevant to has created a hierarchy which she believes is science of caring in nursing. According to

the

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Watson each need is equally important for quality nursing care and the promotion of optimal health. All the needs deserve to be attended to and valued. Watsons ordering of needs: Lower ordered needs (biophysical needs) o Need for food and fluid o Need for elimination o Need for ventilation Lower ordered needs (psychophysical) o The need for activity-inactivity o Need for sexuality Watsons ordering of needs Higher ordered needs (psychosocial needs) o Need for achievement o Need for affiliation

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Higher ordered need (intrapersonal-interpersonal need) o Need for self actualization Research findings have been established a correlation

between emotional distress and illness. According to Watson, the current thinking of holistic care emphasizes that: o Factors of the etiological component interact and produce change through complex neuro-physiological and neuro-

chemical pathways. o Each psychological function has a physiological correlate.


o

Each

physiological

component

has

psychological

correlate.(Watson 2003) Lastly, allowance for existential-phenomenological forces. Phenomenology is a way of understanding people from the way things appear to them, from their frame of reference.

Existential psychology is the study of human existence using phenomenological reconcile and analysis. the This factor helps of the nurse the to

mediate while at

incongruity same

viewing

person to the

holistically

the

time

attending

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hierarchical person death. Further to

ordering the

of

needs. or

Thus

the to

nurse

assists life

the or

find

strength

courage

confront

more,

Diane

Baumrinds

Parenting

style

theory

reinforces its relationship to Jean Watsons Human caring model which mainly focuses on ten carative factors which describes a science different personality of caring. parenting and In Diane Baumrinds theory, the it asserts

styles

which balance

influences of the

behaviour, can be

emotional

child

that

determine through different factors of caring. Furthermore Dianne Baumrinds parenting style theory

reinforces Watsons Human Caring Model.

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Sub-Theory

Figure 1.Diane Baumrinds Parenting Styles Theory In her theory of parenting styles, Dianne Baumrind defines three exclusive parenting styles - permissive, authoritarian and authoritative. Moreover, Dianne Baumrind asserts that parenting styles profoundly influence the behavior, personality and

emotional balance of the child.

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Permissive Parenting Style The permissive parents follow a non-disciplinary, acceptant and affirmative parenting desires style and while actions. talk controlling In the child's

impulses, parenting

behaviors, style,

permissive about

parents

usually

with

the

child

guiding principle and provide the child the family norms. The permissive parents make only some demands on behalf of household responsibility and logical behavior. Parents who follow permissive parenting style set them

neither as a model for him to imitate nor as an active agent responsible for modifying their child's behavior. Permissive parents prefer to place them as a resource to their child and the child is not set to follow any externally defined standards in general. The parents encourage their child to utilize logic and manipulation, but not any sort of overt power to accomplish the parents' standard of guidelines.

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Authoritarian Parenting Style Unlike to permissive parenting style, authoritarian

parenting style focuses on shaping, controlling and evaluating the behaviour and attitudes of the child. Parents who follow authoritarian parenting style define a set of standards which is overtly influential and put together by a higher authority.

Authoritarian parents value obedience as a quality of parenting style and implement forceful measures in order to restrain selfwill, especially when the parents find that the child's actions or behaviors conflict with the conduct set by them. The authoritarian parents control the child's autonomy as a standard of implementing discipline. In addition, they assign the child household responsibilities with the purpose of

instilling value for work. These parents provide the highest value to the traditional structure and do their best to preserve order. Authoritarian parents do not accept 'give and take'

policy as they believe that the child should exclusively follow parents' direction.

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Authoritative Parenting Style Authoritative parenting style aims at regulating child's behavior in a rational, problem-solving fashion. In

authoritative parenting style, parents believe in verbal 'give and take' policy. They pay respect and try to understand the logic behind the policy in implemented practice, by to the child. The the

authoritative

parents,

try

understand

child's protestations when the child says no to any rules. In authoritative parenting style, both child's autonomy and

disciplined conformity are understood, valued and respected. Authoritative parents use strict control at points of

parent-child conflict, but do not force the child to obey before learning the logic from the child's end. Parents of

authoritative style put their active parental role into effect, but value the child's individual interest and identities as

well.

