Parents are the primary persons who are responsible to teach good values and behavior in children. Parents have different methods on how to transmit their values, skills, behavior, and attitudes to their children. Most parents want their children to do well in school however not all parents are successful in this. When parents have a good way of handling their child, it can possibly boost a child’s academic motivation and academic achievement.
In fact, findings have indicated that a significant relationship exists between the method of parenting and academic achievement (Steinberg, Lampoon, Doorknobs and Darling, 1992; Hickman, Bartholomew & Mockery, 2000). However, not all parents may exercise the roper approach when handling their children, this is because parents may differ in punishing, reinforcing, caring, and showing warmth to their children and these differences are called Parenting Styles.
Therefore, this study will be useful and informative for parents to know what parenting style is better to make the academic motivation and academic achievement of their child increase (Hard & eureka, 1998; Hill & craft, 2003; Maroon, 1999; Stevenson & Baker, 1 987) and how to raise their child and for future parents to have an idea and awareness of the different approaches that most children would refer and the basis of their perception on what parenting style their parents used. Literature Review Parenting Style can be defined as the integration of the two elements of parenting: Responsiveness/Warmth and Demimondaines (Banding, 1991).
Responsiveness is the extent to which a parent supports their child and attends to their child’s needs. Demimondaines on the other hand is the extent to which a parent sets rules and guidelines that the child needs to follow and how they discipline according to these set rules and guidelines (Awn E. Ah Bibb E, et al. , 2013). Parenting styles can also be defined as “a constellation of attitudes toward the child that are communicated to the child and that, taken together, create an emotional climate in which the parent’s behavior are expressed (Darling & Steinberg, 1993, p. 88). ” In Banding’s study in 1966, she established 3 Parenting styles; Authoritative Parenting Style, Authoritarian Parenting Style and Permissive Parenting Style. The Authoritarian Parent is very demanding and less responsive. They are strict and expect their children to follow the rules that they set because for them, they are the parent therefore they should be followed. They are often notionally detached, but restrictively controlling. They use force in punishment in order to restrain their children’s self-will.
Although they are consistent in their methods for discipline, these parents are less likely to use rational methods of control (Banding, 1973). In addition by Cramer (2002), the power assertion used to guide their children, leaves no room for questioning or discussion. On the other hand the Permissive Parent is less demanding but more responsive. According by Cramer (2002), parents are warm, loving, and child-centered, but they are prone to outburst of anger hen they reach the capacity of tolerance. They are passive in their parenting and almost give in to their child’s every demand/request because they don’t want to disappoint their child.
They do not set clear rules around the house unlike the authoritarian and authoritative parent. They usually let their children do what they want. Children are free from restraint because of an affirmative, accepting, and kind manner characteristic of this parenting style and parents often use love withdrawal and ridicule as a way of discipline (Cramer, 2002). The Authoritative Parent is very demanding but at the same mime very responsive. An authoritative parenting style has established benefits to children as opposed to the negative outcomes produce by authoritarian and permissive parenting (Demo & Cox, 2000).
They set clear rules and standards as to how they expect their children to behave and carry themselves. Their methods of discipline are supportive rather than punishing. Authoritative Parents have high expectations for their children but support and encourage them (Hong, 2012). There’s a study that Authoritarian and permissive parenting styles were negatively associated with higher grades, whereas authoritative parenting style was positively associated with higher grades (Doorknobs et alarm 1987). Researchers found that academic achievement was negatively related to authoritarianism.
Adolescents who perceived their parents to be authoritative engaged in more effective learning and studying strategies, therefore an Authoritative Parenting Style can be considered as the most effective parenting style for academic achievement because it constitutes a balance between both responsiveness/warmth and demimondaines (Steinberg, et. Al, 1992 as cited in Hong, 2012). An authoritative parenting style has established benefits to children as opposed to the negative outcomes produce by authoritarian and permissive parenting (Demo & Cox, 2000).
