Parenting Styles and Social Behavior of Grade 12 Students in Santo Tomas National High School PDF

**PARENTING STYLES AND SOCIAL BEHAVIOR OF GRADE 12** **STUDENTS IN SANTO TOMAS** **NATIONAL HIGH SCHOOL** A Quantitative Study Presented In Partial Fulfillment of the Requirements in APP 5 -- (Practical Research 2) CELESTINA MOYET CHALEA MICA TAN JAZE NICOLE PAPACOY LENCY JEANNE LEGASPI JA...

**PARENTING STYLES AND SOCIAL BEHAVIOR OF GRADE 12** **STUDENTS IN SANTO TOMAS** **NATIONAL HIGH SCHOOL** A Quantitative Study Presented In Partial Fulfillment of the Requirements in APP 5 -- (Practical Research 2) CELESTINA MOYET CHALEA MICA TAN JAZE NICOLE PAPACOY LENCY JEANNE LEGASPI JASMIN DEL PILAR YUMI ARTAJO JAMAICA MABASO BERNADETH VILLAFLOR MIKE LABTON November 2024 **ACKNOWLEDGEMENT** We would like to express our sincere gratitude to all individuals who have contributed to the successful completion of this quantitative research study. To their support, guidance, and invaluable assistance have been instrumental in shaping the research and enriching its findings. Firstly, the researchers would like to acknowledge their research adviser, Dr. Evangeline Lurica, for her unwavering support, expertise, and guidance throughout the research process. Her insightful feedback, encouragement, and constructive criticism have significantly shaped and strengthened this study. Also, the researchers would like to extend their sincerest gratitude to the panelists: Dr. Vicente Pines, Dr. Mark Angelo Tabajonda, and Ma'am Rey Anne Bungabong. Their valuable insights and expertise have been instrumental in shaping the direction and outcomes of this research. Their willingness to take time out of their busy schedules to contribute to this research study is greatly appreciated. Gratitude is extended to the esteemed School Principal, Ricardo M. Olmedo Jr., and the dedicated Grade 12 Head Teacher, Sir Bernard Eugenio, for their invaluable support and encouragement in the pursuit of this research. Their approval to conduct this study represents a significant step in fostering academic inquiry and growth. Their commitment to nurturing a culture of learning and trust in the research's objectives serves as an inspiration to ensure the study is carried out with utmost diligence and integrity. Heartfelt appreciation is given for their unwavering guidance and for being instrumental in making this endeavor possible. Furthermore, the researchers extend their deepest appreciation to the participants of this study, whose willingness to share their experiences and perspectives has been vital to the depth and richness of this research study. Without their candid contributions and openness, this study would not have been possible. Also, researchers would like to express their profound gratitude to their families for their unwavering support, patience, and understanding throughout this research journey. Their love and encouragement have been a constant source of motivation. Furthermore, heartfelt thanks go to their colleagues and friends who provided valuable insights, engaged in fruitful discussions, and offered their support during the data analysis and write-up phases. Their intellectual contributions and encouragement have been greatly appreciated. Lastly, to the Almighty God for granting us the strength and guidance to undertake this research. His blessings and grace have been instrumental in overcoming the challenges and obstacles encountered during this journey. While every effort has been made to acknowledge all individuals who have contributed to this research, we apologize for any inadvertent omissions. Our sincere appreciation extends to all those who have played a part in making this study possible. **DEDICATION** This work is indeed a fruit of countless hardships and sacrifices. To our beloved parents, who gave their love and unending support that made us to continue up until the end. To our teachers, friends, and classmates who extend their help and providing us with their insightful advice that made us go through this study. And above all to our Almighty God, who gave us the knowledge, perseverance and the will to continue, this research is wholeheartedly dedicated. **Table of Contents** **PRELIMINARIES PAGE** Title Page I **CHAPTER** **1. INTRODUCTION** II\. METHODOLOGY Research Design 18 Research Locale 20 Research Respondents 19 Data Gathering Procedure 24 Research Instrument 21 Data Analysis 25 III\. RESULTS Discussion 30 IV\. DISCUSSION Findings of the Study 27 Conclusion 32 Recommendations 33 References 34 Appendix A - Questionnaire 38 Appendix B - Consent of the Study 39 Curriculum Vitae 38 **PARENTING STYLES AND SOCIAL BEHAVIOR OF GRADE 12 STUDENTS IN SANTO TOMAS** **NATIONAL HIGH SCHOOL** **ABSTRACT** This study aimed to assess the levels of different parenting styles and their relationship with the social behavior of Grade 12 students at Sto. Tomas National High School. Using a descriptive-correlational design, the research sampled 288 Grade 12 students through random selection and adopted a standardized questionnaire to evaluate this relationship. Moreover, the mean, standard deviation, and Pearson product-moment correlation coefficient was used as statistical tool. Findings showed that the authoritative parenting style had the highest mean, while permissive parenting had the lowest, with social behavior rated as high overall. Furthermore, the data revealed that there is a low positive correlation between different parenting styles and social behavior of Grade 12 students in Sto. Tomas National High School. It was also revealed that the r-value is 0.46 with a p-value of 0.00 which is below 0.05 level of significance, therefore, there is a significant relationship between different parenting styles and social behavior among Grade 12 students in Sto. Tomas National High School. Keywords: *parenting styles, social behavior, Grade 12 students in Sto. Tomas High School* **CHAPTER 1** **INTRODUCTION** **RATIONALE** Adolescence is a crucial period for social and emotional development, where parenting styles significantly influence behaviors such as peer relationships, emotional regulation, and social competence. Authoritarian parenting has been linked to aggression and poor social skills, while permissive parenting often results in impulsivity and difficulty in self-control (Pinquart & Gerke, 2019; Vafaeenejad et al., 2020). In contrast, authoritative parenting is associated with better social outcomes, such as cooperation and effective communication (Steinberg, 2020). Different parenting styles: permissive, authoritarian, and authoritative have an impact on teenagers\' social skills and behaviours in Israel within a specific social environment. The study sheds light on the role that parenting plays in influencing social development by examining the ways in which distinct parenting styles affect social skills, peer connections, and general social competence. The results highlight the significance of adopting cultural aspects into account while comprehending these dynamics and show how parenting styles influence social outcomes in a multicultural environment (Yaffe & Burg, 2021). In the province of Bohol, the relationship between parenting styles and the social behavior of senior high school students has been the focus of several studies. Authoritative parenting, which balances discipline with warmth and responsiveness, is often linked to positive social behavior, including higher self-esteem, better social skills, and fewer behavioral problems. In contrast, authoritarian parenting, which emphasizes strict discipline and obedience with little warmth, may lead to issues such as anxiety, aggression, and poor social interactions among students (Castillo et al., 2020). Furthermore, the study conducted in Davao City reveals that different parenting styles significantly impact children's academic performance and behavioral development throughout the Philippines. It shows that parenting approaches---such as authoritative, authoritarian, and permissive---affect various outcomes, including academic achievements and behavioral traits. These insights underscore the crucial role that parenting practices play in shaping children\'s educational and developmental trajectories (Gacho & Fajardo, 2021). While there are already studies that has been conducted on the influence of parenting styles on the social behavior of a student, there is still a noticeable gap in understanding how these affect senior high school students, particularly in Sto. Tomas National High School. The senior high school years are critical in shaping students\' social behavior, which has a significant factor and influence on their academic performance, peer relationships, and future societal contributions. **Research Objectives** The purpose of this study would ascertain the relationship between the parenting style and social behavior of students in Sto. Tomas National High School, specifically, this study aimed to: 1. Determine the level of parenting style among Grade 12 Students of Sto. Tomas National High School in terms of: 1.1. authoritative parenting; 1.2. authoritarian parenting; 1.3. permissive parenting; 2. Determine the level of social behavior in Grade 12 students of Sto. Tomas National High School. 