RELATIONSHIP OF CHILDREN'S SELF-CONCEPT AND PARENTS' PARENTING PATTERNS WITH SCHOOL AGE CHILDREN'S LEARNING INDEPENDENCE

Abstract

Introduction: The learning independence of school-age children during the COVID-19 pandemic has not developed optimally, as indicated by their dependence on people around them and their limited confidence in their abilities. This study aimed to examine the relationship between children’s self-concept, parenting patterns, and the learning independence of school-age children during the COVID-19 pandemic. Method: This study employed a cross-sectional, descriptive correlation design. The population consisted of 50 mothers and children at SDN Sangen 2, Geger District, and Madiun Regency. Stratified random sampling was used to obtain a sample of 44 mother–child pairs. The study measured three variables: children’s self-concept, parenting patterns, and children’s learning independence. The instruments included the child’s Self-Concept Questionnaire, the Parenting Style and Dimension Questionnaire, and the Learning Independence Questionnaire. Data were analyzed using descriptive statistics, Spearman correlation test, and chi-square test with a significance level of 0.05. Results: There was a significant relationship between children’s self-concept (p = 0.015) and parenting pattern (p = 0.038) and children’s learning independence. Conclusion:  Positive self-concept and authoritative parenting patterns may contribute to higher learning independence among school-age children. However, these findings reflect data collected only at the elementary school level and cannot be generalized to all educational levels.