Page 270 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 270
ear ly school leaving: contempor ary european perspectives
authoritative, authoritarian, permissive, and uninvolved, Baumrind
(1971)).
Authoritative parents are accepting, warm and encouraging toward
their children but at the same time impart clear standards for their
children’s behaviour, enforcing developmentally appropriate expec-
tations without being intrusive or restrictive (Baumrind, 1971). The
authoritative parenting style was shown to impact positively on chil-
dren’s/adolescents’ school achievements (e.g. Adalbjarnardottir &
Blondal, 2004; Baumrind, 1991) and school engagement (e.g. Simons-
Morton & Chen, 2009; Steinberg et al., 1994). Research also shows
that adolescents from authoritative families are more likely to com-
plete upper secondary education (Blondal & Adalbjarnardottir,
2009).
A better understanding of the role parenting styles play in ESL pre-
vention might help parents with an improved comprehension of how
to motivate and encourage their children’s/adolescents’ education-
al aspirations and support their success at school in order to prevent
ESL. These insights may also help school professionals who work in
multi-partner ESL prevention teams to understand the importance
of cooperation with parents in preventing ESL.
Key words: parenting style, early school leaving, parent-child/adoles-
cent relationship, school engagement, school achievement
Introduction
Home environment/family is one of the important factors which can in-
fluence a young person’s progression toward school success or failure, stay-
ing in school or leaving it before completion (e.g. Brofenbrenner & Morris,
1998; Jimerson, Egeland, Sroufe, & Carlson, 2000; Younge, Oetting, &
Deffenbacher, 1996). The family is the earliest and most fundamental social-
isation institution for a developing child/adolescent Invalid source speci-
fied.. It has also been recognised as a primary contributor to children’s/ado-
lescents’ education (e.g. Baumrind, 1971; Rumberger, 1995; Steinberg, 2001).
Some studies in this field have focused on structural factors such as family
background in relation to students’ academic achievement and ESL. For ex-
ample, students from families of higher SES and with higher educated par-
ents are more successful at school and less likely to leave school than stu-
dents from lower SES families (e.g. McNeal, 1999).
270
authoritative, authoritarian, permissive, and uninvolved, Baumrind
(1971)).
Authoritative parents are accepting, warm and encouraging toward
their children but at the same time impart clear standards for their
children’s behaviour, enforcing developmentally appropriate expec-
tations without being intrusive or restrictive (Baumrind, 1971). The
authoritative parenting style was shown to impact positively on chil-
dren’s/adolescents’ school achievements (e.g. Adalbjarnardottir &
Blondal, 2004; Baumrind, 1991) and school engagement (e.g. Simons-
Morton & Chen, 2009; Steinberg et al., 1994). Research also shows
that adolescents from authoritative families are more likely to com-
plete upper secondary education (Blondal & Adalbjarnardottir,
2009).
A better understanding of the role parenting styles play in ESL pre-
vention might help parents with an improved comprehension of how
to motivate and encourage their children’s/adolescents’ education-
al aspirations and support their success at school in order to prevent
ESL. These insights may also help school professionals who work in
multi-partner ESL prevention teams to understand the importance
of cooperation with parents in preventing ESL.
Key words: parenting style, early school leaving, parent-child/adoles-
cent relationship, school engagement, school achievement
Introduction
Home environment/family is one of the important factors which can in-
fluence a young person’s progression toward school success or failure, stay-
ing in school or leaving it before completion (e.g. Brofenbrenner & Morris,
1998; Jimerson, Egeland, Sroufe, & Carlson, 2000; Younge, Oetting, &
Deffenbacher, 1996). The family is the earliest and most fundamental social-
isation institution for a developing child/adolescent Invalid source speci-
fied.. It has also been recognised as a primary contributor to children’s/ado-
lescents’ education (e.g. Baumrind, 1971; Rumberger, 1995; Steinberg, 2001).
Some studies in this field have focused on structural factors such as family
background in relation to students’ academic achievement and ESL. For ex-
ample, students from families of higher SES and with higher educated par-
ents are more successful at school and less likely to leave school than stu-
dents from lower SES families (e.g. McNeal, 1999).
270
