St.

Theresas College
Don Ramon Aboitiz Street, Cebu City
The Perceived Parental Style and Math Performance Scores of the
High School students of St. Theresas College
A research paper submitted in partial fulfilment for the requirements of sych !"#
Submitted by$
%udaya, %oan &ianney Clare T.
'aghanoy, (eslie A.
)S sych
Submitted to$
's. Samantha *ri+a 'endez
'arch #, ,"!,
INTRO!CTION
'athematics is mostly considered by students as a complicated sub-ect matter .hich
in/ol/es logical arithmetic processes that needs to be practiced in order to be perfected.
Although students s+ills contribute much to the understanding of logical processes in math,
there are still some aspects in their o.n moti/ation and personality that are affected by the
rearing practices of their o.n parents. This study entails the students perception of their parents
that may ha/e affected their academic performance especially in 'athematics. There .ere
already some researches regarding this matter. The importance of this study is to find out the
relationship bet.een students percei/ed parenting styles to.ards their academic performance.
Revie" of #iterature
Related Literature
Topic 1$ Types of arenting Styles
Subtopic$ Students can ma0imize their potentials in school through the full support of
their parents. 1t is anticipated that parents should play a role in the promotion of their childrens
achie/ements. Some parents ha/e al.ays been acti/ely in/ol/ed in enhancing their childrens
de/elopment and educational progress through their parenting styles. arenting styles are defined
as the beha/iors, attitudes, and /alues parents use to determine ho. they interact .ith their
children 2'ussen, !3#45. These .ere first introduced by Diana )aumrind 2!36!5 through her
research that in/ol/ed !"4 preschool children from 37 families. She measured ho. children .ere
functioning using inter/ie.s, testing and home studies and identified three parenting styles$
authoritarian8autocratic, the authoritati/e8democratic, and the permissi/e8laissez9faire. *ach style
demonstrates a particular relationship that occurs bet.een the parents and children at a specific
point in time. According to )aumrind 2,""75, Chan : Chan 2,""75 : Santroc+ 2!33"5,
relationships initiated during childhood affect ho. adolescents /ie. their parents a/ailability
and form relationships .ith others )aumrind 2!36!5 posited that, authoritarian parents /alue
control and unquestioning obedience. They are more detached and less .arm than other parents.
This is supported by the definition of Chan and Chan 2,""75, 'ussen 2!3#45 : Santroc+ 2!33",
,"";5, .here parents using this parenting style enforce strict boundaries and restraints on their
children, particularly adolescents. This parent9adolescent relationship is described as one of
gi/ing and ta+ing of commands .ith little other communication present. Adolescent beha/iors
associated .ith this parenting style are <an0iety and social comparison, failure to initiate acti/ity,
and ineffecti/e social interaction= 2Santroc+, !33"5. Steinberg 2,""!5 described the authoritati/e
parenting style as <>arm and in/ol/ed, but firm and consistent in establishing and enforcing
guidelines, limits, and de/elopmentally appropriate e0pectations=. Santroc+ 2!33", ,"";5
supported this by stating that <Authoritati/e parenting is a style that ad/ocates independence
.hile still maintaining boundaries and structure o/er actions.= arents using this technique ha/e
a mutual understanding and relationship to their children, thus creating a nurturing en/ironment.
These parents openly sho. care for their children and determination to +no. their .hereabouts
and the e/ents occurring in their li/es. Children of parents .ho e0ercise this parenting style are
usually cheerful, self9controlled, self9reliant, achie/ement9oriented, maintain friendly relations
.ith peers, cooperate .ith adults, and cope .ell .ith stress= 2Santroc+, ,"";5. arents .ho use
the permissi/e parenting style ma+e fe. demands and allo. their children to monitor their o.n
acti/ities. >hen they ma+e rules, they e0plain the reasons for them. They rarely punish their
children and it may lead to a lac+ of respect and the inability to control their o.n beha/iours.
