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CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Sigelman and Rider (2006) state that Many noted theorists have argued

that no social relationship is more important than the first: the bond between

parent and infant. Both Freud and Erikson placed great emphasis on the parent-

child relationship and its importance to normal development.

A philosophy is built on years of child development research which shows

that while each child is pre-wired with certain traits, temperament and abilities,

its the interaction with their environment, especially their parents, which

ultimately determines how these characteristics are manifested as they grow and

develop into competent adults. Parenting can be a daunting prospect even for

the most accomplished and the most prepared. Good parenting is a balance of

many different factors and you will need to discipline as well as spend good,

quality time with your child. Although parenting is unarguably the most important

of occupations, it is one of the few that requires no formal education, no

examination to test a persons ability to take on such a role, and no refresher

course to ensure that a parent is following healthy standards of childrearing.

According to Amy Tiller, Belsky, Robins, and Gamble define competent

parenting as the style of child rearing that enables the developing person to

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acquire the capacities required for dealing effectively with the ecological niches

that she or he will inhabit during childhood, adolescence, and adulthood

Competent parenting is related to warmer, more accepting, and more helpful

styles of parenting.

Although education is not the only road to success in the working world,

much effort is made to identify, evaluate, track and encourage the progress of

students in schools. Parents care about their child's academic performance

because they believe good academic results will provide more career choices

and job security. Parental involvement has been shown to be an important

variable that positively influences childrens education. More and more schools

are observing the importance and are encouraging families to become more

involved. Because of this recent trend, it has become essential to understand

what is meant by parenting styles and in what ways it has an influence on

childrens education.

The researchers choose to have this research because they want to know

if there is a significant relationship in the way the students perform in their studies

in relation to how their parents brought them up.

The way parents interact with their children has a direct effect on their

development their level of confidence and self-esteem, their sense of security,

their emotional well-being, the way they relate to others, how they deal with

authority, and their performance in school. Guidance is necessary particularly in

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the college level where the growing complexity of present day life has intensified

already.

Based on the researchers observation in relation to the academic

performance of students, they have seen that the way parents brought up their

children affects their attitudes, perceptions and how they go about in their

academic performances. The researchers also want to know if whether a

particular parenting style is more effective in motivating a student to excel in

academics compared to the other parenting styles.

In accordance to the aforementioned statements, this study is conducted

by the researchers for the purpose of determining the relationship of the

academic performance of nursing students in relation to their parents parenting

style.

Theoretical Background

This study is anchored mainly on Diana Baumrind's theory of parenting

styles. According to Vanderwoerd (2003), Diana Baumrind seemed to touch on

the idea of respect in her investigation into different parenting styles. Her

parenting styles were based on two aspects of parenting that are found to be

extremely important. The first was "Parental responsiveness", which refers to the

degree the parent responds to the child's needs. The second was "Parental

demandingness" which is the extent to which the parent expects more mature

and responsible behavior from a child. Using these two dimensions, she

recognizes three different parenting styles: permissive, authoritative, and

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Figure 1 : Theoretical Conceptual Framework of the Study

Diana Baumrinds Theory

of Parenting

Nurturance Model

Family Code of the Philippines

Section IX Article 220

Level III Nursing Students of

Holy Name University

Parenting Styles:

Authoritarian

Authoritative

Permissive

Academic Performance

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authoritarian. Permissive parents tended to give up their authority over their

children. They provided few or no controls, and very little predictability or

security. While they may have attempted to respect their childrens autonomy,

they did not recognize their childrens need for guidance and direction.

Authoritative parents recognized their childrens autonomy, and allowed them the

opportunity to explore and test their environment under the safe, predictable

structures which the parents provided. When disciplining their children,

authoritative parents provided logical and meaningful explanations to their

children, and related consequences to their childrens behavior. Finally,

authoritarian parents tended to offer no explanation when punishment was dealt

out.

