PARENTING STYLES AND AUTONOMY SUPPORT AMIDST PANDEMIC ON PUPIL'S WELL-BEING AND LEARNING SCIENCE by: RIVERA, OFELIA D.

PARENTING STYLES AND AUTONOMY SUPPORT AMIDST PANDEMIC ON
PUPIL'S WELL-BEING AND LEARNING SCIENCE
RIVERA, OFELIA D.
ABSTRACT
The study determined the influence of parenting styles and autonomy support on
the Science learning performance of pupils in elementary schools in Pandi, Bulacan during
the First Quarter of the School Year 2022-2023. With explanatory sequential mixed
methods as research design and 194 Grade 5 public elementary school pupils as
respondents of the study, findings showed that parents of elementary school pupils utilized
authoritative and permissive parenting styles most of the times; and authoritarian and
uninvolved rarely. The elementary school pupils assessed the parental autonomy support
in terms of choice within certain limits and rationale for demands and limits as very true
of their parents. In the same manner, the elementary school pupils assessed their well-being
in terms of positive emotional state and outlook as very high. The academic performance
of public elementary school pupils in Science was described as “very satisfactory.” Based
on the findings of the study, highly significant relationship between the parenting styles of
the elementary school pupils’ parents and their well-being and learning performance in
Science. Likewise, highly significant relationship between the parental autonomy support
of the elementary school pupils’ parents and their well-being and learning performance in
Science.
Keywords: authoritative, authoritarian, permissive, uninvolved parenting styles

CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Teachers emphasize the positive aspects of children's personalities and see all
youngsters as resources who can be developed. It is critical for young people to develop
multiple psychosocial competencies such as cognitive competence, social-emotional
competence, and spirituality as part of their journey toward living a happy life. In addition
to being a place where children learn necessary skills such as decision-making,
responsibility, showing respect to others, showing affection and receiving love, fulfilling
social roles and expressing creativity (Köstereliolu, 2018), the family is also a place where
children learn and begin their first education.
Parents raise their children in a variety of ways based on their attitudes and
behaviors. Parents' attitudes and behaviors might alter depending on their personal traits,
social and psychological settings, and the child's characteristics and behavior. These
characteristics influence parents to adopt various parenting styles. Parenting style
influences a child's social and academic development. It is a psychological construct that
incorporates parental attitudes and behaviors. This affects self-efficacy, self-respect, self-
development, academic motivation, and behavior (Köstereliolu, 2018).
The concept of well-being has gained in relevance in recent years. These and other
concepts like contentment and happiness have been traditionally used interchangeably.

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Now it is agreed that well-being includes both objective and subjective factors such
as living conditions and human perceptions.
Individual student learning is impacted by a variety of factors, one of which is the
parent's attitude toward the child. In addition to having a large impact on children's future
behavior, parental attitudes and behaviors demonstrated when raising children have a
significant impact on children's behavior at an early age. When parents raise their children
in particular ways, adolescents are not passive social beings but actively participate in
molding the parent–adolescent connection and interpreting parental conduct in ways that
affect their own results. Adolescents' perspectives of behavioral autonomy and the
legitimacy of parental control are critical components of this psychological process.
(Kuppens, & Ceulemans, 2018).
The most frequently seen parenting attitudes are democratic, authoritarian,
permissive, indifferent, and overprotective (Bi et al., 2018). Not only are children overseen
by democratic parents, but there is also an awareness of their current needs. To their
children, parents are incredibly sensitive, consistent, decisive, permissive, reassuring, and
supportive. These parents teach their children to be self-sufficient while maintaining
control over their behavior. Despite the fact that the parent retains ultimate responsibility,
children are consulted in these families. As a result, the children believe that their
perspectives are likewise significant.
However, because the concept of well-being has not been defined consistently and
there is no consensus on the best way to measure it, five key dimensions of well-being are
typically addressed, though not always simultaneously, namely physical, psychological,

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cognitive, social, and economic well-being. The physical dimension is concerned with
health and physical habits; the psychological dimension is concerned with emotions and
mental health, which is frequently operationalized by the absence of negative indicators;
the cognitive dimension is concerned with intellectual and school-related elements; the
social dimension is concerned with relationships with others, support, and interpersonal or
communicative skills; and the economic dimension is concerned with the family's
economic resources (Govorova & Muniz 2020).
A child's ability to demonstrate consistent behaviors in society, to be self-sufficient,
to learn necessary social skills, and to reach independence is dependent on the quality of
his or her relationship with his or her parents. This is directly associated with the attitudes
and behaviors of the parents, as well as the parenting techniques that the parents employ.
Children with democratic parents are likely to be social, autonomous, and
extremely responsible. According to developmental psychologists, the democratic
parenting approach is the most ideal for raising children, particularly adolescents. This type
of family environment teaches children and adolescents to trust themselves within certain
parameters and to develop a healthy sense of autonomy (Bi, Yang, Li, Wang, Zhang, &
Deater-Deckard, 2018). Children reared in this form of family structure can continue to
live as self-confident individuals who are entrepreneurs, creative, and capable of
expressing their opinions and developing alternative solutions to problems.
Authoritarian parents exhibit a lack of warmth and a strong sense of control. They
are stern disciplinarians who employ a punitive and restricting type of discipline.
Authoritarian parents expect their children to blindly follow their rules and instructions.

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Authoritarian parents may say things like "You will do that because I say so.” These
behaviors may contribute to the adolescent's dependence and rebellious behavior.
Adolescents who are rebellious exhibit violent behaviors, whereas those who are
obedient/submissive may be dependent on their relatives. It is a type of parenting that is
prevalent in patriarchal settings (Kuppens & Ceulemans, 2018). These parents regard
themselves as representatives of social authority and are excessively authoritarian in their
focus on their children's errors and shortcomings.
Permissive parents are warm, yet they are undemanding and have low expectations.
According to this permissive and passive parenting style, the only way to demonstrate love
for adolescents is to grant them every wish. These parents may utilize phrases such as "Of
course you can stay out late if you want” (Bi, Yang, Li, et al., 2018). Permissive parents
do not wish to disappoint their children by saying no. As a result, adolescents are capable
of making numerous decisions independently of their parents. This circumstance may make
it difficult for adolescents to maintain self-control and may result in egocentric tendencies
(Kösterelioğlu, 2018). Parents' lenient and permissive attitudes encourage children to be
spoiled and to believe that they will be given priority over other members of society.
When individuals are not given priority, they become restless and uneasy and are
unable to adapt to social ties beyond the home. With apathetic parents, because parents
have low levels of passion and enthusiasm for parenting, this scenario may have an effect
on their connections with their children. They generally judge events independently of their
own lives when serving the requirements of children and may overlook certain needs, even
in the most bizarre scenarios. This may result in an inability to exercise self-control.

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Additionally, children's self-esteem and skill levels may be significantly impacted
(Kuppens & Ceulemans, 2018).
Variation in parenting styles is linked to a wide range of differences in the features
of the connection between a parent and a child. Studies involving Western children
consistently show that an authoritative parenting style is linked to better parent–child
cohesion and lower levels of parent–child conflict (in terms of both frequency and
intensity). An authoritarian parenting style, on the other hand, has been linked to a decline
in family cohesion as well as an increase in the frequency, severity, and magnitude of
family conflict (Bi et al., 2018).
Additionally, prior research has established that parental participation, which
includes parental autonomy support as one indicator, is anti-learning. Parental involvement
entails parents participating in their children's education in order to contribute to their
academic success. In general, parental involvement is associated with a positive correlation
between academic success and parental involvement. However, parental content support,
one type of parental support, is not always positively, and in some cases negatively,
associated to students' academic performance; in fact, parental controlling or intrusive
assistance undermines teenagers' motivation and academic progress (Feng et al., 2019).
Parents who give their kids a lot of freedom are very important to how they grow
up and learn. Parental autonomy support is when parents help their kids with their problem-
solving, choosing, and making decisions. Parents show that they support their children's
autonomy by respecting their opinions, encouraging them to make their own decisions,
giving them opportunities to make their own choices, and not using controlling language.

