1

WE NEVER GO OUT OF STYLE: THE IMPACT OF PARENTING STYLES ON THE

WELLBEING OF SELECTED UST AB FIRST YEAR STUDENTS

BESTUDIO, RYLA
BRUNO, JOSUA
CONCEPCION, ANTONIO MARIA
CUAREZ, MARK
DUMLAO, DEEJAE
FEDERICO, JEAN FAYE
LEYNES, VIVIEN CLARISSE
PAULINO, CHEDDIE ANN
RODICOL, YLAYKA
ROXAS, DINDO MARK JEROME
TAPIA, NIKKI MARTIE

1SCL1
UNIVERSITY OF SANTO TOMAS
FACULTY OF ARTS AND LETTERS

ABSTRACT

The present study is a qualitative case study on the impact of parenting styles on the wellbeing of selected first-year college students of the Faculty of Arts and Letters of the University of
Santo Tomas. Results revealed that authoritative and permissive parenting were associated with
increased well-being of students compared to those brought up with an authoritarian parenting.
However, the most significant factors were family obligations and traditional parenting; these
had a negative impact on the well-being of selected students; such students described feeling
anxiety and stress. Results reveal that selected students generally have a positive well-being in
regard to their parents parenting style, however it can still be further improved through parentstudent reciprocity.

INTRODUCTION
The child or the anak in the Filipino family is considered as the source of love, happiness
and eventually as the deliverer of socioeconomic success to the family. One day the youth will
inherit the country and become its future leaders. However, solely responsible for the
determination, socialization and ultimately the future of this child, are the parents (Medina
2014). It becomes necessary in this case to understand how parents raise their children,
especially in the Philippines where the family is considered as the center of the universe
(Jocano 1988), to further understand the development of individuals who compose the Filipino
society. (Collins et al. 2000)

Education is a great way to improve and develop our society (Dewey 1916). However,
clearly it is our students who are responsible for carrying that out. In a sociological perspective,
the educated individual acts as the social reformer of society; the one who will deliver societys
needs. (Patil 2012) Therefore in this case, the education of students becomes significant to social
change.

Student performance however is subject to many factors (Mushtaq et al. 2012). And one
of them is student well-being. According to a study by Mary Pritchard (2003), students in college
higher levels of stress received lower GPA scores than those with lower levels of stress. The
present study as supported by previous studies, assumes a connection between student
performance and student well-being.

What is Well-being?
For this study, the definition of well-being used is based on Diener, Lucas and Oishis
study on subjective well-being (2012). They defined it as having positive reactions in an
individuals experiences, low levels of negativity, and life satisfaction. This also includes the
feeling contentment and happiness. However since there is no absolute way to study emotions
objectively, this study accounts only for how students perceive their own well-being.

Parenting Styles
While there are many studies that attempt to explain student wellbeing, the present study
seeks if any, a relationship between student wellbeing and parenting styles. Based on a study of
80 first-year College students by GJ Smith (2006), results reveal that authoritarian and
permissive parenting is associated with students feeling of anxiety and fear of failure. It was
authoritative parenting that produced the most positive results to the well-being of students, with
less anxiety and fear of failure. The results of the study were expected as proposed by Baumrind
(1971) who said that out of all three parenting styles, authoritative, permissive and authoritarian,
authoritative parenting produces the best effects in children, including the promotion of the
students well-being.

Parenting in the Philippines

Though some researchers question whether these styles can actually be applied to the
parenting styles of Filipino parents, there are still plenty of literature that prove correlations

between the styles proposed by Baumrind and the actual styles of Filipino parenting. (Ochoa,
Danielle Torre, Beatriz, 2014) And according to Gilongos and Guarin (2013), surveyquestionnaire data showed that Filipino parents would describe themselves as either authoritative
(96%), permissive (2.67%) and authoritarian (1.33%). It is important to note that in that study,
authoritative parenting is the most common style of parenting. This is also evident in a recent
study by Bacus (2014) which shows that most seventh grade students in Northern Mindanao
claim that their parents practiced authoritative parenting. Other studies, however contradict this
claim and propose that authoritarian parenting is the most practiced parenting style in the
Philippines (Alampay 2011). Nevertheless, the use of discipline is present in both claims. Our
researchers shall give emphasis on the use of discipline and its impact on students.

The present study seeks to find a relationship between parenting styles and student wellbeing among selected students from the Faculty of Arts and Letters of the University of Santo
Tomas. This study will be qualitative a case study based on the findings of GJ Smith (2006) and
Baumrind (1971).

Statement of the Problem

What is the impact of parenting styles on the well-being of selected students of the
Faculty of Arts and Letters of the University of Santo Tomas (AB-UST)?

Objectives

Determine the links between well-being and parenting styles in selected students.

