Parenting and teaching styles in relation to student characteristics and self-regulated learning

Žerak, Urška (avtor), Juriševič, Mojca (avtor), Pečjak, Sonja (avtor)

Parents and teachers play a key role in developing students' self-regulated learning (SRL), which is closely linked to academic achievement and acts as a protective factor for students from low socioeconomic backgrounds. Research has shown that authoritative parenting style, parental responsiveness, emotional warmth, behavioural control, and autonomy support are associated with better academic performance. In addition, studies have shown that the quality of the teacher-student relationship plays an important role in the development of SRL. However, there is limited research on the relationship between school and home environmental factors, student characteristics, and SRL, especially in primary school. The present study examined the relationship between parenting styles, teaching styles, student characteristics, and SRL. The sample included 328 ninth-grade students in Slovenian primary schools. SRL, parenting styles, and teaching styles were assessed using student self-reports. Using latent profile analysis, three subtypes of parenting styles (discipline-oriented parenting, democratic parenting, and responsive parenting) and three subtypes of teaching styles (autonomy-supportive teaching, diverse teaching, and directive teaching) were identified. Results indicate that students who perceive autonomy-supportive teaching and responsive parenting styles exhibit higher levels of SRL. Autonomy-supportive teaching was positively associated with student achievement. This study highlights the importance of an authoritative parenting and teaching style for the development of SRL in primary school.

• Jezik: Angleški jezik
• Ključne besede: parenting style, teaching style, self-regulated learning, primary education, autonomy support, latent profile analysis
• Vrsta gradiva: Članek v reviji
• Tipologija: 1.01 - Izvirni znanstveni članek
• Organizacija: PEF - Pedagoška fakulteta; FF - Filozofska fakulteta
• Status publikacije: Objavljeno
• Različica publikacije: Objavljena publikacija
• Leto izida: 2024
• Št. strani: Str. 1327–1351
• Številčenje: Vol. 39, iss. 2
• PID: 20.500.12556/RUL-151442
• UDK: 37.015.3
• ISSN pri članku: 1878-5174
• DOI: 10.1007/s10212-023-00742-0
• COBISS.SI-ID: 165572355
• Datum objave v RUL: 06.10.2023

Gradivo je del revije

• Naslov: European journal of psychology of education
• Založnik: Springer Nature, Instituto Universitário de Ciências Psicológicas, Sociais e da Vida (ISPA)
• ISSN: 1878-5174
• COBISS.SI-ID: 516089113

Licence

• Licenca: CC BY 4.0, Creative Commons Priznanje avtorstva 4.0 Mednarodna
• Povezava: http://creativecommons.org/licenses/by/4.0/deed.sl
• Opis: To je standardna licenca Creative Commons, ki daje uporabnikom največ možnosti za nadaljnjo uporabo dela, pri čemer morajo navesti avtorja.

Sekundarni jezik

• Jezik: Slovenski jezik
• Ključne besede: starševski slog, učiteljski slog, samoregulativno učenje, podpora avtonomije, latentna analiza profilov, osnovnošolsko izobraževanje, starši, učenci