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Dianne Baumrind's Parenting Styles - Consequences On Children Dianne child's Baumrind's different development parenting in styles affect ways. the

psychosocial

different

Quite

obviously, the most effective parenting style among all three parenting styles defined by Dianne Baumrind is authoritative

parenting style. Children with authoritative parents are found as more socially, psychologically and emotionally competent than children with non-authoritative parents. Children with authoritarian parents show poor social skills and low self-esteem along with higher level of depression.

Children with permissive parents are mostly involved in problem behaviour and lower academic performance, but they have high self esteem and better social skills. The important Human Caring in Model by Jean Watson is the explains status of the the

aspects

the

study

which

parents pertaining to the educational attainment, socioeconomic status and the occupation of the parents. ................. The sub theory which is Baumrinds Parenting style

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Conceptual Framework

PARENTING STYLE

ACADEMIC PERFORMANCE
SOCIO-ECONOMIC STATUS
Figure 2. The conceptual framework focuses on the parenting styles and status of parents. Parenting styles specifically focus on Baumrinds Parenting Style theory. The socio-economic status

pertains to education, occupation and income of the parents. These two variables may affect the students performance.

Therefore, framework for analysis, this study tries to establish the importance of parenting styles and status as determinants of academic performance which in the study mean grade point

average. This in turn, will give light of how parenting styles and status may affect the academic performance.

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Statement of Hypothesis Null Hypothesis: 1. There is no significant positive relationship between

parenting style and academic performance. 2. There is no significant positive relationship between

socio-economic status of parents and academic performance of BSN II-III students of SPUD. Alternative Hypothesis: 1. There is a significant positive relationship between

parenting style and academic performance. 2. There is significant positive relationship between socioeconomic status of parents and academic performance of BSN II-III students of SPUD.

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Chapter III METHODOLOGY Research Design This study is a quantitative research in which researches identified the variables of interests, develop operational

definitions of such variables then collected relevant data from the subjects. It is descriptive design particularly

correlational survey which describes parenting performance style of and the socio-economic nursing

the relationship between status of to SPUD the academic Paul

students

(Saint

University Dumaguete).

Research Environment The study was conducted at the Fr. Louise Chauvet Hall of SPUD (Saint Paul University Dumaguete) which can accommodate not more than 1000 persons. Also the study was conducted at

classrooms 207,208 and 209 of the same university composed of 50 individual armchairs, 2 fully functioning air-condition, 1

multimedia and the area was well ventilated.

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Research Respondents The subjects for the study are the students of Saint Paul University Dumaguete from the College of Nursing levels two and three. They were chosen as subjects for this study because they are readily accessible and that the researchers can have early access of data.

Research Instrument In this research study, the researchers made used of a tool designed by the Active Parenting Publisher. There tool was a checklist questionnaire designed to assess and identify what

specific style of parenting the subjects has. The tool will be given to the parents of each student and will let them answer specific questions that would determine whether they are

authoritative, authoritarian or permissive type of parent. The research instrument includes the name of child and year level: in which the respondents were required to put the name and year level of their children. The instrument is divided into two parts with fifteen statements each. Part I is designed to help identify the beliefs about being a parent. Part II which focuses on the current home situation. Each statement is decided

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according to the level of agreement of the respondent from 1 to 5 wherein 1. Strongly disagree; 2. Disagree; 3. Neutral;

4. Agree; and 5. Strongly agree. And lastly, it includes the socioeconomic status: educational attainment, occupation and

estimated monthly income. The Active Parenting Publisher has three subscales:

permissive (P: items ,1 ,5, 7, 11, 15, 16, 20, 23, 25 and 29), authoritarian (A: items, 2, 4, 8, 12, 13, 17, 19, 22, 24,

28),and authoritative (A: items,3, 6, 9, 10, 14, 18, 21, 26, 27, 30). The scoring is done by summing the individual items to comprise the subscale scores. The highest total score would

indicate the type of what parenting style is.

