Impact of Authoritative Parenting Style on the Communication Skills of Senior High School Students in a Public Educational Institution in Buenavista, Quezon
Ella Marie Deocariza | Gloria Ching | Rosemarie Alfarero | Melchor Espiritu
Discipline: others in psychology
Abstract:
This study aimed to determine the impact of the authoritative parenting style on the communication skills of senior
high school students, with a particular focus on sex and age demographics. The respondents included 215 students,
composed of 100 males (46.5%) and 115 females (53.5%), indicating a slightly higher female representation. Age
distribution data revealed that the majority of respondents were between 16 and 17 years old (70.7%, ranked 1st),
while those aged 18–19 and above were fewer in number (ranked 2nd). The research particularly explored how
students, especially those from the Humanities and Social Sciences (HUMSS) strand—comprising 33% of the
sample—perceive the influence of authoritative parenting on their communication development. Findings indicated
that authoritative parenting has a positive effect on the communication skills of senior high school students.
Respondents strongly agreed with statements emphasizing the benefits of authoritative parenting in terms of
nurturance (mean = 4.24), discipline (mean = 4.44), and the setting of clear expectations. These factors were found to
encourage open and healthy communication, helping students express themselves effectively in both academic and
social contexts. Overall, the study concludes that the authoritative parenting style promotes the development of wellrounded communication skills among senior high school students, making it an essential factor to consider in both
educational and parental guidance contexts.
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