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CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale
Sigelman and Rider (2006) state that Many noted theorists have
argued
that no social relationship is more important than the first:
the bond between
parent and infant. Both Freud and Erikson placed great emphasis
on the parent-
child relationship and its importance to normal development.
A philosophy is built on years of child development research
which shows
that while each child is pre-wired with certain traits,
temperament and abilities,
its the interaction with their environment, especially their
parents, which
ultimately determines how these characteristics are manifested
as they grow and
develop into competent adults. Parenting can be a daunting
prospect even for
the most accomplished and the most prepared. Good parenting is a
balance of
many different factors and you will need to discipline as well
as spend good,
quality time with your child. Although parenting is unarguably
the most important
of occupations, it is one of the few that requires no formal
education, no
examination to test a persons ability to take on such a role,
and no refresher
course to ensure that a parent is following healthy standards of
childrearing.
According to Amy Tiller, Belsky, Robins, and Gamble define
competent
parenting as the style of child rearing that enables the
developing person to
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acquire the capacities required for dealing effectively with the
ecological niches
that she or he will inhabit during childhood, adolescence, and
adulthood
Competent parenting is related to warmer, more accepting, and
more helpful
styles of parenting.
Although education is not the only road to success in the
working world,
much effort is made to identify, evaluate, track and encourage
the progress of
students in schools. Parents care about their child's academic
performance
because they believe good academic results will provide more
career choices
and job security. Parental involvement has been shown to be an
important
variable that positively influences childrens education. More
and more schools
are observing the importance and are encouraging families to
become more
involved. Because of this recent trend, it has become essential
to understand
what is meant by parenting styles and in what ways it has an
influence on
childrens education.
The researchers choose to have this research because they want
to know
if there is a significant relationship in the way the students
perform in their studies
in relation to how their parents brought them up.
The way parents interact with their children has a direct effect
on their
development their level of confidence and self-esteem, their
sense of security,
their emotional well-being, the way they relate to others, how
they deal with
authority, and their performance in school. Guidance is
necessary particularly in
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the college level where the growing complexity of present day
life has intensified
already.
Based on the researchers observation in relation to the
academic
performance of students, they have seen that the way parents
brought up their
children affects their attitudes, perceptions and how they go
about in their
academic performances. The researchers also want to know if
whether a
particular parenting style is more effective in motivating a
student to excel in
academics compared to the other parenting styles.
In accordance to the aforementioned statements, this study is
conducted
by the researchers for the purpose of determining the
relationship of the
academic performance of nursing students in relation to their
parents parenting
style.
Theoretical Background
This study is anchored mainly on Diana Baumrind's theory of
parenting
styles. According to Vanderwoerd (2003), Diana Baumrind seemed
to touch on
the idea of respect in her investigation into different
parenting styles. Her
parenting styles were based on two aspects of parenting that are
found to be
extremely important. The first was "Parental responsiveness",
which refers to the
degree the parent responds to the child's needs. The second was
"Parental
demandingness" which is the extent to which the parent expects
more mature
and responsible behavior from a child. Using these two
dimensions, she
recognizes three different parenting styles: permissive,
authoritative, and
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Figure 1 : Theoretical Conceptual Framework of the Study
Diana Baumrinds Theory
of Parenting
Nurturance Model
Family Code of the Philippines
Section IX Article 220
Level III Nursing Students of
Holy Name University
Parenting Styles:
Authoritarian
Authoritative
Permissive
Academic Performance
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authoritarian. Permissive parents tended to give up their
authority over their
children. They provided few or no controls, and very little
predictability or
security. While they may have attempted to respect their
childrens autonomy,
they did not recognize their childrens need for guidance and
direction.
Authoritative parents recognized their childrens autonomy, and
allowed them the
opportunity to explore and test their environment under the
safe, predictable
structures which the parents provided. When disciplining their
children,
authoritative parents provided logical and meaningful
explanations to their
children, and related consequences to their childrens behavior.
Finally,
authoritarian parents tended to offer no explanation when
punishment was dealt
out.
Our supporting model is the nurturant parent model and it is a
parenting
style which envisions a family model where children are expected
to explore
their surroundings with protection from their parents. This
model believes that
children inherently know what they need and should be allowed to
explore. The
parents are responsible for protecting their child during this
exploration,
including protecting their child from themselves by offering
guidance. A child
will be picked up if the child cries because the parent wants
the child to feel
safe and nurtured. If a child grows up believing that its needs
will be met, it will
be more confident when facing challenges.
