THE EFFECTS OF PARENTING STYLES TO EMOTIONAL INTELLIGENCE AND

ACADEMIC PERFORMANCE OF GRADE 4, 5, & 6 ELEMENTARY LEARNERS OF

BEARER OF LIGHT AND WISDOM COLLEGES

A Research
presented to the Education Department of
Bearer of Light and Wisdom Colleges, Bacoor

In partial Fulfilment of the Requirements

for the course Thesis I

Alvarez, Irene S.

August 2019
CHAPTER I
INTRODUCTION
Background of the Study

Family is the first and most vital cell of society in which children are raised and
is one of the most important social environments in their education, through which they
learn many values, behaviors, skills and trends that help them adapt to life and
develop their abilities and talents. The family environment plays a key role in the
formation of a child’s personality. A family environment which is full of trust and loyalty
and the spirit of dialogue will foster a healthy personality, in contrast to a family
environment in which quarrels and tense relationships produce an abnormal
personality and behavioural problems (Al-Elaimat, et. al., 2018). Parents are the first
teachers and molders of children in character and achievement. Each student has
their own principles and strategies in dealing with their sons and daughters. How they
approach these young minds will give a big impact as they grow.
In connection to this, parent plays a vital role on developing their emotions and
success. A good student is often referred to as being ‘’intelligent’’, or ‘’well behaved’’,
or ‘’academically successful” depends on several intelligences and on the control of
emotion. Specifically, he stressed that intelligence (IQ) alone is no more the measure
of success. According to the study of Abisamra, intelligent accounts for only 20% of
the total success, and the rest goes for Emotional and Social intelligences. Then
queried that if this is found to be so, what is the reason teachers don’t begin to teach
its components (i.e, emotional intelligence) to students at schools? He then concluded
that if emotional intelligence affects student achievement, then it is imperative for
schools to integrate it in their curricula and thereby raising the level of students’
success. (AbiSamra, 2000)
Emotional Intelligence is a concept that has persisted ever since the evolution
of the intelligence concept. It took the form of social intelligence in Thorndike‘s theory
and the non-intellective abilities in David Wechsler‘s theory. This theme was further
emphasized and developed by Howard Gardner who proposed a seven intelligence
model proposed in 1983, where social intelligence is a composite of both intrapersonal
and interpersonal intelligence. Since then there has been an extended research work
in the aspect of Emotional Intelligence. Emotional intelligence is your ability to
recognize and understand emotions in yourself and others, and your ability to use this
awareness to manage your behaviour and relationships (Bradberry, T. & Greaves, J,
2009). Daniel Goleman first brought ‘emotional intelligence’ to a wide audience with
his 1995 book of that name. He found that while the qualities traditionally associated
with leadership such as intelligence, toughness, determination and vision are required
for success, they are insufficient.
Parenting styles is divided into three categories: Democratic, Authoritarian, and
Permissive. Democratic style of parenting is a collaborative way of dealing with
children. Parents still have the authority yet they will also listen to their child the power
to speak their opinions. Authoritarian style of parenting is a strict way of dealing with
children. Parents are the ones who have the power to decide and to choose for their
child without letting them speak. And lastly, the Permissive style of parenting where
parents give the full power to their children the freedom to do what they desire to do.

Parker, et al...(2003) found emotional intelligence to be significant predictors of

academic success. In the same vein, Low and Nelson (2004) reported that emotional
intelligence skills are key factors in the academic achievement and test performance of
high school and college students respectively. Likewise, Abisamra (2000) reported that
there is a positive relationship between emotional intelligence and academic
achievement. He therefore canvassed for inclusion of emotional intelligence in the
schools’ curricula. Petrides, Frederickson and Furnham in Cotton and Wikelund
(2005)argued that any investigation of the potential effects of emotional intelligence on
academic performance must be pursued in a specific context .In essence, the
importance of emotional intelligence on academic achievement has been found to be
very significant .Nevertheless, and in spite of the studies reviewed, there is still a need
to further investigate the relationship of emotional intelligence to academic
achievement most especially in country like Nigeria, where most researchers are yet to
show interest in the construct.

Cotton and Wikelund (2005) ably capped it by asserting that the more
intensively parents are involved in their children’s learning; the more beneficial are the
achievement effects. Thus, it is believed that when parents monitor homework,
encourage participation in extracurricular activities, are active in parents –teacher
associations, and help children develop plans for their future; children are more likely
to respond and do well in school. Based on the results of Sixty-six studies, McMillan
(2000a) noted that parental pressure has a positive and significant effect on public
school performance. This becomes particularly obvious when the exactness of the
parental pressure is brought to bear on the children’s academic performance. Children
of passive parents were found to perform poorly academically .Valez in Ryan (2005)
reported that academic performance is positively related to having parents who
enforce rules at home. The obviousness of the research findings reported in this study
is that family involvement improves facets of children’s education such as daily
attendance (e.g. Cotton & Wikelund, 2001; Simon, 2000),

Studies before showed a variety of ideas on the connection of emotional

intelligence and parenting style but there is no yet study relating to academic
achievement. Parents nowadays give a “hands-on” participation on the development of
their children and this will give information on how these parent styles affects
emotional intelligence and academic success.