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A family that encourages autonomy helps adolescents solve problems, think on their own,
and look for a sense of who they are, which increases their sense of control and competence.
The above-mentioned realities prompted the researcher to examine the influence of
life satisfaction and trait emotional intelligence on the public elementary school pupils’
academic achievement in the new normal and the best parenting practices to ensure that
the children will actively engaged in their academic interests.
Statement of the Problem
The study determined the influence of parenting styles and autonomy support
amidst pandemic on the Science learning performance of pupils in elementary schools in
Pandi, Bulacan on the School Year 2022-2023.
Specifically, it sought answers to the following questions:
1. How may the parenting styles of the elementary school pupils’ parents amidst
pandemic be described in terms of being:
1.1 authoritative;
1.2 authoritarian;
1.3 permissive; and
1.4 uninvolved?
2. How may the parental autonomy support of the elementary school pupils’ parents
amidst pandemic be described in terms of:
2.1 choice within certain limits;
2.2 rationale for demands and limits;
2.3 acknowledgement of feelings;
2.4 threats to punish;

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2.5 performance pressures?
3. How may the elementary school pupils’ well-being amidst pandemic be described
in terms of:
3.1 positive emotional state; and
3.2 positive outlook?
4. How may the elementary school pupils’ learning performance in Science be
described in terms of their average grade?
5. Is there a significant relationship between the parenting styles of the elementary
school pupils’ parents amidst pandemic and their well-being and learning
performance in Science?
6. Is there a significant relationship between the parental autonomy support of the
elementary school pupils’ parents amidst pandemic and their well-being and
learning performance in Science?
7. What are the respondents' opinions and perceptions of the impact of parenting
practices and support for parental autonomy in the face of a pandemic on students'
performance in science learning?
8. What program of activities can be crafted from the results of the study?
Hypotheses
The following hypotheses were tested in the study:
1. There is no significant relationship between the parenting styles of the elementary
school pupils’ parents amidst pandemic and their well-being and learning
performance in Science.

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2. There is no significant relationship between the parental autonomy support of the
elementary school pupils’ parents amidst pandemic and their well-being and
learning performance in Science.
Theoretical /Conceptual Framework
When parents and teachers encourage their children's desire to learn, they assist
them in activating their own motivation to learn. Numerous studies have discovered that
parental support for children's classroom self-determination boosts their academic self-
motivation. Pupils in elementary and middle school who enjoy a positive relationship with
their teachers are more likely to complete their assigned work.
Existing research indicates that variance in parenting styles is associated with
variability in the characteristics of the parent-child relationship. Diana Baumrind’s Pillar
Theory emphasizes the connection between a child's behavior and parenting approaches as
they grow and engage with new people. The growth of children has generally been seen to
be significantly influenced by parenting practices. In order to fill the gap between parents,
learners, and blended learning, the researchers seek to determine the relationship between
parenting style and children's academic success. According to Baumrind, child needs both
structure and a certain amount of warmth, love, and permissiveness in their relationships
with their parents. When given the opportunity to choose, but also reminded of the
boundaries they shouldn't cross, children tend to make better selections.
Additionally, there are four parenting philosophies that can be classified based on
how demanding and responsive parents are: indulgent, authoritarian, authoritative, and
uninvolved (Maccoby & Martin, 1983).

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In general, the majority of studies using Western samples consistently find that
authoritative parenting style is associated with greater parent–child cohesion and decreased
conflict frequency, intensity, and total conflict (Yu et al., 2019). In comparison,
authoritarian parenting styles are related with decreased cohesion, increased conflict
severity, and overall conflict (Yu et al., 2018).
The majority of prior research on the relationships between parenting styles and
parent-adolescent conflict and cohesiveness has concentrated on one or the other. However,
conflict is not synonymous with cohesion, nor are increases in one inevitably accompanied
by declines in the other over time (Yu et al., 2018).
To gain a thorough understanding of the connections between parenting styles and
these two dimensions of the parent-adolescent relationship, both must be addressed.
Additionally, past research has rarely discriminated between conflict frequency and
intensity or investigated them concurrently. Conflict frequency denotes the regularity with
which conflict happens, whereas conflict intensity denotes the degree of emotional arousal
experienced during conflict. Prior study on these two facets of conflict has produced
inconsistent findings.
For instance, Yu et al. (2018) discovered a strong correlation between parenting
styles and conflict frequency and intensity. In comparison, Bi et al., (2018) observed that
authoritative parents had a lower frequency and authoritarian parents had a higher
frequency—but only authoritative parenting was associated with intensity. Thus, both the
intensity and frequency of conflict should be considered.

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On the other hand, because the concept of well-being has not been defined
consistently and there is no consensus on the best method for measuring it, five key
dimensions of well-being are typically addressed concurrently, though not always, namely
physical, psychological, cognitive, social, and economic well-being. The physical
dimension is concerned with health and physical habits; the psychological dimension is
concerned with emotions and mental health, which is frequently operationalized by the
absence of negative indicators; the co ndcgnitive dimension is concerned with intellectual
and school-related elements; the social dimension is concerned with interpersonal and
communicative skills; and the economic dimension is concerned with the family
(Govorova et al., 2020).
Additionally, it is critical to investigate the relationships between indulgent and
neglectful parenting styles and conflict and cohesion between parents and adolescents.
Neglectful parenting styles, in particular, which are defined by a disengagement from the
child rearing process, can be detrimental to parent–adolescent relationships. As a result of
the gaps in the research identified previously, our first main objective was to investigate
the relationships between all four parenting styles and parent–adolescent conflict
(frequency and intensity) and cohesion. On the basis of earlier research, we expected that
adolescents with authoritarian parents would experience the most conflict (frequent and
severity) and the least cohesion—and that adolescents with authoritative parents would
experience the least conflict and the most cohesion (Kuppens, & Ceulemans, 2018).
Parental behavioral control aims to control, manage, or regulate child behavior
through demands and regulations, disciplinary techniques, reward and punishment control,
or supervisory roles (Linkiewich et al., 2021). Deviant behavior, misconduct, depression,

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and anxious affect have all been linked to insufficient such as poor parental monitoring or
excessive behavioral control such as parental physical punishment (Linkiewich et al.,
2021).
Others have studied parenting by focusing on how various combinations of
parenting practices within a parent-effect child development rather than individual
parenting practices or characteristics. These parenting styles have the distinct feature of
accounting for many parenting styles within a single person.
Several studies found that children of authoritative parents had the best
developmental outcomes, whereas children of authoritarian and permissive parents had the
worst. Academic achievement and psychosocial maturity have been linked to an
authoritative parenting style. Internalizing problems like anxiety, sadness, withdrawn
behavior, somatic complaints, and externalizing problems like school misconduct and
delinquency, but also social skills, self–confidence, self–understanding, and active
problem coping. Aggression, delinquency, somatic problems, depersonalization, and
anxiety have all been linked to authoritarian parenting styles. Neglected children exhibit
inadequate self-regulation, social responsibility, self-reliance, social competence, school
competency, antisocial behavior, delinquency, anxiety, depression, and somatic symptoms
(Kuppens, & Ceulemans, 2018).
Academic autonomous motivation encompasses both academic intrinsic motivation
and academic recognized motivation (Deci and Ryan, 1985; Ryan and Connell, 1989 in Yu
et al., 2018). In comparison, parental psychological control cannot satisfy teenagers' urge
for autonomy; hence, they develop high levels of AFP toward parents only as a result of
societal expectations or fear of parental authority. As a result, adolescents are less likely to

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engage in academic learning as active agents or to integrate their parents' academic
expectations into their own values, so failing to acquire academic autonomous drive (Yu
et al, 2018).
Regarding behavioral control, since parents control children without intrusion into
their psychological world, but with respect and guidance, it can be seen as a kind of parental
structure. As such, parental behavioral control can help adolescents to understand “how to
achieve success and avoid failure in school (i.e., have a sense of perceived control), thus
meeting their need for competence. As a result, adolescents have gratitude for parents and
develop high levels of RFP toward their parents. Adolescents with high levels of RFP also
tend to feel competent in academic learning, which helps to develop their academic
intrinsic motivation for learning. Moreover, they are also likely to internalize parents’
expectations into their own values, thus developing academic identified motivation.
Therefore, RFP would also mediate the relationship between behavioral control and
academic autonomous motivation (Kösterelioğlu, 2018).
The impact of parental autonomy support and parental control on children's
academic motivation has received much investigation during the last few decades. Previous
research has demonstrated that parental autonomy support, defined as respecting children's
perspectives, allowing children to make their own choices, and encouraging children's
initiative and problem-solving efforts, is positively related to children's academic intrinsic
motivation, autonomous self-regulation, and metacognitive skills, all of which contribute
to their academic performance (Linkiewich et al., 2021).
Parental control, on the other hand, is associated with children's extrinsic
motivation, performance goal orientation, and low academic success. Two distinct types of