Ideas involved in this model include:
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True discipline is not a matter of strict obedience, but
of respect and compassion.
The world is no more inherently hostile than it is inherently
friendly; it
merely commands respect.
Respect and compassion can only be taught by example.
The nurturant parent model is discussed by George Lakoff in his
books,
including Moral Politics and Whose Freedom? In these books, the
nurturant
parent model is contrasted with the strict father model. Lakoff
argues that if the
metaphor of nation as family and government as parent is
used,
then progressive politics correspond to the nurturant parent
model. For
example, progressives want the government to make sure that the
citizens are
protected and assisted to achieve their potential. This might
take the form of
tough environmental regulations or healthcare assistance.
Section IX Article 220 of the Family Code of the Philippines
states that the
parents and those exercising parental authority shall have with
the respect to
their unemancipated children on wards the following rights and
duties:
(1) To keep them in their company, to support, educate and
instruct them by
right precept and good example, and to provide for their
upbringing in
keeping with their means;
(2) To give them love and affection, advice and counsel,
companionship and
understanding;
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(3) To provide them with moral and spiritual guidance, inculcate
in them
honesty, integrity, self-discipline, self-reliance, industry and
thrift, stimulate
their interest in civic affairs, and inspire in them compliance
with the duties
of citizenship;
(4) To furnish them with good and wholesome educational
materials,
supervise their activities, recreation and association with
others, protect
them from bad company, and prevent them from acquiring
habits
detrimental to their health, studies and morals;
(5) To represent them in all matters affecting their
interests;
(6) To demand from them respect and obedience;
(7) To impose discipline on them as may be required under
the
circumstances; and
(8) To perform such other duties as are imposed by law upon
parents and
guardians.
Although parenting is unarguably the most important of
occupations, it is
one of the few that requires no formal education, no examination
to test a
persons ability to take on such a role, and no refresher course
to ensure that a
parent is following healthy standards of childrearing.
Many studies exist that examine parenting styles. In Tillers
study, it was
said that Baumrinds three parenting styles of authoritarian,
permissive, and
authoritative are often used in studies investigating parenting
styles in relation to
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diverse child outcome variables, such as academic achievement,
self-
confidence, aggression, delinquent behavior, and substance
abuse. Researchers
typically have identified these three parenting styles based on
the levels of
control and warmth displayed by parents on a regular basis and
in a variety of
situations. Past research has also included a fourth parenting
style called
neglectful, which is characterized by low warmth and low
control. Maccoby and
Martin call this parenting style Indifferent-Uninvolved. They
describe these
parents as emotionally detached. Indifferent, uninvolved, or
neglectful, parents
tend to keep their children at a distance, responding to child
demands only to
make them cease. Little is known about this parenting style, and
research on this
population of parents is lacking because they are typically not
very responsive or
involved in their childrens lives. Because these parents, and
consequently their
children, are difficult to study, the current study examined
only the three
previously mentioned parenting styles.
According to Marc H. Bornstein, children do not, and cannot,
grow up as
solitary individuals; parenting constitutes an all-encompassing
ecology for
development. From the start, parenting is a "24/7" job.
Parenting formally begins
during or before pregnancy and can continue throughout the life
span: Practically
speaking for most, once a parent, always a parent.
In Tillers research, it is mentioned that studies that examined
how
parenting styles influenced the cognitive development of young
elementary-aged
children are rare and no studies were found that used a
standardized
assessment of cognitive ability, like the Woodcock Johnson. In a
study of
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adolescents, Dornbusch found that authoritarian and permissive
parenting styles
were negatively associated with higher grades, whereas the
authoritative
parenting style was positively associated with higher grades.
Radziszewska,
Richardson, Dent, and Flay found similar results in their study
of 15-year-olds. In
another study of adolescents, Leung, Lau, and Lam found that
that academic
achievement was negatively related to authoritarianism. In a
study of adolescent
minority students, Boveja found that adolescents who perceived
their parents to
be authoritative engaged in more effective learning and studying
strategies.