Our supporting model is the nurturant parent model and it is a parenting

style which envisions a family model where children are expected to explore

their surroundings with protection from their parents. This model believes that

children inherently know what they need and should be allowed to explore. The

parents are responsible for protecting their child during this exploration,

including protecting their child from themselves by offering guidance. A child

will be picked up if the child cries because the parent wants the child to feel

safe and nurtured. If a child grows up believing that its needs will be met, it will

be more confident when facing challenges.

Ideas involved in this model include:

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True discipline is not a matter of strict obedience, but

of respect and compassion.

The world is no more inherently hostile than it is inherently friendly; it

merely commands respect.

Respect and compassion can only be taught by example.

The nurturant parent model is discussed by George Lakoff in his books,

including Moral Politics and Whose Freedom? In these books, the nurturant

parent model is contrasted with the strict father model. Lakoff argues that if the

metaphor of nation as family and government as parent is used,

then progressive politics correspond to the nurturant parent model. For

example, progressives want the government to make sure that the citizens are

protected and assisted to achieve their potential. This might take the form of

tough environmental regulations or healthcare assistance.

Section IX Article 220 of the Family Code of the Philippines states that the

parents and those exercising parental authority shall have with the respect to

their unemancipated children on wards the following rights and duties:

(1) To keep them in their company, to support, educate and instruct them by

right precept and good example, and to provide for their upbringing in

keeping with their means;

(2) To give them love and affection, advice and counsel, companionship and

understanding;

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(3) To provide them with moral and spiritual guidance, inculcate in them

honesty, integrity, self-discipline, self-reliance, industry and thrift, stimulate

their interest in civic affairs, and inspire in them compliance with the duties

of citizenship;

(4) To furnish them with good and wholesome educational materials,

supervise their activities, recreation and association with others, protect

them from bad company, and prevent them from acquiring habits

detrimental to their health, studies and morals;

(5) To represent them in all matters affecting their interests;

(6) To demand from them respect and obedience;

(7) To impose discipline on them as may be required under the

circumstances; and

(8) To perform such other duties as are imposed by law upon parents and

guardians.

Although parenting is unarguably the most important of occupations, it is

one of the few that requires no formal education, no examination to test a

persons ability to take on such a role, and no refresher course to ensure that a

parent is following healthy standards of childrearing.

Many studies exist that examine parenting styles. In Tillers study, it was

said that Baumrinds three parenting styles of authoritarian, permissive, and

authoritative are often used in studies investigating parenting styles in relation to

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diverse child outcome variables, such as academic achievement, self-

confidence, aggression, delinquent behavior, and substance abuse. Researchers

typically have identified these three parenting styles based on the levels of

control and warmth displayed by parents on a regular basis and in a variety of

situations. Past research has also included a fourth parenting style called

neglectful, which is characterized by low warmth and low control. Maccoby and

Martin call this parenting style Indifferent-Uninvolved. They describe these

parents as emotionally detached. Indifferent, uninvolved, or neglectful, parents

tend to keep their children at a distance, responding to child demands only to

make them cease. Little is known about this parenting style, and research on this

population of parents is lacking because they are typically not very responsive or

involved in their childrens lives. Because these parents, and consequently their

children, are difficult to study, the current study examined only the three

previously mentioned parenting styles.

According to Marc H. Bornstein, children do not, and cannot, grow up as

solitary individuals; parenting constitutes an all-encompassing ecology for

development. From the start, parenting is a "24/7" job. Parenting formally begins

during or before pregnancy and can continue throughout the life span: Practically

speaking for most, once a parent, always a parent.

In Tillers research, it is mentioned that studies that examined how

parenting styles influenced the cognitive development of young elementary-aged

children are rare and no studies were found that used a standardized

assessment of cognitive ability, like the Woodcock Johnson. In a study of

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adolescents, Dornbusch found that authoritarian and permissive parenting styles

were negatively associated with higher grades, whereas the authoritative

parenting style was positively associated with higher grades. Radziszewska,

Richardson, Dent, and Flay found similar results in their study of 15-year-olds. In

another study of adolescents, Leung, Lau, and Lam found that that academic

achievement was negatively related to authoritarianism. In a study of adolescent

minority students, Boveja found that adolescents who perceived their parents to

be authoritative engaged in more effective learning and studying strategies.