Research Procedure To support this study, information relevant to the study were obtained by the following procedure: The researchers formulated/sent a letter of request for approval to conduct the study to the subjects chosen address to the college dean of the nursing department, Sr. Mila Grace

Silab, SPC. Once approve by the dean, another letter of request

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of approval was sent to Ms. Maybelle Lacdo-o, RN to provide a copy of the grades of the subjects. Likewise, letter to the parents were distributed to the subject to inform the parents about the study and ask for their approval. Instructions were given first prior to giving the questionnaires in order to avoid unanswered items as much as possible. The purpose of the study was emphasized before the distribution of the questionnaires. Confidentiality considerations, reiterated. The subjects were given enough time to answer the was and assured honesty in as part of the the ethical was

answering

questions

questionnaires as long as they were able to finish. When the questionnaires were collected, gratitude was expressed for the respondents cooperation and participation.

Statistical Treatment of Data This study used frequency distribution, percentage, and Pearson Product Moment Correlational Coefficient or Pearson r.

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Percentage and Frequency Distribution. These are used to determine the number of respondents who belong to a particular category. The formula for getting the percentage is as follows: Percentage = part/whole x 100 Weighted mean. The weighted mean was used to determine the

extent of practice of the different parenting styles. __ WX = fw N Where: __ WX = weighted mean f = frequency W = weight N = number of cases

Pearson r Correlational. Pearson r correlational is widely used in statistics to measure the degree of relationship between the linear related variables. Pearson r Correlational is used to measure the degree of relationship between the two commodities. The variables to b related in the study are parenting style, academic performance and socio-economic status which represents

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X and Y. The following formula is used to calculate the Pearson r Correlation:

r = Pearson r correlation coefficient N = number of value in each data set xy = sum of the product of paired scores x = sum of x scores y = sum of y scores x2 = sum of squared x scores y2 = sum of squared y scores

CORRELATION No correlation Moderate correlation Strong Very Strong

NEGATIVE -0.09 to -0.0 -0.3 to -0.1 -0.5 to -0.3 -1.0 to -0.5

POSITIVE 0.0 to 0.09 0.1 to 0.3 0.3 to 0.5 0.5 to 1.0

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The variables to be related in this study are parenting style, socio-economic variable status and academic the X performance. which is The the

independent

represents

axis

parenting style as the main independent variable, while Y is the dependent variable and represented by the academic performance of the second year and third year nursing students.

Chapter IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This

Chapter the

focuses results

on of

presenting, the data

analysing, gathered by

and the

interpreting researchers.

The presentation of results is based on the gathered data from the parents of 69 respondents coming from BSN levels two and three of SPUD (Saint Paul University Dumaguete), Dumaguete City. The data were gathered aims to by the use of a checklist the

questionnaire

that

determine

and

connect

relationship between parenting styles and socioeconomic status to the academic performance of the second year and third year nursing students of Saint Paul University Dumaguete.

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PARENTING STYLE

NO. RESPONDENTS

OF PERCENTAGE 19% 54% 28% 100%

Autocratic/Authoritarian 13 Authoritative/Active Permissive Total 37 19 69

PRESENTATION OF DATA TABLE 1 Parenting Styles Being used by the Parents of II-III Nursing Students N=69

Table 1 shows the different parenting styles of parents of the second year and third year nursing students; out of the 69

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respondents,

37

or

54%

are

said

to

have

an

authoritative

parenting styles; followed by permissive type of parenting style which accounts 19 or 28% of the total population; 13 or 18.84% of the total population claimed that they have an autocratic parenting style. This implies that most of the nursing students the in

belong to an authoritative parent. This is supported by studies of Dornbusch et als findings shows (as cited

Steinberg, et al 1989) that authoritative parenting style is positively correlated with students academic performance.

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TABLE 2 Educational Background Attained by the Parents of the II-III Nursing Students N= 69 EDUCATIONAL BACKGROUND Elementary High school College Post- Graduate Total NO. OF PERCENTAGE RESPONDENTS 4 6 45 14 69 6% 9% 65% 20% 100%

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Table 2 shows the different educational background being attained by the parents of the second year and third year

nursing students. Out of 69 respondents, 45 or 65% claimed that they have attained a College Degree. There are 14 or 20% of the respondents continued their studies as post-graduate. Only 6 or 9% of the respondents reached high school level and lastly, 4 or 6% reached the elementary level. TABLE 3 Occupational Background of the Parents of II-III Nursing Students N=69 OCCUPATION Business Architecture Community Legal Education Health Practitioner NO. RESPONDENTS 27 4 4 0 6 Care 6 9% OF PERCENTAGE 39% 6% 6% 0% 9%

