Abstract
Adolescence often known as a transition period from childhood to adulthood. In this phase, adolescents may experience many changes in their identity toward multiple life domains, including religious domain. There have been extensive studies on religious identity in late adolescence, yet only few have discussed the role of significant persons to develop religious identity. This study aimed to investigate the role of parent-adolescent interactional styles to religious identity status in late adolescence. There were 134 undergraduate students of Universitas Negeri Yogyakarta participated in this study. Data were collected using the Religious Identity Status Scale and Parenting Style Scale and analysed through descriptive statistic, Pearson correlation, chi-square, and Contingency Coefficient tests. Descriptive analysis showed that all participants have enabling parent-adolescent interactional style and 22% participants have achievement religious identity status while 78% others were in searching moratorium status.Contingency Coefficient analysis indicated an adequate strong relationship between parent-adolescent interactional style and adolescent religious identity status.
Highlights
Adolescents aged 17 to 19 years in Indonesia generally encounter a new transition period in their lives
Sample items are: “I try to worship everyday”, “I try to understand the teachings of the religion that I believe”, “I have curiosity about the teachings of other religions, even though I am sure of the teachings of my religion as well”
The religious identity status of the research subjects was classified into three categories; achievement (75%), searching moratorium (20%), and foreclosure (5%) as described on figure 2
Summary
Adolescents aged 17 to 19 years in Indonesia generally encounter a new transition period in their lives. They will devolve from high school education level to university level. This transition lead to some inevitable impacts for them, both positive and negative. They—esspecially those in late adolescence period—will experience a rapid physical, cognitive, and socio-emotional development. They will able to filter and synthesize their self-image during childhood to reach maturity in adulthood (Santrock, 2014). The university environment stimulates adolescent’s thinking skill and broader new experience which will enable them to achieve a higher level of integration between diverse dimensions of identity (Santrock, 2014)
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