*Corresponding Author’s Email: franchezca.z.bnyd@gmail.

com
Proceedings of the International Conference on Future of Social Sciences
Vol. 1, Issue. 1, 2024, pp. 9-22
DOI: https://doi.org/10.33422/icfss.v1i1.464
Copyright © 2024 Author(s)
ISSN: 3030-1130 online

The Effects of Authoritative and Permissive

Parenting Style on the Filipino Students' Academic
Achievement and Social Competence

Franchezca Natividad Z. Banayad*, Sophia Margharita F. Bona, Chloe Janelle K. Centeno, and
Ashley C. Gallardo
De La Salle University Integrated School, Manila, Philippines

Abstract
Parenting styles significantly influence a child's academic and social performance. The
different styles result in varied developmental outcomes, making the study of parenting's
impact a key focus in developmental psychology. Parental involvement can positively or
negatively impact a child's growth, affecting how they efficiently learn and grasp their
surroundings. This paper examined the effects of authoritative and permissive parenting styles
on students' academic achievement and social competence. The study focused on 18–24-year-
old students from private universities in Manila, Philippines, utilizing a descriptive research
design with a quantitative approach. This research expounded on the relationship between
parenting styles, academic achievement, and social competence among the selected Filipino
students. Online survey questionnaires were disseminated to determine parenting style and
measure the social competence and academic achievement of the students, garnering 83
qualified participants. The results indicated a statistically significant and moderately positive
correlation between parenting styles and social competence. The selected Filipino students with
authoritative parents had a significantly higher social competence score compared to those with
permissive parents. Furthermore, the study found that there was no notable difference in the
GPAs of the students, regardless of whether their parents practiced authoritative or permissive
parenting. Authoritative parenting was associated with higher social competence, while no
significant relationship was found between parenting styles and academic achievement. The
findings of this study suggest that adopting authoritative parenting may be advantageous for
children's social competence. These findings highlight the importance of parenting styles in
children's development.

Keywords: academic achievement; authoritative; social competence; permissive; young adult

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1. Introduction
Parental influence plays a crucial role in shaping children's intellectual and social progression
as they absorb lessons from their initial surroundings and the individuals they encounter.
However, the impact of various parenting styles, such as authoritative and permissive
parenting, on academic achievement and social competence has not been thoroughly
investigated, especially concerning young adult Filipino students in private universities. This
research seeks to address this gap by exploring the relationship between parenting styles and
developmental outcomes in Filipino students aged 18 to 24.

Figure 1. Conceptual Framework of the Study

Academic
Achievement
Parenting Styles
Authoritative
Permissive
Social
Competence

Authoritative and permissive parenting styles, categorized by demandingness and

responsiveness (Kuppens & Ceulemans, 2019), offer distinct approaches to upbringing.
Authoritative parents have high demands, evident through the enforcement of strict discipline
and responsibility while still providing emotional support, fostering both academic
responsibility and social competence (Baumrind, 1991, as cited in Nyarko, 2013). Conversely,
permissive parenting involves high responsiveness and warmth that may offer emotional
support but frequently falls short in providing the structure necessary for encouraging academic
achievement and favorable social behavior (Sarwar, 2016).

Academic achievement is "any identifiable success in the areas of scholarship or disciplined

study" measured through standardized tests assessed by an educator or a supervisor (American
Psychological Association, 2023a). Meanwhile, social competence refers to the "effectiveness
or skill in interpersonal relations and social situations, increasingly considered an important
component of mental health" (American Psychological Association, 2023b).

Although extensive research suggests that authoritative parenting style is positively related to
both academic achievement and social competence (Labajo & Sebugan, 2022; Tsela et al.,
2022), findings on permissive parenting reveal conflicting outcomes. Most studies share similar
results regarding the positive effects of authoritative parenting on academic achievement and
social competence, citing reasons such as parental self-efficacy (Kong & Yasmin, 2022),
increased levels of self-esteem (Garcia & Serra, 2019), and emotional support (Salavera et al.,
2022). On the other hand, while some studies highlight the adverse academic and social impacts
of permissive parenting (Odame-Mensah & Gyimah, 2018; Barnhart et al., 2013), other studies
indicate that permissive parenting may offer emotional advantages that help build resilience
(Bartholomeu et al., 2016). These discrepancies underscore the need for a more nuanced
exploration, particularly in the context of Filipino culture, where firm family bonds and the
predominant influence of parents are paramount (Arafat et al., 2020).

