CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents readings and studies related to the present study. These

literature are presented in the two major areas the parenting style and students’

behaviour. A synthesis is presented at the end part of this section showing the

similarities and differences in these studies and gap that this study hopes to fulfil.

Parenting Style

A parenting style is a psychological construct representing standard strategies

that parents use in their child rearing. The quality of parenting can be more essential

than the quantity of time spent with the child. For instance, parent can spend an entire

afternoon with his other child, yet the parent may be engaging in a different activity

and not demonstrating enough interest towards the child. Parenting styles are the

representation of how parents respond to and make demands on their children. The

relationship of parents with children or parenting styles serves multiple purposes

(Spera, 2013).

In addition, parental attitudes and behaviours that are performed while raising

children have a significant impact on children’s future behaviour as well as shaping

behaviour at early ages. Children must have healthy relationships with their parents in

order to display consistent behaviours in society, to be self sufficient, to gain

necessary social skills, and achieve his/her independence. This is closely related with

parental attitudes and behaviours; i.e. the parenting styles that the parents adopt. The

most common parental attitudes are classified as democratic, authoritarian,

permissive, apathetic and overprotective (Akça, 2011).

Moral and psychological training, identification, growth and development of

children's talents, skills, familiarizing with the rules and norms of the society from the

perspective of parents are among these purposes. Parson (2015) consider two basic

functions for the family, i.e. socialization and prosperity of the child's personality.

Parenting styles are likely to affect children's personality traits (Eazazi, 2011).

Defined Parenting styles as a set or a system of behaviors that describes the parent

and child interactions over a wide range of situation and creates an effective

interaction atmosphere (Maher, 2010).

According to Seif (2014), Parenting style is a determining and effective factor

that plays an important role in children’s psychopathology and growth. Good

parenting is parenting that prepares children to meet the demands of the specific

culture or subculture in which they live. “We can nonetheless draw some conclusions

about the ingredients of good parenting that will apply in most settings. We can go far

in understanding which parenting styles are effective to prepare the children to meet

the society” (Darling & Steinberg, 2012 ).

Being a parent is universally considered complex and valued role that most

adults would undertake and regard as one of the most significant steps in their lives.

This is certainly evident in Philippine society, where the family is “ the center of

Filipinos’ universe” (Jocano, 2012).

From a scientific standpoint, an understanding of parenting is crucial to the study of

human development, given substantial research evidence that how parents raise their

children is cause and correlate of various positive and negative outcomes, from school

and work success to antisocial behavior and mental illness (Collins, 2015).

However, the current state of knowledge remains dominated by Western research

(Henrich et a.,l 2010) and more culturally diverse perspective on parenting and

families are essential to arrive at a more comprehensive knowledge of human

development .

There are themes that describe parenting in the Philippines. Parenting in the

Philippines has been shaped by the unique history, values, experiences, adaptations,

and ways of being that characterize the Filipino people and their culture. The

fundamental assumption of this chapter is that parent-child interactions, and the

complex roles, meanings, and consequences associated with parenting, are embedded

in and shaped by broader contexts as extended in networks, neighborhoods,

socioeconomic class, and culture.

Meanwhile, theoretical perspectives such as Bronfenbrenner’s Ecological

Systems (Brenner & Morris, 2010) and (Super and Harkness, 2011) propose that the

sociocultural environment represents blue prints or prescriptions that influence and

support the particular practices of parents as they interact with their children, and in

turn children’s responses to and behaviours towards their parents. The cultural context

likewise shapes the attitudes, beliefs, and goals that under gird parents’ behaviour;

and the kinds of environments and activities that parents set for their children.

Family is the fundamental and important structure of the society that has an

important role in one’s life and in the society . The importance of the family as social
structure is something unmistakable. Although affected by society and peers, children

are more influenced by the family. The influence of the family on the child and its

roles in the creativity, cultural, social, and moral aspects are very great and important.

Correct and balanced relationship between parents and their child is one of the factors

influencing both their physical and mental health (Kimble, 2014).

