Correlation between parenting styles and academic performance of radiologic technology students.

Date of Completion

2012

Document Type

Thesis

Degree Name

Bachelor of Science in Radiologic Technology

Keywords

Parenting, Child Rearing, Academic Achievement

Abstract

The research study determined the correlation between parenting styles and academic performance of Radiologic Technology students of De La Salle University Health Sciences Institute during academic year 2011-2012. Socio-demographic variables included were gender, year level, monthly family income, living arrangement, birth order and most involved parent. This study utilized the correlational research design employing the survey technique using the adapted intergenerational version of the parenting style and dimension questionnaire (PSDQ-G1) by Robinson, Mandleco, Olsen, and Hart (2001). The adapted questionnaire was given to first, second and third year Radiologic Technology students during first semester of AY 2011-2012. Using simple random sampling technique, a total of 340 students participated in the study. The questionnaires were scored to determine their perceived parenting style. Grades of the students were taken from the Registrar’s Office after seeking permission from the students and the said office. Percentage frequency, mean, standard deviation, coefficient of variation, chi-square test, independent t-test, analysis of variance (ANOVA), and eta-squared were the statistical measures used in the study. Based on the results, 1) there are more female than male respondents in the study. A majority of the respondents are from the first year level, have a monthly family income greater than 30,000 pesos, are second-born children, and are living with their parents with their mothers as their most involved parent; 2) most of the respondents perceive the parenting styles of their parents as authoritative; 3) the respondents’ perceived parenting styles differed when they were grouped according to gender, year level, and most involved parent. Male respondents perceive their parent to use the permissive or mixed parenting style while female respondents perceive their parent to have an authoritative parenting style. Third year students perceive a lower level of authoritarian parenting and a higher level of authoritative parenting than either first year or second year students. Fathers and significantly others are perceived to have a higher level of authoritarian parenting, while mothers are more perceived to have the authoritative parenting style; 4) the respondents’ perceived parenting styles do not differ when they are grouped according to living arrangement, monthly family income, and birth order; 5) the respondents have a good academic performance; 6) there are no significant differences in the academic performance of the respondents when they are grouped according to gender, year level, monthly family income, birth order, living arrangement, and most involved parent; 7) respondents’ academic performance using the authoritative parenting style is significantly higher compared with respondents under mixed parenting styles.

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