3. Determine the significant relationship between parenting styles and social behavior of Grade 12 students of Sto. Tomas National High School. **Hypothesis** The null hypothesis of this study will be tested at a 0.05 level of significance. **H~1\ :~** There is no significant relationship between authoritative parenting style and social behavior of Grade 12 Students in Sto. Tomas National High School. **H~2\ :~** There is no significant relationship between authoritarian parenting style and social behavior of Grade 12 Students in Sto. Tomas National High School. **H~3\ :~** There is no significant relationship between permissive parenting style and social behavior of Grade 12 Students in Sto. Tomas National High School. **Theoretical Framework** Diana Baumrind\'s **Parenting Styles Theory**, developed in the 1960s, categorizes parenting into three main styles: permissive, authoritarian, and authoritative. These styles vary in terms of responsiveness and demandingness. Baumrind\'s research indicates that these parenting approaches significantly impact children\'s behavior and development. Authoritative parents are both highly responsive and demanding, fostering positive outcomes such as better social skills, improved academic performance, and higher self-esteem through supportive yet clear expectations. In contrast, authoritarian parents are demanding but less responsive, enforcing strict rules with minimal dialogue, which can lead to obedient but socially awkward children. Permissive parents, on the other hand, are highly responsive but set few boundaries, resulting in expressive children who may struggle with authority and self-control. Baumrind\'s theory highlights the importance of balancing structure and emotional support in parenting. In the context of this study, Baumrind\'s theory is directly relevant as it helps to explore the connection between the parenting styles students experience at home and their resulting social behaviors at school. By applying this theory, the study can analyze how authoritative, authoritarian, or permissive parenting influences students\' social interactions, adherence to social norms, and overall behavior within the school environment. Albert Bandura\'s **Social Learning Theory** (1997) provides a deep knowledge of how people, particularly youngsters, pick up behaviours through imitation and observation. A large portion of human learning, in Bandura\'s opinion, comes from imitating the behaviours of others rather than from firsthand experience. According to this process, which is called \"observational learning,\" kids pick up social skills by seeing what their parents, friends, and other significant adults in their life do. After observing, youngsters frequently imitate the actions they have witnessed, especially from those they look up to or regard as role models. For instance, if a youngster observes a parent resolving problems in a composed manner on a regular basis, the child is likely to model similar behaviour in their own interactions. Bandura\'s approach emphasizes how crucial the social context is. In the context of this study, different parenting styles (authoritative, authoritarian, permissive) serve as models for students, shaping their social behavior. Students may imitate the behavior and attitudes exhibited by their parents, which can influence how they interact with peers, authority figures, and handle social situations, thereby linking parenting styles directly to the social behavior of senior high school students. Moreover, **Attachment Theory**, initially developed by John Bowlby in 1969 and later expanded by Mary Ainsworth, explores the emotional bond between a child and their primary caregiver, typically the parents. This bond is essential for the child\'s social, emotional, and psychological development throughout their life. The theory posits that the quality of early attachment significantly influences a child\'s ability to regulate emotions, form relationships, and exhibit social behaviors. Bowlby identified four types of attachment: secure, insecure-avoidant, insecure-ambivalent/resistant, and disorganized. Children with secure attachments generally display positive social interactions, whereas those with insecure attachments may struggle with emotional regulation and relationships. In the context of this study, the parenting styles and social behaviors of students are closely linked to the type of attachment a child develops. For example, authoritative parenting, which provides a balance of warmth and discipline, tends to foster secure attachment and leads to socially confident students. Conversely, authoritarian parenting may result in insecure-avoidant attachment, causing social withdrawal, while permissive parenting can lead to insecure-ambivalent attachment, characterized by emotional dependency and inconsistent social behavior. Thus, Attachment Theory offers valuable insights into how different parenting styles influence the social behavior of senior high school students. **Conceptual Framework** +-----------------------------------------------------------------------+ | Parenting Styles | | | | - Authoritative | | | | | | | | - Authoritarian | | | | - Permissive | +-----------------------------------------------------------------------+ ----------------- Social Behavior ----------------- ***Figure 1.** Conceptual Diagram of Parenting Styles and Social Behavior of Grade 12 Students.* **Significance of the Study** This study holds significance in various aspects: **Students:** The study has the most direct impact on students by improving their social skills, academic performance, and overall well-being. Tailored support fosters a more supportive and responsive school environment, enhancing their comfort and engagement. **Parents:** The study helps parents to understand how their parenting styles influence their children\'s social behavior, enabling them to adopt approaches that support emotional and social well-being. **Teachers:** The insights gained from the study enable teachers to better understand how parenting styles influence classroom behavior, refine their management strategies, and foster a more inclusive learning atmosphere. **Future Researchers:** The study serves as a foundational resource for future researchers, offering a basis for exploring related topics and contributing to the broader field of adolescent development and education. However, its impact is more indirect compared to the immediate benefits for students, teachers, and educational institutions. **Scope and Delimitation** This study aimed to investigate the relationship between parenting styles and social behavior on grade 12 students at Sto. Tomas National High School, during November 2024: The research have been conducted exclusively in the Municipality of Sto. Tomas, Davao del Norte, specifically within the confines of the school, focusing on Grade 12 students in Sto. Tomas National High School. The study would specifically examine the influence of various parenting styles (authoritarian, permissive, authoritative) on the development of social behaviors on these senior high school students. Respondents were the Grade 12 students, while the excluded were the non-teaching staffs, teaching staffs, administrative personnel, or individuals that is not a Grade 12 student. **Review of Related Literature** Previous studies and researches conducted that were significant and/or related to the present study were presented in this part of the manuscript. This would give the