Sharon E. Paulson emphasized in her article on Patterns of parenting during

adolescence: perceptions of adolescents and parents that many studies of

parenting during adolescence have examined the relations between parenting

characteristics (e.g., parenting style and parental involvement) and adolescent

outcomes (e.g., school achievement). Parenting style usually is conceptualized

along two dimensions: parental demandingness (control) and parental

responsiveness (warmth), which can be combined to create four categories of

parenting - authoritative (high demandingness and high responsiveness),

authoritarian (high demandingness and low responsiveness), indulgent or

permissive (low demandingness and high responsiveness), and indifferent or

neglecting (low demandingness and low responsiveness). Research has shown

that authoritative parenting is more related to higher levels of adjustment

psychosocial maturity, psychosocial competence, self-esteem, and academic

success than are other parenting styles. Studies which examined the dimensions

of parenting separately similarly found positive relations of both acceptance

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(responsiveness) and control (demandingness) with psychosocial maturity,

school achievement, and self-esteem.

In Alex Martins article (2007) on parenting involvement, he pointed out

that the climax rests in the fact that how the parents would know that their

sincere involvements are really proving worthwhile for their children. The answer

lies in the attitude of the children. The degree of parental involvement can be

judged by a childs attitude towards his school subjects, his academic desires

and achievements. There is a direct relationship between academic

achievements and the attitude towards school. Schunk had the following idea of

aspiration or academic desires: Level of aspiration is defined as ones subjective

probability that he or she will reach a certain level of education. (Abu, H. &

Maher, M). As a result children who received adequate parental concern were

found to be much more confident in their academic desires and achievements

than those who could not get the right amount of parental concern.

In addition to their involvement in specific aspects of their children's

education, styles of parenting also affect children's attitudes toward academic

achievement. For example, adolescents who described their parents as "warm,

democratic, and firm" (i.e., a parenting style characterized as authoritative

parenting) were more likely than their peers to develop positive attitudes toward

and beliefs about their achievement. These results, however, were true for a

predominantly white middle-class to upper-middle-class population. Investigation

of links between parenting practices and academic achievement among varied

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ethnic groups have suggested that the relationship between parenting style and

achievement is more complex.

Students' educational aspirations appear to be influenced not only by parents,

but also by peers. For example, Laurence Steinberg, Sanford Dornbusch, and B.

Bradford Brown found that high-achieving white students benefited from the

combination of authoritative parenting and peer support for achievement, while

lower-achieving Hispanic students suffered from a combination of

authoritarian parenting (characterized by high demands and low warmth) and low

peer support as cited in an article about Parenting Influence On Childs

Educational Aspirations and attainment. For African-American students, the

benefits of authoritative parenting appeared to be offset by low peer support for

achievement, while the negative consequences on Asian-American students

of authoritarian parenting were tempered by peer support.

Vanderwoerd (2003) also quoted that Eleanor Maccoby found that children of

authoritarian parents tended to have low self-esteem, lacked empathy, were

unable to internalize moral standards, lacked independence, and were weak in

establishing positive peer relationships. According to Chan ang Koos research,

there is indeed evidence to suggest that parenting practice matters, especially for

educational outcome. For example, Astone and McLanahan analyze data from

the High School and Beyond Study, and show that students educational

outcomes are better if parents want their children to graduate from college,

supervise their schoolwork, or simply talk to them at least weekly. But Astone

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and McLanahan also show that these parenting practices explain little of the gap

in educational attainment between children from intact and non-intact families.

Similarly, Chan and Koo (2009) quote Pong. In that Pong use data from

the Add Health Study and show that, net of family socioeconomic background

and other demographic variables, parenting styles have positive associations

with students grade-point average. However, they argue that parenting style

does not mediate the ethnicitygenerational differences in school grades.

