CHAPTER II

Review of Related Literature and Studies

This chapter includes the review of literature and studies which the researcher has

perused to shed light on the topic under study.

Parenting Styles

Parenting is a dynamic activity involving several specific behaviors that work together

and individually to affect the outcomes of children. Baumrind (1991) believes that

traditional parenting is about control issues. While parents may differ in how and to what

extent they try to control or socialize their children, the primary role of all parents is to

influence, teach and control their children.

Parenting style incorporates two main parenting elements: parental responsiveness and

parental demandingness (Maccoby & Martin, 1983). Parental responsiveness (also

referred to as parental warmth or support) refers to "the degree to which parents

actively encourage individuality, self-regulation, and self-affirmation by being attuned,

compassionate, and in accordance with the special needs and demands of children"

(Baumrind, 1991, p. 62). Parental demand (also referred to as behavioral control) refers

to "the expectations that parents make of children to be incorporated into the whole

family through their requests for maturity, discipline, corrective actions, and ability to

threaten the child who disobeys" (Baumrind, 1991, pp. 61-62).

Categorizing parents as high or low in parental demand and sensitivity produces a

typology of four parenting styles: indulgent, authoritarian, authoritative, and uninvolved

(Maccoby & Martin, 1983). Each of these parenting styles reflects unique parental

beliefs, habits, and behavior patterns that occur naturally and a distinct combination of

responsiveness and demandingness.

Baumrind (1991) states that indulgent parents (also called "permissive") "are more

responsive than demanding; they are non-traditional and lenient, they do not require

mature behaviour, they allow for considerable self-regulation, and they avoid

confrontation".

According to Huver (2009), the authoritarian style is low or without responsiveness and

high in demandingness. The main concern for authoritarian parents are obedience,

conformity, parental control and respect for authority. Authoritarian parents can be

classified into two groups: non-authoritarian-directive parents do not use their authority

either invasively or tyrannically, whereas authoritarian-directive parents are extremely

intrusive and autocratic in their use of their power (Gould & Martindale, 2009).

Baumrind (1991) noted that the authoritative parenting style is high both in

demandingness and responsiveness (as discussed in Pellerin, 2005). Authoritative

parents apply firm control and allow a fair set of rules and guidelines for their children to

abide. Authoritative parents use justification and control to make disciplinary decisions

while they avoid using extreme forms of punishment (Bornstein & Zlotnik, 2008).
In both responsiveness and demandingness, uninvolved parents are weak. In extreme

cases, this parenting style may include both prudent and irresponsible parents, although

most parents of this sort fall within the normal range. Because parenting style is a

typology, not a linear combination of responsiveness and demandingness, each

parenting style is more than the sum of its parts (Baumrind, 1991).

Parenting Styles and Self-Esteem

The relationship between parenting and self-esteem has been well established by

Baumrind and many researchers (Gale Encyclopedia of Education, 2002). Evidence has

shown that the way parents communicate with their children directly affects their level of

self-esteem and confidence.

Berk (2009) showed different kinds of parenting styles associated with different

development of adolescents. New and Cochran (2007) reported that authoritative

parenting brings higher self-esteem to children than other parenting styles.

Steffenhagen (1990) defines self-esteem as “the very center of personality and

therefore the foundation of all behaviour, whether natural or pathological".

James (1892) indicated that high self-esteem is found in people who acknowledge their

strengths, believe in what they have accomplished and are pleased with these strengths

and accomplishments. Conversely, low self-esteem is correlated with individuals who

are not happy with their achievements and fall short of expectations.
Parenting Styles and Anxiety

Research shows that several child outcomes, including anxiety, is influenced by

parental demandingness and responsiveness. Anxiety is the intense worry or fear of

certain things, situations or scenarios and symptoms may be manifested either mentally

or physically (Muris, Merckelbach, Schmidt, & Mayer, 1998).

Evidence shows the relationship between granting low independence and anxiety.

(Cooper-Vince et al., 2014) asserts that parents' intrusiveness, over-implication, and

high demands were associated with lack of self-confidence and lack of coping

mechanisms that led to anxiety.

In addition, intrusive parent activities, such as performing children's tasks that could be

independently accomplished, had a positive correlation with teenage anxiety

(Jongerden & Bogels, 2014).

Consequences for Children

Parenting style was observed to predict child well-being in the fields of social

competence, academic performance, psychosocial progress, and disruptive behaviour.

Research based on parent interviews, child reports, and parent observations

consistently finds:
  Children and adolescents whose parents are authoritative are rated as socially

and instrumentally more competent by objective measures than those whose

parents are non-authoritative (Baumrind, 1991; Weiss & Schwarz, 1996; Miller et

al., 1993).

 Children and adolescents with uninvolved parents have the poor performance in

all domains.

 Children and adolescents from authoritarian families (high in demand, but low in

responsiveness) tend to perform relatively well in school and have no

participation in problem behaviour, but they have weak social skills, lower self-

esteem, and higher depression rates.

 Children and adolescents from indulgent homes (high response, low demand)

are more likely to engage in problem behavior and do less well in class, but they

have higher self-esteem, better social skills, and lower depression rates.

The Affective Filter Hypothesis

Negative emotions are developed by passive moods, including low motivation, low self-

esteem, and anxiety, according to Stephen Krashen (1982, 1985, 1988, 1991).

Likewise, Rebecca Oxford (1996) also suggests that one of the biggest factors on

language learning success or failure is likely the affective side of the learner.
Krashen (1982) points out in his affective filter hypothesis that many key factors in the

performance of learners in language learning should be correlated with the

psychological state of the participant in Second Language Acquisition (SLA).

The theory of Affective Filter reflects Krashen's view that a variety of “affective factors”

play a facilitative but non-causal role in the learning of second language. These factors

include: motivation, self-confidence, anxiety and temperament. Krashen (1988) believes

that high motivation, self-confidence, good self-image, low level of anxiety, and

extroversion lead to second language acquisition success.

On the contrary, low motivation, low self-esteem, anxiety, introversion, and inhibition

can elevate the affective filter and create a “mental block” that prevents the utilization of

comprehensible input for acquisition. In other words, language acquisition is prevented

when the screen is “on”.

 CHAPTER III

METHODOLOGY

Research Design

This study will utilize the descriptive-correlational design which aims to describe and

establish the relationship between the respondents’ perception of how they were raised

and the current state of the respondents’ affective filter wherein both factors involve

common variables which are anxiety and self-esteem.

Respondents of the Study

The respondents of this study are randomly selected Bachelor of Arts in English

Language Studies and Bachelor of Arts in English students who are studying in Isabela

State University, Echague under the Academic Year of 2019-2020.

Research Instrument

Data Gathering Procedure

The researcher will first secure the necessary approval which will be needed in the

administration of the research instrument/s. Afterwards, the questionnaires will be

personally distributed and collected by the researcher on the within the same day of

dissemination.