The Effects of the Parenting Styles on the Behavior of Psychology Students in Centro Escolar University Year 2012-2013

The Effects of the Parenting Styles on the Behavior of Psychology Students in Centro Escolar University Year 2012-2013

An Undergraduate Research

Presented to the Faculty of

School of Science and Technology

In Partial Fulfillment of

the Requirements for the Course

Communication Skills 14

(Technical Writing)

by:

Anne Kristine G. Francisco

Kathlene Marie S. Tambo

Michelle R. Aranda

March 2013

CHAPTER 1
The Problem and Its Background
Introduction

Parenting is a complex activity that includes many specific behaviors that work individually and together to influence child outcomes. Although specific parenting behaviors, such as spanking or reading aloud, may influence child development, looking at any specific behavior in isolation may be misleading. Many writers have noted that specific parenting practices are less important in predicting child well-being than is the broad pattern of parenting. Most researchers who attempt to describe this broad parental milieu rely on Diana Baumrind’s concept of parenting style. The construct of parenting style is used to capture normal variations in parents’ attempts to control and socialize their children (Baumrind, 1991). Two points are critical in understanding this definition. First, parenting style is meant to describe normal variations in parenting. In other words, the parenting style typology Baumrind developed should not be understood to include deviant parenting, such as might be observed in abusive or neglectful homes. Second, Baumrind assumes that normal parenting revolves around issues of control. Although parents may differ in how they try to control or socialize their children and the extent to which they do so, it is assumed that the primary role of all parents is to influence, teach, and control their children. Parenting style captures two important elements of parenting: parental responsiveness and parental demands. Parental responsiveness refers to "the extent to which parents intentionally foster individuality, self-regulation, and self-assertion by being attuned, supportive, and acquiescent to children’s special needs and demands". Parental demands refers to "the claims parents make on children to become integrated into the family whole, by their maturity demands, supervision, disciplinary efforts and willingness to confront the child who disobeys"

Parenting style provides 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. However, despite the long and robust tradition of research into parenting style, a number of issues remain outstanding. Foremost among these are issues of definition, developmental change in the manifestation and correlates of parenting styles, and the processes underlying the benefits of authoritative parenting.

Background of the Study The researchers conducted the study at Centro Escolar University that was established on June 3, 1907 by Doña Librada Avelino and Doña Carmen de Luna for the instruction and training of the youth in all branches of the arts and sciences. With some benches, a single blackboard and a few books, the two educators steadfastly nurtured a dream of establishing a nationalistic center of learning for Filipino women. The first college, that of Pharmacy, opened in 1921. The College of Liberal Arts, Education and Dentistry followed one after the other. Three years later, the College of Optometry was established. Centro Escolar University is a private, nonsectarian higher education institution with an enrollment of over 20,000 students in its three campuses: Manila, Makati and Malolos. Established in 1907, Centro Escolar de Señoritas, from a small school in Azcaraga has grown to become one of the top universities in the country today. Besides being higly recognized its programs in the health sciences (dentistry, pharmacy, medical technology, optometry and nursing) it is also best known for its undergraduate and graduate programs in education, business management, hospitality management, computer science and information technology, nutrition and dietetics, biology, psychology, cosmetic science, social work and mass communication. The recognitions from several institutions attest to its quality programs: Full Autonomy Status from the Commission on Higher Education, Institutional Accredition certified by the Federation of Accrediting Associations of the Philippines, Philippine Quality Award by the Philippine Government, ISO-9001 System Certification and listed in the Companies Circle of the Institute of Corporate Directors for good corporate governance.

