Deconstructing Matrilineal Parenting: A Role-Specific Analysis of Authoritative, Authoritarian, and Permissive Practices

Authors

DOI:

https://doi.org/10.15294/jone.v12i1.41620

Keywords:

Matrilineal parenting, Adolescent character, Parenting styles, Cultural transmission, Minangkabau

Abstract

Background: While matrilineal parenting influences adolescent character, Western-derived parenting typologies are often applied monolithically, obscuring nuanced, role-specific practices within kinship-based systems.

Aim: This study examines how parenting practices by mothers, fathers, and maternal uncles (mamak) are differentially associated with twelve adolescent character strengths in Minangkabau, Indonesia.

Methods: A cross-sectional survey of 296 primary caregivers used a culturally contextualized questionnaire. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test multivariate relationships between nine parenting dimensions (three practices × three caregivers) and character outcomes.

Results: Mother’s authoritative practices positively predicted all character strengths. Mamak’s authoritarian practices displayed dual effects: positively predicting discipline and respect but negatively predicting honesty and creativity. Father’s authoritative practices fostered independence and confidence, while his permissiveness was particularly detrimental.

Discussion/Implication: Findings reveal a specialized “parenting ensemble,” where effects depend on the cultural legitimacy of the caregiver’s role. This challenges universal parenting models and suggests family support programs must be role-specific: strengthening authoritative communication universally, refining the mamak’s disciplinary approach, and clarifying the father’s unique supportive niche to holistically foster adolescent character

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Published

2026-02-15

Article ID

41620

How to Cite

Natsir, M., Melvina, M., Jusoh , A. J. ., & Lidya, M. . (2026). Deconstructing Matrilineal Parenting: A Role-Specific Analysis of Authoritative, Authoritarian, and Permissive Practices. Journal of Nonformal Education, 12(1), 25-40. https://doi.org/10.15294/jone.v12i1.41620