Despite Filipinos placing great significance on family dynamics and support, there is a notable
gap in research delving into the impact of parenting styles on young adult students in the

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Philippines, especially those in private educational settings. Most existing studies focus on
younger children or populations in Western contexts (Barnhart et al., 2013; García et al., 2018),
leaving a significant gap in understanding the experiences of Filipino students transitioning
into adulthood.

Through the study of the relationship between authoritative and permissive parenting styles
and the academic achievement and social competence of young adult Filipino students from
private universities in Manila, this paper addresses the aforementioned gaps.

This study aims to answer the following research questions:

1. What are the academic achievement level and social competence scores of selected
Filipino students from private schools in Manila?
2. What is the distribution of selected Filipino students under authoritative or permissive
parenting styles?
3. What is the correlation between parenting styles and social competence among selected
Filipino students from private schools in Manila?
4. What is the correlation between parenting styles and academic achievement among
selected Filipino students from private schools in Manila?
5. Does parenting style influence social competence among selected Filipino students
from private schools in Manila?
6. Does parenting style influence academic achievement among selected Filipino students
from private schools in Manila?

The research findings may contribute to society's new knowledge and awareness of the
potential outcomes of parental child-rearing practices, as perceived by those receiving such
upbringing. Notably, in the Philippines, it is essential to give attention to the development of
targeted interventions and support initiatives that address the specific needs of students.

2. Body of paper
2.1. Research Design and Sampling Method
This study employed a quantitative research method for identifying the parenting styles,
academic achievement, and social competence of selected young adult students in private
schools in Manila. This study, utilizing purposive sampling, gathered 92 participants. The
participants must fall within the age range of 18-24 years old and attend any private university
in Manila, Philippines. Participant eligibility was carefully assessed, excluding responses that
failed to meet the criteria or had equal scores on the parenting style subtest and thus cannot be
categorized under authoritative or permissive parenting. As a result, 9 participants were
disqualified, leaving only 83 qualified participants. The sample size is sufficient for this study
with a 90% confidence interval and 10% margin of error. The sample size is calculated using
sample size determination based on proportion with the formula below, using a 50% proportion
(p) when unknown. The minimum sample size is 68 participants.
𝑧 2 ⋅ 𝜌(1 − 𝑝)
𝑛 =
𝜀2
z is the z-score
𝜀 is the margin of error
n is the sample size
p is the population proportion

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A power analysis further supports the adequacy of the sample size. For correlational studies,
Cohen (1988) suggests that a sample size of 68 participants is necessary to detect a medium
effect size (0.4) at a power of 0.90 and an alpha of 0.05. This is also seen in Table 1, which
shows the power analysis. The sample size of 83 ensures that the study has sufficient power to
detect meaningful relationships between parenting styles, academic achievement, and social
competence.
Table 1: A Priori Power Analysis from Jamovi
N Effect Size Power α

68 0.400 0.900 0.0500

Additionally, similar studies examining parenting styles, such as those conducted by Baumrind
(1991) as cited in Nyarko (2013), and Kuppens and Ceulemans (2018), have used comparable
or even smaller sample sizes, reinforcing the appropriateness of the sample size for this study's
research design and statistical analyses.

Data collection involved an online survey conducted via Google Forms. The survey was
disseminated to students through various online and social media platforms to ensure a diverse
pool of respondents. Participants were thoroughly briefed on the survey's contents and risks
through an informed consent form presented at the outset of the online survey. Their
participation commenced only upon confirmation of consent and completion of the
questionnaires.

