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Relationship of Parenting Styles to Pre-schoolers’ Socio-Emotional Competence and Academic Performance

Select Volume / Issue:

• Vol. 2 Issue 3, May 2015

Year:

2015

Type of Publication:

Article

Keywords:

Parenting styles, Socio-Emotional competence, Academic Performance

Authors:

• Niez, Cherrilyn C.
• Alico, Jerryk C.

Journal:

IJIRES

Volume:

2

Number:

3

Pages:

246-252

Month:

May

BibTex:

@article{305, author = "Cherrilyn C. Niez and Jerryk C. Alico", abstract = "It is undeniable that parents, as primary caregivers and facilitators,need to love and carefor their children. Their role has become more interesting since theories maintain that they affect children’s socio-emotional and academic competence. Thus, this descriptive-correlation study was conducted to confirm whether parenting styles significantly relateto pre-schoolers’ socio-emotional competence and academic performancein a Meranao context. Fifty-two Meranaosenior kindergarten pupils of Ranao Council–Al-Khwarizmi International College - Science Laboratory School and their respective parents were chosen as respondents.This study gathered data using the Parenting Styles Questionnaire, the Socio-Emotional Observation Checklist, and the grades of the pre-schoolers. Data revealed that authoritative parenting was the most dominant parenting style, manifested by parents’ encouragements and acknowledgement of their children’s good behavior. Majority of the pre-schoolers got an outstanding rating in academics and they demonstrated positive socio-emotional competence in general. Most importantly,parenting styles were not significantly related to socio-emotional competence and academic performance. It means that there are other factors involved in pre-schoolers’ positive socio-emotional competence and outstanding academic performance. Therefore, it does not always follow that parents’ way of parenting causes significant changes in children’s socio-emotional being and academic standing.", journal = "IJIRES", keywords = "Parenting styles, Socio-Emotional competence, Academic Performance", month = "May", note = "This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/", number = "3", pages = "246-252", title = "{R}elationship of {P}arenting {S}tyles to {P}re-schoolers’ {S}ocio-{E}motional {C}ompetence and {A}cademic {P}erforman", volume = "2", year = "2015", }

Note:

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/

Abstract:

It is undeniable that parents, as primary caregivers and facilitators,need to love and carefor their children. Their role has become more interesting since theories maintain that they affect children’s socio-emotional and academic competence. Thus, this descriptive-correlation study was conducted to confirm whether parenting styles significantly relateto pre-schoolers’ socio-emotional competence and academic performancein a Meranao context. Fifty-two Meranaosenior kindergarten pupils of Ranao Council–Al-Khwarizmi International College - Science Laboratory School and their respective parents were chosen as respondents.This study gathered data using the Parenting Styles Questionnaire, the Socio-Emotional Observation Checklist, and the grades of the pre-schoolers. Data revealed that authoritative parenting was the most dominant parenting style, manifested by parents’ encouragements and acknowledgement of their children’s good behavior. Majority of the pre-schoolers got an outstanding rating in academics and they demonstrated positive socio-emotional competence in general. Most importantly,parenting styles were not significantly related to socio-emotional competence and academic performance. It means that there are other factors involved in pre-schoolers’ positive socio-emotional competence and outstanding academic performance. Therefore, it does not always follow that parents’ way of parenting causes significant changes in children’s socio-emotional being and academic standing.

Full text: IJIRES_305_Final.pdf Online version [Bibtex]