Data were collected by interview using a questionnaire. Samples in this study were children and mothers (n=100) in urban poor areas, which are located in Empang Village and Tegal Lega Village, Bogor City.

The study design was cross-sectional study with proportional random sampling method. The aim of this research was to analyze the influence of the characteristics of children and family, interaction between children and parents as well as siblings toward school-age children’s emotional intelligence. Emotions play an important role in children’s lives because through the emotion someone knows what was perceived themselves and others. Meanwhile, regression results showed a positive effect of academic achievement on father's education (β=0.315, p-value=0.006) and authoritative parenting styles (β=0.259, p-value=0.014), as well as negatively on gender (β=-0.267, p-value=0.014) and permissive parenting style (β=-0.203, p-value=0.039).Įmotional intelligence is the ability of children to express their emotions appropriately. Self regulated learning were significantly and positively related with authoritative parenting style (r=0.257, p-value<0.05) and self-efficacy (r=0.330, p-value<0.01). Correlation results showed that there were significant and positive relationship between authoritarian parenting style with birth order, family size as well as gender. More than a half of samples had under average level in academic achievement. The result also showed that majority of samples had medium level in self-efficacy and self regulated learning. Result showed that majority of samples perceived their parent as authoritative (86.8%) followed by authoritarian (11.0%) and permissive (2.2%).

Data analysis included descriptive analysis and inference analysis (correlation test and linier regression test).

The study used self report method which involved 91 eighth grade students from two junior high schools in Bogor. This study was aimed to analyze the effect of child characteristics, family characteristics, parenting style perceived by adolescents, self-efficacy and self regulated learning on adolescents academic achievement. Academic achievement as one of learning outcome indicator in adolescents influenced by the self and family environment factors.

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