Page 157 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 157
Definition of Parenting Styles according 157
to the Three-Dimensional Model by Zoran Milivojević
The theoretical background of the three-dimensional model of parenting orig-
inates in the transactional analysis theory. Various authors specialising in the
field of transactional analysis have researched children’s socialisation within
and outside the family (e.g. Biddulph, 1998, 2003; Illsley Clarke and Dawson,
1998; James, 2001). The foundations of the three-dimensional model of par-
enting styles were developed by Zoran Milivojević et al. (Milivojević, Bilban,
Kokelj, Kramberger and Steiner, 2004) as part of his supervision work with ed-
ucation practitioners; the model was later supplemented and adapted in ac-
cordance with the results of contemporary developmental psychology stud-
ies (Rutar Leban, 2011).
In comparison with the model of parenting styles by D. Baumrind (1971,
1991), who focused on two dimensions of parenting styles (demandingness
and responsiveness), the three-dimensional model treats the dimension of re-
sponsiveness as two separate dimensions, i.e. the dimension of parents’ re-
sponsiveness to children’s socially acceptable behaviour - the authors call it
the dimension of praise and rewards (Milivojević et al., 2004) and the dimen-
sion of parents’ responsiveness to children’s undesirable behaviour - the au-
thors call it the dimension of criticism and punishment (Milivojević et al., 2004).
The authors of the three-dimensional model define the dimension of demand-
ingness as goal setting.
Goal Setting
Setting goals for a child or making demands is one of the fundamental parts of
the parenting process (Baumrind, 1997). By setting short-term goals through-
out the process of socialisation, parents and other child-rearers lead the child
to a long-term goal – acquisition of suitable competencies for an independent
life in society. In respect to the dimension of demandingness, the authors of
the three-dimensional model highlight the importance of adjusting child-rear-
ers’ demandingness towards children based on children’s competencies and
their development level (Milivojević et al., 2004). In terms of the characteristics
of demands put forward by children’s parents or other child-rearers, the model
provides two standards for determining the suitability of the style of upbring-
ing style in respect of the dimension of demandingness:
- the quality of the presented demand;
- the quantity of the presented demands.
In terms of the quality standard, the demand must be in accordance with
children’s competencies and their development level and must simultaneous-
parenting and teaching styles as support or an obstacle to children´s learning achievement
to the Three-Dimensional Model by Zoran Milivojević
The theoretical background of the three-dimensional model of parenting orig-
inates in the transactional analysis theory. Various authors specialising in the
field of transactional analysis have researched children’s socialisation within
and outside the family (e.g. Biddulph, 1998, 2003; Illsley Clarke and Dawson,
1998; James, 2001). The foundations of the three-dimensional model of par-
enting styles were developed by Zoran Milivojević et al. (Milivojević, Bilban,
Kokelj, Kramberger and Steiner, 2004) as part of his supervision work with ed-
ucation practitioners; the model was later supplemented and adapted in ac-
cordance with the results of contemporary developmental psychology stud-
ies (Rutar Leban, 2011).
In comparison with the model of parenting styles by D. Baumrind (1971,
1991), who focused on two dimensions of parenting styles (demandingness
and responsiveness), the three-dimensional model treats the dimension of re-
sponsiveness as two separate dimensions, i.e. the dimension of parents’ re-
sponsiveness to children’s socially acceptable behaviour - the authors call it
the dimension of praise and rewards (Milivojević et al., 2004) and the dimen-
sion of parents’ responsiveness to children’s undesirable behaviour - the au-
thors call it the dimension of criticism and punishment (Milivojević et al., 2004).
The authors of the three-dimensional model define the dimension of demand-
ingness as goal setting.
Goal Setting
Setting goals for a child or making demands is one of the fundamental parts of
the parenting process (Baumrind, 1997). By setting short-term goals through-
out the process of socialisation, parents and other child-rearers lead the child
to a long-term goal – acquisition of suitable competencies for an independent
life in society. In respect to the dimension of demandingness, the authors of
the three-dimensional model highlight the importance of adjusting child-rear-
ers’ demandingness towards children based on children’s competencies and
their development level (Milivojević et al., 2004). In terms of the characteristics
of demands put forward by children’s parents or other child-rearers, the model
provides two standards for determining the suitability of the style of upbring-
ing style in respect of the dimension of demandingness:
- the quality of the presented demand;
- the quantity of the presented demands.
In terms of the quality standard, the demand must be in accordance with
children’s competencies and their development level and must simultaneous-
parenting and teaching styles as support or an obstacle to children´s learning achievement