Theoretical Framework

Emotional Intelligence Theory

Emotional Intelligence “is the ability to monitor one’s own and other’s emotions,
to discriminate among them, and to use the information to guide one’s thinking and
actions” (Salovey & Mayer 1990). “Emotional Intelligence is a way of recognizing,
understanding, and choosing how we think, feel, and act. It shapes our interactions
with others and our understanding of ourselves. It defines how and what we learn; it
allows us to set priorities; it determines the majority of our daily actions. Research
suggests it is responsible for as much as 80% of the “success” in our lives” (Freedman
et al).
Daniel Goleman, (2002), A psychologist who helped make the idea of EI
popular, presented the concept of Emotional Intelligence as being encapsulated by
four elements: Self Awareness, Self -Management, Social Awareness, and Social
Skills. The theory is simple – The more that as a leader, they are in control and
manage each of these elements, the higher the emotional intelligence is.
Self -Awareness. The first element of Emotional Intelligence theory – Being
self aware means that you understand you. – You understand what makes you tick
and therefore, your strengths and weaknesses as a person, and a Leader. You can
then start to understand why you feel, and what makes you feel. “Is this a good
emotion, or should I feel a different way?” If you understand your emotions, you can
identify their impact to you and those in your team. It is a path on the road to having
humility, which is a much needed facet in Leadership.
Self -Control. The second element of Goleman’s Emotional Intelligence theory:
– Through being in control of what you say and do, whilst rejecting the temptation to
make rushed decisions, you can be in charge of your actions and therefore reducing
the chance of compromising your values. Other aspects to nurture in this element are
to show and actively apply conscientiousness, trustworthiness, Leading and adapting
to change, complete drive to succeed and the initiative to think fast and act creatively
and innovatively to solve problems.
Social Awareness. The third element of Emotional Intelligence Theory: Social
awareness is the ability for a Leader to understand the emotions of the team members
around them and to get a good comprehension of their emotional makeup. The ability
to treat people according to these emotional reactions is vital. This area is linked to
empathy: The ability to understand and see things in other peoples view points,
expertise in building and retaining talent, valuing diversity and appreciating the
organisational goals. In essence this part of emotional intelligence then, is about
understanding and being truly in touch with the complete demands of the environment
and acting to suit those conditions.
Social Skills. The fifth and final element from Goleman’s emotional intelligence
theory, which links Leadership and Emotional Intelligence together: Leaders with good
Social Skills are often very good communicators. Leaders who are good in this
discipline are also good at conflict resolution and communicating the vision to team
members, enlightening them and creating motivation and inspiration throughout the
team. They are experts at getting their team to support them and also believe in their
leadership. They set the example, for others to follow by demonstrating the acceptable
behaviours and values.

Parenting Styles Theory

The parenting styles commonly used in psychology today is based on the
work of Diana Baumrind, a developmental psychologist at the University of
California at Berkeley. (Parenting for Brain, 2019) In the 1960s, Baumrind
noticed that preschoolers exhibited distinctly different types of behavior. Each
type of behavior was highly correlated to a specific kind of parenting.
Baumrind’s theory is that there is a close relationship between parenting styles
and children’s behavior, which lead to different outcomes in the children’s lives.
Based on extensive observation, interviews and analyses, Baumrind initially
identified three different parenting styles: authoritative parenting, authoritarian
parenting and permissive parenting.

Maccoby and Martin (1983) expanded this parenting style model using a
two-dimensional framework. They made further distinction by expanding
Baumrind’s permissive parenting into two different types: permissive parenting
(also known as indulgent parenting) and neglectful parenting (also known as
uninvolved parenting). These four parenting styles are sometimes called the
Baumrind parenting styles or Maccoby and Martin parenting styles. Diana
Baumrind’s four parenting styles: Authoritative, Authoritarian, Permissive, and
Neglectful. Parenting styles are categorized based on two dimensions of
parenting behavior: Demandingness refers to the extend parents control their
children’s behavior or demand their maturity. And, Responsiveness refers to the
degree parents are accepting and sensitive to their children’s emotional and
developmental needs. The parenting styles commonly used in psychology today
is based on the work of Diana Baumrind, a developmental psychologist at the
University of California at Berkeley.

