Page 160 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 160
receive sufficient information for suitable social development. Child-reares’ in-
consistency in responding is exhibited through children’s increased defiance
(Snyder and Patterson, 1995), makes children draw the conclusion that their
behaviour does not create a reliable impact on the environment, which is dis-
played through their reduced motivation for achieving more demanding goals
(Baumrind, 1997; Millar, 1972; Watson, 1971).
Authors of the three-dimensional model (Milivojević et al., 2004) believe
messages about children’s unacceptable behaviour are likewise inappropriate
if used when children are behaving in an appropriate manner (for instance,
when child-rearers repeatedly remind them of inappropriate behaviour dis-
played an hour or even a day before that, while children are now behaving in a
perfectly appropriate manner). In this case, messages are not suitable in terms
of their quantity and through them children’s attention is redirected to socially
unacceptable behaviour, which increases the likelihood of children repeating
it. This sort of inappropriate communication in upbringing can likewise lead to
an unsuitable, negative self-image.
In respect of interaction between parents or child-rearers and children,
160 the authors distinguish between six parenting styles in individual dimensions
(Milivojević et al., 2004): authoritative, authoritarian, permissive, overly protec-
tive parenting, uninvolved parenting style and the power-assertive parenting
style.
The Impact of Parenting Styles on Children’s
Development
Results of various studies show the authoritative parenting style is, general-
ly speaking, most suitable for raising children in western, technologically ad-
vanced countries (e.g. Baumrind, 1967, 1971, 1989; Cugmas, 2003; Darling and
Steinberg, 1993; Denham, Renwick and Holt, 1991; Kuczyinski and Kochan-
ska, 1995). This parenting style is often associated with children’s higher so-
cial competency, moral development, good mood, self-confidence, efficient
emotion regulation, age-appropriate independence, tendency to control the
environment and learn new things, as well as adaptability within education-
al institutions.
Children raised in a predominantly authoritarian parenting style exhibit a
negative mood, anxiety and sadness more commonly (Baumrind, 1971) than
children raised in the authoritative parenting style. The former are, in com-
parison with the latter, more suppressed in their behaviour, more dependent
on adults and less inclined to exploring the environment. They often express
hostility towards their peers in situations involving conflicting needs, opin-
ions and interest and are, in general, less socially adapted in comparison with
student (under)achievement: perspectives, approaches, challenges
consistency in responding is exhibited through children’s increased defiance
(Snyder and Patterson, 1995), makes children draw the conclusion that their
behaviour does not create a reliable impact on the environment, which is dis-
played through their reduced motivation for achieving more demanding goals
(Baumrind, 1997; Millar, 1972; Watson, 1971).
Authors of the three-dimensional model (Milivojević et al., 2004) believe
messages about children’s unacceptable behaviour are likewise inappropriate
if used when children are behaving in an appropriate manner (for instance,
when child-rearers repeatedly remind them of inappropriate behaviour dis-
played an hour or even a day before that, while children are now behaving in a
perfectly appropriate manner). In this case, messages are not suitable in terms
of their quantity and through them children’s attention is redirected to socially
unacceptable behaviour, which increases the likelihood of children repeating
it. This sort of inappropriate communication in upbringing can likewise lead to
an unsuitable, negative self-image.
In respect of interaction between parents or child-rearers and children,
160 the authors distinguish between six parenting styles in individual dimensions
(Milivojević et al., 2004): authoritative, authoritarian, permissive, overly protec-
tive parenting, uninvolved parenting style and the power-assertive parenting
style.
The Impact of Parenting Styles on Children’s
Development
Results of various studies show the authoritative parenting style is, general-
ly speaking, most suitable for raising children in western, technologically ad-
vanced countries (e.g. Baumrind, 1967, 1971, 1989; Cugmas, 2003; Darling and
Steinberg, 1993; Denham, Renwick and Holt, 1991; Kuczyinski and Kochan-
ska, 1995). This parenting style is often associated with children’s higher so-
cial competency, moral development, good mood, self-confidence, efficient
emotion regulation, age-appropriate independence, tendency to control the
environment and learn new things, as well as adaptability within education-
al institutions.
Children raised in a predominantly authoritarian parenting style exhibit a
negative mood, anxiety and sadness more commonly (Baumrind, 1971) than
children raised in the authoritative parenting style. The former are, in com-
parison with the latter, more suppressed in their behaviour, more dependent
on adults and less inclined to exploring the environment. They often express
hostility towards their peers in situations involving conflicting needs, opin-
ions and interest and are, in general, less socially adapted in comparison with
student (under)achievement: perspectives, approaches, challenges