Centro Escolar University Mendiola, Manila Map:

[pic]

Statement of the Problem This study intends to determine the effects of parenting styles to the behavior of Psychology students of Centro Escolar University (BSPSY2B). Specifically, the study seeks to answer the following question: 1. What are the behaviors of the respondents in terms of:

1. Parenting Styles

1. gender

2. age

3. civil status

4. lifestyle

5. location of residence

2. What is the attitude of the respondent towards:

2.1 Their parents

2.2 Peers

2.3 Teachers

3. What is the effect of Parenting Styles to their:

3.1 Emotion

3.2 Social Interaction

3.3 Academic Performance

4. What is the effect of Parenting Styles to the behavior of Psychology students?

Assumptions of the Study
This study assumes that: 1. The respondents will seek the importance of what kind of Parenting Style their parents gave them. 2. The respondents will find assurance if the Parenting styles have important factor in their lives. 3. The respondents will give their best, honest answers and opinion about the questions that will be asked related to the study about Parenting Styles.
Significance of the Study

To students. The proposed study serves the students as their reference or guide in what kind of parenting style their parents give them.

To teachers. The proposed study will help teachers to have a deeper understanding in the behavior of their students.

To parents. The proposed study will be able to enlighten them of what is the right parenting style they have to give their children.

To future researchers. The proposed study will serve as their guide so that in future, they will be able to share the knowledge about the parenting styles. The study can also open in development of this study.

Scope, Delimitation, and Limitations of the Study

This study will focus in determining the effects of Parenting Styles in the behavior of Psychology students at Centro Escolar University during the school year 2012 – 2013. The respondents will be chosen from the students that are psychology majors.

Definition of Terms The following terms are defined according to the context in which they will be used in the study for a clearer understanding of what they mean:
Parenting style. Is a psychological construct representing standard strategies that parents use in their child rearing.
Authoritarian parenting. Also called strict parenting, is characterized by high expectations of conformity and compliance to parental rules and directions, while allowing little open dialogue between parent and child. Authoritarian parenting is a restrictive, punitive parenting style in which parents make their children follow their directions and respect their work and effort.
Authoritative parenting. Also called 'assertive democratic' or 'balanced' parenting,] is characterized by a child-centered approach that holds high expectations of maturity. An authoritative parenting style mainly results when there is high parental responsiveness and high parental demand. Authoritative parents will set clear standards for their children, monitor the limits that they set, and also allow children to develop autonomy.

Indulgent parenting. Also called ‘permissive’, nondirective or lenient is characterized as having few behavioral expectations for the child. "Indulgent parenting is a style of parenting in which parents are very involved with their children but place few demands or controls on them.
Uninvolved parenting style. Is characterized by few demands, low responsiveness and little communication. While these parents fulfill the child's basic needs, they are generally detached from their child's life. In extreme cases, these parents may even reject or neglect the needs of their children.
Behavior. It refers to anything that an organism does involving action and response to stimulation.
Psychology. It is the study of mind and behavior in relation to a particular field of knowledge or activity.

Conceptual Framework

Figure 2
The Conceptual Paradigm on the Effects of The paradigm illustrates the conceptual framework of the study and how parenting styles affect the behavior of Psychology students of Centro Escolar University. The Parenting styles involve, deal and affect the students’ emotion, social interaction and academic performance. These factors will help the students to learn more about their behavior

