Difference of Teen Emotion Based on Parenting Patterns

Ummah Karimah and Sadari Sadari

Institute of Islamic Religion Sholahuddin Al Ayyubi Tambun Bekasi, Indonesia

Inisa_tambunbekasi@yahoo.com

Keywords: Teens, Emotions, Parenting Patterns.

Abstract: This study aims to identify the emotional differences of junior high school students and to know whether or

not the emotional differences of parental care. Parents have a big influence on teen emotional patterns because

it is a supporting element of children to actualize themselves. Adolescent emotions have an effect on

adjustment, so the role of parents is crucial in shaping the child's personality. This study is a comparative

study that compares the similarities and differences between parents' parenting patterns to teenage emotions.

The sample of this research is Junior High School which is 40 samples by using simple random sampling

technique. The research instrument used the teen emotional scale and parenting patterns. Test data analysis

using t test. The results showed that adolescents grown by parents of democratic style and permissive style

have different emotional conditions. The results of this study indicate that teen emotions based on parenting

patterns of democracy have an average score of 80.75, while the permissive has an average score of 78.50.

The results of data analysis obtained a significance value of 0.322 (p> 0.05), which shows there is a difference

between teenage emotions that have parenting patterns of democracy and teenage emotions that have

parenting patterns, permissive parents.

1 INTRODUCTION

Teenagers are in the tumultuous phase of human life

because they are experiencing growth and development

both physically and psychologically. Teenagers will also

often have an unstable level of emotion, due to moods that

are unstable. Emotions in adolescents have an important

role in life. Emotions have an effect on the individual,

individual or social adjustments. According to Cooper K.

(2002), emotions are organizers in the space of thought

and deeds that are still in the corridor of rationality.

While Sarlito Wirawan (Yusuf, 2016). States that if

the management of emotions well can have a direct

impact on the power of one's affections. The family has a

great influence on the emotional development of the

teenager, how he behaves, expresses his thoughts, and

expresses his desires and emotions in a social interaction

is very dependent on the family. The child's personality in

the adult phase is defined role in the family.

Research has shown that emotions play a

significant role in the learning process and academic

achievement. However, the fact that measurement of

emotions during or after instruction usually requires

written responses on lengthy research instruments has

been given as a reason why researchers have tended

to avoid research on this topic in classrooms.

Consequently, we developed a short Likert-scale

instrument which used only three items within the

three factors of interest, well-being and boredom to

measure adolescent emotions during instruction in

science education. We present four different studies

in four populations to assess the validity of the scale.

In order to determine the reliability and validity of the

instrument, it was administered to pupils across

arrange of grades (grades 6-12) after being taught

standardised lessons by 14 teachers in south-western

Germany. The data generated were analysed

statistically in terms of their reliability and validity.

As the three independent factors (interest, well-being

and boredom) had been derived from theoretical

constructs, confirmatory factor analysis was applied.

In a second study based on pupils from different age

groups, grades and school subjects, we found

different scores according to age and subject,

suggesting that the scale is sensitive to these

parameters. A third study used two standardised

educational programs in zoology and botany for 5

and 6

graders to assess the scale‘s sensitivity

towards changes in emotions. Pupils rated the

zoological topic as more interesting than the botanical

topic, as less boring and they felt better.

External validity was determined by correlating

the data that was generated using our scale in a fourth

study on University students with the data generated

by an established measurement of motivation (the

498

Karimah, U. and Sadari, S.

Difference of Teen Emotion Based on Parenting Patterns.

In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 498-503

ISBN: 978-989-758-314-8

shortened German version of the KIM-―Kurzskala

zur Intrinsischen Motivation‖). The data generated

suggest that the three factors cluster satisfactorily and

that the instrument, which can be administered with

minimum disruption of classroom time, is both

reliable and valid (Christoph Randler, dkk, 2011).

According to Yusuf (2016) Emotions that occur in

adolescents including from the psychological event. So

that every individual is likely to have different situations.

Adolescence is a phase of developmental transition from

the early childhood phase to early adulthood.

