Hubungan Pola Asuh Otoriter dengan Perilaku Agresif dan Interaksi Sosial pada Anak Usia Sekolah Dasar

Telaumbanua, Kezia (2026) Hubungan Pola Asuh Otoriter dengan Perilaku Agresif dan Interaksi Sosial pada Anak Usia Sekolah Dasar. Undergraduate thesis, Universitas Katolik Musi Charitas.

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Abstract

Background : Elementary school-age children are individuals who are in the transition period from middle childhood to pre-adolescence, who experience growth and development both physically, psychologically and intellectually. Authoritarian parenting, characterized by rigid control, one-way communication, and lack of emotional warmth, results in an affective emotional repressive disorder in the child by imitating bad behavior obtained from parents so that the child vents with aggressive behavior, and difficulties in social interaction, which manifests as bullying and social withdrawal among a large number of children. Objective : To find out the relationship between authoritarian parenting and aggressive behavior and social interaction in elementary school-age children. Method: This quantitative research is a type of correlation research, using the cross sectional design method. The sampling technique used the purposive sampling technique, the statistical test used the Spearman Rank, and the number of respondents in this study was 209 students. Results : Characteristically, it was found that the average respondents were 10.8 years old, 111 were male, 111 (53.5%), authoritarian parenting was severe 93 (44.5%), severe aggressive behavior was 88 (42.1%), and social interaction was lacking 83 (39.7%). In bivariate analysis, it was found that authoritarian parenting was positively and weakly related to aggressiveness (r= 0.234) p-value=0.001, and moderately negatively related to social interaction (r= -0.280) p-value=0.000. Conclusion : Authoritarian parenting increases aggressive behavior and decreases the quality of social interaction in elementary school children. Suggestion: Parents are obliged to implement dialogical parenting and positive discipline to suppress aggression, foster children's empathy, and research emotional intelligence to create more effective educational interventions.

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