Sharon E. Paulson emphasized in her article on Patterns of
parenting during
adolescence: perceptions of adolescents and parents that many
studies of
parenting during adolescence have examined the relations between
parenting
characteristics (e.g., parenting style and parental involvement)
and adolescent
outcomes (e.g., school achievement). Parenting style usually is
conceptualized
along two dimensions: parental demandingness (control) and
parental
responsiveness (warmth), which can be combined to create four
categories of
parenting - authoritative (high demandingness and high
responsiveness),
authoritarian (high demandingness and low responsiveness),
indulgent or
permissive (low demandingness and high responsiveness), and
indifferent or
neglecting (low demandingness and low responsiveness). Research
has shown
that authoritative parenting is more related to higher levels of
adjustment
psychosocial maturity, psychosocial competence, self-esteem, and
academic
success than are other parenting styles. Studies which examined
the dimensions
of parenting separately similarly found positive relations of
both acceptance
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(responsiveness) and control (demandingness) with psychosocial
maturity,
school achievement, and self-esteem.
In Alex Martins article (2007) on parenting involvement, he
pointed out
that the climax rests in the fact that how the parents would
know that their
sincere involvements are really proving worthwhile for their
children. The answer
lies in the attitude of the children. The degree of parental
involvement can be
judged by a childs attitude towards his school subjects, his
academic desires
and achievements. There is a direct relationship between
academic
achievements and the attitude towards school. Schunk had the
following idea of
aspiration or academic desires: Level of aspiration is defined
as ones subjective
probability that he or she will reach a certain level of
education. (Abu, H. &
Maher, M). As a result children who received adequate parental
concern were
found to be much more confident in their academic desires and
achievements
than those who could not get the right amount of parental
concern.
In addition to their involvement in specific aspects of their
children's
education, styles of parenting also affect children's attitudes
toward academic
achievement. For example, adolescents who described their
parents as "warm,
democratic, and firm" (i.e., a parenting style characterized as
authoritative
parenting) were more likely than their peers to develop positive
attitudes toward
and beliefs about their achievement. These results, however,
were true for a
predominantly white middle-class to upper-middle-class
population. Investigation
of links between parenting practices and academic achievement
among varied
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ethnic groups have suggested that the relationship between
parenting style and
achievement is more complex.
Students' educational aspirations appear to be influenced not
only by parents,
but also by peers. For example, Laurence Steinberg, Sanford
Dornbusch, and B.
Bradford Brown found that high-achieving white students
benefited from the
combination of authoritative parenting and peer support for
achievement, while
lower-achieving Hispanic students suffered from a combination
of
authoritarian parenting (characterized by high demands and low
warmth) and low
peer support as cited in an article about Parenting Influence On
Childs
Educational Aspirations and attainment. For African-American
students, the
benefits of authoritative parenting appeared to be offset by low
peer support for
achievement, while the negative consequences on Asian-American
students
of authoritarian parenting were tempered by peer support.
Vanderwoerd (2003) also quoted that Eleanor Maccoby found that
children of
authoritarian parents tended to have low self-esteem, lacked
empathy, were
unable to internalize moral standards, lacked independence, and
were weak in
establishing positive peer relationships. According to Chan ang
Koos research,
there is indeed evidence to suggest that parenting practice
matters, especially for
educational outcome. For example, Astone and McLanahan analyze
data from
the High School and Beyond Study, and show that students
educational
outcomes are better if parents want their children to graduate
from college,
supervise their schoolwork, or simply talk to them at least
weekly. But Astone
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and McLanahan also show that these parenting practices explain
little of the gap
in educational attainment between children from intact and
non-intact families.
Similarly, Chan and Koo (2009) quote Pong. In that Pong use data
from
the Add Health Study and show that, net of family socioeconomic
background
and other demographic variables, parenting styles have positive
associations
with students grade-point average. However, they argue that
parenting style
does not mediate the ethnicitygenerational differences in school
grades.
In a third paper that is based on the National Educational
Longitudinal
Study, McNeal, Jr.(1999) shows that students truancy and
drop-out rates are
lower if parents are involved in parentteacher associations
(PTAs), discuss
educational matters with their child, or monitor their childs
behavior. However,
the result is less consistent when it comes to science
achievement scores: while
parentchild discussion is associated with higher achievement
scores, parental
monitoring and parental involvement in PTAs are associated with
lower scores.
This leads McNeal to conclude that parental involvement is more
salient for
behavioral than for cognitive outcomes. He also argues that
parental involvement
has stronger effects for white and more affluent students. The
results regarding
non-educational outcomes are less consistent across studies.
