CORRELATION BETWEEN CHILDREN S PARENTING AND SELF -CONCEPT TOWARDS [613062]

CORRELATION BETWEEN CHILDREN ’S PARENTING AND SELF -CONCEPT TOWARDS
STUDENT: [anonimizat]’s perception towards parents’ parenting and self -concept with
responsibility environmental behavior on c ollege students of academy of
management and secretary of BSI in Central Jakarta. It was a quantitative
research conducted in a private educational academy in Central Jakarta. The
data were collected through participant observation using questionnaire. The
data searched by the researcher use correlational approach with survey
technique. The data analysis and interpretation indicates that (1 ) the correlation
between child’s perception towards parent’s parenting and responsibility
environment behavior on coll ege students are positive and significant with th e
result of correlation is 0,327, (2) the correlation between self -concept and
responsibility environment behavior on college students are positive and
significant with the result of correlation is 0,360. Som e efforts which have to be
done by parents dealing with child’s perception towards parenting are keep
communicating with children as many as possible frequently, put trust well on
them doing their lives, keep controlling by distance so that parents still
understand what they are doing outside, etc. Regarding to self -concept there are
many ways to be given to students such as giving training, counselling, put
confidence on them, giving them skills well, etc.

1. Introduction
Environmental problems are the main focus in today's world development. The environment is identical to
human life and there is a very close correlation between ecology and humans. The correlation is manifested
by positive behaviors and attitudes towards the environment. Such behavior will lead to environmental

behavior of the community.
Environmentally friendly behavior is very important in human life as part of the ecosystem. Aside
from being part of the ecosystem, humans are also subjects because basical ly they are the managers of the
system so that the overall changes that occur within the environment are the result of human behavior. In
line with this, Chiras (1988: 76) says that human behavior as a manager of a system whose life is based on
the basic nature known as "Biological Imperia lism" is the nature of being willing to eat to live for himself
and his descendants. This trait raises a frontier mentality which has the assumption that the earth has
unlimited resources, humans are looking for maximum profits, humans can master nature, a ssuming there
is always a way out on every problem encountered . If humans can continuously fulfill their material needs,
their lives will be better.
It is this human nature that causes environmental problems that is the changes caused by human
actions. Wit h the increasing number of people accompanied by increasing needs and increasing levels of
human ability to intervene in the natural environment, the changes that occur in the environment will also
be even greater. These increasingly large changes will dis rupt the function of natural ecology on the well –
being of human life, both real and potential, this impact has become a global environmental problem that
has been very worrying since decades ago.
The effects of human behavior on the environmen t mentioned above have caused various
environmental problems. Human behavior is not just general community behavior, but also involves many
organizations, groups and individuals such as the government (bureaucracy), Non -Governmental
Organizations (NGOs), u niversities, schools, communities, and youth.
As is known, environmental problems are not just problems of individual human beings
themselves, but have expanded into national and international problems (Hayati, 2001: 5). Environmental
problems such as fir es everywhere, the emergence of various diseases due to poor health quality and
uncontrolled waste problems, floods and erosion, landslides to air, water and soil pollution. Then the issue
of the greenhouse effect which has increased global temperatures ca pable of moving agricultural
production areas, is raising sea level thus flooding coastal cities and damaging the economies of various
nations. While the development of industry has threatened the destruction of the ozone layer that protects
the planet, so that at some level it will disrupt the food chain and i ncrease cancer in humans and animals
due to x -ray radiation from the sun.
Various responses about environmental damage as a result of behavior, appear as a sign that
environmental problems have worried human life. In general , they argue that environmental damage is a
great risk and danger that will be faced by humanity.
This concern is compounded by the fact that the relatively high population growth rate has caused
a high population density and will certainly increase the occurrence of environmental destru ction for the
purpose of settlements or earning a living. Likewise, the social conditions of the people of Jakarta today.
Cities are synonymous with such rapid industrial development. Such a large industrial development
driven by the flow of urbanization a nd faster population growth, raises various problems, especially with
the provision of jobs and environmental damage. In this case, a positive role and community participation
is required in addressing environmental issues. In connection with this problem, the role of youth and
youth in this case ASM BSI students as the backbone of development is demanded even greater. The
increasingly modern behavior of life is closely related to environmental problems requires the attitudes
and behavior of adolescents who are friendly to the environment. The environmental behavior is
manifested by activities related to the environment. Environmental maintenance activities can be started
from the smallest environment, the neighborhood and school.
Residents in the smallest n eighborhoods need to understand and analyze environmental conditions.
The same is true for the role of students, youth and youth who turn out to have important roles in
environmental management and development. Therefore, their participation in sustainable development is
very important. The role of adolescents in this case ASM BSI students in managing the environment stems
from life in the family environment, including parenting provided by their parents. Activities that can be
carried out include cleaning the house yard, cleaning the environment, overcoming garbage, using “MCK”
(bath ing, washing, toilet) properly, household waste management and other activities related to the
management, maintenance, preservation and utilization of the environment are carri ed out effectively and
efficiently.
The basis of self -adjustment for individuals is self-awareness and the environment. Self -awareness
refers to the self-description and self -evaluation.