2.2. Research Instruments

The instrument utilized for gathering, assessing, and analyzing data was an online survey
questionnaire. It contained four sections designed to determine the research subjects’
demographic details, parenting style subjected to, academic achievement, and social
competence.
The first portion profiled the respondents by age, education level, birth order, and gender.
Subsequently, the second section adapted Buri’s Parental Authority Questionnaire (PAQ) to
identify the predominant parenting style experienced by the respondents. Section three, on the
other hand, utilized GPA ranges to establish their academic achievement. Lastly, section four
employed the Social Competence in Higher Education Questionnaire (SCHEQ) developed by
Leganés-Lavall and Pérez-Aldeguer. Cronbach's alpha is presented in Table 2 below to gauge
the internal consistency and reliability of each of the instruments used. The values above 0.7
are considered acceptable.
Table 2: Cronbach’s Alpha of Adopted Survey Instruments
Instrument Cronbach’s Alpha Interpretation
Parental Authority Questionnaire (PAQ)

Mother’s Permissiveness .75 Acceptable

Mother’s authoritativeness .82 Good
Father’s Permissiveness .74 Acceptable
Father’s Authoritativeness .85 Good
Social Competence in Higher Education Questionnaire (SCHEQ) 0.91 Excellent

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A. Parenting Style
Parenting styles were determined using the Parental Authority Questionnaire (PAQ) by Buri
(1991). This assessed parental disciplinary practices from the child's perspective. It included
permissive, authoritarian, and authoritative parenting subscales, each measured using a 5-point
Likert scale. Given the study's focus on authoritative and permissive parenting styles, only their
respective subscales were employed in the questionnaire.

B. Academic Achievement
Academic achievement was determined through the student’s Grade Point Average (GPA). In
this section of the survey, students were prompted to select their GPA from the academic year
2022-2023 within the following ranges: 3.7-4.0, 3.4-3.699, 3.0-3.399, 2.7-2.999, 2.4-2.699,
2.0-2.399, below 2.0, or incomplete (INC).

C. Social Competence
The respondent’s social competence was gauged through the Social Competence in Higher
Education Questionnaire (SCHEQ) by Leganés-Lavall and Pérez-Aldeguer (2016). This 40-
item questionnaire was divided into three factors: Social Skills, Team Cohesion, and Group
Climate. The Group Climate evaluated peer relationships regarding participation, conflict, and
avoidance. Team Cohesion measured participant comfort within the group, while Social Skills
focused on interpersonal and intrapersonal peer interaction. Responses were recorded on a 4-
point Likert scale.

2.3. Data Analysis Strategy

The quantitative survey results were tabulated and interpreted based on each data collection
instrument to analyze the data. Table 3 below displays the scoring matrix for the survey
components, along with their corresponding interpretations.
Table 3:Scoring of Variables
Variable Measure Score Interpretation
Parenting Style Parental Authority Each subscale could accumulate
Questionnaire (PAQ) 10 - 50 points.
Permissive > Authoritative Permissive Parenting Style
Authoritative > Permissive Authoritative Parenting Style
Academic Grade Point Average 97- 100 Very High
Achievement (GPA) 94 - 96.99 Moderately High
91 - 93.99 High
87 - 90.99 Low
83 - 86.99 Moderately Low
Below 83. Very Low
Social Competence Social Competence in Total Points:
Higher Education 134 - 160 Very High
Questionnaire (SCHEQ) 126 - 133 High
119 - 125 Average
112 - 116 Low
99 - 111 Very Low

The Parental Authority Questionnaire consisted of two sections that assessed permissive and
authoritative parenting practices. Scores from the Likert scale of both sections were computed
to determine their predominant parenting style, with the higher score indicating their style.
To determine academic achievement, the respondents indicated their GPA range from the year
2022 to 2023. Their academic achievement was very high if it fell between 3.7- 4.0, moderately

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high for 3.4- 3.699, high for 3.0- 3.399, moderate or average for 2.7- 2.999, low for 2.4- 2.699,
moderately low for 2.0- 2.399, very low for below 2.0, and 0 if incomplete.
Lastly, social competence was assessed by tallying scores on the Social Competence in Higher
Education Questionnaire, which ranged from 40 to 160 points across its 40 components. Scores
were interpreted through percentiles: 5th percentile as very low, 25th percentile as low, 50th
percentile as average, 75th percentile as high, and 95th percentile as very high.
After defining all variables, their interrelationships were examined using statistical tools such
as Jamovi 2.3 and Google Sheets. The data gathered were presented in tabular form, followed
by applying both descriptive and inferential statistics. Initially, a descriptive analysis was
undertaken, calculating the mean, standard deviation, and variances of GPAs and aggregate
Social Competence scores across parenting styles. Subsequently, due to the data's non-normal
distribution and the variables' ordinal nature, Spearman's rank correlation was used to explore
the relationships between parenting styles and the measured outcomes. Finally, the regression
analysis was used to determine the effects of parenting styles on the selected students' academic
achievement and social competence.