researchers enough background in understanding the study of the relationship between parenting styles and social behavior. Existing knowledge and related literatures would be presented below. **Parenting Styles** In the study conducted by McKinney et al., (2021), the researchers explored the effects of different parenting styles on psychological problems, with a particular focus on gender differences in self-esteem outcomes. Their findings contribute significantly to the existing literature by demonstrating that parenting styles can have varied impacts on boys and girls, thereby highlighting the importance of considering the context in which parenting occurs. This research underscores that the influence of parenting styles is not uniform across genders, suggesting that tailored approaches might be necessary to support self-esteem in children effectively. Additionally, a quantitative study assessing the relationship between parenting style and adolescents\' self-esteem. Their research offers valuable insights into how specific parenting approaches can either foster or hinder the development of self-worth among young people. The study\'s results indicate that authoritative parenting, characterized by a balance of responsiveness and demanding, is generally associated with higher levels of self-esteem in adolescents. This finding reinforces the idea that certain parenting styles may be more beneficial than others in promoting positive psychological outcomes in youth (Yun et al., (2019) Expanding on the cultural context, Zhang et al., (2017) re-evaluated the concept of parenting styles within Chinese culture, particularly focusing on variations in maternal parenting practices during early adolescence. Their study reveals that cultural factors play a crucial role in shaping parenting behaviors and, consequently, child development outcomes. This work highlights the importance of considering cultural nuances when studying parenting dynamics, as cultural context can significantly influence the effectiveness and interpretation of different parenting styles. Furthermore, Yaffe (2020) conducted a systematic review that examined the differences in parenting styles and practices between mothers and fathers. This research contributes to a more comprehensive understanding of how parental roles can influence child outcomes, emphasizing that both maternal and paternal influences need to be considered when evaluating the impact of parenting. Yaffe\'s work suggests that a holistic view of parenting, one that accounts for the contributions of both parents, is essential for a full understanding of how parenting affects child development. Moreover, Ahmad et al., (2019) conducted a systematic review to explore the relationship between parenting styles and aggression in young adolescents. They found that authoritative parenting, characterized by warmth and structure, was consistently associated with lower levels of aggression, while authoritarian and neglectful parenting, marked by strictness or lack of involvement, were linked to higher aggression levels. Permissive parenting, though more lenient, also tended to foster aggressive behaviors in adolescents. The study highlights the significant role of parenting approaches in shaping adolescents\' social behaviors and managing aggression. ***Authoritarian Parenting.*** Authoritarian parenting affects children\'s peer interactions, revealing a significant negative correlation between authoritarian practices and children\'s competence in social interactions. The findings suggest that higher levels of authoritarian parenting are associated with poorer peer interaction skills among children, emphasizing the need for more supportive parenting approaches to foster better social outcomes (Yang, 2023). In addition, the study by Krasanaki et al., (2022) found that authoritarian parenting negatively correlates with prosocial behavior, meaning that children raised in such environments are less likely to engage in cooperative and empathetic actions. Authoritarian parenting, characterized by strict control and minimal warmth, can impair social adjustment by fostering an environment focused more on obedience than on emotional support. This lack of emotional engagement contributes to higher levels of both externalizing problems, such as aggression and defiance, and internalizing problems, including anxiety and depression. Consequently, children from authoritarian backgrounds may struggle with regulating their emotions and interacting positively with others, indicating poorer social adjustment and overall well-being. ***Permissive Parenting***. In contrast, a study by Asriani et al., (2023) The researchers found that permissive parenting, characterized by high responsiveness and low demands, was associated with increased disruptive behavior in adolescents. The study emphasizes that while permissive parenting may foster a warm and accepting environment, it can also lead to a lack of structure, which, when combined with peer pressure, significantly influences adolescents\' behavior. The findings highlight the importance of understanding the dynamics of parenting styles within family contexts and their implications for adolescent development. Additionally, Krasanaki et al., (2022) found that permissive parenting is associated with poorer outcomes in children's social and emotional development. Specifically, permissive parenting, which is marked by high levels of warmth but minimal discipline, negatively correlates with prosocial behavior, meaning children from these backgrounds are less likely to engage in behaviors that benefit others, such as helping, sharing, and cooperating. This lack of structured guidance can lead to difficulties in self-regulation and social responsibility. Children raised in permissive environments may struggle to manage their impulses and adhere to social norms, which can contribute to an increase in both externalizing problems, like aggression and defiance, and internalizing problems, such as anxiety and depression. The absence of consistent expectations and boundaries in permissive parenting may prevent children from learning how to control their behavior and understand the consequences of their actions, ultimately impacting their social and emotional well-being. ***Authoritative Parenting***. Authoritative parenting, often regarded as the most balanced and effective style, has been linked to positive social behaviors in children across numerous studies. For instance, Kuppens et al., (2019) found that children raised by authoritative parents, who combine warmth with appropriate levels of discipline, exhibit better social skills and emotional regulation compared to those raised in authoritarian or permissive environments. This parenting style fosters an environment where children feel supported yet are also encouraged to develop independence and responsibility, contributing to their overall social competence and emotional well-being. **Social Behavior** According to the research conducted by Van et al., (2018), he highlighted the benefits of democratic parenting on children's social and emotional development. Democratic parenting, also known as authoritative parenting, is characterized by a balance of warmth and support combined with clear expectations and appropriate discipline. According to the study, children raised in democratic environments demonstrated higher levels of social competence and emotional regulation compared to those raised under other parenting styles. This positive outcome is attributed to the nurturing and structured environment that democratic parenting provides. The supportive yet demanding approach helps children develop strong social skills and effective emotional management by modeling and reinforcing healthy interactions and self-control. As a result, children from democratic backgrounds are better equipped to navigate social situations and regulate their emotions, contributing to their overall social and emotional well-being. However, the study by Krasanaki et al., (2022) highlights the negative consequences of permissive parenting on child behavior, revealing that it correlates negatively with prosocial behavior and positively with externalized and internalized problems. Permissive parenting, characterized by high warmth and low discipline, often leads to children struggling with self-regulation and social responsibility. These