While awareness of the environment refers to individual perceptions of the environment both social,
non-social, physical and psychological. The role of self -concept for individuals in behavior cannot be
doubted, because self -concept is the center of individual behavior. Safarino explained that self -concept is
a person's th oughts about his personal characteristics which include physical characteristics, gender,
tendencies, behavior, emotional character and ideals. Based on the description above, adolescent behavior
becomes very important in managing an environment that is in harmony with the demands of their lives.
Therefore, it is endeavored that the environment can continue to support a sustainable life through
the development of new behaviors namely environmental behavior for adolescents. Environmental
behavior must be imp roved so that many things that cannot be ignored in efforts to change and improve
adolescent behavior include increasing adolescent knowledge about the environment, increasing
knowledge about environmental issues and local laws and regulations on the envir onment. Besides that, it
is necessary to increase understanding, insight, perception, attitude, awareness and concern for the
environment.
Environmental behavior for adolescents should be based on environmental knowledge, awareness,
care and attitudes tow ards the environment as well as the progress and development of individual thinking
insights. Based on the knowledge and care mentioned above, it is expected that environmental behavior for
environmentally conscious youth can arise in their daily activitie s in fostering harmony with their
environment. The results of this study are expected (1) to provide an overview of the factors associated
with the formation of environmental behavior in BSI Secretariat and Management Academy students in
Central Jakarta, ( 2) develop writer's insight and valuable experience in training the writer's ability to
conduct research related with factors related to the formation of environmental behavior in the students of
the BSI Secretariat and Management Academy in Central Jakart a, (3) became the basic data for further
research development.
In many cases, the study of behavior is closely related to aspects of a person's study of motivation,
attitudes, learning and even knowledge. This is caused by the assumption that behavior is a reflection of
someone's direction in giving responses and manner of behaving. In accordance with the nature of an
equation and the multiplication elements contained therein, if there is no drive, then the reaction expression
in the form of behavior will n ot function even though there is a very strong habitual background.
The concept of Hull (1943: 129) reveals straightforwardly the existence of a mutually reinforcing
relationship between the needs and impulses that lead to the form of one's behavior. The n eed to lead to the
formation of an impulse and then responded in the form of behavior.
Hull's findings do not differ greatly from the concept of behavior that was developed by Icek and
Martin. According to t hese two expert behavior has four important eleme nts, namely action, target,
context; and time. Based on the conception of Icek and Martin, the behavior is clearly shown by the
presence of certain actions or actions to achieve targets in the form of desires or goals in order to meet the
needs or goals in accordance with the conditions and dimensions of time at the time the behavior takes
place. Therefore, according to the concept in question, behavior will not stick to the surface without the
precipitating factors, namely the four elements of the behavior .
Meanwhile, in the classical psychological model of Sternberg (2008; 58), the concept of behavior
is strongly influenced by three essential components namely knowledge, awareness, and action. From this
concept, it is known that behavior should have a posi tive nuance because it is supported by a set of
knowledge at a certain level of consciousness that ultimately takes the form of constructive action. This
statement is reinforced by the view of Bloom (1981: 42) which states as follows, a person's behavior i s
influenced by his knowledge capacity in terms of remembering past events, recalling memory, and
expressing ideas.
With regard to the concepts and behavioral constraints that have been described, it can be stated
that the understanding of student behavior that is in line with the substance of this study is an action or
series of activities based on habits, awareness, and knowledge.
The causes of various disorders that occur on planet earth are rooted in human nature as a biological
imperialist in which it requires food and breeding, regardless of the limitations of natural resources in
providing for themselves and their offspring. Environmental damage is a manifestation of the development
of interrelated social and environmental problems.
This is a challen ge for the development of environmental education to be able to contribute to the
formation of responsible behavior towards the environment. Environmental education is learning that is
done to help students in understanding the environment with the ultimat e goal of increasing protection and
a responsible attitude towards the environment.