The children may become domineering, egocentric and noncompliant to.ard their interpersonal
relationships. Additional authoritati/e parenting research 2)aumrind, !3??5 noted that higher
le/els of parental .armth and beha/ioural control .ere directly correlated .ith le/els of
ad-ustment for children of /aried ages. 'oreo/er, a study conducted by )aumrind in !33! found
that youth raised in an authoritati/e parenting style en/ironment .ere more competent and
capable of ad-usting 2)aumrind, ,""75.
Topic 2$ The 1nfluence of arenting Styles to Cogniti/e erformance
Subtopic: A study that .as conducted by 2Tiller, A.*. et al5 to find out the influence of
parenting styles to.ards childrens cogniti/e memory. They inter/ie.ed children at their
schools during the spring and conducted a sur/ey on the rimary rimary Caregi/ers ractices
Report 2CR@Robinson, 'andleco, Alsen, : Bart, !3375 to assess the le/el of a parents or
guardians parenting style .ith respect to )aumrinds primary parenting styles typologies$
authoritarian 2high control, lo. .armth5, permissi/e 2lo. control, high .armth5, and
authoritati/e 2high control, high .armth5 .hile ChildrenCs cogniti/e performance .as assessed
using the )rief 1ntellectual Ability 2)1A5 that includes cogniti/e tests of /erbal comprehension,
concept formation, and /isual matching. Dor the mothers CR, the authoritarian scores ranged
from !6 to 77E the permissi/e scores ranged from 6 to 4;E and the authoritati/e scores ranged
from ,! to 3?. Dor fathers CR, the authoritarian scores ranged from!# to ?,E the permissi/e
scores ranged from !4 to 46E and the authoritati/e scores ranged from 7# to 3?. Dor the )1A, the
standardized scores ranged from ?? to !;# for children .ith participating mothers and from 63 to
!;# for children .ith participating fathers. The study .as found to be inconclusi/e and difficult
to interpret due to fe. significant and po.erful relationships bet.een parenting styles and
childrens cogniti/e memory.
Topic 3: The relationship of parenting attitude and style to.ards childrens school achie/ements
Subtopic: 1n another study by Forddi, A., 2,"!"5 it .as found out that the relationship
bet.een parenting attitude and style ha/e a significant influence on childrens school
achie/ements. arents ga/e a big impact on the school achie/ement of their children, especially
.hen they are in/ol/ed .ith the academic li/es of their children and monitor their .or+s in
school. Ane study conducted by e the impact of fathers style of dealing .ith their children at
home and their academic achie/ements at school. The sample of the study consisted of 4""
students, their 4"" fathers and ," class teachers. Data .as collected an indigenously designed
questionnaires .hich is the Dather 9 Guestionnaire. Dather 9 Guestionnaire .as primarily used to
measure the father9child relationship. The questionnaire for fathers consisted of ;" statements
describing /arious study s+ills. 1t is (i+ert type scale and is designed to measure the three styles
of father, i.e. ermissi/e, authoritati/e and authoritarian. Dather styles among Asian Dathers ha/e
been /ariously described as authoritarian, controlling, restricti/e, puniti/e and hostile, thus those
fathers .ho practicing such characteristics obtained score on the father questionnaire ranges !?!9
,"". Dathers .ho obtained scores that ranges from !,!9!?" are considered as authoritati/e
fathers. ermissi/e father .ho are tolerant and .arm but e0ercise little authority to.ards their
children obtained scores on the father questionnaire is !,"9#". Analysis pro/es that significant
difference e0ists among the fathers style 2authoritarian, authoritati/e and permissi/e attitude5
.ith reference to dealing .ith their childrens academic affairs. The study concluded that
different parenting styles of dealing at home play a /ital role in determining their childrens
response at school and intern their academic achie/ement. The authoritati/e parenting style is
positi/ely associated to the academic achie/ement at school.
Topic 5: arents 1n/ol/ement in 'ath Achie/ement of their children
Subtopic: >ith regards to parental in/ol/ement and math achie/ement, a study by
Abdalla : Hoori 2,""35 identified parental in/ol/ement in studentsC mathematics achie/ement.