Chan and Koo
(2009) also mention in their study Barnes and Farrell and they
report that, net of
various controls, including family history of alcohol abuse,
higher levels of
parental support, and monitoring are associated with lower
levels of alcohol use,
drug use, and delinquent behavior among adolescents. In
contrast, Ennett report
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that parentchild communication about tobacco and alcohol use is
not associated
with the initiation of smoking or drinking among
adolescents.
Research such as that by Rodriguez Castellano (2003) demonstrate
that a
positive family climate favors the development of well-adapted ,
mature, stable
and integrated subjects, and an unfavorable family climate
promotes non-
adaptation, immaturity, lack of balance and insecurity as cited
in Diazs study on
personal, family, and academic factors affecting low achievement
in secondary
school.
In an article entitled The Parents Role: Learning Differences at
College,
it is pointed out that it is very important that in the academic
years of students,
parents should be supportive of their choices, but any more than
this is too much.
Matt, a recent anthropology graduate, stated that parents should
let their children
know that they are there for them and that they can help, but
they should not try
to do more than this, like they might have back in high school.
College students
have many obstacles to overcome in order to achieve their
optimal academic
performance. It takes a lot more than just studying to achieve a
successful
college career. Factors such as parental involvement in the
light of parental
expectations, can pose a significant effect on a students
academic performance.
Parental expectations have a notable influence on academic
results, even when
controlling for initial knowledge and socio-economic context.
The more subtle
aspects of parental involvement, such as parental styles, had a
greater impact on
student educational outcomes.
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THE PROBLEM
Statement of the Problem
The study aims to investigate the relationship of parents
parenting style
and academic performance among Level III Nursing students for
the school year
2010-2011.
Specifically, the study seeks to answer the following
questions:
1. What is the demographic profile of the parents of the
respondents in
terms of:
a. Age
b. Occupation
c. Educational Attainment
d. Familys Monthly Income
e. Number of siblings in the Family
2. What is the parents parenting style in terms of
a. Authoritarian
b. Authoritative
c. Permissive
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3. What is the profile of the academic performance of the
randomly
selected nursing subjects?
4. Is there a significant relationship between parents parenting
style and
the respondents academic performance in the nursing
subjects?
5. Based upon the findings of the study, what recommendations
will be
proposed to improve their academic performance?
Statement of the Hypothesis
The study seeks to test the null hypothesis that states: there
is no
significant relationship between parenting styles and the
academic performance
of Level III Nursing students of Holy Name University.
Significance of the Study
The researchers would like to share with genuine interest how
significant
the study is to the following group of persons:
Students. This study will serve as their inspiration in putting
more
motivation in studying, which in return, may affect their
academic performance.
Moreover, the students will be given better understanding to
their perception with
regards to strategies in studying.
Clinical Instructors. As mentors of the students, they could
enhance their
way of teaching and come up with a strategy that is best
suitable to improve the
academic level of the students. Furthermore, the study will make
them aware
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about the students attitudes in response to their teaching
styles. This will also
help them determine which teaching strategy is more effective
and easier to
conduct a smooth-sailing flow of discussion.
Administration.This study will serve as basis for them to assess
the
degree of effectiveness of the teachers teaching strategies. In
line with that, they
may give insights for professional training and development to
enhance the
competencies of teachers.
Parents. This study will serve as their instrument in giving
information,
their perception regarding the styles of parenting they
exemplify to their children
and how it directly translate into effects in academic
performances.
Guidance Counselors.This study may serve as inspiration for them
to
mold students about their character, and styles in studying
habits thus making
students in becoming a better person. They are there to advice
and at the same
time encourage the students to verbalize feelings concerning
their degree of
academic performance.
Future Researchers. This study will serve as their reference for
their
future research undertakings and they may use the gathered data
as basis in
conducting research studies of their own.
Scope and Limitation
The primary focus of this study is to determine the relationship
of
Parenting Style and Academic Performance among 3rd year Student
Nurses of
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Holy Name University School Year 2010-2011. Specifically, the
dependent
variable will determine the academic performance of the 3rd year
Nursing
students of Holy Name University through their final grades of
all lecture major
subjects. The independent variable which are the different
Parental Styles, is
comprised of three types namely: Authoritarian, Authoritarian,
and Permissive
Styles.