In a third paper that is based on the National Educational Longitudinal

Study, McNeal, Jr.(1999) shows that students truancy and drop-out rates are

lower if parents are involved in parentteacher associations (PTAs), discuss

educational matters with their child, or monitor their childs behavior. However,

the result is less consistent when it comes to science achievement scores: while

parentchild discussion is associated with higher achievement scores, parental

monitoring and parental involvement in PTAs are associated with lower scores.

This leads McNeal to conclude that parental involvement is more salient for

behavioral than for cognitive outcomes. He also argues that parental involvement

has stronger effects for white and more affluent students. The results regarding

non-educational outcomes are less consistent across studies. Chan and Koo

(2009) also mention in their study Barnes and Farrell and they report that, net of

various controls, including family history of alcohol abuse, higher levels of

parental support, and monitoring are associated with lower levels of alcohol use,

drug use, and delinquent behavior among adolescents. In contrast, Ennett report

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that parentchild communication about tobacco and alcohol use is not associated

with the initiation of smoking or drinking among adolescents.

Research such as that by Rodriguez Castellano (2003) demonstrate that a

positive family climate favors the development of well-adapted , mature, stable

and integrated subjects, and an unfavorable family climate promotes non-

adaptation, immaturity, lack of balance and insecurity as cited in Diazs study on

personal, family, and academic factors affecting low achievement in secondary

school.

In an article entitled The Parents Role: Learning Differences at College,

it is pointed out that it is very important that in the academic years of students,

parents should be supportive of their choices, but any more than this is too much.

Matt, a recent anthropology graduate, stated that parents should let their children

know that they are there for them and that they can help, but they should not try

to do more than this, like they might have back in high school. College students

have many obstacles to overcome in order to achieve their optimal academic

performance. It takes a lot more than just studying to achieve a successful

college career. Factors such as parental involvement in the light of parental

expectations, can pose a significant effect on a students academic performance.

Parental expectations have a notable influence on academic results, even when

controlling for initial knowledge and socio-economic context. The more subtle

aspects of parental involvement, such as parental styles, had a greater impact on

student educational outcomes.

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THE PROBLEM

Statement of the Problem

The study aims to investigate the relationship of parents parenting style

and academic performance among Level III Nursing students for the school year

2010-2011.

Specifically, the study seeks to answer the following questions:

1. What is the demographic profile of the parents of the respondents in

terms of:

a. Age

b. Occupation

c. Educational Attainment

d. Familys Monthly Income

e. Number of siblings in the Family

2. What is the parents parenting style in terms of

a. Authoritarian

b. Authoritative

c. Permissive

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3. What is the profile of the academic performance of the randomly

selected nursing subjects?

4. Is there a significant relationship between parents parenting style and

the respondents academic performance in the nursing subjects?

5. Based upon the findings of the study, what recommendations will be

proposed to improve their academic performance?

Statement of the Hypothesis

The study seeks to test the null hypothesis that states: there is no

significant relationship between parenting styles and the academic performance

of Level III Nursing students of Holy Name University.

Significance of the Study

The researchers would like to share with genuine interest how significant

the study is to the following group of persons:

Students. This study will serve as their inspiration in putting more

motivation in studying, which in return, may affect their academic performance.

Moreover, the students will be given better understanding to their perception with

regards to strategies in studying.

Clinical Instructors. As mentors of the students, they could enhance their

way of teaching and come up with a strategy that is best suitable to improve the

academic level of the students. Furthermore, the study will make them aware

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about the students attitudes in response to their teaching styles. This will also

help them determine which teaching strategy is more effective and easier to

conduct a smooth-sailing flow of discussion.

Administration.This study will serve as basis for them to assess the

degree of effectiveness of the teachers teaching strategies. In line with that, they

may give insights for professional training and development to enhance the

competencies of teachers.

Parents. This study will serve as their instrument in giving information,

their perception regarding the styles of parenting they exemplify to their children

and how it directly translate into effects in academic performances.

