Page 271 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 271
esl prevention extended to the home environment ...
Other studies have focused on providing insights into what it is in fam-
ily life that promotes school success and prevents ESL. They have looked
into different parenting behaviour, specific practices parents use every day
when they interact, educate, socialise their children/adolescents (hereaf-
ter referred to as parenting practices e.g. parent involvement in school, par-
ent-child/adolescent communication, caregiving, autonomy support etc.).
For example, parental involvement in school was a significant predictor
of high school graduation status (Alexander, Entwisle, & Kabbani, 2001;
Ekstrom, 1986; Jimerson, Egeland, Sroufe, & Carlson, 2000; McNeal, 1999;
Rosenthal, 1998; Rumberger, Ghatak, Poulos, Ritter, & Dornbusch, 1990).
Parent-child/adolescent relationship factors such as caregiving quality, pa-
rental support (instrumental and emotional), hostility and rejection, and
parent-child/adolescent communications were also found to be signifi-
cant predictors of high school graduation status (Brewster & Bowen, 2004;
Jimerson et al., 2000; McNeal, 1999; Richman, Rosenfeld, & Bowen, 1998;
Rosenthal, 1998; Younge, Oetting, & Deffenbacher, 1996). In general, the
findings from studies that focus on parenting practices relative to adoles-
cents’ educational outcomes have been inconsistent and weaker than ex-
pected (see the review by Fan & Chen, 2001). For instance, in some stud-
ies parental involvement seems to relate positively to children’s/adolescents’
achievement (e.g. Hoge, Smit, & Crist, 1997); other studies indicate no asso-
ciation, or even a negative one. For example, McNeal (1999) found that ad-
olescents whose parents participated in the parent-teacher association re-
ceived lower grades than their peers.
To better understand the influence parents have on their child’s/
adolescent’s education, some researchers suggest (e.g. Steinberg, 2001;
Blondal & Adalbjarnardottir, 2009; 2014) it is better to look at a concep-
tualisation of child/adolescent upbringing that characterises parents’ ac-
tions in a broader perspective, such as the parenting style (as defined by
Baumrind, 1971).
In this article, we focus on the impact of specific parenting practic-
es and parenting styles on ESL and two school-related outcomes (school
achievement and school engagement) that have been shown to be important
preventive factors for ESL (e.g. Archambault, Janosz, Fallu, & Pagani, 2009;
Ensminger, Lamkin, & Jacobson, 1996; Finn, 1989; Simpkins, Fredericks, &
Eccles, 2015) (see Figure 14).
271
Other studies have focused on providing insights into what it is in fam-
ily life that promotes school success and prevents ESL. They have looked
into different parenting behaviour, specific practices parents use every day
when they interact, educate, socialise their children/adolescents (hereaf-
ter referred to as parenting practices e.g. parent involvement in school, par-
ent-child/adolescent communication, caregiving, autonomy support etc.).
For example, parental involvement in school was a significant predictor
of high school graduation status (Alexander, Entwisle, & Kabbani, 2001;
Ekstrom, 1986; Jimerson, Egeland, Sroufe, & Carlson, 2000; McNeal, 1999;
Rosenthal, 1998; Rumberger, Ghatak, Poulos, Ritter, & Dornbusch, 1990).
Parent-child/adolescent relationship factors such as caregiving quality, pa-
rental support (instrumental and emotional), hostility and rejection, and
parent-child/adolescent communications were also found to be signifi-
cant predictors of high school graduation status (Brewster & Bowen, 2004;
Jimerson et al., 2000; McNeal, 1999; Richman, Rosenfeld, & Bowen, 1998;
Rosenthal, 1998; Younge, Oetting, & Deffenbacher, 1996). In general, the
findings from studies that focus on parenting practices relative to adoles-
cents’ educational outcomes have been inconsistent and weaker than ex-
pected (see the review by Fan & Chen, 2001). For instance, in some stud-
ies parental involvement seems to relate positively to children’s/adolescents’
achievement (e.g. Hoge, Smit, & Crist, 1997); other studies indicate no asso-
ciation, or even a negative one. For example, McNeal (1999) found that ad-
olescents whose parents participated in the parent-teacher association re-
ceived lower grades than their peers.
To better understand the influence parents have on their child’s/
adolescent’s education, some researchers suggest (e.g. Steinberg, 2001;
Blondal & Adalbjarnardottir, 2009; 2014) it is better to look at a concep-
tualisation of child/adolescent upbringing that characterises parents’ ac-
tions in a broader perspective, such as the parenting style (as defined by
Baumrind, 1971).
In this article, we focus on the impact of specific parenting practic-
es and parenting styles on ESL and two school-related outcomes (school
achievement and school engagement) that have been shown to be important
preventive factors for ESL (e.g. Archambault, Janosz, Fallu, & Pagani, 2009;
Ensminger, Lamkin, & Jacobson, 1996; Finn, 1989; Simpkins, Fredericks, &
Eccles, 2015) (see Figure 14).
271
