Expanding the prevention of early school leaving to home environment
jeudi 12 novembre 2015, par
The social cognitive theory mainly emphasizes the importance of autonomy for the development of beliefs in one’s self-efficacy, which is an important part of children’s self-image (Baumrind, 1997). An individual’s beliefs in his/her own self-efficacy are related to motivation and the duration of effort devoted to overcoming obstacles on the path to the goal one is working towards (Bandura, 1989), thus they play an important role in ESL.
Child’s autonomy versus parents’ control as an important dimension of the parenting style has been explored in different studies. The parenting techniques of power assertion and high control used in relation to adolescents are associated with adolescents’ low self-respect and self-efficacy (Lacković-Grgin, Deković & Opačić, 1994). Results of a study on intellectual development in adolescence (McCall, Applebaum & Hogarthy, 1973) have shown achieving higher results in psychometric intelligence tests (in comparison with results in one’s childhood) is positively correlated with adolescents’ independence and orientation towards learning achievement. Parents, whose predominant parenting technique is power assertion and strict control, hinder adolescents’ gradual independence (Zupančič & Svetina, 2004).
The article suggests that as part of the strategy for ESL prevention schools could organize specific courses and counselling where parents would be presented with the evidence of their role in ESL and be helped in developing the method to apply in their parenting style. Such education would help parents understand that by granting children a greater degree of autonomy and responsibility in thinking ; they can support their children’s academic achievements, their perception of self-efficacy and help them be more engaged in school and less prone to leave school.
Forthcoming
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