The parent of authoritative style exerts firm control but does not force their

opinions on the child using restrictions; individual child’s interest are recognized

along with his or her own parental rights and responsibilities (Baumrind, 2012). The

subjective parenting of fathers and mothers is indicated as a balance of negative and

positive impacts, whereas what is not clear is how this affects their sons and

daughters. (Darling, & Steinberg, 2013).

On the other hand, parenting style can be understood as a constellation of

attitudes in the child, of which they are informed and together, from an emotional

environment in which parent’s behaviour are exposed. These include the one through

which parents develop their own obligations as parents as well other kind of behaviors

such as gestures, changes in the tone of voice, spontaneous expressions of affect.

(Darling & Steinberg, 2012).

The construct parenting style was initially developed as a global resource to

describe the family context, up to the point that, in this context it was identified with

itself. The analysis based on this conception seemed to be more predictive of the child

attributes than the one based on the specific parental practices, seeing that the

influences of any particular practise in the child’s development was easier lost among

the complexity of other parenting attributes (Baldwin, 2010; Orlanky, 2011).

Parents can benefit from an understanding that how they parent, or their parenting

style, provides a basis for many healthy developmental outcomes during adolescenes.

In addition, it described the authoritarian parenting style as one that controls, and at

the same time evaluates the behaviour of their son and daughters, according to an

absolute standard set by a strong parental authority.

In the authoritarian parenting style, obedience and respect are demanded, and

punishment is endorsed, while verbal give and take are not encouraged. Finally,

parents of the permissive parenting style are non-punitive and accepting of the child’s

impulses ,desires, and behaviour. Baumrind (2014)

Authoritative Parenting Style. This section will describe the authoritative

parenting style are responsive, supportive, demanding, and guidance (Baumrind,

2011; Hoeve et al., 2013). Parents with an authoritative styles how high support and

high control toward children (Baumrind, 2011). Authoritative parent understand their

childrens feeling and teach them how to regulate themselves and guide them to learn

from any mistakes they make (Marsiglia, 2014).

They understand their children’s activities in appropriate ways and help their

children resolve problems (Baumrind, 2013). They show warmth, responsive, and

emotionally supportive of their children (Darling & Steinberg, 2014) and they

encourage communication, so both parties feel satisfied with each other. Authoritative

parents encourage children to be independent and develop their own identities, but at

the same time they also provide rules and boundaries for their children (Grolnick &

Pomerantz, 2012; Takeuchi, 2014).

Due to the guidance children receive, once authoritative parents set rules and

guidelines, the children tend to follow them consistently (Timpanoet al., 2014).

Authoritative parents recognize and set expectations appropriate for a children’s

developmental stage. Parents are firm with rules and give clear reasons to children

about why they have to follow them (Baurimd, 2013).

Parents with an authoritative style more openly discuss problems with their

children. Two way communication exists between parents and children, which helps

develop good parent-child relationships (Kim & Rohner, 2017). One might say that

authoritative parents treat children with respect and give reason why they punish or

reward their children.

Authoritarian Parenting Style. This section will describe authoritarian parenting and

its effects on children’s emotions and behaviours (Hoeve et al., 2012). Suggested that

authoritarian parents show low responsiveness and warmth but high control toward

their children. According to Baumrind (2011), authoritarian parents attempt to shape,

control and evaluate the behaviour and attitudes of their children according to a set

principle they provide. The parents tend to be conservative and strict. The children are

given little choice and have to follow parents orders (Gfroerer, 2016).

Parents have expectations, and children are not allowed to disobey their

parents. (Kim & Rohner, 2017) described authoritarian parents as those who monitor

their children’s behaviour. (Fletcher & Steinberg, 2011), determine behavioural

control as parents’ monitoring their children’s behaviour and activities outside the

home. For example, parents want to know where their children are and what they

doing. As part of parental control, parents also get involved in making decisions for

their children. The children do not have opportunities to decide what they want and as

a result become less self-confidence (Suldo & Huebner, 2013).

Moreover, authoritarian parenting is restrictive, rigid, and punitive where

parents pressure children to follow their direction and to respect their words and

efforts (Timpano, 2016).

