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A NATURALISTIC OBSERVATION ON THE EFFECTS OF THE DIFFERENT
PARENTING STYLES ON LEARNERS’ ACADEMIC PERFORMANCE
Richie B. Lo en
Facul y, Depa men o P o essional Educa ion, Cen al Mindanao Uni e si y
Ashley Lo aine A. Agliam
Desi ee B. Baga es
Judy Ann S. B ones
T izziah Dyann C. Bueno
E ica R. Bulasa
Sheena S. Di ec o
Ken Reje B. Gelbolingo
Zsai ah B. Go
Glo ia S. Gudelos
Ma igold S. Minoza
S uden s, Ea ly Childhood Educa ion, Cen al Mindanao Uni e si y
ABSTRACT
This s udy aimed o obse e and analyze he e ec s o di e en pa en ing s yles on lea ne s’ academic
pe o mance and class oom beha io . The pa icipan s o he s udy we e 5 G ade I lea ne s en olled a Musuan
in eg a ed School and hei espec i e pa en s in Musuan Ma amag, Bukidnon. Using a quali a i e desc ip i e
esea ch design, na u alis ic obse a ion was conduc ed wi hin he lea ne s' au hen ic class oom se ings, he
esea ch sough o iden i y speci ic pa en ing beha io s ha in luence lea ne s' engagemen , mo i a ion, and
social in e ac ions. I also aimed o de e mine which pa en ing p ac ices a e mos e ec i e o ine ec i e in
p omo ing desi able academic ou comes. Findings e ealed ha au ho i a i e pa en ing, cha ac e ized by
wa m h and s uc u e, posi i ely a ec ed lea ne s’ academic engagemen , con idence, and coope a ion. In
con as , au ho i a ian endencies led o discipline bu educed sel -exp ession and ini ia i e. The s udy
unde sco es he impo ance o a balanced pa en ing app oach ha in eg a es emo ional suppo wi h consis en
guidance in os e ing academic and socio-emo ional de elopmen . P ac ical implica ions a e o e ed o pa en s,
eache s, and policymake s o c ea e an en i onmen ha os e s academic achie emen while simul aneously
enhancing lea ne s' academic mo i a ion and engagemen , he eby p omo ing ac i e pa icipa ion and sus ained
in ol emen in he lea ning p ocess.
Keywo ds:
Academic pe o mance, au ho i a i e pa en ing, au ho i a ian pa en ing, pe missi e pa en ing, neglec ul
pa en ing
INTRODUCTION
Pa en ing plays a c ucial ole in shaping a child’s emo ional, social, and academic de elopmen . The home
se es as he i s lea ning en i onmen whe e child en acqui e habi s, a i udes, and alues ha in luence hei
beha io in school. Acco ding o Diana Baum ind’s (1971) amewo k—la e expanded by Maccoby and Ma in
(1983)— he e a e ou majo pa en ing s yles: au ho i a i e, au ho i a ian, pe missi e, and neglec ul. Each s yle
di e s in wa m h, communica ion, and con ol, which signi ican ly a ec child en’s mo i a ion, discipline, and
engagemen in lea ning.
While esea ch shows ha au ho i a i e pa en ing o en os e s highe academic pe o mance and social
compe ence, o he s yles may hinde hese ou comes. Au ho i a ian pa en ing, o ins ance, may p oduce
obedience bu limi c ea i i y, while pe missi e and neglec ul app oaches can lead o poo s udy habi s and low
sel - egula ion (S einbe g, 2001; Lambo n e al., 1991). These di e ences highligh he impo ance o
Volume-09 Issue 11, No embe -2025 ISSN: 2456-9348
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unde s anding how pa en ing beha io s in luence child en’s lea ning expe iences. Obse ing how hese pa e ns
appea in he class oom o e s a meaning ul way o connec home-based pa en ing p ac ices wi h child en’s eal-
li e academic and social beha io s.
