Chapter II

Review of Related Literature

This chapter presents the literature about.....

I. Conceptual Literature

The Parent-Child Relationship

Parents have the utmost control over the shaping of child’s personality. The way the parent

guides them predicts how well the child behaves in the future. In a literature presented by Stafford

(2016), they found that relationships with fathers and mothers which are supportive, affectionate

and letting the child to have appropriate autonomy may boost good psychological functioning of the

child. Showing them that kind of action will make the child to have a positive attitude and good

competence during their school years. However, a well-behaved child depends on what parenting

style the parents do to them. Morin (2018) points the four types of parenting styles identified by

some researchers (1) authoritative parenting where parents tend to be stricter when it comes to

following rules and uses negative reinforcement. This kind of parenting style leads the child to have

a lower self-esteem than of the others or can be aggressive due to the repressed anger to the

parent. But on the other hand, Hoskins (2014) suggests that parenting styles characterized by very

high levels of control are not always associated with negative outcomes for adolescents. They

become less prone to engage in drug use and become responsible as they grow older. (2)

authoritarian parenting has rules and also consequences in a positive manner by giving them good

rewards, while making it clear that the adults are ultimately in charge. The child often leads to be a

responsible adult and comfortable in expressing their opinions. (3) Permissive parenting where
parents are lenient. They tend to be a friend type rather than parent type. They only step into their

child’s life when a serious problem arises. Children who grow up with permissive parents are more

likely to struggle academically and may exhibit more behavioral problems. (4) uninvolved parenting

where the child does not usually receive much guidance, support and parental attention and often

leads to have a poor academical performance and frequent behavioral problems of the child. Thus, if

we look closely, it might be possible that the succession of child's behavior may be because of how

well the relationship between the child and the parent go along.

Teacher-student relationship

As the child grow older, factors that might contribute to the totally of his personality are

also emerge. In school, we are taught that teachers serves as our second parent inside the

classroom. Students who perceive their teachers as more supportive have better achievement

outcomes. Vargas (2017) suggests that relationship between teachers and students can enhance

classroom behavior. The feeling of sense of belonging move the students in order to be engage,

motivated, and successful. Veelman (2016) also supports that having a trusting relationship between

the teacher and student can help improve the student's attitude and behavior, especially those

students who misbehave in class they found to have trauma. She mentions the importance of the

teacher mainatining a calm and confident demeanor and stress the significance of staying as

consistent as possible. Vaaland (2017) emphasizes two disruptive behavior in terms of disobedience

between srudents: (a) Proactive aggressiveness refers to the tendency to act aggressively as a

means if achieving social rewards such as affiliation with peers, status and social power. Students

with this kind of disruptive behavior often targets new teachers whom they found vulnerable. They

are also the kind who can be a prospect to bully other powerless students to gain social superiority

and tends to humiliate and threatens the teacher and teacher's authority. (b) Reactive

aggressiveness refers to the tendency to behave aggressively based on frustration and anger.
Because of this, he suggests that teachers should have a strong classroom leadership. An

authoritative classroom management style is recommenden in creating a healthy learning

environment that promotes effective learning and prevents problem behaviors.

Stafford, M. (2016). Parent-child relationships and offspring's positive mental wellbeing from

adolescents to early older age. Retrieved from:

https://www.tandfonline.com/doi/full/10.1080/17439760.2015.1081

Morin, A. (2018). Four types of parenting styles and their effects on kids. Retrieved from:

https://www.verywellfamily.com/types-of-parenting-styles-1095045

Hoskins, D.H. (2014). Consequences of Parenting Adoloscent Outcomes. Retrieved from:

https://res.mdpi.com/societies/societies-04-00506/article_deploy/socities-04-

00506.pdf?filename&attachment=1

Varga, M. (2017). The effects of teacher-student relationships on the academic engagement of

studies. Retrieved from: https://mdsoar.org/bitstream/handle/11603/3893/VargaMeagan_

Veelman, A. (2017). Literature review on interventions for disruptive behavior, scholarship and

engagement in Education: vol. 1 : Iss I, article 9. Retrieved from:

https://scholar.dominican.edu/cgi/viewcontent.cgi?article=1019&