student research proposal_correlation between parenting style and nutritional status of children

STUDENT RESEARCH PROPOSAL

ENGLISH III ASSIGNMENT

INFLUENCE OF DEMOCRATIC AND NON-DEMOCRATIC

PARENTING STYLE ON NUTRITION STATUS OF GRADE 5

ELEMENTARY STUDENTS IN WEST JAKARTA

Michelle Jansye 030 09 154

Monica Raharjo 030 09 157

Muthi Melatiara 030 09 161

Faculty of Medicine, Trisakti University

Jakarta, Indonesia – 2012

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IDENTITY OF RESEARCHERS

Research Team Member 1

Full name : Michelle Jansye

Gender : Female

NIM : 030 09 154

Contact number : 08127950879/ 087878002255

E-mail address : [email protected]


Full name : Monica Raharjo

Gender : Female

NIM : 030 09 157

Contact number : 0818777019



Full name : Muthi Melatiara

Gender : Female

NIM : 030 09 161

Contact number : 085651155486


Place of research : SDN Duri Kepa 07, 08 Pagi, West Jakarta

Time of research : June – mid-July 2012

Research supervisor : Prof. dr. H. Widagdo, SpA, MBA

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mailto:[email protected]



1. ABSTRACT

The prevalence of malnutrition in Indonesian children is relatively high according to

Riskesdas 2010. Several studies have shown that parenting style is one of the determining

factors for good nutrition status. Hypothesis for this research is that parenting style affects

nutrition status in which democratic parenting style, compared to non-democratic parenting

style, is associated with better nutrition status of children. For this reason, it is necessary to

conduct a research in Indonesia to find out if parenting style affects nutrition status. The

purpose of this research is to obtain epidemiologic data on parenting style and nutrition status

of elementary students in West Jakarta and to compare democratic parenting style and non-

democratic style on how it affects nutrition status of elementary students in West Jakarta.

This cross-sectional analytic research will study elementary students of grade 5 studying in

SDN Duri Kepa 07, 08 Pagi, West Jakarta throughout 2012. Subjects, obtained through

consecutive sampling and meeting the inclusion criteria, will be given a questionnaire to

assess parenting style and will have their anthropometric measurement done to assess

nutrition status. Data will be analyzed with the SPSS 17.0 program and tested with analysis

of variance test.

Key Words: Democratic parenting style, Non-democratic parenting style, Nutrition status,

Elementary students, West Jakarta

2. INTRODUCTION

2.1 Background

There is a quote which says “the future of a country is in the young man’s hand”. This

quote shows that national progress depends on the quality of human resources in that country,

especially young people. Besides mental abilities, knowledge, and technology, good health is

also an important contributing factor of the quality of human resources. In other words, bad

health status may adversely affect a nation’s progress. Nutrition status is one of the most

important indicators of health status. Bad nutrition status may cause failure of physical

growth and development and affect the intelligence of the young; this may adversely affect a

nation’s development.

The prevalence of malnutrition in Indonesia children under 5 years old is more than 5

million. Result of Riskesdas 2010 also showed that the nutrition status of many Indonesian

children is poor. Nutritional intake of elementary school children in some areas of Indonesia

is alarming. From a study of 220 children in five elementary schools in Jakarta, it is found

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that the children’s intake of calories in generally below 100% of their needs. This is a great

concern because good nutrition is needed for optimal growth, better health, and also better

intellectual ability of Indonesia’s future generation. Poor or low health status of the young is

still a problem in our country.1-2

One of the determining factors of good nutrition status of children is parenting style.

Many studies have found that authoritative parenting style is related with the best health

outcomes in which children with authoritative parents will ate more healthily, were more

physically active, and had lower BMI levels, compared to children raised with other

parenting styles (authoritarian, permissive, neglectful). For this reason, we plan to conduct a

research which finds the correlation between parenting style and nutrition status. If good

parenting style has a positive correlation with nutrition status of children then bad parenting

style should be intervened to prevent low nutrition status in children.

In this study, we will use a cross-sectional analytic design. We divided parenting style

into two different categories: democratic parenting style (also known as authoritative

parenting style and regarded as the ideal/ good parenting style) and non-democratic parenting

style. We will compare these parenting styles to the nutrition status of the elementary

children grade 5 in West Jakarta. Nutrition status will be assessed by measuring body weight

(BW) which indicates current nutrition status, height (H) which indicates past nutrition status,

and body proportion (BW/H). Data collected will be analyzed to compare the influence of

democratic parenting style and the influence of non-democratic parenting style on nutrition

status.