Irade ; pupils .ere the participants of the study and according to sur/ey data collected at least
?"J of the students did not do the home.or+ regularly. The method for this in/estigation
focused on the in/ol/ement of the parents in their childrens home.or+ by sending te0t
messages to the parents to inform them about this research as+ing them to be in/ol/ed in the
home.or+. The parents recei/ed a te0t massage for each assigned home.or+. The class teacher
chec+ed the home.or+. Chec+ ho. many students sol/ed correctly. The findings from this
study indicate that 6;J of the parents responded .ell to the te0t massages .hile ,?J of the
parents either responded .ea+ly or did not respond at all. This indicated that parent in/ol/ement
.as clearly affecting the percentage of home.or+ completed. These findings strongly support
.hat Batch 2!33#5 conclude that .hen parents and teachers participate and help .ith home.or+,
the depth and quality of learning increases.
Topic 5: eople suffering from 'ath (earning Disability
Subtopic: Aside from those pre/iously mentioned studies, a study by Roberts, S.A.
2,"!!5 found out that Children .ith 'ath (earning Disability are repeatedly found to perform
poorly on mathematics related tas+s. These children ha/e lo.er le/els of effort in/estment,
decreased self9efficacy, lo.er sense of coherence, less positi/e moods, and reduced hope in
comparison to their high achie/ing peers 2(ac+eye : 'argalit, ,""?5. (ac+eye and 'argalit
2,""?5 also found these children to ha/e higher le/els of loneliness and negati/e moods 2e.g.,
sad, .orried5. )y the time children complete high school, roughly 7 to !"J .ill be diagnosed
.ith '(D 2)arbaresi, Fatusic, Colligan, >ea/er, : %acobson, ,""7E Iross9Tsur : Shale/,
!33?E Astad, !33#5.
Significance of the Study
Students K they .ould +no. if the parenting styles of their parents may affect ho.
they perform academically, especially .ith complicated sub-ects such as
'athematics.
Children .ith 'ath (earning Disability K they .ould +no. if their o.n moods and
emotions are affected by the .ay they are being reared by their parents.
arents K they .ill be a.are of ho. their style of parenting .ill affect ho. their
children perform in the academic curriculum.
Teachers K they .ill help forge the relationship bet.een the parent and child to ma+e
the childs performance in 'athematics better.
Io/ernment K they .ill +no. .hat programs and seminars they .ill implement to
strengthen the bond of parents and their children.
Duture Researchers K this study .ill benefit them as their source of literature for their
o.n study of this topic.
Statement of the Pro$lem
The researchers .ant to find out if the 'ath performances of St. Theresas College Bigh school
students /ary across their percei/ed parental styles. The follo.ing are the sub9problems that .ill
help the researchers in their study$
!. Bo. do the high school students of St. Theresas College percei/e their parentsL
,. >hat are the 'athematics performance scores of these studentsL
4. Do the 'ath erformance scores of St. Theresas College high school students /ary
across their percei/ed parental stylesL
Conce%tual &rame"or'
21ndependent &ariable5 2Dependent &ariable5
The independent /ariable .ill be students percei/ed parental in/ol/ement of their parents .hile
the dependent /ariable .ill be the 'ath performance scores of !
st
year, ,
nd
year, 4
rd
year and ;
th
year Bigh School students of St. Theresas College. The percei/ed parental styles in/ol/e the
authoritarian, authoritati/e and permissi/e parenting styles. 1n the authoritarian parenting style,
children are e0pected to follo. the strict rules established by the parents. According to
)aumrind, these parents Mare obedience9 and status9oriented, and e0pect their orders to be
obeyed .ithout e0planationM 2!33!5. Authoritati/e parenting style, on the other hand, is much
more democratic. Authoritati/e parents are responsi/e to their children and .illing to listen to
questions. >hen children fail to meet the e0pectations, the parents are more nurturing and
forgi/ing rather than punishing. ermissi/e parenting style in/ol/es parents .ho ha/e fe.
demands to their children and rarely do discipline. The 'ath performance scores of St. Theresas
College high school students .as measured through their 'ath Irades during the ,
nd
Guarter.