The result explained brain growth and change is a key

factor in adolescent development, influencing cognitions,

emotions, and behavior. As technology has improved, so

has the research on the adolescent brain. School

counsellors working with adolescents need to be familiar

with recent literature to be more effective in their work

with middle and high school students. Understanding

changes in teens’ brains and the impact it has on cognitive

and personal/social development may assist school

counsellors in building a developmentally appropriate

secondary school counselling program that better meets

the needs of adolescent student populations (Gail K.

Roaten and David J. Roaten, 2012).

In the adolescent phase of unexplained emotional

change it is a character. Strom and stress are generally

known. The reason is because the hormones in teenagers

have differences with the previous phase and the rapid

physical growth that occurs so that the impact on

emotions that are not stable. In addition to the empirical

validation of ‘health and happiness’ determinants,

theoretical models suggesting where to ground actions are

necessary. In the beginning of the twentieth century,

intervention models focused on evaluation and

empirical validation were only concerned about overt

behaviours (verbal and non-verbal) and covert

behaviours (cognitions and emotions) (Margarida

Gaspar de Matos, 2016)

Parents have a major role in nurturing their children.

The occurrence of a relationship crisis involving parents

and children is largely due to the discretion of parents in

applying parenting to their children (Apriastuti, 2013).

The attitude of parenting is reflected in the pattern of

parenting to different children because parents and family

have certain parenting patterns. This study aims to

determine the difference of teen emotions based on

parental parenting. This study is expected to contribute to

the study of adolescent development.

2 METHOD

This study is a comparative study that compares the

similarities and differences between parents'

parenting patterns to teenage emotions. The

population of this study is the students of Islamic

Junior High School Al Hikmah Pondok Cabe which

amounted to 274 students. The sample taken is 40

using simple random sampling technique or taking

sample members from a random population without

considering strata in a population with homogeneity

consideration (Sugiyono, 2012). The sampling

technique is run based on the table of determining the

number of samples in the population developed by

Isaac and Michael (Sugiyono, 2012).

The instrument uses adolescents' emotional scales

based on indicators of adolescent emotional aspects.

This scale directs respondents to rank each statement

with a range of one to five answer options. To

determine parental parenting using an open

questionnaire. This study only examines adolescents

who have parenting patterns of democracy and

Permissive. The data analysis technique used is

independent sample t-test that aims to distinguish

between teen emotions based on parenting patterns.

3 RESULTS

The results showed that teen emotions based on

parental parenting have a different average emotional

score. The following is the exposure of the average

score of an adolescent emotional score in the sample

group:

Table 1: Results of the average teen emotional score.

democracy

Permissive

Mean

80.75

78.50

Minimum

Maximum

Variance

47.776

52.789

Std. Deviation

6.912

7.266

Table 1 shows that the average teenage emotional

score of parent democracy pattern is 80.75. The

highest score is 89, the lowest is 70, the variation is

47.78, and the standard deviation is 6.91. The average

teenage emotional score of parenting permissive

parenting was 78.50 with the highest score of 89, the

lowest score of 70, the variation 52.78, and the

standard deviation of 7.27.

To test the data analysis using independent t-test

samples required an assumption of normality and

homogeneity of data. The normality test here uses the

one sample Kolmogorov-Smirnov test technique.

Described in the table below:

Difference of Teen Emotion Based on Parenting Patterns

499

Table 2: Test results of data normality.

One-Sample Kolmogorov-Smirnov Test

Demo-

cracy

Permis-

sive

Normal

Parameters

a,b

Mean

80.75

78.50

Std.

Deviation

6.912

7.266

Most Extreme

Differences

Absolute

.272

.235

Positive

.169

.225

Negative

-.272

-.235

Test Statistic

.272

.235

Asymp. Sig. (2-tailed)

.000

.005

Based on normality test result, it can be seen that

Asymp.sig (2-tailed) value on student subject of

democracy parenting is 0.000 and on student subject

from permissive parenting is 0,005. Because the value

of significance is more than 0.05, the adolescent

emotional variable in the sample is stated normal

distribution.

The homogeneity test on the difference test is

intended to assess that each group to be compared has

the same variance. The test was performed with a test

of homogeneity of variance from SPSS Version 23.0

for windows on the determination of significance

level α ≥ 0.05. Data analysis with the help of SPSS

for windows 23.0 version get the following results:

Table 3. Homogeneity test results and independent sample

t-test.