Authoritative Parenting. There are High demandingness and high

responsivenss. Authoritative parents have high expectations for achievement
and maturity, but they are also warm and responsive. These parents set rules
and enforce boundaries by having open discussion and using reasoning. They
are affectionate and supportive and encourage independence. This parenting
style is also known as Democratic Parenting Style. Based on Baumrind’s
research, children of authoritative parents are: appear happy and content, are
more independent, achieve higher academic success, develop good self-
esteem, and interact with peers using competent social skills, have better
mental health — less depression, anxiety, suicide attempts, delinquency,
alcohol and drug use, exhibit less violent tendencies.

Authoritarian Parenting. This means high demandingness and low

reponsiveness. Although authoritarian and authoritative parenting styles have
similar names, they have several important differences in parenting beliefs.
While both parental styles demand high standards, authoritarian parents
demand blind obedience using reasons such as “because I said so“. These
parents use stern discipline and often employ punishment to control children’s
behavior. Authoritarian parents are unresponsive to their children’s needs and
are generally not nurturing. Children of authoritarian parents: tend to have an
unhappy disposition, are less independent, appear insecure, possess lower self-
esteem, exhibit more behavioral problems, perform worse academically, have
poorer social skills, are more prone to mental issues, and are more likely to
have drug use problems

Permissive Parenting (Indulgent). This means low demandingness and

high responsiveness. Permissive parents set very few rules and boundaries
and they are reluctant to enforce rules. These parents are warm and indulgent
but they do not like to say no or disappoint their children. Children of permissive
parenting: cannot follow rules, have worse self-control, possess egocentric
tendencies, and encounter more problems in relationships and social
interactions.

Neglectful Parenting (Uninvolved). This means low demandingness

and low responsiveness. Neglectful parents do not set firm boundaries or high
standards. They are indifferent to their children’s needs and uninvolved in their
lives. These uninvolved parents tend to have mental issues themselves such
as maternal depression, physical abuse or child neglect when they were kids.
Children of neglectful parents: are more impulsive, cannot self-regulate
emotion, encounter more delinquency and addictions problems, and have more
mental issues — e.g. suicidal behavior in adolescents.
Conceptual Framework
Independent Variable Dependent Variable
Parenting Styles Emotional Intelligence
a. Authoritative a. Self-awareness;
b. Authoritarian b. Managing Emotions;
c. Permissive c. Motivating oneself;
d. Uninvolved d. Empathy; and
e. Social Skills
Academic
Performance

Dependent Variable
Figure 1. Research Paradigm of the Study
Statement of the Problem
This study aims to determine the effects of emotional intelligence to academic
achievement of Grade 4, 5, and 6 Elementary Learners of Bearer of Light and Wisdom
Colleges S.Y. 2019-2020. Specifically, this study sought to answer the following
questions:

1. What is the level of Parenting Styles among the parents of the elementary
learners in terms of:

a. Authoritative;
b. Authoritarian;
c. Permissive; and
d. Uninvolved?

2. What is the level of Emotional intelligence among the elementary learners in

terms of:

a. Self-awareness;

b. Managing Emotions;

c. Motivating oneself;

d. Empathy; and

e. Social Skills?
3. Is there a significant relationship between the parenting styles of the parents
and emotional intelligence to the academic achievement of elementary
learners?
4. Is there a significant difference in the emotional intelligence among
elementary learners according to:
a. Sex;
b. Age;
c. Grade level;
c. Section; and
d. Grade Point Average for past 3 quarters?
5. Is there a significant difference in the Parenting Styles among the parents/
guardians of elementary learners according to:
a. Parenting Style;
b. Sex of the parent/ guardian;
c. Age of the parent/ guardian;
d. Occupation; and
e. Civil Status of the parent/ guardian?