CHAPTER 2

Review of Related Literature and Studies This chapter includes the review of related literature and studies which the researchers have perused to shed light.
Foreign Literature A plethora of studies exists that examine parenting styles (e.g., Abell, et al., 1996; Beyer, 1995; Bloir, 1997; Bluestone & Tamis-LeMonda, 1999; Darling, 1999). Mize and Pettit defined parenting styles as “aggregates or constellations of behaviors that describe parent-child interactions over a wide range of situations and that are presumed to create a pervasive interactional climate” (p. 291, as cited in Hart, Nelson, Robinson, Olsen, & McNeilly-Choque,
1998). Baumrind’s (1978) three parenting styles of authoritarian, permissive, and authoritative are often used in studies investigating parenting styles in relation to diverse child outcome variables, such as academic achievement, self-confidence, aggression, delinquent behavior, and substance abuse (Dornbusch et al., 1987; Hart et al., 1998; Hill, 1995; Lamborn, Mounts, Steinberg, & Dornbusch, 1991; Shumow, Vandell, & Posner, 1998). Although most indicative of
Western society, these parenting styles have been validated in other countries as well, including Australia, China, and Russia (Hart, et al., 1998; Leung et al., 1998). 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. Additionally, each of these parenting styles has been associated with child outcomes. Past research has included a fourth parenting style called neglectful, which is characterized by low warmth and low control (Dekovic & Gerris, 1992; Glasgow, Dornbusch, Troyer, Steinberg, & Ritter, 1997; Lamborn et al., 1991; Leung & Kwan, 1998). Maccoby and
Martin (1983) called 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 children’s lives and, therefore, do not volunteer to be studied. Lamborn et al. (1991) were able to study the adolescent children of neglectful parents by receiving the permission from the school to include all children unless the parents contacted the researchers to request their children be excluded from the study. Results of this study indicated that children of neglectful parents scored lowest on measures of psychosocial competence and highest on measures of psychological and behavioral dysfunctions, the opposite of children of authoritative parents. Because these parents, and consequently their children, are difficult to study, the current study will examine only the three previously mentioned parenting styles. While studies before 1990 established the positive benefits of authoritative parenting and negative benefits of authoritarian and permissive parenting (Demo & Cox, 2000), research during the 1990s focused on the generalizability of Baumrind’s parenting styles to minority families in the United States (Abell et al., 1996; Bloir, 1997; Chao, 1995). Abell et al. (1996) and
Bloir (1997) found that Baumrind’s traditional parenting styles did not adequately describe the10 range and effects of parenting behaviors in African American families. The traditional parenting styles ideologies were not adequate to describe East Asian families, as well (Chao, 1995).