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Health Care Support Protective Farming Transportation Total

4 3 9 6 69

6% 4% 13% 9% 100%

Table 3 shows the different occupation of the parents of II-III nursing students. Of the 69 respondents, 27 0r 39%

claimed that their

occupation is in line with business like

being an accountant, manager and etc. There are 9 or 13% from the total population whose occupation is farming, fishing and forestry occupation. Moreover, occupations such as education,

health care practitioner and transportation have the same number of respondents of 6 or 9% out of 69 total populations. The architecture and engineering occupation, Community and social service occupation and health care support occupation have the same number of respondents which is 4 or 6% out of the total population. With regards to the Protective Service Occupation such as police and military, 3 or 4% of the total population claimed that they belong to this type of occupation.

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TABLE 4 The Estimated Monthly Income of the Parents of II-III

Nursing Students N= 69 ESTIMATED INCOME 1,000-10,000 10,001-20,000 20,001-30,000 30,001-40,000 40,001-50,000 NO. OF RESPONDENTS 14 20 16 4 1 PERCENTAGE 20% 29% 23% 6% 1%

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50,001- and above Total

14 69

20% 100%

Table 4 shows the estimated monthly income of parents among II- III nursing students. There are 20 or 28% claimed that they have an estimated monthly income of 10,001 to 20,000. For an amount of 20,001 to 30,000, there are 16 or 23% of the total population claimed that they are earning such amount every

month. Out of 69 total populations, there are 14 or 20% of the respondents earned 50,001 and above and as well as earning 1,000 to 10,000 every month. And there are 4 or 6% of the total

population claimed that they are earning 30,001 to 40,000 every month. Lastly, 1 or 1% of the total population is having an estimated monthly income of 40,001 to 50,000.

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TABLE 5 The Academic Performance of II & III Nursing Students

according to Authoritarian Parenting Style N= 69

AUTHORITARIAN GRADES 89-91 86-88 83-85 TOTAL RESPONDENTS 2 8 3 13 PERCENTAGE 15% 62% 23% 100%

TABLE 6

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The

Academic

Performance

of

II

&

III

Nursing

Students

according to Permissive Parenting Style N= 69

PERMISSIVE GRADES 89-91 86-88 83-85 TOTAL RESPONDENTS 4 14 1 19 PERCENTAGE 21% 74% 5% 100%

TABLE 5 The Academic Performance of II & III Nursing Students

according to Authoritative Parenting Style N= 69

AUTHORITATIVE GRADES 89-91 86-88 83-85 TOTAL RESPONDENTS 4 28 5 37 PERCENTAGE 11% 76% 14% 100%

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TABLE 5 The Relationship Between Parenting Style & Status and the II & III Nursing Students Academic Performance N= 69

VARIABLES Parenting Style Vs Academic Performance Parenting Style Vs Academic Performance

CORRELATION COEFFICIENT r=-0.170625

REMARKS Moderate

r=-0.774173

Very Strong

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Table 5 shows the relationship between parenting style & status and the II III nursing students academic performance. Results revealed that there is a moderate correlation between Parenting Style and Academic Performance with a correlation

coefficient of r = -0.170625442. However, there is a very strong correlation between Parenting Status and Academic Performance with a correlation coefficient of r = -0.774172679.

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Chapter V SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of the Findings Problem 1. What are the parenting styles of the parents of BSN

II and III students of SPUD? Authoritative parenting style was the dominant parenting style used by by the 37 or parents 54% of of BSN levels II-III out of students the as

depicted

respondents

total

population. It is followed by permissive parenting style which comprised of 19 or 28% from the total population. Lastly is the authoritarian parenting style which has 13 or 19% from the total number of respondents.

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Problem BSN II

2. What is the profile of the parenting status of the and III students of SPUD in terms of educational

attainment, occupation and monthly income? In terms of educational attainment majority of the

respondents attained college degree which has 45 or 65% from the total population. As a Problem 3. What is the academic profile of BSN II-III students

of SPUD in terms of GA? Problem 4. Is there a significant relationship between parenting styles of the parents and academic performance of BSN II-III students of SPUD? Problem 5. Is there a significant relationship between BSN II

III students parental status and academic performance?

