EFFECTS OF PARENTING STYLE TO SELF RESPONSIBILITY OF

STUDENTS IN JOVELLAR NATIONAL

HIGH SCHOOL

A Research Presented for Final Defense

to the Faculty of Jovellar National High School

In Partial Fulfillment of the Requirements

in Practical Research 2

MELODY M. AGUILAR

RUBEN N. LORETO

MARICAR E. RODRIGUEZ

JAMAICA M. YTANG

S.Y. 2024-2025
 CHAPTER I

THE BACKGROUND OF THE STUDY

INTRODUCTION

The dynamics of parenting play a crucial role in shaping a child’s personality and behavioral
patterns, particularly during their formative years. Among the various aspects of personal
development, Self-responsibility stands out as a key component that influences academic
performance, interpersonal relationships, and overall well-being.Self-responsibility refers to
the ability of individuals to take ownership of their actions, make informed decisions, and
manage their own lives effectively. Research has consistently shown that the style of parenting
adopted by caregivers significantly impacts the development of self-responsibility in children
and adolescents. According to Baumrind’s (1966) classification, parenting styles can be
categorized into four primary types:, authoritarian, permissive, authoritative and neglectful.
Each style embodies distinct characteristics and has varying effects on children’s autonomy and
self-regulation. Adolescence is a pivotal stage in human development, marked by significant
changes in behavior, identity, and decision-making processes. The parenting styles adopted by
caregivers can greatly influence how adolescents perceive their responsibilities and make
choices. Understanding these dynamics is essential, especially in a school environment where
self-responsibility is crucial for academic success and personal development.

This study is necessary to explore how different parental styles such as,authoritarian,
permissive, authoritative and neglectful affect students’ sense of self-responsibility. With a
growing concern over youth accountability and decision-making, this research aims to identify
patterns that may help educators and parents foster environments where self-responsibility
flourishes. According to the Republic Act No. 9155: The “Governance of Basic Education Act
of 2001” highlights the role of families in the education of children. This act supports the need
for collaboration between schools and families, indicating that parental involvement is crucial
for the holistic development of students, including their sense of responsibility. Liane Peña
Alampay (2013) provides a general view of parenting in the Philippines, in terms of attitudes
and behaviors towards children, the nature of parent-child interactions, and the differentiated
roles of mothers, fathers,sons and daughters. The pertinent themes that characterize Filipino
parenting include parental authority and control, and the expectation of obedience on the part
of children; family cohesion and interdependence; and the value of meeting familial
obligations. The roles of mothers and fathers are demarcated along traditional gender lines;
however, mothers’ work, particularly in the current context of increasing overseas employment,
has posed challenges to the customary family dynamics. By promoting active participation and
shared responsibility, the act aims to create a more effective and supportive educational
environment, ultimately leading to better outcomes for learners.The importance of this study
lies in its potential to provide insights for parents and educators. By understanding how
parenting styles impact self-responsibility, stakeholders can develop strategies and
interventions that promote positive parenting practices and enhance student accountability.

The motivation behind this study stems from a personal commitment to understanding
adolescent development and the role of family dynamics in shaping responsible behaviors.
Observations of peers and discussions with educators highlighted a concerning trend in the lack
of self-responsibility among students, prompting a desire to investigate the underlying factors.
The primary goal of this study is to analyze the effects of various parental styles on the self-
responsibility of students at Jovellar National High School. By doing so, the research aims to
contribute to the existing body of knowledge in developmental psychology and education,
ultimately fostering environments that encourage responsible behavior among youth. This
study intend to identify the effects of parenting styles in students based on age, grade level and
parenting style (authoritarian, permissive authoritative).Also this study will seek to discover if
the following factors such as Time management, Decision making, Social responsibility and
Emotional regulations plays a vital role in parents attitude to the students progress in their
studies. Recognizing the growing importance of nurturing Self-Responsibility among students
in an increasingly complex and demanding educational environment,the researchers are
motivated by the need to provide insights that could guide both parents and educators in
fostering more effective and supportive learning environments.

STATEMENT OF THE PROBLEM

This study aims to identify the effects of parenting styles to self responsibility of students in
JNHS

Specifically the study aims to answer the following:

1.what is the demographic profile of the respondents in terms of:

1.1 Age

1.2 Grade Level

1.3 Parenting Styles

a.Authoritarian

b.Permissive

c.Authoritative

2.What are the effects of parenting style on self responsibility of the students in terms of:

2.1 Time Management

2.2 Decision Making

2.3 Social Responsibility

2.4 Emotional Regulation

3.Is there a significant relationship between parenting style to self responsibility?

4.what recommendations may be proposed based on the findings of the study?