The researchers .ill ma+e sure that these confounding /ariables .ill not ma+e the study fail
though it .ill be a field research.
ercei/ed arental
1n/ol/ement
'ath erformance Scores
!
st
Near
,
nd
Near
4
rd
Near
;
th
Near
Authoritarian
Authoritati/e
ermissi/e
M(THOO#O)*
Research esign
The research made use of the AHA&A design. 1t is the most common used research design for
comparing the means of groups of measurement data. 1n a one9.ay AHA&A 2also +no.n as a
single9classification AHA&A5, there is one measurement /ariable and one nominal /ariable.
'ultiple obser/ations of the measurement /ariable are made for each /alue of the nominal
/ariable.
Research Setting
The research setting for the study .ill be in the naturalistic setting. Since the research .ill
in/ol/e Bigh School students of St. Theresas College, the study .as conducted in the different
places of the school.
Sam%ling esign and Sam%le Si+e
The sampling design that .as used by the researchers in this study is a non9probabilistic
sampling design, particularly the accidental8incidental sampling. The researchers had chosen
students .ho are not busy to be a part of their study. The sample size of the study .as !"".
Research Res%ondents
The research respondents for the study .ill be the Bigh School Students that are currently
enrolled at St. Theresas College, Cebu .hich is a pri/ate sectarian school run by the 1C'
Sisters.
Research Instrument
The instruments that .ill be used in this study .ere the follo.ing$ open9ended questions on the
respondents socio9demographic /ariables, close9ended question on the respondents 'ath
grades and a !79item sur/ey adapted from the arental Authority Guestionnaire 2!3?#5. The
+inds of questions that .ill be used in the questionnaire of this study included the participants
socio9demographic /ariables and their current 'ath grade. This grade ser/ed as their 'ath
erformance Scores.
ata Collection
The follo.ing are the steps the researchers .ill do in gathering the data of their study$
!. The researchers .ill choose !"" high school students .ho are not busy to participate in the
study using the stratified random sampling design.
,. 1nstructions .ill be gi/en to the respondents in ans.ering the questionnaire and the (i+ert
scale. Any questions and clarifications regarding the items in the questionnaire and (i+ert scale
.ill be entertained by the researchers.
4. The researchers ga/e time for the participants to ans.er the questionnaire and the (i+ert scale.
They .ill .ait until all the participants .ill be finished.
;. The researchers than+ed the participants for their cooperation and participation to.ards the
fulfilment of their study. They assured the participants that the data that .as gi/en by them .ill
be +ept confidential.
ata ,nalysis
The researchers used the statistical tool Ane9>ay Analysis of &ariance 2AHA&A5 in
their study since the percei/ed parental style in/ol/es three types of parenting styles and the ,
nd
quarter 'ath grades .ould be measured. 1n order to figure out the results of the study, the
researchers used the SSS /ersion !? in computing for the data gathered in the study.
R(S!#TS - ISC!SSION
Results
The results of this study sho.s that ,3J are !
st
year high school students, ,7J are ,
nd
year students, !?J are 4
rd
year high school students and ,3J are ;
th
year high school students.
3,J of these students li/e together .ith their parents, ;J li/e .ith their guardians and 4J li/es
.ith their relati/es .hile !J li/es .ith a roommate. 3.4 J of the students ha/e grades ranging
from 3"937, ,?.67J ha/e grades ranging from #79#3, 46.,J ha/e grades ranging from #"9#;,
,4.4J ha/e grades ranging from 67963 and ,.4J ha/e grades ranging from 6"96; .hile !.,J
did not indicate their math grades. At ."7 le/el of confidence the math performance scores of the
high school students in St. Theresas College does not /ary across their percei/ed parental styles
2DO.7,;, pO.6765. This means that the math performance scores of the high school students can
be attributed to randomness or chance. This may be because most of the high school students
find their parents to be authoritati/e 20O !.3,, SDO .37;5. Another possible e0planation is that
the high school students math grades may be due to their o.n performances regardless of the
.ay their parents reared them. 1t may also be possible that !# high school students out of the
total sample percei/e their parents as ha/ing mi0ed parenting styles. Durthermore, the
researchers only measured the percei/ed parental styles of students and this may not pro/ide an
accurate assessment of ho. their parents reared them.
