Authoritative Parenting and Self-Efficacy as Predictitors of Junior High School's Academic Achievement during The Covid-19 Pandemic

Abstract

This research aimed to determine the relationship between authoritative parenting style and self-efficacy with student mathematics learning achievement in Junior High School X Tegal. This research used quantitative methods. The subjects in this research were 330 Junior High School X Tegal students for the 2021/2022 school year. The sampling technique was the cluster random sampling technique. This research used two scales and a report on students' mathematic learning achievement. The authoritative parenting style's first scale consists of 17 items with a score of a reliability coefficient of 0,781. The second scale is the self-efficacy scale consists of 17 items with a score of a reliability coefficient of 0,749. This research used analysis regression and partial correlation technique for analyzing the data. The first hypothesis's result showed no relationship between authoritative parenting style and self-efficacy with students mathematics learning achievement, R = 0,073, F = 0,864, and p = 0,422 (p0,05), which means the hypothesis is not accepted. The second hypothesis showed that authoritative parenting style and students' mathematics learning achievement have no correlation, r1-2 = 0,073, p = 0,190 (p0,05), which means the hypothesis is not accepted. The third hypothesis showed that self-efficacy and students' mathematics learning achievement have no correlation, r2-1 = -0,021 and p = 0,703 (p0,05), which means the hypothesis is not accepted