Environmental Education (PLH) is an aspect that can provide treatment to students towards
environmental awareness. This is important because the existing environmental prob lems are the result of
an increasingly crucial and global accumulation of human behavior. In addition, PLH is one of the
intervention steps in fostering the formation of responsible behavior towards the environment.
Natural damage that occurs is basically more focused on the ability of humans to see beyond the
limits of their own interests in addition to the ability to see the real reality in life (Soerjani, 1997: 19).
Environmental damage is a manifestation of the development of interrelated social and env ironmental
problems. In -depth understanding of the natural environment is a social and ecological issue, so that the
environmental crisis can be said to be the result of the interaction of various global concerns (Van Rensburg
in Soemarwoto, 1992: 14).
Thus, environmental problems cannot be solved technically, but more important is solutions that
can change mentality and awareness of environmental management. This is a challenge for the
development of environmental education to be able to contribute to the formation of responsible behavior
towards the environment. Although it requires a long process, and the results cannot be seen immediately
as well as technical solutions, but through fostering behavioral change towards being more responsible in
environment al management is a strategic thing (Hayati, 1999: 10).
Perception is a process that is preceded by sensing, which is the tangible process of receiving a
stimulus by an individual through its receptor and transmitted to the central nervous system, namely th e
brain, so that the individual can perceive what he sees, hears, and so on (Walgito, 1997: 7 – 10). Perception
can also be interpreted as experience about objects, events or relationships obtained by concluding
information and interpreting messages (Rachma t, 2001: 31).
Perception according to Stenberg defines it as a set of processes by which we recognize, organize,
and understand the sensory perceptions we receive from environmental stimulation.
Davidoff (1998: 233) says that with the perception of individ uals can realize, understand about the
state of the surrounding environment and also about the state of the individual concerned. Perception is a
person's views, observations, or responses to objects, events, human behavior or things that he receives
every day.
Based on the description, it can be concluded that perception is the process of receiving stimulus by
individuals through their receptor tool and forwarded to the central nervous system, so that individuals can
infer information, interpret messages, r ealize, understand about the environment around them and also
about the state of the individual concerned.
According to Walgito (1997: 12 -16) there are several types of perception, namely: perception
through the sense of hearing, perception through the sen se of smell, perception through the sense of taste
and perception through the senses of the skin or taste.
Meanwhile, according to Irwanto (1997: 71) there are two types of perception, namely: 1) positive
perception, which is a perception that describes al l knowledge and responses that are aligned with the
object of perception that is continued with the effort to use it; 2) negative perception, namely perception
that describes all knowledge and responses that are not in harmony with the object of perception . This will
continue with the certainty of accepting or rejecting and opposing any perceived object effort.
Basically, perception comes from the five senses, if the perception is in harmony with knowledge,
then it is said to be a positive perception, but i f the object of perception is not in harmony with knowledge,
then it will become a negative perception.
The process of perception is the existence of external stimuli, the individual's awareness of stimuli,
individuals interpreting these stimuli, and manif esting them in the form of actions. In addition , there are
physical processes, physiological, psychological, and the results of the process of perception.
Every parent would want their children to be people of good personality, healthy mental attitude
and good character. Parents are the first personal shaper in a child's life, and must be a good role model
for their children. As stated by Daradjat (1996: 58), that the personality of parents, attitudes and ways of
life are elements of education that will ind irectly enter into the person of a growing child.
In educating children, there are various forms of parenting that can be chosen and used by parents.
Parenting according to the Big Indonesian Dictionary (1998: 692), patterns mean models, systems, ways
of working, forms (structures) are fixed. While fostering can mean caring for (caring for and educating)
young children, guiding (helping; traini ng and so on), and leading (heading and organizing) a body or
institution. More clearly, the word foster is covering all aspects related to maintenance, care, support, and
assistance so that people stay up and live their lives in a healthy manner.

