Contribution of Authoritative Parenting to Dimensions of Student Engagement in Early Adolescents
Kontribusi Pola Asuh Otoritatif terhadap Dimensi Student Engagement pada Remaja Awal
DOI:
https://doi.org/10.46368/bjpd.v7i2.5433Keywords:
authoritative parenting, behavioral engagement, cognitive engagement, emotional engagement, student engagementAbstract
Student engagement is an important factor contributing to adolescents' academic success and psychosocial development. Authoritative parenting is one family-related factor that may contribute to student engagement. This study aimed to examine the contribution of authoritative parenting to three dimensions of student engagement: behavioral, emotional, and cognitive engagement among junior high school students. A quantitative correlational design was employed involving 255 students from a junior high school in Wonogiri Regency, Indonesia, selected using total sampling. The Authoritative Parenting Scale was developed based on Baumrind's parenting theory, while the Student Engagement Scale was developed based on the multidimensional framework of Fredricks et al. (2004). Data were analyzed using simple linear regression. The findings showed that authoritative parenting made a positive and significant contribution to all dimensions of student engagement. The strongest contribution was found for emotional engagement (R² = .299), followed by behavioral engagement (R² = .240) and cognitive engagement (R² = .205). These findings indicate that higher levels of authoritative parenting are associated with greater behavioral, emotional, and cognitive engagement in learning. The findings highlight the role of family support in fostering adolescent student engagement through warmth, responsiveness, and consistent behavioral guidance.
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