Preliminary communication
https://doi.org/10.15516/cje.v23i1.3972
Parenting Styles as Predictors of Students’ Involvement in the Educational Process
Tatjana Marić
orcid.org/0000-0002-6124-2607
; Department of Pedagogy Faculty of Natural Sciences and Mathematics University of Banja Luka Mladena Stojanovića 2, 78000 Banja Luka Bosnia and Herzegovina
Abstract
The aim of the study was to examine the characteristics and predictive role of
parenting styles in students’ involvement in the educational process, primarily
cognitive, emotional and social. Parenting styles were classified into three main
groups: desirable, undesirable, and divergent. The study involved students in the final
grades of primary school (N=269 students), with an average age, of 13.08 years and
their parents (N=269). Data were collected by the Parent Response Questionnaire
and the Students’ Emotional, Social and Cognitive Involvement Questionnaire.
Parenting styles have been shown to be significant predictors of students’ involvement
in the educational process, with most of the variance explaining forms of desirable
parenting style, with an emphasis on the form of congruent style. On the other hand,
forms of undesirable and divergent style have the potential to provoke low levels of
student involvement, in the cognitive, social and emotional dimensions. The results
indicate the importance of parenting styles in predicting students’ involvement in the
educational process, which would be the initial step to develop and improve children’s
competencies.
Keywords
desirable; undesirable and divergent (changeable) style; educational process; students’ involvement
Hrčak ID:
256409
URI
Publication date:
23.3.2021.
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