Page 156 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 156
target group that the paper refers to are adolescents. However, in discussing
styles of upbringing it is impossible not to discuss the relationship between
children and parents in the first few years of children’s lives, when the rela-
tionship is developed to a decisive extent. During interaction with children,
parents and other adults start using various socialisation processes a when
children are approximately two years old and are able to follow demands and
directions (Marjanovič Umek and Zupančič, 2004). Socialisation-related de-
mands directed at children increase in amount and multifacetedness in early
childhood, and there are considerable differences between parents and other
adults in terms of what their demands are like, and in what way they commu-
nicate these demands (Marjanovič Umek and Zupančič, 2004).
Definition of Parenting Styles According
to Diane Baumrind’s Two Dimensions in Parenting
One of the best known definitions of socialisation processes in parents are
156 the parenting styles by D. Baumrind (1967). Based on her observations of par-
ents interacting with preschool children, Baumrind highlighted two basic di-
mensions of parenting styles: parental demandingness/undemandingness
and parental responsiveness/unresponsiveness. In relation to the dimension
of demandingness undemandingness, demanding parents put forward rela-
tively high parental demands and insist on predefined standards of behaviour,
whereas undemanding parents do not demand much from their children; and
if they do make demands, they are not persistent and mostly do not wish to in-
fluence their children. Within the dimension of responsiveness/unresponsive-
ness, responsive parents are accepting towards their children and are almost
always responsive, whereas unresponsive parents mainly reject their children
and are seldom responsive. Using combinations of these two parental behav-
iour dimensions, Baumrind recognised four parenting styles: an authoritarian
parenting style - the style of enforcing power (characterised by high demands
and unresponsiveness to children’s needs, interests, rights), an authoritative
parenting style (characterised by a combination of high demands and respon-
siveness), a permissive parenting style – the style of inefficient control (char-
acterised by low demands and responsiveness) and an uninvolved parenting
style (characterised by parents’ lack of demands and responsiveness) (Baum-
rind, 1967).
student (under)achievement: perspectives, approaches, challenges
styles of upbringing it is impossible not to discuss the relationship between
children and parents in the first few years of children’s lives, when the rela-
tionship is developed to a decisive extent. During interaction with children,
parents and other adults start using various socialisation processes a when
children are approximately two years old and are able to follow demands and
directions (Marjanovič Umek and Zupančič, 2004). Socialisation-related de-
mands directed at children increase in amount and multifacetedness in early
childhood, and there are considerable differences between parents and other
adults in terms of what their demands are like, and in what way they commu-
nicate these demands (Marjanovič Umek and Zupančič, 2004).
Definition of Parenting Styles According
to Diane Baumrind’s Two Dimensions in Parenting
One of the best known definitions of socialisation processes in parents are
156 the parenting styles by D. Baumrind (1967). Based on her observations of par-
ents interacting with preschool children, Baumrind highlighted two basic di-
mensions of parenting styles: parental demandingness/undemandingness
and parental responsiveness/unresponsiveness. In relation to the dimension
of demandingness undemandingness, demanding parents put forward rela-
tively high parental demands and insist on predefined standards of behaviour,
whereas undemanding parents do not demand much from their children; and
if they do make demands, they are not persistent and mostly do not wish to in-
fluence their children. Within the dimension of responsiveness/unresponsive-
ness, responsive parents are accepting towards their children and are almost
always responsive, whereas unresponsive parents mainly reject their children
and are seldom responsive. Using combinations of these two parental behav-
iour dimensions, Baumrind recognised four parenting styles: an authoritarian
parenting style - the style of enforcing power (characterised by high demands
and unresponsiveness to children’s needs, interests, rights), an authoritative
parenting style (characterised by a combination of high demands and respon-
siveness), a permissive parenting style – the style of inefficient control (char-
acterised by low demands and responsiveness) and an uninvolved parenting
style (characterised by parents’ lack of demands and responsiveness) (Baum-
rind, 1967).
student (under)achievement: perspectives, approaches, challenges
