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1
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Relacje z matką w rodzinie o odmiennej strukturze w ocenie adolescentów

100%
Napora E.
Kultura i Edukacja
|
2014
|
issue 3(103)
111-131
EN
The aim of this study was to determine the functioning of mothers in terms of communication and styles of education, including family structure, gender and age of the adolescent. Hypotheses were based on the assumption that if a mother is the most important person in the family, then there will be no differences between single mother and the mother from complete family in the assessment of communication and styles of education in adolescents’s opinion. It was assumed that the assessment of the quality of the relationship will be affected by gender and age of adolescents. There were studied 148 adolescents with complete families and 237 who raised by single mothers, using a Parent Adolescent Communication Scale (PACS) and a Survey of Upbringing Style. Analysis of variance revealed that communication with the mother is satisfying, regardless of family structure, which strongly differentiate the democratic parenting style, and gender-style liberal. There were seen a significant interaction between gender and age of adolescent, conditioning the open communication and interaction with the mother adolescent age and family structure substantially influences on the liberal loving style.
2
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Upbringing and parenting, style of upbringing and parenting style. Terminological analysis

100%
Bakiera L.
Psychologia Wychowawcza
|
2019
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vol. 58(16)
60-72
EN
The article presents considerations on the essence of education inspired by the perception of the ambiguity of categories used in psychology and concerning parenting, such as parenting style, style of upbringing and parental attitude. In the article, the differences between social influence and development and upbringing as well as key features of educational activities (intentionality, purposefulness, processuality, asymmetry of educational relation) were pointed out. The author treats upbringing as a long-lasting and intentional interpersonal interaction aimed at optimization the development of a pupil. The domain of educational activity is updating the developmental potential. Accepting such an assumption, she notes that not all parenting activities mean upbringing. Its influence can be destructive from the child's development point of view. However, the attempt to go beyond the caring and educational functions with which parenthood is most often identified has resulted in the author's approach to the parenting style. It is discussed on the basis of a complex network of factors differentiating the interpersonal and intrapsychic dimension of the parents' experiences.
3
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Upbringing and Education in the Context of Migration Change: the Perspective of Russian and Ukrainian Parents with Tertiary Education Living in the Czech Republic

100%
Janečková T.
The New Educational Review
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2021
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vol. 65
251-261
EN
There is no doubt that migration, especially when involving whole family units, posits a range of challenges, dilemmas and problems. Thus, raising a child while adapting to a new sociocultural environment can turn out to be a particularly demanding task. Drawing on the findings of longitudinal, qualitative research among 10 families of Russian and Ukrainian origin living in the Czech Republic, the paper discusses the concept of parenting with a special emphasis on the issue of education. An important circumstance is the fact that the research sample consists of parents with tertiary education. The paper aims to describe and analyse the way in which parents understand upbringing and education, and what their beliefs and subsequent behaviours in this area are based on. Much attention is focused on uncovering how the ideological and practical dimensions of parental concern interact with the post-migration experience and processes associated with it. The empirical part, based on qualitative analysis inspired by grounded theory research design, depicts the issue as a very complex area of diverse and sometimes contradictory tendencies that dynamically combines deeply- rooted parenting patterns with pragmatic responses to current conditions.
4
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Procrastination and Parenting Styles in Retrospective Evaluation of Adolescents

88%
Markiewicz K., Stencel M.
The New Educational Review
|
2023
|
vol. 73
215-225
EN
We examined a retrospective assessment of their parenting style and its relation to procrastination. Most studies focus on parents’ reports; therefore, we sought to determine how children see it. The association between parenting style and the behaviour of their offspring seems obvious. Nevertheless, reports on associations between parenting styles and procrastination raise questions. All the more so because procrastination results in academic and work failures, the disruption of family life, and mental and health problems. The target group encompassed 130 Polish high school students (92 girls and 38 boys), all aged 17, and came from middle-class families. We used two tests: the Parental Authority Questionnaire and the Pure Procrastination Scale. The correlation analysis did not confirm the relationship between procrastination and gender or the number of siblings. The study showed that parenting style is essential for children’s well-being, self-regulation, and academic achievements, which are closely linked to procrastination behaviours. The coupled parenting styles of both parents have a greater impact on children’s well-being, self-regulation, and academic achievements than the mother’s and father’s styles considered separately. It shows a need to offer parents support in the raising of their children, which should be taken into consideration by educators and policymakers.
5
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RETHINKING GENDER, RETHINKING MIGRATION: ‘They assume dirty kids means happy kids’. Polish female migrants on being a mother in Norway

75%
Odden G.
Miscellanea Anthropologica et Sociologica
|
2016
|
vol. 17(3)
35-49
EN
This article deals with how the Polish in Norway perceive and talk about motherhood ina migratory context. The changes such a context might imply in terms of a parenting style,defined as a set of attitudes that express the parents’ behavior towards the child, are the article’smain focus. The results presented are based on qualitative interviews conducted withtwelve Polish mothers in Norway. The empirical data shows that the mothers interviewedconsider the Polish parenting style as rather demanding and intrusive while the Norwegianparenting style is considered as rather responsive and neglecting. The article shows, however,that there is no absolute connection between rather stereotyped perceptions of the Norwegianand the Polish parenting styles, and the actual attitudes identified in the analysis of themothers’ narratives. Better economic opportunities are among the most important changesfor the mothers, which in turn influences their perceptions and practices of motherhood.Furthermore, the diversity in perceiving, talking about and performing motherhood acrossborders are stressed, highlighting that the changes in terms of parenting styles are to beseen, above all, in terms of structural opportunities and personal experiences.
6

