Povezanost med vključevanjem v izobraževanje in vzgojnim slogom staršev ter učno uspešnostjo učencev

Perenič, Viktorija (author), Puklek Levpušček, Melita (mentor)

Učni uspeh je pomemben pokazatelj mladostnikove kasnejše socialne uspešnosti, poklicnih spretnosti in prihodka. Razumevanje dejavnikov, ki so z njim povezani, je zato ključnega pomena za zmanjševanje negativnih posledic učne neuspešnosti. V okviru magistrskega dela smo na vzorcu osnovnošolcev tretje triade želeli preveriti, kakšen je odnos med vzgojnimi slogi, vključevanjem staršev v izobraževanje in učnim uspehom. V raziskavi je sodelovalo 111 mladostnikov, ki so s pomočjo Vprašalnika o odnosih s starši (VOS; Kozina idr., 2010) in vprašalnika Starši in šola (IPI; Puklek Levpušček in Zupančič, 2009) poročali o vedenju staršev. Starši mladostnikov so poročali o učnem uspehu in starosti učencev ter svoji zaključeni stopnji izobrazbe. Rezultati so pokazali, da se učni uspeh pomembno pozitivno povezuje s starševskim pritiskom in negativno s starševsko psihološko oporo. Pomembnih povezav med učnim uspehom in vzgojnimi slogi nismo ugotovili. Analiza rezultatov ni pokazala pomembnih razlik med učenci in učenkami pri zaznavanju vključevanja staršev v njihovo izobraževanje. Pri zaznavanju vključevanja v izobraževanje prav tako nismo ugotovili razlik med skupinama mladostnikov z nižje in višje izobraženimi starši. Učenci sedmega razreda so poročali o pomembno večji količini starševske pomoči kot učenci osmega razreda, ti pa o pomembno večji količini pomoči kot učenci devetega razreda. Zaznana količina starševskega pritiska se med razredi ni pomembno razlikovala. Sedmošolci so pogosteje kot osmošolci poročali o avtoritativni vzgoji, med tem ko so devetošolci pogosteje kot sedmošolci poročali o avtoritarnem vzgojnem slogu staršev. Pogostost nagrajevanja, o kateri so poročali učenci, se med razredi ni razlikovala. Avtoritativni vzgojni slog se je negativno povezoval s starševskim pritiskom in pozitivno s psihološko oporo ter starševsko pomočjo. Avtoritarni vzgojni slog se je pozitivno povezoval s starševskim pritiskom in negativno s psihološko oporo. Predstavljene ugotovitve lahko nudijo dodaten vpogled v dejavnike učne uspešnosti mladostnikov in s tem pomagajo psihologom ter svetovalnim delavcem pri pripravi izobraževalnih programov za starše.

• Language: Slovenian
• Keywords: vključevanje staršev v izobraževanje, vzgojni slogi, učna uspešnost, mladostniki, osnovne šole
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: FF - Faculty of Arts
• Place of publishing: Ljubljana
• Publisher: [V. Perenič]
• Year: 2023
• Number of pages: 47 str.
• PID: 20.500.12556/RUL-147094
• COBISS.SI-ID: 157785859
• Publication date in RUL: 23.06.2023

Secondary language

• Language: English
• Title: Associations between parental involvement in education, parenting style and child's academic success

Abstract

Academic success is an important indicator of an adolescent's social success, professional skills and income later in life. Understanding the factors associated with it is therefore crucial for reducing the negative consequences of academic failure. Within the framework of the master's thesis, we examined the relationship between parenting styles, parental involvement and academic success on a sample of elementary school students. 111 adolescents took part in the study and reported on their parents' behaviour using the Relationship with Parents Questionnaire (VOS; Kozina idr., 2010) and the Inventory of Parental Influences (IPI; Puklek Levpušček in Zupančič, 2009). Their parents reported on the students' academic performance and age, and on the level of education they themselves have completed. The results showed that academic success is significantly positively associated with academic pressure and negatively with academic support. No significant correlations were found between academic success and parenting styles. The analysis of the results showed no significant differences between male and female students' perception of parental involvement. We also found no differences in parental involvement between adolescents with lower and higher educated parents. Seventh graders reported significantly more academic help from parents than eighth graders, who reported significantly more academic help than ninth graders. Perceived amount of academic pressure did not differ significantly between grades. Seventh-graders more often reported authoritarian parenting than eighth-graders, while ninth-graders reported authoritarian parenting style more often than seventh-graders. The amount of rewarding students reported did not differ between grades. Authoritative parenting style was negatively associated with academic pressure and positively with academic support and academic help. Authoritarian parenting style was positively associated with parental pressure and negatively with academic support. The presented findings can provide additional insight into the factors of academic performance of adolescents and thus guide psychologists and counsellors in the preparation of educational programs for parents.

• Keywords: Parental involvement, parenting style, academic achievement, adolescents, elementary schools