SCOPE AND DELIMITATION

This study will focus on determining the effects of parenting style to self-responsibility of
Grade 7 to 12 students at JNHS for the school year 2024-2025. Grade 7 to 12 students are in a
critical developmental phase, transitioning from childhood to adolescence, where self-
responsibility becomes essential for their academic and personal growth that is the reason why
the researchers have selected these set of respondents. Understanding how parenting styles,
influence to students in shaping their ability to manage responsibilities both in and out of
school. To gather data, a survey questionnaire will be conducted to assess the effects of
parenting styles to the selected students of Jovellar National High School.

SIGNIFICANCE OF THE STUDY

This study will provide advantages to various factors of society, enabling them to recognize
that the outcomes of this investigation could hold immense significance and utility particularly
for the following:

Students. The study may benefit students by helping them understand how their parents
attitudes influence their sense of responsibility.

Parents. This research could provide insights into the impact of their parenting style on their
children’s behavior, particularly in fostering self responsibility.

Teachers. This study benefit teacher as it highlights the role of parental influence in shaping
student behavior, particularly self-responsibility.

Schools. This research emphasizes the importance of fostering strong partnerships between the
school and parents.

Future Researchers. This study serve as a reference for future researchers interested in
exploring the relationships between parenting style and students outcomes.

THEORETICAL FRAMEWORK

This study is based on Pillar Theory.Developmental Psychologist Diana Baumrinds Theory,

theorized that childrens behavior can be attributed to the specific parenting style they
experienced in their homes. Baumrind’s pillar theory is developed to describe the important
aspect of parenting styles that shape their way of interacting with their children. Baumrinds
theory provided four (4) important aspect of parenting which are structure, presence, social
support and self control. Baumrinds describe that structure is refers to the parents tendency to
set and define rules and boundaries.Presence is refers to the availability and responsiveness of
the parents.Social support is refers to the extended family, friends and other groups or
institutions that support the family and last is the self-control which refers to the parents ability
to provide persistent and self controlled parenting that helps them to avoid escalating negative
emotions during stressful institutions.

Pillar Theory draws relationships between basic parenting styles and children’s
behaviors.After studying now children and parents relate in the home,Baumrind came up with
three(3) major parenting styles.(1) Authoritarian which is too hard, (2) Permissive which is too
soft, (3) Authoritative which just right.Baumrind’s discussed that Authoritarian parenting is a
style of child rearing that is very demanding and rigid.Authoritarian parents are extremely strict
and expect their orders to be obeyed.Permissive parenting is the opposite end of the spectrum
is the permissive parent,or a parent who is not strict at all.While Authoritative parenting is
characterized by a combination of expectations and warmth.

This theory is related to the study about the effects of parenting style to self responsibility
of students because it provides a framework for understanding different Parenting styles and
their potential impact on child development. Authoritarian characterized by strict rules and
punishment contrast with permissive which is lenient and authoritative which is balanced.This
theory can help to analyze how parenting style affects students responsibility.

THEORETICAL PARADIGM

DIANA BAUMRIND’S
PILLAR THEORY

Authoritarian Permissive Authoritative

•Structure • Presence

• Social support • Self control

EFFECTS OF PARENTING
STYLE TO SELF
RESPONSIBILITY OF
STUDENTS IN JOVELLAR
NATIONAL

HIGH SCHOL
CONCEPTUAL FRAMEWORK

This study will focus on the effects of parenting style to self-responsibility of students at
JNHS,determining how age, grade level, and parenting style intersect with various aspects of
self-responsibility, including time management, decision making, social responsibility, and
emotional regulation. The different parenting styles being analyzed include authoritarian,
permissive, and authoritative and how these parenting approaches influence the student’s
behavior and self-management in their daily lives. The process of conducting data or data
gathering method is through the use of survey questionnaire that give to the selected students
at JNHS. The input for the study consists of questions designed to explore the following:
(1)What is the demographic profile of the respondents in terms of: Age, Grade level, and
Parenting style(authoritarian,permissive,authoritative). (2)What are the effects of parenting
style on the self-responsibility of students in terms of: Time management, Decision making,
Social responsibility, and Emotional regulation. (3)Is there a significant relationship between
parenting style to self-responsibility. (4)What recommendations may be proposed based on the
findings of the study.

In this study,the researchers will distribute survey questionnaire to determine the effects of
parenting style to self responsibility of students through data gathering procedure.The
researchers determine the respondents at the selected students of JNHS through the information
and the data will be gather by the researchers.

Lastly, this output will provide conclusion and recommendation on the effects of parenting
style to self responsibility among the selected student in JNHS.
CONCEPTUAL PARADIGM

INPUT PROCESS OUTPUT

A.Data A.Effects of
1.What is the demographic
Gathering parenting style to
profile of the respondents
self responsibility
in terms of: -Survey
of students in JNHS
questionnaire
1.1 Age
1.2 Grade Level B.Recommendation
-Present
studies C.Conclusion
1.3 Parenting Style

a.Authoritarian

b.Permissive

c.Authoritative

2.What are the effects of

parenting style on the self
responsibility of students
in terms of:

2.1 Time
Management

2.2 Decision
Making

2.3 Social
Responsibility

2.4 Emotional
Regulations

3.Is there a significant

relationship between
parenting style to self
responsibility?

