Educational-material context of the family and students’ attitudes towards schooling

Abstract

The impact of the family environment, the mode and the quality of parental stimulation may have a decisive role in the student?s capacity development and realization of given capabilities, and affects particularly the level and the quality of his/her academic attainment. A student?s academic attainment is conditioned by educational aspirations formed in a dynamic interaction with stimulating aspects of the family context. The aims of our study were: to examine the students? attitudes towards schooling, and to obtain answers to the question: which stimulating aspects of family context are the most predictable for the development of educational aspirations, i.e. attitudes towards school and gaining knowledge, educational interests and plans for further education. The sample comprised 1.464 eighth-grade students, aged 15, from 34 primary schools in Serbia. The data were collected by the use of questionnaires filled in by the students and school principals. The results indicate a trend of interrelatedness of cognitively and educationally favorable conditions within the family and positive attitudes towards school, attainment, high aspirations and cognitive and intellectual interests for out-of-school activities. It can be concluded that family stimulation is the resultant of the influence of cultural and educational profile of the family and active parental attitudes regarding education and attainment of their children. The findings could have practical implications in the domain of parents/school cooperation, not only in order to increase the awareness of the importance of active participation of both parties, but also to provide useful guidelines for developing optimal contents and procedures. .

Parental Attitudes and Expectations as a Determinant of Children’s Success in School

“…As Mareš (1999) stated, "the essential determinant of parental attitudes is the standard of living of the family". Research findings (Bogunović & Polovina, 2007;Carrazza, 2021;Mohr-Schroeder et al, 2017) focused on a child's relationship to education confirm that the parents' attitude towards education is an important determinant of success in school. Furthermore, the research carried out by Žúborová (2011) shows that positive attitude of parents towards the child is an indicator of success in school success, as it makes the child emotionally balanced and independent.…”

“…The family environment, which is the basis for a child's learning, has a key impact on the determinants influencing the pupils' school success (Čáp & Mareš, 2001;Havlík & Koťa, 2002;Hvozdík, 2017;Mareš, 2013;Mayerová, 2014;Szobiová & Ďurčová, 2012). Concerning the family environment, several factors can be identified as influencing the child's success in school, such as the parent's relationship with the school (Mertin, 2004;Sinha, 2018;Staníková, 2021), parents' level of education (Erola et al, 2016;Kaščák & Betáková, 2014), socioeconomic status of the family (Bomba, Zemančíková, 2011;Możdżyńska, 2011;Spera, 2005, In Puhrová, 2018) parents' attitude towards education (Assari, 2018, Zhang et al 2020Žúborová, 2011), parents' attitudes towards child's success in school (Andersson et al, 2021;Bogunović & Polovina, 2007) and parents' expectations of the child's success in school (Almroth et al, 2019;Guo et al, 2018). Among all the identified factors, special attention will be paid to parental attitudes and expectations toward the child's success in school.…”

Parent-School Cooperation as a Gender Sensitive Practice

“…The male / female differences issue is present in the field of education both in terms of parental contribution to education and in terms of the characteristics of functionality within the school environment. Accordingly, the subjects of the studies are how family configurations, the educational status of mothers and fathers, parental educational aspirations, maternal employment, and parenting practices / parent involvement differentially shape girls' and boys' academic achievement, aspirations and academic self-conception in general (Standing, 1999;Scott, 2004;Halsey, 2005;Davos et al, 2007;Bogunović & Polovina, 2007). A detailed review of the above studies is not the focus of this paper.…”

Relationship Between Parents’ Attitude Towards their Children’s Education and Level of Students’ Discipline in Public Secondary Schools in Naivasha Sub-County, Kenya.

“…Since the parent's attitude is so important, it is essential that the home and school work closely together, especially for children with disabilities. Bogunovic and Polovina (2007) found in a study that the family stimulation is the resultant of the influence of cultural and educational profile of the family and active parental attitudes regarding education and attainment of their children. They examined the students' attitudes towards schooling, and to obtain answers to the question: which stimulating aspects of family context are the most predictable for the development of educational aspirations, i.e.…”