Diana Baumrind's Parenting Style and Child's Academic Performance: A Tie-in

Abstract

Diana Baumrind's Pillar Theory emphasizes a child's behavior is associated with parenting styles as they grow and interact with new people. Parenting styles have always been perceived to be a major factor in children's development. The researchers aim to discover the correlation between parenting style and children's academic performance on bridging the gap between parents, learners, and blended learning. Random sampling was administered where parents answered the questionnaire to determine their parenting style and children's grades were gathered. The test on the relationship between academic performance and parenting style used by the parents showed that the relationships of these two variables are not considered significant. Results indicated a weak positive correlation or an insignificant relationship between the parenting style and children's academic performance. It implied that parents are not the only factors that can affect the children's academic performance. Hence, it is suggested to have a compromise tie in between parenting styles and the learners' learning tasks. The result serves as basis of conducting seminar awareness for both parents and children in the selected community.

Full text

PSYCHOLOGY AND EDUCATION (2021) 58(5), ISSN 1553 - 6939
Article Received: 22th November, 2020; Article Revised: 26th March, 2021; Article Accepted: 26th April, 2021
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Diana Baumrind’s Parenting Style and Child’s Academic Performance: A
Tie-in
Ana L. Candelanza, Eva Queenilyn C. Buot, Jewish A. Merin
Cebu Normal University, Cebu City, Cebu, Philippines
analawrenz1998@gmail.com
ABSTRACT
Diana Baumrind’s Pillar Theory emphasizes a child’s behavior is associated with parenting styles as they grow and interact with new people.
Parenting styles have always been perceived to be a major factor in children’s development. The researchers aim to discover the correlation
between parenting style and children’s academic performance on bridging the gap between parents, learners and blended learning. A random
sampling was administered where parents answered the questionnaire to determine their parenting style and children’s grades were gathered. The
test on the relationship between academic performance and parenting style used by the parents showed that the relationships of these two
variables are not considered significant. Results indicated a weak positive correlation or an insignificant relationship between the parenting style
and children’s academic performance. It implied that parents are not the only factors that can affect the children’s academic performance.
Hence, it is suggested to have a compromise tie in between parenting styles and the learners’ learning tasks. The result serves as basis of
conducting seminar awareness for both parents and children in the selected community.
Keywords
Diana Baumrind’s Parenting styles, children’s academic performance, Tie-in
Introduction
The parents are the first and the ultimate teachers a child
will ever have. They are the most significant influences that
affect the lives of children (Zedan, 2011). Home is where
kids feel safe, secure, and properly nurtured. It is where
appropriate guidance and support are present and always
needed. Hence, parenting styles play an integral role in the
development of a child. It influences a child's growth which
cultivates them both in their childhood years and as an adult.
Darling and Steinberg (1993) defined parenting style as the
overall climate of interactions between parents and children.
It is a set or a system of behaviors that describes the parent
and child's relationship over a wide range of situations and
creates a positive atmosphere through communication. It is
an essential determining factor that plays an important role
in a child's growth academically and socially.
Parenting styles affect the academic development of
children. Each individual is affected by their parent's
parenting style used while growing up. Academic
performance refers to the outcome of learning, which is
triggered by the teacher's teaching activity and generated by
the student. These are reflected in grades, which are the
product of an evaluation that includes passing or failing
certain exams, subjects, or courses. Maintaining a positive
relationship between parents and children can be a
motivator, particularly when it comes to his academic
performance.
Children learn better when they have boundaries and
affection. They may not develop self-control if they are
indulged or ignored and given little instruction and can
become very selfish, unruly, and lacking in direction. And
if, as the children of authoritarian parents do, they receive
too many demands, they will have little opportunities to
practice self-reliance and lack trust in their choice-making
(Joseph M. V., John J., 2008). But as for Baumrind (2012),
responsiveness and demandingness are the two
characteristics of parenting that need to be balanced.
Therefore, the article discusses the various parenting styles
and its association to the child’s development. It aims to find
out the effect of parenting styles specifically on the
academic performance of lower elementary learners.
Conceptual Framework of the Study
Figure 1. Theoretical /Conceptual Framework of the
Study
This is anchored on Diana Baumrind’s Pillar Theory that
emphasizes a child’s behavior is associated with parenting