4.What recommendations
may be proposed based on
the findings of the study?

DEFINITION OF TERMS
 For an indepth understanding about the study,the following terms are defined conceptually
and operationally.

Effects. According to Merriam Webster Dictionary(2024) effect is something that inevitably

follows an antecedent (such as a cause or agent):result,outcome .In this study it refers to the
research gap that researcher intended to identify to respondents.

Parenting Styles. According to ScienceDirect.com (2017), Parenting style refers to patterns of

child rearing evolved from the parents’ reactions toward their children. IN this study It shows
that the parenting style is a psychological construct which represented standard strategies
parents use in raising their children.

Self Responsibility. As defined by the dictionary itecor.com(2019) it is the state or fact of

being responsible, answerable or accountable for something within one’s power, control or
management. In this study it refer as being responsible of a parent towards the child.

Students. As mentioned in Collins English Dictionary,(2024) students is person who is

studying at a school or college.Within this research, it refers to the respondents.

Authoritarian. According to Hoskins(2014),authoritarian parents exhibit low responsiveness

and they are highly demanding. In this study it consists of high control, low warmth, and harsh
criticism.

Permissive. According to Britannica Dictionary(2024) giving people a lot of freedom or too

much freedom to do what they want to do.Within this study permissive parents generally gave
their children greater opportunities to make their own decisions in life.

Authoritative. According to Cambridge Dictionary (2024) authoritative is showing that yo

you are confident, in control, and expect to be respected and obeyed. In this study shows that
their disciplinary methods are supportive, rather than punitive.

Time Management. According to Collins English Dictionary(2024) it is the process of

deciding on the order in which you will do tasks, and making sure that they are done on
schedule. Within the context of this research it defines to the allotted time of the parents to
attend their children.

Decision Making. Based on Dictionary.com (2024) it is the act or process of making decisions
with a group of people especially in business or politics. In this research it is choosing the right
way of parenting to the students.

Social Responsibility. As explained by Tophat.com,(2024) social responsibility refers to

students taking accountability for their actions and the effect their behavior has on people and
the environment. Within this study it requires the parents to act in the best of the interests of the
environment of their children.

Emotional Regulations. As stated in psychologytoday.com (2024)emotional regulation is the

ability to exert control over one’s own emotional state. It may involve behaviors such as
rethinking a challenging situation to reduce anger or anxiety, hiding visible signs of sadness
or fear, or focusing on reasons to feel happy or calm. By the means of this study it defines as
the ability of the students to respond to their experiences under the governance of their parents.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of related literature to the problem under investigation of
effects of parenting style to self responsibility of students that came from journals, internet, and
other related studies which helped the researchers find the direction of where to conduct this
study. It also includes the Gap Bridged of the Study and Synthesis of the State of the Art.

Parenting Styles

Yang (2024) analyzes the significance of different parenting methods, notably through the
prism of Dr. Diana Baumrind’s pioneering work. The research explores four basic parenting
styles: authoritative, authoritarian, permissive, and neglectful. Among them, the authoritative
parenting style is recognized as the most balanced and effective technique. It combines
emotional support with clear standards and acceptable expectations. Children raised under
authoritarian parenting tend to have stronger self-esteem, more social competence, and
enhanced emotional regulation. These attributes are generally connected to greater academic
performance and stronger social skills, as well-adjusted children are better suited to handle
school pressures and peer connections.

On the other side, other parenting approaches indicate less beneficial consequences.
Authoritarian parenting, although prioritizing discipline, sometimes inhibits emotional
expression and may hamper emotional regulation and intellectual accomplishment. Permissive
parenting, albeit loving and sympathetic, lacks the required structure, which can result in poor
academic discipline. Lastly, neglectful parenting, typified by a lack of emotional or practical
assistance, typically leads to underdeveloped social and emotional abilities, hindering both
academic performance and overall well-being.

Meanwhile, Ochoa and Torre (2014) present a comprehensive assessment of research on

parenting and punishment among Filipino households.Their work spans a decade of
investigations from 2004 to 2014 and gives insight on prevalent parenting techniques, with a
specific focus on disciplinary practices. The analysis finds that corporal punishment is still
regularly employed in Filipino households, often related with stressful situations such as
poverty and unsafe neighborhoods. The continued use of corporal punishment is related with
bad results for children, including anxiety and hostility. Furthermore, the research underlines
the need of holistic treatments in promoting constructive discipline, targeting not only child-
rearing techniques but also broader socio-economic variables that affect families. These
findings are essential in understanding how discipline methods, impacted by local
circumstances, affect the development of children and their ability to manage their conduct.

