RELATION BETWEEN FAMILY CHARACTERISTICS AND THE PUPILS\u27 EDUCATIONAL ACHIEVEMENT

V magistrskem delu sem raziskovala, kako so značilnosti družine povezane z otrokovo učno uspešnostjo. Učna uspešnost je v šoli opredeljena z učnimi cilji oz. standardi znanja, ki jih mora otrok doseči. Najpogostejša oblika merjenja učnih dosežkov v šoli so šolske ocene. Za veliko staršev je učna ocena glavni pokazatelj otrokove učne uspešnosti, a ne smemo zanemariti še vse dejavnosti in naloge, ki jih otroci opravljajo v šoli in doma in so prav tako pomembni pokazatelji uspešnosti. Mnogi avtorji so razdelili dejavnike učne uspešnosti na notranje in zunanje, med katere sodi tudi družina. V današnjem času poznamo različne tipe družin. Tako kot se med seboj razlikujejo družine, se tudi načini vzgajanja otrok. Pri enostarševskih družinah se tako srečamo z materjo ali očetom, ki najbolj vplivata na vzgojo otroka. Ravno nasprotno je pri mešanih družinah, kjer so otroci deležni vzgoje dveh različnih družin in so zato velikokrat v dvomih, koga upoštevati. Starši ne glede na tip družine skušajo otroke vzgojiti na način, da bi se razvil v odgovornega in neodvisnega človeka. Med samim procesom vzgoje je potrebno veliko komunikacije, pri kateri velikokrat pride tudi do konfliktov, katere moramo znati razrešiti na miren način. Otroke je potrebno naučiti postavljati in upoštevati pravila ter jih ustrezno disciplinirati, kadar pravila prekršijo. Vzgoja v družini je dvosmeren proces. Z določeno vzgojo lahko starši tudi vplivajo na otrokovo učno uspešnost. Rezultati so pokazali, da obstaja povezanost med učno uspešnostjo otrok in značilnostmi družine. Otroci, katerih starši imajo višjo izobrazbo imajo boljše šolske ocene od tistih otrok, katerih starši imajo nižjo stopnjo izobrazbe. V družinah, kjer starši uporabljajo represivni vzgojni stil, dosegajo otroci slabše učne dosežke od vrstnikov. Rezultati kažejo tudi to, da otroci s slabšimi učnimi dosežki prejemajo doma več pomoči in spodbude s strani staršev. Višje kot imajo šolske ocene, manj se starši zanimajo za njihovo šolsko delo. Ugotovili smo tudi, da ne glede na vrsto družine, starši približno enako časa posvečajo otroku in njegovemu šolskemu delu.In my dissertation, I studied the connection between the characteristics of a family and a child’s educational achievement which schools define by learning aims or standards a child has to achieve. School marks are the most common way of measuring learning success. Most parents see them as the main indicator of their child’s educational achievements. However, there are other activities and tasks the pupils do at school and at home that are also important indicators of success and cannot be disregarded. A great many authors divided the factors of educational achievement to internal and external, placing the family among them. There are various types of families nowadays and consequently, various types of upbringing. In single-parent families, a mother or a father affects the upbringing of a child the most. In mixed families, on the other hand, children are raised by two different families and are therefore frequently in doubts about whom to obey. Regardless of the family type, every parent tries to raise their child to become a responsible and independent person. The process of upbringing requires a great deal of communication which often leads to conflicts that have to be managed in a peaceful manner. Children need to be taught to impose and obey the rules, and they need to be disciplined accordingly when they break these rules. Upbringing is a two-way process and it can influence a child’s learning success. The results have shown the connection between a pupil’s educational achievement and the characteristics of their family. Children whose parents have higher education usually have better school marks. Children raised in repressive upbringing are generally less successful than their peers. Furthermore, the results have shown that less successful pupils receive more help and encouragement by their parents. The better their school marks are, the less interest their parents show for their school work. We found out that, regardless of the family type, parents normally pay more or less the same amount of attention to their children and their school work