iscussion
The results of this study are consistent .ith the study done by Tiller et. al that stated that
this study may be difficult to interpret due to some significant and po.erful relationships
bet.een parenting styles and a childs cogniti/e memory. 1nterestingly, the findings of this study
contradicts .ith the study done by Forddi, A., 2,"!"5 .hich states that parenting attitude and
style ha/e a significant influence on childrens school achie/ements and that these parenting
styles play a /ital role in determining their childrens response at school and to.ards their
academic achie/ement. 1t is also in contrast .ith their analysis that pro/es that significant
difference e0ists among the fathers style 2authoritarian, authoritati/e and permissi/e attitude5
.ith reference to dealing .ith their childrens academic affairs. Aside from that there is no clear
indication that that parent in/ol/ement .as clearly affecting the percentage of home.or+
completed since it is beyond the scope of this study.
Summary
1n summary, this study is using the Ane9>ay analysis of /ariance in order to determine if
there is a significant difference on the math performance scores of high school students in St.
Theresas College across their percei/ed parenting styles. The researchers found out that the
math performance scores of these high school students do not ha/e significance across their
percei/ed parental styles. This may e0plain that students performance in 'ath may not be
affected by ho. their parents reared them in different parenting styles. 'ost of the high school
students percei/e their parents as authoritati/e .hile !# students from the total sample percei/e
their parents as ha/ing t.o parenting styles. This may ha/e made an effect in the results of the
study.
Conclusion
The researchers conclude that the percei/ed parenting styles of the high school students
do not /ary .ith their math performance scores. This may be due to the fe. other po.erful
relationships bet.een the parenting styles and the cogniti/e performance of an indi/idual. Aside
from that, most of the respondents percei/e their parents as being authoritati/e .hile some of
them percei/e their parents as ha/ing t.o parenting styles. The researchers conclude that this
pro/ides an effect on the rele/ance of their study and they cannot do anything about it since it is
.hat the respondents thin+ of their parents.
Recommendations
An the basis of findings and conclusions ta+en from the study, the researchers
recommend that the math performance of the students do not /ary across ho. they percei/e their
parents. Dor the students, the researchers recommend that the high school students perform
better in their 'ath performance .ith their parents as inspiration and guide to.ards their studies.
Dor children .ith 'ath learning disabilities, they must ha/e a strong bond .ith their parents to
help them .ith their cogniti/e disabilities so that they could perform better in their studies. Dor
the parents, they ha/e to guide their children .ith their studies so that their children ha/e a
positi/e attitude on 'athematics. The teachers must continue to be second parents to the students
and help enlighten their minds to maintain the strong bond the students ha/e .ith their families,
most especially .ith their parents. The go/ernment leaders, on the other hand, must implement
/arious programs to help children learn 'ath more and to ma+e it more en-oyable not -ust for the
students themsel/es but for the .hole family as .ell. Durthermore, the present researchers
recommend the future researchers to differentiate the percei/ed parenting styles of their mothers
and fathers to ma+e the study more reliable and to see if there are any clear differences in
heterogeneous samples.
R(&(R(NC(S
Desforges, C., Abouchar, A. 2,""45. The Impact of Parental Involvement, Parental Support and
Famil !ducation on Pupil "chievement# and "d$u#tment: " Literature Revie%& 2Research
Report RR;445. Department for *ducation and S+ills. Retrie/ed %anuary !7, ,"!,, from
http://bgfl.org/bgfl/custom/files_uploaded/uploaded_resources/18617/Desforges.pdf
DeSisto, C.A., Darreras, 1.I., >oody, C.'. 2,"!"5. Perceived Parental Involvement Po#itivel
'orrelated (ith )iddle and *i+h School Student#, Self-!#teem&
Retrie/ed from http$88....+on.org8urc8/38desisto.html
Fazmi, S.D., Sa--i, '., er/ez, T. 2,"!!5. Parental Stle and "cademic "cheivement amon+ the
#tudent#& 1nternational %ournal of Academic Research, 42,5, 7#,97##.
