Page 169 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 169
n with children and that through appropriate strictness, through assertion 169
of power and suitable conditions imposed on children it is possible to lead
them to the desired goal. Adults whose predominant parenting style is au-
thoritarian either do not respond to the children’s socially acceptable behav-
iour or respond in an inconsistent and inappropriate way. Authors refer to this
parenting style as the oversocializing parenting style and believe it results in
children who are overly socialised (Milivojević et al., 2004). An overly social-
ised child is one who develops a relatively low self-image and is, throughout
his/her life, strongly influenced by the opinion other people hold of him/her.
He/she is constantly searching for validation of his/her capabilities, is fishing
for compliments, is in dire need of them, and when he/she does receive val-
idation, he/she is unable to accept it in a suitable way. Throughout their life,
a person raised in such a way is characterised by performance-oriented be-
haviour, puts in a great deal of effort into his/her work and is mostly very suc-
cessful, however, he/she takes no satisfaction from success (Milivojević et al.,
2004). Maybe this performance-oriented behaviour could explain the afore-
mentoned relationships. Adolescents raised in a more authoritarian style, be-
have in a more performance-oriented way since they are driven by the desire
for their parents’ recognition, which they receive only rarely. For this reason,
they are more successful and also achieve better results in international assess-
ment studies. However, the question is whether this sort of motivation proves
efficient in the long run.
Conclusions and Recommendations
Relationships between parents’, teachers’ and other child-rearers’ styles of up-
bringing used on children and adolescents, and children’s achievement within
the school environment remain largely unexplored. However, individual stud-
ies have nevertheless detected some trends in relationships between these
two domains. At this point it seems most logical to highlight those relation-
ships that have proven to be significant both within one’s home and school
environments.
The factor related to the style of upbringing that has proven to be of signif-
icance, both in one’s home and school environments in association with chil-
dren’s school performance, and that has been highlighted as such in various
studies, is children’s or adolescents’ autonomy. The higher the extent to which
parents make adolescents involved in the decision making process regard-
ing something that concerns the adolescents’ own lives, the better the per-
formance delivered in PISA reading literacy tests by these 15-year-olds. By en-
couraging children to think about situations that call for giving some more
thought to the wider context and considering the future, parents most likely
parenting and teaching styles as support or an obstacle to children´s learning achievement
of power and suitable conditions imposed on children it is possible to lead
them to the desired goal. Adults whose predominant parenting style is au-
thoritarian either do not respond to the children’s socially acceptable behav-
iour or respond in an inconsistent and inappropriate way. Authors refer to this
parenting style as the oversocializing parenting style and believe it results in
children who are overly socialised (Milivojević et al., 2004). An overly social-
ised child is one who develops a relatively low self-image and is, throughout
his/her life, strongly influenced by the opinion other people hold of him/her.
He/she is constantly searching for validation of his/her capabilities, is fishing
for compliments, is in dire need of them, and when he/she does receive val-
idation, he/she is unable to accept it in a suitable way. Throughout their life,
a person raised in such a way is characterised by performance-oriented be-
haviour, puts in a great deal of effort into his/her work and is mostly very suc-
cessful, however, he/she takes no satisfaction from success (Milivojević et al.,
2004). Maybe this performance-oriented behaviour could explain the afore-
mentoned relationships. Adolescents raised in a more authoritarian style, be-
have in a more performance-oriented way since they are driven by the desire
for their parents’ recognition, which they receive only rarely. For this reason,
they are more successful and also achieve better results in international assess-
ment studies. However, the question is whether this sort of motivation proves
efficient in the long run.
Conclusions and Recommendations
Relationships between parents’, teachers’ and other child-rearers’ styles of up-
bringing used on children and adolescents, and children’s achievement within
the school environment remain largely unexplored. However, individual stud-
ies have nevertheless detected some trends in relationships between these
two domains. At this point it seems most logical to highlight those relation-
ships that have proven to be significant both within one’s home and school
environments.
The factor related to the style of upbringing that has proven to be of signif-
icance, both in one’s home and school environments in association with chil-
dren’s school performance, and that has been highlighted as such in various
studies, is children’s or adolescents’ autonomy. The higher the extent to which
parents make adolescents involved in the decision making process regard-
ing something that concerns the adolescents’ own lives, the better the per-
formance delivered in PISA reading literacy tests by these 15-year-olds. By en-
couraging children to think about situations that call for giving some more
thought to the wider context and considering the future, parents most likely
parenting and teaching styles as support or an obstacle to children´s learning achievement