Significance of the Study

The incorporation of traditional Filipino values is very evident in the Family as well in
the parenting of the Filipino parents. The value of meeting familial obligations and expectations
or utang na loob is one of the dominant values in Filipino parenting. Particularly in academics,
when a child achieves, parents sees this as a source of pride, yet students who are given high
expectations report having stress, anxiety and depression (Alampay et al. 2005, (Wolf 1997)

Sociological Application
To better understand this phenomenon, our researchers will be applying symbolic
interactionism. Our researchers believe that the way students interpret their parents parenting
styles has a significant effect on the students themselves. Previous research proves that the
perception of students towards their parents may affect their mental health. (Young et al., 2011)

REVIEW OF RELATED LITERATURE

Three Parenting Styles Baumrind (1971):

Authoritative parents attempt to set the child's activities in a rational, issue-oriented
manner. In this type of parenting, parents set rules that the child is expected to conform to
however, allow some exceptions. Authoritative parents encourage verbal give and take, rewards
system and tend to use more positive consequences rather than punishments. The childs feelings
are highly considered in this type of parenting, but also considers setting standards for future
conduct.

Authoritarian parents attempt to form, control and evaluate the behavior and attitudes of
the child in order for the child to conform to the set standard of conduct which is usually
absolute. In this type of parenting, obedience is valued by the parents. The child with
authoritative parents can often experience conflict between his beliefs and what his parents think
is right. Unlike authoritative parenting, the authoritarian parenting style does not encourage
verbal give and take.

Permissive parents tend to be lenient and behaves in a non-punitive and acceptant manner
towards the childs behavior and attitude. In this type of parenting, exercise of control is often
avoided by the parents. The parents are willing to let the child regulate his own activities and

does not encourage conforming to the externally defined standards. Permissive parents have the
possibility to take the role of a friend rather than a parent.

Effects of Different Parenting Styles

According to a study by Marietes Bacus (2014), authoritative parenting is
associated with greater social and emotional competence as the child grows. The author also
stated that children of authoritative parents tend to be good at socializing with other individuals,
least prone to drug use in their teenage years, and are emotionally stable. Furthermore, in the
same study conducted by Marites Bacus (2014), children raised by authoritative parents score
higher on the aspects of competence, social development, self-perceptions and mental health
compared to children raised by using the other parenting styles.

On the other hand, children raised by authoritarian parents are more likely to have lower
self-esteem than other children raised by authoritative parents and are more prone to suffer from
emotional problems (Bacus, 2014).

Overall, the study of Marietes Bacus emphasizes the positive effects of authoritative
parenting on the development of a childs character and well-being.

Culture-Related Factors that Affect Student Well-being

In a study of Urdan et al (2007) Asian families, including the Philippines share a sense of
family obligation; this may also be known as utang ng loob. Students in those families tend to
want to give back to their family through educational attainment. This however would sometimes
have a negative impact on the students; they might feel too pressured to make parents proud. If
the student however feels differently about these expectations, generally they do not have a say
in it. According to Dela Cruz, M.T. (2011) Filipino children generally adhere to their parents
views in their own denitions of what it means to be a good child. In this case, if a child feels
pressured, he does not have a choice but to accept it.

It is evident in the Filipino culture that discipline is generally given emphasis in the
upbringing of children (Dela Cruz et al. 2001 ; Jocano 1970 ). It is believed in the Filipino
culture that the definition of a good child is associated with discipline, self-control and the
practice of family values. (Dela Cruz et al. 2001 ; Durbrow et al. 2001 ) However there can be
negative results to this kind of parenting on children. Research shows that children often feel
anxious and fearful when physical discipline is practiced on them (Sanapo and Nakamura 2011;
Esteban 2006 ).

Symbolic Interactionism
Symbolic Interactionism according to George Herbert Mead, the development of
the self depends on the meanings that the individual assigns to things in life. Symbolic
interaction theory analyzes society by addressing the subjective meanings that people impose on
objects, events, and behaviors. Subjective meanings are given primacy because it is believed that

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people behave based on what they believe and not just on what is objectively true. (Crossman,
2016). Therefore exploring how individuals use symbolic meanings to create the social world via
interaction, our researchers may further understand the development of the individual that is
interacting in that social world. Our researchers believe that by understanding how students
perceive how they were raised (via parenting styles) will influence their well-being.
METHODOLOGY

Selection
For this study, our researchers will be interviewing selected first-year students from
Faculty of Arts and Letters of the University of Santo Tomas. Our researchers want to capture the
students reactions and feelings since it is their first time in the university.

Research Design
Given that this study focuses on two main variables that is parenting and student wellbeing, our researchers limits this study only to the perception of selected students regarding the
topic. A qualitative interview is apt for this study as it will reveal how selected students feel and
think about the topic. All data collected from this research will be analyzed by our researchers.