Hypothesis
There is no significant relationship between the level of parenting style and emotional
intelligence to academic achievement of the elementary learners.
Scope and Limitation of the Study
This study will be conducted to the Elementary Department of Bearer of Light
and Wisdom Colleges S/Y 2019-2020. The grades 4, 5, and 6 population will be the
participants. The study will use questionnaires so that the researchers can measure
the level of parenting style and emotional intelligence to academic achievement
among the elementary learners. There are two sections in each grade level and will
survey them all. One parent/ guardian representing the involved learners in the
participants will also take part in the study. This study will not anymore tackle the
things about the attitudes of parents but only how their children perceived their
parents’ style.
Significance of the Study
This study is significant on the following:
BLWC Administrators. The result of this study may give more information to
BLWC Administrators about the development on the parenting style and emotional
intelligence to academic achievement of the elementary pupils and its effects in
academic achievement. The achievements of the students will reflect to the school’s
performance.
Guidance Counselor. This study may serve as help for the Guidance
Department understand the effects of emotional intelligence to academic achievement
of the students.
Parents. The outcome of this study may serve as information to the parents
about their children’s emotional intelligence.
Teachers. The result of this study may serve as reference to the teachers as
they plan for class activities that will help improve the students’ emotional intelligence.
Students. This study will help them evaluate themselves and enhance their
emotional awareness, emotional management, social emotional awareness, and
relationship management.
Other Researchers. The effect of this study may serve as future reference to
other researchers who may start doing similar studies.
Definition of Terms
Parenting Style: It is a psychological construct representing standards strategies that
parents use in their children rearing and the quality of parenting essential to the
children’s needs.
Authoritative Style of Parenting: Parents with an authoritarian style have very high
expectations of their children, yet provide very little in the way of feedback and
nurturance. Mistakes tend to be punished harshly.
Authoritarian Style of Parenting: Parents that has high demands and low
responsiveness.
Permissive Style of Parenting: Parents that are often warm and accepting. Make few
demands on their children. They're lenient. Avoid confrontation and allow considerable
self-regulation.
Uninvolved Style of Parenting: Demands almost nothing and gives almost nothing in
return. Near - absolute freedom. This style is low in both demandingness and
responsiveness.
Emotional Intelligence: Refers to the capacity to be aware of, control, and express
one’s emotion and to handle interpersonal relationships.
Self-awareness: The ability to recognize what you are feeling, to understand your
habitual emotional responses to events and to recognize how your emotions affect
your behavior and performance.
Managing emotions: The ability to stay focused and think clearly even when
experiencing powerful emotions.
Motivating oneself: The ability to use deepest emotions to move and guide towards
goals. This ability enables to take the initiative and to persevere in the face of
obstacles and setbacks.
Empathy: The ability to sense, understand and respond to what other people are
feeling.
Social Skill: The ability to manage, influence and inspire emotions in others. Being
able to handle emotions in relationships and being able to influence and inspire others
are essential foundation skills for successful teamwork and leadership.
Academic Performance: The extent to which a student has attained their short or
long-term educational goals.
Chapter 2
Review of Related Literature
Related Studies
Emotional intelligence is known as self-awareness, empathy, self-motivation,
emotional stability, managing relations, integrity, self-development, value orientation,
commitment, and altruistic behaviour. While, family relationship is the parental attitude
acceptance, concentration and avoidance. A study by Bhatia revealed that healthy
family relationship greatly influences emotional intelligence of the adolescents. Family
is the home where children learn to use their mind and understand things, and cope up
with the big world. It is a time where growth begins, such as the family relationship,
because they know they are the superstar of their family. It is the place, where they
learn how family relationships work, by observing their parents, grandparents, siblings
and rest of the family members deal with each other. They enjoy having quality time
with them in specific occasions.

The ability to cope with negative feelings and handle emotional stress is
another aspect of emotional intelligence that has been found to be important for
success. Emotional intelligence has much to do with knowing the time and the strategy
to express emotion along with controlling it. Empathy particularly is an important
aspect of emotional intelligence and this contributes to career success. Emotional
intelligence helps in understanding the emotional information and in reasoning
emotions. Emotional intelligence is based on a long history of research and theory in
personality, sociology as well as psychology. There is a research panel that suggests
that the abilities of emotional intelligence are important for success in many areas of
life. Emotional intelligence is very useful for effective performance at work. (Bhatia,
2012)

The person who has high on emotional intelligence is better in handling the
situations of life than the person who has low level of emotional intelligence. The
parents who have high influence in the life of children especially at the initial phase of
life are responsible to enhance EQ with good social and emotional environment. This
will help the child to cope future struggles. Children in the age group of 14-16 years is
considered to be crucial, it is vital that they are able to handle and control emotions as
it has implications for their present and future life. Children of this age share a different
kind of relationship with their parents. Parents should understand the emotions of their
children and go through them. Parents adopt different parenting style to nurture their
child. Authoritative parenting is considered as the ideal parenting style for the different
developmental measures of a child and it has been true in case of emotional
intelligence. Most researches are being done in western countries. The present study
was conducted in the Indian urban setting wherein students and their educated
mothers had participated. The result shows that authoritative parenting style was not
all correlated with emotional intelligence of the boys, girls or students. Some were
correlated with emotional intelligence. It was found that none of the other parenting
style (authoritative, authoritarian and permissive) of mother was significantly correlated
with the overall emotional intelligence of students. There is no significant relationship
between the parenting style of father and emotional intelligence of students stand
accepted. Also, there is no significant relationship between the parenting style of father
and emotional intelligence of students stand accepted. And that there is no significant
relationship between the parenting style of mother and emotional intelligence of
students stand accepted. (Joshi & Dutta, 2015)

