The Influence of Parenting Styles on Reading Interest of Elementary School Students
Keywords:
Parenting, Reading Interest, Elementary School Students, Literacy DevelopmentAbstract
Reading interest is a foundational competency shaping academic achievement and lifelong learning in elementary students. This study examines the influence of parenting styles authoritative, authoritarian, and permissive on elementary students' reading interest. Utilizing a quantitative survey design, 120 students from grades IV, V, and VI were selected via stratified random sampling from three state elementary schools in Central Java, Indonesia. Data collected through validated Likert scale questionnaires were analyzed using descriptive statistics, Pearson correlation, and multiple linear regression. Results reveal that authoritative parenting significantly positively influences reading interest ($\beta = 0.487$, $p < 0.001$), while authoritarian parenting exerts a significant negative effect ($\beta = -0.312$, $p < 0.05$). Permissive parenting shows no statistically significant effect ($p > 0.05$). Together, these parenting styles explain 54.3% of the variance in students' reading interest ($R^2 = 0.543$). These findings underscore the critical role of the family environment, highlighting authoritative parenting as the most conducive style for fostering reading habits. Practical implications for parents, educators, and policymakers are discussed.
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