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parental control have been identified by researchers: psychological control and behavioral
control. Psychological control is the intervention of parents into their children's
psychological and emotional lives through guilt induction, love withdrawal, and authority
assertion. In comparison, behavioral control is defined as parents directing and supervising
their children's physical activities and actions and offering necessary direction (Shaygan et
al., 2021).
From the theory, related studies and literature cited, presented and explained above,
the researcher came up with the paradigm that will serve as guide in the conduct of the
study.
Independent Variable Dependent Variable
Figure 1. Conceptual Framework
Figure 1 shows that the independent variables are the parenting styles and
autonomy support. These variables were hypothesized to influence (as implied by the
arrowhead) the dependent variable which is the pupils’ well-being and learning
performance in science in the new normal.
Parenting Styles
and
Autonomy Support
amidst Pandemic
Pupils’ Well-Being
and
Learning Performance
in Science

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Significance of the Study
The study will be beneficial and important in the following:
Pupils. The findings of this study will have the greatest impact on the students’
learning performance on the influence of parenting styles and autonomy to support in
students’ well-being and learning performance in Science.
Teachers. The study is of great importance to teachers because it could serve as a
basis for teachers to improve and develop their assessment of the students’ learning
outcomes in the new normal.
School Administrators. The findings can make the school administrators to
manage on the influence of parenting styles and autonomy support in students’ well-being
and learning performance. They can include the variables under study in their plan of
activities on how to help the parents in improving and developing their parenting styles
and autonomy support to the students.
Future Researchers. Results of the study will serve as reference for researchers
who have the same interests. The researcher ultimately believe that the findings of this
study will help to fully understand the influence of parenting styles and autonomy support
in students’ well-being and learning performance in Science.
Scope and Limitation of the Study
The research focused on the influence of parenting styles and autonomy support
amidst pandemic on the Science learning performance of pupils in elementary schools in
Pandi, Bulacan during the School Year 2022-2023.

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The parenting styles of the elementary school pupils described in terms of being
authoritative, authoritarian, permissive, and uninvolved. On the other hand, the parental
autonomy support of the elementary school pupils described in terms of choice within
certain limits, rationale for demands and limits, acknowledgement of feelings, threats to
punish, and performance pressures. Lastly, the elementary school pupils’ well-being
amidst pandemic described in terms of positive emotional state and positive outlook.
The respondents of this study were the select Grade 5 pupils in Pandi, North District
School, Pandi, Bulacan. The study was conducted in the 1st
quarter of School Year 2022-
2023.
Location of the Study
The study was conducted in Pandi, Bulacan. The school respondents were: Bagong
Barrio Elementary School, Cacarong Bata Elementary School, Cacarong Elementary
School, Eusebio Roque Elementary School, Mamerto C. Bernardo Memorial Central
School, Mapulang Lupa Elementary School, Matias B. Salvador Memorial Elementary
School, Pandi Heights Elementary School, Pandi Residences Elementary School,
Pinagkuartelan Elementary School, Real de Cacarong Elementary School, San Antonio
Abad Elementary School, and Siling Matanda Elementary School.

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`
Source: https://google.com.ph
Figure 2. Map of Pandi, Bulacan

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Definition of Terms
To shed the light in understanding, the following operational definitions are hereby
presented.
Acknowledgement of feelings. This refers to having the parents acknowledge the
emotions and reasoning of their child.
Authoritarian. This refers to a very strict way to raise kids. It puts a lot of pressure
on kids who aren't very responsive to it. Authoritarian parents put more emphasis on getting
the child to obey, discipline, and control than on caring for him or her.
Authoritative. This refers to a parenting style where parents are nurturing and
supportive but also set strict rules for their children. They are responsive and supportive,
but also set boundaries for their children. They try to control kids' behavior by explaining
rules, talking about them, and arguing about them. They listen to a child's point of view
but don't always agree with it.
Choice within certain limits. This refers to allowing the child to choose however
certain limitations are imposed by the parents.
Learning performance. It refers to the students’ average grades in Science.
Parental autonomy support. This refers to parents who help their kids with their
problem-solving, choosing, and decision-making.
Parenting styles. This It refers to the group of attitudes or a pattern of parental
authority that are communicated to the child, setting the stage for the expression of parent
behavior.

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Performance pressures. This refers to having the parents repeatedly reiterate the
performance of other children on their child to make them feel that they have to do better.
Permissive. This refers to the parenting style where parents don't make a lot of
demands. Kids don't have to do a lot of work, and they can control their behavior and most
of their decisions. When a parent is permissive, they treat their child as a person, not just a
child of a parent.
Positive emotional state. This refers to the students’ feeling of hope and optimism
about the future.
Positive outlook. This refers to the students’ positive outlook on the circumstances
they undergo.
Rationale for demands and limits. This refers to providing the child an
explanation why certain limitations are imposed on them.
Threats to punish. This refers to having the parents threaten to punish either
physically or verbally for the child to obey them.
Uninvolved. This refers to uninvolved parenting, also known as neglectful
parenting, is a type of parenting that doesn't pay attention to a child's needs. Many
uninvolved parents don't ask their kids to do anything, and they are often indifferent,
dismissive, or even completely neglectful.
Well-being. This refers to the students feeling of happiness, comfort and not
compromising their overall health.

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CHAPTER II
METHODOLOGY
The information about the research and sampling procedures that was utilized by
the researcher were provided in this chapter. The research design that was employed, as
well as the data gathering techniques, and data analysis scheme were also discussed in this
chapter.
Research Design
A quantitative and qualitative phase was used to explore the effect of parenting
styles and autonomy support on the pupils’ well-being and learning Science in the new
normal setting. The study employed a sequential mixed approach technique. The used of
combination of techniques where the data collection process that has two-step one that
began with quantitative data and ends with qualitative data. Findings from both phases
were integrated during the data-interpretation stage. The, quantitative findings identified
the pupils that underwent the qualitative phase and what questions that asked to them.
Another technique was the use of qualitative data to help explain quantitative outcomes.
This was done to connect or relate the quantitative results to the qualitative data collection.
A typical planned would began by gathering information about the circumstance. After
the data was analyzed, qualitative interviews was undertaken to elucidate unclear,
contradictory, or anomalous surveyed findings.
According to Calderon (2006), descriptive research is defined as the process of
gathering, analyzing, categorizing, and tabulating data about current conditions, practices,

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processes, trends, and cause-effect relationships, and then making adequate and accurate
interpretations about such data with or without, or sometimes with minimal, statistical
methods. Furthermore, this method ascertains the predominant circumstances of facts in a
group under study, yielding either qualitative or quantitative, or both, descriptions of the
group's overall features as outcomes.
Data Gathering Techniques
Before the data collection, the researcher sought permission from the Schools
Division of Bulacan to allowed her to conduct this researched to Grade 5 elementary pupils
of Pandi North Distrtict Schools in Pandi, Bulacan. The researcher consulted and
coordinated the principals of the schools in order to schedule the data collection time and
date. The researcher used social media platforms and telephone conversations to reached
them since pandemic is still in flourish. The respondents filled out questionnaires and took
part in the interview sessions. The data for the study were obtained from both quantitative
and qualitative sources. The researcher administered a closed-ended questionnaire to the
participants and the results were analyzed in depth. A semi-structured interview had been
undertaken in placed of typical processes such as surveys and polls in ordered to acquire
qualitative information about the participants.
In the quantitative data gathering, the questionnaire was utilized and composed of
three parts. Part I Parenting Styles Questionnaire adapted from Shyny T. Y. (2017), Part II
used the Parental Autonomy Support Scale (Pupils) adapted from Moreau, E. (2015), Part
III is the Children’s Wellbeing Scale (Pupils) adapted from McDowell, I. (2019).

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The researcher got their grades in the first grading period from their respective
teachers, for the academic performance on pupil’s well-being in learning Science.
Sampling Procedures
Purposive sampling procedures were followed in selecting the respondents of the
study. The researcher believed that this was the most appropriate technique considering the
COVID 19 pandemic in the country. The purposive sampling enabled researcher to
squeeze a lot of information out of the data that they have collected. This allowed
researcher to describe the major impact their findings have on the population.
Table 1. Distribution of Respondents of the Study
School
Pupils
Population (N) Sample (n)
Bagong Barrio Elementary School 103 10
Cacarong Bata Elementary School 220 22
Cacarong Elementary School 131 13
Eusebio Roque Elementary School 55 6
Mamerto C. Bernardo Memorial Central School 154 15
Mapulang Lupa Elementary School 164 16
Matias B. Salvador Memorial Elementary School 153 15
Pandi Heights Elementary School 170 17
Pandi Residences Elementary School 331 33
Pinagkuartelan Elementary School 129 13
Real de Cacarong Elementary School 36 4
San Antonio Abad Elementary School 228 23
Siling Matanda Elementary School 61 6
Total 1935 194
A total of 1935 constitute the population of Grade 5 pupils in Pandi, Bulacan. From
this population, only ten percent or 194 pupils has been chosen to participate in the conduct
of the study.
For the qualitative part, one pupil per school were selected at random. They were
subjected from the semi-structured interview to solicit their views and insights about the

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importance of trait emotional intelligence and life satisfaction on their academic
achievement in the new normal.
Data Analysis Scheme
After collecting all the questionnaires, these were organized, tallied, tabulated, and
analyzed using some statistical tools.
Descriptive statistics such as range, mean and standard deviation were computed to
describe the pupils’ Science learning performance amidst pandemics.
Weighted mean was computed to describe the parenting styles, parental autonomy
support and the pupils’ well-being in this new normal.
Correlation analysis was performed to determine if significant relationship existed
between the parenting styles, parental autonomy support and the pupils’ well-being and
Science learning performance.
Content analysis was utilized, to interpret the collected qualitative data from the
conducted semi-structured interviews with the respondents. According to Owen (2012),
content analysis is a research tool used to determine the presence of certain words, themes,
or concepts within some given qualitative data (i.e. text). Using content analysis,
researchers quantified and analyzed the presence, meanings and relationships of such
certain words, themes, or concepts.