A study by Ortiza and Ruizab about parenting styles and disciplinary practices
gives information that there is a relationship between both factors and bullying
involvement in adolescence. There are some available evidence says that abusive
disciplinary practices increase teenagers’ vulnerability to abuse in school or the
likelihood of them becoming abusers of their peers in the same context. Though, there
is a lack of knowledge about bullying involvement through disciplinary practices, there
is a relationship between parenting styles and disciplinary practices that has been
shown. The goal of this research was to know the role of parental discipline (physical
punishment and psychological aggression) between the dimensions of parents’
parenting styles and their children's involvement in bullying victimization and
aggression. A sample of 2060 Spanish high school students, a structural equation
modeling was performed to analyze the data. The results confirmed the role of
parental discipline between the parenting practices analyzed and students’ aggression
and victimization. There is a significant differences in gender-related found for
aggression involvement, where boys were the most part linked to psychological
aggression disciplinary practices while girls to physical punishment. Victimization
directly correlated with parental psychological aggression discipline behavior across
both sexes. In conclusion, the results seem to suggest that authoritarian parenting
styles favor the use of punitive discipline, which increases the risk of adolescents’
bullying involvement. Therefore, intervention programs must involve parents to make
them aware about the important role they play in this process and to improve their
parenting styles. (Ortiza & Ruizab, 2016)

The primary aim of this study of Bacus was to develop a causal model of
academic performance. The causal relationships among parenting style, self-concept,
attitude of students, and academic performance were examined in the public high
schools in the key cities of the five provinces of Region X Northern Mindanao,
Philippines. The 500 respondents enrolled in the school year 2003-2014 perceived
parenting style, self-concept and attitude toward school of students were assessed
using PAQ, PHCSCS2, and SAAS-R questionnaires. This revealed that the attitude of
students and authoritative parenting style as strongly associated with academic
performance; self-concept and permissive parenting style also showed to have a
significant effect on achievement of seventh graders in Northern Mindanao. (Bacus,
2014)

A growing body of research suggests that the authoritative style of parenting is

not always necessarily associated with optimum psychological and social outcomes
among adolescents. This paper analyzed the relationships between parenting styles
and adolescents' psychological adjustment using a two-dimension four-typology model
of parenting styles, with the aim to determine which style of parenting Authoritative vs.
lenient was associated with optimum psychological adjustment outcomes among
Spanish adolescents (Gracia, et.al, 2008). Parenting styles were measured with the
Parental Acceptance-Rejection/Control Questionnaire (Rohner, 1990). The outcome
measures were six indicators of psychological adjustment measured with the
Personality Assessment Questionnaire (Rohner, 1990). Results suggest that
adolescents of indulgent families do perform equal or even better in measures of
psychological adjustment than adolescents from authoritative households.
Authoritarian and neglectful parenting was associated, in the minimum adjustment of
adolescents.

The theory of emotional intelligence has great impact both in the academic and
the nonacademic world. Psychologists, educators, and parents want to know what
they can do to help children develop their emotional intelligence. However, most of the
research in this field has investigated adults’ emotional intelligence. This study reviews
the literature in the area of children’s emotional intelligence. Parenting styles and
practices predict children’s emotional intelligence in other developmental outcomes.
Four main dimensions of parenting are identified that are relevant to the study of
emotional intelligence: parental responsiveness, parental positive demandingness,
parental negative demandingness, and parental emotion-related coaching.
Additionally, social—emotional intervention programs used in schools have succeeded
in improving children’s emotional skills (Alegre, 2011).

In the present research, overall emotional intelligence is not significantly

correlated neither with mother nor father parenting style (<18>; Birdar, 2006). The
gender perspective of parent, father’s authoritative parenting style was positively
correlated with motivating oneself dimension irrespective of the gender of the students
and it has been positively correlated with handling relationship for girls and all
students. Research shows authoritative style as contributing to motivation [20], [21].
The managing emotions dimension of emotional intelligence has been negatively
correlated with authoritative parenting in case of girls and for all students. This was in
contradiction with the models of parenting. It has also found that father’s authoritarian
parenting is positively correlated with self-awareness in case of girls and all students.
This is contrary to the theoretical model given by Baumrind [22] which showed
authoritarian style as having negative outcome. Earlier studies showed authoritarian
style as negatively influencing self-awareness [23],[21]. Although domination is a
component implicit in authoritarian style as described by Baumrind [24], this element of
control may be seen as involvement and closeness in Asian cultures [25].