Doi$ http$88....i-ar.lit.az8pdf8!"8,"!!2!"9375.pdf
apalia, D., : Alds,S. 2,""65. *uman .evelopment. He. Nor+ $ 'cIra.9Bill.
,PP(NIC(S
Appendi0 A$ Tables
Table !
Students Socio9Demographic &ariables 2n O !""5
Socio.demogra%hic
varia$les
N Mean Standard eviation
,ge 36 ,.43 !.46
*ear level !"" !.;# !.,,
Religion 33 .!4 .7#
Moms (ducational
,ttainment
!"" ;.3? .6#
ads (ducational
,ttainment
3# 7."6 .7,
Current residence !"" .!" .43
#ives "ith !"" .!4 .;3
Table ,
Drequency of 'ath Irade
Range of Math )rade &re/uency Percentage
01.02 # !.,
03.04 ,4 !,.!
51.56 4, !3.;
52.54 ," !4.3
41.42 , ;.#
Total 53
Missing 75
Table 4
Drequency of ercei/ed arental Styles
Perceived %arental styles &re/uency Percentage
,uthoritarian ,, ,7.?
,uthoritative ;! ;6.6
Permissive 7 7.#
,uthoritarian and
,uthoritative
!" !!.?
Permissive and ,uthoritarian 4 4.7
Permissive and ,uthoritative 7 7.#
Total #? !"".""
Table ;
AHA&A
Sum of s/uares f & Sig.
8et"een grou%s 4.!4 7 .7,; .676
9ithin grou%s 3".## 6?
Total #?
,PP(NIC(S
Appendi0 A$ (etter of Consent to the articipants
Debruary ,;, ,"!,
Dear articipant,
IreetingsP
Nou are in/ited to participate in a study that .e, the ,
nd
year students of Saint Theresas College,
are conducting as part of our requirement in Social sychology. This study is in line .ith your
'ath erformance. Attached .ith this letter is a brief questionnaire on the information needed.
>e .ould appreciate it if you .ill participate in this study, .hich .ill only ta+e a minute of your
time. Nour honesty in ans.ering the questions gi/en .ill be highly appreciated. Rest assured that
all information gathered in this study .ill be strictly +ept confidential.
>e hope that you .ill cooperate .ith us for the completion of this study.
Than+ you /ery much and Iod blessP
Sincerely yours,
%udaya, %oan &ianney Clare T.
'aghanoy, (eslie A.
,
nd
year sychology students
Hoted by$
'iss Samantha 'endez
1nstructor
Appendi0 )$ Guestionnaire for Socio9demographic &ariables
Hame 2optional5$ QQQQQQQQQQQQQQQQQQQQQQQ
Age$ QQQQQQ
lease ans.er .ith a chec+ mar+.
Iender$ 2 5 'ale 2 5 Demale
Near (e/el$ 2 5 !
st
year 2 5 ,
nd
year 2 5 4
rd
year 2 5 ;
th
year
Ci/il Status$ 2 5 Single2 5 'arried 2 5 Separated 2 5 >ido.ed
Religion$ 2 5 Roman Catholic 2 5 'uslim 2 5 rotestant
2 5 others 2please specify5$QQQQQQQQQQQQQQQQQ
>here do you li/eL
2 5 house
2 5 apartment
2 5 others 2please specify5$QQQQQQQQQQQQQQQ
>ho do you li/e .ithL
2 5 parent8s
2 5 guardian8s
2 5 relati/e8s
2 5 roommate
>hat is your mothers occupationL QQQQQQQQQQQQQQQQ
*ducational attainment of your mother$
2 5 elementary le/el
2 5 elementary graduate
2 5 high school le/el
2 5 high school graduate
2 5 college le/el
2 5 college graduate
2 5 post graduate
>hat is your fathers occupationL QQQQQQQQQQQQQQQQQQQ
*ducational attainment of your father$
2 5 elementary le/el
2 5 elementary graduate
2 5 high school le/el
2 5 high school graduate
2 5 college le/el
2 5 college graduate
2 5 post graduate
Appendi0 C$ Students 'ath erformance
>hat is your ,
nd
Guarter 'ath IradeL QQQQQQQQ
Appendi0 D$ arental Authority Guestionnaire 2AG5 by )aumrind 2!3?#5
Feeping the more influential parent in mind 2or both5, please ans.er the follo.ing
questions. Dor each of the follo.ing questions, indicate the number on the 79point scale 2! O
strongly
disagree, 7 O strongly agree5 that best describes ho. that statement applies to you and your
parents. lease .rite your ans.er on the space before the number.