2.4. Descriptive Statistics

Table 4: Participant Demographic
Demographic Factors n
Female 52
Gender
Male 31
18 62
19 12
20 6
Age 21 1
22 1
23 0
24 1
Oldest 26
Middle 16
Birth Order
Youngest 33
Only Child 8
Senior High School 64
Education Level Undergraduate 18
Masters 1

The table above shows the sample of 83 Filipino students categorized into different
demographics. From the survey, the sample had a higher number of female participants than
males. Moreover, the respondents were predominantly 18 years old, in senior high school, and
the youngest of their family.
Table 5: Academic Achievement Level of the Participants
Academic Achievement n M SD
Very High 12 - -
Moderately High 22 - -
High 36 - -
Low 10 - -
Moderately Low 3 - -
Very Low 0 - -

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The data presented above displays the participant’s academic achievement determined by their
GPAs. The categories ranged from "Very High" to "Very Low," with the majority of
respondents falling into the "High" category (n = 36) and the fewest falling into the
"Moderately Low" category (n = 3). Results also showed that none of the participants were
classified as having "Very Low" academic achievement.
Table 6: Social Competence Level of the Participants
Social Competence Level n M SD
Very High 46 148.48 7.67
High 15 129.60 2.64
Average 14 122.64 2.21
Low 5 115.80 2.28
Very Low 3 100 14

Participants' social competence levels were assessed from "Very High" to "Very Low”. Table
6 details the distribution of participants across each category. Moreover, the mean and standard
deviation of participants' responses conveys the average scores across each category. The
findings suggested that a significant majority of respondents scored within the "Very High"
category.

Table 7:Descriptive Statistics of Social Competence and Academic Achievement by Parenting Styles
Dependent Variables Parenting Styles n M SD
Permissive 17 132.65 14.67
Social Competence
Authoritative 66 137.95 15.27
Permissive 17 93.58 3.66
Academic Achievement
Authoritative 66 93.44 3.11

The participants were classified into either under permissive or authoritative parenting styles
based on their scores in the Parental Authority Questionnaire (refer to Table 2 for the scoring
details). Table 7 illustrates the sample, mean, and standard deviation between parenting styles
and the dependent variables. The study revealed a significant difference between the mean
social competence scores under permissive parenting (M = 132.65) and authoritative parenting
(M = 137.95). Specifically, authoritative parenting exhibited a higher social competence score
compared to permissive parenting. However, the study did not find a substantial difference in
GPAs between the two parenting styles.

2.5. Inferential Statistics

The collected data from this study underwent various assumption tests at a 90% confidence
level. Initially, the Shapiro-Wilk test was applied to assess normality. Results indicated that the
Academic Achievement distribution was non-normal (W = 0.88, p < .001), whereas the
distributions for Social Competence, Permissive Parenting Style, and Authoritative Parenting
Style were normal. Moreover, the skewed distribution was negative in all data, indicating that
the gathered data was relatively high. It is also important to note that Academic Achievement
(AA) is an ordinal variable, while the other variables are continuous.

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Table 8: Correlation of Parenting Styles with Academic Achievement and Social Competence
AUTHORITATIVE PERMISSIVE SC
AUTHORITATIVE Spearman's rho —
p-value —
PERMISSIVE Spearman's rho 0.56*** —
p-value < .001 —
Spearman's rho 0.38*** 0.24* —
SOCIAL
COMPETENCE p-value < .001 0.028 —
Spearman's rho 0.13 0.10 0.13
ACADEMIC
ACHIEVEMENT p-value 0.255 0.391 0.234
Note: *p < 0.05, ***p < 0.001

