Γονεϊκή συμπεριφορά και σχολική επίδοση

Περίληψη

The purpose of this study was to compare the parental behavior of high and low school achievers. Forty two adolescents {males and females) and their parents reported retrospectively critical incidents that described what the parents did intentionally in order to influence their children's school achievement. The incidents were analyzed into activities and these in turn were classified on the basis of a given typology. The results showed that the families of high and low achievers differed in several aspects of the everyday parental behavior that is typically exhibited in them. Parents of high achievers tended to allow responsibility on the part of the child, to emphasize dialogue, to show interest about schooling to set high expectations for the future and to provide emotional support. In contrast, parents of low achievers tended to use significantly more activities that could be classified under the following categories: Sets limits/closes options; criticises/doubts; and threatens/punishes. Generally, the behavior of the first category of parents could be characterized as inclusive and cooperative, where as the behavior of the second category of parents could be characterized as authoritative.