Parenting Styles Vis-À-Vis Academic Self-Concept and Academic Performance of Grade III Pupils of Dau Homesite Elementary School in Mabalacat

Abstract

The research aimed to describe and assess the parenting styles of the parents of the Grade Three pupils enrolled in Dau Homesite Elementary School in Mabalacat City, Pampanga and correlate them with their children’s academic self-concept and academic performance. To obtain the necessary data, the instruments utilized were the Primary Caregivers Practices Report (PCPR) for parent respondents and Academic Self-Concept (ASC) for pupil respondents. In addition, data on the pupils’ academic performance, particularly their General Weighted Averages for Academic Year 2013 –2014 were obtained. For descriptive purposes, categorical data were presented as frequencies and percents. Numerical data were summarized using means and standard deviations. To determine the parenting styles of the parent-respondents, the pupils’ academic self-concept and academic performance were significantly related. Spearman rho correlation was used since the said variables were not normally distributed (based on Kolmogorov-Smirnov test). P-values less than 0.05 were considered significant. Statistical computations were performed using SPSS 17. In view of these findings, the dominant parenting style was authoritative. Only few parents practiced the authoritarian parenting style. No one among the parents employed the permissive parenting style. The pupil-respondents had moderate levels of academic confidence and academic effort. In general, the academic performance of the pupils was barely passing. Academic confidence, academic effort, and academic self-concept are associated with better academic performance. Authoritative parenting style positively affects pupils’ academic performance while authoritarian parenting style negatively affects pupils’ academic self-concept and academic performance. Pupils with authoritative parents are likely to have better academic performance.