Page 167 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 167
tical and critical approach to understanding situations and contents. The 167
results of a study conducted on a sample of older female adolescents from
Norway (Von der Lippe and MØller, 2000) have similarly shown that the quali-
ty of negotiations in problem situations between female adolescents and their
parents is positively correlated to the level of the development of their com-
plex thinking, self-awareness, self-reflection and distinguishing between one-
self and others, respecting interpersonal differences, distinguishing between
different points of view and interpersonal mutuality.
The analysis of data in the aforementioned Slovenian study (Rutar Leban
et al., 2009) has also shown a negative correlation between adolescents’ per-
formance in PISA and their responses to statements that could be classified in-
to the field of control of the child. This refers to the following statements: ‘my
parents expect me to do what they want me to’; ‘my parents only let me hang out
with those of my friends who they think have a good influence on me’; ‘it’s impor-
tant for me to fulfil the expectations of my parents’; and ‘my parents want to know
where I go and what I do’. All correlations are lower than 0.20. The highest cor-
relation is between adolescents’ performance in reading literacy and their re-
sponses to the statement about limitations to their socialising with inappropri-
ate friends. In relation to these items, the more that adolescents feel parents
limit them, the lower their performance, in particular in the field of reading lit-
eracy. The highlighted statements represent some elements of the authoritar-
ian parenting style. Parents who incorporate such elements in their upbring-
ing, are also most likely use a more authoritarian approach in other areas of
upbringing, give adolescents less autonomy and exercise a higher level of con-
trol. The social cognitive theory mainly emphasises the importance of autono-
my for the development of beliefs in one’s self-efficacy, which is an important
part of children’s self-image (Baumrind, 1997). An individual’s beliefs in his/her
own self-efficacy are related to motivation and the duration of effort devoted
to overcoming obstacles on the path to the goal one is working towards (Ban-
dura, 1989). Appropriate encouragement of autonomy is of particular impor-
tance in critical periods of the development of one’s self-image, during the
toddler period and early childhood, when children learn how to exercise their
will, and in adolescence, when they distance themselves from their parents
(Baumrind, 1971, 1991; Baumrind and Black, 1967).
Similar relationships between parenting styles and children’s or adoles-
cents’achievement have also been reported in other studies. Results of a study
on intellectual development in adolescence (McCall, Applebaum and Hoga-
rthy, 1973) have shown achieving higher results in psychometric intelligence
tests (in comparison with results in one’s childhood) is positively correlated
with adolescents’ independence and orientation towards learning achieve-
ment. Parents of adolescents who have made the most progress in comparison
with their peers used rational, democratic, authoritarian parenting techniques
parenting and teaching styles as support or an obstacle to children´s learning achievement
results of a study conducted on a sample of older female adolescents from
Norway (Von der Lippe and MØller, 2000) have similarly shown that the quali-
ty of negotiations in problem situations between female adolescents and their
parents is positively correlated to the level of the development of their com-
plex thinking, self-awareness, self-reflection and distinguishing between one-
self and others, respecting interpersonal differences, distinguishing between
different points of view and interpersonal mutuality.
The analysis of data in the aforementioned Slovenian study (Rutar Leban
et al., 2009) has also shown a negative correlation between adolescents’ per-
formance in PISA and their responses to statements that could be classified in-
to the field of control of the child. This refers to the following statements: ‘my
parents expect me to do what they want me to’; ‘my parents only let me hang out
with those of my friends who they think have a good influence on me’; ‘it’s impor-
tant for me to fulfil the expectations of my parents’; and ‘my parents want to know
where I go and what I do’. All correlations are lower than 0.20. The highest cor-
relation is between adolescents’ performance in reading literacy and their re-
sponses to the statement about limitations to their socialising with inappropri-
ate friends. In relation to these items, the more that adolescents feel parents
limit them, the lower their performance, in particular in the field of reading lit-
eracy. The highlighted statements represent some elements of the authoritar-
ian parenting style. Parents who incorporate such elements in their upbring-
ing, are also most likely use a more authoritarian approach in other areas of
upbringing, give adolescents less autonomy and exercise a higher level of con-
trol. The social cognitive theory mainly emphasises the importance of autono-
my for the development of beliefs in one’s self-efficacy, which is an important
part of children’s self-image (Baumrind, 1997). An individual’s beliefs in his/her
own self-efficacy are related to motivation and the duration of effort devoted
to overcoming obstacles on the path to the goal one is working towards (Ban-
dura, 1989). Appropriate encouragement of autonomy is of particular impor-
tance in critical periods of the development of one’s self-image, during the
toddler period and early childhood, when children learn how to exercise their
will, and in adolescence, when they distance themselves from their parents
(Baumrind, 1971, 1991; Baumrind and Black, 1967).
Similar relationships between parenting styles and children’s or adoles-
cents’achievement have also been reported in other studies. Results of a study
on intellectual development in adolescence (McCall, Applebaum and Hoga-
rthy, 1973) have shown achieving higher results in psychometric intelligence
tests (in comparison with results in one’s childhood) is positively correlated
with adolescents’ independence and orientation towards learning achieve-
ment. Parents of adolescents who have made the most progress in comparison
with their peers used rational, democratic, authoritarian parenting techniques
parenting and teaching styles as support or an obstacle to children´s learning achievement
