PARENTAL EXPECTATIONS AND SCHOOL ACHIEVEMENT
Article Sidebar
Main Article Content
Abstract
School achievement is a complex phenomenon which is, among other things, determined by various aspects of the family environment and internal family relations. Also, a very important segment is expectations that parents have regarding the academic achievement level of their children. In that sense, this paper presents the results of an empirical research aimed at examining parents' views on the significance of their expectations for the school achievement of their children. The applied questionnaire was constructed for the purpose of this research, and the sample included 103 parents whose children are elementary school age. The results have shown that most parents believe that their high expectations positively affect the child's’ school achievement, emphasizing that it is necessary to acknowledge the child's affinities and abilities when forming expectations. Also, statistically significant differences have been found among parents of different levels of education when it comes to ways in which they express their expectations and how they estimate the reality of their own expectations. In addition, the percentage distribution of obtained responses suggests that there are certain differences in the way parents of different levels of education react to the students’ (non)achievement of the expected students’ achievement. Based on these results it is concluded that it is necessary to work on raising awareness of parents about their impact on the educational achievement of children, as well as on providing an appropriate support for parents by educational institutions, in order to fulfill this important role.
Article Details
References
Grossman, J., Kuhn-McKearin, M. & Strein, W. (2011). Parental Expectations and Academic Achievement: Mediators and School Effects (Research report). Washington, DC: University of Maryland, College Park.
Gutvajn, N. (2009). Konstruktivistički pristup obrazovnom postignuću učenika (doktorska disertacija). Novi Sad: Filozofski fakultet.
Henderson, A.T. & Berla, N. (1994). A New generation of Evidence – The Family is Critical to Student Achievement. Washington, DC: National Committee for Citizens in Education.
Hoover-Dempsey, K. V. & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67 (1), 3-42.
Jacob, M. (2010). Parental Expectations and Aspirations for Their Children’s Educational Attainment: An Examination of the College-Going Mindset Among Parents. Minessota: The University of Minessota.
Jovanović, O. (2013). Uticaj implicitnih nastavničkih uverenja na učenje i razvoj učenika. Godišnjak za psihologiju, 10 (12), 55-68.
Lippman, L., Guzman, L., Dombrowski Keith, J., Kinukawa, A., Shwalb, R., Tice, P. & Mulligan, G.M. (2008). Parent Expectations and Planning for College. Washington, DC: U.S. Department of Education.
Milošević, N. (2002). Uticaj saradnje porodice i škole. Zbornik Instituta za pedagoška istraživanja, 34 (34), 193-212.
Suzić, N., Tunjić. V. (2001). Aspiracije roditelja i učenika prema školskom postignuću. Nastava i vaspitanje, 50 (1), 47-63.
Šimić-Šašić, S., Klarin, M., Proroković, A. (2011). Socioekonomske prilike obitelji i kvaliteta obiteljske interakcije kao prediktori školskog uspjeha srednjoškolaca u Hrvatskoj, Bosni i Hercegovini i Makedoniji. Ljetopis socijalnog rada, 18 (1), 31-62.
Tubić, T. (2002). Očekivanje uspeha kao faktor postignuća. Norma, IX (1-2), 157-165.
Zuković, S. (2012). Porodica kao sistem – funkcionalnost i resursi osnaživanja. Novi Sad: Pedagoško društvo Vojvodine.