The limitation of this study covers the accessibility, the
collaboration,
willingness to participate, and the honesty of our respondents
in answering the
questionnaires. As well as we limit our data to respondents
living with their
biological parents. Limitations also include the availability of
the data needed to
be collected from the registrars office, and the Nursing
Administrators office.
The researchers have chosen the 3rd year students of Holy
Name
University as the suitable respondents whose census is enough to
assess the
validity and reliability of the study.
RESEARCH METHODOLOGY
Research Design
This study will use descriptive research design, which is the
most effective
method used to describe an existing condition or a phenomenon
and tends to
explore a certain fact that influence the variables of the
study, with the
questionnaire as the major data gathering methodology.
Descriptive as it seems
at describing the learning whether there is significance in the
influence of
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parenting styles in the academic achievement of 3rd year BSN
students at the
time of the study.
Research Environment
This study will be conducted at Holy Name University which is
located at
Janssen Heights, Dampas, Bohol under Region VII. The said
institution is located
at the heart of the city. It is a catholic educational
institution manned by members
of the Society of the Divine Word (SVD) and selected group of
lay educators
committed to the education of the youth. The school was founded
by Rev.
Alphonse Lesage, SVD on June 1947 and was formerly named as Holy
Name
College. Presently there are seven departments in which Nursing
is one.
The College of Nursing started its operation on May 18, 1985
after the
approval of the Department of Education Culture and Sports. It
was on October
19, 1987 that the Divine Word College, College of Nursing City
of Tagbilaran
received her recognition. In the beginning year, the population
was 40 until it
grew rapidly in the early part of 1990s. However the enrolment
dwindled towards
the middle part of 1990 up to the year 2000.
The study will be particularly conducted on the different
classrooms
wherein classes are going on of the Nursing students who will be
chosen as
respondents for this study. It is particularly located on the
Freinademetz Building
of this constitution.
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Research Respondents
The respondents of this study are students of Holy Name
University, who
are enrolled at the College of Nursing and are currently 3rd
year students of the
school year 2010-2011. List of respondents will be obtained from
the Nursing
Administrators office, reflecting the total number of 3rd year
students. From the
list, the respondents will be drawn by stratified sampling data.
Total number of
respondents will be determined by the use of the formula:
Sample Size by Cochran
ss=2
2
(1 )z p p
c
Where:
Z = Z value (e.g. 1.96 for 95% confidence level)
p = percentage picking a choice, expressed as decimal
(.5 used for sample size needed)
c = confidence interval, expressed as decimal , acceptable
margin of error for the
proportion being estimated (degree of precision)
(e.g., .04 = 4)
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Correction for Finite Population
New ss = 1
1
ss
ss
pop
Where: pop = population size
Total number of Level III Nursing students is 373. There will be
24-26
students per section chosen to participate in this study. There
is a total of 8
sections in the level III. Hence, giving us a total of 197
respondents.
Research Instrument
Quantitative
This study will use a Parental Authority Questionnaire. This
questionnaire
includes the demographic profile of the respondents parents,
such as: age,
occupation, educational attainment, monthly income, number of
siblings in the
family.The Parental Authority Questionnaire will be composed of
questions on
determining parental styles.
The data gathered for the grade of the respondents will be
obtained
through a formal letter of request addressed to the office of
the registrar.
Qualitative
Focus Group Discussion (FGD) is a group discussion of
approximately 6 -
12 persons guided by a facilitator, during which group members
talk freely and
spontaneously about a certain topic, in this case, about
parenting.
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A FGD is a qualitative method. Its purpose is to obtain
in-depth
information on concepts, perceptions and ideas of the group. A
FGD aims to be
more than a question-answer interaction. The idea is that group
members
discuss the topic among themselves, with guidance from the
facilitator.
Research Procedure
Prior to administration of the instruments, it will be pilot
tested to 10
random 3rd year nursing students of Holy Name University who
will then be
excluded in the final respondents. This will be done to ensure
that all problems
were easily understood, free from errors, and to ascertain the
length of time
needed in answering the questionnaire.
The instrument will be administered during their fourth year
first semester
classes of the respondents; room to room basis hence, asking
information to the
registrars office about their room schedules and assignments.
Permission from
the students in answering the questionnaires will be requested
upon
administration of instruments. Consideration from their clinical
instructors or any
instructor in-charge will also be asked as instruments will most
likely be
distributed before the beginning of their class.
