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Relationship of Parenting Styles to Pre-schoolers’ Socio-Emotional Competence and Academic Performance

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Parenting styles, Socio-Emotional competence, Academic Performance
  • Niez, Cherrilyn C.
  • Alico, Jerryk C.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License:
It is undeniable that parents, as primary caregivers and facilitators,need to love and carefor their children. Their role has become more interesting since theories maintain that they affect children’s socio-emotional and academic competence. Thus, this descriptive-correlation study was conducted to confirm whether parenting styles significantly relateto pre-schoolers’ socio-emotional competence and academic performancein a Meranao context. Fifty-two Meranaosenior kindergarten pupils of Ranao Council–Al-Khwarizmi International College - Science Laboratory School and their respective parents were chosen as respondents.This study gathered data using the Parenting Styles Questionnaire, the Socio-Emotional Observation Checklist, and the grades of the pre-schoolers. Data revealed that authoritative parenting was the most dominant parenting style, manifested by parents’ encouragements and acknowledgement of their children’s good behavior. Majority of the pre-schoolers got an outstanding rating in academics and they demonstrated positive socio-emotional competence in general. Most importantly,parenting styles were not significantly related to socio-emotional competence and academic performance. It means that there are other factors involved in pre-schoolers’ positive socio-emotional competence and outstanding academic performance. Therefore, it does not always follow that parents’ way of parenting causes significant changes in children’s socio-emotional being and academic standing.

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