Local Literature In the Philippine context, recognition of the fathers’ familial role is pretty much evident (Harper, 2006; Du-Lagrosa, 1986; Tan, 1989). It is frequent for fathers to make crucial decisions on situations where critical judgments are called for in a family like choosing the educational plan of children, selecting the educational institutions where the children will study and the likes which are commonly seen as well among Chinese families (Chen, Dong & Zhou, 1997). Given that, it is observable how influential fathers are in the capacities of their children to elicit wide array of behaviors, even in decisions that would involve children’s occupational orientation. Since the students’ contact with their fathers can be considered as a fundamental dimension in predicting behaviors of children, it is imperative to look at how the strategies they use in rearing their children, that is, their parenting styles, can affect not just the ability of their children to choose a course in college. Parallel to such underpinnings, studies have consistently revealed the beneficial aftermaths of authoritative parenting on Caucasian children and adolescents, including greater academic, social, and psychological competence, self-esteem, and self-reliance, in comparison to parents who exhibit authoritarian or permissive parenting styles (Lamborn, Mounts, Steinberg, & Dornbusch, 1991; Carlson, Uppal, & Prosser, 2000; Furnham & Cheng, 2000). Likewise, Ang (2006) conducted a study with 548 Asian adolescents and found authoritative father encourage adolescents’ self-reliance in coping, problem-solving and perseverance in academic challenges In contrast, Chen and colleagues (1997) conducted a research with 304 second-grade Chinese students and 512 parents in Beijing, and discovered authoritarian parenting had positive relationship with students’ aggressive behaviors and negative relationships with students’ social competency and academic achievement. This appeared to be a remarkable concern at hand given that counselors and educational psychologists have identified the potential association between parent-student relationship and various outcome behaviors in life. However, career behaviors were not studied in lieu of paternal parenting style alone. With the scarcity of literature that draws considerable link among personality traits, paternal parenting style and career choice, the present study was formulated as an effort to identify significant determinants of career choice. Since career choice is the initial step towards achieving long-term occupational progress, it is imperative to determine factors that are salient in the successful selection of a collegiate course that is congruent with one’s predispositions, as supported by child rearing practices of fathers in the Philippines. This study would serve as a catalyst towards devising career counseling programs that are tailor-fit to the unique characteristics of Filipino clientele. Specifically, the researcher sought to answer the following questions: (1) what are the significant correlates of career choice; and (2) what are the predictive factors of career choice.
Foreign Studies Laurence Steinberg (2001) has asserted that the benefits of authoritative parenting in childhood and adolescence "transcend the boundaries of ethnicity, socioeconomic status, and household composition" (p. 12) and that research from around the world also demonstrates the beneficial effects of authoritative parenting. Numerous studies have examined parenting in a very diverse set of countries with different value systems using measures of parenting derived from Baumrind's work. These studies have shown that authoritative parenting is associated with better psychosocial development and mental health across cultures. The study has suggested that authoritative parenting is more prevalent in European-American parents than in ethnic minority parents and that African-American and Asian-American parents are more authoritarian in their parenting practices than are white parents. Some researchers have suggested that authoritarian parenting may have positive effects on ethnic minority children's psychosocial adjustment and, in particular, academic achievement. In reviewing the available research, Steinberg (2001) has concluded that although African-American and Asian-American children are not as negatively affected by authoritarian parenting as are children from other ethnic groups, authoritarian parenting is not associated overall with positive adjustment. Authoritative parenting appears to confer some benefits in protecting Asian-American and black adolescents from engaging in deviant behavior and in promoting psychosocial development. However, authoritative parenting is not clearly associated with better academic achievement among ethnic minority youths.
Local Studies The study has concluded that Filipino parents tend to be more strict and controlling of their children. Research has found that Filipino teenagers face "unrealistic parental expectations in terms of academic and career achievements; parental over involvement in their children's lives; parents' overall tendency to exclude their children in the decision-making process; and negative attitudes towards their children's behaviors and lifestyles". The concept of harmony and interdependence is so strong within the culture that parents feel the need to control their children more since their children’s behaviors, accomplishments, and attitudes are a reflection on the parents. Filipinos are strong believers in the idea that “children are supposed to sacrifice their own desires for the benefit of the family”. If the child’s desires conflict with the desires of the family as whole, that desire must be suppressed in order to provide collective benefit for the family unit. Filipino parents “cling to traditional notions of filial piety demanding unquestioning obedience, strict parental discipline, and control of children”. They scored the highest on a scale of authoritarian parenting, providing support for the idea that they tend to be stricter. Additionally, Filipino parents exert “more control than European American parents over their children’s selection of clothes, extracurricular activities, and courses of study” which is basically every area of the child’s life. Furthermore, it is “not uncommon to hear about Filipino children whose college major was decided by their parents. An extreme case is seen in a college student who could not move out of his parent house because the parent told him that moving out “meant he did not appreciate everything she had done for him”. Filipino teenagers are typically stereotyped to be very successful in the academic realms. This has to do with parenting practices as well. Parents often expect a perfect academic record from their children, however, it is found that these expectations of children’s “general academic achievement were often unrealistic and beyond the abilities of children”. This could potentially cause psychological distress and depression in the child because they are constantly reaching for these unattainable goals. In addition, Chinese parents often fail to praise their children for academic achievements, because it is expected of them. The absence of praise and encouragement, in addition to punishment for failure, may have adverse consequences on the mental health of these Filipino teenagers.

CHAPTER 3
Research Methodology This chapter represents the research methodology used in this study, research design, the subjects and sources of data, research instrument, construction and validation of instruments, distribution and retrieval of instruments and the statistical treatment of data.
Research Design This study employed the descriptive method in gathering information regarding the Effects of the Parenting Styles on the Behavior of Psychology Students in Centro Escolar University Year 2012-2013.
Subjects and Sources of Data The subjects of this study were drawn from fifty (50) psychology major students of Centro Escolar University. Approximately six percent (6%) of the total population were taken and used as student-respondents of the study. Data were gathered through survey questionnaire. The researchers chose the respondents through random sampling so that each member of the population has an equal chance of being selected.
Research Instrument The research instrument used in conducting this survey was the questionnaire survey type with the instruction that can be easily understood by the respondents, this questionnaire was constructed for the purpose of analyzing the opinions of Psychology major students to know what Parenting Style their parents gave them.