One research by Zhao (2023) focuses on how different parenting styles particularly those
involving authority and autonomy affect children’s conduct. The research digs into the
classification of parenting styles and how these variances in parental methods effect a child’s
maturation. Zhao says that it is vital to educate parents on the advantages and downsides of
their chosen parenting approaches. By learning how different techniques effect their children’s
development, parents may change their ways to better fit their child’s requirements. This study
underlines that when parents are well-informed, they may create an atmosphere that promotes
their children’s overall success, growth, and well-being. It also highlights the significance of
parenting in determining children’s destiny, making this information beneficial for both parents
and educators.

One important topic of study has been how parental practices affect academic achievement,
especially when it comes to Filipino pupils. The academic performance of Grade 12 Humanities
and Social Sciences (HUMSS) students at Best link College of the Philippines was investigated
in a research by Bation et al. (2024) in relation to various parenting philosophies. According to
the results, children who have authoritative parents those who offer a well-rounded combination
of support, punishment, and direction tended to do better academically. This implies that kids
are more likely to succeed academically when parents provide students with emotional support
and explicit expectations. The study discovered, however, that the consequences of
authoritarian and permissive parenting styles were more variable. Permissive parents often give
their kids more freedom and are more forgiving, but this lack of rigidity can occasionally lead
to poorer academic results. However, kids may be unable to develop self-motivation and
independence due to authoritarian parents who impose rigid rules and show little affection,
which might also result in poorer academic performance.

The literature and studies consistently highlight the critical role of parenting styles in
shaping children’s development, with authoritative parenting recognized as the most balanced
and effective approach. Yang (2024), drawing from Dr. Diana Baumrind’s foundational work,
emphasizes that this style, combining emotional support with firm guidance, fosters social,
emotional, and academic growth while cultivating resilience and responsibility.

Effects of Parenting Styles

Žerak (2023) analyzes the link between parenting styles, teaching methods, student
characteristics, and self-regulated learning (SRL) in primary school pupils. SRL, which
comprises a student’s ability to organize, monitor, and control their own learning, is directly
connected with academic accomplishment. The study indicates that authoritative parenting,
characterized by responsiveness and emotional warmth, contributes to greater levels of SRL in
students. Additionally, the research indicated that parenting styles which stress autonomy-
supportive teaching and responsive parenting are connected to higher levels of SRL. The
findings of Žerak imply that kids who see their parents as supporting and nurturing, but also
offering autonomy in their learning, tend to exhibit stronger self-regulation skills. Furthermore,
autonomy-supportive teaching, which supports individual learning, was positively associated
with student accomplishment. This underlines the significance of integrating both authoritative
parenting and autonomy-supportive education to produce an atmosphere that encourages self-
regulation in pupils.

Parenting styles play a vital effect in influencing children’s emotional, social, and academic
development. In the Philippines, the evolution of parenting practices has witnessed a change
from old tactics like physical punishment toward more modern and proactive ways. Venturanza
(2024) investigates this trend in detail, noting that corporal punishment, which was once a
popular disciplinary method, has been related to numerous poor effects in children. These
include emotional and behavioral difficulties such as increased hostility, delinquency, and
antisocial inclinations. The essay emphasizes the necessity of adopting positive parenting
approaches, such as encouraging children to regard mistakes as learning opportunities, training
them to examine many views, and employing positive reinforcement. Moreover, the practice
of avoiding from comparing children to their parents is recognized as a critical step in
supporting emotional and social maturation. These ideas are in accordance with modern
parenting advice, stating that positive interaction and role modeling can support healthy
development in children, leading to better behavioral and academic outcomes.

One research by Kosterelioglu (2018) explores the influence of different parenting styles on
high school students’ achievement goal orientations. The research finds that democratic and
overprotective parenting styles have the most substantial effect on students’ learning approach
orientation, which refers to a focus on mastering tasks and learning for the sake of personal
growth. On the other hand, overprotective and permissive parenting styles were found to
significantly alter students’ learning avoidance orientation, where pupils prefer to avoid
difficulties or activities that could be difficult or lead to failure. This study underlines how
particular parental techniques may either support or inhibit a student’s drive to engage with
academic obstacles, eventually altering their attitude to learning and accomplishment.

A child’s social skills and academic achievement are only two of the many areas of their
development that are significantly impacted by parenting practices. The effects of authoritative
and permissive parenting styles on students’ academic performance and social competence were
investigated by Banayad et al. (2024). According to the study, children of authoritative parents
who place an emphasis on both warmth and discipline tended to score higher on social
competency tests than children of permissive parents, who provide more freedom but less
structure. This implies that authoritative parenting, with its harmony of direction and
encouragement, promotes social qualities like self-control, empathy, and good communication
in addition to academic achievement. Conversely, pupils who experienced permissive parenting
which is defined by a more relaxed and unstructured approach were shown to have less social
skills. This emphasizes how crucial it is to establish clear expectations and boundaries for kids
in order to guide them through social situations and foster the development of good
interpersonal skills.