Spearman's rank correlation was utilized to determine the relationship between the variables.
The results are summarized in Table 8.
Both permissive and authoritative parenting styles have a weak positive correlation to social
competence; however, authoritative parenting was found to have a greater significance.
Evidently, the correlation coefficient for permissive parenting style was 𝑟(81) =.13, 𝑟 =.028,
whereas authoritative parenting showed a higher correlation with 𝑟(81) =.38, 𝑟 less than
0.001. As expected, the effect size is medium based on the value of r; according to Cohen
(1988), the effect size is medium if r varies around 0.3.
On the other hand, the correlation results for permissive and authoritative parenting styles with
academic achievement were 𝑟(81) =.10, 𝑟 =.391, and 𝑟(81) =.13, 𝑟 =.255, respectively.
These findings indicate insufficient evidence to suggest a statistically significant relationship
(𝑟 > 0.05) between academic achievement and parenting styles.
The data analysis reveals a notable correlation between parenting styles and social competence,
but no statistically significant correlation was observed with academic achievement.
Table 9: Regression Analysis on the Parenting Styles and Social Competence
Predictor Estimate SE t p
Intercept ᵃ 133.24 3.72 35.83 < .001
PS:
AUTHORITATIVE – PERMISSIVE 4.72 4.17 1.13 0.036

Given the discovered significant relationship between parenting styles and social competence,
a regression analysis was conducted to investigate the impact of parenting styles on social
competence. The results of the regression analysis are detailed in Table 9.
The findings show a weak to moderate positive linear relationship between parenting styles
and social competence (R = 0.23, R² = 0.0529). Furthermore, the intercept is statistically
significant, with permissive parenting having an estimated value of 133.24 as the baseline level.
Thus, there is ample evidence indicating a difference in social competence between
authoritative and permissive parenting styles (t = 1.13, p = 0.036), with authoritative parenting
estimated to have a higher social competence score of 4.72 points. Overall, these findings imply
that authoritative parenting positively affects social competence compared to permissive

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parenting. It is important to highlight that academic achievement did not undergo regression
analysis in this study, as there was insufficient evidence found to support a relationship between
academic achievement and parenting styles.
To visualize the relationship between social competence and parenting styles. Figures 2 and 3
demonstrated that both parenting styles show a positive relationship with social competence at
different intensities. In these graphs, the steepness of each graph is not enough to indicate the
relationship between two variables, thus, it is also essential to take into account the findings of
Table 9.
Figure 2. Graph of Relationship between Social Figure 3. Graph of Relationship between Social
Competence and Authoritative Parenting Style Competence and Permissive Parenting Style

The scatter plot in Figure 2 shows a positive relationship between authoritative parenting scores
and social competence scores. As authoritative scores increase, social competence tends to
increase slightly. However, the data points are spread out, indicating that the authoritative
parenting style explains only a small part of the variance in social competence. The slope of
the line is relatively flat, suggesting a weak association.
Similar to authoritative parenting, Figure 3 indicates a positive relationship between permissive
parenting scores and social competence scores. As permissive scores increase, there is a general
upward trend in social competence scores, though the scatter is quite wide, indicating
variability. The slope of the trend line is slightly steeper than the authoritative graph, suggesting
that permissive parenting might have a stronger (but still moderate) influence on social
competence. However, going back to Table 9, the steepness of the slope must be carefully
interpreted. The scatter plot for permissive parenting shows a more spread-out distribution of
data points across lower and higher social competence scores, which could make it seem
steeper at first glance. But in reality, the relationship might be weaker, as suggested by the
lower correlation coefficient for permissive parenting (𝑟 = 0.24) compared to authoritative
parenting (𝑟 = 0.38). This indicates that the relationship between authoritative parenting and
social competence is stronger and more impactful. Thus, while permissive might look steeper
in the plot, authoritative parenting has a more significant positive impact on social competence,
as confirmed by the regression estimate and correlation analysis.

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2.6. Discussion
The findings of the study emphasize the complex relationships among various parenting styles,
social competence, and academic achievement in Filipino students residing in Manila. The
presence of a high standard deviation in the data indicates considerable variation in students'
experiences and outcomes, shaped by influences that extend beyond parenting, including
educational, socio-economic, and personal characteristics. The research focused on
authoritative and permissive parenting styles, revealing no notable differences in academic
achievement between the two groups, as their means were nearly the same (M = 93.44 for
authoritative, M = 93.58 for permissive). The absence of a notable connection between
parenting styles and academic achievement is consistent with earlier findings (Garcia & Serra,
2019), suggesting that elements such as student motivation, teacher effectiveness, and available
school resources are more influential in determining academic outcomes.

