Odnos osnovnoškolaca prema školi u kontekstu nekih roditeljskih čimbenika

master's thesis

• Title (english): Relationships of elementary school students towards school in the context of certain parental factors
• Author: Marta Vračan
• Mentor: Linda Rajhvajn Bulat (mentor)
• Committee member: Linda Rajhvajn Bulat (predsjednik povjerenstva)
• Committee member: Marina Ajduković (član povjerenstva)
• Committee member: Ines Rezo Bagarić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Law; (Theory and Methods of Social Work); Zagreb
• Defense date and country: 2022-09-21, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Social Activities

Abstract

Kontekst obrazovanja za djecu je iznimno bitan jer uvjetuje različite životne ishode u budućnosti. Škola je također i mjesto gdje djeca provode najviše vremena te dobivaju informacije i vlastitu sliku o sebi. Važnu ulogu u obrazovanju i obrazovnim ishodima djeteta imaju i njihovi roditelji. Polazište istraživanja su Epsteinov model preklapanja sfera te Hoover-Dempsey i Sandler model koji objašnjavaju relacije roditeljskih ponašanja i školskih ishoda.
Cilj ovog istraživanja bio je ispitati pokazatelje školovanja učenika Prve Osnovne škole u Petrinji i njihovu povezanost s nekim od čimbenika roditeljstva. Dakle, ispitivala su se roditeljska akademska uključenost i pozitivne dimenzije stila roditeljstva u odnosu sa školskim uspjehom, problemima u školovanju i odnosom prema školi. Istraživanje je provedeno sa 102 učenika predmetne nastave Prve osnovne škole u Petrinji tijekom travnja i svibnja 2022. godine. Podaci su se prikupljati anketnom metodom u obliku papir-olovka te su korišteni sljedeći instrumenti: Pitanja o općim podacima sudionika, školskom uspjehu, problema u školovanju i obrazovnim očekivanjima sudionika, Upitnik odnosa prema školi (Sušac i sur., 2016), Upitnika roditeljskih stilova (Skinner i sur., 2005), te Upitnik percipirane roditeljske akademske uključenosti (Carranza i sur., 2009).
Rezultati istraživanja pokazali su da djeca koja su strukturu svojih roditelja procjenjivali visokom, imaju i pozitivniji odnos prema školi. Nadalje, oni učenici koji percipiraju visoku razinu roditeljskih akademskih očekivanja i komunikaciju roditelja s njima o školi, iskazuju i pozitivniji odnos prema školi. Dokazana je i povezanost visine školskog uspjeha i razine percipiranih roditeljskih akademskih očekivanja, što znači da oni učenici koji percipiraju roditeljska akademska očekivanja višima, imaju i viši školski uspjeh.

Abstract (english)

Educational context for children is extremely important because it determines
different life outcomes in the future. School is also the place where children spend the most
time and get information and self image about themselves. Parents also play an important
role in a child's education and educational outcomes. The starting point of the research is
Epstein's model of overlapping spheres of influence and the Hoover-Dempsey and Sandler’s
model, which explain the relationship between parental behaviors and school outcomes.
The main aim of this research was to examine the education indicators of the students of The
First Primary School in Petrinja and their connection with some of the parenting factors.
Therefore, parental academic involvement and positive dimensions of parenting style were
examined in relation to school success, problems in schooling and attitudes towards school.
The research was conducted with 102 students of the upper grades of the First Elementary
School in Petrinja during April and May 2022. Data is collected using a paper-and-pencil
survey method, and the following instruments that are used are: Questions about
respondents' general information, school success, schooling problems and educational
expectations of respondents, Attitudes towards school questionnaire (Sušac et al., 2016),
Parenting styles questionnaire (Skinner et al., 2005) , and the Perceived Parental Academic
Involvement Questionnaire (Carranza et al., 2009).
The results of the research showed that children who rated the supervision of their parents
higher, also more postive attitudes towards school. Furthermore, those students who perceive
a high level of parental academic expectations and their communication with parents about
school, also show a more postive attitudes towards school. The connection between the level
of school achievement and the level of perceived parental academic expectations has been
proven, which means that those students who perceive parental academic expectations to be
higher, have higher school achievement.

• Keywords: odnos prema školi; školski uspjeh; problemi u školovanju; roditeljska akademska uključenost; roditeljski stil; privrženost školi
• Keywords (english): school engagement; school achievement; schooling problems; parental academic involvement; parenting style; school attachment
• Language: croatian
• URN:NBN: urn:nbn:hr:199:215435
• Study programme: Title: Social Work; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra socijalnog rada (magistar/magistra socijalnog rada)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2022-09-29 06:21:25