Page 274 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 274
ear ly school leaving: contempor ary european perspectives
they apply democratic discipline and encourage their adolescents to express
their thoughts and feelings. They also support their adolescents’ needs for
more independence. Gray and Steinberg (1999) examined the core dimen-
sions of authoritative parenting – autonomy granting, acceptance, and su-
pervision – and found that all three related to adolescents’ academic compe-
tence. Compared to their peers raised in non-authoritative family settings,
children and adolescents from authoritative families have been shown to
obtain higher scores on a wide variety of measures of adjustment, psycho-
social development, and academic achievement (e.g. Adalbjarnardottir &
Hafsteinsson, 2001; Baumrind, 1991; Gray & Steinberg, 1999; Steinberg et
al., 1994; Türkel & Tezer, 2008).
Impact of parenting style and practices on children’s/
adolescents’ school achievement
Students who show low academic achievements have consistently been
shown to be at a higher risk for ESL than other students. Academic
achievement is one of the strongest predictors of ESL (e.g. Battin-Pearson,
Newcomb, Abbott, Hill, Catalano, & Hawkins, 2000; Jonasson & Blondal,
2002; Rumberger, 1995). Moreover, it may mediate the relationship between
parenting style and ESL as adolescents’ achievement varies by parenting
style (Adalbjarnardottir & Blondal, 2004). Therefore, parenting style may
influence the likelihood of ESL partly due to its influence on adolescents’
academic achievement (see Figure 14).
Studies show that adolescents who perceive their parents as author-
itative are more likely to earn higher grades at school than adolescents
who perceive their parents as non-authoritative (e.g. Adalbjarnardottir &
Blondal, 2004; Baumrind, 1991). Positive associations between parent in-
volvement and academic achievement have been demonstrated in differ-
ent studies. A meta-analysis (Fan & Chen, 2001) indicated moderate asso-
ciations between parent involvement and an array of learning-related or
academic skills, such as achievement motivation, task persistence and re-
ceptive vocabulary. In his study, Yaffe (2015) examined the relationship be-
tween parenting style, parental involvement in school and achievement
among students with disabilities. The results of the study indicated that
parenting style and parental involvement in school explain a significant
proportion of the variance in educational functioning among students in-
cluded in the study. Parenting style and parental involvement modestly
predicted academic achievements in language skills and mathematics. The
274
they apply democratic discipline and encourage their adolescents to express
their thoughts and feelings. They also support their adolescents’ needs for
more independence. Gray and Steinberg (1999) examined the core dimen-
sions of authoritative parenting – autonomy granting, acceptance, and su-
pervision – and found that all three related to adolescents’ academic compe-
tence. Compared to their peers raised in non-authoritative family settings,
children and adolescents from authoritative families have been shown to
obtain higher scores on a wide variety of measures of adjustment, psycho-
social development, and academic achievement (e.g. Adalbjarnardottir &
Hafsteinsson, 2001; Baumrind, 1991; Gray & Steinberg, 1999; Steinberg et
al., 1994; Türkel & Tezer, 2008).
Impact of parenting style and practices on children’s/
adolescents’ school achievement
Students who show low academic achievements have consistently been
shown to be at a higher risk for ESL than other students. Academic
achievement is one of the strongest predictors of ESL (e.g. Battin-Pearson,
Newcomb, Abbott, Hill, Catalano, & Hawkins, 2000; Jonasson & Blondal,
2002; Rumberger, 1995). Moreover, it may mediate the relationship between
parenting style and ESL as adolescents’ achievement varies by parenting
style (Adalbjarnardottir & Blondal, 2004). Therefore, parenting style may
influence the likelihood of ESL partly due to its influence on adolescents’
academic achievement (see Figure 14).
Studies show that adolescents who perceive their parents as author-
itative are more likely to earn higher grades at school than adolescents
who perceive their parents as non-authoritative (e.g. Adalbjarnardottir &
Blondal, 2004; Baumrind, 1991). Positive associations between parent in-
volvement and academic achievement have been demonstrated in differ-
ent studies. A meta-analysis (Fan & Chen, 2001) indicated moderate asso-
ciations between parent involvement and an array of learning-related or
academic skills, such as achievement motivation, task persistence and re-
ceptive vocabulary. In his study, Yaffe (2015) examined the relationship be-
tween parenting style, parental involvement in school and achievement
among students with disabilities. The results of the study indicated that
parenting style and parental involvement in school explain a significant
proportion of the variance in educational functioning among students in-
cluded in the study. Parenting style and parental involvement modestly
predicted academic achievements in language skills and mathematics. The
274