Despi e ex ensi e s udies ab oad, he e is limi ed local esea ch ha explo es he ela ionship be ween pa en ing
s yles and child en’s class oom beha io h ough di ec obse a ion in he Philippine con ex . Cul u al no ms,
amily s uc u es, and communi y alues uniquely shape Filipino pa en ing p ac ices, which in u n a ec
lea ne s’ engagemen and pe o mance. This s udy he e o e seeks o examine how di e en pa en ing s yles
in luence G ade 1 lea ne s’ academic beha io h ough na u alis ic class oom obse a ion. The indings aim o
p o ide aluable insigh s o eache s, pa en s, and policymake s in os e ing suppo i e home-school
pa ne ships ha p omo e bo h academic g ow h and emo ional well-being among young lea ne s.
OBJECTIVES
In line wi h he esea ch ques ions, his s udy is guided by he ollowing objec i es. These objec i es a e
o mula ed o p o ide a clea di ec ion o he in es iga ion and o de e mine how a ious pa en ing s yles and
speci ic pa en al beha io s in luence lea ne s’ academic pe o mance, mo i a ion, and class oom in e ac ions.
Speci ically, his s udy aims o:
1) To iden i y he speci ic pa en ing beha io s ha in luence lea ne s’ academic pe o mance ac oss
di e en pa en ing s yles
2) To de e mine which pa en ing beha io s a e mos e ec i e and ine ec i e in p omo ing posi i e
academic ou comes o lea ne s
3) To desc ibe how each pa en ing s yle a ec s lea ne s’ pa icipa ion, mo i a ion, and social in e ac ion
in class h ough daily obse a ions
METHODOLOGY
This pa ou lines he me hods and p ocedu es used in he s udy. I discusses he esea ch design, locale,
pa icipan s, da a collec ion p ocedu e, and e hical conside a ions ha guided he in es iga ion. The
me hodology was s uc u ed o ensu e c edible esul s in examining how di e en pa en ing s yles in luence
lea ne s’ academic pe o mance and class oom beha io .
Resea ch Design
This s udy u ilized a quali a i e desc ip i e esea ch design ancho ed in na u alis ic obse a ion o explo e how
a ious pa en ing s yles in luence lea ne s’ academic pe o mance and class oom beha io . The design allowed
he esea che s o obse e child en in hei na u al class oom se ing wi hou in e e ence, cap u ing au hen ic
beha io s such as a en i eness, mo i a ion, pa icipa ion, and pee in e ac ion. Th ough his app oach, he s udy
sough o p esen a ealis ic and comp ehensi e unde s anding o how pa en al p ac ices a e e lec ed in
child en’s daily school engagemen .
Resea ch Locale
The esea ch was conduc ed a Musuan In eg a ed School in Musuan, Ma amag, Bukidnon. The school o e s a
na u al lea ning en i onmen ha mi o s he e e yday expe iences o young lea ne s, making i an ideal se ing
o examining he in luence o pa en ing s yles on class oom beha io . Obse a ions we e ca ied ou inside
G ade I class ooms du ing egula academic ac i i ies o ensu e ha all eco ded beha io s ook place in a
amilia and unal e ed en i onmen . This se ing allowed o he collec ion o au hen ic da a e lec ing he
lea ne s’ ypical in e ac ions and engagemen in hei na u al school con ex .
Pa icipan s
The pa icipan s o he s udy included i e G ade I lea ne s, aged six (6) o se en (7) yea s old, along wi h hei
espec i e pa en s. The selec ion o pa icipan s was conduc ed wi h he assis ance o he class oom eache .
Each lea ne ep esen ed one o hese s yles o allow compa a i e analysis. Pa icipa ion in he s udy was
olun a y, and in o med consen was ob ained om all pa en s p io o da a collec ion.
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Da a Collec ion P ocedu es
The esea che s conduc ed ou obse a ion sessions, each las ing app oxima ely o y (40) minu es, o e he
cou se o one week. Obse a ions we e pe o med du ing egula class hou s, speci ically du ing pe iods ha
in ol ed in e ac i e o academic ac i i ies. The esea che s se ed as non-pa icipan obse e s, meaning hey
did no in e e e wi h class oom ou ines o lea ne in e ac ions.