PSYCHOLOGY AND EDUCATION (2021) 58(5), ISSN 1553 - 6939
Article Received: 22th November, 2020; Article Revised: 26th March, 2021; Article Accepted: 26th April, 2021
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styles as they grow and interact with new people. This
framework utilizes the three (3) parenting styles:
authoritative parenting style, authoritarian parenting style,
and permissive parenting style. In the table below, the
descriptions and differences of these parenting styles are
shown.
Authoritative parents do control and demand with the
consideration of the child’s needs. Parents, who are
authoritative, respond and support their child, and even
compromise if the situation calls for it. On the other hand,
authoritarian parents do control and demand, and never
consider to respond, support nor compromise to a child’s
needs. Lastly, the parenting style is permissive parenting.
Permissive parents do respond, support, and compromise to
the child’s needs but do not control nor demand.
The progress of the children’s development can be greatly
affected by the parents' behavior towards them (Merin, et.
al., 2016). The discovery of the effects of the various styles
of parenting on the cognitive development of the child will
serve as a benchmark for the parents to improve their
parenting skills for the betterment of their children’s
academic performance, and as an aid for the children to
know how to handle and respond to the parenting style of
their parents.
Literature Review
Since there hasn’t been much research concerning
the effects of parenting styles on the academic
performance of children, this literature review will
include the results of the general studies about the
four parenting styles, the benefit of authoritative
parenting styles as emphasized by numerous
researchers, parenting styles as causes of
children’s behavioral problems, and the
conclusion of some studies that opposed our title:
Diana Baumrind’s Pillar Theory and Children’s
Academic Performance: A Tie-in.
Parenting styles
The study of Dr. Thomas G. Power in 2013
explained that authoritative parents are more
likely to have satisfied children that grow and
develop healthily. They will raise children that are
capable of adapting to changes and controlling
themselves. Authoritarian parents, on the other
hand, due to excessive demands and controls on
their children, their offspring tend to have
depressive symptoms and poor academic
achievements. In contrast, due to the lack of
demand of the permissive parents, their offspring
became aggressive and possessed weak self-
control, low self-esteem, and poor academic
achievements.
The Best Parents
Among the four parenting styles, the authoritative
parenting style has claimed the popularity of being
the most effective style to rear a child as a
conclusion to some studies. The positive outcomes
of the children have been proven to be associated
with the Authoritative parenting style (Kuppens &
Ceulemans, 2019; Checa & Gutierrez, 2018;
Merin et al., 2016; Fan et al., 2014; Nyarko, 2011;
Alizadeh et al., 2011; Kordi & Baharudin, 2010;
Querido et al., 2010; Williams et al., 2009). Two
notable studies by Mogghaddam et al. (2017) and
Driscoll (2013) greatly emphasized that higher
self-esteem is a product of the authoritative
parenting style. Mensah and Kuranchie (2013)
have recommended that parents should try to
adopt the authoritative parenting style for the
better growth and development of their children.
And to promote an authoritative parenting style,
awareness activities and media utilization would
be of great help (Farzana et al., 2013). However, a
study conducted in the Boston African American
community, they have found out that the
participants are convinced that authoritarian
parents are able to raise well-trained offspring.
Further, they are still in doubt if the children of
authoritarian parents have good academic
performance (Smith, 2020).
Parenting Styles: The Cause of Children’s
Problematic Behavior
Indeed, parenting style plays a vital role in the
well-being of the child. It is also responsible for
the child’s problematic behavior (Hosokawa &
Katsura, 2018; Mensah and Kuranchie, 2013;
Rodriguez, 2010; Guajardo et al., 2008; Muris et
al., 2000). This statement is supplemented by the
study of John and Joseph in 2008 stating that the
source of problems in adolescence is associated
with parenting styles. Fortunately, some studies
gave recommendations to solve this problem. Like
the study of Sarwar (2016), it stated that parents
spending more time with their children will result
in lesser possibilities of developing delinquent
children behaviour. Another recommendation
from Zamman et al., (2014) is constant and
effective communication for them to monitor the
changes in their children’s behaviour and adjust