Accordin g to Ahmad Tafsir as quoted by Danny I. Yatim -Irwanto (1991: 94), Parenting means
education, while education is conscious guidance by educators on the physical and spiritual development
of students towards the formation of the main personality.
So parentin g is a whole interaction between parents and children, where parents intend to stimulate
their children by changing behavior, knowledge and values that are considered most appropriate by parents,
so that children can be independent, grow and develop heal thily and optimal.
Children need support and attention from the family in creating their work. Therefore, parenting
that is considered more suitable to help children develop their creativity is authoritative or commonly
known as democratic. In this parenti ng, parents give control over their children within certain limits, rules
for essential things, while still showing support, love and warmth to their children. Through this parenting
the child can also feel free to express his difficulties, anxiety to pare nts because he knows, parents will help
him find a way out without trying to dictate it.
The basis of self -adjustment for individuals is awareness of self and the environment. Self –
awareness refers to the description of self and self -evaluation. While awar eness of the environment refers
to individual perceptions of the environment both social, non -social, physical and psychological.
Self-concept is all ideas, thoughts, beliefs and convictions that individuals know about themselves
and influence individuals in dealing with others (Stuart & Sundeen, 1998: 227). The concept of self is the
relationship between attitudes and beliefs about ourselves (Burns, 1993: 63 -65). According to Sobur, self –
concept is all of our perceptions of aspects of ourselves that includ e physical aspects, social aspects, and
psychological aspects, which are based on our experiences and interactions with others.
According to Djaali (2009: 92), self -concept is a person's view of himself which involves what he
knows and feels about his beha vior, the contents of his thoughts and feelings, and how his behavior affects
other people.
Calhaun (1995: 72 -74) argues, self -concept is your view of yourself that includes three dimensions
of your knowledge of yourself, your expectations about yourself, and judgments about yourself.
Based on the analysis of concepts and theories above, which mainly relates to self -concept, its
development and its relationship with academic ability, in this study what is meant by self -concept is
perception, description and overall evaluation by a person against himself which includes physical aspects ,
psychological, social and academic status or academic ability possessed.
According to Stuart and Sundeen (1998: 186) there are several factors that influence the
development of self -concept. These factors consist of developmental theory, Significant Other (the most
important or closest person) and Self Perception.
1. Development Theory
The self-concept does not yet exist at birth, then develops gradually from birth until it begin s to recognize
and distinguish itself from others. In carrying out activities having a self -limitation that is separate from
the environment and develops through environmental exploration activities through language, body
experience or recognition, nick na mes, cultural experiences and interpersonal relationships, abilities in
certain areas that are valued at oneself or society and self -actualization by realizing the real potential .
2.Significant Other (the most important or closest person)
Self-concept is learned through contact and experience with others, self -learning through the mirror of
others, namely by way of self -view is a self -interpretation of the views of others against themselves,
children are strongly influenced by close people, adolescents are influenced by others who are close to him
or her , influence close people or important people throughout the life cycle, cultural influences and
socialization.
3.Self Perception
Individual perception s of him or herself and its evaluators, as well as indivi dual perceptions of their
experiences of certain situations. The self-concept can be formed through self -views and positive
experiences. So the concept is a critical and basic aspect of individual behavior. Individuals with positive
self-concept can functi on more effectively as can be seen from interpersonal skills, intellectual abilities
and environmental mastery. While negative self -concepts can be seen from disturbed individual and social
relationships.
From the various theories above, it can be said tha t the self-concept is an individual's view of
himself or herself in the form of self -knowledge, self -expectation and self -assessment which includes the
personal physical, personal moral ethic, personal, personal fa mily, social life and self -criticism. How the
individual sees himself or herself , will affect his behavior. Positive and negative self -concept will also
direct how individuals react specifically to people or situations and determine the quality of their behavior.

2. Methodology
The method used in t his study is survey with a correlational approach. This is done to reveal the correlation
between two independent variables with one dependent variable. This empirical fact was obtained through
a field survey of ASM BSI students in Central Jakarta , Indones ia. The research was carried out starting
from the distribution of environmental behavior questionnaire instruments, children's perceptions of
parenting and self -concept lasted for three months. The place of this research was chosen because of the
limited time and funds owned by the researchers and its strategic location and making the results of this
study more objective, represented by all respondents, and easy to reach them.
The sample used for trials in this study amount to 20 people and after the trial , the respondents
studied were 120 people. The sampling technique used was simple random sampling (simple random
sampling technique). For sampling of 120 people based on Masri Singarimbun and Sofyan Effendi (1989:
162-163) who said that large samples which normally distributed were samples in number > 30 cases, and
if the data analysis used was correlation technique, then it must be taken at least 30 cases.
The instrument used in this study was to collect data in the form of a questionnaire compiled by
researchers and developed in the form of a Likert scale. To provide clear limits on the preparation of
instruments, the following operational definitions of each variable used are presented. After knowing the
results of testing the instrument, that the data ge nerated is valid and reliable, in fact the research is carried
out data analysis with statistical tests.