Du ing each session, de ailed ield no es we e eco ded o cap u e child en’s academic engagemen ,
pa icipa ion, emo ional egula ion, and in e ac ion wi h pee s and eache s. The comple ed checklis s we e hen
compa ed ac oss cases o iden i y pa e ns associa ed wi h speci ic pa en ing s yles. A e he obse a ion
pe iod, da a we e o ganized and analyzed hema ically o ex ac ecu ing beha io s and ends.
E hical Conside a ions
The s udy s ic ly adhe ed o es ablished e hical esea ch s anda ds, pa icula ly hose conce ning esea ch
in ol ing young child en. P io o da a collec ion, pe mission o conduc he s udy was ob ained om he school
p incipal and he class oom eache . In addi ion, w i en in o med consen was secu ed om all pa en s,
ensu ing ha pa icipa ion was en i ely olun a y and ha pa icipan s we e ully awa e o he s udy’s pu pose
and p ocedu es. To uphold con iden iali y, pseudonyms we e used in place o eal names, and all collec ed da a
we e ea ed wi h he u mos p i acy. The obse a ion p ocess was conduc ed disc ee ly o minimize esea che
in luence and main ain he au hen ici y o child en’s na u al class oom beha io . All in o ma ion ga he ed was
u ilized exclusi ely o academic and esea ch pu poses.
RESULTS AND DISCUSSION
This pa p esen s he discussion o esul s d awn om he collec ed da a h ough class oom obse a ions, ield
no es, and s anda dized checklis s. I in eg a es indings om h ee majo ins umen s: he Pa en ing S yle
Ques ionnai e (PSQ), Academic Pe o mance Ra ing Scale (APRS), and he Na u alis ic Obse a ion Checklis .
Guided by he P esen –Analyze–In e p e –Suppo (PAIS) amewo k, he da a we e quali a i ely analyzed o
explain how a ious pa en ing beha io s in luence G ade I lea ne s’ academic pe o mance, mo i a ion, and
class oom engagemen . Th ough his iangula ed analysis, he chap e p o ides a comp ehensi e unde s anding
o how pa en ing p ac ices wi hin he home en i onmen a e e lec ed in lea ne s’ academic and social beha io
in school.
To p esen he indings sys ema ically, each esea ch ins umen is accompanied by a co esponding able ha
consolida es key esul s and highligh s signi ican pa e ns eme ging om he da a. Table 1 p esen s he esul s
om he Pa en ing S yle Ques ionnai e (PSQ), de ailing he equency and na u e o speci ic pa en ing
beha io s unde he au ho i a i e, au ho i a ian, and pe missi e s yles, and examining how hese beha io al
pa e ns shape lea ne s’ mo i a ion, con idence, and academic engagemen . Table 2 ou lines he ou comes om
he Academic Pe o mance Ra ing Scale (APRS), which e lec eache s’ e alua ions o lea ne s’ a en ion, ask
pe o mance, and class oom conduc , he eby es ablishing a link be ween home-based pa en ing p ac ices and
obse able academic consis ency and e o . Finally, Table 3 syn hesizes insigh s om he Field No es and
Na u alis ic Obse a ions, desc ibing he quali a i e dimensions o lea ne s’ pa icipa ion, social in e ac ion, and
emo ional esponsi eness as mani es a ions o he pa en al suppo and guidance hey expe ience a home.
Collec i ely, hese ables se e as he ounda ion o he in eg a ed analysis and in e p e a ion ha ollow,
ein o cing he s udy’s iangula ed app oach o unde s anding how pa en ing s yles in luence academic
de elopmen .