2.2 Problem Statements

Based on the background written above, one can formulate these research questions:

Does parenting style affect nutrition status of elementary students?

Are there any differences in current nutrition status of elementary students’ between

students raised up with a democratic parenting style and students raised up with a

non-democratic parenting style?

Are there any differences in past nutrition status of elementary students’ between



Are there any differences in body proportion of elementary students’ between



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2.3 Hypothesis

Parenting style affects nutrition status of children.

Democratic parenting style has a positive influence on current nutrition status, past

nutrition status, and body proportion of elementary students.

Non-democratic parenting style has a negative influence on current nutrition status,

past nutrition status, and body proportion of elementary students.

2.4 Purpose of Research

Ultimate goal : Increase the nutrition status, and thus health status, of children in

Indonesia.

Specific goals : Provide epidemiologic data of parenting styles and nutrition status of

elementary students in West Jakarta.

: Find out if parenting style affects nutrition status of elementary

students in West Jakarta

: Provide comparison of democratic parenting style and non-

democratic style on how it affects nutrition status of elementary

students in West Jakarta.

: Find out if there is a difference in current nutrition status/ past

nutrition status/ body proportion of elementary students’ between

students raised with a democratic parenting style and students raised

with a non-democratic parenting style.

2.5 Benefit of Research

With this research we hope that we can provide information on the correlation

between good/bad parenting style and nutrition status, provide epidemiologic data of

parenting style and nutrition status which may be used as a reference for other research,

provide concrete proof that will be the basis for doctors to educate parents on the importance

of good parenting, and finally contribute to the development of research in Faculty of

Medicine, Trisakti University.

3. LITERATURE REVIEW

3.1 Parenting Style

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3.1.1 Definition of Parenting

Parenting is a complex activity that includes many specific behaviors that work

individually and together to influence child outcomes.3 There are several dimensions of

parenting styles. According to Spera (2005) the dimensions of parenting styles that were

examined by early researchers include: acceptance/ rejection (Symonds, 1939), dominance/

submission (Symonds, 1939), emotionally involved/ uninvolved (Baldwin, 1948),

democratic/ autocratic (Baldwin, 1948), responsiveness/ unresponsiveness (Baldwin, 1948;

Schaefer, 1959), control/ non-control (Schaefer, 1959), and restrictiveness/ permissiveness

(Becker, 1964). A theory of parenting style developed by Baumrind in the late 1960s and

early 1970s is one of the most popular and important approaches (Jackson, 2002).

3.1.2 Typologies of Parenting Styles

Baumrind divided the parenting styles into three types. In her study, Diana

Baumrind used two aspects of parenting that she found important. All her data was

evaluated on these two aspects and the essence of the three types of parenting styles were

defined in relation to these two dimensions. The two aspects/ dimensions are:

1. Parental demandingness vs. parental undemandingness

According to Baumrind, demandingness refers to "the claims parents make on

children to become integrated into the family whole, by their maturity demands,

supervision, disciplinary efforts and willingness to confront the child who disobeys"

(Baumrind, 1991). Another word for demandingness is control. The demandingness

continuum (high vs. low) describes the level of behavior control parents exercise on

their kids based on their expectations of 'mature' behavior. Demandingness is about

how much the parent supervises and disciplines the child and how much the parent

requires obedience and self-control from the child.4

2. Parental responsiveness vs. parental unresponsiveness

Diana Baumrind herself describes responsiveness as "the extent to which parents

intentionally foster individuality, self-regulation, and self-assertion by being attuned,

supportive, and acquiescent to children's special needs and demands" (Baumrind,

1991). In other words, responsiveness is about how much or how little parents meet

and respond to their children's needs and interest.4

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Baumrind formulated 3 parenting styles from those two dimensions. They are

authoritarian style, authoritative style, and permissive style. Maccoby and Martin (1983)

updated Baumrind’s parenting style by defining parenting style using the two dimensions:

parental demandingness (control, supervision, maturity demands) and parental responsiveness

(warmth, acceptance, involvement). The interaction between these two dimensions produces

four parenting styles. A primary difference between Baumrind’s parenting style typologies

and Maccoby and Martin’s parenting style typologies is that Baumrind discusses only

permissive parenting, while Maccoby and Martin differentiates between two types of

permissive parenting.