In case of mother, for girls and all students, authoritative parenting is positively
correlated with motivating oneself and handling relationship whereas it was negatively
correlated with managing emotions and self-awareness. The authoritarian parenting
was positively correlated with self-awareness for girls and students. Boys did not show
any kind of correlation with any of the dimensions of emotional intelligence with any of
the parenting of mother. Mother has been authoritative in nature and it is more so for
females than males [27],[28]). Chao [25] and Chao and Tseng [29] reported that the
role of mother is more of nurturance and warmth providing; therefore influence to the
various social behavioural outcomes was positive. The negative correlation with self-
awareness and positive correlation with authoritarian parenting indicates emotional
climate prevails in home had low awareness of girls about themselves which was quite
in contradiction with the findings provided in the literature wherein females were far
recognized more superior than males to be aware of their emotions. This may be
attributed to the transitions phase with which Indian society is moving wherein parents
provided freedom as per the requirement of the needs of their girl child.

A study in Jordan investigated the relationship between the parenting styles and
emotional intelligence of a sample of kindergarten children in Zarqa II. The results
revealed that the prevalent parenting styles were the democratic, authoritative, and
permissive styles respectively. Further, the results showed a statistically significant
positive relation between the democratic parenting style and emotional intelligence in
all its domains, and showed a statistically significant negative relationship between the
authoritative and permissive styles and emotional intelligence. Furthermore, the results
revealed a lack of statistical differences in all areas due to the impact of gender in
emotional intelligence. The study recommended that parents should pay more
attention to the most appropriate parenting styles with their children.

Psychological research indicates that 80% of success in life in general,

depends to a large extent on emotional intelligence, while the remaining 20% depends
on mental intelligence (Rizk, 2003; Widding, 2014). It is clear from previous studies
related to parenting styles and emotional intelligence that research variables are
discussed from different viewpoints. Alegre and Benson (2010) and the studies of
Carlo, Hayes, McGinley, Batenlorst, and Wilkinson (2007) insisted that parenting
styles marked by acceptance and emotional experience in managing life situations,
dialogue and flexibility in dealing with children, contribute to the development of
emotional intelligence traits such as self-awareness, control of emotions,
comprehension, perception and respect for others’ feelings. Parenting styles marked
by violence, rejection and obsession lead to the formation of a weak personality in
emotional intelligence skills of children, and this appears through a weakness of
emotional control and feelings of anger and self-motivation while dealing with others.

Most studies, such as Almomani (2009), Abidat (2008), AbuSnina (2007) , Al-
Zoubi (2005) and Alqudah (2006), confirmed that parenting styles marked by rejection
and obsession may lead to weak intelligence skills. Parenting styles which depend on
children’s acceptance empower them with personalities that have emotional balance
and self-awareness of others’ feelings during interaction with different life situations.
Based on this observation, the current study benefited from the results of previous
studies, where the questions were clearly recognized. As for the gender variable and
its impact on emotional intelligence skills, previous studies showed contradictory
results. Study of Shaaban (2010), indicated that there are no differences between
males and females in emotional intelligence skills. Other studies indicated that there
was a difference between males and females in emotional intelligence skills, in which
case there was a significant relationship between emotional intelligence and gender.
Females were more developed than males in emotional intelligence skills (Harrod &
Scheer, 2005). Therefore, because this variable plays a prominent role in the
parenting styles and emotional intelligence of children, the gender variable was of
importance to the present study and it shaped the third goal of the current research.
This study distinctive from previous studies is that the selected sample is kindergarten
students and thus fills a gap in the range of students.

In a research conducted in Manila at Esteban Abada High School, tells that

parental involvement strategies such as giving certificates to top performing students
in the class during card distribution, showcasing performance-based outputs in
Science on a monthly basis and showing of a video on selected class experiences
were done to encourage the parents to come to school and be involved in the activities
of the students. Results showed that these interventions facilitated parental
involvement. A significant difference in the pre-testing and post testing which indicated
improvement in academic performance was revealed in the study. Likewise, parents
became more involved in home-based and school-based activities because of the
conduct of the various strategies which have implicitly enhanced performance in
science. (Saquilabon & Abulon, 2016)

In a study at Bangladesh, parental involvement in school settings has been

associated with a number of positive outcomes. The purpose of this study is to
examine the relationships between parental involvement and academic performance,
socialization, and coping behavior of students at St. Louis High School in Natore. Data
was collated from the accomplished student questionnaires of tenth-grade students,
their parents, and teachers. The data were processed to investigate the relationship
between the predictor variable and the criterion variables. This study employed a
simple linear regression analysis. The significance of the study is defined by the
influence of parental involvement and values for much more effective academic
performance, socialization, and coping behaviour of the students (Gomes, 2015).