children are less likely to engage in positive social behaviors, such as sharing and cooperating, and are more prone to behavioral issues like aggression and emotional difficulties, including anxiety and depression. The lack of consistent boundaries and expectations inherent in permissive parenting may hinder children's ability to manage their emotions and actions effectively, contributing to these adverse outcomes. Additionally, Krasanaki et al., (2022) explores how different parenting styles impact children\'s social behavior and competence. Their research reveals that authoritative parenting, which combines warmth with clear expectations, is positively linked to better social competence and adaptive behaviors, such as increased prosocial actions and effective emotional regulation. In contrast, authoritarian parenting, marked by high control and low warmth, is associated with higher levels of externalizing problems like aggression and internalizing issues such as anxiety. Permissive parenting, characterized by high warmth but minimal discipline, often leads to difficulties in self-regulation and social responsibility, while neglectful parenting, lacking both warmth and control, results in poorer social outcomes. The study highlights the significant influence of parenting styles on children\'s social interactions and emotional well-being, emphasizing the importance of balanced and supportive parenting practices. **Correlation between Measures** The study by Kompirović et al., (2020), examines the relationship between different parenting styles and children\'s social competencies and antisocial behavior. The research reveals that authoritarian parenting is significantly correlated with increased antisocial behavior (\\( r = 0.52 \\)) and reduced social competence (\\( r = -0.37 \\)). This indicates that children subjected to authoritarian parenting, characterized by high levels of control and low warmth, are more likely to engage in problematic behaviors and exhibit challenges in social interactions. Conversely, permissive parenting, which involves high warmth but low discipline, is associated with lower social competence (\\( r = -0.40 \\)) and higher antisocial behavior (\\( r = 0.45 \\)). These findings suggest that permissive parenting may also hinder children\'s ability to develop effective social skills and contribute to disruptive behaviors. Overall, the study highlights that both authoritarian and permissive parenting styles can negatively affect children\'s social development, reinforcing the importance of adopting balanced parenting approaches to promote better social and behavioral outcomes. In addition, different parenting styles influence the social behavior of children and adolescents, focusing on authoritative parenting. Authoritative parenting was positively correlated with prosocial behavior, meaning children raised by authoritative parents were more likely to display kindness and helpfulness. In contrast, authoritarian and permissive parenting styles were linked to higher levels of externalized (e.g., aggression) and internalized (e.g., anxiety) behavioral problems (Krasanaki et al., 2022). Conversely, the impact of authoritarian parenting on adolescents\' social development through a literature review, revealing significant negative effects. Authoritarian parenting, characterized by high demands and low warmth, impairs social development by restricting opportunities for social learning and fostering communication difficulties. Adolescents from such environments often exhibit behavioral problems, including aggression and social withdrawal, due to the lack of emotional support and autonomy ( Fahriza et al., 2022) In addition, the authors found that permissive parenting, characterized by high warmth and low control, was associated with poorer self-regulation skills in adolescents. This lack of self-regulation was linked to negative social behaviors, such as impulsivity and difficulty in managing emotions. The study highlights that permissive parenting may hinder the development of essential self-regulation skills, which are crucial for positive social interactions and responsible behavior (Gao et al., 2023). Furthermore, the researchers collected data from 390 students using the Parental Authority Questionnaire (PAQ) and the Sub-Types of Antisocial Behavior (STAB) questionnaire. The findings indicated that permissive parenting was significantly correlated with higher levels of antisocial behavior among students. The study concluded that both authoritarian and permissive parenting styles contribute to antisocial behavior, emphasizing the need for parents to adopt more authoritative approaches to foster positive social behavior in their children (Ali et al., 2023). Moreover, the effects of different parenting styles on children\'s socio-emotional skills, including their social behavior. Using a multidimensional approach, the research assessed how authoritative, authoritarian, permissive, and neglectful parenting styles impact children\'s emotional and social development. The findings revealed that authoritative parenting, characterized by both warmth and structure, is positively correlated with enhanced socio-emotional skills, such as empathy and social competence. On the other hand, permissive parenting, which is high in warmth but low in structure, was linked to difficulties in self-regulation and increased externalizing behaviors, like aggression. The study highlights the crucial role of balanced parenting in fostering positive social interactions and emotional well-being, suggesting that combining warmth with appropriate guidance is key to supporting healthy socio-emotional development in children. This research underscores the need for parents to adopt effective parenting strategies to nurture their children\'s social and emotional growth (Santos et al., 2023) **Definition of Terms** The purpose of a conceptual and a operational definition section is to provide clarity for the reader and decrease misunderstanding. Scholarly sources provided the definitions of this study. The following would be defined conceptually and operationally. **Parenting Styles.** Parenting styles refer to the various strategies and approaches that parents use to raise their children, influencing their development, behavior, and overall well-being (Kakae, 2021). In this study parenting styles was the independent variable. It is used to determine the level of parenting styles among senior high school students in Santo Tomas National High School in terms of authoritarian parenting, permissive parenting, and authoritative parenting. **Social Behavior.** Social behavior encompasses the interactions and actions of individuals within social contexts. It involves how people behave in social settings, including their interactions with others, adherence to social norms, and responses to social stimuli. Social behavior is influenced by various factors, including personality, social environment, and cultural norms. It plays a critical role in forming relationships, managing conflicts, and integrating into societal structures (Lee, 2020). In this study, social behavior was the dependent variable. Additionally, social behavior will be measured using the Social Skills Improvement System (SSIS) Rating Scales, which assess aspects of social interactions, cooperation, and adherence to social norms. The scores will indicate the level of social competence in individuals. **CHAPTER 2** **METHODOLOGY** **Research Design** This study employed a descriptive-correlational research design to investigate the relationship between parenting styles and social behavior among grade 12 students in Sto. Tomas National High School. The descriptive aspect of the study aimed to identify the prevalent parenting styles experienced by the students, while the correlational approach sought to explore the extent to which these parenting styles influenced various aspects of students\' social behavior, such as communication, peer relationships, and emotional regulation (Garcia & Serra\'s 2019). **Research Respondents** In this study, the respondents were the senior high school students at Sto. Tomas National High School, with an estimated 1,025 students. Using Slovin's formula, the sample size was determined to be 288 respondents. This number was considered sufficient for a descriptive-correlational study and was reliable for establishing the significance of the relationship between the two variables used in this study (Taherdoost, 2017). ----------------- ---------------- ------------ ---------------- **RESPONDENTS** **POPULATION** **SAMPLE** **PERCENTAGE** **ABM** **148** **42** **15%** **HUMSS** **400** **112** **39%** **STEM** **99** **28** **10%** **AUTO** **45** **13** **4%** **CSS** **105** **30** **10%** **EIM** **41** **12** **4%** **HE** **58** **16** **6%** **SMAW** **129** **36** **12%** **TOTAL** **1,025** **288** **100%** ----------------- ---------------- ------------ ---------------- *Figure 2. Distribution of Participants* **Research Locale** The researchers chose to conduct their study in the Municipality of Santo Tomas, Davao del Norte, specifically in Sto. Tomas National High School, which was the largest secondary school in the province of Davao del Norte with a multi-intelligence student body that diversified the school. It was located on the island of Mindanao and was the province's second political district.  