Authoritative parenting is competence inducing in that it recognizes the child’s need for control and individuality, views and rights and duties of parents and children as complementary, and is characterized by sensitivity to children’s capabilities and the development task they face (Belles, Lealer, & Spanner, 1984). Authoritative parenting has been associated with numerous positive child outcomes such as high social competence, costive social adjustment and low psychological and behavioral dysfunction (Growling & Ryan, 1989; Alhambra, et al. 1991). Furthermore Banding (1991) found that children are more competent, more achievement oriented and more academically motivated when their parents are warm, supportive and caring which is a characteristic of the authoritative parenting style (Chandler, Heifer, and Turner, 2009). According to Crammer’s research (2002) a 4th parenting style was introduced by past researches (Deictic & Geris, 1992; Glasgow, Doorknobs, Tooter, Steinberg, & Ritter, 1 997; Lampoon et al. , 1991;
Lung & Swan, 1998): The Uninvolved Parenting Style. The Uninvolved Parent is low in both demimondaines and responsiveness. Macomb and Martin (1983) call this parenting style as Indifferent-uninvolved. They describe these parents as emotionally detached. They spend less time with their child to the point of almost neglecting them. These parents usually keep their children at a distance. Uninvolved Parents are not concerned in their child’s needs, whereabouts or even activities in school and with peers.
These parents may be overwhelmed with their situation, frustrated, lost their partner or have imply given up on their authority on the child. Little is known about this parenting style, and research on this particular style is lacking because they usually are not involved with their children’s lives and therefore do not volunteer to be studied (Cramer, 2002). The researchers hypothesize that applying the proper parenting style to the children can possibly help them gain academic motivation and in turn increase their academic achievement. Renting is a very tedious task. Couples have to prioritize between spending time with their children, disciplining their children, working to provide for the Emily and the list goes on. It’s almost similar to a juggling act wherein parents balance their priorities such as spending time with their children, work and disciplining their children. Parenting as a whole is very complex and often times difficult. Therefore it is of no surprise that there has been an abundance of research being conducted on parenting (e. G. , Babel, et al. 1 996; Buyer, 1995; Blair, 1 997; Bluebonnets & Tamil-Lemonade, 1999; Darling, 1999). One of these are studies done on parenting styles; particularly its influence on a child’s academic achievement. However the purpose of this study is not only to find out the direct connection between perceived parenting style and academic achievement but also the indirect connection between perceived parenting style and academic achievement through academic motivation. Parenting styles play a very significant role in a child’s performance in school.
The way parents treat their children will affect the way the child performs. Also, parenting styles have different effects to the development and educational achievement of the children and the knowledge of these styles may help parents be aware of which style is most appropriate for their hillier in order to gain higher educational achievement and motivation. In the study of Storage and Brandt (1 999), the role of parenting styles in the lives of students was found to be important.
As a matter of fact students were found to be more confident and more persistent academically when autonomy, demand and support are provided by their parents. Parental beliefs and perception have also been shown to be strong predictors of parental involvement. For instance, there are four causative advanced phenomena that could affect individual scholastic achievement, which include: the child’s attitude, family, school and society. In these sets of influencing factors, parents stand in the position of the family.
Parental involvement includes a wide range of behaviors, but it generally refers to parents’ mode of training and investment of resources in their children’s schooling. At home these involvements may include activities such as discussion on school, helping with homework, and reading with children (Dauber, Epstein, 1993). On the other hand a warm home climate, child- acceptance and loving parents are likely to produce children with much higher cognitive skills (Managua, 1995).
In the process of a child ;s reference the parents involvement will have a big contribution, not only in cognitive but also in the way on how a child will do in school. Researchers have associated academic achievement with several individual variables including motivation, goal orientation and self-efficacy (Gottfried, Fleming & Gottfried, 2001; Deck & Leggiest, 1 988; Bandeau, 1997, Chunk, 1991). However, a number of social and cultural factors have also been found to contribute to higher achievement outcomes.
Contextual factors such as social capital, parental involvement, peer support, parenting style and cultural UAPITA can provide explanations for the variance of achievement outcomes among different groups (Mulls, Rather & Mulls, 2003; Coleman, 1 988, 1990; Steinberg, Lampoon, Doorknobs & Darling, 1992; Gonzales, Sauce, Friedman, & Mason, 1996; McBride-Change& Change 1998; Bernstein & Duncan, 1996; Winter & Waffle, 2000; Larvae, 1987, 1989).
Based on Banding’s theoretical framework (1971), the authoritative parenting style is more likely to promote a high degree of self-control and social competence in children, whereas the authoritarian, indulgent and neglectful parenting styles (both permissive Tyler) contribute to low self-control and lack of social competence (Paulson, 1994). Therefore, Banding contends that authoritative parenting is associated with more positive outcomes, whereas authoritarian, indulgent and neglectful parenting styles are more likely to lead to negative outcomes.
Similarly, other studies in the literature propose that significant differences between parenting style groups exist in regard to negative and positive outcomes (Cohen & Rice, 1997; Pitman & Chase-Allendale, 2001). Cohen and Rice (1997) examined the significance of parenting styles and negative outcomes on their sample of 386 pairs of parent and child. The results show that students who smoke and drink perceive their parents as less authoritative and more permissive.