Maccoby and Martin's Four Parenting Styles

Baumrind's Three Parenting Styles (in italics)

Dimension Demanding Undemanding

Responsive Authoritative/Propagative Indulgent/Freeranger

(Permissive)

Unresponsive Authoritarian/

Totalitarian

Neglectful

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The parenting style model shown above has two axes. Each axis represents one of

Baumrind's parenting themes (dimensions) which is high in one end and low in the other.

Together, these two axes of demandingness and responsiveness create four quadrants where

each parenting style is placed:

1. The authoritative parenting style is high on demandingness and high on

reponsiveness. Another name for authoritative parenting style is democratic

parenting style. Parents with an authoritative parenting style monitor and impart

clear standards for their children’s conduct. According to Baumrind: “They are

assertive, but not intrusive and restrictive. Their disciplinary methods are supportive,

rather than punitive. They want their children to be assertive as well as socially

responsible, and self-regulated as well as cooperative.” (Baumrind, 1991)

2. The authoritarian parenting style is also high on demandingness but low on

responsiveness. Parents with authoritarian parenting style are “obedience and status

oriented and expect their orders to be obeyed without explanation”. (Baumrind, 1991)

3. The permissive parenting style is high on responsiveness but low on demandingness.

Parents with a permissive parenting style are “non-traditional and lenient, do not

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require mature behavior, allow considerable self-regulation, and avoid confrontation.”

(Baumrind, 1991)

4. The neglectful parenting style is both low on responsiveness and low on

demandingness. This parenting style was not formulated by Diana Baumrind but

added later by Maccoby and Martin. 3

3.1.3 Authoritative Parenting Style

Authoritative parenting style is Baumrind's ideal parenting style. The authoritative

parenting style is characterized by a high degree of responsiveness to children and moderate

levels of demandingness and warmth. These parents believe they are responsible for pleasing

their children, but within limits. Like authoritarian parents, those with an authoritative

parenting style establish rules and guidelines that their children are expected to follow.

However, this parenting style is much more democratic. Authoritative parents are responsive

to their children and willing to listen to questions. Authoritative parents also tend to grant

their children more freedom than parents using the authoritarian style. The difference is that

authoritative parents are not keeping their children down or restricting them as a sort of

preventive measure for bad behavior. They expect their children to be independent, but also

set firm limits on what their children are allowed to do and when children fail to meet the

expectations, these parents are more nurturing and forgiving rather than punishing. They will

listen to their child's reasons and may then either agree to modify the rule, negotiate with the

child, or explain why things must be as they are.5

As a result, children with parents like these are more likely to feel that their parents

are responsive to their wishes and needs than children whose parents adopt other styles of

parenting. They have higher self esteem, are independent and healthy. They learn to accept

responsibility, make wiser choices, cope with change, and are better equipped to succeed in a

workforce. Their ability to live up their parents rules and expectations provide them with well

developed social skills and emotional regulation.5

3.1.4 Authoritarian Parenting Style

In authoritarian style of parenting, children are expected to follow the strict rules

established by the parents and if the children failed to follow such rules, it usually results in

punishment. Authoritarian parents fail to explain the reasoning behind these rules. If the

children asked to explain, the parent might simply reply, "Because I said so." These parents

have high demands, but are not responsive to their children. The authoritarian parents see the

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world in only black and white, good or bad, right or wrong. This means that there is a lot of

judgement and evaluation. A child is either good or bad, well-behaved or naughty. These

parents believe it is their responsibility to provide for their children and that their children

have no right to tell the parent how best to do this. These parents also tend to display low

levels of communication with their children and most of the communication is a one way

street in which the parents tell the children what to do. Therefore, authoritarian parents are

often perceived as stern, inflexible, and even harsh.5

As a result, children with authoritarian parents are not used to decide what’s right and

taking full responsibility. These children rarely take initiatives, lack spontaneity, and lack

curiosity.5

3.1.5 Permissive Parenting Style

Permissive parents, sometimes referred to as indulgent parents, have very few

demands to make of their children. These parents are accepting and warm but give up most

control to their children. They do not set limits and allow children to set their own rules,

schedules, and activities. These parents rarely discipline their children because they have

relatively low expectations of maturity and self-control. Permissive parents believe in the

autonomy of the individual and generally nurturing and communicative with their children,

often taking on the status of a friend more than that of a parent. These parents believe they

are responsible for making sure their children are happy. They tend to accept the behaviour of

the child, good or bad, whether it is beneficial or not.5

As a result, children with permissive parents tend to grow up thinking that they should

always get what they desire. They also tend to become highly demanding themselves. They

often form the impression that the world owes them something, just because they are so

special. They tend to display impatience with people who don't readily give them everything

they want.5

3.1.6 Neglectful Parenting Style

A neglectful parenting style is an uninvolved parenting style. This parenting style is

characterized by few demands, low responsiveness, and little communication. The

uninvolved parents may lead “full” lives but their life is emotionally separate from that of

their children. In extreme cases, these parents may even reject or neglect the needs of their

children. These parents tend to display low levels of demandingness, they ask very little of

their children. These parents also display low levels of responsiveness to their children. They