Table 1. Speci ic Pa en ing Beha io s Tha In luence Lea ne s’ Academic Pe o mance Ac oss Di e en
Pa en ing S yles (Sou ce: Pa en ing S yle Ques ionnai e – PSQ)
Pa en ing
S yle
Dominan Response
Le el (Quali a i e)
Leas Obse ed
Beha io
Obse ed
Va iabili y
In e p e a i e Summa y
Au ho i a i e
O en/Always (wa m h,
easoning,
Occasional
inconsis ency in
Mode a e
P edominan ac oss
esponden s; p omo ed
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encou agemen )
en o cing ules
con idence and mo i a ion
among lea ne s.
Au ho i a ian
Some imes/O en
(con ol, eminde s o
au ho i y)
Open dialogue and
empa hy
Mode a e
Less equen ; led o
compliance bu educed
exp essi eness.
Pe missi e
Some imes/Ra ely
(leniency, gi ing in)
S uc u ed ule-
ollowing
Low
Leas obse ed; linked wi h
inconsis en ask ocus.
The Pa en ing S yle Ques ionnai e (PSQ) had p o ided he basis o unde s anding he pa en al beha io s ha
in luenced lea ne s’ academic pe o mance. The da a e ealed ha mos pa en s p edominan ly exhibi ed an
au ho i a i e s yle, cha ac e ized by wa m h, esponsi eness, and a ional discipline. They equen ly explained
ules, encou aged independence, and conside ed hei child en’s emo ions when making decisions. In con as ,
au ho i a ian pa en ing, which emphasized obedience and con ol, appea ed in ewe esponses, while
pe missi e pa en ing, which lacked consis en bounda ies, was leas obse ed. This pa e n indica ed ha mos
amilies o he pa icipan s main ained a balance be ween s uc u e and empa hy, consis en wi h Baum ind’s
(1991) concep ualiza ion o au ho i a i e pa en ing as he mos de elopmen ally suppo i e s yle.
Fu he analysis showed ha he au ho i a i e beha io s epo ed by pa en s ansla ed in o child en’s g ea e
con idence, mo i a ion, and academic engagemen . Pa en s’ equen use o easoning and encou agemen buil
emo ional secu i y ha empowe ed child en o pa icipa e ac i ely in school ac i i ies. Simila ly, Ugwuanyi,
Okeke, and Njeze (2020) ound ha lea ne s aised in au ho i a i e households pe o med signi ican ly be e
han hose om au ho i a ian o pe missi e homes. This end e lec ed he Filipino alue o disiplina na may
malasaki —discipline wi h compassion—whe e wa m h and accoun abili y coexis ed, c ea ing an en i onmen
conduci e o lea ning.
The in e p e a ion o hese indings unde sco ed he c i ical ole o pa en al communica ion and emo ional
sensi i i y in shaping a lea ne ’s app oach o academics. Suppo ed by Bo ns ein (2019), who highligh ed ha
consis en pa en al modeling o empa hy and pe sis ence s eng hened child en’s in e nal mo i a ion. In
con as , excessi e con ol limi ed c ea i i y, while leniency educed pe sis ence. These esul s a i med
Bandu a’s (1977) social lea ning heo y, which posi ed ha child en mi o ed he emo ional one and discipline
pa e ns modeled a home. Thus, posi i e pa en al modeling—ancho ed in wa m h and consis ency— o med he
ounda ion o academic engagemen and esponsible class oom beha io .
O e all, he PSQ esul s sugges ed ha speci ic pa en ing beha io s such as easoning, communica ion, and
consis en ule-se ing di ec ly in luenced lea ne s’ academic disposi ion. The p edominance o au ho i a i e
pa en ing ac oss esponden s indica ed ha amilies who in eg a ed empa hy wi h s uc u e aised child en who
we e mo e con iden and mo i a ed o lea n. Au ho i a ian and pe missi e s yles, hough p esen , yielded less
balanced ou comes. These indings ein o ced he no ion ha e ec i e pa en ing cul i a ed bo h mo al
unde s anding and cogni i e compe ence—an essen ial in e play o academic success.