The literature and studies consistently emphasize the strong connection between
authoritative parenting and the development of self-regulated learning (SRL) in students. Žerak
(2023) highlights that authoritative parenting, defined by responsiveness and structure,
significantly enhances students’ ability to organize, monitor, and control their learning, leading
to improved academic performance and overall success.

Self Responsibility

Purwati (2023) analyzes the importance of parenting in cultivating the sense of

responsibility in children, particularly in the setting of elementary school students. The study
emphasizes the important impact of competent and supportive parenting techniques on the
development of children’s responsibility. Purwati highlights that when parents adopt suitable
parenting styles characterized by patience, openness, and responsiveness to children’s needs
they assist establish a feeling of personal responsibility in their children.Conversely, insufficient
or inconsistent parenting can inhibit this growth, making it vital for parents to be attentive of
their children’s age, emotional requirements, and developmental stage. The research further
demonstrates that children with responsible attitudes toward their learning and tasks frequently
have parents that support freedom, set clear guidelines, and promote accountability for their
behavior. The study reveals that when parents actively participate with their children’s
educational journey and show interest in their responsibilities, they assist build a sense of
obligation and responsibility. As such, the role of parents is vital in creating children who not
only take responsibility for their own acts but also display a strong sense of accountability in
social and academic environments.

In contrast to the elementary school environment, Ayish & Deveci (2019) study the concept
of self-responsibility among university students, specifically focusing on freshmen engineering
students. This research looks at how students perceive and operationalize responsibility in the
context of their academic assignments, as well as their role in facilitating the learning of their
peers.The study demonstrates that most students appreciate the necessity of taking
responsibility for their own learning. However, they also appreciate the value of assisting their
peers’ learning, although they tend to prioritize their personal academic objectives over
collaborative responsibilities.

The research also reveals that particular tasks, such as project-based assignments and group
work, play a vital role in fostering responsibility. These tasks empower students to take
ownership of their learning while simultaneously promoting the collective learning of their
peers. The report further underlines that while students understand the benefits of personal
responsibility such as increased academic achievement and stronger peer relationships they do
not always consistently apply these ideas in practice.

Self-responsibility plays a pivotal role in both decision-making and parenting, influencing

individuals’ actions, well-being, and the development of those around them. In the context of
college students, responsible decision-making is a crucial competency that shapes not only
academic success but also future life outcomes. Quiamno (2021) examines this concept through
the lens of Social Emotional Learning (SEL), focusing on the development of responsible
decision-making skills. According to the study, responsible decision-making encompasses sub-
constructs such as identifying problems, analyzing situations, solving problems, evaluating,
reflecting, and maintaining ethical responsibility. The study’s findings suggest that the ability
to make responsible decisions is influenced by a student’s capacity to critically assess situations,
reflect on potential outcomes, and engage in ethical reasoning. The development of these
competencies is essential for navigating both simple and complex life choices, particularly in
the college environment where students face various academic and personal challenges. The
study emphasizes that by assessing these skills through a structured framework, educators can
provide interventions to enhance students’ decision-making processes, ultimately fostering
personal growth and well-being.

Self-responsibility is crucial in determining a person’s feeling of agency and personal

growth, especially when it comes to household responsibilities. With a particular focus on
college students, Abrea and Vargas (2024) refined culturally appropriate measures of
parentification among Filipino emerging adults. The process by which children assume adult
duties, frequently in the form of providing care for parents or siblings, is known as
parentification. Four different domains of parentification were identified by the study, which
involved 2,419 college students from different parts of the Philippines: sibling-focused
parentification, perceived injustice of parentification, willingness to contribute to familial
obligation, and perceived positive impact of parentification. The results imply that, depending
on how emerging adults view their roles and how these experiences affect their personal
development, parentification may have a range of consequences on them. Taking on household
duties may help many Filipino students develop a strong sense of responsibility and
independence, particularly when it comes to the welfare of the family. The research does admit,
though, that some adolescents could believe that their parents’ responsibilities clash with their
own academic or personal goals, leading them to perceive injustice. Given that people must
balance their responsibilities and their own developmental needs, this emphasizes the intricate
link between self-responsibility and familial duties.

The literature and studies consistently highlight the critical role of parenting in fostering a
sense of responsibility among children. Purwati (2023) underscores that competent and
supportive parenting techniques, marked by patience, openness, and encouragement, are
instrumental in nurturing responsibility, particularly in elementary school students.

