Email this article Democratic Parenting and Emotional Intelligence: A Study on Teenagers from Divorced Families
Abstract
This study explores the relationship between the democratic parenting style and emotional intelligence in teenagers whose parents are divorced, focusing on a specific population in the Wainitu region of Ambon City, Maluku. Utilizing a Pearson's product-moment correlation, the research findings indicate a significant positive correlation between democratic parenting and emotional intelligence with a correlation coefficient of 0.314 (p < 0.05). The data suggests that effective democratic parenting contributes to approximately 9.85% of the quality of emotional intelligence among these teenagers. The study concludes that while other factors can impact emotional intelligence, a democratic parenting style is a vital contributing element, underscoring the importance of the family as the primary context for character formation. However, the study also acknowledges the complexities of emotional development in children from divorced families, emphasizing the need for further research in this area, including exploration of other parenting styles. The results provide valuable insights for families, educators, and policymakers in supporting emotional intelligence development in teenagers from divorced families.
Keywords
Full Text:
PDFReferences
Arjanto, P. (2017). Development of social intelligence test for high school student. Indonesian Journal of School Counseling, 2(1), 33-40
Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75(1), 43-88.
Bishara, A. J., & Hittner, J. B. (2012). Testing the significance of a correlation with nonnormal data: Comparison of Pearson, Spearman, transformation, and resampling approaches. Psychological Methods, 17(3), 399–417.
Brackett, M. A., & Mayer, J. D. (2003). Convergent, Discriminant, and Incremental Validity of Competing Measures of Emotional Intelligence. Personality and Social Psychology Bulletin, 29(9), 1147–1158.
Daniel, G. R., Wang, C., & Berthelsen, D. (2016). Early School-Based Parent Involvement, Children’s Self-Regulated Learning and Academic Achievement: An Australian Longitudinal Study. Early Childhood Research Quarterly, 36, 168-177.
Elias, M. J., & Haynes, N. M. (2008). Social competence, social support, and academic achievement in minority, low-income, urban elementary school children. School Psychology Quarterly, 23(4), 474-495.
Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family involvement questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367-376.
Goleman, D. (2009). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children's self-regulation and competence in school. Journal of Educational Psychology, 81(2), 143-154.
Halpern, D. F. (2005). Psychology at the intersection of work and family: Recommendations for employers, working families, and policymakers. American Psychologist, 60(5), 397-409.
Jones, S. M., & Kahn, J. (2017). The evidence base for how we learn: Supporting students’ social, emotional, and academic development. National Commission on Social, Emotional, and Academic Development.
Lansford, J. E., Dodge, K. A., Pettit, G. S., Bates, J. E., Crozier, J., & Kaplow, J. (2002). A 12-year prospective study of the long-term effects of early child physical maltreatment on psychological, behavioral, and academic problems in adolescence. Archives of Pediatrics & Adolescent Medicine, 156(8), 824-830.
Mayer, J. D., Roberts, R. D., & Barsade, S. G. (2008). Human abilities: Emotional intelligence. Annual Review of Psychology, 59, 507–536.
Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503.
Mounts, N. S. (2002). Parental management of adolescent peer relationships in context: The role of parenting style. Journal of Family Psychology, 16(1), 58-69.
Pratini, N. Y., Kususanto, P., & Hapsari, E. D. (2008). Hubungan antara emotional intelligence dan kecenderungan kekerasan pada remaja. Anima, Indonesian Psychological Journal, 24(1), 56-65.
Rivers, S. E., Brackett, M. A., Reyes, M. R., Mayer, J. D., Caruso, D. R., & Salovey, P. (2012). Measuring emotional intelligence in early adolescence with the MSCEIT-YV: Psychometric properties and relationship with academic performance and psychosocial functioning. Journal of Psychoeducational Assessment, 30(4), 344–366.
Steinberg, L., Lamborn, S. D., Darling, N., Mounts, N. S., & Dornbusch, S. M. (1994). Over-time changes in adjustment and competence among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Development, 65(3), 754-770.
Wainitu (2023). The impact of democratic parenting style on the emotional intelligence of teenagers from divorced families. Unpublished manuscript.
Yakin, A. (2014). Divorce and its impact on the child's personality. UIN Syarif Hidayatullah.
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning: What does the research say? Teachers College Press.
DOI: http://dx.doi.org/10.30598/jbkt.v7i2.1853
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Published by:
Pattimura University
Address: Department of Guidance and Counseling, Faculty of Teacher Training and Education Science (FKIP).
Jl. dr. Tamaela, Ambon - Mollucas -Indonesia
Ph. +62811-4378-333
Home page: http://ojs.unpatti.ac.id/index.php/bkt/index
e-mail: bkt@fkip.unpatti.ac.id
Jurnal Bimbingan dan Konseling Terapan is licensed under a Creative Commons Attribution 4.0 International License.