Page 165 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
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s taught by the authoritative and the permissive teacher, these pupils ex- 165
pressed more negative convictions about their efficacy, and their readiness for
schoolwork was also lower. Some differences in pupils’ performance were al-
so evident; the lowest performance level was achieved by pupils in the class
taught by the permissive teacher, while there were no significant performance
differences between pupils taught by the authoritative and the authoritarian
teachers.
In relation to the teaching styles, some researchers also looked into the
question whether the teaching style can be defined as a characteristic or a
trait and thus remains stable with time and independent of any other fac-
tors - in particular education and work experience - or do teachers through-
out the development of their teaching styles pass through different stages
and the teaching style thus also depends on teachers’ knowledge and work
experience? Results of more recent studies, the research focus of which was
mainly on fostering students’ autonomy, show teachers can learn how to fos-
ter students’ autonomy and integrate it into their daily practice, and also that
measurements of this dimension of the teaching style are valid and reliable
(Reeve, Bolt and Cai, 1999; Reeve, Jang, Carrell, Jeon and Barch, 2004).
Relationships between Parenting Styles and Children’s
Performance
As part of the international PISA 2006 assessment in Slovenia, the relation-
ship between parenting styles as experienced by adolescents and their perfor-
mance in PISA scientific literacy tests was researched. The study was participat-
ed in by 6,595 adolescents (15-year-olds), where 48% were girls and 52% boys.
Results of analyses have revealed Slovenian 15-year-olds, on average, see
the relationship with their parents as a fond one (Rutar Leban, Vršnik Perše,
Kozina and Pavlović, 2009). Of the 15-year-olds, 80% report that their parents
are often, or very often, affectionate towards them. Approximately the same
percentage also report that their parents often show they love them through
their actions and that they are able to turn to their parents for help whenever
they have problems. Slightly less than 70% of 15-year-olds report that they are
often, or very often, praised by their parents and approximately 60% of study
participants say their parents often also praise them in front of other people.
The results in relation to communication and children’s participation in
making important decisions are similar. Slightly more than 70% of the 15-year-
olds interviewed report that their parents often include them in the decision
making process with regard to something that concerns them, approximate-
ly the same percentage that their parents often, or very often, explain their ex-
pectations and approximately 60% of the 15-year-olds report that their parents
parenting and teaching styles as support or an obstacle to children´s learning achievement
pressed more negative convictions about their efficacy, and their readiness for
schoolwork was also lower. Some differences in pupils’ performance were al-
so evident; the lowest performance level was achieved by pupils in the class
taught by the permissive teacher, while there were no significant performance
differences between pupils taught by the authoritative and the authoritarian
teachers.
In relation to the teaching styles, some researchers also looked into the
question whether the teaching style can be defined as a characteristic or a
trait and thus remains stable with time and independent of any other fac-
tors - in particular education and work experience - or do teachers through-
out the development of their teaching styles pass through different stages
and the teaching style thus also depends on teachers’ knowledge and work
experience? Results of more recent studies, the research focus of which was
mainly on fostering students’ autonomy, show teachers can learn how to fos-
ter students’ autonomy and integrate it into their daily practice, and also that
measurements of this dimension of the teaching style are valid and reliable
(Reeve, Bolt and Cai, 1999; Reeve, Jang, Carrell, Jeon and Barch, 2004).
Relationships between Parenting Styles and Children’s
Performance
As part of the international PISA 2006 assessment in Slovenia, the relation-
ship between parenting styles as experienced by adolescents and their perfor-
mance in PISA scientific literacy tests was researched. The study was participat-
ed in by 6,595 adolescents (15-year-olds), where 48% were girls and 52% boys.
Results of analyses have revealed Slovenian 15-year-olds, on average, see
the relationship with their parents as a fond one (Rutar Leban, Vršnik Perše,
Kozina and Pavlović, 2009). Of the 15-year-olds, 80% report that their parents
are often, or very often, affectionate towards them. Approximately the same
percentage also report that their parents often show they love them through
their actions and that they are able to turn to their parents for help whenever
they have problems. Slightly less than 70% of 15-year-olds report that they are
often, or very often, praised by their parents and approximately 60% of study
participants say their parents often also praise them in front of other people.
The results in relation to communication and children’s participation in
making important decisions are similar. Slightly more than 70% of the 15-year-
olds interviewed report that their parents often include them in the decision
making process with regard to something that concerns them, approximate-
ly the same percentage that their parents often, or very often, explain their ex-
pectations and approximately 60% of the 15-year-olds report that their parents
parenting and teaching styles as support or an obstacle to children´s learning achievement
