The relationship of perceived parenting styles, parental acceptance and rejection, with achievement motivation, self-efficacy, and grades

• Main Authors: Benipayo, Mikaela, Robles, Garen., Rocha, Beatriz
• Format: text
• Language: English
• Published: Animo Repository 2008
• Subjects: Parenting > Psychological aspects; Parent and adult child > Philippines > Metro Manila; Parent and child > Philippines > Metro Manila; Parental rejection > Philippines > Metro Manila; Education > Parent participation > Philippines > Metro Manila
• Online Access: https://animorepository.dlsu.edu.ph/etd_bachelors/9499
• Institution: De La Salle University

The study investigated the relationship of parenting styles (authoritarian, authoritative, permissive parenting styles), and parental acceptance and rejection among high school students' achievement motivation, self-efficacy, and grades. This study is based on Bandura's Social Cognitive Theory where the child's performance is influenced by social factors such as the parent's behavior. The Pearson r was used to analyze the relationship of these factors. There were four survey questionnaires administered to high school students in Metro Manila whose ages range from 13-16 years old. The questionnaires used consisted of the Self-Report Measure of Family Function for parenting styles, the Morgan-Jinks Student Efficacy Scale (MJSES) for self-efficacy, and Patterns of Adaptive Learning Survey for achievement motivation, the Parental Acceptance-Rejection Questionnaire-child version (child PARQ) for parental acceptance and rejection, and the cumulative grade to measure the pupils' achievement. It was found in the study that an authoritarian parenting style increases with mastery goal and rejection increases with grades. As the parenting styles increases, the self-efficacy significantly decreases. Results revealed that females significantly had higher mean grades than males and females significantly had higher performance avoidance than males. It was also found that all girls school significantly had higher grades than co-educational and all boys school. Co-educational schools had significantly higher self-efficacy on context than all girls and all boys school.