In conducting the Focus Group Discussion, the moderator leads
the
discussion, keeps the conversation flowing and takes a few notes
to remember
comments that s/he may want to use later. The assistant
moderator takes
comprehensive notes, operates the tape recorder, handles the
environmental
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22
conditions and logistics, responds to unexpected interruptions
and keeps track of
time.
Statistical Treatment
To determine for the academic performance of the respondent and
are
computed using mean and standard deviation of the responses, the
formula is
listed below.
X=
S=
where:
= mean
= symbol of summation
= frequency of response
= the variables
s = standard deviation
To test for the significant correlation between parents
parenting style and
academic achievement, the Pearson Product Moment Coefficient of
Correlation
has been used with the formula:
r =
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where:
= total no. of respondents
= the independent variable
= the dependent variable
= symbol of summation
To test for the significance of the Pearson, the T-test for the
significance
of (r) has been used, whose formula is listed below:
t=
where:
r= the computed Pearson (r)
t= the computed t-test
Definition of Terms
Academic Performance
The average of the final grade of 3rd year nursing students in
their 5 major
subjects of the school year 2010-2011 namely NCM 103.N, NCM
104.N, NCM
105.N, ECON 1N, & ELECTIVE 1.
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Parenting Style
The method used by parents in raising a child depending on their
own way
of doing.
Authoritarian Parents
Parents exercise full control on their children. They dont
listen to their
childrens wants or requests.
Democratic Parents
Parents set limitations and standards to their children at the
same time
listen to the side of their children.
Permissive Parents
Parents tolerate their children in all their activities
Uninvolved Parents
Parents dont get involved in the life of their children.
Children can do
whatever they want without even consulting the parents.
Children
The BSN level III students enrolled at Holy Name University
school year
2010-2011.
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BIBLIOGRAPHY
A.Books
Theis, Kathleen; Jones, John Travers, Development Through the
Lifespan
Barlett Publishers Massachussets 2nd Ed (2009)
Pilliteri, Adele, Maternal and Child Health Nursing; Care of the
Childbearing
& Childrearing Family Vol. 1 5th Ed (2007) pp. 324
B. Journals
Vanderwoerd, Jim, Journal of Child and Youth Care, Vol. 5 No.1
pp. 39-40
Paulson, Sharon, Patterns of parenting during adolescence:
perceptions of
adolescents and parents, Adolescence, Summer, 1996
Marc H. Bornstein, Parenting: Science and Practice, Volume 1,
Issues 1 & 2,
May 2001
Goldberg, Dana, Parenting - Find The Right Balance!, March 6,
2006
C. Electronic Sources
Chan, Tak Wing; Koo, Anita, Parenting Style and Youth Outcomes
in the
UK*,
http://users.ox.ac.uk/~sfos0006/papers/esr2010.pdf
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26
Diaz, Antonia Lozano, Personal, family, and academic factors
affecting low
achievement in secondary school,
http://www.investigacion-
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Martin, Alex, Parents Involvement in Childrens Education,
http://www.articlesbase.com/education-articles/parents-involvement-in-
childrens-education-117944.html
McNeal, Ralph, Parenting Involvement as Social Capital:
differential
effectiveness on science, achievement, truancy, and dropping
out,
http://www.jstor.org/pss/3005792
Myers, Robert, Child Development,
http://www.childdevelopmentinfo.com/development/
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http://abitabout.com/Nurturant+parent+model
Parental Authority Questionnaire,
http://faculty.sjcny.edu/~treboux/documents/parental%20authority%20que
stionnaire.pdf
Parenting - Influence On Child's Educational Aspirations And
Attainment,
http://education.stateuniversity.com/pages/2312/Parenting-INFLUENCE-
ON-CHILD-S-EDUCATIONAL-ASPIRATIONS-ATTAINMENT.html
Parenting Styles and Attachment,
http://www.oppapers.com/essays/Parenting-Styles-Attachment/185370
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27
The Family Code of the Philippines,
http://www.weddingsatwork.com/culture_laws_familycode09.shtml
The Parents Role: Learning Differences at College,
http://smu.edu/smunews/learndifferently/parents-role.asp
Tiller, Amy; Garrison, Betsy; Block, Elizabeth; Cramer, Kathryn;
Tiller, Vicky,
The Influence of Parenting Styles on Childrens Cognitive
Development,
http://www.docstoc.com/docs/55603785/Parental-Style-and-Cognitive