Page 162 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 162
differentiated family makes it possible for adolescents to think, feel and act in-
dependently of other family members and simultaneously calls for respect of
other family members’ right to autonomy (Crespi and Sabatelli, 1997). In spite
of increased autonomy in the relationship between parents and adolescents,
becoming independent does not also signify breaking off a positive emotion-
al attachment to parents. Some studies have shown that a combination of an
unsupportive family environment and high emotional independence from
one’s parents was an important indicator of adolescents’ problematic behav-
iour, psychological problems and low academic achievement (Chen and Dorn-
busch, 1998; Lamborn, Mounts, Steinberg and Dornbusch, 1991). Similar results
have been revealed by studies on the relationship between the type of attach-
ment to parents and adolescents’ psychological adjustment. Adolescents who
exhibit a secure attachment style are characterised by greater resistance of the
ego, lower anxiety, lower hostility towards their peers, a more positive self-im-
age and fewer psychological symptoms than adolescents who exhibit ambiv-
alent and avoidant attachment styles (Cooper, Shaver and Collins, 1998; Kobak
and Sceery, 1998). Adolescents’successful individualisation also involves main-
162 taining a positive emotional attachment to their parents.
Parenting Styles of Slovenian Parents
Results of various studies shows the predominant parenting style used by Slo-
venian parents of preschool children is the authoritative approach and the fos-
tering of children’s cognitive development; also existent to a smaller extent are
the permissive parenting style and the power-assertive parenting style (e.g.
Cugmas, 2003; Veber, 2003; Zupančič et al., 2004).
To make sure their children adopt acceptable behaviour, mothers of Slo-
venian children most often use verbal encouragement and less often offer
rewards. To do away with their children’s inappropriate or unacceptable be-
haviour mothers most commonly use distraction,1 induction2 and negative re-
inforcement,3 and less often fostering empathy and ignoring behaviour (Zu-
pančič and Kavčič, 2002, in Zupančič et al., 2004). In comparison with fathers,
mothers believe they encourage their children’s cognitive development to a
larger extent and regard themselves as authoritative. Contrary to this, fathers
report more frequent use of power assertion techniques and more inefficient
control over their children, compared to mothers (Zupančič et al., 2004). The
reasons for these differences, as pointed out by the authors, are mainly differ-
ences in the perception of a mother’s and father’s parental roles, differences in
1 Diverting attention.
2 An explanation of the consequences of children’s inappropriate behaviour.
3 In connection with some sort of inappropriate behaviour, children experience something unpleas-
ant (punishment) and are in the future therefore less inclined to this sort of behaviour.
student (under)achievement: perspectives, approaches, challenges
dependently of other family members and simultaneously calls for respect of
other family members’ right to autonomy (Crespi and Sabatelli, 1997). In spite
of increased autonomy in the relationship between parents and adolescents,
becoming independent does not also signify breaking off a positive emotion-
al attachment to parents. Some studies have shown that a combination of an
unsupportive family environment and high emotional independence from
one’s parents was an important indicator of adolescents’ problematic behav-
iour, psychological problems and low academic achievement (Chen and Dorn-
busch, 1998; Lamborn, Mounts, Steinberg and Dornbusch, 1991). Similar results
have been revealed by studies on the relationship between the type of attach-
ment to parents and adolescents’ psychological adjustment. Adolescents who
exhibit a secure attachment style are characterised by greater resistance of the
ego, lower anxiety, lower hostility towards their peers, a more positive self-im-
age and fewer psychological symptoms than adolescents who exhibit ambiv-
alent and avoidant attachment styles (Cooper, Shaver and Collins, 1998; Kobak
and Sceery, 1998). Adolescents’successful individualisation also involves main-
162 taining a positive emotional attachment to their parents.
Parenting Styles of Slovenian Parents
Results of various studies shows the predominant parenting style used by Slo-
venian parents of preschool children is the authoritative approach and the fos-
tering of children’s cognitive development; also existent to a smaller extent are
the permissive parenting style and the power-assertive parenting style (e.g.
Cugmas, 2003; Veber, 2003; Zupančič et al., 2004).
To make sure their children adopt acceptable behaviour, mothers of Slo-
venian children most often use verbal encouragement and less often offer
rewards. To do away with their children’s inappropriate or unacceptable be-
haviour mothers most commonly use distraction,1 induction2 and negative re-
inforcement,3 and less often fostering empathy and ignoring behaviour (Zu-
pančič and Kavčič, 2002, in Zupančič et al., 2004). In comparison with fathers,
mothers believe they encourage their children’s cognitive development to a
larger extent and regard themselves as authoritative. Contrary to this, fathers
report more frequent use of power assertion techniques and more inefficient
control over their children, compared to mothers (Zupančič et al., 2004). The
reasons for these differences, as pointed out by the authors, are mainly differ-
ences in the perception of a mother’s and father’s parental roles, differences in
1 Diverting attention.
2 An explanation of the consequences of children’s inappropriate behaviour.
3 In connection with some sort of inappropriate behaviour, children experience something unpleas-
ant (punishment) and are in the future therefore less inclined to this sort of behaviour.
student (under)achievement: perspectives, approaches, challenges
