Perceived parenting styles and personality traits of Filipino high school online gamers

Abstract

Parenting styles have been shown to influence the development of personality among adolescents. Many studies indicate that parents vary in disciplining and nurturing their children, thus affecting the development and formation of their personality traits. A nurturing environment yields positive growth within a young individual. The opposite of such environment develops a person who requires affection, empathy, and social connection. Most parents supervise their children, while others leave them into other people's hands. Such instances may impact as to why adolescents also vary in their way of dealing with other people. The study aimed to determine the relationship between perceived parenting style and personality traits of high school online garners of Saint Louis University Laboratory High School enrolled during SY 2020 -2021. Specifically, it sought to answer the following questions: 1. What is the level of perceived parenting styles along: a. authoritative parenting; b. authoritarian parenting; c. permissive parenting; and d. neglecting parenting? 2. What is the level of personality traits along: a. openness; b. conscientiousness; c. agreeableness; d. extraversion; and e. neuroticism? 3. What is the relationship between parenting style and the personality traits? Hypothesis: There is a significant relationship between parenting style and personality traits. The researcher administered a questionnaire to 218 participants through Google Form to junior high and senior high online garners. The data collected were carefully tallied and analyzed using SPSS (Statistical Package for the Social Science). Weighted mean and Pearson Product Moment Correlation were utilized to treat the collected data. The following are the significant findings of the study: 1. The high school online garners perceive that the level of parenting style is high along with authoritarian and authoritative parenting and low in neglectful and permissive parenting 2. The high school online garners have a high level of openness and agreeableness and moderate level of conscientiousness, extraversion and neuroticism. 3. There is a significant low positive relationship between authoritative parenting and conscientiousness, agreeableness and extraversion but low negative relationship with neuroticism. There is a significant low negative relationship between permissive parenting and conscientiousness, extraversion and agreeableness. There is no significant relationship between authoritarian parenting style and the personality traits. The same can be said of neglectful parenting. Based on the findings of the study, the following conclusions are derived: 1. The high school online garners perceive their parents as warm and responsive to their needs but strict and controlling. 2. The high school online garners are creative, seeking of new intellectual pursuits, and can easily adjust to other people. 3. Authoritative parenting style positively influences personality traits such as conscientiousness, agreeableness and extraversion but negatively influences neuroticism. Openness is not influenced by authoritative parenting. Permissive parenting negatively influences the formation of personality traits such as conscientiousness, extraversion and agreeableness but does not influence openness and neuroticism. It does not influence openness and neuroticism. Authoritarian and neglectful parenting have no influence on the formation of personality traits. Based on the findings and conclusions of the study, the following recommendations are proposed: 1. A talk or webinar with topics such as `Understanding Gen Z' and 'Gen Z looking Through Their Parents' Lenses' may be conducted regularly by the school guidance counselors in order to shed light on the nature and behavior of students immersed in online gaming. Parents, guardians, and high school students are welcome participants to the webinars. 2. Guidance counselors may collaborate with teachers in developing modules on self-awareness. This is to assist the young learners assess their dominant characteristics and traits which may help them better understand their behavior. The module may contain lessons on contributing constructive and adaptable learning strategies and activities that are suited for learners who are online garners. 3. Guidance counselors may administer a personality test measuring the big 5 personality traits to all high school students, online garners and non-online garners alike. This will be integrated in the individual inventory service of the guidance office of the school. 4. In collaboration with the Parents Advisory Council (PAC), the Guidance Office may develop a program beneficial for the students and parents of the school to ensure a quality parent-child relationship. Parenting strategies such as dialogues between parties may be scheduled, with topics centered on relationships, trust, and open communication among family members. 5. A comparative study studies may be conducted on parenting styles and personality traits of non-online garners and online garners taking into account gender, age level and educational level as moderating variables. 6. The school administrator may evaluate and review the guidance program intended for online garners for possible implementation.