PSYCHOLOGY AND EDUCATION (2021) 58(5), ISSN 1553 - 6939
Article Received: 22th November, 2020; Article Revised: 26th March, 2021; Article Accepted: 26th April, 2021
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their parenting style accordingly. Parenting styles
do matter in the child’s development.
Parenting Style and Academic Performance
Parenting style does not limit its influence in the
children only, but also in adolescence and young
adults. A study of Rivers, et al. (2012), shows that
adolescents’ motivation in relation to their
academic performance is dependent to the
parenting style of their parents. Authoritative
parents tend to have children who are intrinsically
motivated to improve their academic performance.
Furthermore, parenting style of the parents is,
indeed, very influential to the point that it still
affects the academic performance of their
offspring studying in college (Turner, et al. 2009).
However, there is a study the resulted in finding
that the parenting style of the mother is more
important in the academic performance of the
children than the parenting style of the father
(Yang, et al. 2020).
Methodology
This study utilized a descriptive correlational
approach of data analysis and presentation. The
method is descriptive survey research. The parents
and the lower elementary pupils of the school are
the respondents of the study. The institution
applies a block sectioning system and the
researcher will therefore choose ten (10) random
lower elementary (Grade 1, Grade 2, and Grade 3)
pupils from regular class. The research was
conducted in a school located at Poblacion, Danao
City. This is to determine how parenting style
affects the cognitive development of the lower
elementary pupils. The researchers used Profile
Questionnaire and Likert Scale Questionnaire for
parenting styles. These were research-made
questionnaires to collect data. The Parenting Style
Questionnaire included the numerical scale in
accordance with its description. The questionnaire
offered a sizable advantage in administration,
presented an even stimulus potentiality to large
numbers of people simultaneously, and offered the
study with an easy gathering of data. It was based
on the strength of the instrument chosen. The
questionnaire contained twelve (12) questions that
described authoritative and authoritarian parenting
style and four (4) questions that described the
permissive parenting style. They are to choose
from the options on how frequent they’re doing it.
The questionnaire presented closed-ended
questions that require a single response. The said
instrument also contains Likert Scale questions
ranging from 1- never to 5- always, which the
researcher scores by adding up the subscales. The
Principal of the school as well as the adviser of
the chosen respondents informed about the
research to be held in the academe through a
formal written letter. The researchers randomly
surveyed twenty (20) lower elementary (Grade 1,
Grade 2, and Grade 3) pupils from regular class.
During the survey, the parents will be given two
questionnaires filled out according to their
responses. The data were collected and organized
and the Pearson Correlation Coefficient was used.
This statistical tool is available using the SPSS as
statistical software for appropriate treatment for
the gathered data.
Results and Discussion
Based on the results gathered by the researchers
and the data that was statistically treated, the
following findings were identified.
Profile of the Pupils
1. The larger number of respondents belongs to
the first grade and are mostly six years old.
2. There are 60 percent respondents coming from
grade one, 25 percent from second grade and 15
percent of the respondents are from third grade.
3. The respondents’ grade in English is good
which ranges between 83 as the lowest and 95 as
the highest grade.
Percentage of the Pupils Scores Exposed to
Different Parenting Styles
1. The mean score of the learners exposed to
Authoritative Parenting Style is 91.58.
2. The mean score of the learners exposed to is
Authoritarian Parenting Style is 0.
3. The mean score of the learners exposed to is
Permissive Parenting Style is 0.
The test on the relationship between academic
performance and parental involvement showed
that there was a weak positive correlation between
the two variables. Results also indicated that most
parents imposed Authoritative Parenting Style to
their children. Furthermore, findings also revealed
that there was a weak positive relationship
between the profile of the pupils and the type of

PSYCHOLOGY AND EDUCATION (2021) 58(5), ISSN 1553 - 6939
Article Received: 22th November, 2020; Article Revised: 26th March, 2021; Article Accepted: 26th April, 2021
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parenting style he/she is exposed to and the types
of parenting style used by the parents to the
pupil’s academic performance.
Findings revealed that there was a weak
significant relationship between the academic
performance of the child and their parents
parenting style. However, these important
variables should never be ignored because when
disregarded, these could become major factors
that will possibly affect students’ academic
performance. Thus, it is strongly advised that the
proposed awareness seminar for both parents and
children should be implemented so that parents
would be aware as to how their parenting styles
affect their child’s performance in school.
Conclusion, Limitation and Further Studies
Parents were actively responding during the data
gathering. Although all parents involved in the
study are discovered to be authoritative parents, it
was being disclosed that the relationship between
the parents’ parenting style has a weak positive
correlation to the academic performance of their
children. This finding differs from the other
researches which concluded that parenting styles
greatly affect the academic performance of the
child.
Regarding the weak positive relationship between
parents’ parenting style and children’s academic
performance, it is recommended that both parents
and children should be informed about the finding
of this study through seminar or other information
drive activities.
The limitation of this study is that the researchers
weren’t able to have parenting styles other than
authoritative parenting style due to random
sampling, hence, we would suggest a further study
that will include the all three (3) different
parenting styles of Diana Baumrind using the
stratified sampling. Furthermore, studies about
certain factors that greatly affect children’s
academic performance are also highly
recommended. This is for a deeper understanding
of the factors that can affect children’s academic
performance.
Acknowledgement
We like to acknowledge Madam Rosalita O.
Camaongay, the respectable principal of a private
school at Danao City, Cebu, for her valuable
support and accommodations, her thoughtful
replies, and her trust for the authors to conduct the
study in her institution. Also, Ms. Arah O. Molero
and Mrs. Jemilyn Verano for their unwavering
support, cooperation, and unhesitatingly giving us
all of the information we need.
We also extend our acknowledgment to the
parents of Lower Elementary pupils for their
cooperation and quick response during the study.
We further give our heartfelt thanks to our family
for their constant words of wisdom, moral and
financial support.
Most importantly, we are very grateful to GOD
ALMIGHTY that He has given us enlightenment
and perseverance to complete this study.
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