Parenting Styles and Learning Motivation in Early Childhood

Abstract

Parenting style is widely assumed to influence children's learning motivation; however, its relationship within specific early childhood and socio-cultural contexts remains insufficiently examined. This study aimed to investigate the relationship between parenting styles and learning motivation among kindergarten children in Palu, Indonesia. A quantitative correlational design was employed with 17 children from Group B at TK Al-Khairaat Tondo, selected through total sampling. Data were collected using validated and reliable questionnaires for parenting styles (Cronbach's α = 0.962) and structured observation for learning motivation (α = 0.960). Data were analyzed using descriptive statistics and Pearson product-moment correlation. Authoritarian parenting was the most prevalent style (47.06%), while 82.86% of children demonstrated moderate-to-high motivation levels. Correlation analysis revealed no statistically significant relationship between parenting styles and learning motivation (r = −0.251; p = 0.331). These findings suggest that children's learning motivation is shaped by multiple interacting factors, particularly proximal learning environments, teacher–child interactions, and individual characteristics, rather than parenting typology alone. The results call for holistic, school–family collaborative approaches to support early childhood motivational development.