The Influence of Parenting Style, Teacher-Child Relationship, and Child Emotional Regulation on Preschool Children's School Readiness in Bogor Indonesia

Abstract

NWAY NWAY WIN THA. The Influence of Parenting Styles, Teacher–Child Relationships, and Child Emotion Regulation on Preschoolers’ School Readiness. Supervised by YULINA EVA RIANY and MEGAWATI SIMANJUNTAK.

School readiness is a crucial developmental outcome that indicates how prepared children are engaged effectively in formal education. It includes not just academic skills but also cognitive, social-emotional, physical and self-regulation abilities. A child preparedness for school is influenced by experiences in their family and educational setting. Parental approaches can affect children’s emotional and behavioural growth, while student relationship with teacher offer a crucial framework for children’s adaptation and education. Children’s emotion regulation may further support their ability to manage emotions, interact appropriately, and respond to classroom demands. However, research examining these factors simultaneously within the Indonesian context remains limited. Therefore, this study examined the relationships and effects of parenting styles, teacher–child relationships, and child emotion regulation on preschoolers’ school readiness in Indonesia. This study aimed to: (1) identify the characteristics of respondents, parenting styles, teacher–child relationships, children’s emotion regulation, and preschoolers’ school readiness; (2) analyze the relationships between family characteristics, child characteristics, parenting styles, teacher–child relationships, children’s emotion regulation, and school readiness; and (3) analyze the influence of parenting styles and teacher–child relationships on school readiness through children’s emotion regulation. This study employed a quantitative cross-sectional research design and was conducted in Dramaga Sub-district, Bogor Regency, West Java, Indonesia. The unit of analysis was preschool children, and information was collected from parents and teachers. Parents provided information on parenting styles and children’s emotion regulation, while teachers assessed teacher–child relationships and school readiness. The study involved 100 preschool children and used purposive sampling. Data were collected using structured questionnaires, including the Parenting Styles and Dimensions Questionnaire Short Version (PSDQ), Student–Teacher Relationship Scale (STRS), Emotion Regulation Checklist (ERC), and a school readiness questionnaire. Data were analyzed using descriptive statistics, Pearson ’correlation analysis, and partial least squares structural equation Modelling (PLS-SEM) using SmartPLS. The findings showed that teacher–child relationship quality was the most consistent predictor of preschoolers’ school readiness. Teacher–child closeness was positively associated with school readiness, whereas teacher–child conflict was negatively associated with school readiness. In the structural model, teacher–child closeness had a significant positive effect on school readiness, whereas teacher–child conflict had a significant negative effect. Parenting styles did not demonstrate significant direct effects on school readiness. However, authoritative parenting showed a significant positive effect on children’s emotion regulation and a significant negative effect on lability/negativity. Authoritarian and permissive parenting did not significantly predict either dimension of children’s emotional functioning. Teacher–child conflict was also significantly associated with higher lability/negativity, whereas teacher–child closeness did not significantly predict the emotion regulation dimensions. Children’s emotion regulation did not have a significant direct effect on school readiness, with emotion regulation showing and lability/negativity showing. The findings indicate that the quality of teacher–child relationships play a particularly important role in preschoolers’ school readiness, while parenting style appears to be more closely related to children’s emotional functioning than to school readiness directly. The findings highlight the importance of strengthening positive and supportive teacher–child interactions, reducing relational conflict in classrooms, and promoting authoritative parenting practices that support children’s emotional development. Early childhood education institutions may use these findings to strengthen teacher professional development, improve teacher–child interaction practices, and integrate social-emotional development into school readiness programs. Parents and educators should work together to create supportive environments that foster children’s emotional competence, positive relationships, and successful transition to formal schooling.

NWAY NWAY WIN THA. Pengaruh Gaya Pengasuhan, Hubungan Guru- Anak, dan Regulasi Emosi Anak terhadap Kesiapan Sekolah Anak Prasekolah di Bogor Indonesia Dibimbing oleh YULINA EVA RIANY dan MEGAWATI SIMANJUNTAK.