Construction and Validation of Instrument The questionnaire has been formulated after a thorough reading of related literature and studies about the Effects of the Parenting Styles on the Behavior of Psychology Students in Centro Escolar University, Mendiola Manila. The first draft of questionnaire was forwarded to the research teacher for corrections and suggestions. After the research teacher has validated and enriched the questionnaires, the researcher prepared the final draft for the submission and for the preparation of giving-out the survey questions.
Distribution and Retrieval of Data Before the distribution of questionnaires, the researchers sought from their research teacher to allow them to partly interrupt the ongoing class for the distribution of survey questionnaires. The questionnaires were distributed personally among the psychology major students of Centro Escolar University, Mendiola Manila school year 2012-2013. The researchers explained to the respondents every item of the questionnaires and before collecting it, the researcher made sure that the respondents did not missed any item unanswered. The questionnaires were retrieved right after the respondents have accomplished them.
Treatment of Data The data were treated using the formula:
P= f/N *100
P= Percentage
F= Frequency
N= Total number of respondents

CHAPTER 4
Analysis, Interpretation and Presentation of Data This chapter presents the data that were gathered, analyzed and interpreted to answer the specific problems of the study. The findings come with corresponding table to shed clarity on the presentation, analysis and interpretation of data generated from the responses of the respondents.
The respondent’s profiles were described in the following tables Table 1

Distribution of Respondents According to Gender

|Gender |Frequency |Percentage |
| |(f) |(%) |
| | | |
|Male |18 |36% |
| |32 |64% |
|Female | | |
| | | |
|Total |50 |100% |

Table 1 shows the frequency and distribution and percentage of the respondents according to gender. Apparently, 36% of the respondents are male while female respondents are only 32%.

Table 2
Frequency distribution table of the respondent’s according to their perception on the different parenting style that all children should live with their parents.

|Interpretation |Frequency |Percentage |
| |(f) |(%) |
|Strongly Agree |26 |52% |
|Agree |17 |34% |
|Minimally Agree |7 |14% |
|Disagree |0 |0% |
|Strongly Disagree |0 |0% |
|TOTAL |50 |100% |

Table 2 shows the frequency and percentage distribution of the respondents according to their perception on the different parenting style that all children should live with their parents. 26 respondents have answered strongly agree and its percentage is 52%, 17 respondents have answered agree and its percentage is 34%, 7 respondents have answered minimally agree and its percentage is 14%.

Table 3
Frequency distribution table of the respondent’s according to their perception on the different parenting style, that parents should spoil their children.

|Interpretation |Frequency |Percentage |
| |(f) |(%) |
|Strongly Agree |1 |2% |
|Agree |2 |4% |
|Minimally Agree |9 |18% |
|Disagree |19 |38% |
|Strongly Agree |19 |38% |
|TOTAL |50 |100% |

Table 3 shows the frequency and percentage distribution of the respondents according to their perception on the different parenting style, that parents should spoil their children. Apparently, 1 respondents have answered strongly agree and its percentage is 2%, 2 respondents have answered agree and its percentage is 4%, 9 respondents have answered minimally agree and its percentage is 18% and the Disagree and strongly agree has the same 19 respondents and its percentage is 38%.

Table 4
Frequency distribution table of the respondent’s according to their perception on the different parenting style, building better relationship with friends than parents.

|Interpretation |Frequency |Percentage |
| |(f) |(%) |
|Strongly Agree |9 |18% |
|Agree |7 |14% |
|Minimally Agree |14 |28% |
|Disagree |12 |24% |
|Strongly Disagree |8 |16% |
|TOTAL |50 |100% |

Table 4 shows the frequency and percentage distribution of the respondents according to their perception on the different parenting style, building better relationship with friends that parents. Apparently, 9 respondents have answered strongly agree and its percentage is 18%, 7 respondents have answered agree and its percentage is 14%, 14 respondents have answered minimally agree and its percentage is 28%, 12 respondents answered disagree and its percentage is 24% and 8 respondents answered strongly disagree and its percentage is 16%.

Table 5
Frequency distribution table of the respondent’s according to their perception on the different parenting style, every Sunday must be a family day.

|Interpretation |Frequency |Percentage |
| |(f) |(%) |
|Strongly Agree |28 |56% |
|Agree |16 |32% |
|Minimally Agree |6 |12% |
|Disagree |0 |0% |
|Strongly Disagree |0 |0% |
|TOTAL |50 |100% |

Table 5 shows the frequency and percentage distribution of the respondents according to their perception on the different parenting style, every Sunday must be a family day. 28 respondents have answered strongly agree and its percentage is 56%, 16 respondents have answered agree and its percentage is 32%, 6 respondents have answered minimally agree and its percentage is 12%.