Guidance Counselors.This study may serve as inspiration for them to

mold students about their character, and styles in studying habits thus making

students in becoming a better person. They are there to advice and at the same

time encourage the students to verbalize feelings concerning their degree of

academic performance.

Future Researchers. This study will serve as their reference for their

future research undertakings and they may use the gathered data as basis in

conducting research studies of their own.

Scope and Limitation

The primary focus of this study is to determine the relationship of

Parenting Style and Academic Performance among 3rd year Student Nurses of

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Holy Name University School Year 2010-2011. Specifically, the dependent

variable will determine the academic performance of the 3rd year Nursing

students of Holy Name University through their final grades of all lecture major

subjects. The independent variable which are the different Parental Styles, is

comprised of three types namely: Authoritarian, Authoritarian, and Permissive

Styles.

The limitation of this study covers the accessibility, the collaboration,

willingness to participate, and the honesty of our respondents in answering the

questionnaires. As well as we limit our data to respondents living with their

biological parents. Limitations also include the availability of the data needed to

be collected from the registrars office, and the Nursing Administrators office.

The researchers have chosen the 3rd year students of Holy Name

University as the suitable respondents whose census is enough to assess the

validity and reliability of the study.

RESEARCH METHODOLOGY

Research Design

This study will use descriptive research design, which is the most effective

method used to describe an existing condition or a phenomenon and tends to

explore a certain fact that influence the variables of the study, with the

questionnaire as the major data gathering methodology. Descriptive as it seems

at describing the learning whether there is significance in the influence of

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parenting styles in the academic achievement of 3rd year BSN students at the

time of the study.

Research Environment

This study will be conducted at Holy Name University which is located at

Janssen Heights, Dampas, Bohol under Region VII. The said institution is located

at the heart of the city. It is a catholic educational institution manned by members

of the Society of the Divine Word (SVD) and selected group of lay educators

committed to the education of the youth. The school was founded by Rev.

Alphonse Lesage, SVD on June 1947 and was formerly named as Holy Name

College. Presently there are seven departments in which Nursing is one.

The College of Nursing started its operation on May 18, 1985 after the

approval of the Department of Education Culture and Sports. It was on October

19, 1987 that the Divine Word College, College of Nursing City of Tagbilaran

received her recognition. In the beginning year, the population was 40 until it

grew rapidly in the early part of 1990s. However the enrolment dwindled towards

the middle part of 1990 up to the year 2000.

The study will be particularly conducted on the different classrooms

wherein classes are going on of the Nursing students who will be chosen as

respondents for this study. It is particularly located on the Freinademetz Building

of this constitution.

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Research Respondents

The respondents of this study are students of Holy Name University, who

are enrolled at the College of Nursing and are currently 3rd year students of the

school year 2010-2011. List of respondents will be obtained from the Nursing

Administrators office, reflecting the total number of 3rd year students. From the

list, the respondents will be drawn by stratified sampling data. Total number of

respondents will be determined by the use of the formula:

Sample Size by Cochran

ss=2

2

(1 )z p p

c

Where:

Z = Z value (e.g. 1.96 for 95% confidence level)

p = percentage picking a choice, expressed as decimal

(.5 used for sample size needed)

c = confidence interval, expressed as decimal , acceptable margin of error for the

proportion being estimated (degree of precision)

(e.g., .04 = 4)

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Correction for Finite Population

New ss = 1

1

ss

ss

pop

Where: pop = population size

Total number of Level III Nursing students is 373. There will be 24-26

students per section chosen to participate in this study. There is a total of 8

sections in the level III. Hence, giving us a total of 197 respondents.

Research Instrument

Quantitative

This study will use a Parental Authority Questionnaire. This questionnaire

includes the demographic profile of the respondents parents, such as: age,

occupation, educational attainment, monthly income, number of siblings in the

family.The Parental Authority Questionnaire will be composed of questions on

determining parental styles.

The data gathered for the grade of the respondents will be obtained

through a formal letter of request addressed to the office of the registrar.

Qualitative

Focus Group Discussion (FGD) is a group discussion of approximately 6 -

12 persons guided by a facilitator, during which group members talk freely and

spontaneously about a certain topic, in this case, about parenting.

