Page 279 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 279
esl prevention extended to the home environment ...
related to student motivation, feelings of academic competence (e.g. Moos,
1978; Ryan, Stiller, & Lynch, 1994; Wentzel, 1997) and engagement (Fallu
& Janosz, 2003; Crosnoe, Kirkpatrick, Johnson & Elder, 2004; Murray &
Malgrem, 2005). Schools could, for example, develop various education
and training courses where parents and teachers could be familiarised with
practical ways of fostering an authoritative parenting/teaching style. Such
parent/teacher training would help parents and teachers understand that
by granting adolescents a greater degree of autonomy and responsibility
they can support their academic achievements, their perception of self-ef-
ficacy and help them be more engaged in school and less inclined to leave
school. Another idea would be to highlight the contents related to autono-
my in children/adolescent upbringing as part of teachers’ initial education-
al programmes, thus contributing to the dissemination of study findings in
the school sphere.
Different evaluations of ESL prevention programmes have shown (see
Hall, 2014) the most successful strategy of ESL prevention engaged in by
parent(s). Programmes with parental involvement, family counselling and
conflict resolution components often achieved greater success than those
without parental involvement (White, 2010). Students demonstrated in-
creased attendance, improved academic motivation as well as improved
performance and behaviour when their parents were also involved in
ESL prevention programmes (Cheney, Stage, Hawken, Lynass, Mielenz, &
Waugh, 2009). Moreover, parents could also be (more actively) included in
the multi-partner cooperation with school professionals in teams working
on the subject of preventing ESL. In this way, parents would be able to con-
tribute their insights into the subject and also simultaneously learn from
the professionals and establish a bridge between research and practice in
the field of parenting.
References
Adalbjarnardottir, S., & Hafsteinsson, L. G. (2001). Adolescents’ perceived par-
enting styles and their substance use: Concurrent and longitudinal analy-
ses. Journal of Research on Adolescence, 11(4), 401–423.
Adalbjarnardottir, S., & Blondal, K. S. (2004). Uppeldish ættir foreldra og n
á m - s árangur unglinga á samræmdum pr ófum við lok grunnsk óla
[Parenting styles and adolescents’ academic achievement in standard-
ised national tests]. In U. Hauksson (Ed.), Ranns óknir í félagsvísindum
279
related to student motivation, feelings of academic competence (e.g. Moos,
1978; Ryan, Stiller, & Lynch, 1994; Wentzel, 1997) and engagement (Fallu
& Janosz, 2003; Crosnoe, Kirkpatrick, Johnson & Elder, 2004; Murray &
Malgrem, 2005). Schools could, for example, develop various education
and training courses where parents and teachers could be familiarised with
practical ways of fostering an authoritative parenting/teaching style. Such
parent/teacher training would help parents and teachers understand that
by granting adolescents a greater degree of autonomy and responsibility
they can support their academic achievements, their perception of self-ef-
ficacy and help them be more engaged in school and less inclined to leave
school. Another idea would be to highlight the contents related to autono-
my in children/adolescent upbringing as part of teachers’ initial education-
al programmes, thus contributing to the dissemination of study findings in
the school sphere.
Different evaluations of ESL prevention programmes have shown (see
Hall, 2014) the most successful strategy of ESL prevention engaged in by
parent(s). Programmes with parental involvement, family counselling and
conflict resolution components often achieved greater success than those
without parental involvement (White, 2010). Students demonstrated in-
creased attendance, improved academic motivation as well as improved
performance and behaviour when their parents were also involved in
ESL prevention programmes (Cheney, Stage, Hawken, Lynass, Mielenz, &
Waugh, 2009). Moreover, parents could also be (more actively) included in
the multi-partner cooperation with school professionals in teams working
on the subject of preventing ESL. In this way, parents would be able to con-
tribute their insights into the subject and also simultaneously learn from
the professionals and establish a bridge between research and practice in
the field of parenting.
References
Adalbjarnardottir, S., & Hafsteinsson, L. G. (2001). Adolescents’ perceived par-
enting styles and their substance use: Concurrent and longitudinal analy-
ses. Journal of Research on Adolescence, 11(4), 401–423.
Adalbjarnardottir, S., & Blondal, K. S. (2004). Uppeldish ættir foreldra og n
á m - s árangur unglinga á samræmdum pr ófum við lok grunnsk óla
[Parenting styles and adolescents’ academic achievement in standard-
ised national tests]. In U. Hauksson (Ed.), Ranns óknir í félagsvísindum
279