Authoritative parenting, marked by its responsiveness and well-defined expectations, cultivates

a balanced atmosphere that encourages both independence and social engagement (Baumrind,
1991, as cited in Nyarko, 2013). While it does not have a notable impact on academic
performance, authoritative parenting greatly enhances social skills. The research indicated that
children brought up by authoritative parents achieved higher social competence scores (M =
137.95) in contrast to those raised by permissive parents (M = 132.65). Spearman's rank
correlation analysis indicated a robust positive relationship between authoritative parenting and
social competence (r(81) = .38, p < 0.001), whereas permissive parenting exhibited a less
significant correlation (r(81) = .13, p = .028), implying that authoritative parenting is more
beneficial for the development of social skills.

The findings from the regression analysis reinforced this idea, indicating a significant positive
effect of authoritative parenting on social competence (Estimate = 4.72, p = .036). This aligns
with findings that suggest children brought up in supportive and open environments, typical of
authoritative parenting, often demonstrate enhanced social skills (Feye & Abdi, 2019).

The findings regarding social competence are consistent with prior studies; however, the
absence of a significant relationship between parenting styles and academic achievement raises
questions about earlier conclusions that emphasize the importance of parenting in academic
success (Ragelienė & Justickis, 2016). Baumrind (1991, as cited in Ragelienė & Justickis,
2016) suggests that parenting styles have the potential to impact multiple areas of development,
such as academic performance. In line with this, parents play a crucial role in recognizing their
children’s talents and providing them with guidance (Zahedani et al., 2016). Nonetheless, the
current study and additional investigations (Ceka & Murati, 2016) suggest that external
influences, including the quality of education and peer interactions, could significantly affect
academic outcomes beyond the effects of parenting styles alone.

The main contribution of this study corroborates the relationship between parenting style and
social competence while finding no change in academic performance. It is important to note
that these findings support previous research and highlight the significant influence of school
experiences on academic and social competence. Labajo and Sebugan (2022) and Tsela et al.
(2022) revealed considerable differences in the effects of diverse parenting styles on different
developmental outcomes. The findings of the present study, specifically the absence of a
notable disparity in academic achievement, indicate that cultural factors and external effects
may have a substantial impact. In this regard, the results may be influenced by Filipino culture.
The shared nature of Filipino society puts significant importance on maintaining social
harmony and fostering interpersonal connections.

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In Filipino society, distinct cultural factors like collectivism and the significance of family and
community ties might lessen the direct impact of parenting on academic achievement (Selin,
2014). Unlike more individualistic societies, Filipino children typically benefit from the
support of extended family and the wider community, which could mitigate the direct impact
of any single parenting approach. Filipino parents often expect high academic performance,
perceiving education as a means to ensure a more prosperous future for both the individual and
the entire family. In this situation, children frequently have an overwhelming sense of duty to
fulfill their parents' expectations in order to preserve familial unity and avert shame to the
family (Morillo et al., 2013). Filipino culture emphasizes the importance of social harmony
and community relationships. This emphasis may clarify why certain parenting styles,
especially those that prioritize communication and emotional support, tend to have a more
significant impact on social competence compared to academic achievement (Alampay, 2024).

Filipino culture such as being religious in a catholic country could also be a big factor that
impacted the relationship of parenting styles and social competence. The Philippines is
predominantly Roman Catholic, and religion plays a significant role in family life and moral
upbringing. Filipino parents, particularly those practicing authoritative parenting, may
incorporate religious teachings into their child-rearing practices. Integration of religious values
may contribute to the higher levels of social competence observed in children raised by
authoritative parents, as they are taught to value empathy, service to others, and moral
integrity—qualities that are reinforced by both family and church (Ginting et al., 2022).
Moreover, another factor is the concept of the social reputation of the family. Filipino culture
places great importance on “hiya” (shame), a cultural concept that emphasizes maintaining
one’s social reputation and avoiding behaviors that bring shame to the family (Hartijasti &
Caparas). Authoritative parents, who balance expectations with support, may use the concept
of hiya to instill discipline, reinforcing social competence as a way to preserve family honor.
However, the cultural weight of social reputation likely also affects permissive parenting, as
children learn to manage their behavior through the lens of family honor and societal
expectations.

