Parenting styles and reading literacy of pupils at the end of the third grade of primary school

Tematika doktorske disertacije so vzgojni stili staršev in učiteljev ter bralna pismenost učencev konec tretjega razreda osnovne šole. Starši imajo primarno vlogo pri vzgoji, šola kot vzgojno-izobraževalna institucija pa sekundarno. Raziskava izhaja iz teze, da je vzgoja staršev ali učitelja odvisna od vzgojnega stila: permisivnega, avtoritarnega ali avtoritativnega. Na drugi strani vključuje bralno pismenost učencev v Sloveniji, ki se izboljšuje, a še vedno zaostajamo za večino evropskih držav. Raziskovali smo, kako v slovenskih šolah poteka opismenjevanje v prvem, drugem in tretjem razredu in kakšno bralno pismenost dosegajo učenci. Raziskovalno vprašanje doktorske disertacije je, ali se različni vzgojni stili staršev in učitelja povezujejo z dosežki učencev na področju bralne pismenosti učencev ob koncu tretjega razreda osnovne šole. Za učence smo sestavili starostni stopnji prilagojen test bralne pismenosti ob koncu tretjega razreda. Vzorec je vključeval 69 učiteljev, 929 učencev in 968 staršev. Glede na rezultate raziskave v Sloveniji več kot 52 % staršev vzgaja v skladu s permisivnim vzgojnim stilom in najmanj staršev (19,0 %) v skladu z avtoritativnim vzgojnim stilom, čeprav številne raziskave izpostavljajo ta vzgojni stil kot najbolj primeren. Vpliv staršev na bralno pismenost učencev konec tretjega razreda se je pokazal kot statistično pomemben. 38,4 % staršev ne bere knjig, kar postavlja vprašanje, kakšen zgled so lahko svojemu otroku na tem področju. 13,9 % staršev ne bere pravljic svojim otrokom. Rezultati pokažejo, da učenci, katerih starši se poslužujejo permisivnega vzgojnega stila, v povprečju dosegajo slabše rezultate na testu bralnega razumevanja, v primerjavi z učenci, katerih starši uporabljajo bodisi avtoritativni bodisi avtoritarni vzgojni stil. V skupini staršev s permisivnim vzgojnim stilom dosegajo slabše rezultate v bralni pismenosti učenci, katerih starši imajo srednjo ali osnovno šolo v primerjavi s starši, ki imajo končano univerzitetno izobrazbo ali drugo bolonjsko stopnjo. Z bralnim testom smo ugotovili, da učenci konec tretjega razreda osnovne šole v povprečju dosegajo le 59,3 % možnih točk in le 2,9 % učencev na bralnem testu dosega več kot 90 % uspeh, kar so rezultati, s katerimi nikakor ne moremo biti zadovoljni. Rezultati raziskave pokažejo, da učitelji (glede na njihovo samooceno) v največjem deležu uporabljajo avtoritativni vzgojni stil, medtem ko se permisivnega vzgojnega stila poslužujejo najmanj. V raziskavi smo ugotavljali, kako je vzgojni stil učitelja povezan z bralno pismenostjo učencev. Rezultati pokažejo statistično (šibko) značilno razliko med individualnim dosežkom testa bralnega razumevanja in avtoritarnim vzgojnim stilom učiteljev. Ker je bila ta povezava zelo šibka, smo v nadaljevanju raziskali še povprečni dosežek učencev, katerih učitelji uporabljajo avtoritarni vzgojni stil. Razlika ni statistično značilna oziroma višja v primerjavi s povprečnima dosežkoma učencev, katerih učitelji uporabljajo bodisi permisivni bodisi avtoritativni vzgojni stil. Rezultati raziskave tudi pokažejo, kako vzgojni stil učitelja in staršev vpliva na bralno pismenost učenca. Statistično pomemben pozitiven vzajemen vpliv vzgojnih stilov učiteljev in staršev na dosežek, s katerim merimo bralno pismenost učencev, smo dokazali na kombinacijah: starši z avtoritarnim vzgojnim stilom – učitelj s permisivnim vzgojnim stilom, starši z avtoritativnim vzgojnim stilom – učitelj z avtoritarnim vzgojnim stilom, starši s permisivnim vzgojnim stilom – učitelj z avtoritativnim vzgojnim stilom in starši z avtoritarnim vzgojnim stilom – učitelj z avtoritativnim vzgojnim stilom. Statistično pomemben pa je tudi negativen vzajemen vpliv vzgojnih stilov učiteljev in staršev na dosežek pri bralni pismenosti v primeru, ko je učiteljev vzgojni stil avtoritaren, starši pa imajo permisiven vzgojni stil. Takrat bo učenec dosegel nižji dosežek na testu bralnega razumevanja. Pričujoča znanstvena raziskava je prva, ki v slovenskem šolskem in družbenem kontekstu povezuje področje začetnega opismenjevanja oziroma bralne pismenosti in vzgojnih stilov in v teh okvirih prinaša povsem nove informacije o njihovi povezanosti. Uporabljen konceptualni aparat in instrumenti omogočajo primerljivost in smiselni prenos pridobljenih rezultatov v primerljive šolske in družbene kontekste. Oblikovali smo navodila za učitelje in starše, kako lahko izboljšajo bralno pismenost otrok. Rezultati raziskave se lahko uporabijo pri organizaciji šolskega sistema in v različnih kontekstih izobraževanj za strokovne delavce in starše.The topic of the doctoral dissertation is the parenting styles of parents and teachers and the reading literacy of pupils at the end of the third grade of primary school. Parents have a primary role in