From table 3 it can be seen that the significance

value of the Levene's test is 0.329 which means

greater than 0.05. Thus, it can be argued that both

groups of samples, teen emotions based on parenting

patterns of democratic and permissive parents, share

the same variance.

The result of independent t-test (independent

sample test) produces significance of 0.332 which

means lower than 0.05. Thus, the hypothesis of this

study, regarding the difference between teen

emotions based on parental parenting, is acceptable.

Adolescents with parenting styles democratic style

have higher emotions than those raised in a

permissive manner.

4 DISCUSSION

Emotional freedom, according to Coleman and

Hammen (Darwis, 2006), cannot but be an important

point of departure for teenagers. At least there are

four functions it has. First, emotions are energy

generation. Without human emotions the same as

death, because life is feeling, experiencing, reacting

and acting. With human emotions, it awakens and

regulates the energy it has. Second, it serves as the

bearer of information. The state within oneself can be

known through the emotions experienced. Third,

emotion serves as both intrapersonal and

interpersonal communication. Fourth, emotion is

used as information about the success that has been

achieved.

The role of basic emotions in SLA has been

underestimated in both research and pedagogy. The

present article examines 10 positive emotions (joy,

gratitude, serenity, interest, hope, pride, amusement,

inspiration, awe, and love) and 9 negative emotions

(anger, contempt, disgust, embarrassment, guilt, hate,

sadness, feelingscared, and being stressed). The

emotions are correlated with core variables chosen

from three well-known models of L2 motivation:

Gardner’s integrative motive, Clément’s social-

contextual model, and Dörnyei’s L2 self system.

Respondents came from Italian secondary schools,

and most participants were from monolingual Italian

speaking homes. They described their motivation and

emotion with respect to learning German in aregion

of Italy (South Tyrol) that features high levels of

contact between Italians and Germans. Results show

that positive emotions are consistently and strongly

correlated with motivation-related variables.

Correlations involving negative emotions are weaker

and less consistently implicated in motivation. The

positivity ratio, that is, the relative prevalence of

positive over negative emotion, showed strong

correlations with all of the motivation constructs.

Regression analysis supports the conclusion that a

variety of emotions, not just one or two key ones, are

implicated in L2 motivation processes in this high-

contact context (Peter, D. 2017).

Teenagers' relationship with parents is an

indicator of teenage emotional condition. For

example, if the harmonious relationship of

adolescents with parents emotionally bound, then the

adolescent has good social potential. The same thing

was also expressed by Steinberg (1993). Their results

show that adolescents who get the full support of a

wisely channelled family will tend to be autonomous

and self-controlled individuals. Conversely,

adolescents who lack the support of their parents tend

Levene's Test for

Equality of Variances

-test for Equality of Means

Sig.

t t

Sig. (2-

tailed)

.977

.329

1.003

.322

1.003

37.906

.322

ICES 2017 - 1st International Conference on Educational Sciences

500

to be less confident, less competent, and even less

successful in learning. This happens because

emotionally they have not gained the trust of the

parents (Dacey and Kenny, 1997). The results, author

discusses the theoretical and practical implications of

these results in this study. Although recent studies

have provided some explanation about the

relationship between difficulties in emotion

regulation and aggression in adolescence, the role of

intervening variables in this connection has been

ignored. The purpose of this research was to

understand the relationship between adolescents’

emotion regulation and aggression and to focus on the

mediator function of social problem-solving and

anger control. Participants comprised 413 adolescents

(252 females and 161 males; mean age 15 years). The

findings provided evidence for the partial mediator

role of anger control and social problem-solving

(Kuzucu, 2016).

Parents use a method or parenting way so that

their children can grow and develop into socially

mature individuals, called parenting. Adolescents

may especially need social and emotional help.

