Page 161 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
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ir peers. The permissive parenting style is associated with children’s rela- 161
tive immaturity, difficulties controlling their impulses, emotions and behav-
iour, impossibility to be pleased, defiance and tendency for instant satisfaction
of needs. As for the uninvolved parenting style, on average, it has the most ad-
verse impact on children’s cognitive, emotional, social and moral development
(Baumrind, 1971; overview also in Marjanovič Umek and Zupančič, 2004; Vid-
mar and Zupančič, 2006; Zupančič, Podlesek and Kavčič, 2004).
Naturally, children’s development does not entirely depend on the style of
upbringing of their parents and other child-rearers. Likewise, the same style of
upbringing does not have an identical effect on all children. Children respond
to identical processes of upbringing differently and, on account of their tem-
peramental and personality traits, simultaneously also encourage child-rear-
ers to use different approaches. Which of the styles of upbringing will prevail
among parents and child-rearers is thus not only dependent on parents and
child-rearers themselves, but also on children and interactions between chil-
dren’s traits and characteristics of a style of upbringing (Marjanovič Umek and
Zupančič, 2004; Vidmar and Zupančič, 2006; Zupančič et al., 2004).
Although results of various studies suggest an authoritative parenting
style to be more efficient than others, this does not mean there is a general
positive effect of this style on all aspects of children’s development. Study find-
ings indicate socialisation processes are differently associated with different
aspects of children’s development (Petit, Bates and Dodge, 2000, in Zupančič
et al., 2004). Children with a difficult temperament experience the most pow-
erful and adverse impact from the permissive and uninvolved parenting style,
and slow children by the authoritarian style. Parents’common response to chil-
dren with a difficult temperament is, for instance, swinging between the au-
thoritarian parenting style (power assertion techniques) and permissive par-
enting style (inconsistency), but this is less common when it comes to children
with different temperamental patterns (overview in Marjanovič Umek and Zu-
pančič, 2004). The authoritarian parenting style (power assertion techniques)
exerts an adverse effect in raising shy and nervous children, but has no effect
on children who are not nervous (Kochanska, 1991, 1995, 1997).
In adolescence, the relationship between children (adolescents) and their
parents is generally reorganised, mainly in the sense of a more symmetrical
interaction, mutual communication and possibility of negotiations in conflict
situations (Allison and Sabatelli, 1988; Grotevant and Cooper, 1986), which al-
so impacts some of the elements of parenting style. Adolescents’ relationship
with their parents depends largely on the quality of the relationship prior to
adolescence. Parents who make demands that are in line which their children’s
competencies, provide an emotionally supportive environment, encourage
children’s autonomy and initiative and are more inclined towards adjustments
called for by the biological and psychological changes in adolescence. A well
parenting and teaching styles as support or an obstacle to children´s learning achievement
tive immaturity, difficulties controlling their impulses, emotions and behav-
iour, impossibility to be pleased, defiance and tendency for instant satisfaction
of needs. As for the uninvolved parenting style, on average, it has the most ad-
verse impact on children’s cognitive, emotional, social and moral development
(Baumrind, 1971; overview also in Marjanovič Umek and Zupančič, 2004; Vid-
mar and Zupančič, 2006; Zupančič, Podlesek and Kavčič, 2004).
Naturally, children’s development does not entirely depend on the style of
upbringing of their parents and other child-rearers. Likewise, the same style of
upbringing does not have an identical effect on all children. Children respond
to identical processes of upbringing differently and, on account of their tem-
peramental and personality traits, simultaneously also encourage child-rear-
ers to use different approaches. Which of the styles of upbringing will prevail
among parents and child-rearers is thus not only dependent on parents and
child-rearers themselves, but also on children and interactions between chil-
dren’s traits and characteristics of a style of upbringing (Marjanovič Umek and
Zupančič, 2004; Vidmar and Zupančič, 2006; Zupančič et al., 2004).
Although results of various studies suggest an authoritative parenting
style to be more efficient than others, this does not mean there is a general
positive effect of this style on all aspects of children’s development. Study find-
ings indicate socialisation processes are differently associated with different
aspects of children’s development (Petit, Bates and Dodge, 2000, in Zupančič
et al., 2004). Children with a difficult temperament experience the most pow-
erful and adverse impact from the permissive and uninvolved parenting style,
and slow children by the authoritarian style. Parents’common response to chil-
dren with a difficult temperament is, for instance, swinging between the au-
thoritarian parenting style (power assertion techniques) and permissive par-
enting style (inconsistency), but this is less common when it comes to children
with different temperamental patterns (overview in Marjanovič Umek and Zu-
pančič, 2004). The authoritarian parenting style (power assertion techniques)
exerts an adverse effect in raising shy and nervous children, but has no effect
on children who are not nervous (Kochanska, 1991, 1995, 1997).
In adolescence, the relationship between children (adolescents) and their
parents is generally reorganised, mainly in the sense of a more symmetrical
interaction, mutual communication and possibility of negotiations in conflict
situations (Allison and Sabatelli, 1988; Grotevant and Cooper, 1986), which al-
so impacts some of the elements of parenting style. Adolescents’ relationship
with their parents depends largely on the quality of the relationship prior to
adolescence. Parents who make demands that are in line which their children’s
competencies, provide an emotionally supportive environment, encourage
children’s autonomy and initiative and are more inclined towards adjustments
called for by the biological and psychological changes in adolescence. A well
parenting and teaching styles as support or an obstacle to children´s learning achievement
