Page 163 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 163
hers’ and fathers’ opinions on what is efficient parenthood and differenc- 163
es in daily situations that involve interactions between a mother and a child,
or a father and a child. Nevertheless, researchers have, in parenting practices
of parents of one of the children, found moderate correlations indicating that
there are more similarities than differences between parenting practices used
by mothers and fathers .
A comparison of parenting styles in terms of children’s gender showed
no statistically significant differences (Zupančič et al., 2004). According to the
comparison, babies’ and toddlers’ parents respond to both girls and boys in a
similar way, make similar discipline-related demands, show affection in equal
measure, provide children with equal opportunities for learning, provide them
with similar toys and other play materials etc. (Veber, 2003; Zupančič, 1999, in
Zupančič, Kavčič and Fekonja, 2003).This may indicate that in Slovenia, ste-
reotypes about gender-differences in child-rearing are disappearing; at least
none of them were noticeable in the aforementioned studies in relation to par-
ents of children up to the age of three. However, it needs to be taken into con-
sideration that study results suggest parents do perceive their child-rearing
practices to be the same, or similar, regardless of children’s gender, which does
not necessarily mean this is reflected in the relationship with their children.
Teaching Style
In the 1980s, researchers investigated students’ behaviour in different class-
es with the aim of establishing whether students’ behaviour was also depend-
ent on the teaching style (overview in Evertson and Emmer, 1982). As was the
case in studies of the relationship between the parenting style and children’s
behaviour, here – i.e. in research of the relationship between students’ behav-
iour and the teaching style - it was likewise revealed that in dealing with stu-
dents who expressed a greater interest in schoolwork and delivered a better
learning performance, teachers used consistent and appropriate control (for
instance, they used praise, rewards and suitable punishment, and gave clear
instructions) and responded to students’ needs suitably (for instance, they ex-
plained the significance of completing certain tasks to students, they adjusted
the difficulty level of tasks to students’ knowledge and competencies) (over-
view in Emmer, Evertson and Anderson, 1980).
Recent studies of relationships between teaching styles and different are-
as of students’ development point to the importance of consistent control, au-
tonomy support and suitable responsiveness to students’ needs. In one of the
studies (Patrick, Turner, Meyer and Midgley, 2005), as part of which lessons in
several classes of Year 6 of primary school were observed, researchers identi-
fied three different types of classroom environment, all of which were influ-
parenting and teaching styles as support or an obstacle to children´s learning achievement
es in daily situations that involve interactions between a mother and a child,
or a father and a child. Nevertheless, researchers have, in parenting practices
of parents of one of the children, found moderate correlations indicating that
there are more similarities than differences between parenting practices used
by mothers and fathers .
A comparison of parenting styles in terms of children’s gender showed
no statistically significant differences (Zupančič et al., 2004). According to the
comparison, babies’ and toddlers’ parents respond to both girls and boys in a
similar way, make similar discipline-related demands, show affection in equal
measure, provide children with equal opportunities for learning, provide them
with similar toys and other play materials etc. (Veber, 2003; Zupančič, 1999, in
Zupančič, Kavčič and Fekonja, 2003).This may indicate that in Slovenia, ste-
reotypes about gender-differences in child-rearing are disappearing; at least
none of them were noticeable in the aforementioned studies in relation to par-
ents of children up to the age of three. However, it needs to be taken into con-
sideration that study results suggest parents do perceive their child-rearing
practices to be the same, or similar, regardless of children’s gender, which does
not necessarily mean this is reflected in the relationship with their children.
Teaching Style
In the 1980s, researchers investigated students’ behaviour in different class-
es with the aim of establishing whether students’ behaviour was also depend-
ent on the teaching style (overview in Evertson and Emmer, 1982). As was the
case in studies of the relationship between the parenting style and children’s
behaviour, here – i.e. in research of the relationship between students’ behav-
iour and the teaching style - it was likewise revealed that in dealing with stu-
dents who expressed a greater interest in schoolwork and delivered a better
learning performance, teachers used consistent and appropriate control (for
instance, they used praise, rewards and suitable punishment, and gave clear
instructions) and responded to students’ needs suitably (for instance, they ex-
plained the significance of completing certain tasks to students, they adjusted
the difficulty level of tasks to students’ knowledge and competencies) (over-
view in Emmer, Evertson and Anderson, 1980).
Recent studies of relationships between teaching styles and different are-
as of students’ development point to the importance of consistent control, au-
tonomy support and suitable responsiveness to students’ needs. In one of the
studies (Patrick, Turner, Meyer and Midgley, 2005), as part of which lessons in
several classes of Year 6 of primary school were observed, researchers identi-
fied three different types of classroom environment, all of which were influ-
parenting and teaching styles as support or an obstacle to children´s learning achievement