Permissive Parenting Style. This style will describe permissive parenting style and its

effects on children’s emotions and behaviours. According to Baumrind (2011),

permissive parents exhibit non punitive, acceptance, and affirmative behaviour toward

their children’s needs, desires, and actions. There are positive and negative elements

of permissive parenting (Hoever, 2013). Found that permissive parents show high

responsiveness and support for their children, while at the same time, having low or

little control of the children.

According to (Marsiglia, 2013), Permissive parents give their children freedom to

act without monitoring and setting limits. Permissive parents hope that by giving their

children freedom, their relationship with their children will become closer. Thus,

children of permissive parents often plan and regulate their own activities at a young

age without parental attention. Baumrind (2012) stated, for the reason that children of

permissive parents always do their activities independently, these children are more

mature and responsible.

Keehn (2016) found that while parents with a permissive parenting style are

responsive to the children, they fail to set expectations or boundaries for their

children. Permissive parenting style is potentially unsafe for children because it is

unsuccessful in developing good judgment among children.

Neglectful Parenting Style. Hoeve (2011) described neglectful parenting style as

parents showing low support and low control of their children. Parents tend to be

uninvolved in their child’s life. They pay less attention and give little care to their

children. ( Suldo & Huebner, 2014). Alegre (2011) emphasized that parents may be

disconnected, undemanding, low on sensitivity, and do not set limits.

 Neglectful parents do not pay attention to their children’s emotions and opinions.

Parents maybe emotionally unsupportive of their children, but still provide for their

basic needs such as food and shelter. Children whose parents are neglectful may feel

that other aspects of the parents’ lives are more important than they are. Neglectful

parenting style was identified by Maccoby and Martin (2014) when they expanded

Baumrind’s parenting style from three to four parenting styles. According to most

scholars, neglectful parenting style has resulted in negative outcomes among children

(Ruttle & Barrieau, 2013). The next section will describe the specific effects of

neglectful parenting on children’s emotions and behaviors.

Students’ Behavior

In the literature, different terms have been used to describe problematic

behaviours of students. For instance, Stewart (2017) referred student misconduct to

disciplinary violations in school. Child problematic behaviour can be distinguished

along two major dimensions: internalizing behaviors, which include behaviors such as

anxiety, sadness, social withdrawal, and fearfulness externalizing behaviors, which

include behaviors such as over activity, poor impulse control, non-compliance,

aggression toward others, and tantrums (Achenbach & Edelbrock, 2011).

There are many studies of different aspects of students’ information behaviour

conducted over different groups of students, and as (Rowley & Urquhart, 2015)

quoted the students’ behaviour is diffused and difficult to draw into a coherent

knowledge base. Student misbehaviors such as disruptive talking, chronic avoidance

of work, clowning, interfering with teaching activities, harassing classmates, verbal

insults, rudeness to teacher, defiance, and hostility Reed DF, (2010).

These behaviors referred to “an activity that causes distress for teachers,

interrupts the learning process and that leads teachers to make continual comments to

the student” Arbuckle, (2016) or “the myriad activities which disrupt and impede the

teaching-learning process” (Thompson B. 2010). Nothing that school misconduct is

one of the manifests of the problem behavior syndrome (Jessor, 2011). Also used

these behaviors to measure secondary school students' behavior problems, with a

replacement of eating with verbal abuse because they found that teachers did not

perceive eating as a problem behavior among secondary school students whereas

verbal abuse was a more relevant behavior problem ( Houghton S, 2014 ).

The Relationship between parenting style and student behaviour

Parents play an influential role in molding and shaping the behavior of their children.

Parenting style is one of the reason students adopt problematic behavior due to more

than necessary power exercised on students by parents. In contrast, it is effective on

some students, as the parent uses techniques such as moderate parenting styles.

From a scientific standpoint, an understanding of parenting is crucial to the study of

human development, given substantial research evidence that how parents their

children is caused and correlate of various positive and negative outcomes, from

school and work success to antisocial behaviour and mental illness (Collins, 2010).
Furthermore, parenting styles on child outcomes is complex, because there exists

an overwhelmingly wide range of parenting behaviors and an equally wide range of

child behavioral outcomes. The causal relation between parenting styles and child

behavior outcomes is similarly opaque depending on the timing and measurement

of the behaviors in question.