1) Identifying parenting styles through the selected students

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Using a semi-structured interview, we asked our respondents how they feel about
the way their parents raised them. We revolved only on the questions regarding
discipline, freedom and punishment to identify the parenting style they are describing.

2) Identifying well-being through the selected students

Using a semi-structure interview, we asked our respondents how they feel now
and about certain things such as college and exams. We asked situational questions where
we might find a link between their well-being and the parenting style they described
previously.

Data collection
Interviews were held in controlled conditions wherein respondents could express their
thoughts and feelings on the topic comfortably. Also, we used a recording device to record each
interview.

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CONCEPTUAL FRAMEWORK

Statement of the Problem: What is the impact of parenting styles on the well-being of selected
students of the Faculty of Arts and Letters of the University of Santo Tomas?

Levels of
anxiety,
happiness,
confidence,
negativity.

Student Well-Being

Levels of
Conformity and
Resistance
towards parents

Emotional
Reaction

Student Reaction & Interpretation

Levels of
discipline,
understanding
and freedom
used.

Family

Values/Expectati
Parenting Variables
ons

Our conceptual framework describes how exactly a students well-being is affected by

parenting. Depending on the level of discipline, freedom and understanding is applied to the

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parenting style of the parents of selected students, the students may react in various ways. We
also included here Family values since it is evident in most parenting styles in the Philippines; it
may also have an impact on the students reaction. The way the selected students interpret and
react to these parenting variables will determine their overall well-being.

DISCUSSION

With the results of the data gathered, our researchers try to categorize the parenting styles
described by our respondents. Results show however that parenting styles are not easily
categorized among the three: authoritative, authoritarian and permissive. There are times where it
is an in between or a mix of all the three.

Authoritarian
One respondent said Nakakabothered kase kilala daddy ko andami niyang clients yun
nakaka pressure, the student is pressured: and Baka hindi maging enough baka bumagsak..
baka madisappoint ko family ko, the respondent is afraid of disappointing the family. It is very
evident there is an utang na loob mentality. And the selected students are trying to payback and
fulfill their familial obligations. It however has made the respondent feel anxious for their
upcoming exams.

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Permissive
There are occasions wherein the respondents parents are described as permissive. The
statement Ano kase, close kami ng parents ko kasi, pero hindi ko kasi sila iniinvolve seems to
show that parents are comfortable because of their attachment and trust with each other. The
result is that the student seems to be more self-reliant and confident. However sometimes they
feel parental involvement is lacking; Sometimes it [permissive parents] can be a bad thing
because they should have a say on some things like they shouldnt just always agree they should
like I want like to hear their opinion sometimes

Authoritative
Most respondents described situations wherein their parents were authoritative and the
reactions of students and some were positive, however many gave negative reactions as well.
One respondent says fair naman kasi as parents siguro alam nila yung ginagawa nila but the
respondent describes his parents as closeminded. Another respondent finds her parents
strictness understandable na reasonable however she is afraid of failing because of family
expectations. The respondents overall well-being was moderately positive; she expressed that
despite these expectations, she is confident with herself.

The Need for Parent-Student Negotiation

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From our research and interviews we were able to get a glimpse of how selected students
were being raised by their parents and how they reacted to it. In all interviews, one that is always
present is family expectations, and this often has a negative impact on selected students.

Selected students accepted that they must obey their parents and will conform to their
expectations. However if the parents are not giving positive feedback or emotional support, the
student may feel misunderstood. Therefore, there is a need for parents and students to talk about
such expectations; parents must be rational with their standards and students must feel free to
express themselves.

Selected students are already feeling a lot of pressure in school and in fulfilling family
obligations. The lack of moderate parental involvement may cause them to have a negative
outlook towards their parents which in turn may have a negative impact on their well-being.
Students need to feel that they can come to their parents about school-related issues since that is
their main concern in relation to family obligations. But if they feel that their parents are not
open to talk about it, they will feel misunderstood and in turn feel anxious and insecure.

Parent-Child Reciprocity
Reciprocity is key in good parent-child relationships and in student well-being. Most
parents seem to be authoritarian and strict; parents at times need to be permissive so students can

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feel they have a choice in certain decisions. Students already accept their roles and
responsibilities; parents should in turn reward them emotionally and physically.
Students however in turn must maintain their roles and responsibilities. There are times
when students tend to forget these and make mistakes; they must understand that those mistakes
will come with consequences. These consequences that are given by the parents (ex. discipline)
must be reasonable and equitable so students may understand the purpose of them and in turn
learn from their mistakes.
Reciprocity does not only improve student well-being, it will also develop the parentchild relationships. Parents must understand how vital their roles are; they are not only to serve
as providers of financial support and family values; they are also key to the overall development
of an individual. By engaging in parent-student reciprocity, the benefit of the parent and the
student will also be reciprocal.

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