HAHHAHAHAHAHAHH asa namOOOOO>>>>>>>>>>

Conclusion

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Based on the summary of findings and results of the study, the following conclusions are hereby drawn: 1. Majority of the respondents have used authoritative

parenting style. 2. In terms of the academic performance, majority of the

grades of BSN II-III students are on the average level and is greatly influence by authoritative parenting style. 3. Parental status has a very strong correlation to the

academic performance of the BSN levels II-III students. 4. Parenting styles has a moderate correlation to the academic performance of the BSN levels II-III students.

Recommendation

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In the light of the results and knowledge of the study, we the researchers humbly recommend the following: 1. Summon speakers during school activities that have

succeeded in their life despite of difficulties for them to serve as inspiration and motivation to parents and

students. 2. For the Clinical Instructors and to the College of Nursing, to plan activities that could strengthen the relationship of parent and child as well as involve talks about good parenthood. 3. For the Nursing students that further studies relative to this must be conducted involving other factors such as

gender, age, race and culture. 4. For the future researchers, that they would really dedicate themselves physically, mentally, emotionally and

spiritually in making the research study and strengthen the essence of unity, teamwork, cooperation and communication. That they could also use this study as a basis for their future research.

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Appendix A Tables 1 Distribution of Authoritative/Active parents by the number of answers they chose. N=37 5 AUTHORITATIVE/ACTIVE 4 3 2 1 WM REMARKS

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3. Children shouldnt always get their way, but usually we ought to learn to listen to what they have to say. 16 6. The parents role is like that of a teacher who is preparing the child for a final exam called life. 25 9. Children need to learn what they may or may not do, but we dont have to just quietly obey them 10. Whether we like it or not, children have the last word about what they will or wont do. 14. If we want children to respect us, we must first treat them with respect. 18. When my child misbehaves, he or she usually knows what the consequences will be. 21. We have discussed chores at our home and everybody takes part. 26. I dont call my child names, and I dont expect to be called names by my child 27. I usually give my child choices between two appropriate alternatives rather than telling my child what to do. 30. My child usually gets up and ready without my help in the morning.

19

4.26

4.42

21

3.87

17

3.45

23

14

4.50

12

17

3.95

15

13

3.95

14

3.53

10

18

3.84

11 135

17 158

8 53

0 17

1 7

3.89 3.97

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Total

Tables 2 Distribution of Autocratic parents by the number of answers they chose. N=13

Autocratic

4 6

3 2

2 0

1 0

WM 4.23

Remark

2. Children need discipline that hurts a little so that 5 they will remember the lesson later. 4.The parent-child relationship is like a war in which if the parent wins, both 6 sides win; but if the parent loses, both sides lose.

4.31

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8.Spare the rod and spoil the child is still the best policy. 12. Children first have to learn that the parent is boss. 13. Too many children today talk back to their parents when they should just quietly obey them. 17. I have to constantly stay on top of my child to get things done. 19. I often get angry and yell at my child. 22. My child has no longer chores around the home, but will occasionally pitch in when asked. 24. I usually give my child clear instructions as to how I want something done. 28. I have to threaten my child with punishments at least once a week. Total

6 6 6

5 4 6

2 2 1

0 1 0

0 0 0

4.31 4.15 4.38

4.08

4 6

6 4

2 2

1 1

0 0

4.00 4.15

4.15

3.77

52

54

17

4.14

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Tables 3 Distribution of Permissive parents by the number of answers they chose. N=19

Permissive

WM

Remark

1. It is better to give a little ground and protect 8 the peace than to stand firm and provoke a fight. 5. If the parents provide a good environment, children 10 will pretty much raise themselves. 7. Childhood is so short that parents should do 10 everything to make it a happy time.