Furthermore, Pitman and Chase- Allendale (2001) looked into the association of multiple negative child outcomes (I. E. , delinquency, depression, cognitive distress and incidence of sexual intercourse) and parenting style in their sample of African-American girls from high-poverty neighborhoods. From their study they found out that adolescents with neglectful mothers exhibited more minor delinquent behaviors than those with authoritative, authoritarian and permissive others.
In terms of depression, children with neglectful mothers were more likely to develop depression than those with mothers who displayed any other parenting style. Additionally children with authoritative mothers were less likely to have experienced sex than children of mothers who displayed any other parenting style. However children with permissive mothers are less likely to experience sex than children of mothers who are neglectful.
Furthermore, children who have experienced sex who are children of neglectful mothers reported to have had experienced sex at an earlier age impaired to the children of mothers that display a non-neglectful parenting style (Rivers, 2006). In regards to positive outcomes, the examination of the relationship between parenting style and academic achievement is among the most prevalent in the research in regards to positive incomes.
Several studies propose that authoritative parenting is associated with higher academic achievement (Steinberg, Lampoon, Doorknobs & Darling 1992; Hickman, Bartholomew, & Mockery, 2000). A survey was conducted by Cohen and Rice (1997) in order to examine the significance of parenting style to academic achievement. Their results indicated that the students with low grades rated their parents as less authoritative but more permissive and authoritarian than students with higher grades which rated their parents as more authoritative.
Gonzales, Sauce, Friedman & Mason (1996) found that maternal support and the presence of a warm, affectionate parent-child relationship have a significant influence on all positive child development outcomes including academic ACH vehement (Rivers, 2006). Pa rents are the ones who will build a child’s development so if a child poorly performs in school it has something to do on how they are treated. In addition, the more favorable the children perceived their parents behavior towards them, the more they are likely to perform successfully in school (Carjack, 1989).
Furthermore, Cohen and Rice’s study in 1997 found that student’s with higher academic achievement perceived their parents to be more authoritative, on the other hand students with low grades rated or perceived their parents as less authoritative, more permissive and more authoritarian (Rivers, 2006). The research of Steinberg, Ellen and Mount (1989) does not differ from this, in that children who describe their parents as treating them warmly, enigmatically and firmly are more likely than their peers to develop positive attitudes and beliefs towards their achievement, and as a consequence, are more likely to do better in school.
Additionally, Beach’s (2012) dissertation found that students who rated their parents as authoritative had higher academic self-efficacy than their counterparts who perceived their parents as non-authoritative, regardless of sex; however, female students who described their parents as authoritative had higher achievement motivation when compared with other females who characterized their parents as non- authoritative.
The results also show that both female and male students who described their parents as authoritative had higher academic self-efficacy and these students in turn had higher achievement motivation than their counterparts who described their parents as non-authoritative. In addition, female students who rated their parents as authoritative had higher achievement motivation and higher academic achievement when compared with female students from non-authoritative families.
Similarly, male students who described their parents as authoritative had higher academic self- efficacy and higher academic achievement than male students that were raised in non-authoritative families. However, according to Chaos (2001) the generalization that an authoritative parenting style is better than an authoritarian parenting style in terms of their influence on academic achievement was found to be not true for all ethnic groups.
The results of the study implied that the child’s perception of parenting style is culturally biased and cultural perceptions have an influence on whether the parenting style is considered effective or positive by the child, family and the society (Shaw, 008). In fact Gonzales research (2001) has found differences between the relationship of authoritative and authoritarian parenting by gender and race.
The study indicated that authoritarian parenting has negative consequences, particularly on Caucasian females’ perception Of their academic abilities, whereas the same parenting style results in positive consequences for African American females. Furthermore, authoritarian parenting showed less negative impact on male’s perception of their academic abilities than females. Due to these findings, Gonzales (2001 ) theorized that culture and gender influences the perception of parenting style. The individual’s perception of a parenting style as normal, nurturing, positive or negative depends on the culture the individual was exposed or raised in.
Therefore, this will affect the individual’s reaction to the parenting style thieve exposed to and in turn affect skills necessary to perform well in school (Shaw, 2008). Mason’s (2005) study also noted differences related to ethnicity and parenting style. Her sample comprises of students who identify themselves as African-American, Asian-American, Latino, and Caucasian. In her study, Caucasian students porting to be raised in an authoritative household have more secure relationships with their parents, which was positively correlated with student’s academic abilities and achievement.