Effects of Parenting Styles to Self Responsibility

Authoritative parenting, characterized by a balance of warmth, support, and clear

boundaries, has been found to have positive benefits on children’s self-regulated learning
behaviors and their sense of responsibility. According to Jittaseno & Varma (2015),
authoritative parenting not only has a direct impact on self-regulated learning behavior but also
builds intrinsic drive and self-efficacy in teenagers. This, in turn, encourages a higher level of
self-responsibility, as youngsters are more likely to take ownership of their learning and
personal progress. Authoritative parents encourage their children to be independent while
offering the direction needed to manage problems. This support allows youngsters to acquire
a sense of control over their actions and consequences, creating a higher sense of responsibility
for both academic and personal activities.

Peng (2023) further shows the benefits of authoritative parenting in boosting teenagers’
academic functioning and psychological well-being. The study contrasts psychological control,
a prevalent component in authoritarian parenting, with autonomous support, which is important
to authoritative parenting. The data reveal that autonomy support leads to consistent beneficial
outcomes across different cultural contexts, suggesting that when parents empower their
children to make decisions and accept responsibility for their behaviors, they build a feeling of
self-regulation and responsibility. In contrast, psychological control, which is typically
observed in authoritarian parenting, tends to damage teenagers’ autonomy and well-being,
inhibiting the development of self-responsibility.

One study by Dalisay (2014) studied the impact of parenting methods on the self-esteem of
criminology students at the Lyceum of the Philippines University-Batangas. The survey
indicated that the majority of the pupils had authoritarian parents who gave warmth, affection,
and acceptance. These children also demonstrated good levels of self-esteem, with half
expressing high levels of self-esteem and the other half exhibiting moderate levels. The
authoritative parenting style, characterized by a balance of warmth and structure, was
associated to a sense of responsibility and self-regulation among the students. This shows that
authoritative parenting helps children build self-esteem, which is vital in encouraging self-
responsibility. The study advocated enrichment programs on self-esteem enhancement and
child-parent connections, emphasizing the need for parents to cultivate responsibility and self-
regulation in their children.

Guillena, Mediodia, and Baldonado (2023) focused on how parenting styles, parental
participation, and parents’ self-efficacy influence the learning motivation of primary school
pupils. This indicated that positive parenting approaches, typified by emotional support and
parental involvement, had a substantial favorable correlation with the children’s learning
motivation. This motivation is directly related to self-responsibility in academic contexts, as
driven students tend to take more initiative in their learning and display higher accountability
for their activities. Furthermore, this revealed that parents’ self-efficacy was a strong predictor
of learning motivation, underlining the significance of parents in creating children’s feeling of
responsibility through their own confidence in supporting their children’s educational path.

The literature and studies consistently affirm that authoritative parenting, with its balance of
warmth, support, and clear boundaries, positively influences children’s self-regulated learning
and sense of responsibility. Jettisons and Varma (2015) emphasize that this parenting style
fosters intrinsic motivation and self-discipline, equipping children with the tools to take
ownership of their actions and decisions.

Grand Synthesis

Parenting styles play a significant influence in determining a child’s academic, social, and
emotional development. Across global and local contexts, authoritative parenting consistently
emerges as the most effective style, supporting beneficial outcomes such as higher academic
achievement, emotional regulation, social competence, and self-responsibility. This style’s
blend of warmth, structure, and autonomy puts it different from permissive and authoritarian
approaches, which generally have mixed or negative consequences. The influence of parenting
methods extends beyond academic performance to self-responsibility. Adolescents raised in
authoritative circumstances display better levels of autonomy, accountability, and self-esteem.
These attributes enable people to overcome problems efficiently and contribute meaningfully
to their communities. Conversely, permissive and authoritarian methods can impair the
development of self-direction and responsibility, leading to challenges in academic and social
settings. Studies within the Filipino setting further confirm these findings, underlining the
relevance of culturally specific parenting techniques. Authoritative parenting in Filipino
households has been found to encourage academic performance, relationship skills, and a strong
feeling of familial obligation. This illustrates the versatility and universal significance of
authoritative parenting concepts.

GAP BRIDGED BY THE STUDY

Based on the various literatures and studies regarding parental attitudes and student
responsibility, much has been discussed about the influence of parenting styles on student
development, particularly in fostering responsibility and independence. Previous research has
explored the correlation between parenting styles and self-responsibility in different
educational contexts, focusing on aspects such as motivation, decision-making, and academic
performance. However, what distinguishes our research in Jovellar National High School
(JNHS) is the unique focus on how parenting styles specifically affect the self-responsibility of
students within this institution. To date, no study has been conducted at JNHS to examine the
relationship between parenting and student self-responsibility, particularly considering factors
such as age and grade level. Therefore, this study is crucial in filling the gap by providing
insights into how parenting styles shape the self-responsibility of students at JNHS, which can
be beneficial for both parents and educators in creating more supportive and effective learning
environments.
SYNTHESIS OF THE STATE OF THE ART

This study is theoretically grounded in Diana Baumrind’s Pillar Theory, which emphasizes
the impact of parenting styles on child development. Baumrind classifies parenting into three
primary styles: Authoritarian (rigid and strict), Permissive (lenient and non-demanding), and
Authoritative (balanced in warmth and expectations). Among these, the Authoritative style is
most relevant to this research, as it promotes a balance between structure and support,
encouraging independence and self-responsibility in children. The theory identifies four
important aspects of parenting structure (rule-setting), presence (availability), social support
(emotional guidance), and self-control (parental consistency) all of which contribute to a child’s
ability to manage responsibilities and self-regulate.

