THE CORRELATION OF PARENTAL ROLE TOWARDS HIGH SCHOOL STUDENTS’ DEMORALIZATION IN INDONESIA

I GUSTI NGURAH OCTAVA SEVENTILOFA

Abstract


This study explores the connection between parental roles and student demoralization in Indonesian high schools. Grounded in Bronfenbrenner's Ecological Systems Theory and the Self-Determination Theory, the research investigates the impact of parental support on students' psychological well-being. Findings highlight the crucial role of parental involvement in preventing demoralization, emphasizing the need for supportive family environments. Cultural dynamics, shaped by collectivism, influence the multifaceted parent-student relationship. Empirical insights reveal complex interplays of financial incentives, teacher motivation, and parental engagement. The study underscores the broader implications for educational policies, emphasizing the importance of effective communication between parents and institutions. Recognizing cultural nuances, this research contributes to understanding and mitigating student demoralization in the Indonesian educational landscape

Keywords


parental role, demoralization

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References


Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723–742.

Clotfelter, C. T., Glennie, E., Ladd, H. F., & Vigdor, J. L. (2007). "Would higher salaries keep teachers in high-poverty schools? Evidence from a policy intervention in North Carolina." *Journal of Public Economics, 91*(5-6), 1351-1373.

Deci, E. L., & Ryan, R. M. (2000). The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.

Epstein, J. L. (2010). "School/Family/Community Partnerships: Caring for the Children We Share." Phi Delta Kappan, 92 (3), 81-96.

Grolnick, W. S., & Apostoleris, N. H. (2002). "What makes parents controlling?". Journal of Personality, 70(5), 1049-1078.

Rudolph, K. D., Lambert, S. F., Clark, A. G., & Kurlakowsky, K. D. (2001). "Negotiating the Transition to Middle School: The Role of Self-Regulatory Processes." *Child Development, 72*(3), 929-946.

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DOI: https://doi.org/10.35327/sosintek.v3i2.699

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