Synthesis

Researches have indicated that the home environment and parental

involvement greatly contribute towards a child’s development and learning. The role of
parents, child rearing styles and thus the outcomes in the individual personality of the
child cannot be ignored. Individuals raised in cohesive family structures, are more
likely to develop feelings of empathy and to assume responsibility for their parents.
When healthy relationship with parents in family prevails the adolescent feels secure,
well-adjusted and thinks himself accepted in family and later in his life, he remains
well-adjusted and feels that society accepts him. Although family constitutes the child’s
first and most enduring social environment, its influences on development of child’s
emotional and social competencies have received relatively limited research attention
till date. So a pressing need was felt to understand the concepts of parent-child
relationship and emotional intelligence of the adolescents. Significant relationship was
found between emotional intelligence and parental acceptance. There exists
significant but negative relationship between emotional intelligence and parental
avoidance.
Hypothesis among the researches among the adolescents or high school
students showed that there is no significant relationship between the parenting style of
father and emotional intelligence of students stand accepted. It was found out that
none of the other parenting style (authoritative authoritarian and permissive) of mother
was significantly correlated with the overall emotional intelligence of students. Thus
the hypothesis there is no significant relationship between the parenting style of
mother and emotional intelligence of students stand accepted.

Victimization directly correlated with parental psychological aggression

discipline behavior across both sexes. In conclusion, the results seem to suggest that
non-democratic parenting styles favor the use of punitive discipline, which increases
the risk of adolescents’ bullying involvement. And in the study at Northern Mindanao,
revealed the attitude of students and authoritative parenting style as strongly
associated with academic performance; self-concept and permissive parenting style
also showed to have a significant effect on achievement of seventh graders.

Results suggest that adolescents of indulgent families do perform equal or even

better in measures of psychological adjustment than adolescents from authoritative
households. Authoritarian and neglectful parenting was associated, in general, with the
minimum adjustment of adolescents. Research examining relationships between
parenting styles and children's outcomes follow largely a four typology model of
parental socialization styles. Parental responsiveness, parental emotion-related
coaching, and parental positive demandingness are related to children’s higher
emotional intelligence, while parental negative demandingness is related to children’s
lower emotional intelligence. Psychologists’ interest in emotional intelligence is due to
its important role in developing an individual’s self-awareness, deal with frustrations,
control nerves, regulate moods, and cope with life problems.

Positive feedback information from the parents were elicited and promoted
better understanding of their child’s performance in school. The significant findings of
the study reveal that parental involvement and students’ socialization are important
and necessary for the well-being of the students. However, academic performance
and coping behavior did not factor much in parental involvement.

Emotional intelligence a key predictor for success in human life is highly

influenced by the way parenting. It is the parents in the initial phase of life which trains
them to handle and manage it in a proper way. Researches have been carried out
wherein it has been shown that emotional intelligence by the different parenting style
in a different manner. In western countries it is the authoritative parenting style which
results into high emotional intelligence. But in Asian and mainly in south Asian
countries most of the researches it has an area to be researched. Indian which is
going through transition phase of modernity and traditionalism a mixed approach of
parenting has been adopted therefore it is necessary to find out which parenting style
has been correlated high with emotional intelligence. Present research indicates
authoritative parenting was neither correlated with authoritative, authoritarian or
permissive parenting but some of the components of emotional intelligence were
correlated with authoritative or authoritarian parenting style.

Chapter 3
Methodology

This chapter presents the discussion of research design, population and

sampling techniques of the study. This chapter also discusses data gathering
procedures, instruments and statistical treatment of data.

Research Design
The researcher will use a Quantitative analysis of data to determine if parenting
skills and emotional intelligence has significant relationship with the academic
achievement of the learners. Parenting Styles has 4 types: the Authoritarian,
Authoritative, Permissive, and Uninvolved. Emotional Intelligence has 5 tenets namely
Self-awareness, Managing Emotions, Motivating Oneself, Empathy, and Social Skills.
Also the respondents profile will also be taken in account based on the learners’ sex,
age, grade level, section, and the initial average for the present quarter. And the
difference according to the parenting style, sex, age, occupation, and civil status
among the parents of the learners will also be ran down in the analysis.

Population

This study will use the whole population of the Grades 4, 5, and 6 learners of
the BLWC Elementary Department having 2 sections per grade level. Along with the
parents and the guardians that takes good care of them.
Respondents of the Study

Emotional intelligence among learners of the BLWC Elementary Department

will be identified according to their sex, age, grade level, and section. Also, their
Academic Performance will be identified through the Grade Point Average for the past
3 quarters from their Advisers. The Parenting Styles among the parents or guardians
of elementary learners will also be specified according to the Parenting Style, sex of
the parent/ guardian, age of the parent/ guardian, occupation, and civil status of the
parent/ guardian.