Kesiapan sekolah merupakan salah satu aspek penting dalam perkembangan anak yang menggambarkan kesiapan anak untuk mengikuti proses pembelajaran di jenjang pendidikan formal. Kesiapan sekolah tidak hanya mencakup kemampuan akademik, tetapi juga kemampuan berpikir, perkembangan fisik dan motorik, kematangan sosial-emosional, serta kemampuan mengendalikan diri. Kesiapan sekolah anak dipengaruhi oleh berbagai faktor yang berasal dari lingkungan keluarga dan sekolah. Gaya pengasuhan dapat memengaruhi perkembangan emosional dan perilaku anak, sedangkan hubungan guru-anak memberikan konteks relasional yang penting bagi penyesuaian dan proses belajar anak di sekolah. Selain itu, regulasi emosi berperan dalam membantu anak mengelola emosi, berinteraksi secara tepat, dan merespons tuntutan lingkungan pembelajaran. Namun, penelitian yang mengkaji faktor-faktor tersebut secara simultan dalam konteks Indonesia masih terbatas. Oleh karena itu, penelitian ini menganalisis hubungan dan pengaruh gaya pengasuhan, hubungan guru-anak, dan regulasi emosi anak terhadap kesiapan sekolah anak prasekolah di Indonesia. Penelitian ini bertujuan untuk: (1) mengidentifikasi karakteristik responden, gaya pengasuhan, hubungan guru-anak, regulasi emosi anak, dan kesiapan sekolah anak prasekolah; (2) menganalisis hubungan antara karakteristik keluarga, karakteristik anak, gaya pengasuhan, hubungan guru-anak, regulasi emosi anak, dan kesiapan sekolah; serta (3) menganalisis pengaruh gaya pengasuhan dan hubungan guru-anak terhadap kesiapan sekolah melalui regulasi emosi anak. Penelitian ini menggunakan desain kuantitatif dengan pendekatan potong lintang (cross-sectional) dan dilaksanakan di Kecamatan Dramaga, Kabupaten Bogor, Jawa Barat, Indonesia. Unit analisis dalam penelitian ini adalah anak prasekolah dengan informasi yang diperoleh dari orang tua dan guru. Orang tua memberikan informasi mengenai gaya pengasuhan dan regulasi emosi anak, sedangkan guru memberikan penilaian mengenai hubungan guru dengan anak prasekolah dan kesiapan sekolah mereka. Penelitian melibatkan 100 anak prasekolah dengan teknik pengambilan sampel purposive. Data dikumpulkan menggunakan kuesioner terstruktur yang terdiri atas Parenting Styles and Dimensions Questionnaire Short Version (PSDQ), Student–Teacher Relationship Scale(STRS), Emotion Regulation Checklist (ERC), dan kuesioner kesiapan sekolah. Data dianalisis menggunakan statistik deskriptif, analisis korelasi Pearson, dan Partial Least Squares Structural Equation Modeling (PLS-SEM) dengan bantuan perangkat lunak SmartPLS. Hasil penelitian menunjukkan bahwa kualitas hubungan guru-anak merupakan prediktor yang paling konsisten terhadap kesiapan sekolah anak prasekolah. Kedekatan guru-anak memiliki pengaruh positif dan signifikan terhadap kesiapan sekolah, sedangkan konflik guru-anak memiliki pengaruh negatif dan signifikan terhadap kesiapan sekolah. Gaya pengasuhan tidak menunjukkan pengaruh langsung yang signifikan terhadap kesiapan sekolah. Namun, gaya pengasuhan otoritatif menunjukkan pengaruh positif dan signifikan terhadap regulasi emosi anak serta pengaruh negatif dan signifikan terhadap labilitas/negativitas. Sementara itu, gaya pengasuhan otoriter dan permisif tidak menunjukkan pengaruh yang signifikan terhadap regulasi emosi maupun labilitas/negativitas anak. Konflik guru-anak juga berpengaruh signifikan terhadap labilitas/negativitas anak. Sebaliknya, kedekatan guru-anak tidak menunjukkan pengaruh yang signifikan terhadap dimensi regulasi emosi anak. Regulasi emosi juga tidak menunjukkan pengaruh langsung yang signifikan terhadap kesiapan sekolah, sedangkan labilitas/negativitas tidak berpengaruh signifikan terhadap kesiapan sekolah . Hasil penelitian menunjukkan bahwa kualitas hubungan guru-anak memiliki peran penting dalam kesiapan sekolah anak prasekolah, sedangkan gaya pengasuhan lebih berkaitan dengan perkembangan fungsi emosional anak daripada kesiapan sekolah secara langsung. Temuan ini menegaskan pentingnya membangun interaksi guru-anak yang positif dan suportif serta mengurangi konflik dalam hubungan guru-anak di lingkungan pendidikan anak usia dini. Lembaga pendidikan anak usia dini dapat menggunakan temuan ini untuk meningkatkan kompetensi guru dalam membangun hubungan positif dengan anak dan memperkuat pembelajaran sosial-emosional. Orang tua dan guru juga perlu bekerja sama dalam menciptakan lingkungan yang mendukung perkembangan emosi, hubungan sosial, dan kesiapan anak dalam memasuki pendidikan formal.