CHAPTER III
RESULTS AND DISCUSSIONS
This chapter deals with the presentation, analysis and interpretation of the data
collected and the results of the statistical treatment employed in the study with the purpose
of determining the influence of parents’ parenting styles and autonomy support on the
Science learning performance of pupils in public elementary schools.
Parenting Styles of the Elementary School Pupils’ Parents
Parenting has a significant influence on a child's life and development. Most
families have a blend of two or more of the parenting types because the mother and father
tend to differ when it comes to parenting a child. What is known is that a child's healthy
development leads to success not only in developing as an individual but also in
strengthening their relationship with their parents.
The assessments of the parents of the public elementary school pupils with regard
to their parenting styles in terms of authoritative, authoritarian, permissive and uninvolved
are summarized presented in Tables 2 to 5.
Authoritative
The authoritative style is considered to be the “ideal” parenting style and seems to
produce children who have a high sense of self-reliance, self-esteem, socially responsible,
autonomous, and goal-oriented. Authoritarian parents set clear expectations and adhere
themselves to high standards. They keep an eye on their children's behavior, utilize
reasoning-based discipline, and empower their children to make decisions and learn from

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their mistakes. They are also warm and nurturing, treating their children with kindness,
respect and affection.
Table 2. Parenting Styles of the Elementary School Pupils’ Parents
in terms of Authoritative
Item Statement
Responses = 194
Mean VD
5 4 3 2 1
1. I would like to be a friend, Philosopher and
guide to my child.
126 36 18 8 6 4.38 AT
2. I used to understand my child's feelings in
any situation and always tried to get his/her
opinion whenever I got something for him/her.
123 38 21 7 5 4.38 AT
3. Important family decisions are made
together, and I allow my child complete
freedom to express everything with me.
38 39 47 36 34 3.06 S
4. As I become more aware of my child's
strengths and weaknesses, I set some basic
rules.
146 21 14 7 6 4.52 AT
5. I will not force my child in any of his/her
future career and I also help him/her to set a
realistic goal.
96 46 26 17 9 4.05 MT
6. Whenever my child fails to follow the time
table given to him/her, I remind the
consequences with a touch of love and
affection.
136 33 12 6 7 4.47 AT
7. My child talks with me out of being
punished after he/she has done something
wrong.
87 51 29 18 9 3.97 MT
`8. Even though I am busy I have enough time
to visit my child’s school & to meet teachers to
know his/her progress.
168 8 7 5 6 4.69 AT
Overall Mean 4.19 MT
Legend:
Scale Verbal Description
4.21 – 5.00 All of the time (AT)
3.41 – 4.20 Most of the Time (MT)
2.61 – 3.40 Sometimes (S)
1.81 – 2.60 Rarely (R)
1.00 – 1.80 Never (N)
Table 2 reveals the assessments of the elementary school pupils’ parents with
regard to their parenting styles in terms of authoritative.

From the item “Even though I am busy I have enough time to visit my child’s school
and to meet teachers to know his/her progress” received the highest computed weighted
mean of 4.69 which is verbally described as “all of the time.” On the other hand, item
"Important family decisions are made together, and I allow my child complete freedom to
express everything with me” got the lowest computed weighted mean of 3.06 with a verbal
description of “sometimes.” The overall mean was registered at 4.19 which is verbally
described as “most of the time.”
The results imply that parents of elementary school pupils in spite of their multiple
roles in the family, are doing their best to show their concern and support to their childrens’
education. They always see to it that they talked to their children’s teacher to discuss their
progress and academic standing in their classes.
This is consistent with a previous study conducted by Smith and Sheridan (2018),
who found that significant main effects were revealed when family-school engagement was
examined across all pupils’ learning outcomes, indicating that parents’ support and school
participation had a positive impact on pupils’ school performance. When the impact of
parents’ participation on each outcome type was examined separately (i.e., family
engagement attitudes, knowledge, and practices), significant effects were also found.
In the conducted interview with the parents, they were asked about the importance
of constant coordination with the teacher of their children. Parents replied that they firmly
believed that constant school visitation makes their child more confident that their parents
are always there to support them. In doing this, the elementary school pupils will become
more motivated to study their lessons which will eventually result to better school
performance.

Authoritarian
Authoritarian parenting is different in many ways from authoritative parenting. The
authoritarian parent imposes strict rules, expects compliance, and uses techniques such as
withholding love or acceptance to push a child to conform. To induce the required
behavior, these parents are more prone to use physical punishment or verbal abuse.
Children of authoritarian parents shows well-behaved, but they are also likely to be gloomy
and worried.
Table 3. Parenting Styles of the Elementary School Pupils’ Parents in terms of
Authoritarian
Item Statement
Responses = 194
Mean VD
5 4 3 2 1
1. I want my child to follow my instructions because I
am the authority to decide what to do or what not to do.
158 17 8 7 4 4.64 AT
2. I have little patience to tolerate any misbehavior of my
child or to listen to the excuses in any kind of mistakes.
24 17 48 43 62 2.47 R
3. I strongly believe that my child’s future is in my hand
and so there is a strict time table for my child to follow.
36 28 49 37 44 2.87 S
4. I have clear expectations regarding my child’s
behavior and I am not much bothered about the likings of
my child regarding his/her future.
133 32 16 7 6 4.44 AT
5. I usually like to give physical punishment than giving
advices to my child because I am sure he/she will not
listen to it.
2 4 13 21 154 1.35 N
6. I believe that only through punishment a child can be
corrected and I also do not like to give any financial
freedom to my child.
4 6 11 26 147 1.42 N
7. The punishment I give to my child depends upon my
mood.
3 5 10 28 148 1.39 N
8. Whenever my child shows disobedience, I scold and
criticize him/her with bursting anger.
10 13 18 32 121 1.76 N
Overall Mean 2.54 R
Legend:
1.81 – 2.0 Rarely (R)
1.00 – 180 Never (N)

27
Table 3 exhibits the assessments of the elementary school pupils’ parents as regards
their parenting styles in terms of authoritarian.
Observed from the table that item “I want my child to follow my instructions
because I am the authority to decide what to do or what not to do” garnered the highest
computed weighted mean of 4.64 with a verbal interpretation of “all of the time.”
Meanwhile, item “I usually like to give physical punishment than giving advices to my
child because I am sure he/she will not listen to it” yielded the lowest computed weighted
mean of 1.35 with a verbal description of “never.” The overall mean was calculated at 2.54
which is verbally described as “rarely.”
The results imply that since elementary school pupils are still young to decide on
their own, parents believed that they must have the full control in as decision-making is
concerned.
In conjunction to the present findings, Aghi (2020) asserted that parents should lay
down consistent, positive, and developmentally appropriate rules for all the children in the
house. Further, Aghi affirmed that authoritarian parent tends to set rigid rules, demand
obedience and use strategies such as withdrawing love or acceptance might be used to force
a child to conform.
In the conducted interview with the parents, they were asked about the level of their
strictness to their elementary school children. The parents replied that they are strict to their
children because they want them to be safe always. Moreover, they added that they do not
allow their children to go anywhere they want.

