Page 277 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 277
esl prevention extended to the home environment ...
schooling impacts their child’s perceptions about school and its impor-
tance (Chavkin & Williams, 1993). Oyserman, Brickman and Rhodes (2007)
highlighted that parental involvement in school impacts children’s/adoles-
cents’ belief that school is either important or unimportant, depending on
the level of parental involvement provided. Studies have also shown that
parental involvement in children’s homework is important for developing
positive attitudes and study skills, which are essential for school success
(Hoover-Dempsey, Battiato, Walker, Reed, DeJong, & Jones, 2001). McNeal
(1999) referred to four types of parenting involvement (types of parenting
social capital) that are associated with children’s/adolescents’ education-
al outcomes, including ESL: parent-child/adolescent discussion related to
education, parental involvement in the parent-teacher organisation, paren-
tal monitoring of children’s/adolescents’ behaviour, and direct parental in-
volvement in children’s/adolescents’ educational practices. Of these four
types of parental involvement, McNeal found the extent to which parents
and children/adolescents regularly discuss education issues (parent-child/
adolescent discussion) had the greatest impact on educational outcomes.
Parental support helps direct children/adolescents towards positive behav-
iour in school by reinforcing the notion of education as valuable and by
monitoring children’s/adolescents’ engagement in school (McNeal, 1999;
Pong, 1997).
Jimerson, Egeland, Sroufe and Carlson (2000) explored multiple pre-
dictors of high school ESL across adolescent development (a 19-year pro-
spective longitudinal study). Their proposed model of ESL emphasises the
importance of the early home environment and the quality of early car-
egiving influencing subsequent development. The results of this study indi-
cate an important association of the early home environment, the quality
of early caregiving, SES, IQ, behavioural problems, academic achievement,
peer relations, and parent involvement with high school ESL at age 19.
Correlations between maternal rejection and ESL were also found (Younge,
Oetting, & Deffenbacher, 1996). Rejection and hostility scores of mothers
whose sons had left school prior to completion and of mothers whose sons
were doing well academically formed non-overlapping distributions. All
mothers of ESLers had higher hostility and rejection scores than moth-
ers whose sons were doing well academically. The scores of mothers whose
sons were still in school, but were experiencing academic problems, fell
midway between these two groups and were significantly different from
both (Younge, Oetting, & Deffenbacher, 1996).
277
schooling impacts their child’s perceptions about school and its impor-
tance (Chavkin & Williams, 1993). Oyserman, Brickman and Rhodes (2007)
highlighted that parental involvement in school impacts children’s/adoles-
cents’ belief that school is either important or unimportant, depending on
the level of parental involvement provided. Studies have also shown that
parental involvement in children’s homework is important for developing
positive attitudes and study skills, which are essential for school success
(Hoover-Dempsey, Battiato, Walker, Reed, DeJong, & Jones, 2001). McNeal
(1999) referred to four types of parenting involvement (types of parenting
social capital) that are associated with children’s/adolescents’ education-
al outcomes, including ESL: parent-child/adolescent discussion related to
education, parental involvement in the parent-teacher organisation, paren-
tal monitoring of children’s/adolescents’ behaviour, and direct parental in-
volvement in children’s/adolescents’ educational practices. Of these four
types of parental involvement, McNeal found the extent to which parents
and children/adolescents regularly discuss education issues (parent-child/
adolescent discussion) had the greatest impact on educational outcomes.
Parental support helps direct children/adolescents towards positive behav-
iour in school by reinforcing the notion of education as valuable and by
monitoring children’s/adolescents’ engagement in school (McNeal, 1999;
Pong, 1997).
Jimerson, Egeland, Sroufe and Carlson (2000) explored multiple pre-
dictors of high school ESL across adolescent development (a 19-year pro-
spective longitudinal study). Their proposed model of ESL emphasises the
importance of the early home environment and the quality of early car-
egiving influencing subsequent development. The results of this study indi-
cate an important association of the early home environment, the quality
of early caregiving, SES, IQ, behavioural problems, academic achievement,
peer relations, and parent involvement with high school ESL at age 19.
Correlations between maternal rejection and ESL were also found (Younge,
Oetting, & Deffenbacher, 1996). Rejection and hostility scores of mothers
whose sons had left school prior to completion and of mothers whose sons
were doing well academically formed non-overlapping distributions. All
mothers of ESLers had higher hostility and rejection scores than moth-
ers whose sons were doing well academically. The scores of mothers whose
sons were still in school, but were experiencing academic problems, fell
midway between these two groups and were significantly different from
both (Younge, Oetting, & Deffenbacher, 1996).
277
