The Correlation between Students’ Perceptions of Authoritative Parenting Styles and Attachment to Parents and Self-Adaptation of Non-Special Needs Students in Inclusive Schools

Abstract

Inclusive education aims to provide learning opportunities for all student, including student with special needs and non-special needs students. However, in the learning process at inclusive schools, non-special needs students also find it difficult to adapt to a new and different learning environment. This study aims to find out whether there is an influence of student perception on authoritative parenting and attachment to parents on the adjustment of non-special needs students in inclusive schools. This study uses a quantitative research method. The population in the study was 159 students consisting of students in grades IV to VI of SD Teruna Bangsa Yogyakarta. The research subjects involved 135 non-special needs students who were selected using a simple random sampling technique. The data collection method used in this study is a scale method using the Likert scale, the
question items arranged on the scale are made favourable and unfavouriable. The results of this study showed, there was a positive and significant relationship between students' perception toward authoritative parenting and the adjustment of non-special needs students in inclusive schools; a positive relationship between attachment to parents and adjustment of non-special needs students in inclusive schools; the significant relationship between students perception toward authoritative
parenting, attachment to parents, and adjustment of non-special needs students.

Keywords: authoritative, parenting, attachment, adjustment, non-special needs students