28
Permissive
The permissive parent is overflowing in parental warmth. This parent may be
openly affectionate and kind, but sets no boundaries, even when the child's safety is
compromised. Permissive parents make few demands for maturity or performance, and
there are often no consequences for misbehavior. Children of permissive parents often have
problems with controlling their impulses; they may display immaturity and reluctant to
accept responsibility.
Table 4. Parenting Styles of the Elementary School Pupils’ Parents
in terms of Permissive
Item Statement
Responses = 194
Mean VD
5 4 3 2 1
1. I am very soft with my child so that I cannot
correct him/her at proper time by punishment.
114 32 24 13 11 4.16 MT
2. Whenever the child comes with low marks, I
will not give any punishments rather I feel
he/she will become better next time.
128 19 16 19 12 4.20 MT
3. I give valuable reward to my child for
obeying me or behaving well.
84 52 28 16 14 3.91 MT
4. Though I have definite goal and planning
about my child’s future I cannot follow it
strictly because of my leniency.
131 18 15 17 13 4.22 AT
5. As I was brought up by strictly disciplined
parents, I am very liberal with my child.
130 22 13 13 16 4.22 AT
6. I like to be a very affectionate parent towards
my child and also I take the responsibility of
my faulty parenting on my child.
136 21 12 11 14 4.31 AT
7. I always threaten my child with punishment
but do not actually doing it because of my
leniency.
128 19 15 17 15 4.18 MT
8. Because of my extreme love and sympathy
for my child, he/she lacks self-discipline.
8 11 17 24 134 1.63 N
Overall Mean 3.85 MT
Legend:
1.81 – 2.60 Rarely (R)
1.00 – 1.80 Never (N)

29
Table 4 summarizes the assessments of the elementary school pupils’ parents as
regards their parenting styles in terms of permissive.
The item “I like to be a very affectionate parent towards my child and also I take
the responsibility of my faulty parenting on my child” obtained the highest computed
weighted mean of 4.31 with a verbal interpretation of “all of the time.” On the other hand,
item "Because of my extreme love and sympathy for my child, he/she lacks self-discipline”
got the lowest computed weighted mean of 1.63 with a verbal description of “never.” The
overall mean was registered at 3.85 which is verbally described as “most of the time.”
The results imply that most of the time, parents of elementary school pupils
believed that if they have a warm, loving and affectionate relationship with their child it
will help them feel safe and secure. Moreover, they believed that when the children feel
secure, they are more likely to be happy and confident, and be able to handle conflicts and
anger.
In accordance to these findings, Rauer (2018) has found that people who had warm,
affectionate parents in childhood live better lives. Further, he stated that parents’ affecting
a child’s well-being for a lifetime. The connection was evident and constant; children who
remembered their parents as warm and loving develop at much higher rates in adulthood.
This was true even when socioeconomic and other characteristics were adjusted to the
study.
In the conducted interview with the parents of elementary school pupils, they were
asked about the importance of being affectionate to their children. The parents answered
that it is very important for them to always show love and affection to their children. They

30
believed that these children will be more secured and happy and satisfied of being with
their families.
Uninvolved
Uninvolved parenting is characterized by lack of limits or demands seen in the
permissive-indulgent parenting style.
The uninvolved parent, might demonstrates little or no parental warmth. The uninvolved
style, in its most extreme, might be neglectful or involve outright rejection of the child.
Children with uninvolved parents are more likely to do poorly in school and might exhibit
delinquent behavior and depression.
The assessments of the elementary school pupils’ parents as regards their parenting
styles in terms of uninvolved shown in Table 5.
Observed from the table that item “As I am very busy with my household and office
duties, I get less time to involve my child’s studies or to listen his/her needs and wishes”
received the highest computed weighted mean of 3.62 with a verbal interpretation of “most
of the time.” On the other hand, item "I usually prioritize my own likes and desires but not
bother much about needs or misbehaviors of my child” got the lowest computed weighted
mean of 1.29 with a verbal description of “never.” The overall mean was registered at 2.28
which is verbally described as “rarely.”

31
Table 5. Parenting Styles of the Elementary School Pupils’ Parents in terms of
Uninvolved.
Item Statement
Responses = 194
Mean VD
5 4 3 2 1
1. I do not have any demand or control on my child
and I give total freedom.
24 21 19 57 73 2.31 R
2. As I am very sad and depressed, I cannot show
much care and deep emotional tie up with my child.
41 39 21 47 46 2.91 MT
3. As I am very busy with my household and office
duties, I get less time to involve my child’s studies
or to listen his/her needs and wishes.
71 42 36 26 19 3.62 MT
4. I have enough stress and strain myself and hence
I cannot take care of my child’s welfare.
27 14 13 68 72 2.26 R
5. I usually prioritize my own likes and desires but
not bother much about needs or misbehaviors of my
child.
3 6 8 11 166 1.29 N
6. As I am busy and get little time to care my child,
he/she is quite free to move own way to take
decisions.
36 38 39 47 34 2.97 S
7. As I am bounded with severe life problems, I
ignore my child’s misbehavior and I have no idea
about his/her life outside the home.
5 7 6 9 167 1.32 N
8. I never like to tell my child where I am going or
why I am late.
7 12 14 18 143 1.57 N
Overall Mean 2.28 R
Legend:
1.81 – 2.60 Rarely (R)
1.00 – 1.80 Never (N)
The results imply that uninvolved is not the parenting styles that the elementary
school pupils’ parents are practicing. In spite of their busy schedules, they still have some
time to spend with their children.
Relevant to this, Nwakwo (2018) affirmed that uninvolved parents minimize their
interaction time, and, in some cases, are uninvolved to the point of being neglectful. They
are unconcerned about the child's reading ability or academic success. Parents who are

32
uninvolved are indifferent with their adolescent's needs, whereabouts, or experiences at
school or with companions.
In the conducted interview, parents of elementary school pupils were asked about
their views on the importance of their involvement to their child’s education. The parents
replied that they strongly believed that being involved in the education of their children
plays a vital role in their success in school. Moreover, they added that when their children
feel the concern of their parents through constant involvement in their school activities,
these children will be more motivated to study hard.
Parental Autonomy Support of the Elementary School Pupils’ Parents
Parental autonomy support is essential for adolescent development and learning.
Parental autonomy support is characterized as parental encouragement of pupils' problem-
solving, selecting, and decision-making. Parental autonomy support is exhibited through
valuing pupils' perspectives, supporting self-determination, providing opportunities for
independent choice, avoiding controlling language, and providing an autonomous family
atmosphere.
The assessments of the elementary school pupils as regards parental autonomy
support in terms of choice within certain limits, rationale for demands and limits,
acknowledgement of feelings, threats to punish, and performance pressures are presented
in Tables 6 to 10.
Choice within Certain Limits
Setting certain limits teaches self-discipline skills. Children themselves learn to
manage all of their duties, such as homework, household chores, and taking good care of
themselves.

33
The assessments of the elementary school pupils regarding the autonomy support
of their respective parents in terms of choice within central limit are provided in Table 6.
Table 6. Parental Autonomy Support of the Elementary School Pupils’ Parents
in terms of Choice within Certain Limits
Item Statement
Responses = 194
Mean VD
5 4 3 2 1
1. My point of view is very important to
my parents when he/she made important
decisions concerning me.
91 38 32 25 8 3.92 T
2. My parents hope that I would make
choices that correspond to my interests
and preferences.
134 21 13 14 12 4.29 V
3. Within certain limits, my parents
allow me the freedom to choose my own
activities.
167 8 9 6 4 4.69 V
4. My parents give me many
opportunities to make my own decisions
about what I am doing.
124 32 18 12 8 4.30 V
5. Within certain limits, my parents
allow me to play my favorite game.
145 21 17 5 6 4.52 V
Overall Mean 4.34 V
Legend:
4.21 – 5.00 Very True of my Parents (V)
3.41 – 4.20 True of my Parents (T)
2.61 – 3.40 Somewhat True my Parents (S)
1.81 – 2.60 Slightly True my Parents (ST)
1.00 – 1.80 Not True of my Parents (N)
Manifested in the item “Within certain limits, my parents allow me the freedom to
choose my own activities” received the highest computed weighted mean of 4.69 with a
verbal description of “very true of my parents,” followed with item “My point of view is
very important to my parents when he/she made important decisions concerning me” got
the lowest computed weighted mean of 3.92 with a verbal interpretation of “true of my
parents.” The overall mean was calculated at 4.34 which is verbally interpreted as “very
true of my parents.”

34
The results imply that parents of elementary school pupils are fully aware that
giving their child opportunities to show that he/she can be responsible with the limits given
to them. If they're able to handle the limits being set to them, they can show that they're
ready to handle things with more responsibility.
Accordingly, this proven by the study of Morin (2021) reported that setting limits
can be tough for several reasons. Parents may feel guilty about saying "No," or they may
want to prevent a temper tantrum that is expected when a child is warned of a limitation.
Limits are important for kids because they teach them appropriate behavior and give them
opportunity to enhance some of their abilities. Kids who live with little or no restrictions
experience anxiety. Children do not want to be in charge. They want to know that their
parents are in charge and that they are competent to help them stay in control.
In the conducted interview with the parents of elementary school pupils. They were
asked about the importance of setting limits to their child’s everyday activities. These
parents replied that setting limits makes their child aware of what they can do and what
they cannot. Further, this makes their child more responsible of their actions.
Rationale for Demands and Limits
Setting limits with children entails establishing a behavioral guideline—even if
there is no official household rule. Since you can’t set a rule about everything, limits are
those spurs of the moment guidelines that are situational.
The assessments of the elementary school pupils as regards the autonomy support
of their respective parents in terms of rationale for demands and limits are indicated in
Table 7.

