Adolescence is a critical developmental period in which emotional intelligence plays an important role in self-regulation, social adjustment, and academic functioning. Although parenting style is widely recognized as an important factor in emotional development, findings regarding authoritarian parenting remain inconsistent, particularly across cultural contexts. This study examined the predictive relationship between authoritarian parenting and adolescents’ emotional intelligence among ninth-grade students at SMPN 4 Purbalingga. A quantitative cross-sectional correlational design was employed involving 131 students selected through proportionate stratified random sampling. Data were collected using validated self-report questionnaires and analyzed using simple linear regression. The results indicated a statistically significant relationship between authoritarian parenting and emotional intelligence (F = 57.064, p < 0.001). Authoritarian parenting explained 30.7% of the variance in emotional intelligence (R² = 0.307), indicating a moderate explanatory contribution. However, this relationship should be interpreted as context-dependent rather than causal, given the study design and the influence of unmeasured variables. These findings suggest that parenting practices are meaningfully associated with adolescents’ emotional development, while emotional intelligence is also shaped by broader individual and environmental factors such as peers, school context, and personal characteristics. The study contributes empirical evidence from an Indonesian junior high school setting and highlights the importance of integrating family- and school-based strategies to support adolescents’ socio-emotional development.
Eling Oktaviani (Wed,) studied this question.