In the relation to self-responsibility in students, research suggests that children raised under
Authoritative parenting are more likely to exhibit positive behaviors such as time management,
emotional regulation, and responsible decision-making. Several studies have highlighted how
this parenting style, characterized by clear expectations coupled with emotional support, fosters
a sense of personal responsibility in children both academically and personally. For example,
Yilmaz Bodur (2021) found that students who experienced this balanced parenting approach
were more motivated and capable of handling responsibilities effectively. Although these
connections have been widely studied, there is a lack of research specific to Jovellar National
High School (JNHS) on how these parenting styles affect students’ self-responsibility.

This research aims to fill that gap by exploring the impact of parenting styles, particularly
the Authoritative approach, on the self-responsibility of students at JNHS. The study will
investigate key factors such as decision-making, time management, and emotional regulation,
providing new insights into how parenting practices influence students’ abilities to take
responsibility for their actions. In doing so, the study contributes to both educational
psychology and local research, offering valuable recommendations for parents and educators
on fostering responsible, self-regulated learners in the Philippine context.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter will be focus on the discussion about the research method and procedures
adhere to by the researcher in order to answer systematically the specific problems pose for
investigation. Specifically, the research method, population and samples, research instrument,
data gathering procedure, and statistical treatment of the data will be use for the accurate data
analysis and interpretation will explain in this chapter.

RESEARCH DESIGN

This study is a quantitative research method. The method will be use in this study is the
descriptive survey method. Descriptive research design is a type of research methodology that
aims to provide a detail and accurate picture of the characteristics and behaviors of a particular
population or subject. (Shrutika Sirilla, 2023). The survey method will be use in this study. The
researcher will utilize a survey approach to gather data, which is an effective method for
conducting descriptive research. The survey method involves collecting data by posing
questions related to the specific focus of the study to individuals within the target population.
This is beneficial to the study as it did not require a lot of time compare to observational
methods. Thus, the data is reliable and simple to analyze. The descriptive method will be use
by the researchers since the study is about effects of parenting styles to self responsibility of
students in Jovellar National High School.

RESEARCH RESPONDENTS

The participants of the study are students of Jovellar National High School in the academic
year 2024 to 2025.A total of 294 students are chosen from the total population of 1,105 using
the fishbowl sampling method.

Table 1. Table of Respondents

GRADE LEVEL TOTAL NO. OF STUDENTS SAMPLE SIZE

JUNIOR HIGH

Grade 7 220 38

Grade 8 143 35

Grade 9 210 64

Grade 10 185 44

SENIOR HIGH

Grade 11 185 69

Grade 12 162 64

TOTAL 1,105 294

RESEARCH INSTRUMENT

The research instrument will be use to collect data for this study primarily will involve a
survey questionnaire. The questionnaire is design to assess selected students in JNHS
specifically Grade 7-12 students’ perspectives and experiences concerning the parenting styles
to their self responsibility. This questionnaire is structure around eight (8) categories, namely,
Age, Grade level, Parenting style(a. authoritarian b. Permissive, c. Authoritative), Time
management, Decision making, Social responsibility, Emotional regulations and significant
relationship between parenting style to self responsibility. A set of yes or no checklist
questionnaires will be use to cover all aspects of problems and answer all specific questions
under the Statement of the Problem. Then, the researchers will submit the questionnaire to the
adviser, after they finalize. The copies will distribute personally by the researchers to the
respondents. A sample questionnaire will attach in the appendices.

DATA GATHERING PROCEDURE

The method use in the study will be a survey through questionnaires. The data will be gather
from the (294) selected students of Jovellar National High School. Survey questionnaires will
distribute personally to the respondents. Prior to this, the researchers will seek permission from
the school principal as well as the Junior High and Senior High School coordinator before
gathering and retrieving the necessary data need to complete the study. In administering the
questionnaires, the researchers will use their time allotted for Independent Cooperative
Learning (ICL) to avoid distractions from classes. The researchers will be explain the purpose
of the study and give enough time to complete the survey questionnaires. On the first part of
the questionnaire, the researchers first discussed the three types of Parenting style and let the
respondents choose where the parenting styles of their parents belong. After which, they let the
students answer the questions on the second part of the test questionnaire. After gathering data,
the researchers will collect the survey questionnaires. The data will underwent tallying,
analysis, and tabulation. The researchers will seek guidance from a statistician for this phase.
Subsequently, the gather data, will lead to the formulation of conclusions and
recommendations.