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tend to be relatively univolved in their children's lives. They believe that their children should

live their own lives, meaning as free of parental control as possible. Therefore, these parents

tend to grant their children a very high degree of freedom to do as they wish.5

As a result, children with a neglectful parent have low self esteem (no attention makes

them feel unimportant) and they are less socially competent than children raised with the

other parenting styles.5

3.2 Nutrition Status and Anthropometry

3.2.1 Definition of Nutrition Status

Nutrition status is an expression of a how a person processes food that he consumes

through digestion, absorption, transportation, storage, metabolism, and excretion for survival,

growth, normal organ function, and producing energy. If a person experience problems in

intake of food or processing of food, then he might be deficient in food nutrients or he might

have an excessive amount of food nutrients. This pathologic condition is known as

malnutrition. Malnutrition comes in four different forms:

1. Under nutrition: A condition where a person is deficient in food nutrients for a certain

period of time.

2. Specific deficiency: A condition where a person is deficient in a particular food

nutrient, such as vitamin A, Fe, and others.

3. Over nutrition: A condition where a person experience an excess in food nutrients for

a certain period of time.

4. Imbalance: A condition which arises because food nutrients are disproportionate. 6

3.2.2 Assessment of Nutrition Status

Assessment of a person’s nutrition status can be done directly or indirectly. Direct

assessment of a person’s nutrition status includes: anthropometry, clinical examination,

biochemical measurement, and biophysical examination. Indirect assessment of a person’s

nutrition status includes: surveying food consumption, analyzing vital statistical data, and

analyzing ecologic factors. Each of these methods for assessing nutrition status has its own

strengths and weakness. Choosing which method is most suitable for assessing nutrition

status depends on purpose, sample size, information needed, reliability and accuracy

expected, and last facility/ tools/ fund which are provided. The most commonly used method

for assessing nutrition status is anthropometry.6

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Anthropometry refers to various measurements of dimension, composition, and

structure of the body. According to Jelliffe (1966), anthropometry is “measurement of the

variations of the physical dimensions and the gross composition of the human body at

different age levels and degree of nutrition”. In general, anthropometry measurement is used

to see if protein and energy intake is deficient or excessive.6

3.2.3 Parameters and Index of Anthropometry

Parameters are single measurements of the human body which is the basis to

determine a person’s anthropometry. Combination of parameters are called index of

anthropometry. In this section, only parameters and index of anthropometry which relates to

the research will be discussed. The following are parameters which will be assessed in the

samples:

1. Age: Age is an important factor to define nutrition status. According to Puslitbang

Gizi Bogor (1980), age for children older than 2 years old will be expressed in

completed years, whereas age for children 0-2 years old will be expressed in

completed months.

2. Body weight (BW): BW is an important parameter to assess nutrition status. A

person’s BW reflects mass of protein (muscle), fat, water, and bone of the body. A

person’s BW fluctuates according to food intake and health status thus it can be used

to assess current nutrition status. To measure BW, a weighing scale which meets the

following criteria:

Easy to use

Portable

Relatively affordable

Maximum accuracy 0,1 kg

Scale can be read easily

Safe for children

3. Height (H): A person’s H reflects linear growth and thus H is an important parameter

to assess past nutrition status. To measure a child’s H, we can refer to the guidelines

made by Depkes, Direktorat Bina Gizi Masyarakat (1999). Tools needed include

measuring tape and a right triangle ruler. The measuring tape should be taped on a

wall which is perpendicular to the floor beneath, with the point 0 cm exactly on the

floor. A child who is about to get his H measured will have to remove all footwear

and head-cover and stand straight in front of the measuring tape with his head,

shoulder, hips, and heels touching the wall. The right triangle ruler will be placed

above the child’s head with one side touching the wall. Measurement of H will be

obtained by reading the scale which touches the tip of the right triangle ruler.

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The following are index of anthropometry which can be obtained from the parameters stated

above:

1. BW/Age: In normal states, where there is a balance between food consumed and food

nutrients needed by the body, BW increases in accordance with age. However, in

abnormal states, BW increases slower or faster than age. Therefore, the index BW/age

can be used to assess current nutrition status.