For example, in a study of adolescents’ perception of their parents’ psychological

control, or the extent to which parents try to control their children’s emotions and

beliefs, and adolescents’ self-reported internalizing and aggressive behaviors,

researchers found child behavior as a stronger predictor of changes in parental

psychological control than parental behavior as a predictor of changes in adolescent

behavior (Albrecht et al., 2016).  Because this relation is multidirectional, studying

the influence of parenting practices over child behavioral outcomes becomes even

more complex.

In this chapter presented and discussed the relationship between parenting

style and student behavior. According to Seif (2014), Parenting style is a determining

and effective factor that plays an important role in children’s psychopathology and

growth. (Darling & Steinberg, 2011) stated that, parenting style can be understood as

a constellation of attitudes in the child, of which they are informed, and together from

an emotional environment in which parent’s behaviour are exposed.

These include the one through which parents develop their own obligations as

parents as well other kind of behaviours such as gestures, changes in the tone of

voice, spontaneous expressions of affect.

Studies showed that parenting styles impact on child’s and adolescents social,

emotional and intellectual development (Baumarind, & Hooven, 2010) Compared

with teenagers raised by either permissive or authoritarian parent those raised by

authoritative parents were relatively confident, socially skilled and they tended to stay

clear of drug abuse & other problem behaviours. Authoritarian / democratic and

authoritarian / restrictive behaviour of parents appeared to be predictive of both the

child’s pro social behaviour and his or her socio-metric status (Dekovic & Janssens,

2014).

Maccoby & Martin (2012) stated that the combination of warm, nurturing parenting

with good behavioral standards results in the formation of competent, responsible,

independent and confident children. Hence, children whose parents are warm,

supportive and emotionally invested in child growing are more academically and

socially competent and less inclined to show behavioural problems compared with

age mates whose parents are less nurturing and less involved in their lives conversely

the absence of parental nurturing has been found to impair child’s emotional

competence.

Authoritarian / democratic and authoritarian / restrictive behaviour of parents

appeared to be predictive of both the child’s pro social behaviour and his or her socio-

metric status (Dekovic & Janssens, 2011). Anxiety in school children has been found

to be positively related to authoritarianism, anxiety and rigidity in fathers and the use

of strict discipline (Hassan, Enayatullah & Khalique, 2014).

Passi (2011) has observed that if parents are authoritarian type in all likelihood, the

children are going to develop into aggressive and hostile adults with feelings of

frustration wrought over them.

Furthermore, parents must understand their moral responsibility in adopting adequate

parental care such as continuous awareness of child’s needs, familiarity with his/her

activities, acquaintance with his or her friends and adequate overall supervision, he

further added that parental treatment such as screaming at the child and excessively

criticizing or generally ignoring the child have harmful effect on the self-esteem of

the child.

Simmons and Conger (2010) studied the differences between mothers and fathers

with regard to authoritative, authoritarian, indulgent and uninvolved parenting styles.

The study highlighted that the most common form of family parenting style was

authoritative and the family parenting style which are associated with the best results

for children are two authoritative parents or an authoritative father paired with an

indulgent mother or vice versa. The worst child outcomes are associated with

combinations of parenting styles that include an uninvolved mother paired with an

indulgent or an uninvolved father.

Mohammad Ali Besharat, Koorosh Azizi and Hamid Poursharifi (2011) studied on

the relationship between parenting styles and childrens academic achievement, results

indicated that both authoritative and authoritarian parenting styles were negatively

associated with children’s academic achievement, permissive parenting style showed

no significant association with children’s academic achievement, finally he concluded

that parenting styles would influence children’s academic achievement.

Indra Dhull and Pragat Singh Jathol, (2011) conducted a study aimed to study the

coping strategies of adolescents in relation to their academic achievement and home

environment. Findings indicate that despite difference in the academic achievement,

ways of coping were similar in both high achievers and low achievers. It has also been
found that there is no significant difference between coping strategies of adolescents

having favourable home environment.

