Parenting styles of working & non-working mothers affecting self-concept & academic performance of sophomore students / Marilou Parra Abarquez. 6

Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2009.;A thesis presented to the faculty of the Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in Psychology. 56

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ABSTRACT: This study aims to analyze whether the work status affects the parenting styles of mothers and the self-concept as well as the academic performance of the sophomore students of Tagaytay City Science National High School. Specifically, the study sought to answer the following questions: 1. What are the parenting styles of mothers when grouped into working and non-working mothers? 2. What is the level of the children's self-concept and academic performance when grouped according to their mother's work status? 3. Is there a significant relationship between the work status of the mothers and the children's self-concept and academic performance? 4. Is there a significant relationship between the parenting styles and the work status of mothers? The researcher used the descriptive correlational method in this study and statistical treatment using the Mean, and Chi-square. To identify the parenting styles of mother-respondents, Parenting Styles Questionnaire of Michael Popkin was used. Likewise, Pasao Self-Concept Rating Scale was used to determine the self-concept of the student-respondents. Academic performance was obtained from the grade point average in the first grading period, school year 2008-2009. The subjects of this study were the sophomore students and their working and non-working mothers at Tagaytay City Science National High School, school year 2008-2009. A total of two hundred (200) respondents were chosen, one hundred (100) children and their working mother and one hundred (100) children and their non-working mothers. The purposive sampling technique was used considering students' working and non-working mothers should be living with the working fathers. Widow is not involved in this study. The following were the findings of this study: 1. The biggest number of mother - respondents with the total of one hundred fifty four (154) or 77 percent was practicing nurturing - permissive styles of parenting. Only twenty two (22) or 11 percent were nurturing - authoritarian and twenty five (25) or 12.5 percent were authoritarian - permissive. Hence, working and no-working mothers were generally practicing nurturing-permissive styles of parenting. 2. The children of the working mother obtained a mean of 373.44 which is average whereas the children of the non-working mother obtained a mean of 362.83 which is also average. This reflects that they have a positive attitude towards self (feeling that one has value and worth). In terms of the academic performance, the children reared by working mother got a mean score of 81.97 which is average. The other group of children reared by non-working mothers got a mean score of 81.03 which is average. Thus, the general performance of the respondents falls on average level. 3. On the significant relationship between the work status of mother-respondents and the self-concept of their children, a computed chi-square value of .162 having a P value of .922 was obtained. This is greater than a .05 level of significance; the null (Ho) hypothesis is then accepted. Hence, there is no significant relationship between the work status of mothers and children's self-concept. The state of being a working and non-working mother does not affect the self-concept of their children. When the children's academic performance was correlated to the work status of their mothers, a computed chi-square value of 2.203 having a P value of .332 was obtained. This is greater than the .05 level of significance. Therefore, the null (Ho) hypothesis is then accepted. The state of being a working and non-working mother does not relate with the academic performance of their children. 4. On the relationship between the parenting styles and the work status of mothers, a computed chi-square value of 1.128 with a P value of .569 was obtained. This is greater than the .05 level of significance. Thus, the state of being a working and non-working mother does not affect the parenting styles. Mothers of sophomore students have an active parental involvement in their children's school lives. Working mothers compensate with the same time that they are not around by providing quality time during off days. Even weekdays, they find time and ways to monitor and to supervise their children. Hence, the state of being a working and non-working mother does not affect the parenting styles of mothers and the self-concept as well as the academic performance of the children. Since this study proves that work status does not play a role in parenting styles of mothers and the self-concept as well as the academic performance of their children, the following studies are recommended to determine if other factors are related: a) Influence of the income level of the family to the parenting styles of working and non-working mothers. b) Relationship of the educational attainment of working and non-working mothers to their parenting styles and its effect to the academic performance and self-concept of their children. c) Effect if peer group involvement to the self-concept and academic performance of sophomore students. Students with low positive self-concept and at the same time low academic achievement should be given a follow up by the counselors. They should be encouraged to join variety of activities that they will comfortable with like sport team, music, mentoring club and peer facilitators. For those who have an average positive self-concept, more group dynamics, discussions, and recitations to help enhance their personality, develop more self-confidence and personal worth be done in the classroom. Students with high positive self-concept should be encouraged to maintain their attitude and to be a model to others so that they can improve their self-concept. Guidance services should be strengthened. A more complete file of personal-social and educational information about students should be maintained. All teachers should contribute to this end. Likewise, seminar workshop on strategies for parenting adolescents be included in the Guidance Program.

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