2. H/age: In normal states, H increases in accordance to a person’s age. But unlike BW,

H is relatively insensitive to changes in current nutrition status (the effects of a

particular deficiency of food nutrient on H will only be seen after a long time period).

Hence, H/age is an index which can be used to assess past nutrition status.

3. BW/H: BW also has a linear relationship with H which means that it increases in

accordance to H (in normal states). Jelliffe (1966) introduced this index which can be

used to assess a person’s body proportion. It can also be used to assess current

nutrition status.6

3.3 Relationship of Parenting Style and Nutrition Status

Parenting style is considered a characteristic of the parent that is stable over time and

constitutes the environmental and emotional context for child-rearing and socialization. The

concept of general parenting has been defined as a constellation of attitudes and beliefs that

create an emotional climate and determines behavioral expression between parent and child.

Therefore, parenting style may have a greater impact on shaping the daily activities, eating

behavior, emotional functioning, and ultimately overweight risk of children than selected

parenting or feeding practices alone. By crossing the dimensions of responsiveness and

demandingness, four prototypes of parenting are created : authoritative (parents who are both

responsive and demanding), authoritarian (parents who are less responsive but highly

demanding), indulgent or permissive (parents who provide a high level of responsiveness but

are less demanding), and neglectful or uninvolved (parents who show relatively low levels of

both dimensions). Two different literatures attempt to study the relationship between

parenting style and nutrition status and found that parenting style affects a child’s diet and

physical activity.7, 8

The first literature suggests that children raised in authoritative homes, characterized

by family context of expressing warmth and emotional support together with clear and

bidirectional communication, will ate more healthily, were more physically active, and had

lower BMI levels, compared to children raised with other parenting styles (authoritarian,

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permissive, neglectful). Authoritative parenting style is characterized by the parenting

dimension nurturance which is typically positively related to overweight-preventing-

behaviors of the child such as high levels of physical activity and negatively related to

obesity-inducing-behavior such as high fat and caloric intake. On the other hand, parenting

styles characterized by low control and strictness (over-controlling) are counterproductive. It

can be concluded from this literature that the relationship between parental control and child

weight is a U-shaped relationship.7

The second literature shows that parenting style affects the risk of childhood

overweight. The result of this study shows that authoritative parents, more sensitive to the

child’s interests, may be able to engage the child in activities that are more enjoyable to him/

her, promote a natural desire to be physically active, and thus decrease the risk of childhood

overweight. Children of authoritative parents had the lowest prevalence of being overweight.

In contrast, children living in a strict environment lacking in emotional responsiveness

(authoritarian parenting style) is associated with an increased risk of childhood overweight.

Authoritarian parents, who demand that their child exercise, may cause their child to react in

a negative manner toward physical activity and lose any desire to exercise. A parent’s high

expectations for self-control (without parental sensitivity) may be stressful for some children

and lead to stress response which in some children manifests itself as excessive eating.

Permissive parents who display high levels of sensitivity but low expectations for self-control

also had children with an increased risk of overweight. These parents may allow children

their children the freedom to develop self-regulatory capacities which can lead them to self-

regulation of eating behavior.8

3.4 Conceptual Model

4. METHODOLOGY OF RESEARCH

4.1 Study Design

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A cross-sectional analytic study is conducted to compare the influence of a

democratic parenting style and the influence of a non-democratic parenting style on nutrition

status of elementary students. In this study, measurement and assessment of nutrition status is

only done at one time. No follow-up on subjects will be done in this study.9

4.2 Place and Time of Research

Place : SDN Duri Kepa 07, 08 Pagi

Time : June – mid-July 2012

4.3 Population and Sample

Target population : Elementary students of grade 5 in Jakarta

Accessible population : Elementary students of grade 5 studying in SDN Duri Kepa

07 and 08 Pagi throughout the school year 2011-2012

Sample : Elementary students of grade 5 studying in SDN Duri Kepa

07 and 08 Pagi throughout the school year 2011-2012 who

meet the inclusion and exclusion criteria

4.4 Estimation of Sample Size

To estimate sample size in our cross-sectional research, we use the following

equation:

1. Infinite population equation:

No=Zα 2 PQd2

No = required sample size

Zα = confidence level at 95% (standard value of 1.96)

P = estimated prevalence of malnutrition in Jakarta 23.7% (Riskesdas 2010)

Q = 1 – P (1-0.237 = 0.763)

d = margin of error at 5% (standard value of 0.05)

Calculation:

No=1.962 ×0.237 × 0.7630.052 =3.8416 × 0.237 ×0.763

0.0025=0.6947

0.0025=277,9

2. Finite population equation:

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n= No

1+NoN

n = sample size for research

No = required sample size (277.9)

N = size of accessible population (100)

Calculation:

n= 277.9

1+277.9100

= 277.91+2.779

=277.93.779

=73,5 ≈ 74

Based on the following calculations, the sample size for our research is 74 students.