Giselle Farrell, (2015) conducted a study to examine the relationship between

parenting style and the level of emotional intelligence in pre school-aged children.

The results indicated that there was one significant relationship found specifically

between the authoritarian parenting style and pre school-aged children’s degree of

negative affect or negative temperament related to emotional intelligence.

Mattar (2017) examined the relationship between maltreatment (Psychological and

neglect) and emotional intelligence among students in seventh grade. The results

indicated significant differences for all domains except intrapersonal skills. Further

the results revealed, no significant differences in emotional intelligence of the

maltreated attributed to students gender. Finally, there were significant differences in

emotional intelligence which were attributed to the type of maltreatment in favour of

neglect.

Parenting Styles and Emotional Competencies Families provide young children with

specific skills and characteristics that serve them well with their peer relations (Lewis

& Saarni 2012; Denham, 2013). Several aspects of emotions such as encoding,

decoding, emotional regulation, emotional expressiveness has been suggested as

antecedents of peer competence (Cassidy, Parke, Butkovsky & Braungest, 2012).

Children with more expressive parents have better peer relations. Extensive review of

past research indicated that parents play an important role in children’s emotional

socialization (Eisenberg, 2011). Parents who are highly accepting and less controlling

of their children’s emotional display are likely to have children who are more

accepted by peers. However the extent to which parents control the children’s
emotions is related to their emotional & social competence (Murphy, Holgen, &

Losoya, 2013).

Several studies showed that parenting styles or disciplinary method adopted by

parents determines the adolescents emotional competence ( Leiderman & Roberts,

2010). The emotional and social adjustment of a child from home with favourable

parent child relationship is definitely superior to those of children from home where

family relationship is less favourable.

Parents warmth and support predicted lower levels of depressive symptoms and lower

levels of irritability hostility among the young adults (Aquilino & Supple, 2012).

Baumarind, ( 2010 ) has rightly said that supportive parenting combined with parental

firmness with regard to setting limits, standards is associated with socially responsible

behaviour in childhood. Parental but not maternal encouragement of emotional

expression was linked to social competence in children (Robert & Strayer, 2014).

Several earlier studies suggest that fathers play an important and unique role in the

development of social understanding of emotional regulation. Fathers who were more

controlling towards children’s emotional expressiveness were most likely to have

children who gave less complex responses about interpersonal consequences of

emotional management (Saarni, 2016). Father’s influences on emotional expression

are particularly notable for boys, and even though father’s express negative emotions

less frequently than mothers they have impact on children’s social competence (Isley,

2014).

Adolescent’s perception of their parents influence suggests that parental modeling,

encouragement, facilitation and rewarding have substantial effect on their emotional

intelligence, task orientation and social functioning (Marinez, Pons & Manekel,
2010). Authoritative parenting was related to significantly higher means associated

with lower psychosocial maturity, whereas permissive and mixed parenting styles

were more advantageous than either authoritarian or neglectful parenting

(Mantzicopooplos, 2016).

Baron (2010) believes that emotional intelligence grows from childhood into late

50’s and EQ reaches its peak from one’s mid 40’s to mid 50’s. Emotional intelligence

and cognitive ability play equally important roles in explaining differences in people’s

ability to influence and demonstrate interpersonal competence. Assertiveness

sometimes labeled as dominance is linked with high status, because women generally

have lower status, it follows that they would also be lower in assertiveness (Eagly,

2016). An adolescent’s self esteem can be a useful indicator of the success within

which he/she is proceeding through this important period.

Parental supportive behaviour has been found to be positively related to self esteem

and various types of negative controlling behaviours have been found to be negatively

related to self esteem.

Devi (2013) found that majority of the adolescents had average and above average

emotional intelligence levels. Girls out performed boys in interpersonal component of

emotional intelligence they also surpassed on dimensions like self-awareness,

empathy, social responsibility and problem solving.

In conclusion, it was found that adolescents from joint families were highly

emotionally intelligent, high self-regard and good at interpersonal relationships.

Adolescents from large families were more flexible. Adolescents with educating and

well placed mothers were highly adaptable.