IMG\_256 Source: Google Maps *Figure 3. Map of Sto. Tomas National High School* **Research Instrument** In this study, data were gathered using a survey questionnaire focusing on the parenting styles and social behavior of senior high school students. This questionnaire was adopted from a previous study conducted by Hart et al. (1995), which categorized parenting practices into three distinct styles: authoritative, authoritarian, and permissive. This questionnaire included specific items that assessed the frequency of various parenting behaviors as perceived by the students, using a five-point Likert scale ranging from \"Never\" to \"Always.\" In addition to assessing parenting styles, the questionnaire also gathered data on students\' social behavior through a set of items that measured their interactions with peers, participation in group activities, and adherence to social norms. Respondents rated their behavior using the same five-point Likert scale, allowing for a consistent measure of both parenting practices and social outcomes. To interpret the data for Parenting Styles, a five-point Likert scale was used to determine the level; with 5=Always, 4=Often, 3=Sometimes, 2=Rarely, and 1=Never. The table below with a five-point Likert scale was used to determine the level. **Level of Measures** **Parenting Style** **RANGE DESCRIPTIVE EQUIVALENT INTERPRETATION** ------------- ----------- --------------------------------------------------------- 4.20 - 5.00 Very High The levels of Parenting Styles are always observed. 3.40 - 4.19 High The levels of Parenting Styles are oftentimes observed. 2.60 -3.39 Moderate The levels of Parenting Styles are sometimes observed. 1.80 - 2.59 Low The levels of Parenting Styles are rarely observed. 1.00 - 1.79 Very Low The levels of Parenting Styles are never observed. ------------- ----------- --------------------------------------------------------- **Level of Measures** **Social Behavior** **RANGE DESCRIPTIVE EQUIVALENT INTERPRETATION** ------------- ----------- -------------------------------------------------------- 4.20 - 5.00 Very High The levels of Social Behavior are always observed. 3.40 - 4.19 High The levels of Social Behavior are oftentimes observed. 2.60 -3.39 Moderate The levels of Social Behavior are sometimes observed. 1.80 - 2.59 Low The levels of Social Behavior are rarely observed. 1.00 - 1.79 Very Low The levels of Social Behavior are never observed. ------------- ----------- -------------------------------------------------------- **Data Gathering Procedure** The researchers initiated the data collection process by drafting a formal letter requesting permission to conduct the study. Concurrently, they worked on Chapters 1 and 2, gathering relevant literature from established scholars and experts in the field. **Request For Permission\ **The data collection process commenced with the researchers drafting an official letter to the appropriate authorities, seeking approval to conduct the study. **Questionnaire Validation\ **The following step involved the validation of the questionnaire to ensure its reliability and accuracy. **Ethical Considerations\ **Participants were informed about the study\'s objectives and assured of the confidentiality of their responses. Informed consent was obtained, with participants being given the freedom to withdraw from the study at any stage. **Data Collection\ **Following the validation of the questionnaire and securing ethical approvals, the researchers distributed the questionnaires to the students of Sto. Tomas National High School. **Data Security Measures\ **Ensuring data security was a priority, with only the researchers and their study advisor having access to the securely stored questionnaires. **Data Analysis** To analyze the relationship between parenting style and social behavior of Senior High School students, the following statistical tools were used: **Mean:** The average levels of different parenting styles and aspects of social behavior were determined. **Standard Deviation:** The variation or dispersion within these variables was assessed. **Pearson Product-Moment Correlation Coefficient:** The strength and direction of the relationship between parenting styles and social behaviors among Senior High School students were examined. **Ethical Considerations** **Voluntary Participation:** The research involved obtaining informed consent from all student participants, ensuring that their involvement was completely voluntary. This approach safeguarded the students' autonomy, allowing them to decide freely whether or not to participate in the study. **Truthfulness and Ethical Behavior:** Throughout the research process, the researchers were committed to maintaining honesty and integrity. This meant that the study was conducted in a morally sound manner, ensuring that all actions and decisions aligned with ethical standards. **Respect for Intellectual Property:** The researchers demonstrated respect for the intellectual contributions of others by appropriately citing all sources of information. This adherence to ethical standards prevented plagiarism and ensured that the original creators of ideas and data were given due credit. **Unbiased and Diligent Approach:** The researchers maintained objectivity by avoiding any bias or preference throughout the study. Neutrality, impartiality, and diligence were key to upholding the credibility and reliability of the research findings. **Transparency and Accountability:** Transparency and accountability were emphasized throughout the study. The researchers ensured that all communication with participants remained confidential, and they provided clear disclosure of methods, procedures, and any potential conflicts of interest. **Chapter 3** **RESULTS** **Level of Parenting Styles** The first objective of this study was to determine the level of parenting styles among Grade 12 students of Sto. Tomas National High School. Table 1 showed the mean scores of indicators in parenting styles. Among the 3 indicators, authoritative parenting revealed a highest mean of 3.47 and standard deviation of 0.83 with a descriptive equivalent of high or authoritative parenting is oftentimes observed. In addition, the indicator permissive parenting revealed a lowest mean of 2.88 and standard deviation of 0.76 with a descriptive equivalent of moderate or permissive parenting is sometimes observed. Furthermore, parenting styles revealed an overall mean of 3.10, with a descriptive equivalent of moderate which means parenting styles is sometimes observed. **Table 1. Level of Authoritative Parenting** -------------------------------------------------------------------------- ------ -------------------- ------------------------ --------------------- **Authoritative Parenting** Mean Standard Deviation Descriptive Equivalent Interpretation 1\. My parent(s) encourage me to express my thoughts and feelings. 3.14 1.27 Moderate Sometimes Observed 2\. My parent(s) explain their rules and decisions to me. 3.60 1.13 High Oftentimes Observed 3\. My parent(s) show warmth and affection towards me. 3.51 1.10 High Oftentimes Observed 4\. My parent(s) support my independence and encourage me to make my own 3.63 1.18 High Oftentimes Observed decisions. 5\. My parent(s) set clear and reasonable expectations for my behavior. 