Page 275 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 275
esl prevention extended to the home environment ...
significant relationships between parenting style and educational function-
ing and achievements pointed to the better performance of students with
authoritative parents compared to students with authoritarian ones.
Several variations of social cognitive models of parental influence were
proposed, focusing on children’s/adolescents’ academic achievement-relat-
ed behaviours and outcomes (e.g. Eccles-Parsons, Adler, & Kczala, 1982;
Goodnow & Collins, 1990; Grolnick & Slowiaczek, 1994; Holloway, 1988;
Marjoribanks, 2002). Eccles and her colleagues developed a model in
which they elaborated diverse pathways through which parents might in-
fluence their children’s achievement-related choices and motivational be-
liefs (Eccles, Arberton, Buchanan, Janis, Flanagan, Harold, & Reuman,
1993). They proposed that parents can shape children’s/adolescents’ moti-
vational beliefs (e.g. self-concept of ability, task value) and achievement-re-
lated choices (including ESL) through a variety of child-/adolescent-specif-
ic beliefs (for instance, expectations of a child’s/adolescent’s achievement,
perceptions of a child’s/adolescent’s abilities, perception of the values of
various skills for the child/adolescent, perceptions of child’s/adolescent’s
interests, and specific socialisation goals) and behaviours (such as teach-
ing strategies, career guidance, encouragement of various activities, provi-
sion of tools, toys opportunities, causal attributions for a child’s behaviour
and outcomes, and emotional tone in interactions). The model was tested
in a longitudinal study lasting over a period of 12 years involving children/
adolescents and their parents (Frome & Eccles, 1998; Fredricks & Eccles,
2002; Simpkins, Fredericks, & Eccles, 2015). The results showed support for
the hypothesis that parents influence children’s/adolescents’ motivation for
school performance and that parents’ beliefs about their children’s/adoles-
cents’ abilities and competencies are quite stable Invalid source specified..
The findings also suggest that targeting parents prior to elementary school
(when children are still developing their achievement-related motivation)
will be a more effective method for increasing children’s long-term school
motivation than targeting parents later in the elementary school years or
even high school years when ESL is already present as a problem. These in-
terventions can educate parents about how they can shape children’s beliefs
about school by providing inputs about their emerging abilities and the val-
ue of different skills. The results also demonstrate the important role early
motivational beliefs (e.g. self-concept of ability, task value) play in shaping
achievement-related choices in high school.
275
significant relationships between parenting style and educational function-
ing and achievements pointed to the better performance of students with
authoritative parents compared to students with authoritarian ones.
Several variations of social cognitive models of parental influence were
proposed, focusing on children’s/adolescents’ academic achievement-relat-
ed behaviours and outcomes (e.g. Eccles-Parsons, Adler, & Kczala, 1982;
Goodnow & Collins, 1990; Grolnick & Slowiaczek, 1994; Holloway, 1988;
Marjoribanks, 2002). Eccles and her colleagues developed a model in
which they elaborated diverse pathways through which parents might in-
fluence their children’s achievement-related choices and motivational be-
liefs (Eccles, Arberton, Buchanan, Janis, Flanagan, Harold, & Reuman,
1993). They proposed that parents can shape children’s/adolescents’ moti-
vational beliefs (e.g. self-concept of ability, task value) and achievement-re-
lated choices (including ESL) through a variety of child-/adolescent-specif-
ic beliefs (for instance, expectations of a child’s/adolescent’s achievement,
perceptions of a child’s/adolescent’s abilities, perception of the values of
various skills for the child/adolescent, perceptions of child’s/adolescent’s
interests, and specific socialisation goals) and behaviours (such as teach-
ing strategies, career guidance, encouragement of various activities, provi-
sion of tools, toys opportunities, causal attributions for a child’s behaviour
and outcomes, and emotional tone in interactions). The model was tested
in a longitudinal study lasting over a period of 12 years involving children/
adolescents and their parents (Frome & Eccles, 1998; Fredricks & Eccles,
2002; Simpkins, Fredericks, & Eccles, 2015). The results showed support for
the hypothesis that parents influence children’s/adolescents’ motivation for
school performance and that parents’ beliefs about their children’s/adoles-
cents’ abilities and competencies are quite stable Invalid source specified..
The findings also suggest that targeting parents prior to elementary school
(when children are still developing their achievement-related motivation)
will be a more effective method for increasing children’s long-term school
motivation than targeting parents later in the elementary school years or
even high school years when ESL is already present as a problem. These in-
terventions can educate parents about how they can shape children’s beliefs
about school by providing inputs about their emerging abilities and the val-
ue of different skills. The results also demonstrate the important role early
motivational beliefs (e.g. self-concept of ability, task value) play in shaping
achievement-related choices in high school.
275