Table 2. Pa en ing Beha io s Tha A e Mos E ec i e and Ine ec i e in P omo ing Posi i e Academic
Ou comes o Lea ne s (Sou ce: Academic Pe o mance Ra ing Scale – APRS)
APRS Dimension
Dominan
Teache Ra ing
Leas Obse ed
Ra ing
Obse ed
Va iabili y
In e p e i e Summa y
Academic Ou pu
Some imes -
O en
Ne e
Mode a e
Lea ne s comple ed asks wi h
some lapses bu showed e o .
Accu acy
Some imes
Ra ely
Mode a e
Task accu acy a ied; some
showed ca e ulness, o he s ushed.
A en ion
Ra ely -
Some imes
Ve y O en
High
A en ion was inconsis en ;
se e al equi ed p omp ing.
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Consis ency
Some imes
Consis en ly
success ul
High
Wo k quali y luc ua ed ac oss
sessions.
Class oom
Managemen
Some imes -
O en
Ne e
Mode a e
Pa icipa ion was gene ally ac i e
bu a ied pe lea ne .
Task Beha io
Some imes
Ve y O en
Mode a e
Some lea ne s exhibi ed
ca elessness o needed assis ance.
Social
Adjus men
Some imes -
O en
Ra ely
Mode a e
Coope a ion wi h pee s and
sociabili y we e gene ally
obse ed.
The Academic Pe o mance Ra ing Scale (APRS) had o e ed eache -based insigh s in o how hese pa en ing
s yles ansla ed in o lea ne s’ academic beha io s.
Resul s showed mode a e o high a iabili y ac oss he dimensions o a en ion, consis ency, and ask accu acy.
Lea ne s om au ho i a i e homes pe o med mo e s eadily, o en comple ing asks wi h ocus and showing
ini ia i e du ing lessons. Teache s a ed hem “some imes o o en success ul,” no ing hei en husiasm and
willingness o pa icipa e. In con as , lea ne s om au ho i a ian amilies ollowed di ec ions p ecisely bu
lacked spon anei y, while hose om pe missi e homes demons a ed en husiasm bu s uggled o sus ain
concen a ion o inish w i en asks accu a ely.
Analysis o hese a ings highligh ed how s uc u e and emo ional esponsi eness a home di ec ly shaped
class oom ou comes. Au ho i a i e pa en s, by main aining p edic able ou ines and ein o cing e o , likely
helped hei child en de elop pe sis ence and in insic mo i a ion. Meanwhile, he high a iabili y in a en ion
and consis ency sugges ed ha some lea ne s lacked su icien ein o cemen a home, pa icula ly hose om
pe missi e amilies. These indings aligned wi h Lambo n e al. (1991), who emphasized ha consis en pa en al
expec a ions p omo ed sel - egula ion and academic s eadiness.
In e p e ing hese pa e ns h ough heo e ical lenses u he cla i ied he dynamics a play. Acco ding o
Kohlbe g’s (1984) heo y o mo al de elopmen , lea ne s unde au ho i a i e pa en ing migh ha e been
ope a ing wi hin he con en ional mo al s age—unde s anding and aluing class oom ules no me ely as
au ho i y manda es bu as sha ed social esponsibili ies. Con e sely, hose om au ho i a ian households ended
o comply ou o obliga ion a he han comp ehension, showing ex e nal egula ion ins ead o in e nalized
discipline. Pe missi e en i onmen s, by con as , p o ided eedom wi hou bounda ies, esul ing in luc ua ing
academic e o and limi ed ask owne ship.
The APRS esul s collec i ely demons a ed ha he mos e ec i e pa en ing beha io s o academic success
we e hose ha blended a ec ion wi h s uc u e. Lea ne s aised in homes ha emphasized communica ion,
eedback, and esponsibili y showed g ea e ocus, pe se e ance, and mo al awa eness. These esul s alida ed
Baum ind’s (1991) claim ha au ho i a i e pa en ing suppo ed bo h achie emen and socio-emo ional
de elopmen and ex ended Bandu a’s (1977) asse ion ha modeled consis ency os e ed sel - egula ed lea ning
beha io s obse able in he class oom.