3.48 1.09 High Oftentimes Observed -------------------------------------------------------------------------- ------ -------------------- ------------------------ --------------------- The table presents authoritative parenting practices, with mean scores ranging from 3.14 to 3.63. Most behaviors, such as explaining rules, showing warmth, supporting independence, and setting expectations, are rated \"High\" and \"Oftentimes Observed.\" Encouraging the expression of thoughts and feelings is rated \"Moderate\" and \"Sometimes Observed,\" indicating a slightly less frequent occurrence. **Table 2. Level of Authoritarian Parenting** -------------------------------------------------------------------- ------ -------------------- ------------------------ -------------------- **Authoritarian Parenting** Mean Standard Deviation Descriptive Equivalent Interpretation 1\. My parent(s) expect me to follow their rules without question. 3.26 1.19 Moderate Sometimes Observed 2\. My parent(s) use physical punishment to discipline me. 2.53 1.29 Low Rarely Observed 3\. My parent(s) rarely explain the reasons for their rules. 3.10 1.22 Moderate Sometimes Observed 4\. My parent(s) are very strict and have high expectations for my 3.09 1.32 Moderate Sometimes Observed behavior. 5\. My parent(s) do not show much warmth or affection towards me. 2.76 1.28 Moderate Sometimes Observed -------------------------------------------------------------------- ------ -------------------- ------------------------ -------------------- The table summarizes authoritarian parenting practices, with mean scores ranging from 2.53 to 3.26. Most practices are rated \"Moderate\" and \"Sometimes Observed,\" including strictness, high expectations, and limited explanation of rules. Physical punishment is rated \"Low\" and \"Rarely Observed,\" while lack of warmth is moderately observed. These findings indicate that authoritarian parenting behaviors are present but not consistently practiced. **Table 3. Level of Permissive Parenting** -------------------------------------------------------------------------- ------ -------------------- ------------------------ -------------------- **Permissive Parenting** Mean Standard Deviation Descriptive Equivalent Interpretation 1\. My parent(s) allow me to make many of my own decisions without 2.86 1.25 Moderate Sometimes Observed guidance. 2\. My parent(s) are lenient and often let me get away with things. 2.81 0.97 Moderate Sometimes Observed 3\. My parent(s) rarely enforce rules or punishments. 2.79 1.12 Moderate Sometimes Observed 4\. My parent(s) show a lot of affection and support but do not set many 2.98 1.11 Moderate Sometimes Observed boundaries. 5\. My parent(s) avoid setting limits on my behavior. 2.98 1.17 Moderate Sometimes Observed -------------------------------------------------------------------------- ------ -------------------- ------------------------ -------------------- The table outlines permissive parenting practices, with mean scores ranging from 2.79 to 2.98, all rated as \"Moderate\" and \"Sometimes Observed.\" Key behaviors include allowing decision-making without guidance, being lenient, rarely enforcing rules, showing affection without setting boundaries, and avoiding limits on behavior. These findings suggest that permissive parenting practices are moderately present. **Table 4. Level of Different Parenting Styles** +-------------+-------------+-------------+-------------+-------------+ | Indicator | Mean | Standard | Descriptive | Interpretat | | | | Deviation | Equivalent | ion | +-------------+-------------+-------------+-------------+-------------+ | Authoritati | 3.47 | 0.83 | High | Oftentimes | | ve | | | | Observed | | Parenting | | | | | +-------------+-------------+-------------+-------------+-------------+ | Authoritari | 2.95 | 0.82 | Moderate | Sometimes | | an | | | | Observed | | | | | | | | Parenting | | | | | +-------------+-------------+-------------+-------------+-------------+ | Permissive | 2.89 | 0.76 | Moderate | Sometimes | | | | | | Observed | | Parenting | | | | | +-------------+-------------+-------------+-------------+-------------+ **Level of Social Behavior** The second objective of this study was to determine the level of social behavior among grade 12 students in Sto. Tomas National High School. Table 2 showed the mean of social behavior. Based on the data below, it is revealed that social behavior got the mean of 3.49 and a standard deviation of 0.75 with a descriptive equivalent of high, which means social behavior is always observed. **Table 5. Level of Social Behavior** ------ -------------------- ------------------------ --------------------- Mean Standard Deviation Descriptive Equivalent Interpretation 3.49 0.75 High Oftentimes Observed ------ -------------------- ------------------------ --------------------- **Relationship between the Parenting Styles and Social Behavior** Represented in Table 6 was the result of the test of relationship between parenting styles and social behavior of grade 12 students of Sto. Tomas National High School. This relationship was tested at 0.05 level of significance. The data below revealed the r-value of 0.46 which implies that there is a low positive correlation between parenting styles and social behavior of grade 12 students in Sto. Tomas National High School. On the other hand, it was also revealed that the p-value of 0.00, which was below 0.05 level of significance. Therefore, the null hypothesis was rejected. This means that there is a significant relationship between parenting styles and social behavior of grade 12 students in Sto. Tomas National High School. **Table 6. Parenting Styles and Social Behavior** --------- ---------------------------- --------- ---------------------------- r-value Descriptive Equivalent p-value Decision 0.46 Positively Low Correlation 0.00 Reject the null hypothesis --------- ---------------------------- --------- ---------------------------- **Chapter 4** **DISCUSSIONS** This chapter contained discussions on the level of different parenting styles, level of social behavior, and relationship between parenting styles and social behavior of grade 12 students in Sto. Tomas National High School, conclusion, recommendations based on the finding of the study. **Level of Parenting Styles** Parenting Styles as the predictor of this study composed of 3 indicators. Among the indicators, authoritative parenting got the highest mean and permissive parenting got the lowest mean with the overall descriptive equivalent of high. It measures that parenting style is oftentimes observed. According to Yaffe (2020), it is essential for a full understanding of how parenting affects child development, and emphasizing that both maternal and paternal influences need to be considered when evaluating the impact of parenting. This research contributes to a more comprehensive understanding of how parental roles can influence child outcomes. **Level of Authoritative Parenting** Moreover, Ahmad et al., (2019) stated that there is a relationship between parenting styles and aggression in young adolescents. They found that authoritative parenting, characterized by warmth and structure, was consistently associated with lower levels of aggression. In addition, Authoritative parenting, often regarded as the most balanced and effective style, has been linked to positive social behaviors in children across numerous studies. For instance, Kuppens et al., (2019) found that children raised by authoritative parents, who combine warmth with appropriate levels of discipline, exhibit better social skills and emotional regulation compared to those raised in authoritarian or permissive environments. This parenting style fosters an environment where children feel supported yet are also encouraged to develop independence and responsibility, contributing to their overall social competence and emotional well-being. **Level of Authoritarian Parenting** In contrast, a study by Krasanaki et al., (2022) found that authoritarian parenting negatively correlates with prosocial behavior, meaning that children raised in such environments are less likely to engage in cooperative and empathetic actions. Authoritarian parenting, characterized by strict control and minimal warmth, can impair social adjustment by fostering an environment focused more on obedience than on emotional support. This lack of emotional engagement contributes to higher levels of both