However, the results for African-American, Asian-American, and Latino students were found to be different. The non-Caucasian students reported more secure relationships with their parents even though they implement and authoritarian parenting style, which was positively correlated with academic abilities and achievement. Academic achievement is influenced by both knowledge structures and processes of information processing and environmental and elf-regulation factors (Butler and Winnie, 1995 as cited in Light, Madam, and Amdahl, 2013).
Results from studies that attempt to relate parental styles and child and adolescent academic and social behavior and identity have been mixed and the effect sizes vary widely depending on the gender of the parent or a care-giver, gender, age and temperament of the child and the socio-economic status of the family (Harris, 2002). For instance, Conrad & Ho (2001) found the mothers parenting style had a bigger impact on child performance in school while Bronze-Tinker, Moore and Carbon (2006) found hat fathers’ emotional responsiveness was more highly related to children’s performance.
Conrad and company 2001 study and Lee and company’s 2006 study found that girls are affected either positively or negatively by parenting style differences between the two parents while boys are more positively or negatively affected only by parenting style alone. However, parental involvement has an effect on student motivation and has been recently explored. It really shows that involvement of parents affect student motivation. Students who achieve academically are motivated to exert more effort to become competent and successful.
Research has shown that children’s academic motivation is usually influenced by environmental factors such as parental pressure and encouragement (Squid, 2004; Swanson, Validate, & Lamely-Callahan, 2012). The purpose of this is to present how parenting involvement affect student motivation. Parental involvement is related to the following motivational constructs: school engagement, intrinsic/ extrinsic motivation, autonomy, self-regulation, mastery goal orientation, and motivation to read.
The constructs discusses that relationship exist between parent involvement and student motivation, and it concludes with suggestions for confirmed research (Dona Holstein, Gonzalez-Deaths, and Willies, 2005). According to White (1 959), in the early half of the 20th century, people from the field of psychology thought that motivation was based on our “drives” such as animal or instinctual drives. The drive theories couldn’t explain the curiosity or desire to control the environment that was evident in the research of motivation.
White’s theory of Effectuate Motivation, which involves behavior characterized by curiosity, exploration and experimentation propelled by the feeling of efficacy that comes when one asters one’s environment, brought a shift in thinking regarding the ideas of motivation during that time (Harder, 1978). A lot of research has been done on effectuate motivation in regards to intrinsic and extrinsic motivation orientation (Amiable, Hill, Hennessey, & Tight, 1 994; Boogieman & Barrett, 1985; Barter, 1978; 1981; Gottfried, 1985; 1990).
Harder (1981) defined intrinsic academic motivation as the degree to which a child’s tendency to participate in classroom activities is driven by internal motivational factors (e. G. , learning new things, new skills, etc. ). Gottfried et al. (1998) defined it as the performance of activities for their own sake in which pleasure is inherent in the activity itself’ (p. 1448). Extrinsic Motivation on the other hand involves behaviors caused due to external factors such as rewards, praise etc. Intrinsic motivation is positively related to a child’s achievement, IQ and perceptions of competence (Cramer, 2002).
A longitudinal study done by Gottfried et al. (1998) found that home environment was significantly related to academic intrinsic motivation. This finding indicated both short and long term effects extending throughout a child’s development. The study examines how individuals’ overall manner of parenting relates to their children’s motivation in school (Cramer 2002). Decided and Ryan (2002) introduced Self-Determination Theory (SDTV); a model of Motivation that explains how people achieve psychological growth and thus develop intrinsic motivation.
According to SDTV, a person may achieve psychological growth when 3 needs are met. These 3 needs are Autonomy, Competence and Relatedness. Autonomy is defined as having the freedom to choose or do what the individual wants to do without feeling pressured. Competence is the perceived belief in one’s ability to perform well in any activity. Relatedness is the need to feel a sense of belonging and connection to other people. According to SDTV the only way a person will achieve these 3 is for social support, such as relationships, to be present.
However, even though these 3 are present the psychological growth described in SDTV doesn’t happen automatically. Furthermore, there are factors that can hinder psychological growth, one of which is giving extrinsic rewards for already intrinsically motivated behavior, which can hinder the person from attaining autonomy. This is because the behavior becomes increasingly controlled by the external rewards, thus the person begins to feel sees in control of their own behaviors therefore intrinsic motivation decreases. Gottfried et al. 1994) found that parental motivational practices play a significant role in children’s academic intrinsic motivation. As cited in Garn & Jolly’s 201 3 study, Intrinsic motivation represents the highest form of self-determination and results in consistent and volitional learning behaviors (Decided & Ryan, 2000). Children who are intrinsically motivated to learn appreciate learning opportunities and find learning meaningful or relevant to meeting psychological needs such as gaining competence, connecting with there, expressing themselves, seeing the beauty in knowledge or pursuing their interests (Broody 2008 ; Ryan & Decided, 2000).