Table 3. In luence o Each Pa en ing S yle on Lea ne s’ Pa icipa ion, Mo i a ion, and Social In e ac ion in
Class Th ough Daily Obse a ions (Sou ce: Field No es / Na u alis ic Obse a ion Checklis )
Pa icipan
Obse ed Class oom Beha io
In e p e a i e Summa y
1
Always smiling wi h his iends
bu a en i e and able o answe
ques ions.
Demons a ed posi i e social in e ac ion and a en i eness;
beha io sugges s in luence o suppo i e and s uc u ed
(au ho i a i e) pa en ing.
2
B igh , can answe when he
eache asks a ques ion.
Re lec ed con idence and ask engagemen ; indica es
emo ional secu i y and ac i e lea ning encou aged by open
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communica ion a home.
3
F iendly, alka i e, ene ge ic, and
able o answe he eache ’s
ques ion.
Exhibi ed en husiasm and e bal exp essi eness; consis en
wi h wa m, communica i e pa en ing ha nu u es
pa icipa ion and sociabili y.
4
Quie bu a he same ime
alka i e, also a en i e.
Showed adap abili y and balanced engagemen ; sugges s
disciplined ye exp essi e endencies shaped by i m bu
unde s anding pa en al guidance.
5
Talka i e, a en i e, and able o
answe he eache ’s ques ion.
Displayed a mix o con idence and esponsi eness; e lec s
consis en pa en al encou agemen and balanced au onomy a
home.
The ield no es and na u alis ic obse a ions had e ealed deepe quali a i e pa e ns in how pa en ing s yles
in luenced lea ne s’ pa icipa ion, mo i a ion, and social in e ac ions in he class oom. These obse ed ai s
collec i ely e lec ed he home a mosphe e—lea ne s aised in wa m and communica i e households exhibi ed
con idence and pa icipa ion, while hose om mo e con olling o lenien homes displayed ei he cau ion o
inconsis ency.
Analyzing hese pa e ns showed ha pa en ing s yles shaped no only academic ocus bu also socio-emo ional
beha io . Au ho i a i e pa en ing encou aged openness and cu iosi y, leading o ac i e pa icipa ion and
collabo a i e lea ning. Au ho i a ian pa en ing, while p oducing espec ul and disciplined lea ne s, limi ed sel -
exp ession and c ea i i y. In con as , pe missi e pa en ing os e ed sociabili y and en husiasm bu lacked he
ocus and sel -discipline needed o sus ained ask engagemen . These dis inc ions sugges ed ha home
en i onmen s emphasizing bo h empa hy and guidance p omo ed he heal hies balance o academic and social
g ow h.
In e p e ing hese beha io s h ough es ablished heo ies p o ided u he dep h. Bowlby’s (1988) a achmen
heo y posi ed ha child en who expe ienced consis en emo ional esponsi eness om ca egi e s de eloped
secu e a achmen s ha mani es ed as con idence and social compe ence. Simila ly, Vygo sky’s (1978)
sociocul u al heo y asse ed ha guided pa icipa ion wi h adul s enabled child en o in e nalize egula ion and
coope a i e beha io s. The obse ed a en i eness, pa icipa ion, and empa hy among lea ne s o au ho i a i e
pa en s e lec ed hese heo e ical ounda ions, sugges ing ha posi i e emo ional sca olding a home enhanced
lea ning disposi ions in school.
The ield obse a ions, he e o e, ein o ced ha pa en ing in luences ex ended beyond academics in o mo al
and social dimensions. Lea ne s who expe ienced posi i e communica ion and s able emo ional suppo a home
became mo e con iden , coope a i e, and esilien in class oom se ings. Au ho i a i e pa en ing os e ed
lea ne s who we e sel -d i en and mo ally e lec i e, au ho i a ian pa en ing nu u ed compliance bu limi ed
au onomy, and pe missi e pa en ing yielded iendliness bu diminished academic ocus. Toge he , hese
indings a i med ha balanced pa en ing—ancho ed in wa m h, easoning, and discipline—nu u ed holis ic
de elopmen encompassing in ellec , emo ion, and mo ali y.