Table 6
Frequency distribution table of the respondent’s according to their perception on the different parenting style, that parents spend more time working and the child is left at home with the helper.

|Interpretation |Frequency |Percentage |
| |(f) |(%) |
|Strongly Agree |3 |6% |
|Agree |5 |10% |
|Minimally Agree |2 |4% |
|Disagree |14 |28% |
|Strongly Disagree |26 |52% |
|TOTAL |50 |100% |

Table 6 shows the frequency and percentage distribution of the respondents according to their perception on the different parenting style, that parents spend more time working and the child is left at home with the helper. 3 respondents have answered strongly agree and its percentage is 6%, 5 respondents have answered agree and its percentage is 10%, 2 respondents have answered minimally agree and its percentage is 4%, 14 respondents have answered disagree and its percentage is 28%, 26 respondents have answered strongly disagree and its percentage is 52%.

Table 7
Frequency distribution table of the respondent’s according to their perception on the different parenting styles, rewards and punishment should be implemented in the family.

|Interpretation |Frequency |Percentage |
| |(f) |(%) |
|Strongly Agree |10 |20% |
|Agree |16 |32% |
|Minimally Agree |15 |30% |
|Disagree |9 |18% |
|Strongly Disagree |0 |0% |
|TOTAL |50 |100% |

Table 7 shows the frequency and percentage distribution of the respondents according to their perception on the different parenting styles, rewards and punishment should be implemented in the family. 10 respondents have answered strongly agree and its percentage is 20%, 16 respondents have answered agree and its percentage is 32%, 15 respondents have answered minimally agree and its percentage is 30%, 9 respondents have answered disagree and its percentage is 18%.

Table 8
Frequency distribution table of the respondent’s according to their perception on the different parenting style, favoritism among the children.

|Interpretation |Frequency |Percentage |
| |(f) |(%) |
|Strongly Agree |1 |2% |
|Agree |3 |6% |
|Minimally Agree |4 |8% |
|Disagree |14 |28% |
|Strongly Disagree |28 |56% |
|TOTAL |50 |100% |

Table 8 shows the frequency and percentage distribution of the respondents according to their perception on the different parenting style, favoritism among the children. 1 respondents have answered strongly agree and its percentage is 2%, 3 respondents have answered agree and its percentage is 6%, 4 respondents have answered minimally agree and its percentage is 8%, 14 respondents have answered disagree and its percentage is 28%, 28 respondents have answered strongly disagree and its percentage is 56%.

Table 9
Frequency distribution table of the respondent’s according to their perception on the different parenting style, children should consider their parents as their best friends.

|Interpretation |Frequency |Percentage |
| |(f) |(%) |
|Strongly Agree |23 |46% |
|Agree |23 |46% |
|Minimally Agree |3 |6% |
|Disagree |1 |2% |
|Strongly Disagree |0 |0% |
|TOTAL |50 |100% |

Table 9 shows the frequency and percentage distribution of the respondents according to their perception on the different parenting style, children should consider their parents as their best friends. 23 respondents have answered strongly agree and its percentage is 46%, 23 respondents have answered agree and its percentage is 46%, 3 respondents have answered minimally agree and its percentage is 6%, 1 respondents have answered disagree and its percentage is 2%.

Table 10
Frequency distribution table of the respondent’s according to their perception on the different parenting style, parents should always support their children.

|Interpretation |Frequency |Percentage |
| |(f) |(%) |
|Strongly Agree |34 |68% |
|Agree |8 |16% |
|Minimally Agree |8 |16% |
|Disagree |0 |0% |
|Strongly Disagree |0 |0% |
|TOTAL |50 |100% |

Table 10 shows the frequency and percentage distribution of the respondents according to their perception on the different parenting style, parents should always support their children. 34 respondents have answered strongly agree and its percentage is 68%, 8 respondents have answered agree and its percentage is 16%, 8 respondents have answered minimally disagree and its percentage is 8%.