35
in terms of Rationale for Demands and Limits
Item Statement
Responses = 194
Mean VD
5 4 3 2 1
1. My parents make sure that I
understand why he/she forbids certain
things.
136 18 19 10 11 4.33 V
2. When I asked why I need to do, or not
do something, my parents give me good
reasons.
141 24 9 11 9 4.43 V
3. When I am not allowed by my parents
to do something, I usually know why.
139 27 8 10 10 4.42 V
4. When my parents ask me to do
something, he/she explains why he/she
wants me to do it.
121 36 18 8 11 4.28 V
5. My parents explain why I must limit
the use of gadgets in this new normal.
119 48 13 8 6 4.37 V
Overall Mean 4.36 V
Legend:
Interestingly, all items indicated in the table including the computed overall mean
of 4.36 yielded the highest verbal description of “very true of my parents”. The table
reveals that item “When I asked why I need to do, or not do something, my parents give
me good reasons” got the highest computed weighted mean of 4.43. On the other hand,
item “When my parents ask me to do something, he/she explains why he/she wants me to
do it” obtained the lowest computed weighted mean of 4.28.
The results imply that parents explain everything that they want their children to
do. Children will aware of some limits on their activities.
In the same vein, Rae (2020) opined that children need adults to teach, guide, and
support them as they grow and learn. Child healthcare workers are essential in guiding

36
children's behavior in positive, supportive, and age-appropriate ways. The effective
techniques to guide behavior differ for each child and are determined by the child's age,
developmental ability, and interests. Children receive constructive and helpful advice as
they develop self-regulation and appropriate ways to express their desires, needs, opinions,
and feelings. Monitoring children's behavior is a continuous process.
In the conducted interview with the parents, they were asked about the importance
of explaining every rule that they wanted their children to follow. These parents answered
that their children need to understand why they set limits and they impose rules to their
children. By doing this, children will be aware of the reasons why they should or should
not do certain things.
Acknowledgement of Feelings
Acknowledging demonstrates parents’ understanding and acceptance. It sends a
powerful, affirming message.
The assessments of the elementary school pupils with regard to the autonomy
support of their respective parents in terms of acknowledgement of feelings are
summarized in Table 8.
Specified in the item “My parents are open to my thoughts and feelings” received
the highest computed weighted mean of 4.44 with a verbal description of “very true of my
parents.” Meanwhile, item “My parent listens to my opinion and point of view when I
disagree with them” got the lowest computed weighted mean of 3.91 with a verbal
interpretation of “true of my parents.” The overall mean was calculated at 4.20 which is
verbally interpreted as “true of my parents.”

37
in terms of Acknowledgement of Feelings
Item Statement
Responses = 194
Mean VD
5 4 3 2 1
1. My parent can put him/herself in my
shoes and understand my feelings.
124 32 22 9 7 4.32 V
2. My parent listen to my opinion and
point of view when I disagree with them.
91 37 34 21 11 3.91 T
3. My parents are open to my thoughts
and feelings.
136 28 14 12 4 4.44 V
4. My parents encourage me to be
myself.
128 28 17 18 3 4.34 V
5. My parents listen to my explanations
when I refuse to do something.
97 36 32 17 12 3.97 T
Overall Mean 4.20 T
Legend:
The results imply that parents of elementary school pupils are considerate of their
children’ feelings. They are promoting open-mindedness with their children.
Childrens’ thoughts and personality have an impact on their feelings. Optimism is
a parenting tool that may help kids in developing a positive sense of self-worth. Accept all
emotions, including the positive and negative ones. Letting kids know that it's acceptable
to experience difficult emotions like anger, sadness, disappointment, and frustration.
In the conducted interview, parents were asked about the ways they acknowledge
the feelings of their young children. The parents replied that they are open with their
children in so far as telling their feelings. They allow their children to say and express what
they have in their minds so that they can discuss anything. In doing this, parents would be
able to be closer with their young children.

38
Threats to Punish
Threats create a threatening and emotionally uncomfortable environment for
children, which might weaken a child's motivation to obey their parents' instructions.
Punishments and threats of imposed consequences are not only undesirable, but also
unproductive; they promote disobedience or anger and are frequently the root cause of
conflict in parent-child relationships rather than the solution. Many people believe that
imposing a consequence is an alternative to punishment, however it cannot be compared
to natural consequences.
in terms of Threats to Punish
Item Statement
Responses = 194
Mean VD
5 4 3 2 1
1. I always need to do what my parents
want me to do, if not, they would
threaten to take away privileges.
36 48 36 36 38 3.04 S
2. When I refuse to do something, my
parents threaten to take away certain
privileges in order to make me do it.
42 45 37 36 34 3.13 S
3. As soon as I didn’t do exactly what
my parents wants, he/she threaten to
punish me.
23 39 41 61 30 2.81 S
4. When my parents want me to do
something, I need to obey or else I will
be punished.
13 28 18 21 114 1.99 ST
5. When I feel lazy answering my school
work, my parents will not allow me to
use the internet.
63 48 28 17 38 3.42 T
Overall Mean 2.88 S
Legend:

39
support of their respective parents in terms of threats to punish are shown in Table 9.
Demonstrated in the table, item “When I feel lazy answering my school work, my
parents will not allow me to use the internet” received the highest computed weighted mean
of 3.42 with a verbal description of “true of my parents.” Meanwhile, item “When my
parents want me to do something, I need to obey or else I will be punished” got the lowest
computed weighted mean of 1.99 with a verbal interpretation of “slightly true of my
parents.” The overall mean was calculated at 2.88 which is verbally interpreted as
“somewhat true of my parents.”
The results imply that parents do not use threat for their children to follow their
instructions. Further, they knew that children are just learning about having a choice to
respond constructively or react aggressively (or reject) and they learn it from their parents.
Threatening children with negative consequences are punishing and conveys the message
that it's acceptable to treat people disrespectfully when they're doing something "wrong,"
or that it's important to be responsible with our feelings and avoid hurting others.
In the same vein, Simperingham (2021) emphasized that understanding
the boundaries, restrictions, and requests does not have to be supported by threats of
imposed consequences requires a mindset adjustment for many. Traditionally, asserting
boundaries and threatening punishments were synonymous, which is why most people
interpret "no punishments" to mean "no boundaries." Eliminating threats of imposed
consequences in the parent-child relationship, just as it is in relationships, is an important
component in fostering cooperation, trust, honesty, and integrity in the family.

40
Performance Pressures
Parental pressure is the emotional stress that parents place on their children, and it
is frequently associated with academic performance, cultural and societal standards, and
other issues. The primary source of parental pressure is concern for their children's well-
being.
Table 10. Parental Autonomy Support of the Elementary School Pupils’
Parent in terms of Performance Pressures
Item Statement
Responses = 194
Mean VD
5 4 3 2 1
1. My parents insist that I always be
better than others.
21 36 28 46 63 2.52 ST
2. In order for my parents to be proud of
me, I need to be the best.
92 43 36 16 7 4.02 T
3. My parents refuse to accept that I
want simply to have fun without trying
to be the best.
21 36 48 63 26 2.81 S
4. My parents believe that, in order to
succeed, I always need to be the best at
what I do.
111 56 14 8 5 4.34 V
5. My parents insist that I should get
high grades in this new normal.
29 36 48 37 44 2.84 S
Overall Mean 3.30 S
Legend:
support of their respective parents in terms of performance pressures are presented in Table
10.