These indings collec i ely a i med ha he au ho i a i e pa en ing s yle—g ounded in Baum ind’s ypology,
ein o ced by Bandu a’s social lea ning, and suppo ed by Vygo sky’s sociocul u al p inciples—c ea ed he
mos a o able ounda ion o bo h academic and mo al de elopmen . Ul ima ely, he s udy upheld ha
“academic excellence and mo al cha ac e began a home,” whe e empa hy, consis ency, and discipline
con e ged o nu u e li elong lea ne s.
ACKNOWLEDGEMENT
Conduc ing his na u alis ic obse a ion has been a meaning ul and ans o ma i e expe ience o he
esea che s. This esea ch would no ha e been possible wi hou he guidance, suppo , and encou agemen o
many indi iduals.
The esea che s would like o ex end hei since es g a i ude o he ollowing:
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D . Julie Ann A. O obia, dean o he College o Educa ion, o he in aluable app o al, encou agemen , and
assis ance h oughou he conduc o his s udy;
M . Richie B. Lo en, he dedica ed esea ch ad ise , whose pa ience, insigh ul eedback, and cons an
mo i a ion se ed as a guiding ligh in comple ing his esea ch wo k;
D . Weenkie Jhon A. Ma celo, p incipal o Musuan In eg a ed School, o wa mly welcoming he esea che s
in o he school and g an ing pe mission o conduc he obse a ion;
The G ade I lea ne s and hei pa en s, ou dea pa icipan s, whose genuine beha io s and in e ac ions p o ided
meaning ul insigh s in o he opic and became he hea o his s udy;
The esea che s’ pa en s and amilies, o hei uncondi ional lo e, sac i ices, and cons an suppo —
emo ionally, inancially, and spi i ually ha se ed as a cons an sou ce o s eng h and mo i a ion; and
Abo e all, he esea che s a e p o oundly g a e ul o God Almigh y o His di ine guidance, wisdom, and
s eng h ha sus ained hem om he beginning un il he comple ion o his endea o .
CONCLUSION
Based on he indings o he s udy, he ollowing conclusions we e d awn:
1. Pa en ing beha io s oo ed in wa m h, open communica ion, and consis en guidance s ongly in luence
lea ne s’ academic pe o mance and class oom beha io . The PSQ esul s showed ha mos pa en s p ac iced an
au ho i a i e s yle, which combines i m expec a ions wi h emo ional suppo . Lea ne s aised in hese homes
exhibi ed a en i eness, con idence, and ini ia i e in academic asks. Au ho i a ian pa en ing, ma ked by s ic
discipline and limi ed emo ional esponsi eness, p omo ed compliance bu cons ained c ea i i y and
exp ession. Meanwhile, pe missi e pa en ing, which lacked clea bounda ies, os e ed iendliness bu
weakened ocus and ask comple ion. These indings con i med Baum ind’s (1991) asse ion ha au ho i a i e
pa en ing cul i a es independence, sel - egula ion, and mo i a ion—essen ial elemen s o academic success. In
he Filipino con ex , his e lec s he cul u al alue o disiplina na may malasaki (discipline wi h compassion),
whe e s uc u e and empa hy coexis o c ea e a nu u ing lea ning en i onmen .
2. The mos e ec i e pa en ing beha io s o p omo ing posi i e academic ou comes a e hose ha balance
emo ional wa m h wi h beha io al s uc u e. Da a om he APRS indica ed ha lea ne s whose pa en s
main ained consis en ou ines, ein o ced e o , and communica ed expec a ions pe o med mo e s eadily in
class. They comple ed w i en wo k wi h g ea e accu acy, displayed pe sis ence, and demons a ed esponsible
beha io . In con as , excessi e con ol limi ed s uden s’ sel -mo i a ion, while o e ly lenien p ac ices esul ed
in inconsis en academic pe o mance. These esul s align wi h Bandu a’s (1977) Social Lea ning Theo y, which
emphasizes ha child en lea n h ough modeled beha io s and consis en ein o cemen . Au ho i a i e pa en s
se e as s ong ole models, eaching accoun abili y while allowing au onomy. The e o e, balanced pa en al
p ac ices— i m ye nu u ing—we e ound o yield he highes le els o academic ocus, mo i a ion, and
pe o mance among G ade 1 lea ne s.