10

4.37

4.42

4.16

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11. If you let the children have pretty free rein, they will eventually learn from the consequences of their behaviour what is appropriate. 15. You can never do too much for your child if it comes from genuine love. 16. I often have to call my child more than once to get her or him out of bed in the morning. 20. I often feel that my child is taking advantage of my good nature. 22. My child has no longer chores around the home, but will occasionally pitch in when asked. 25. My child is finicky eater, so I have to try various combinations to make sure he or she gets the proper nutrition. 29. I wish my child wouldnt interrupt my conversation so often. Total

1 8

10 8

7 3

1 0

0 0

3.58 4.26

3.63 3.16

13

3.53

1 3

11 6

7 7

0 0

0 3

3.68 3.32

48

76

52

10

3.81

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APPENDIX B LETTERS August 19, 2011 SR. MILA GRACE SILAB, SPC Dean, College of Nursing St. Paul University Dumaguete Dumaguete City Dear Sr. Mila, We, the fourth year nursing students are conducting a research study entitled The Relationship of Parenting Styles and Status to the Academic Performance of the Nursing Students of St. Paul University Dumaguete. In line with this we would ask permission to conduct our study to the nursing students and to ask for certain data such as the students grades. This would be used as a data which would greatly help and support our study. Rest assured that we would be asking for the consent of the respondents to view their grades and strict confidentiality of the data gathered would be followed. We are hoping for a positive response to our humble request. Thank you very much. Angelica Dwayne C. Young Ricardo Kathleen Anne A. Gaga-a Jay Dawn S. Garcia Seminiano E. Castillo Jr.

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Lilirose P. Baena Agel Nina R. Curaming Noted by: PROF. IRENE JANE PUEYO,RN,MAN Research Moderator August 19, 2011

Nikki Arve L. Alvarico

MRS. ANGELITA C. YOUNG RICRADO, MA, RGC Guidance Coordinator St. Paul University Dumaguete Dumaguete City Dear Mrs. Young Ricardo, We, the fourth year nursing students are conducting a research study entitled Relationship of Parenting Styles and Socio-economic Status to the Academic Performance of the Nursing Students of St. Paul University Dumaguete. In line with this we would like to invite you as our research adviser as we surpass the difficulties of finishing this paper. Your expertise and capacity will help us to come up with a quality output. Rest assured that we would also do our part as researchers and learners of the research process. We are hoping for a positive response to our humble request. Thank you very much. Respectfully yours, Angelica Dwayne C. Young Ricardo Kathleen Anne A. Gaga-a Lilirose P. Baena Jay Dawn S. Garcia Seminiano E. Castillo Jr. Nikki Arve L. Alvarico

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Agel Nina R. Curaming Noted by: MS. MA. IRENE JANE PUEYO,RN,MAN Research Moderator August 19, 2011 DR. ROMARIO P.YBAEZ, DPA University Research Coordinator Chairman St. Paul University Dumaguete Dumaguete City

Dear DR. YBAEZ , We, the fourth year nursing students are conducting a research study entitled Relationship of Parenting Styles and Socio-economic Status to the Academic Performance of the Nursing Students of St. Paul University Dumaguete. In line with this we would like to invite you as our research adviser as we surpass the difficulties of finishing this paper. Your expertise and capacity will help us to come up with a quality output. Rest assured that we would also do our part as researchers and learners of the research process. We are hoping for a positive response to our humble request. Thank you very much. Respectfully yours, Angelica Dwayne C. Young Ricardo Kathleen Anne A. Gaga-a Lilirose P. Baena Jay Dawn S. Garcia Seminiano E. Castillo Jr. Nikki Arve L. Alvarico

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Agel Nina R. Curaming Noted by: MS. MA. IRENE JANE PUEYO,RN,MAN Research Moderator September 26, 2011 MS. MAYBELLE LACDO-O,RN,MAN Academic Coordinator,College of Nursing St. Paul University Dumaguete Dumaguete City Dear Ms. Lacdo-o, We, the fourth year nursing students are conducting a research study entitled Relationship between Parenting Styles and Socioeconomic Status to the Academic Performance of the Nursing Students of St. Paul University Dumaguete. In line with this we would ask permission to ask for certain data such as the students grades last year. This would be used as a data which would greatly help and support our study. Rest assured that we would be asking for the consent of the respondents to view their grades and strict confidentiality of the data gathered would be followed. We are hoping for a positive response to our humble request. Thank you very much. Respectfully yours, Angelica Dwayne C. Young Ricardo Kathleen Anne A. Gaga-a Lilirose P. Baena Jay Dawn S. Garcia Seminiano E. Castillo Jr. Nikki Arve L. Alvarico

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Agel Nina R. Curaming Noted by: MS.MA. IRENE JANE PUEYO,RN,MAN Research Moderator
Appendix C

