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"ABSTRAKPenelitian ini bertujuan untuk menguji peran penalaran moral prososial dan persepsi gaya pengasuhan sebagai prediktor tingkah laku prososial. Penelitian ini melibatkan 307 orang remaja (219 remaja putri, 88 remaja putra) dengan rata- rata usia 17,63 tahun (rentang usia 13-24 tahun). Tingkah laku prososial diukur dengan Prosocial Tendencies Measures-Revised (Carlo & Randall, 2003) yang mencakup kategori altruism, anonymous, compliant, dire, emotional dan public Penalaran Moral Prososial diukur dengan Prosocial Reasoning Objective Measures (Eisenberg, Carlo & Knight, 1992) yang mengidentifikasi orientasi penalaran hedonistic, approval, needs, stereotyped dan internalized. Persepsi gaya pengasuhan diukur dengan Parental Authority Questionnaire (Trinkner, 2012) yang memilah gaya otoritatif, otoritarian dan permisif. Ketiga instrumen tersebut memiliki nilai reliabilitas yang tinggi dengan nilai r berturut-turut r = 0,78, r = 0,71 dan r = 0,72.Penalaran moral prososial dan persepsi gaya pengasuhan dapat memprediksi tingkah laku prososial pada remaja. Persepsi remaja terhadap gaya pengasuhan orang tua berkontribusi lebih besar (11,4%) dibandingkan penalaran moral prososial (5,2%). Semakin kuat persepsi bahwa orang tua bergaya pengasuhan otoritatif, semakin kuat kecenderungan remaja untuk bertingkah laku altuistik. Semakin kuat persepsi bahwa orang tua bergaya pengasuhan permisif, semakin kuat kecenderungan remaja untuk bertingkah laku prososial emosional. Remaja putra lebih banyak menampilkan tingkah laku prososial dire, sementara remaja putri lebih banyak bertingkah laku altruistik

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ABSTRACTThis research aimed at exploring prosocial moral reasoning and perceived parenting style as predictors of prosocial behavior. Involving 307 adolescents (219 female, 88 male, Mage = 17,6, range = 13-24), prosocial behavior was measured using Prosocial Tendencies Measure-Revised (Carlo & Randall, 2003) which identifies altruism, anonymous, compliant, dire, emotional and public. Prosocial moral reasoning was measured using Prosocial Reasoning Objective Measure (Eisenberg, Carlo & Knight, 1992) indicating hedonistic, approval, needs, stereotyped and internalized reasoning orientation. Perceived Parenting Style measured by PAQ (Parental Authority Questionnaire, Trinkner 2012) identifying authoritative, authoritarian and permissive parenting style. Those instruments have high reliability i.e, r = 0,78, r = 0,71, and r = 0,72 respectively.Prosocial behavior was predicted by prosocial moral reasoning and perceived parenting style. Perceived parenting style contributed (11,4%) more than prosocial moral reasoning (5,2%). The stronger the adolescent?s perception that their parents used authoritative parenting style, the more they showed altruistic prosocial behavior. The stronger adolescent?s perception that their parents used permissive parenting style, the more they showed emotional prosocial behavior. Male adolescent showed more dire prosocial behavior while female adolescent more altruistic prosocial behavior"

""John Santrock's Life-Span Development has won wide praise for accurate, up-to-date coverage and its unique Learning Goals system. Highlights of this revision include expanded coverage of adulthood and aging, more than 2,100 twenty-first-century research citations, and a new student LifeMap CD-ROM." "A new LifeMap CD-ROM is packaged free with each new copy of the textbook. The LifeMap CD-ROM includes video clips illustrating key concepts, interviews with prominent researchers, test questions with feedback, summaries of each video clip, and suggested websites for further information. These media resources are referenced in the book and supplements to form a cohesive media package. Book jacket."--Jacket."

"Pemakaian internet berlebih dapat menyebabkan kecanduan internet. Kecanduan internet menyebabkan berbagai dampak negatif, salah satunya perkembangan sosial. Perkembangan sosial anak usia sekolah merupakan masa peralihan yang memiliki rasa ketertarikan untuk mengeksplorasi lingkungan sekitar. Penelitian ini bertujuan untuk mengetahui hubungan kecanduan internet dengan perkembangan sosial anak usia sekolah di Kelurahan Makasar. Desain penelitian yang digunakan adalah cross-sectional dengan jumlah responden 287 yang dipilih melalui teknik cluster stratified random sampling. Pengukuran kecanduan internet menggunakan instrumen Internet Addiction Test dan perkembangan sosial anak diukur menggunakan instrumen Social Skill Inventory. Hasil penelitian dianalisis menggunakan uji korelasi gamma dan didapatkan hasil bahwa terdapat korelasi yang bermakna dengan arah korelasi positif dengan kekuataan korelasi kuat antara kecanduan internet dengan perkembanan sosial anak (p value= 0,0001, r= 0,615). Hasil penelitian diharapkan dapat dijadikan sebagai informasi dan invoasi untuk edukasi pemakaian internet yang bijak dan menstimulus perkembangan sosial anak dalam proses pembelajaran di rumah atau sekolah.

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Excessive use of the internet can cause internet addiction. Internet addiction causes various negative effects, one of which is social development. The social development of school-age children is a transitional period that has an interest in exploring the surrounding environment. This study aims to adhere to the relationship of internet addiction to the social development of school-age children in the Makassar Village. The research design used was cross-sectional with the number of respondents 287 selected through the cluster stratified random sampling technique. Measurements of internet addiction using the Internet Addiction Test instrument and the development of child sosia were measured using the Social Skill Inventory instrument. The results of the study were annotated using the gamma correlation test and the results showed that there was a significant correlation with the direction of the positive correlation with the strong correlation between internet addiction and children's social development (p = 0,0001, r = 0.615). The results of the research are expected to be used as information and investment for educating wise internet usage and stimulating children's social development in the learning process at home or school."