3. Pa en ing s yles also shape lea ne s’ social adjus men , mo i a ion, and class oom engagemen . Lea ne s om
au ho i a i e homes ac i ely pa icipa ed in class discussions, in e ac ed con iden ly wi h pee s, and
demons a ed en husiasm owa d lea ning ac i i ies. Those aised unde au ho i a ian pa en ing we e disciplined
and espec ul bu less exp essi e, o en wai ing o di ec ion a he han aking ini ia i e. Meanwhile, lea ne s
om pe missi e households we e sociable and ene ge ic bu displayed lowe ask pe sis ence and a en ion span.
These pa e ns a i m Vygo sky’s (1978) Sociocul u al Theo y, which emphasizes he ole o guided in e ac ion
and emo ional esponsi eness in de eloping child en’s sel - egula ion and social compe ence. In essence,
au ho i a i e pa en ing suppo s holis ic de elopmen —nu u ing bo h academic and socio-emo ional g ow h—
while o he s yles show limi a ions ei he in au onomy o in discipline.
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RECOMMENDATIONS
1.Pa en s a e encou aged o s eng hen balanced and communica i e pa en ing p ac ices ha e lec he
p inciples o au ho i a i e pa en ing. They should es ablish open dialogue wi h hei child en by egula ly
discussing school expe iences, se ing ai and consis en ules, and explaining he easons behind hem.
Recognizing and p aising e o a he han ou comes can mo i a e child en o pe se e e in academic asks.
Schools and local communi ies a e likewise encou aged o conduc pa en ing wo kshops emphasizing posi i e
discipline and emo ional esponsi eness. Th ough consis en communica ion, wa m h, and a ional guidance,
pa en s can cul i a e en i onmen s ha nu u e bo h academic excellence and emo ional secu i y in hei
child en.
2. Teache s and schools a e encou aged o complemen posi i e pa en ing p ac ices by c ea ing class oom
en i onmen s ha mi o s uc u e and wa m h. Teache s should es ablish clea ou ines, p o ide consis en
eedback, and ein o ce esponsibili y h ough encou agemen a he han punishmen . Communica ion be ween
home and school mus be s eng hened h ough egula pa en - eache upda es ha align class oom goals wi h
home expec a ions. Schools may also ini ia e pa en educa ion p og ams ocused on suppo ing lea ne s’ s udy
habi s, ime managemen , and pe sis ence. By aligning home ou ines wi h class oom p ac ices, bo h eache s
and pa en s can sus ain lea ne s’ mo i a ion and ensu e con inui y o beha io al expec a ions ha enhance
o e all academic pe o mance.
3.Schools and u u e esea che s p omo e and explo e s a egies ha ein o ce bo h social compe ence and sel -
egula ion among lea ne s. Teache s can design class oom ac i i ies ha encou age pee collabo a ion,
au onomy, and sha ed esponsibili y, such as coope a i e lea ning and e lec i e g oup p ojec s. Lea ne s om
au ho i a ian homes can be suppo ed h ough con idence-building ac i i ies, while hose om pe missi e
households may bene i om s uc u ed goal-se ing and a en ion- aining exe cises. Fo u u e esea che s, i is
ecommended o conduc longi udinal s udies examining how pa en ing s yles in luence socio-emo ional and
mo al de elopmen o e ime, inco po a ing mixed me hods such as in e iews and ocus g oup discussion o
iche con ex ual unde s anding. Such con inued esea ch and in e en ion can u he b idge home-school
collabo a ion and p omo e well- ounded lea ne de elopmen .
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