! , 4 ; 7

Strongly Disagree Heutral Agree Strongly
Disagree Agree
QQQQQQQQ !. */en if the children didnt agree, my parents felt that is .as for our o.n good if .e
.ere forced to conform to .hat they thought .as right.
QQQQQQQQ ,. >hene/er my parents told me to do something, they e0pected me to do it
immediately .ithout as+ing any questions.
QQQQQQQQ 4. Ance family policy has been established, my parents discuss the reasoning behind
the policy .ith the children in the family.
QQQQQQQQ ;. 'y parents direct the acti/ities and decisions of the children in the family through
reasoning and discipline.
QQQQQQQQ 7. 'y parents ha/e al.ays felt that more force should be used by parents in order to
get their children to beha/e the .ay they are supposed to.
QQQQQQQQ ?. 'y parents did not feel that 1 needed to obey rules and regulations of beha/ior
simply because someone in authority had established them.
QQQQQQQQ 6. 1 +no. .hat my mother e0pects of me, but 1 also feel free to discuss those
e0pectations .ith my parents .hen 1 felt that they .ere unreasonable.
QQQQQQQQ #. 'y parents seldom gi/e me e0pectations and guidelines for my beha/ior.
QQQQQQQQ 3. 'y parents let me +no. .hat beha/ior they e0pected of me, and if 1 didnt meet
those e0pectations, they punished me.
QQQQQQQQ!". 'y parents allo. me to decide most things for myself .ithout a lot of direction
from them.
QQQQQQQQ!!. 'y parents gi/e me direction for my beha/ior and acti/ities and they e0pected me
to follo. their direction, but they .ere al.ays .illing to listen to my concerns
and to discuss that direction .ith me.
QQQQQQQQ!,. 'y parents allo. me to form my o.n point of /ie. on family matters and they
generally allo. me to decide for myself .hat 1 am going to do.
QQQQQQQQ!4. 'y parents often told me e0actly .hat they .anted me to do and ho. they
e0pected me to do it.
QQQQQQQQ!;. 'y parents gi/e me clear direction for my beha/iors and acti/ities, but they also
understood .hen 1 disagreed .ith them.
QQQQQQQQ!7. 'y parents do not direct the beha/iors, acti/ities, and desires of the children in the
family.
Appendi0 *$ Scoring System of the arental Authority Guestionnaire
Description$ The AG is designed to measure parental authority, or disciplinary practices, from
the point of /ie. of the child 2of any age5.
The AG has three subscales$ permissi/e, authoritarian, and authoritati/e.
ermissi/e O Add your score for numbers 2?, #, !", !,, !75.
Authoritarian O Add your score for numbers 2!, ,, 7, 3, !45.
Authoritati/e O Add your score for numbers 24, ;, 6, !!, !;5.
Determine your parent2s5 style2s5 based on the range and score for each$
R ermissi/e parenting is described as a relati/ely .arm style that is non9demanding, and
non9controlling. The range for this subscale is 79,7, .ith higher scores reflecting a more
permissi/e style, and lo.er scores not reflecting this style.
R Authoritarian parenting is described as a style that /alues unquestioning obedience and an
attempt to control the beha/ior of the child, often through puniti/e disciplinary practices. The
range for this subscale is 79,7, .ith higher scores reflecting a more authoritarian style, and lo.er
scores not reflecting this style.
R Authoritati/e parenting is described as a style that is firm and clear in e0pectations, but
fle0ible and rational in setting limits or ma+ing e0ceptions. The range for this subscale is 79,7,
.ith higher scores reflecting a more authoritati/e style, and lo.er scores not reflecting this style.