Furthermore, academic success in the Philippines is often influenced by underlying factors such
as the quality of schools, the efficacy of teachers, and educational regulations, which parents
may not have direct control over (Nicolas, 2022). Similarly, a study by Ceka and Murati (2016)
states that there is no substantial difference in academic achievement in relation to parenting
styles, indicating that external influences and individual differences may have a bigger impact
on academic achievement. External influences aside from parental involvement impact the
relationship between parenting styles and academic achievement. Despite education being
viewed as a crucial means for social mobility and improving one's socioeconomic status, the
economic constraints and quality of educational resources are major examples of barriers to
academic success. While authoritative parents might emphasize education and provide
emotional support, the limitations of the school system or socio-economic barriers often
necessitate additional support from institutions, making academic outcomes less directly tied
to parenting style. Additionally, Garcia and Serra (2019) have shown that adjustment
difficulties, self-perceptions, and psychological factors affect academic achievement. These
results align with earlier findings that support the notion that children’s academic achievement
is not primarily dependent on their perceived parenting styles.

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3. Conclusion
Parents undeniably have a crucial influence on child development as their first communicators
and mentors. Their parenting style plays a significant role in the children's upbringing. Given
the lack of research on the impacts of parenting styles on young adults in the Philippines, this
study was focused on investigating the effects of authoritative and permissive parenting styles
on Filipino students' academic achievement and social competence. The results of this study
demonstrate that both permissive and authoritative parenting styles affect students' social
competence. Specifically, the authoritative parenting style had a more significant influence.
However, no significant relationship was found between parenting styles and the student's
academic achievement. The study revealed that Filipino students under authoritative and
permissive parenting styles garnered similar academic achievement results, suggesting no
definite superiority in parenting styles concerning academic achievement. This finding
contradicts previous studies that highlighted notable differences between the two parenting
styles. In contrast, there was a notable disparity in social competence scores among Filipino
students under different parenting styles, underscoring the significant impact of authoritative
parenting.
These findings have significant implications for parental practices and educational policy in
the Philippines. Parents who employ an authoritative approach may improve their children's
social competence, promoting the development of essential interpersonal skills that resonate
with Filipino cultural ideals of community and social harmony. The findings indicate that
although parental effect on social competence is substantial, academic accomplishment may
necessitate further assistance from educational institutions and frameworks, such enhanced
teaching quality, more resources, or school-based interventions. This underscores the necessity
for policies that extend beyond familial relations to tackle the overarching systemic elements
influencing academic achievement, including improvements in school environments, educator
training, and accessibility to educational resources.
Subsequent research should investigate more variables that may affect academic performance
among Filipino students, including the impact of peer connections, school environment, and
teacher-student interactions. An in-depth examination of the cultural variables inherent to
Filipino culture and their influence on social and academic growth would yield a more thorough
comprehension of these dynamics. Furthermore, future studies could improve this study by
including additional parenting styles, such as authoritarian or uninvolved, to provide a more
comprehensive understanding of how diverse parenting techniques may influence various
developmental outcomes. Ultimately, longitudinal research examining the enduring impacts of
parenting styles on social and academic achievement would yield significant insights into the
evolution of these relationships over time.

Acknowledgment
This study was made successfully through the guidance of De La Salle University and
significant individuals who assisted the researchers throughout the completion of this study.
The researchers would like to give their sincerest gratitude to the respondents and the following
people who have helped from the very beginning of this journey. Their Research Adviser, Mr.
Alexander Dagalea, supervised the researchers on this study while sharing his knowledge and
expertise to guide them accordingly. Their parents and family gave their undying support
throughout the study and motivated the researchers to successfully finish this research. Lastly,
the Almighty God bestowed his guidance and offered perseverance for the researchers to
accomplish this study.

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