Pengaruh Pola Asuh Orang Tua terhadap Kepribadian Anak pada Siswa SMA: Bimbingan dan Konseling Keluarga

Budi Hendrawan (SMA Plus Merdeka Soreang, Kab. Bandung)
Prio Utomo (Institut keguruan dan Ilmu Pendidikan Siliwangi, Cimahi)
Zubaidah Zubaidah (Universitas Islam Negeri Fatmawati Sukarno Bengkulu)

Indonesian Journal of Guidance and Counseling Studies
Vol. 2 No. 3 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(3), 2025

Background: Parenting styles play a pivotal role in adolescent personality development, shaping core psychological dimensions such as self-esteem, autonomy, and social competence. Objective: This study aims to analyze the influence of parental parenting styles (authoritative, authoritarian, permissive, and neglectful) on adolescent personality development among secondary school students. Method: Employing an explanatory mixed-methods correlational design, data were collected via structured questionnaires administered to both parents and students, supplemented by qualitative in-depth interviews to capture nuanced parenting dynamics. Multiple linear regression analysis was performed to examine the predictive power of each parenting style on personality dimensions. Result: Parenting styles significantly predict adolescent personality development. Authoritative parenting demonstrated a strong, positive association with higher self-esteem, autonomy, and social skills, whereas authoritarian and permissive styles were inversely linked to adaptive personality outcomes, often hindering emotional resilience and prosocial behavior. Conclusion: Authoritative parenting serves as a protective and promoting factor for healthy adolescent personality trajectories. Cultivating authoritative child-rearing practices is imperative for nurturing confident, independent, and socially adept adolescents. Originality/Value: This study extends empirical insights in the field of developmental psychology and family counseling by uncovering the differential effects of parenting typologies, particularly the superiority of authoritative over authoritarian and permissive styles across self esteem, autonomy, and social competencies, regarding adolescent personality development in the context of parent adolescent dyadic dynamics among secondary school students, an area that has remained underexamined through combined quantitative qualitative lenses. These findings enrich empirical evidence and serve as a strategic benchmark for developing family based psychoeducational interventions, evidence-based school counseling programs, and community parenting workshops.