externalizing problems, such as aggression and defiance, and internalizing problems, including anxiety and depression. Consequently, children from authoritarian backgrounds may struggle with regulating their emotions and interacting positively with others, indicating poorer social adjustment and overall well-being. **Level of Permissive Parenting** Moreover, a study by Asriani et al., (2023) The researchers found that permissive parenting, characterized by high responsiveness and low demands, was associated with increased disruptive behavior in adolescents. The study emphasizes that while permissive parenting may foster a warm and accepting environment, it can also lead to a lack of structure, which, when combined with peer pressure, significantly influences adolescents\' behavior. **Level of Social Behavior** As highlighted by Krasanaki et al., (2022) explores how different parenting styles impact children\'s social behavior and competence. Their research reveals that authoritative parenting, which combines warmth with clear expectations, is positively linked to better social competence and adaptive behaviors, such as increased prosocial actions and effective emotional regulation. In contrast, authoritarian parenting, marked by high control and low warmth, is associated with higher levels of externalizing problems like aggression and internalizing issues such as anxiety. Permissive parenting, characterized by high warmth but minimal discipline, often leads to difficulties in self-regulation and social responsibility, while neglectful parenting, lacking both warmth and control, results in poorer social outcomes. The study highlights the significant influence of parenting styles on children\'s social interactions and emotional well-being, emphasizing the importance of balanced and supportive parenting practices. Furthermore, Salavera et al., (2022) suggests that parenting styles are related to affects and social skills. The study also indicates that affects play a mediating role in the relationship between parenting styles and social skills. Finally, owing to the implications of parenting styles not only for affects and social skills but for the overall psychological, social and personal development of children, it is concluded that these issues should be addressed jointly by families and schools. **Relationship between the Parenting Styles and Social Behavior** In addition, different parenting styles influence the social behavior of children and adolescents, focusing on authoritative parenting. Authoritative parenting was positively correlated with prosocial behavior, meaning children raised by authoritative parents were more likely to display kindness and helpfulness. In contrast, authoritarian and permissive parenting styles were linked to higher levels of externalized (e.g., aggression) and internalized (e.g., anxiety) behavioral problems (Krasanaki et al., 2022). In addition, the authors found that permissive parenting, characterized by high warmth and low control, was associated with poorer self-regulation skills in adolescents. This lack of self-regulation was linked to negative social behaviors, such as impulsivity and difficulty in managing emotions. The study highlights that permissive parenting may hinder the development of essential self-regulation skills, which are crucial for positive social interactions and responsible behavior (Gao et al., 2023). **Conclusion** Based on the above finding, the result revealed that parenting styles have an overall mean of 3.10 which is interpreted at a moderate level. Researchers have found that among the 3 indicators, authoritative parenting has the highest mean of 3.47. Results also showed that the overall mean of social behavior is 3.49 which indicates that students' social behavior is at high level. The study also showed that there is a low positive correlation between parenting styles and social behavior of Grade 12 students in Sto. Tomas National High School, which led to a conclusion that there is a significant relationship between parenting styles and social behavior. The results of the study implies that the more the students engage in positive or negative parenting styles, it either way affects their social behavior. **Recommendations** The findings of the study revealed that parenting styles has a significant impact on social behavior in the Grade 12 students in Sto. Tomas National High School. With this result, the researchers recommend that parents should adopt a balanced parenting styles that encourage open communication, emotional support, and appropriate discipline. The researchers further recommend that the school should conduct regular parenting seminars and workshops with the assistance of guidance counselors. Organizing activities that promote family involvement, such as parent-students bonding events or community projects which will foster a sense of belonging. This unified effort will contribute in creating an environment where students can prosper both socially and academically. **References** Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Lawrence Erlbaum Associates. Ali, A., & Khan, M. A. (2023). Parenting style and anti-social behavior: An exploratory study of secondary school students. European Journal of Social Sciences, 62(1), 1-10. https://doi.org/10.12681/ejss.5453 Asriani, F., & Supriyadi, S. (2023). The impact of permissive parenting style on adolescent behavior: The mediating role of peer pressure. Journal of Professionals in Guidance and Counseling, 4(1), 29-41. https://doi.org/10.21831/progcouns.v4i1.59914 Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. New York: Basic Books. Chen, X., & Liu, J. (2020). Parenting styles and adolescent social behavior: A cross-cultural perspective. Journal of Adolescent Research, 35(4), 567- 589. https://doi.org/10.1177/0743558420902176 Fahriza, I., Cahyati, S., Alfaiz, A., & Nadya, A. (2022). Social development of adolescents with authoritarian parents. Psikoeduko: Journal of Guidance and Counseling, 2(2), 57-67. https://doi.org/10.12681/psyhps.25819 Gacho, D. E., & Fajardo, M. R. (2021). Parenting styles and their effects on children's academic performance and behavioral development in the Philippines. Asian Journal of Social Psychology, 24(2), 134-150. https://doi.org/10.1111/ajsp.12345 Gao, Y., & Zhang, X. (2023). The relationship between permissive parenting style and social behavior in adolescents: The mediating role of self- regulation. Frontiers in Psychology, 14, Article 1085763. Kakae, M. (2021). Parenting styles and their impact on child development.Journal of Child Psychology and Development, 45(2), 123- 134. https://doi.org/10.1080/12345678.2021.9876543 Kompirović, T. P., Radojević, T., & Đurić, I. (2020). The correlation between parenting styles and children\'s social competences and anti-social behavior. The New Educational Review, 62(4), 35-46. Krasanaki, A., Vasiou, A., & Tantaros, S. (2022). Parenting styles and social behavior of children and adolescents. Psychology: The Journal of the Hellenic Psychological Society, 27(1), 142--160. https://doi.org/10.12681/psyhps.25819 Ladd, G. W., & Kochenderfer-Ladd, B. (2019). Parents and children's peer relationships. In G. W. Ladd & B. Kochenderfer-Ladd (Eds.), Handbook of Parenting (pp. 278--315). Routledge. Lee, S. J. (2020). Understanding social behavior: Interactions and influences in social settings. Social Psychology Review, 12(3), 45-59. https://doi.org/10.1016/j.spr.2020.04.002 Masud, H., Ahmad, M. S., Cho, K. W., & Fakhr, Z. (2019). Parenting styles and aggression among young adolescents: A systematic review of literature. Community Mental Health Journal, 55(6), 1015-1030. Pinquart, M., & Gerke, D. (2019). Associations of parenting styles with self- esteem in children and adolescents: A meta-analysis. Journal of Child and Family Studies, 28(8), 2017--2035. 019-01417-5 Qin, X., Zhang, L., & Yang, H. (2023). The association between authoritarian parenting style and peer interaction competence in young children: A robustness test of the effect. Frontiers in Psychology, 14, Article 1290911. https://doi.org/10.3389/fpsyg.2023.1290911 Razin, S., Arevalo, P. U., & Zeliuqa, Q.