4.5 Sampling Method

Sampling method used in this research is consecutive sampling. In consecutive

sampling, all subjects who meet the sample criteria are included in the research until the size

of sample is met.9

4.6 Inclusion and Exclusion Criteria

Inclusion criteria : Elementary students grade 5 aged 10-13 years old

: Students who agrees to take part in the research by filling in

the questionnaire

Exclusion criteria : Students with physical and mental disabilities (including

cognitive impairment)

: Students suffering from acute and/or chronic illness

: Students without both parents alive

: Students not living/ staying with their parents

4.7 Research Procedure

Research will be done by visiting SDN Duri Kepa 07 and 08 Pagi of 74 students

(sample size for research) who meet the inclusion and exclusion criteria. Data on parenting

style according to the student’s perspective will be collected using a questionnaire, the

Parental Authority Questionnare (PAQ). Nutrition status will be assessed by anthropometric

measurements which include body weight and height. Measurement of body weight is done

using a standard weighing scale and measurement of height is done using a measuring tape.

Data of student’s age will also be collected.

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4.7.1 Parental Authority Questionnare

Buri (1991) developed a self report measure asking an adult to respond to how their

parents acted toward them, when the adult was a child. In addition, the Parental Authority

Questionnare (PAQ) – see Appendix 2 – was designed as a measure of Baumrind's (1971)

three parenting styles based on authority, disciplinary practices of warmth, demands,

expectations and control. The measure consists of 30 items, 10 for each of the different styles

of parenting in a five point format (ranging from strongly agree to disagree). The items are

written from the perspective of the child but responded to by adults in a self-report manner,

for example, what would your mother or father have done when you were a child.10

The three parenting style questions are embedded in the questionnaire in a random

order. Authoritative parents are flexible, use reason with their children, are rational, maintain

firm and clear boundaries, while being consistent in the expectations of their children’s

behavior (items 4, 5, 8, 11, 15, 20, 22, 23, 27 and 30). Authoritarian parents attempt to

maintain unquestioning obedience from their children and attempt to control their behavior

often through the use of punishment as a form of discipline (items 2, 3, 7, 9, 12, 16, 18, 25,

26, and 29). Permissive parents tend to be relatively warm as well as non-demanding and

controlling of the child (items 1, 6, 10, 13, 14, 17, 19, 21, 24, and 28). To score the PAQ the

individual items for each parenting subtype are summed. The score on each subscale are from

a minimum of 10 to a maximum of 30.10

The reliability of the PAQ was found to be .77 to .92 in a test re-test check over a

two-week period of time (Buri, 1991). Validity for the PAQ was found to be .74 to .87 for the

subscales (Buri, 1991).10

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The following are instruments which will be used throughout the research:

1. Standard weighing scale to measure body weight

2. Measuring tape to measure height

3. Right triangle ruler to help measure height

4. Questionnaire to assess age and parenting style

4.8 Identification of Variables

Independent variable : democratic and non-democratic parenting style

Dependent variable : nutrition status

4.9 Operational Definitions

This section will define concepts included in the research, which are:

1. Democratic parenting style: Democratic parenting style is also known as authoritative

parenting style. This parenting style is high on demandingness (control, supervision,

maturity demands) and high on responsiveness (warmth, acceptance, involvement).

According to Baumrind this is the ideal parenting style.

2. Non-democratic parenting styles: Non-democratic parenting styles are parenting not

characterized by high demandingness and high responsiveness. This includes

authoritarian parenting style (high demandingness but low responsiveness),

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subject

eligible subjects: meet inclusion and exclusion criteria

assessment of age and parenting style -- questionnare

assessment of nutritional status -- anthropometric measurement

analysis

results and conclusion

permissive parenting style (high responsiveness but low demandingness), and

neglectful parenting style (low on both demandingness and responsiveness).

3. Nutrition status: Nutrition status is an expression of a how a person processes food

that he consumes through digestion, absorption, transportation, storage, metabolism,

and excretion for survival, growth, normal organ function, and producing energy.

