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Preston, Melly
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Humanities Education Library & Information Science Social Sciences Other

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PARENTING STYLES EFFECT ON CAREER EXPLORATION BEHAVIOR IN ADOLESCENCE: CONSIDERING PARENTS AND ADOLESCENT GENDER Salim, Rose Mini Agoes; Preston, Melly
Humaniora Vol 10, No 3 (2019): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v10i3.5803

Abstract

In facing the industrial 4.0 era, adolescents, especially high school students, need to complement their knowledge and skills learnt from school with behaviors that can help their career journey, namely the career exploration behavior (CEB). Referring to the triadic reciprocal determinism theory and gender role in Indonesian culture, this study aimed to examine the effect of parenting styles and gender on CEB. Specifically, this study examined the effect of paternal and maternal parenting styles on CEB in adolescent and compared its effect on boys and girls. Participants in this study were 427 boys and 397 girls with an average age of 17 from nine high schools. Career Exploration Survey and Parental Authority Questionnaire were used to assess participants? CEB, and paternal and maternal parenting styles. Regression analysis showed different patterns effect of paternal and maternal parenting styles on CEB between boys and girls. For boys, parenting that was found to improve CEB were paternal authoritative parenting and maternal authoritarian parenting, while for girls, parenting that was found to improve CEB were paternal authoritarian parenting and maternal authoritative parenting. These results indicated that boys and girls need different parenting factors from father and mother. Limitation and suggestion are discussed.
Differentiated instruction in higher education: the experience and perceptions of five academics Preston, Melly; Subban, Pearl; Suprayogi, Muhamad Nanang; Liyani, Annisa Nanda; Ratri, Andrea Prita Purnama
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.21760

Abstract

The increasing diversity of students in higher education presents numerous advantages for the sector, yet it also imposes substantial challenges for educators. This study explored the experiences of five academics across two countries as they strive to implement differentiated instruction (DI) to accommodate the diverse needs of students. The primary objective is to identify five aspects of DI implementation, namely teaching strategies, challenges, strategies to overcome challenges, methods to evaluate, and educators' perceptions. The study employs a qualitative research design, utilizing semi-structured interviews for data collection. The results of the study revealed that educators agreed that implementing DI requires quite a lot of resources from educators, such as time for preparation and planning, effort, and commitment. On the other hand, they also struggle with other obligations as administrators in their workplace. Experienced and junior educators employed distinct methods to address challenges, with the former utilizing forward planning and the latter concentrating on refining their skills in DI. Despite these variations, there is a common shared understanding among all educators that although implementing DI poses challenges, it remains both manageable and beneficial within the diverse higher education environment.
Co-Authors Liyani, Annisa Nanda Ratri, Andrea Prita Purnama Rose Mini Agoes Salim Subban, Pearl Suprayogi, Muhamad Nanang