STATISTICAL TOOLS

The descriptive statistical tools used in the study were frequency count, percentage,mean and
correlation.

FREQUENCY COUNT

A frequency count was a measure of the number of times that an event occurred.The
frequency count determined the number of respondents and the number of questionnaires to
sent and retrieved.

The percent was used to determine the portion of age,grade level and parenting styles which
are; Authoritarian, Permissive and Authoritative.

PERCENTAGE

One of the most frequent ways to represent statistics, which simply means “per hundred”
and is used to express percent where:
 P=f÷n x100%

P=percent

F=frequency

N=total number of respondents

100=constant

This was used to determine the percentage of the questionnaires—checklist distributed and
retrieved.It was used to determine the age,grade level and the parenting styles (Authoritarian,
Permissive and Authoritative) of each respondents.

Mean

The mean represents the central tendency, measuring the average tendency of respondents
answers. It provides a concise summary of respondents parenting style and their impact on
students self responsibility specifically: time management, decision making, social
responsibility and emotional regulations.

∑fx

M= ——–

Where:

M= mean

F= frequency

N= total number of respondents

The mean was used to determine the average of respondents agreement.The average of all
the data set will make use a yes or no checklist.

Correlation

Person’s product-moment correlation coefficient is used to measure linear association between

the parenting styles and to the self responsibility of students in terms of Time management,
Decision making, Social responsibility and Emotional regulations.

N∑xy – (∑x) (∑y)

rxy = ————————————

[ΝΣχ² - (Σx)²] [Ν Σy² - (Σy)²]

Where:

N=number of samples
 X=first variable

Y=second variable

Dear Respondents

The researchers, humbly ask for your kind participation on our study entitled: “Effects of
parenting style to self responsibility of students in Jovellar National High School”. Rest assured
that all gathered information in the study is to be used in the purpose of research and academic
alone. All information to be collected from the survey are to be treated carefully to supplicate
the confidentiality of the respondents.

Thank you for your kind consideration. May God bless you!

Demographic Information

Name (optional):_______

Age:___

Grade level:___

Parenting styles:

Put a check in parenthesis which parenting styles best describes your parents approach.

( )Authoritarian

( ) Permissive

( )Authoritative

INSTRUCTION:Put a check in the box if your answer is “Yes ”or “No” in the statement below.

2.1 Time Management

INDICATORS YES NO
1.I attribute my capacity to plan and prioritize tasks to the way my
parents have guided or allowed me to structure my time.
2.I often rely on my parents to guide me in balancing my
responsibilities which influences my ability to manage my time well.
3.The level of freedom or structure my parents provide directly affects
how will I manage my academic deadlines and personal commitments.
4.I feel that my parents encourage or discourage my ability to plan my
day which impacts how I manage my time effectively.
5.I feel more confident in managing my time because my parents model
good time management skills themselves.
2.2 Decision Making

INDICATORS YES NO
1.The way my parents provide guidance when I face important decisions
influences how I approach similar situations independently.
2.I feel that my parents must my judgement which makes me feel more
responsible for the decisions I make.
3.When I make decisions, I often think about how my parents would react
which I rely my choice making process.
4.I have learned to think critically about my decisions because my parents
encourage me to consider the potential outcomes.
5.The expectations set by my parents guide my thought process and actions
when I need to make important decisions, whether academic or personal.

2.3 Social Responsibility

INDICATORS YES NO
1.My parents have taught me the importance of helping others and
contributing to my community which influences my sense of social
responsibility.
2.My parents emphasize the importance of fairness and justice which
influences how I approach social interaction and responsibilities.
3.My parents set expectations for me to contribute to family or community
activities which helps me to understand my role in society.
4.I associate the level of care and concern I show others with the guidance
and expectations set by my parents.

5.My view in helping others is heavily shaped by my parents which makes

me give a lot of importance in understanding charity as a part of social
responsibility

2.4 Emotional Regulations

INDICATORS YES NO
1 I feel that the emotional support I receive from my parents directly
impacts how I cope with stress or difficult emotions.
2. My parents encourage me to express my emotions in healthy ways, which
helps me stay emotionally balanced.
3.I recognize that my parents’ support and teaching on emotional
intelligence play a role in how I manage my emotions in both academic and
personal life.
4. My parents model the importance of self-reflection and taking time for
oneself, which influences my own approach to emotional self-care.
5.1 feel supported by my parents to engage in positive self-talk and build
my self-confidence, which aids in my emotional regulation.