Motivation to learn entails students seeing learning activities as meaningful and primarily seeking the enhanced knowledge, understanding, or skills that an academic task affords (Broody, 2004). Over- and under-controlling parenting styles are linked to extrinsic motivation, while parental encouragement in response to grades and autonomy-supporting parenting styles were linked to intrinsic motivation (Ginsburg &, Bernstein, 1993). For example, an intrinsically motivated student engages in learning activities to fulfill his or her interests and curiosity (Enemies & Ryan, 2009).
Learning is regulated effectively by intrinsic motivation because behavioral engagement is considered a reward in and of itself. Thus, because motivation comes from within the individual, external contingencies are unnecessary to regulate behavior. Intrinsic motivation to learn is a natural tendency that facilitates high levels of cognitive, emotional and social development (Ryan & Decided, 2000). Students who are intrinsically motivated focus more on the process of learning than learning outcomes. Furthermore, intrinsic motivation is linked to high levels of achievement (Senses & Ventilates, 2005).
Intrinsic motivation is more likely to be fostered or enhanced over time in school environments that are viewed as focusing on task mastery, individual improvement, and personal effort (Corpus, Monoclinic-Gilbert, & Haying, 2009). In contrast, a child who is primarily extrinsically motivated may study in order to get good grades, impress others or avoid punishments. Children with extrinsic motivation participate in school activities to achieve awards, praise and recognition from their teachers, peers and even parents.
The internalizing of extrinsic motivation is important for students who do not view participating in school activities as enjoyable, fun or interesting. In a study done by Ginsburg and Bernstein (1993) on older elementary students and their parents their results were consistent with other recent research (Doorknobs, Ritter, Alderman, Roberts, & Fragile, 1987; Growling & Ryan, 1989; Steinberg, Ellen, &Mounts, 1989) which indicated that authoritative parenting styles lead to intrinsic motivation while extrinsic motivation results from authoritarian and permissive parenting styles. Although many researchers like Growling,
Banding, Cramer and company created and contributed to the idea of the study in the influence of parenting styles in the academic performance and academic motivation of the children, the studies about parenting styles were mostly conducted in different countries with different cultures and may differ the result in the influence of parenting styles to the children. One example is a study done by Steinberg, Lampoon, Doorknobs, & Darling (1992) which found that for Asian Cultures Authoritarian Parenting and Academic Motivation exhibit a strong positive link; on the other hand, in the United States,
Authoritative Parenting is more superior over Authoritarian Parenting in producing good academic performance in children. For this study, the researchers will have Filipino participants. The researchers’ study can help identify which parenting styles will improve, and on the other hand, which parenting styles will decrease a child’s academic motivation and academic performance particularly in the Filipino setting. Theoretical/Conceptual Framework Figure 1.
Parenting Style has an influence on a child’s Academic Motivation and thus indirectly influences their Academic Achievement, however Renting styles also directly influence academic achievement. Parents are the ones who give children a view Of what life can be. They are the first to guide their children into this world. Parents are also role models due to the fact that children will try to imitate what they are doing, what they see them do, and how they do things.
This means that, parents will have a huge impact on a child’s life, socially, psychologically, emotionally and academically. In the study of Banding (1991) it is mentioned that there are different parenting styles that will influence the child s academic achievement and academic motivation. In Banding’s study he categorized 3 parenting styles which are Authoritative, Authoritarian and Permissive Parenting Style; while the uninvolved Parenting Style was introduced later.
Authoritative parenting style is very demanding and at the same times a very responsive and warm parent; they provide autonomy and support for their children. Parental encouragement in response to grades and autonomy- supporting parenting styles were linked to intrinsic motivation. On the other hand, Authoritarian parenting style is very demanding and less responsive aren’t and expects to be followed since they are the parents and Permissive parents are less demanding but more responsive, they give in to every demand [request of their child so that they will not disappoint them.
Authoritative and Permissive parenting style falls under the category of over- and under-controlling parents and both are linked to extrinsic motivation. Uninvolved parenting style is low in both demimondaines and responsiveness.
