Relationships of elementary school students towards school in the context of certain parental factors

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.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