The research examined the relationship between supportive parenting styles (warmth, structure, and autonomy support) and emotional well-being and whether they are mediated by basic psychological need satisfaction. It also explores thwarting parenting styles (rejection, chaos, and coercion) that may be associated with emotional ill-being, mediated by basic psychological needs frustration. This study involved 394 Indonesian adolescents aged 11–15 years old (49.5% boys, 50.5% girls) as the participants. We employed the structural equation model (SEM) analysis to evaluate the hypotheses. The research found that basic psychological needs satisfaction fully mediated the relationship between supportive parenting styles and emotional well-being; basic psychological needs frustration fully mediated the relationship between thwarting parenting styles and emotional ill-being (Chi-Square = 434.39; df = 220; p = 0.000; RMSEA = 0.05; CFI = 0.91; GFI = 0.91; SRMR = 0.05). Interestingly, the findings indicate that the thwarting parenting style positively influences basic psychological needs satisfaction. The research concludes that supportive parenting enhances the well-being of adolescents by satisfying their basic psychological needs. However, thwarting parental behaviors did not forestall the satisfaction of needs. The way Indonesian adolescents perceived the thwarting parenting style was discussed.

Adolescents experience abrupt physical and psychological changes. These changes impacted adolescent behavior and the way adolescents respond to their environment. If parents do not understand the changes that occur in their adolescents, parents can experience difficulties in applying their parenting and eventually will impact the quality of the parent-child relationship. Parents need to be educated to understand the characteristics of adolescent development. Therefore, an Online workshop that aims to provide an understanding of the characteristics of adolescent development was conducted. The participant of this online workshop are parents who have adolescents. They were 26 parents aged 35-44 years (average 40.13 years) which were dominated by mothers (92.31%). This three-hour program used the online-zoom platform. It consists of lectures, question and answers session, small group discussions, and making an action plan to be implemented in relation to their adolescents. The results of the reaction evaluation showed that the participants perceived the program as interesting, fun, and useful. The material presented is considered good and applicable in accordance with the conditions of youth and the environment.

This study aims to observe the relationship between parental autonomy support and academic motivation among junior high students. This correlational study collected data from 124 students and their mothers. Convenience sampling was used. The instruments employed were Perceived Parental Autonomy Support Scale and Academic Self-Regulation Questionnaire. The Spearman's Rank was used for correlation analysis. The results revealed that parental autonomy support and maternal autonomy support has a positive correlation with students' autonomous motivation. The more frequently students receive support from parents and the more frequently mothers give support to their children, the higher motivation students have to perform activities they desire. Maternal autonomy support also associates positively with students' controlled motivation. The more often mothers give freedom, the higher motivation students have to do activities coming from internal and external pressures. Parental control perceived by students and maternal control have no link with overall motivation.Abstrak: Penelitian bertujuan melihat hubungan antara parental autonomy support dengan motivasi pada siswa sekolah menengah pertama. Ini merupakan studi korelasional dengan subjek 124 siswa beserta ibunya. Teknik penarikan sampel menggunakan convenience sampling. Alat ukur yang digunakan yaitu Perceived Parental Autonomy Support Scale dan Academic Self-Regulation Questionnaire. Analisis uji korelasi dilakukan melalui uji Rank Spearman. Hasilnya menunjukkan bahwa autonomy support ibu dan ayah yang dirasakan siswa serta autonomy support yang diberikan ibu berhubungan positif dengan motivasi otonom siswa semakin sering siswa merasakan keleluasaan dari ibu dan ayahnya, serta semakin sering ibu memberikan keleluasaan, maka semakin tinggi dorongan siswa melakukan aktivitas karena keinginan dan pilihannya sendiri. Autonomy support yang diberikan ibu juga berhubungan positif dengan motivasi terkontrol siswa. Semakin sering ibu memberikan keleluasaan maka (semakin tinggi dorongan siswa melakukan aktivitas karena tekanan dari dalam dan luar dirinya. Kontrol ibu dan ayah yang dirasakan siswa serta kontrol yang diberikan ibu tidak berhubungan dengan semua bentuk motivasi.