ABSTRACT: The objective of this research is to figure out the strength of impact that parental involvement and emotion regulation brings toward future orientation. Future orientation is the image that a person have about his future, that represented and reported. The future orientation that became the focus of this research is the future orientation in career domain. The parental involvement mean the participation and concerns parents provide in involvement, autonomy support, and warmth. Then, in emotion regulation term, research focused on the expression suppression dan cognitive reappraisal emotion regulation methods. Sampling method that used is purposive sampling (total of sample 242 student of bachelor programmes in Universitas X). The method of data analysis using linear regression of double correlation. The data shows that future orientation (Y)influenced by the parental involvement (independent variable -1 or X1)and emotion regulation (independent variable -2 or X2) . The double correlation between X1 and X2 was scored 0,291, with the determinant coefficient (R2) 0,085. It means the strength of influence from the two independent variable is 8,5 %, and the 91,5% left influenced by others variables. At anova test, F test was bigger than F table (11.032 > 3.04), so that parental involvement (X1) and emotion regulation (X2) influence future orientation simultaneously. The research shows that both of parental involvement and emotion regulation contributes or bring impact to the changes of future orientation.

Keywords: future orientation, parental involvement, emotion regulation.

ABSTRAK: Penelitian ini dilakukan untuk melihat seberapa besar peran keterlibatan orang tua dan regulasi emosi terhadap orientasi masa depan. Orientasi masa depan merupakan gambaran yang individu bentuk berkaitan dengan masa depan, yang secara sadar direpresentasikan dan dikemukakan oleh individu. Orientasi masa depan yang menjadi perhatian dalam penelitian ini adalah orientasi masa depan pada domain karir. Keterlibatan orang tua yang dimaksud adalah bentuk partisipasi dan perhatian yang diberikan orang tua dalam bentuk keterlibatan, dukungan otonomi dan kehangatan. Kemudian pada regulasi emosi, yang menjadi perhatian adalah metode regulasi expression suppression dan cognitive reappraisal. Teknik pengambilan sampel yang digunakan adalah purposive sampling dengan jumlah sampel 242 partisipan yang merupakan mahasiswa S1 Universitas Tarumanagara. Metode analisis data menggunakan regresi ganda. Data hasil penelitian menunjukkan bahwa orientasi masa depan (dependent variable atau Y) dipengaruhi oleh keterlibatan orang tua (independent variable-1 atau X1) dan regulasi emosi (independent variable-2 atau X2). Korelasi ganda antara X1 dan X2 terhadap Y sebesar 0,291, koefisien determinasi (R2) sebesar 0,085. Artinya besar pengaruh kedua variabel tersebut adalah 8,5 %, 91,5 % sisanya dipengaruhi oleh variabel-variabel lain. Pada uji anova, F hitung lebih besar dari F tabel (11.032 > 3.04) sehingga secara bersama-sama keterlibatan orang tua (X1) dan regulasi emosi (X2) berpengaruh terhadap orientasi masa depan (Y). Hasil penelitian menunjukkan bahwa kedua variabel keterlibatan orang tua dan regulasi emosi memberikan kontribusi atau pengaruh terhadap perubahan pada orientasi masa depan.

Kata Kunci: orientasi masa depan, keterlibatan orang tua, regulasi emosi

Aldao, A., Nolen-Hoeksema, S., & Schweizer, S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical psychology review, 30(2), 217-237.

Beal, S.J. (2011). The development of future orientation: underpinnnings and related construct. University of Nebraska: Department of Psychology.

Campbell-Sills, L., & Barlow, D. H. (2007). Incorporating emotion regulation into conceptualizations and treatments of anxiety and mood disorders.

Cheung, C. S. S., & Pomerantz, E. M. (2015). Value development underlies the benefits of parents’ involvement in children’s learning: A longitudinal investigation in the United States and China. Journal of educational psychology, 107(1), 309.

Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child development, 317-333.

Czaja, J., Rief, W., & Hilbert, A. (2009). Emotion regulation and binge eating in children. International Journal of Eating Disorders, 42(4), 356-362.

Davis, E. L., & Levine, L. J. (2013). Emotion regulation strategies that promote learning: Reappraisal enhances children’s memory for educational information. Child development, 84(1), 361-374.

Desforges, C. & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment: a literature review. Nottingham, UK: Departement for Education and Skills Publications.

Desimone, L. (1999). Linking parent involvement with student achievement: Do race and income matter?. The Journal of Educational Research, 93(1), 11-30.

De Volder, M. L. & Lens, W. (1982). Academic achievement and future time perspective as a cognitive-motivational concept. Journal of Personality and Social Psychology, 42(3), 566.

Diamond, L.M. & Aspinwall, L.G. (2003). Emotional regulation across the life Span: an integrative perspective emphasizing Self-Regulation, Positive affect, and Dyadic Processes. Motivation and Emotion, 27 (2), June 2003.

Edelman, L. (2013). The effects of parental involvement on the college student transition: A qualitative study (Master's thesis). University of Nebraska-Lincoln, Lincoln, NE.

Eisenberg, N. (2000). Emotion, regulation, and moral development. Annual review of psychology, 51(1), 665-697.

Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational psychology review, 13(1), 1-22

Green, C. L., Walker, J. M., Hoover-Dempsey, K. V., & Sandler, H. M. (2007). Parents' motivations for involvement in children's education: An empirical test of a theoretical model of parental involvement. Journal of educational psychology, 99(3), 532.

Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being.Journal of personality and social psychology, 85(2), 348.

Gross, J. J., & Barrett, L. F. (2011). Emotion generation and emotion regulation: One or two depends on your point of view. Emotion review, 3(1), 8-16.

Halperin, E., Sharvit, K., & Gross, J. J. (2011). Emotion and emotion regulation in intergroup conflict: An appraisal-based framework. Intergroup conflicts and their resolution: A social psychological perspective, 83-103.

Hill, Nancy E., & Tyson, D.F. (2009). Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement. Developmental psychology, 45(3). 740-763.

Holopainen, L., & Sulinto, S. (2005). Adolescents' health behaviour and future orientation. University of Jyväskylä.

Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement.Urban education, 40(3), 237-269.

Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement a meta-analysis.Urban education, 42(1), 82-110.

John, O. P., & Gross, J. J. (2004). Healthy and unhealthy emotion regulation: Personality processes, individual differences, and life span development. Journal of personality, 72(6), 1301-1334.

Kintrea, K., St Clair, R., & Houston, M. (2011). The influence of parents, places and poverty on educational attitudes and aspirations. Joseph Rowntree Foundation.

Kumar, S., Sharma, M., & Singh, R. (2014). Personality Factors as Correlates of Emotional Maturity among Adolescents. Journal of the Indian Academy of Applied Psychology, 40(2), 221

Lopes, P. N., Salovey, P., Côté, S., Beers, M., & Petty, R. E. (2005). Emotion regulation abilities and the quality of social interaction. Emotion, 5(1), 113.

Mazibuko, M.E., & Tlale, L.D.N. (2014). Adolescents’ positive future orientation as a remedy for substance abuse: an ecosystemic view. Mediterranean Journal of Social Science, 5 (2), 69-78

Mester, D. (2013). Research of the background factors influencing college student’s future orientation. Theses of Doctoral Dissertation. University of Debrecen

Morris, A. S., Silk, J. S., Morris, M. D., Steinberg, L., Aucoin, K. J., & Keyes, A. W. (2011). The influence of mother–child emotion regulation strategies on children's expression of anger and sadness. Developmental psychology, 47(1), 213.

Nurmi, J. E. (2002). An introduction: Thinking about, preparing for and negotiating the future. Adolescents’ future-orientation. Oxford: Peter Lang.

Ochsner, K. N., & Gross, J. J. (2008). Cognitive emotion regulation insights from social cognitive and affective neuroscience. Current Directions in Psychological Science, 17(2), 153-158

Pastey, G. S., & Aminbhavi, V. A. (2006). Impact of emotional maturity on stress and self confidence of adolescents. Journal of the Indian Academy of Applied Psychology, 32(1), 66-70.

Pomerantz, E. M., Kim, E. M., & Cheung, C. (2012). Parents’ involvement in children learning. Dalam Harris, K. R., Graham, S., & Urdan, T. (Editor), individual difference and Culturral and Contextual Factors. American Psychological Association

Punithavathi, S. (2013). Emotional Maturity and Decision Making Styles Among Arts And Science And Engineering College Women STUDENTS. Asia Pacific Journal of Marketing & Management Review, 2 (4), 46-49.

Richards, J. M., & Gross, J. J. (2000). Emotion regulation and memory: the cognitive costs of keeping one's cool. Journal of personality and social psychology, 79(3), 410.

Robbins, R. J. (1994). An assessment of perceptions of parental autonomy support and control: Child and parent correlates. Unpublished Doctoral Dissertation, Department of Psychology, University of Rochester, 1994.

Romero, A. (2013). Educational future orientation of middle school latino students. Counseling and Psychological Services Dissertation. Georgia State University.

Rosenzweig, C. (2001). A Meta-Analysis of Parenting and School Success: The Role of Parents in Promoting Students' Academic Performance.

Seginer, R. (2003). Adolescent Future Orientation: An Integrated Cultural and Ecological Perspective. Online Readings in Psychology and Culture, 6(1), 5. http://dx.doi.org/10.9707/2307-0919.1056.

Seginer, R. (2009). Future orientation: Developmental and ecological perspectives. New York: Springer.

Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five‐year longitudinal study. Child development, 73(2), 445-460.

Sheppes, G., & Gross, J. (2012). Emotion regulation effectiveness: What works when. Dalam H. A. Tennen dan J. M. Suls (Eds.), Handbook of Psychology, Volume Five: Personality and Social Psychology. New York, NY: Wiley

Supple, A. J., & Small, S. A. (2006). The influence of parental support, knowledge, and authoritative parenting on Hmong and European American adolescent development. Journal of family Issues, 27(9), 1214-1232.

Steinberg, L., Graham, S., O’Brien, L., Woolard, J., Cauffman, E., &

Banich, M. (2009). Age differences in future orientation and delay discounting. Child development, 80(1), 28-44.

Tamir, M. (2011). The maturing field of emotion regulation. Emotion Review,3(1), 3-7.

Tottenham, N., Hare, T. A., & Casey, B. J. (2011). Behavioral assessment of emotion discrimination, emotion regulation, and cognitive control in childhood, adolescence, and adulthood. Frontiers in psychology, 2.

Trempała, J. (2002). Adolescents' future-orientation: theory and research (Vol. 691). Peter Lang Publishing.

Wartman, K. L., & Savage, M. (2008). Parental involvement in higher education: Understanding the relationship among students, parents, and the institution. Jossey-Bass.