Nutrition status can be assessed directly by anthropometry, clinical examination,

biochemical measurement, and biophysical examination; indirectly by surveying food

consumption, analyzing vital statistical data, and analyzing ecologic factors. In this

research nutrition status is assessed by anthropometric measurements.

4. Malnutrition: A pathological condition which results from deficiency or excess

(absolute or relative) of one or more nutrient. Malnutrition manifests itself in four

different forms: 1.under nutrition, 2.specific deficiency, 3.over nutrition, 4.imbalance.

5. Anthropometry: Various measurements of dimension, composition, and structure of

the body.

4.10 Data Processing and Analysis

Data obtained from the study samples will be processed and analyzed. Data entry,

data cleaning, and initial data analysis will be done using the SPSS 17.0 program. Main data

analysis will be done to test the hypothesis using the analysis of variance test.

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EGC; 2001. p.17-86.

7. Sleddens EFC, Gerards SMPL, Thijs C, De Vries NK, Kremers SPJ. General

parenting, childhood overweight and obesity-inducing behaviors: a review.

International Journal of Pediatric Obesity 2011; 6: e12-e27.

8. Rhee KE, Lumeng JC, Appuglise DP, Kaciroti N, Bradley RH. Parenting styles and

overweight status in first grade. Pediatrics 2006; 117(6): 2047-54.

9. Sastroasmoro S, Ismael S. Dasar-dasar metodologi penelitian klinis. 3rd ed. Jakarta:

Sagung Seto; 2010. p. 29-56, 125-46, 319.

10. Riberio LL. Construction and Validation of a Four Parenting Styles Scale

[dissertation]. Arizona: Humboldt State University; 2009.

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http://parentingliteracy.com/parenting-a-z/44-overview/47-parenting-styles

http://www.davidcross.us/classes/child/ParentingStyle.pdf

APPENDIX 1

INFORMED CONSENT

Kepada Yth Calon Respoden Penelitian

Pelajar Sekolah Dasar Negeri Duri Kepa 07 dan 08 Pagi

Jakarta Barat, Indonesia

Dengan hormat, kami yang bertanda tangan di bawah ini,

Nama / NIM : Michelle Jansye / 030 09 154

Nama / NIM : Monica Raharjo / 030 09 157

Nama / NIM : Muthi Melatiara / 030 09 161

Adalah mahasiswa Fakultas Kedokteran Universitas Trisakti, Jakarta yang sedang

melakukan penelitian dengan judul “Pengaruh Pola Asuh Demokratis dan Non-Demokratis

Terhadap Status Gizi Murid Sekolah Dasar Kelas 5 di Jakarta Barat”.

Penelitian ini tidak menimbulkan akibat yang merugikan bagi saudara/saudari sebagai

responden, kerahasiaan semua informasi yang diberikan akan dijaga dan hanya digunakan

untuk kepentingan penelitian. Jika saudara/saudari tidak bersedia menjadi responden, maka

tidak ada ancaman bagi saudara/saudari serta memungkinkan untuk mengundurkan diri dari

mengikuti penelitian ini.

Apabila saudara/saudari bersetuju, maka kami mohon kesediaannya untuk

menandatangani persetujuan dan menjawab pertanyaan-pertanyaan yang saya telah buat. Atas

perhatian dan kesediaan saudara/saudari menjadi responden, kami mengucapkan terima

kasih.

Jakarta, Juni 2012

Tim Peneliti,

………………….. …………………. …………………

(Michelle Jansye) (Monica Raharjo) (Muthi Melatiara)

21

PERSETUJUAN PENELITIAN

Saya yang bertandatangan dibawah ini, menyatakan bersedia untuk menjadi

responden penelitian yang dilakukan oleh Mahasiswa Fakultas Kedokteran Universitas

Trisakti yang bernama Michelle Jansye (NIM 03009154), Monica Raharjo (NIM 03009157),

dan Muthi Melatiara (NIM 03009160) dengan judul penelitian “Pengaruh Pola Asuh

Demokratis dan Non-Demokratis Terhadap Status Gizi Murid Sekolah Dasar Kelas 5 di

Jakarta Barat”.

Saya mengerti bahwa penelitian ini tidak akan berakibat buruk terhadap saya dan

keluarga saya. Kerahasiaan semua informasi yang diberikan akan dijaga oleh peneliti dan

hanya akan digunakan untuk kepentingan penelitian.

Jakarta, Juni 2012

Responden,

………………………………..