3. Results and Discussion
Based on the results of calculations (through SPSS) it is known that the coefficient of regression (b) is
0.219 with the const ant value (a) is 20.444. If the value is entered into the regression equation, the result
is Ŷ = 20.444 + 0.219 X1.
From the results of calculations for the linearity test of the regression equation it is known that the
F value of 14.111. This value falls in the receiving area because the F count is more than the F table value
for the significance level of 5% (Fcount 14.111> F table 1.35). Thus it can be concluded that the correlation
between the variables Y and X1 is significant. The results of these calculations confirm that the use of the
analysis in hypothesis testing can be justified. These ar e in table 1.
From the Variance Analysis table (ANOVA) above, it can be concluded that the relationship
between children's perceptions of parenting (X1) and environmental behavior (Y) is very significant and
linear. Anova output shows that the calculated F value is 14,111 with sig 0,000. thus it can be concluded
that Ho is rejected, or there is a significant relationship between perception and behavior. From the
regression equation Ŷ = 20.444 + 0.219 X1 shows that each increase or decrease of one unit score of the
child's perception of parenting (X1) will affect the increase or decrease of one unit score on environmental
behavior in students (Y) by 0.219 at a constant of 20.444.
Table 1.
Environmental Behavior (Y) on Children ’s Perception towards Parenting (X1)

Based on the results of calculations ( using SPSS) it is known that the coefficient of regression (b)
is 0.500 with a constant value (a) is 15.336. If the value is entered into the regression equation, the result
is obtained Ŷ = 15,367 + 0.500 X2.
From the results of calculations for the linearity test of the regression equation , it is known that the value
of F is 17, 529. This value fell in the area of acceptance because the value of F is greater than the value of
F table for a significanc e level of 5% (Fcount 17, 529 > F table 1,35).
Thus it can be concluded that the correlation between the variables Y and X2 is significant. The results of
these calculations confirm that the use of th e analysis in hypothesis test can be justified. This can be
visua lized in table 2.

Table 2.
Environmental Behavior (Y) on Perception of Children’s Parenting (X1)

Based on the results of calculations ( using SPSS) it is known that the regression coefficient b1 =
0.139 and b = 0.371 with the constant value (a) is 13.03 7. If the value is entered into the regression
equation , the the result is obtained Ŷ = 13.037 + 0.139 X1 + 0.371 X2.
From the results of calculations for the linearity test of the regression equation , it is known that the
F value is 11.485. This value fell in the receiving area because the calculated F value is greater than the F
table value f or the 5% significance level (Fcount 11.485 > Ftable 1.35).
Thus it can be concluded that the correlation that occurs between variables Y towards X1 and X2 is
significant. The results of these calculations confirm that the us e of the analysis in hypothesis test can be
justified. This can be visualized in table 3.
Table 3.
Environmental Behavior (Y) on Perception of Children’s Parenting
(X1) and Self -Concept (X2)

From the analysis table of variance (ANOVA) above it can be concluded that the correlation
between children's perceptions of parenting (X1) and self -concept (X2) towards environmental behavior
(Y) is significant and linear. From the regression equation Ŷ = 13.037 + 0.139 X1 + 0.371 X2 shows that
each increase or d ecrease in a unit score of the child's perception of parenting (X1) and self -concept (X2)
will affect the increase or decrease in a unit score on environmental behavior in students (Y ) amount to
0.139 and 0.371 on the constant 13.037.

4. Conclusion
Based on the research studies on the nature of children's perceptions of parenting (X1), self -concept (X2)
and environmental behavior (Y) that have been described in the previous parts, it can be concluded
several things as follows:
1. There is a positive correlation between children's perceptions of parenting and environmental
behavior. This means that if the child's perception of parenting is getting better, then the child's
environmental behavior will increase.
2. There is a positive correlation between s elf-concept and environmental behavior of students . This
means if the self -concept is increasingly positive, then the environmental behavior of the child
will increase .
3. There is a positive correlation between both children's perceptions of parenting and self-concept
and environmental behavior. This shows if the child's perception of parenting and self -concept
are more positive, then the child's environmental behavior will be better.
4. Childre n's perceptions of parenting and self -concept are very closely related to environ mental
behavior in students. I n other words, environmental behavior is largely determined by the child's
perception of parenting and self -concept. This can be seen from the co ntribution of each
independent variable to the dependent variable as follows:
a. Children's perception of parenting contributed 32.7% towards environmental behavior.
b. Self -concept contribute d 36% to wards environmental behavior.

c. Both c hildren's percept ions of parenting and self -concept contribute d 25.3% to wards
environmental behavior.

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