Authoritative Parenting and Academic Hardiness: The Moderating Role of Optimism in South Tangerang Secondary Students

Abstract

This study examines the relationship between authoritative parenting and academic hardiness with the moderating role of optimism among high school students in South Tangerang City. A total of 540 respondents, selected using snowball sampling, completed three measurement instruments: the Revised Academic Hardiness Scale (RAHS), the Authoritative Parenting Index (API), and the Revised Life Orientation Test (LOT-R). Data were analyzed using Hayes' Moderation Process Analysis (Model 1). The results showed that authoritative parenting had a significant positive effect on academic hardiness, with a regression coefficient of β = 0.1078. The model produced an R value of 0.8754, indicating a very strong relationship between the independent variables (authoritative parenting and optimism) and the dependent variable (academic hardiness). The R² value of 0.7664 indicates that 76.64% of the variation in academic hardiness can be explained by authoritative parenting and optimism. Furthermore, optimism plays a moderating role that strengthens the relationship between authoritative parenting and academic hardiness. This study concludes that the development of academic hardiness is influenced not only by family parenting but also by students' optimism, which is an internal factor that strengthens academic hardiness.