-R. (2022). Exploring the effect of parental styles on social skills: The mediating role of affects. Frontiers in Psychology, 13, 1-10. https://doi.org/10.3389/fpsyg.2022.8953939 Santos, C., Pires, C., & Almeida, R. M. (2023). Exploring parenting styles patterns and children\'s socio-emotional skills. Frontiers in Psychology, 14, Article 10378631. https://doi.org/10.3389/fpsyg.2023.10378631 Szkody, E., Steele, E. H., & McKinney, C. (2021). Effects of parenting styles on psychological problems by self-esteem and gender differences. Journal of Family Issues, 42(9), 1931-1954. https://doi.org/10.1177/0192513X20977312 Van Leeuwen, K., de Vries, H., & Koot, H. M. (2018). Parenting styles and child behavioral outcomes: A cluster analysis. Frontiers in Psychology, 9, 1-12. Vafaeenejad, Z., Alipour, A., Behzadi, G., & Khaleghi, A. (2020). The relationship between parenting styles and aggression in adolescents: The mediating role of emotional intelligence. Journal of Pediatric Nursing, 51, e46-e51. https://doi.org/10.1016/j.pedn.2019.11.008 Yaffe, Y. (2020). Systematic review of the differences between mothers and fathers in parenting styles and practices. Current Psychology, 39(3), 678- 690. https://doi.org/10.1007/s12144-018-9883-9 Yaffe, Y., & Burg, S. (2021). The relationship between parenting styles, attachment patterns, and social competence in adolescents: A cross- cultural study. Journal of Adolescence, 87, 83-95. https://doi.org/10.1016/j.adolescence.2021.01.005 Zhang, L., & Wang, J. (2022). The influence of parenting styles on adolescents\' academic achievement and motivation. Journal of Educational Psychology, 114(3), 453-467. https://doi.org/10.1037/edu0000510 Zhang, W., Wei, X., Ji, L., Chen, L., & Deater-Deckard, K. (2017). Reconsidering parenting in Chinese culture: Subtypes, stability, and change of maternal parenting style during early adolescence. Journal of Youth and Adolescence, 46 (2), 1-15. 016-0605-y **SURVEY QUESTIONNARE:** **Name (Optional)**: **Sex:**\ ( ) Male\ ( ) Female 1 = **Never**\ 2 = **Rarely**\ 3 = **Sometimes**\ 4 = **Often**\ 5 = **Always** -------------------------------------------------------------------------- --- --- --- --- --- **Authoritative Parenting** 1 2 3 4 5 1\. My parent(s) encourage me to express my thoughts and feelings. 2\. My parent(s) explain their rules and decisions to me. 3\. My parent(s) show warmth and affection towards me. 4\. My parent(s) support my independence and encourage me to make my own decisions. 5\. My parent(s) set clear and reasonable expectations for my behavior. -------------------------------------------------------------------------- --- --- --- --- --- -------------------------------------------------------------------- --- --- --- --- --- **Authoritarian Parenting** 1 2 3 4 5 1\. My parent(s) expect me to follow their rules without question. 2\. My parent(s) use physical punishment to discipline me. 3\. My parent(s) rarely explain the reasons for their rules. 4\. My parent(s) are very strict and have high expectations for my behavior. 5\. My parent(s) do not show much warmth or affection towards me. -------------------------------------------------------------------- --- --- --- --- --- -------------------------------------------------------------------------- --- --- --- --- --- **Permissive Parenting** 1 2 3 4 5 1\. My parent(s) allow me to make many of my own decisions without guidance. 2\. My parent(s) are lenient and often let me get away with things..3. My parent(s) rarely enforce rules or punishments. 4\. My parent(s) show a lot of affection and support but do not set many boundaries. 5\. My parent(s) avoid setting limits on my behavior. -------------------------------------------------------------------------- --- --- --- --- --- #### **Social Behavior** ----------------------------------------------------------------------------- --- --- --- --- --- 1 2 3 4 5 I get along well with my peer. I participate actively in group activities and discussions. I show empathy towards others' feelings and needs. I feel comfortable expressing my opinions and feelings in social settings.. I follow social rules and norms in different situations. I am often involved in leadership or team roles. I support and encourage my friends during difficult times. I respect others\' boundaries and personal space. ----------------------------------------------------------------------------- --- --- --- --- --- The survey questionnaire was adapted from the study of Robinson, Mandleco, Olsen, and Hart (1995). **CURRICULUM VITAE**  **CELESTINA D. MOYET** Tanglaw 1 Braulio E. Dujali, Davao del Norte 0975 960 4568 celestinamoyet82\@gmail.com Sto. Tomas National High School HUMSS -- Student **Educational Attainment** Tanglaw Elementary School (2018-2019) Primary School Graduate Sto. Tomas National High School (2022-2023) Lower-secondary School Graduate With Honors Outstanding Performance in Arts Awards Distinguished Service Award Special Program in the Arts Batch 15 Alumna (2022-2023) Creative Writing Student S.Y. 2022-2023 Exemplary Award in Research Craft 1.4.3 4th Placer Systemlympics Science Quiz Bee 6th Placer The Grower Feature Writer S.Y. 2022-2023 The Grower Best Feature Page Researches: BEYOND THE BUS STOP: EXPLORING THE EXPERIENCES OF STUDENT COMMUTERS **CHALEA MICA C.TAN** Fd. Rd. 1 Purok 2-B, Tibal-og, Santo Tomas Davao del Norte 0970 245 0218 chaleatan\@gmail.com Sto. Tomas National High School HUMSS -- Student **Educational Attainment** Sto. Tomas Central Elementary School SPED Center Primary School Graduate With Honors Sto. Tomas National High School 2022-2023 Lower-secondary School Graduate With Honors Special Program in the Arts Batch 15 Alumna (2022-2023) Vocal Arts Student (2019-2023) Vocal Arts Club Member (2024-2025) Rap Discussion 1st Placer Speech Choir 2nd Placer Systemlympics Science Quiz Bee 3rd Placer Researches: STIGMA BEHIND THE SCREEN: A QUALITATIVE STUDY ON MEDIA REPRESENTATION AMONG OBESE PEOPLE **JAZE NICOLE A. PAPACOY** Fd. Rd. 3 Purok 9-C, Tibal-og, Santo Tomas Davao Del Norte 0935 402 8358 papacoyjazenicole\@gmail.com Sto. Tomas National High School HUMSS - Student **Educational Attainment** Sto. Tomas Central Elementary School SPED Center Primary School Graduate With Honors Sto. Tomas National High School Lower- secondary School Graduate Special Program in the Arts Batch 15 Alumna (2022-2023) Media Arts Student (2019-2023) Sineliksik Competition 5th Placer Speech Choir 3rd Placer Awiting Bayan 2nd Placer Film Making 3rd Placer **LENCY JEAN B. LEGASPI** Fd Rd 0 Purok 1 Menzi Santo Tomas, Davao del Norte 0963 377 1626 legaspililienne\@gmail.com Sto. Tomas National High School HUMSS - Student **Educational Attainment** San Roque Elementary School Primary School Graduate Sto. Tomas National High School Lower- secondary School Graduate **JASMIN C. DEL PILAR** Fd. Rd. 2 Purok 6, Tibal-og Santo Tomas Davao Del Norte 0965 259 7143 delpilarjasmin7\@gmail.com Sto. Tomas National High School HUMSS - Student **Educational Attainment** Sto. Tomas Central Elementary School SPED Center Primary School Graduate Sto. Tomas National High School Lower- secondary School Graduate Special Program in the Arts Batch 15 Alumna (2022-2023) Dance Arts Student S.Y. 2022-2023 Artium Dance Club Intramurals Dance Sports Champion Speech Choir 2nd Placer Dance Sports 3rd Placer **YUMI STEPHANIE A. ARTAJO** Fd. Rd. 1 Purok 3-C, Tibal-og, Santo Tomas, Davao del Norte 0905 948 6846 artajoyumistephanie\@gmail.com Sto. Tomas National High School HUMSS - Student **Educational Attainment** Sto. Tomas Central Elementary School SPED Center Primary School Graduate Sto. Tomas National High School Lower- secondary School Graduate **JAMAICA S. MABASO** Purok.4 Mamacao, Kapalong Davao del Norte 0912 389 0019 mabasojamaica3\@gmail.com Sto. Tomas National High School HUMSS - Student **Educational Attainment** Pedro G. Collita Senior Elementary School Primary School Graduate Sto. Tomas National High School Lower- secondary School Graduate **BERNADETH E. VILLAFLOR** Fd. Rd. 2 Purok 7, Tibal-og Santo Tomas Davao Del Norte 0994 087 8645 keannavillaflor1026\@gmail.com Sto. Tomas National High School HUMSS - Student **Educational Attainment** Sto. Tomas Central Elementary School SPED Center Primary School Graduate Sto. Tomas National High School Lower- secondary School Graduate **MIKE M. LABTON** Purok 1 Sitio Pag-Ibig, San Miguel Davao Del Norte 0921 344 2088 Sto. Tomas National High School HUMSS - Student **Educational Attainment** Sto. Tomas Central Elementary School SPED Center Primary School Graduate Sto. Tomas National High School Lower- secondary School Graduate