41
Specified in the table, item “My parents believe that, in order to succeed, I always
need to be the best at what I do” received the highest computed weighted mean of 4.34
with a verbal description of “very true of my parents.” Meanwhile, item “My parents insist
that I always be better than others” got the lowest computed weighted mean of 2.52 with a
verbal interpretation of “somewhat true of my parents”. The overall mean was calculated
at 3.30 which is verbally interpreted as “somewhat true of my parents.”
The results imply that parents make their children believe that putting too much
effort in everything they do will eventually result to success. This only mean that parents
are inculcating in the young minds of their children to be responsible and to work hard to
attain their goals in life.
This conforms with the findings of Ahkilla (2021) stated that dreams without effort
is useless. As parents, they must motivate their children in order to achieve their goal in
life. Parents must guide their children, tell them a story based on reality so that they will
be inspired to do good things and they can build their confidence to explore the world to
gain more knowledge.
In the conducted interview, parents were asked about their ways of motivating their
children to do their best so that they would be able to attain their dreams. Further, these
parents added that they always support their children to make them more motivated and
focused on their school works.
The Elementary School Pupils’ Well-Being
Pupils’ well‑being is the psychological, cognitive, social and physical functioning
and. capabilities that they need to live a happy and fulfilling life. It is a combination of a

42
person's emotional, mental and social health and it also reflects how they feel about
themselves and their life in general.
The assessments of the elementary school pupils as regards their well-being in
terms of positive emotional state and outlook are presented in Tables 11 and 12.
Positive Emotional State
Positive emotional state is not simply “state of happy feelings” that pupils chase to
feel momentary pleasure; like the more negative emotions, it plays a significant role in
everyday life. Among the many health benefits of positive emotional state is a reduction in
stress and a boost to general well-being. Positive emotional state can actually act as a buffer
between pupils and stressful events in their life, allowing them to cope more effectively
and preserve their mental health.
Table 11. The Elementary School Pupils’ Well-Being in terms of Positive Emotional
State
Item Statement
Responses = 194
Mean VD
5 4 3 2 1
1. I’ve been feeling calm. 121 49 15 6 3 4.44 A
2. I’ve been feeling cheerful about things 136 36 12 8 2 4.53 A
3. I’ve been feeling relaxed 118 48 16 8 4 4.38 A
4. I’ve been in a good mood 123 32 21 8 10 4.29 A
5. I’ve been getting on well with people 152 17 6 8 11 4.50 A
6. I enjoy what each new day brings 136 37 8 6 7 4.49 A
Overall Mean 4.44 A
Legend:
4.21 – 5.00 All of the time (A)
3.41 – 4.20 Quite a lot of the time (Q)
2.61 – 3.40 Some of the time (S)
1.81 – 2.60 Not much of the time (NM)
1.00 – 1.80 Never (N)

43
Table 11 shows the assessments of the elementary school pupils as regards their
well-being in terms of positive emotional state.
Apparently, from the table shown items indicated therein including the computed
overall mean of 4.44 yielded the highest verbal interpretation of “all of the time”. Further
it reveals that item “I’ve been feeling cheerful about things” received the highest computed
weighted mean of 4.53. Meanwhile, item “I’ve been in a good mood” got the lowest
computed weighted mean of 4.29.
The results imply that after the COVID 19 pandemics where the pupils experienced
online learning mode of teaching, they are now feeling well and more positive in everything
that happens to them. Further, they are enjoying the face-to-face classes wherein they
personally meet and mingle with their teachers and classmates.
In accordance to the present findings, Osika (2022) asserted that positive learning
emotions include interest, curiosity, wonder, passion, creativity, engagement and joy.
These activate the reward system of the brain, make the experience desirable, and aid in
focus and attention. Pupils with positive emotional states can widen their perspective, see
alternatives, strive through difficulties, and respond effectively to criticism and failures.
In the conducted interview with the parents of elementary school pupils, they were
asked to describe the emotional state of their children to the implementation of face-to-face
classes. The parents replied that when face-to-face classes were implemented, they
observed their children were very excited and inspired to go to school. Moreover, they
always see their children enjoying doing their school work.

44
Positive Outlook
Positive outlook can help children cope with stress, improve their overall wellbeing,
and even boost their immune system. This isn’t necessarily surprising considering that
positive thinking generally helps children feel happier and more relaxed, this makes it
easier to focus on the task at hand and learn new information.
Table 12. The Elementary School Pupils’ Well-Being in terms of Positive Outlook
Item Statement
Responses = 194
Mean VD
5 4 3 2 1
1. I think there are many things that I can
be proud of.
99 36 24 18 17 3.94 Q
2. I feel that I am good at some things. 148 16 14 10 6 4.49 A
3. I think good things will happen in my
life.
123 25 18 19 9 4.21 A
4. I can find lots of fun things to do- . 151 16 17 4 6 4.56 A
5. I think lots of people care for me. 163 14 8 3 6 4.68 A
6. I’ve been able to make choices easily. 128 26 19 13 8 4.30 A
Overall Mean 4.36 A
Legend:
4.21 – 5.00 All of the time (A)
3.41 – 4.20 Quite a lot of the time (Q)
2.61 – 3.40 Some of the time (S)
1.81 – 2.60 Not much of the time (NM)
1.00 – 1.80 Never (N)
Table 12 shows the assessments of the elementary school pupils with regard to their
well-being in terms of positive outlook.
Noticed from the table that item “I think lots of people care for me” received the
highest computed weighted mean of 4.68 with a verbal interpretation of “all of the time”.
On the other hand, item “I think there are many things that I can be proud of” got the lowest
computed weighted mean of 3.94 with a verbal description of “quite a lot of time.” The
overall mean was recorded at 4.36 which is verbally described as “all of the time.”

45
The results imply that the elementary school pupils are optimistic during this face-
to-face classes. Moreover, they believe that their schools and their respective families have
the full support that gives them positive outlook in life.
In accordance to the present findings, Stenger (2021) reported that positivity makes
it easier to achieve students’ goals. That’s because when they are in a positive frame of
mind, they can make better decisions. Students can look ahead and plot a course, rather
than just reacting to the setbacks they encounter. They don’t get stuck with negative self-
talk. Positivity can be useful by prompting students to take risks and try new things in the
classroom and at home.
In the conducted interview with the parents, they were asked about the level of
being positive in the implementation of face-to-face classes. The parents replied that they
firmly believed that their children have the capacity to achieve their goals during the face-
to-face classes. With the help of the teachers and support from parents and friends, they
know that their young children would be able to adapt and adjust in the new settings of
education.
The Elementary School Pupils’ Learning Performance in Science
In this part of the study, the learning performance of the public elementary school
pupils in Science is shown in Table 13.

46
Table 13. Distribution of Respondents According to Learning Performance
Grade
f
(N=194)
Percent Verbal Description
90 and above 54 27.84 Outstanding (O)
85 – 89 66 34.02 Very Satisfactory (VS)
80 – 84 55 28.35 Satisfactory (S)
75 – 79 19 9.79 Fairly Satisfactory (FS)
74 and below 0 0.00 Did Not Meet Expectations (DNE)
Range 75 – 96
Mean 86.13
Verbal Description Very Satisfactory (VS)
Standard Deviation 5.17
Examined from the table that more than one-third or 34.02 percent of the
respondents obtained grades from 85 to 89 which is verbally described as “very
satisfactory”. Meanwhile, 28.35 percent received grades that lie within the bracket of 80 to
84 which is verbally interpreted as “satisfactory”. On the other hand, 27.84 percent of the
respondents got grades from 90 and above which is verbally described as “outstanding.”
The remaining 9.79 percent of registered grades from 75 to 79 which is verbally described
as “fairly satisfactory.”
Further examination of the tabulated data reveals that the grades of the respondents
ranged from 75 to 96. The mean and the standard deviation were recorded at 86.13 (very
satisfactory) and 5.17, respectively. The results imply that 132 pupils received grades that
lie within the bracket of 81 to 91.
The Relationship between Parenting Styles of Elementary School Pupils’ Parents
and their Well-being and Learning Performance in Science
Table 14 exhibits the results of the correlation analysis which was done to
determine if significant relationship existed between the parenting styles of elementary

47
school pupils’ parents and their well-being and learning performance in Science. Before
performing the correlation analysis, reverse coding was done to statements that were
formulated in negative form.
Table 14. Results of Correlation Analysis on the Relationship between Parenting
Styles of Elementary School Pupils’ Parents and their Well-being
and Learning Performance in Science
Parenting Styles Well-Being
Academic
Performance
authoritative 0.845**
(0.000)
0.687**
(0.000)
Authoritarian 0.471**
(0.007)
0.547**
(0.000)
Permissive 0.667**
(0.000)
0.622**
(0.000)
uninvolved 0.768**
(0.000)
0.464**
(0.008)
Legend: ** = highly significant (p≤0.01) Numbers in the upper entry are correlation values (r-values)
Numbers enclosed in parentheses are probability values (p-values)
Reflected from the table that highly significant relationship was found between
parenting styles and pupils’ well-being and parenting styles and pupils’ academic
performance in Science. This highly significant relationship was brought about by the fact
that the computed probability values that ranged from 0.008 to 0.000 for these variables
are less than the 0.01 level of significance. Further perusal of the tabulated results reveals
that direct relationship (as implied by the positive sign of the correlation values of 0.464 to
0.845) existed between the aforementioned variables. This indicates that as the level of
parenting styles increases, the level of pupils’ well-being and academic performance also
increases.
The results imply that when the parents practiced parenting that is most appropriate
for their children, these children would be able to feel better and perform well in terms of
academics.