education, and the school as an educational institution has a secondary role. The research is based on the thesis that the education provided by parents or teachers depends on the parenting style: permissive, authoritarian or authoritative. On the other hand, it includes the reading literacy of pupils in Slovenia, which is improving, but we are still lagging behind most European countries. We investigated the teaching of literacy in first, second and third grades of Slovenian schools and the reading literacy the pupils achieve. The research task of the doctoral dissertation was to find out whether different parenting styles of parents and teachers are associated with the achievements of the pupils in the field of reading literacy at the end of the third grade of primary school. We designed an age-adjusted reading literacy test for pupils at the end of the third grade. The sample included 69 teachers, 929 pupils and 968 parents. According to the results of the research in Slovenia, more than 52 % of parents use the permissive parenting style and the least number of parents (19.0 %) the authoritative parenting style, although many studies point to the latter style as the most suitable. The influence of parents on the pupils\u27 reading literacy at the end of the third grade was found to be statistically significant. 38.4 % of parents do not read books, which raises the question of what kind of example they can be for their children in this respect. 13.9 % of parents do not read fairy tales to their children. The results show that the pupils whose parents use a permissive parenting style, on average, achieved worse results on a reading comprehension test, compared to the pupils whose parents use either an authoritative or an authoritarian parenting style. In the group of parents using the permissive parenting style, the pupils whose parents finished high school or elementary school achieve worse results in reading literacy compared to parents who completed university education or the second Bologna cycle. The results of the reading test showed that at the end of the third grade of primary school, pupils scored an average of only 59.3 % of the total number of points and only 2.9 % of pupils scored more than 90 % of the points, with which we cannot possibly be satisfied. The results of the research show that teachers (according to their self-assessment) mostly apply the authoritative parenting style, while the permissive parenting style is used the least. In the research, it was determined how the teacher\u27s parenting style was related to the pupils\u27 reading literacy. The results show a statistically significant (low) difference between the individual achievement in the reading comprehension test and the authoritarian parenting style of the teachers. Since this connection was very low, we further investigated the average scores of the pupils whose teachers used an authoritarian parenting style. The difference is not statistically significant, i.e. higher, compared to the average scores of the pupils whose teachers used either the permissive or authoritative parenting style. The results of the research also show how the parenting style of the teacher and parents affects the pupil\u27s reading literacy. A statistically significant positive mutual impact of the parenting styles of teachers and parents on the achievement, which is used to measure pupils\u27 reading literacy, was demonstrated with the following combinations: parents with an authoritarian parenting style - a teacher with a permissive parenting style, parents with an authoritative parenting style - a teacher with an authoritarian parenting style, parents with a permissive parenting style - a teacher with an authoritative parenting style and parents with an authoritarian parenting style - a teacher with an authoritative parenting style. A negative mutual impact of the parenting styles of teachers and parents on achievement in reading literacy is also statistically significant in the case when the teacher\u27s parenting style was authoritarian and the parents\u27 parenting style permissive. In this case, the pupils achieved a lower score on the reading comprehension test. The subject research is the first to connect the field of initial literacy teaching and parenting styles in the Slovenian educational system and social context, contributing, within these frameworks, completely new information about their connection. The used conceptual apparatus and tools enable comparability and a meaningful transfer of the obtained results to equivalent educational and social contexts. We have created instructions for teachers and parents on how they can improve children\u27s reading literacy. The results of the research can be used in the organization of the educational system as well as in various types of training for both educational professionals and parents