( )

22

APPENDIX 2

PARENTAL AUTHORITY QUESTIONNARE (PAQ)

Instructions. For each of the following statements, circle the number of the 5-point scale (1

= strongly disagree - 5 = strongly agree) that best describes how that statement applies to you

and your parents. Try to read and think about each statement as it applies to you and your

parents during your years of growing up at home. There are no right or wrong answers, so

don't spend a lot of time on any one item. We are looking for your overall impression

regarding each statement. Be sure not to omit any items.

1. While I was growing up, my parents felt that in a well-run home the children should

have their way in the family as often as the parents do.

1) Strongly Disagree 2) Disagree 3) Neither agree nor disagree 4) Agree 5) Strongly Agree

2. Even if the children didn't agree with them, my parents felt that it was for our own

good if we were forced to conform to what they thought was right.


3. Whenever my parents told me to do something as I was growing up, they expected me

to do it immediately without asking any questions.


4. As I was growing up, once family policy had been established, my parents discussed

the reasoning behind the policy with the children in the family.


5. My parents have always encouraged verbal give-and-take whenever I have felt that

family rules and restrictions were unreasonable.


6. My parents have always felt that what children need is to be free to make up their

own minds and to do what they want to do, even if this does not agree with what

23

their parents might want.


7. As I was growing up my parents did not allow me to question any decision they had

made.


8. As I was growing up my parents directed the activities and decisions of the children

in the family through reasoning and discipline.


9. My parents have always felt that more force should be used by parents in order to get

their children to behave the way they are supposed to.


10. As I was growing up my parents did not feel that I needed to obey rules and

regulations of behavior simply because someone in authority had established them.


11. As I was growing up I knew what my parents expected of me in my family, but I also

felt free to discuss those expectations with my parents when I felt that they were

unreasonable.


12. My parents felt that wise parents should teach their children early just who is boss

in the family.


13. As I was growing up, my parents seldom gave me expectations and guidelines for my

behavior.


14. Most of the time as I was growing up my parents did what the children in the family

wanted when making family decisions.

24


15. As the children in my family were growing up, my parents consistently gave us

direction and guidance in rational and objective ways.


16. As I was growing up my parents would get very upset if I tried to disagree with

them.


17. My parents feel that most problems in society would be solved if parents would not

restrict their children's activities, decisions, and desires as they are growing up.


18. As I was growing up my parents let me know what behavior they expected of me,

and if I didn't meet those expectations, they punished me.


19. As I was growing up my parents allowed me to decide most things for myself

without a lot of direction from her.


20. As I was growing up my parents took the children's opinions into consideration

when making family decisions, but they would not decide for something simply

because the children wanted it.


21. My parents did not view themselves as responsible for directing and guiding my

behavior as I was growing up.


22. My parents had clear standards of behavior for the children in our home as I was

growing up, but they were willing to adjust those standards to the needs of each of

the individual children in the family.

25


23. My parents gave me direction for my behavior and activities as I was growing up

and they expected me to follow their direction, but they were always willing to listen

to my concerns and to discuss that direction with me.


24. As I was growing up my parents allowed me to form my own point of view on family

matters and they generally allowed me to decide for myself what I was going to do.


25. My parents has always felt that most problems in society would be solved if we could

get parents to strictly and forcibly deal with their children when they don't do what

they are supposed to as they are growing up.


26. As I was growing up my parents often told me exactly what they wanted me to do

and how they expected me to do it.


27. As I was growing up my parents gave me clear direction for my behaviors and

activities, but they were also understanding when I disagreed with them.


28. As I was growing up my parents did not direct the behaviors, activities, and desires

of the children in the family.


29. As I was growing up I knew what my parents expected of me in the family and they

insisted that I conform to those expectations simply out of respect for their

authority.


26

30. As I was growing up, if my parents made a decision in the family that hurt me, they

were willing to discuss that decision with me and to admit it if they had made a

mistake.


VALIDATION SHEET

Research Title:

27INFLUENCE OF DEMOCRATIC AND NON-DEMOCRATIC

PARENTING STYLE ON NUTRITION STATUS OF GRADE 5

ELEMENTARY STUDENTS IN WEST JAKARTA

Jakarta, June 5th 2012

Research Supervisor,

(Prof. dr. H. Widagdo, SpA, MBA)

28

student research proposal_correlation between parenting style and nutritional status of children

Documents

authoritative parenting

bad parenting style

nutrition status of

bad nutrition status

low nutrition status

current nutrition status

past nutrition status

nondemocratic parenting