Page 168 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 168
to a greater extent. On the other hand, adolescents whose IQ decreased in the
period from childhood to adolescence received little stimulation within their
family environment and their parents used predominantly extreme parent-
ing techniques which are part of the authoritarian or the permissive parenting
styles (McCall et al., 1973). Parents whose predominant parenting technique is
power assertion and strict control, hinder adolescents’ gradual independence
(Zupančič and Svetina, 2004). The message they communicate to their chil-
dren is that their children are not capable of behaving in an appropriate way
on their own in various socially and cognitively more demanding situations,
which has a negative impact on the development of children’s self-respect and
self-concept. The parenting techniques of power assertion used in relation to
adolescents are associated with adolescents’ low self-respect (Lacković-Grgin,
Deković and Opačić, 1994).
Associations between one’s relationship with parents as perceived by ado-
lescents and performance in knowledge assessments in Slovenia were also an-
alysed as part of the ESLC 2011 - European Survey on Language Competences
(Rutar Leban, Mlekuž, Pižorn and Vršnik Perše, 2013). The survey assessed the
168 knowledge of Slovenian Year 9 pupils in English and German languages; spe-
cifically, pupils’ reading and listening comprehension, and writing in the afore-
mentioned two languages were assessed. In addition to the knowledge as-
sessment test, the sample of 1,041 Year 9 pupils completed a questionnaire on
relationships with parents (Kozina, Rožman and Rutar Leban, 2010). The ques-
tionnaire includes statements describing various aspects of the relationship
between parents and adolescents. Of the 23 statements included in the ques-
tionnaire, pupils’ answers to only two of the items are statistically significantly
correlated with their performance in the ESLC English test (Rutar Leban, Koz-
ina and Rožman, in preparation). These two statements are ‘My parents often
compare me to others’ (r = 0.22; p < 0.05) and ‘My parents are strict’ (r = 0.19; p <
0.05). The two statements are statistically significantly correlated only with pu-
pils’ performance in reading comprehension, both of the correlations are rel-
atively low. Relationships between performance in listening comprehension
and writing and pupils’ replies to the questions about the relationship with
parents are not statistically significant. These relationships indicate that a high-
er performance in reading comprehension is delivered by those Year 9 pupils
who agree more strongly with the statement about parents comparing them
to others, and with the statement about their parents being strict. As part of
the three-dimensional parenting model by Milivojević et al. (2004), both of
these items describe the authoritarian parenting style. The authors (Milivoje-
vić et al., 2004) believe that parents or child-rearers, whose predominant par-
enting style is authoritarian, impose demands that are too frequent and too
high. The conviction behind this parenting style is that children’s developmen-
tal characteristics and competencies are not an important factor of interac-
student (under)achievement: perspectives, approaches, challenges
period from childhood to adolescence received little stimulation within their
family environment and their parents used predominantly extreme parent-
ing techniques which are part of the authoritarian or the permissive parenting
styles (McCall et al., 1973). Parents whose predominant parenting technique is
power assertion and strict control, hinder adolescents’ gradual independence
(Zupančič and Svetina, 2004). The message they communicate to their chil-
dren is that their children are not capable of behaving in an appropriate way
on their own in various socially and cognitively more demanding situations,
which has a negative impact on the development of children’s self-respect and
self-concept. The parenting techniques of power assertion used in relation to
adolescents are associated with adolescents’ low self-respect (Lacković-Grgin,
Deković and Opačić, 1994).
Associations between one’s relationship with parents as perceived by ado-
lescents and performance in knowledge assessments in Slovenia were also an-
alysed as part of the ESLC 2011 - European Survey on Language Competences
(Rutar Leban, Mlekuž, Pižorn and Vršnik Perše, 2013). The survey assessed the
168 knowledge of Slovenian Year 9 pupils in English and German languages; spe-
cifically, pupils’ reading and listening comprehension, and writing in the afore-
mentioned two languages were assessed. In addition to the knowledge as-
sessment test, the sample of 1,041 Year 9 pupils completed a questionnaire on
relationships with parents (Kozina, Rožman and Rutar Leban, 2010). The ques-
tionnaire includes statements describing various aspects of the relationship
between parents and adolescents. Of the 23 statements included in the ques-
tionnaire, pupils’ answers to only two of the items are statistically significantly
correlated with their performance in the ESLC English test (Rutar Leban, Koz-
ina and Rožman, in preparation). These two statements are ‘My parents often
compare me to others’ (r = 0.22; p < 0.05) and ‘My parents are strict’ (r = 0.19; p <
0.05). The two statements are statistically significantly correlated only with pu-
pils’ performance in reading comprehension, both of the correlations are rel-
atively low. Relationships between performance in listening comprehension
and writing and pupils’ replies to the questions about the relationship with
parents are not statistically significant. These relationships indicate that a high-
er performance in reading comprehension is delivered by those Year 9 pupils
who agree more strongly with the statement about parents comparing them
to others, and with the statement about their parents being strict. As part of
the three-dimensional parenting model by Milivojević et al. (2004), both of
these items describe the authoritarian parenting style. The authors (Milivoje-
vić et al., 2004) believe that parents or child-rearers, whose predominant par-
enting style is authoritarian, impose demands that are too frequent and too
high. The conviction behind this parenting style is that children’s developmen-
tal characteristics and competencies are not an important factor of interac-
student (under)achievement: perspectives, approaches, challenges
