Page 276 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 276
ear ly school leaving: contempor ary european perspectives
Impact of parenting style on children’s/adolescents’ school
engagement
School engagement is an important concept in most ESL theories (e.g. Finn,
1989; Newman, Wehlage, & Lambdorn, 1992; Rumberger & Larsson, 1998).
Studies show that it is also related to academic achievement (Alexander,
Entwisle, & Horsey, 1997; Finn, 1993; Finn & Rock, 1997; Rumberger, 1995).
Different studies indicate the importance of the proximal environ-
ment in fostering school engagement (Fredricks, Blumenfeld, & Paris,
2004; Van Ryzin, Gravely, & Roseth, 2009). For example, Wang and Eccles
(2012) found that social support from parents, teachers and peers facilitates
adolescents’ school engagement. Results of the same study also showed that
parental lack of social support (in comparison to peer lack of social sup-
port) was more important in reducing adolescents’ school engagement.
Fewer studies have examined the importance of a multidimensional par-
enting style – a broader conceptualisation of child/adolescent upbring-
ing in comparison to single-parent practice – to foster school engagement
among adolescents (Simons-Morton & Chen, 2009). Findings from these
studies indicate that authoritative parenting is positively associated with
student school engagement (Simons-Morton & Chen, 2009; Steinberg et
al., 1994). A recent study by Blondal and Adalbjarnardottir (2014) revealed
that adolescents with more authoritative parents (high acceptance, super-
vision, and psychological autonomy granting) were more likely to finish
school compared to adolescents with less authoritative parents. The level of
school engagement partly mediated the relationship between authoritative
parenting and school completion. These results stress the impact of parent-
ing style on adolescents’ school engagement, which in turn reduces the risk
of ESL (see Figure 14) (Blondal & Adalbjarnardottir, 2014).
Impact of parenting style and parenting practices on ESL
Studies researching the influence of parenting on children’s and adoles-
cents’ school outcomes have mostly focused on specific parental prac-
tices such as parental involvement in a child’s education (McNeal, 1999;
Rumberger, 1995) or parental support (Alexander, Entwisle, & Kabbani
(2001). Parental involvement in school activities and contacts with teach-
ers may help to identify a child’s struggles and intervene earlier to mini-
mise the damage of a possible negative experience for the child (Chavkin
& Williams, 1993).The extent to which parents are involved in their child’s
276
Impact of parenting style on children’s/adolescents’ school
engagement
School engagement is an important concept in most ESL theories (e.g. Finn,
1989; Newman, Wehlage, & Lambdorn, 1992; Rumberger & Larsson, 1998).
Studies show that it is also related to academic achievement (Alexander,
Entwisle, & Horsey, 1997; Finn, 1993; Finn & Rock, 1997; Rumberger, 1995).
Different studies indicate the importance of the proximal environ-
ment in fostering school engagement (Fredricks, Blumenfeld, & Paris,
2004; Van Ryzin, Gravely, & Roseth, 2009). For example, Wang and Eccles
(2012) found that social support from parents, teachers and peers facilitates
adolescents’ school engagement. Results of the same study also showed that
parental lack of social support (in comparison to peer lack of social sup-
port) was more important in reducing adolescents’ school engagement.
Fewer studies have examined the importance of a multidimensional par-
enting style – a broader conceptualisation of child/adolescent upbring-
ing in comparison to single-parent practice – to foster school engagement
among adolescents (Simons-Morton & Chen, 2009). Findings from these
studies indicate that authoritative parenting is positively associated with
student school engagement (Simons-Morton & Chen, 2009; Steinberg et
al., 1994). A recent study by Blondal and Adalbjarnardottir (2014) revealed
that adolescents with more authoritative parents (high acceptance, super-
vision, and psychological autonomy granting) were more likely to finish
school compared to adolescents with less authoritative parents. The level of
school engagement partly mediated the relationship between authoritative
parenting and school completion. These results stress the impact of parent-
ing style on adolescents’ school engagement, which in turn reduces the risk
of ESL (see Figure 14) (Blondal & Adalbjarnardottir, 2014).
Impact of parenting style and parenting practices on ESL
Studies researching the influence of parenting on children’s and adoles-
cents’ school outcomes have mostly focused on specific parental prac-
tices such as parental involvement in a child’s education (McNeal, 1999;
Rumberger, 1995) or parental support (Alexander, Entwisle, & Kabbani
(2001). Parental involvement in school activities and contacts with teach-
ers may help to identify a child’s struggles and intervene earlier to mini-
mise the damage of a possible negative experience for the child (Chavkin
& Williams, 1993).The extent to which parents are involved in their child’s
276