Informed Consent

Dear Parents and students, We, the fourth year nursing students are conducting a research study entitled Relationship between Parenting Styles and Socioeconomic Status to the Academic Performance of the Nursing Students of St. Paul University Dumaguete. In line with this we are asking for your help in this research study by answering the questionnaire attached. This would try to find out the parents parenting style and we would also like to ask permission to view your son/daughters grades. This would be used as a data which would greatly help and support our study. Rest assured that we would have strict confidentiality of the data gathered. We are hoping for a positive request. Thank you very much. Respectfully yours, Angelica Dwayne C. Young Ricardo Kathleen Anne A. Gaga-a Lilirose P. Baena Jay Dawn S. Garcia Seminiano E. Castillo Jr. Nikki Arve L. Alvarico response to our humble

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Agel Nina R. Curaming Noted by: MS. MA. IRENE JANE PUEYO,RN,MAN Research Moderator

Appendix D Questionnaire Survey Instrument NAME OF CHILD: _________________________YEAR LEVEL:____________ The following questionnaire is divided into two parts with

fifteen statements each. Part I is designed to help you identify your beliefs about being a parent. Part II focuses on your

current home situation. As you read each statement, decide how much you agree with it. Then check the box from 1 to 5 that corresponds to your level of agreement: 1..strongly disagree; 2..disagree;3..neutral; 4..agree;5..strongly agree

QUESTIONS

STRONGLY AGREE (5)

AGREE (4)

NEUTRAL (3)

DISAGREE (2)

STRONGLY DISGREE (1)

PART I: Beliefs

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1. It is better to give a little ground and protect the peace than to stand

firm and provoke a fight. 2. Children that need hurts a

discipline

little so that they will remember later. 3. Children shouldnt the lesson

always get their way, but usually we ought to learn to listen to what they

have to say. 4. The parent-child is like if a the sides parent

relationship war in

which wins, if

parent win;

both the

but

loses, both sides lose.

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5. If the parents provide environment, will pretty a good children much raise

themselves. 6. The parents of a role is

like who child

that is for

teacher the exam

preparing a final

called life. 7. Childhood is so short that parents to should make it do a

everything happy time. 8.Spare

the

rod

and

spoil the child is still the best policy. 9. Children need to learn what they may or may not do, but we dont have to

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use punishment to teach. 10. Whether we like it or not, children have the

last word about what they will or wont do. 11. If you let the

children have pretty free rein, they will

eventually learn from the consequences behaviour appropriate. 12. Children first have of what their is

to learn that the parent is boss. 13. Too many children

today talk back to their parents when they should just quietly obey them.

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14. to

If

we

want us,

children we must with

respect treat

first

them

respect. 15. You can never do too much for your child if it comes from genuine love. PARTII: Actions 16. I often have to call my child more than once

to get her or him out of bed in the morning. 17. I have to constantly stay on top of my child to get things done. 18. When my he or what child she the

misbehaves, usually

knows

consequences will be. 19. I often get angry and

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yell at my child. 20. I often feel that my child is taking advantage of my good nature. 21. We at have our discussed home and

chores

everybody takes part. 22. My child has no

longer chores around the home, but pitch will in

occasionally when asked. 22. My child

gets

spanking at least once a month. 23. My child chores but has no

regular home,

around

occasionally

pitches in when asked.

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24. child as

usually clear

give

my

instructions I want

to

how

something done.

25.

My

child

is

finicky

eater, so I have to try various combinations to

make sure he or she gets the proper nutrition. 26. I dont call my child names, and I dont expect to be called names by my child. 27. I usually give my

child choices between two appropriate rather than alternatives telling my

child what to do. 28. I have to threaten my

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child with punishments at least once a week. 29. I wish my child my

wouldnt

interrupt

conversation so often. 30. My child usually gets up and ready without my

help in the morning.