Research Instrument
Two instruments will be utilized in this study to measure the emotional
intelligence and parenting style of the learners and its impact on their academic
performance. The Emotional Intelligence questionnaires was a self-constructed, and
will undergo a content validation process by three experts in the field of Statistics,
Psychology, and Filipino language to ensure the appropriateness of the questionnaire
to the study. The Parenting Style Four-Factor Questionnaire is a standardized
instrument by an established researcher named Dr. Shyny T. Y., a doctor of
Psychology in Bharathiar University – Coimbatore, India. After the instrument
validation, the researcher will consider the suggested revisions and comments from
each validator. The data that will be gathered from each questionnaire in the pilot
study will then be subjected for the statistical treatment for the reliability using the
Cronbach’s alpha coefficient. This process will assure the items will be clear and
understandable, each question will be applicable, and the overall questionnaire will be
relevant to the study. After the revision, the instrument will undergo a reliability test.

The questionnaires that were given to the respondents are divided into the following
sections:
Respondent’s Profile. The Substance Use profile was used to gather personal
information that specifically asks about their age, gender, civil status, address, the type
of drugs they used, the number of years of their usage, the methods that they used,
and their reasons for usage.
Parenting Style Four-Factor Questionnaire (PS-FFQ). The Parenting Style
Four-Factor Questionnaire is constructed by Dr. Shyny T. Y. with 32 items test. Its sole
purpose is to measure the respondent’s Parenting Style which has four specifics:
Authoritarian, Authoritative, Permissive and Uninvolved. The questionnaire has a
reliability result shown in Table 1 and the verbal interpretation 2.

Table 1
Reliability of PSFFQ
Test Cronbach's Alpha N of Items
PS FFQ 0.919 32

Table 2
Range, Response Scale and Verbal Interpretation of PS FFQ Survey
Range Response Scale Response Verbal Interpretation
Scale
1.00 – 1.49 1 Never Very Low
1.50 – 2.49 2 Rarely Low
2.50 – 3.49 3 Sometimes Moderate
3.50 – 4.49 4 Most of the time High
4.50 – 5.00 5 All of the time Very High

Emotional Intelligence (AEQ Survey). The Emotional Intelligence

Questionnaire consists of 50 items constructed by the researcher. Its sole purpose is
to measure the respondent’s emotional quotient which has five specific: self-
awareness, managing emotions, motivating oneself, empathy, and social skills. The
questionnaire will use a 5-point likert scale as shown in Table 3 and 4.

Table 3
Range, Response Scale and Verbal Interpretation of AEQ Survey
Range Response Scale Response Verbal Interpretation
Scale
0.50 – 1.49 1 Untrue of me Very Low
1.50 – 2.49 2 Somewhat untrue of me Low
2.50 – 3.49 3 Somewhat true of me High
3.50 – 4.00 4 True of me Very High

Data Gathering Procedures

The final data gathering will start after the questionnaires will be validated and
undergo the reliability test. The researcher will ask permission from the principal and
the president of BLWC for the data gathering. Also for the pilot study, the researcher
will submit a letter of permission to the pilot study of at least 30 respondents. The
researcher will administer the instruments for at least 2 weeks. After gathering the
required data, it will then be encoded by the researcher and then be brought to the
statistician for statistical treatment.

Statistical Treatment of Data

The data gathered will be statistically treated using the SPSS software program
in order to get the findings for the study. The mean and standard deviation will be used
to determine the respondent’s level of Emotional Intelligence, and the Parenting Style.
In the first research question, the respondent’s level of Emotional Intelligence in
terms of: Self-Awareness, Managing Emotions, Motivating Oneself, Empathy, and
Social Skills will be summarized to get their mean and standard deviation. The second
research question tackles the level of Parenting Styles among the parents of the
elementary learners. On the third research question, the research will find out the
significant relationship between the Emotional Intelligence and Parenting Style on the
Academic Performance through the Grade Point Average of 3 quarters in the school
year of the learners, this will be ran through the Pearson – r Correlation whereas
Regression Analysis and Factorial Analysis of Variance gave the result of the effect of
Emotional Intelligence and Parenting Style to the Academic Performance among the
elementary learners. Post Hoc Analysis also will give the results in determining the
age, sex, grade level, and section to the academic performance.

Ethical Considerations

The researcher will guarantee that there will be no intentional harm or damage
that will be brought to the respondents prior, during, and succeeding the research.
Confidentiality and anonymity of the respondents’ information will be assured. Once
they will agree with the informed consent addressed before the administration of the
questionnaires and will be willing to participate, then the respondents will be asked to
answer the AEQ Survey for the elementary learners and the PS-FFQ for the parents or
guardians. The respondents will be informed and guaranteed the right to decline
and/or stop answering the questionnaires for any personal reason at any time of the
research period. Any questions or concerns regarding the research instruments and
the study will be answered accordingly.