They’re learning how to handle new demands in

school and social life while dealing with new, intense

emotions (both positive and negative), and they’re

increasingly feeling that they should do so without

adult guidance. Social and emotional learning (SEL)

programs are one way to help them navigate these

difficulties. SEL programs try to help adolescents

cope with their difficulties more successfully by

improving skills and mindsets, and they try to create

respectful school environments that young people

want to be a part of by changing the school’s climate

in this article, David Yeager defines those terms and

explains the changes that adolescents experience with

the onset of puberty. Then he reviews a variety of

SEL programs to see what works best with this age

group. On the positive side, Yeager finds that

effective universal SEL can transform adolescents’

lives for the better. Less encouragingly, typical SEL

programs—which directly teach skills and invite

participants to rehearse those skills over the course of

many classroom lessons—have a poor track record

with middle adolescents (roughly age 14 to 17), even

though they work well with children. But some

programs stand out for their effectiveness with

adolescents. Rather than teaching them skills, Yeager

finds, effective programs for adolescents focus on

mindsets and climate. Harnessing adolescents’

developmental motivations, such programs aim to

make them feel respected by adults and peers and

offer them the chance to gain status and admiration in

the eyes of people whose opinions they value (David,

S.Y. 2017).

The type of parenting mapping consists of (1)

based on regulation (2) affection. Several research

studies suggest a link between parents’ emotion

socialization and children’s social competence and

behavior problems. Parents contribute to their

children’s emotion socialization, more directly,

through responses to their children’s emotions. Early

emotion socialization experiences with parents

establish patterns of emotion experience, expression,

and regulation that children carry into their broader

social circles. The aim of this study was to document

mothers’ responses to their children’s sadness, anger,

fear, and being overjoyed. A study sample of 868

mothers of pre-schoolers completed the questionnaire

in Turkey. The validity and reliability properties of

the Responses to Children’s Emotions (RCE)

Questionnaire were also examined. We found that

mothers in Turkey preferred to respond differently to

children’s different emotions. Mothers’ responses

generally did not differ according to the gender of

their children; the only difference was found for

sadness. Mothers’ responses to their children’s

emotions related to the children’s and mothers’ ages,

monthly family income, levels of mothers’ education,

mothers’ employment status, birth order of children,

and the city they lived in. This study is important in

that it is the first to document mothers’ emotion

socialization strategies for their children in terms of

one positive and three negative emotions. (Ersay,

2014).

Hurlock (1993) explained that parenting is

divided into three namely authoritarian, democratic,

and permissive. The characteristics of child

authoritarian parenting must be submissive and

obedient to the wishes of parents, Controlling parents

on the behavior of children is very tight and less

provide strengthening, often give punishment if

failure, Control behavior through external control.

While the democratic parenting pattern has

characteristics Children are given the opportunity to

independently and develop internal controls, the child

is recognized as a person by the parents and involved

in decision making. Permissive parenting pattern has

characteristics Parental control is less, loose or free,

Child less guided in self-regulating, Children are

allowed to make their own decisions and can do as

they wish themselves. (David Yeager, 2017)

In article links student and family characteristics,

along with perceived purposes for doing homework,

to homework emotion management as reported by

205 high school students in grades 9-10. A results

revealed that adolescents’ management of their

Difference of Teen Emotion Based on Parenting Patterns

501

emotions was not related to grade level and amount

of parental education. However, girls and students

who received family help reported more frequently

monitoring and controlling their emotions. In

addition, intrinsic reasons and extrinsic reasons for

doing homework accounted for an additional,

significant percentage of the variance in homework

emotion management, with higher levels of intrinsic

and extrinsic reasons being positively associated with

more frequent use of homework emotion

management strategies (Jianzhong Xu, 2005).

In this research, there is two parents' parenting

pattern which is found in the adolescent which is

taken as the sample of democracy and permissive

pattern. There is an emotional difference between

adolescents with democratic and permissive

parenting. Adolescents with parenting styles

democratic style have higher emotions than those

raised in a permissive manner. The results of this

study provide a different picture of parenting parents.

There needs to be a more in-depth study of research

samples related to the high emotions of children who

have parenting patterns of democracy.

5 CONCLUSIONS

This study explains that high or low teen emotions

can be formed based on parental parenting factors.

Then there is the difference of teen emotions based on

parenting patterns, where parenting patterns of

democracy and permissiveness produce different

effects on teen emotions. Adolescents developed with

a parenting pattern of democracy scores higher

emotions than those developed in a permissive

parenting pattern.

Other in the result this study aims to identify

emotional problems in high school adolescents and to

know whether or not there are differences in

adolescent emotional problems in terms of parenting

patterns applied by parents. Hypothesis proposed in

the research is there are differences of adolescent

emotional problems in terms of parenting pattern of

parenting (Yandari A. T. and Tambunan, A. E.,

2016).

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