SOCIO-ECONOMIC STATUS 1. Educational Attainment Elementary High School College Post Graduate 2. Occupation Business, Financial & Management Operation

Occupation(Accountant, manager) Architecture & Engineering Occupation

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Community

&

Social

Services

Occupation(counsellor, social worker) Legal Occupation( Lawyer, judge) Education, training & library Occupation

(teacher, librarian) Healthcare Practitioners & technical

occupation (nurse transcriptionist, nursing aides, massage therapist) Protective military) Farming, Fishing, Forestry Occupation(farm Service Occupation( police,

labor contractors, animal breeders) Transportation occupation(pilot, & medical captains, moving flight

engineers, motor vehicular operators)

3. Estimated Monthly Income 1,000-10,000 10,001-20,000 20,001-30,000

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30,001-40,000 40,001-50,000 50,001 & above

Curriculum Vitae

Name: Seminiano E. Castillo Jr. Nickname: Zabu Age: 19 y.o. Birthday: January 10, 1992 Address: Bacuyangan, Hinoba-an, Negros Occidental

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Parents: Mother: Mrs. Victoria E. Castillo Father: Mr. Seminiano T. Castillo Sr.

If you do what is wrong, you will be severely punished; you will die if you do not let yourself be corrected Solomons Proverbs

Educational Background Primary: Bilbao Watkins Elementary School Secondary: Our Lady of Sorrows Academy Tertiary: Saint Paul University Dumaguete

Name: Angelica Dwayne Young Ricardo Nickname: Angelie or Gel Age: 19 y.o. Birthday: October 14, 1991 Address: Daro, Dumaguete City

Parents: Mother: Mrs. Angelita C. Young Ricardo, MA, RGC

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Father:

Mr. Wayne Steven C. Young Ricardo

You must be the change you want to see in the world. I give thanks to my God every time I think of you which are constantly, in every prayer I utter Phillippians 1:3

Educational Background Primary: Saint Paul University Dumaguete Secondary: Saint Paul University Dumaguete Tertiary: Saint Paul University Dumaguete

Name: Jay Dawn S. Garcia Nickname: Jay Age: 20 y.o. Birthday: July 22,1991 Address: Poblacion Amlan, Negros Oriental

Parents: Mother: Mrs. Edna S. Garcia

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Father: Mr. Eligio T. Garcia, Jr. (deceased)

Therefore, ourselves

having from all

these

promises, of

beloved, the

let

us and

cleanse spirit,

filthiness

flesh

perfecting holiness in the fear of God 2 Cor.7:1

Educational Background Primary: Amlan Central Elementary School Secondary: Amlan National High School Tertiary: Saint Paul University Dumaguete

Name: Kathleen A. Gaga-a Age: 20 y.o. Birthday: October 4, 1991 Address: Basay, Negros Oriental

Parents: Mother: Mrs. Mary Jane A. Gaga-a Father: Mr. Ramie S. Gaga-a

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For scarcely for a righteous man one will die; yet perhaps for a good man someone would even dare to die; do all your work in love Romans 5:7 Educational Background Primary: Basay Central School Secondary: Saint Augustine Academy Bayawan Inc. Tertiary: Saint Paul University Dumaguete

Name: Lilirose P. Baena Age: 20 y.o. Birthday: February 24, 1991 Address: Sitio San Jose, Bais City, Negros Oriental

Guardians Grandmother: Mrs. Minviluz M. Palma Grandfather: Mr. Wilson Palma

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It is foolish to ignore what your parents thought you; it is wise to accept their correction Solomons Proverbs

Educational Background Primary: Bais City Pilot School Secondary: Sacred Heart Academy Tertiary: Saint Paul University Dumaguete

Name: Nikki Arve L. Alvarico Age: 19 y.o. Birthday: April 3, 1992 Address: Tinago, Siquijor, Siquijor

Parents: Mother: Mrs. Verna L. Alvarico

Father: Mr. Artemio K. Alvarico

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And that no one is justified before God by the law is clear, for the one who is righteous by faith will live Gal.3:11

Educational Background Primary: Siquijor Central Elementary School Secondary: Assisi High School Tertiary: Saint Paul University Dumaguete

Name: Agel Nia R. Curaming Age: 20 y.o. Birthday: January 20, 1991 Address: Alejandria Subdivision Calingacion St., Campaklan Sibulan Negros Oriental

Parents: Mother: Mrs. Elsa R. Curaming

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Father: Mr. Agapito L.Curaming

It is no longer I who live, but Christ lives in me Gal. 2:20

Educational Background Primary: Catherina Citadinni (St. Louis) School Secondary: Saint Paul University Dumaguete Tertiary: Saint Paul University Dumaguete

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