Effects of Authoritative and Permissive Parenting Style on the Filipino Students' Academic Achievement and Social Competence
Year: 2024
Type: conference-paper
Study design: Observational Study
Abstract: Parenting styles significantly influence a child's academic and social performance. The different styles result in varied developmental outcomes, making the study of parenting's impact a key focus in developmental psychology. Parental involvement can positively or negatively impact a child's growth, affecting how they efficiently learn and grasp their surroundings. This paper examined the effects of authoritative and permissive parenting styles on students' academic achievement and social competence. The study focused on 18 24-yearold students from private universities in Manila, Philippines, utilizing a descriptive research design with a quantitative approach. This research expounded on the relationship between parenting styles, academic achievement, and social competence among the selected Filipino students. Online survey questionnaires were disseminated to determine parenting style and measure the social competence and academic achievement of the students, garnering 83 qualified participants. The results indicated a statistically significant and moderately positive correlation between parenting styles and social competence. The selected Filipino students with authoritative parents had a significantly higher social competence score compared to those with permissive parents. Furthermore, the study found that there was no notable difference in the GPAs of the students, regardless of whether their parents practiced authoritative or permissive parenting. Authoritative parenting was associated with higher social competence, while no significant relationship was found between parenting styles and academic achievement. The findings of this study suggest that adopting authoritative parenting may be advantageous for children's social competence. These findings highlight the importance of parenting styles in children's development.
Institution: De La Salle University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4404769110