Identitetni položaji slovenskih mladostnikov v povezavi z vzgojnimi stili njihovih staršev : magistrsko delo

Brulc, Urška (avtor), Prosen, Simona (mentor)

V magistrskem delu smo želeli ugotoviti, ali obstajajo povezave med identitetnim položajem slovenskih dijakov_inj in vzgojnim stilom njihovih staršev. V teoretičnem delu smo najprej opredelili glavne pojme – mladostništvo, identiteto in identitetne položaje po avtorju Jamesu Marcii ter vzgojne stile po avtorici Diane Baumrind. Nato smo v empiričnem delu raziskali povezavo identitetnega položaja dijakov_inj z vzgojnim stilom njihovih staršev, k temu pa smo dodali še nekatere druge spremenljivke, kot so starost, spol, zaključni učni uspeh dijakov_inj in socialno-ekonomski status družine. V kvantitativni raziskavi smo uporabili dva ločena vprašalnika: vprašalnik starševske avtoritete PAQ (Alkharusi idr., 2011) in vprašalnik identitetnih položajev po Marcii EOM-EIS2 (Nwe Oo, 2015). V raziskavo so bili vključeni dijaki in dijakinje dolenjskih srednjih šol, ki obiskujejo programe srednjega strokovnega ali poklicnega tehniškega izobraževanja. V celoti je vprašalnik za ugotavljanje starševskega vzgojnega stila izpolnilo 198 (100 %), vprašalnik za prevladujoč identitetni položaj pa 177 (89,4 %) dijakov_inj. Rezultati so pokazali, da se vsak starševski vzgojni stil v pozitivni smeri statistično značilno povezuje z vsaj enim identitetnim položajem. Pri avtoritativnem stilu vzgoje je bila potrjena statistično pomembna povezava z zrelim identitenim položajem, pri avtoritarnem stilu povezava z razpršenim in privzetim identitetnim položajem ter moratorijem, pri permisivnem stilu pa z dvema identitetnima položajema – razpršenim in privzetim. Dokazali smo tudi statistično značilne razlike med spoloma pri stilu vzgoje ter identitenem položaju dijaka_inje: pri avtoritarnem in permisivnem stilu vzgoje ter pri razpršenem in privzetem identitetnem položaju – povsod so višje rezultate dosegli dijaki moškega spola. Statistično pomembne razlike pa se v večini niso pokazale med mlajšimi in starejšimi dijaki_njami, razen pri avtoritarnem stilu vzgoje, ki je bil bolj zastopan pri mlajši skupini. Ugotovili smo tudi negativno statistično pomembno povezavo šolskega uspeha dijakov_inj z avtoritarnim in permisivnim vzgojnim stilom, ravno tako tudi z večino identitenih položajev – razpršenim, privzetim in moratorijem. Statistično značilne razlike smo dokazali tudi v socialno-ekonomskem statusu družin z avtoritativnim ter permisivnim vzgojnim stilom. Pri identitetnih položajih se statistično pomembne razlike glede na socialno-ekonomski status družine niso pokazale. Rezultati naše raziskave lahko znatno prispevajo k razumevanju trenutnega identitetnega položaja mladostnikov in širšega okolja, v katerem odraščajo. Slednje lahko strokovnim delavcem omogoča bolj premišljeno pedagoško delovanje, odziv in izbiro intervencij.

• Jezik: Slovenski jezik
• Ključne besede: Mladostniki, Individualnost, identiteta, identitetni položaj, vzgojni stil staršev
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Kraj izida: Ljubljana
• Založnik: U. Brulc
• Leto izida: 2025
• Št. strani: 52 str.
• PID: 20.500.12556/RUL-169457
• UDK: 316.7:37.013.42(043.2)
• COBISS.SI-ID: 237755395
• Datum objave v RUL: 29.05.2025

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Identity positions of Slovenian adolescents in relation to their parents' parenting style

Izvleček

In this master's thesis, we wanted to find out whether there are connections between the identity positions of Slovenian students and the parenting styles of their parents. In the theoretical part, we first defined the main concepts – adolescence, identity, and identity positions according to the author James Marcia, and parenting styles according to the author Diane Baumrind. In the empirical part, we researched the connection between the identity positions of students and the parenting styles of their parents, while including some other variables, such as age, gender, final academic achievement of students, and the socio-economic status of the family. In the quantitative research, we used two separate questionnaires: the Parental Authority Questionnaire PAQ (Alkharusi et al., 2011) and the Marcia Identity Positions Questionnaire EOM-EIS2 (Nwe Oo, 2015). The research included male and female high school students in the Dolenjska region who are attending programs of upper secondary vocational education and upper secondary technical education. A total of 198 students (100%) completed the questionnaire measuring parental style, while 177 students (89.4%) completed the questionnaire measuring dominant identity position. The results showed that each of the parenting styles is statistically significantly associated in a positive direction with at least one of the identity positions. In the case of an authoritative parenting style, a statistically significant association with a mature identity position was confirmed. For the authoritarian parenting style, we proved the connection with the diffusion status, foreclosure status, and moratorium, while for the permissive parenting style, we proved a connection with two identity positions – diffusion status and foreclosure status. We also proved statistically significant differences between genders in parenting styles and identity positions of students: in the case of authoritarian and permissive styles of parenting, as well as in the diffuse and foreclosure identity positions – higher results were achieved in all categories by male students. In most cases, statistically significant differences were not found between younger and older students except with authoritarian parenting style, which was more prevalent among younger students. We also found that there is a negative, statistically significant correlation between the academic achievements of students and authoritarian and permissive styles of parents, as well as with the most identity positions – diffuse, foreclosure, and moratorium. We also proved statistically significant differences between the socio-economic status of the family in authoritative and permissive parenting styles. In the case of identity positions, statistically significant differences regarding the socio-economic status of the family did not emerge. The obtained results can significantly contribute to the understanding of the current identity positions of adolescents and the broader environment in which they are growing up. The latter can enable professionals to apply more thoughtful pedagogical actions and responses and make better intervention choices.

• Ključne besede: Adolescents, identity, identity positions, parenting styles