48
In conjunction to the present findings, Luke (2021) participants in the study
completed online questionnaires containing the Parenting Style Scale and the Student
Psychological Well-Being Process Questionnaire. Pearson product-moment correlations
were conducted to analyze the collected data. The results showed that there was a
significant relationship between parenting styles and psychological well-being among the
students. Interestingly, the results also showed that there was a significant relationship
between parenting style and academic performance among students.
In the conducted interview with the pupils, they were asked about the importance
of their parents in parenting on their well-being and academic performance. These pupils
answered that parenting styles of their respective parents play a key role towards the
development in all perspectives of their lives, such as social, emotional and educational.
Further, they added that their parents use different parenting styles to make them excel and
succeed in life.
The Relationship between Parental Autonomy Support of Elementary School Pupils’
Parents and their Well-being and Learning Performance in Science
Table 15 displays the results of the correlation analysis which was done to
determine if significant relationship existed between the parental autonomy support of
elementary school pupils’ parents and their well-being and learning performance in
Science. Prior to the correlation analysis, reverse coding was done to statements that were
formulated in negative form.

49
Table 15. Results of Correlation Analysis on the Relationship between Parental
Autonomy Support of Elementary School Pupils’ Parents and their
Well-being and Learning Performance in Science
Parental Autonomy Support Well-Being
Academic
Performance
choice within certain limits; 0.587**
(0.000)
0.671**
(0.000)
rationale for demands and limits 0.784**
(0.000)
0.691**
(0.000)
acknowledgement of feelings 0.748**
(0.000)
0.639**
(0.000)
threats to punish 0.674**
(0.000)
0.667**
(0.000)
performance pressures 0.396**
(0.007)
0.455**
(0.004)
Legend: ** = highly significant (p≤0.01) Numbers in the upper entry are correlation values (r-values)
Numbers enclosed in parentheses are probability values (p-values)
Observed from the table that highly significant relationship was found between
parental autonomy support and pupils’ well-being and parenting styles and pupils’
academic performance in Science. This highly significant relationship was brought about
by the fact that the computed probability values that ranged from 0.007 to 0.000 for these
variables are less than the 0.01 level of significance. Further perusal of the tabulated results
reveals that direct relationship (as implied by the positive sign of the correlation values of
0.396 to 0.784) existed between the aforementioned variables. This indicates that as the
level of parental autonomy support increases, the level of pupils’ well-being and academic
performance also increases.
The results imply that when the parents provided effective autonomy support for
their children, these children are more motivated and perform well in school.
In conjunction to the present findings, Feng et al., (2019) when parents support
autonomy, parents acknowledge their children's perspectives, provide meaningful choices,

50
and encourage their children's self-expression and self-regulation. Similarly, parents
encourage the development of psychological resources in their children. Despite their
importance, the mediating effects of children's psychological resources in the relationship
between parental autonomy and homework completion have received little attention.
Moreover, past studies have only explored whether students’ intrinsic motivation for doing
homework mediates the association between parental autonomy support and well-being
and academic performance.
In the conducted interview with the pupils, they were asked about the importance
of their parents’ autonomy support in improving their well-being and academic
performance. The pupils answered that when they feel the full support of their parents they
will be more inspired and regulated in doing their school tasks which will result to higher
academic performance.
Table 16. Thematic Analysis. Summary Table of the Interview
Guide Questions Responses
1. How important is constant coordination
with your child’s teacher?
They firmly believed that constant school
visitation makes their child more confident
that their parents are always there to support
them. In doing this, the elementary school
pupils will become more motivated to study
their lessons which will eventually result to
better school performance.
2. How strict are you with your children? They are strict to their young children
because they want them to be safe always.
Moreover, they added that they do not allow
their young children to go anywhere they
want.

51
3. How important is “affectionate” to
parents of young children?
It is very important for them to always show
love and affection to their children. By
showing this, they believed that these young
children will be more secured and feel happy
and satisfied of being with their families.
4. How important is your involvement
with your child’s education?
They strongly believed that being involved in
the education of their children plays a vital
role in their success in school. Moreover,
they added that when their children feel the
concern of their parents through constant
involvement in their school activities, these
children will be more motivated to study
hard.
5. How important is setting limits to your
child’s everyday activities?
Setting limits makes their child aware of what
they can do and what they cannot do. Further,
this makes their child more responsible of
their actions.
6. How important is your explanations for
every rule that you want your children
to follow?
The parents answered that their children
need to know why they set limits and they
impose rules to their children. By doing this,
children will be aware of the reasons why
they should or should not do certain things.
7. How did you acknowledge the feelings
of your young children?
They are open with their children in so far as
telling their feelings. They allow their
children to say and express what they have
in their minds so that they can discuss
anything. In doing this, parents would be
closer with their young children.
8. How do you motivate your children to
study hard for them to be successful in
life?
They always support their children to make
them more motivated and focused on their
school works.
9. Describe the emotional state of your
children to the implementation of face-
to-face classes.
These parents replied that when face-to-face
classes were implemented, they observed
their children very excited and inspired to go
to school. Moreover, they always see their
children enjoying doing their school work.

52
10. How positive are you and your children
that they can survive in this face-to-face
classes?
They firmly believed that their children have
the capacity to achieve their goals during
face-to-face classes. With the help of the
teachers and support from parents and
friends, they know that their young children
would be able to adapt and adjust in the new
settings of education.
11. How important is the parenting of your
parents in your well-being and
academic performance? (for the pupils)
These pupils answered that parenting styles
of their respective parents play a key role
towards the development in all perspectives
of their lives, such as social, emotional and
educational. Further, they added that their
parents use different parenting styles to
make them excel and succeed in life.
12. How important is your parents’
autonomy support in improving your
well-being and academic performance?
(for the pupils)
They feel the full support of their parents
they will be more inspired and regulated in
doing their school tasks which will result to
higher academic performance.
Proposed Intervention Program of Activities Based on the Result of the Study
Result of this study revealed that parents of elementary school pupils utilized
authoritative and permissive parenting styles most of the times; and authoritarian and
uninvolved rarely, that parenting style influences child’s social and academic development.
It affects child’s self-efficacy, self-respect, self-development, behavior and academic
motivation.
Therefore, the researcher proposes intervention program that will encourage and
promote parenting styles which will result to higher academic performance in Science.

53
Table 17. Proposed Intervention Program of Activities
Objective Activity Time Frame Persons
Involved
Outcome
To improve parents'
capacity through
workshops and
seminars on
parenting skills.’
Seminar/Workshop
on Parenting Styles.
After the 1st
Chapter Test
Parents and
Teachers
Parents gained
learning through
the activities and
suggestions on
parenting styles.
To emphasize the
importance of
children's feelings
and priority setting.
Assists parents and
give them lectures
in achieving good
parenting styles.
After the 1st
Chapter Test
Parents and
Teachers
Parents acquired
needed
information and
guidance on
parenting
approaches.

CHAPTER IV
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the major findings, the conclusions arrived
at based on the findings, and the recommendations given in accordance with the
conclusions.
Findings
This study determined the influence of parents’ parenting styles and autonomy
support on the Science learning performance of pupils in elementary schools in Pandi,
Bulacan during the School Year 2022-2023.
Using the procedures described in the preceding chapter, the answers to the
problems raised in this study were ascertained and summarized as follows:
Findings revealed that parents of elementary school pupils utilized authoritative and
permissive parenting styles most of the times; and authoritarian and uninvolved rarely. The
elementary school pupils assessed the parental autonomy support in terms of choice within
certain limits and rationale for demands and limits as very true of their parents. In the same
manner, the elementary school pupils assessed their well-being in terms of positive
emotional state and outlook as very high. The academic performance of public elementary
school pupils in Science was described as “very satisfactory.” Highly significant
relationship was found between parenting styles and pupils’ well-being and parenting
styles and pupils’ academic performance in Science.

55
Likewise, highly significant relationship was found between parental autonomy
support and pupils’ well-being and parenting styles and pupils’ academic performance in
Science.
Conclusions
Based on the findings of the study, as the level of parenting styles increases, the
level of pupils’ well-being and academic performance in Science also increases.
Recommendations
In light of the findings and conclusions of the study, the following
recommendations were drawn:
1. For future researchers, further research along this line could be conducted. The
same study may be conducted to higher grades to further understand the
significance of parents’ parenting styles and autonomy support on the learning
performance of pupils.
2. Parents may always acknowledge their childrens’ feeling for them to be more
motivated in their studies by providing with some lectures or seminar-workshop
about proper parenting.

56
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