Table 11
Frequency distribution table of the respondent’s according to their perception on the different parenting styles, children should introduce their friends to their parents.

|Interpretation |Frequency |Percentage |
| |(f) |(%) |
|Strongly Agree |28 |56% |
|Agree |15 |30% |
|Minimally Agree |7 |14% |
|Disagree |0 |0% |
|Strongly Disagree |0 |0% |
|TOTAL |50 |100% |

Table 11 shows the frequency and percentage distribution of the respondents according to their perception on the different parenting styles, children should introduce their friends to their parents. 28 respondents have answered strongly agree and its percentage is 56%, 15 respondents have answered agree and its percentage is 30%, 7 respondents have answered minimally agree and its percentage is 14%.

CHAPTER V
SUMMARY OF THE STUDY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS In this chapter, the researchers stated all the important information that was gathered throughout the study. This includes the summary of the study

Summary of the Study
.

Conclusion
Information and education on optimal parenting styles and early establishment of effective practices are both important to a child’s social adjustment and success. In many situations, adoption of a flexible and warm authoritative parenting style is most beneficial for a child’s social, intellectual, moral and emotional growth. However, research in the area of parent-child interaction must continue to expand to evaluate not only outcomes in a broader variety of ethnic/racial/cultural and socioeconomic groups, but also outcomes in children of different ages so that families in all types of situations can reap the full benefits of research.

Findings from this study reveal that different parenting style is associated with low or high children’s behavioral problems. Authoritative parenting style continues to influence children’s development in positive ways beyond childhood and also adolescence. Conceptually, the authoritative style parents have both responsive and demanding dimensions. Their children have fewer behavioral problems and a high rate of academic achievement in school. Thus, with high demand and responsiveness between parent and child, there will be less internalizing and externalizing symptoms. In contrast, permissive parents are responsive but they are not demanding. So their children tend to get passive and be unresponsive in their interaction with others, become dependent and lack social responsibility. Therefore, it is assumed that the permissive parenting style will be associated positively with internalizing and externalizing behavior in children. Also, authoritarian parents are only demanding but they are unresponsive. They utilize the punishment for their own children. Hence, being too strict in childhood may result in children’s behavior problems. The present research however, has some limitations. Its findings are limited to children’s behavioral problems with only maternal parenting style type. Future research should also investigate other variables such as parents’ attachment, parent’s stress, parent’s empathy, etc, which are critical. The present research was also limited to parenting style factors on children’s misbehavior. Regarding many relevant factors affecting children’s problems such as age, genetics, socio-economics, peer pressure, parent’s income, society, school, etc, we considered only parenting style type. It is recommended that future research should also consider other relevant factors affecting children’s misbehavior as moderator such as; age, gender, peers…etc. This research was also limited to 3rd, 4th,and 5th levels of primary school. Therefore it is limited to a particular generation and excludes other age ranges and grades of education.

Recommendation Generally, this study discussed about different parenting styles. It is recommended that future research can be done to explore the relations between parenting styles and various aspects of adolescents’ development such as self-worth. For instance, authoritative parents have higher responsiveness and provide sufficient encouragement to their children. These characteristics of parents may bring higher self-worth to their children and thus, new ideas are formed. By studying the relationship between parenting styles and different variables such as academic performance provide new insight to parents in our country as well.
Furthermore, it is recommended for future research that demographic variables may take into consideration to identify the role of them in parenting styles.
Future researchers are recommended to recruit larger amount of sample to produce a more accurate results. Not only size of sampling, they are advised to apply probability sampling to conduct their survey as this sampling provide equal chance for all members in the selected population. These recommendations help in increasing reliability of findings.
Last but not least, questionnaire is suggested to be amended in a more easy-comprehensive way. Understanding of participants should be expected if simpler words are being used.

-----------------------
Dependent Variable

Emotion

Social Interaction

Academic Performance

Independent Variable

Authoritarian

Authoritative

Permissive