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A FGD is a qualitative method. Its purpose is to obtain in-depth

information on concepts, perceptions and ideas of the group. A FGD aims to be

more than a question-answer interaction. The idea is that group members

discuss the topic among themselves, with guidance from the facilitator.

Research Procedure

Prior to administration of the instruments, it will be pilot tested to 10

random 3rd year nursing students of Holy Name University who will then be

excluded in the final respondents. This will be done to ensure that all problems

were easily understood, free from errors, and to ascertain the length of time

needed in answering the questionnaire.

The instrument will be administered during their fourth year first semester

classes of the respondents; room to room basis hence, asking information to the

registrars office about their room schedules and assignments. Permission from

the students in answering the questionnaires will be requested upon

administration of instruments. Consideration from their clinical instructors or any

instructor in-charge will also be asked as instruments will most likely be

distributed before the beginning of their class.

In conducting the Focus Group Discussion, the moderator leads the

discussion, keeps the conversation flowing and takes a few notes to remember

comments that s/he may want to use later. The assistant moderator takes

comprehensive notes, operates the tape recorder, handles the environmental

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conditions and logistics, responds to unexpected interruptions and keeps track of

time.

Statistical Treatment

To determine for the academic performance of the respondent and are

computed using mean and standard deviation of the responses, the formula is

listed below.

X=

S=

where:

= mean

= symbol of summation

= frequency of response

= the variables

s = standard deviation

To test for the significant correlation between parents parenting style and

academic achievement, the Pearson Product Moment Coefficient of Correlation

has been used with the formula:

r =

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where:

= total no. of respondents

= the independent variable

= the dependent variable

= symbol of summation

To test for the significance of the Pearson, the T-test for the significance

of (r) has been used, whose formula is listed below:

t=

where:

r= the computed Pearson (r)

t= the computed t-test

Definition of Terms

Academic Performance

The average of the final grade of 3rd year nursing students in their 5 major

subjects of the school year 2010-2011 namely NCM 103.N, NCM 104.N, NCM

105.N, ECON 1N, & ELECTIVE 1.

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Parenting Style

The method used by parents in raising a child depending on their own way

of doing.

Authoritarian Parents

Parents exercise full control on their children. They dont listen to their

childrens wants or requests.

Democratic Parents

Parents set limitations and standards to their children at the same time

listen to the side of their children.

Permissive Parents

Parents tolerate their children in all their activities

Uninvolved Parents

Parents dont get involved in the life of their children. Children can do

whatever they want without even consulting the parents.

Children

The BSN level III students enrolled at Holy Name University school year

2010-2011.

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A.Books

Theis, Kathleen; Jones, John Travers, Development Through the Lifespan

Barlett Publishers Massachussets 2nd Ed (2009)

Pilliteri, Adele, Maternal and Child Health Nursing; Care of the Childbearing

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Vanderwoerd, Jim, Journal of Child and Youth Care, Vol. 5 No.1 pp. 39-40

Paulson, Sharon, Patterns of parenting during adolescence: perceptions of

adolescents and parents, Adolescence, Summer, 1996

Marc H. Bornstein, Parenting: Science and Practice, Volume 1, Issues 1 & 2,

May 2001

Goldberg, Dana, Parenting - Find The Right Balance!, March 6, 2006

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Chan, Tak Wing; Koo, Anita, Parenting Style and Youth Outcomes in the

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http://users.ox.ac.uk/~sfos0006/papers/esr2010.pdf

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Diaz, Antonia Lozano, Personal, family, and academic factors affecting low

achievement in secondary school,

http://www.investigacion-

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effectiveness on science, achievement, truancy, and dropping out,

http://www.jstor.org/pss/3005792

Myers, Robert, Child Development,

http://www.childdevelopmentinfo.com/development/

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http://abitabout.com/Nurturant+parent+model

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http://faculty.sjcny.edu/~treboux/documents/parental%20authority%20que

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27

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