Zaburzenia przystosowania młodzieży a style wychowania w rodzinie

75%
Wysocka E., Ostafińska-Molik B.
Pedagogika Społeczna
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2015 (R. XIV)
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issue 4(58)
55-79
PL
Autorki dokonują analizy mechanizmów zaburzeń w przystosowaniu społecznym młodzieży gimnazjalnej związanych ze stylami wychowania w rodzinie (styl demokratyczny, styl autokratyczny, styl liberalny kochający i niekochający). Postawiono dwie hipotezy: pierwsza dotyczyła zróżnicowania sposobu funkcjonowania społecznego młodzieży gimnazajlnej (zaburzenia emocjonalne i behawioralne) wyznaczanej stylami wychowania w rodzinie, druga dotyczyła różnicującego znaczenia sposobu pełnienia ról rodzicielskich (matki i ojca) dla procesu społecznej adaptacji młodzieży. Obie hipotezy zostały pozytywnie zweryfikowane: styl demokratyczny i liberalny kochający hamują proces wadliwego przystosowania (czynnik chroniący), zaś styl autokratyczny i liberalny niekochający proces ów wzmacniają (czynnik ryzyka zaburzeń) – największe znaczenie ma tu styl liberalny niekochający, następnie styl autokratyczny, mniejszą rolę odgrywają styl liberalny kochający i demokratyczny. W kontekście ról rodzicielskich największe znaczenie dla procesu dewiacyjnego ma deficyt stylu demokratycznego matki.
EN
The authors present the analysis of mechanisms of social adjustment disorders in high school students related to parenting styles in the family (democratic, autocratic, liberal loving and liberal unloving). The authors posed two hypotheses: the first concerned the differentiation of social functioning of youth people (emotional and behavioral disorders) determination of parenting styles in the family. The second concerned the importance of differentiating the way parental roles (mother and father) for the process of social adaptation of young people. Both hypotheses were positively verified: styles democratic and liberal loving suppress the defective adaptation (a protective factor), while the style of autocratic and liberal unloving enhance this process (risk factor disorders) – the most important is the liberal unloving style, then autocratic style, a smaller role liberal loving and democratic styles. In the context of parental roles greatest importance for the process of deviant has a deficit of democratic style mother.
7
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PŁEĆ KULTUROWA W PRAKTYKACH MIGRACYJNYCH: ‘They assume dirty kids means happy kids’. Polish female migrants on being a mother in Norway

75%
Odden G.
Miscellanea Anthropologica et Sociologica
|
2016
|
vol. 17(3)
35-49
PL
This article deals with how the Polish in Norway perceive and talk about motherhood ina migratory context. The changes such a context might imply in terms of a parenting style,defined as a set of attitudes that express the parents’ behavior towards the child, are the article’smain focus. The results presented are based on qualitative interviews conducted withtwelve Polish mothers in Norway. The empirical data shows that the mothers interviewedconsider the Polish parenting style as rather demanding and intrusive while the Norwegianparenting style is considered as rather responsive and neglecting. The article shows, however,that there is no absolute connection between rather stereotyped perceptions of the Norwegianand the Polish parenting styles, and the actual attitudes identified in the analysis of themothers’ narratives. Better economic opportunities are among the most important changesfor the mothers, which in turn influences their perceptions and practices of motherhood.Furthermore, the diversity in perceiving, talking about and performing motherhood acrossborders are stressed, highlighting that the changes in terms of parenting styles are to beseen, above all, in terms of structural opportunities and personal experiences.
8
Publication available in full text mode
Content available

Stałość i zmienność stylu wychowania w rodzinie w teorii i praktyce edukacyjnej

63%
Opozda D.
Wychowanie w Rodzinie
|
2016
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vol. XIII
|
issue (1/2016)
179-191
EN
Abstract The article deals with the problem of the topicality of parenting style in the family and its meaning in the theory and practice of family pedagogy. It is an attempt to provide an answer to what is constant and what is variable in parenting styles. The answer takes into account the issues: the understanding of the term, the criteria and classifications of the parenting style, kinds of the parenting style and the determinants of changes. The main classifications of parenting style are presented in the lecture (M. Ryś, D. Baumrind, E. Maccoby, J. Martin, G. Schmidchen). They show the basic criteria of parenting styles division and their importance for the education processes. The category of parenting style applied in pedagogy is still current. It enables the describing, explaining, understanding and interpreting of the reality of upbringing. An important function in the educational theory and practice is still the traditional classification of parenting styles, in which there are distinguished an autocratic style, an authoritative style and a permissive style. In the text there are also presented other classifications, which are slightly different in the criteria and type of parenting styles. Nowadays, important issues are changes and evolution of parenting style. In the article, there are questions submitted about the direction of changes and their importance in the upbringing of children and young persons. Also presented are the results of research and analysis of such authors as J. Mariański, T. Szendlak, M. Kohn, Coleman. The results show an expansive tendency of an inert and permissive parenting style. These data show the intense changes in the pattern of the current generation upbringing. Changes occur not only in the upbringing in the family but also in the educational institutions. Today, the issue of parenting styles is a topical and important challenge for educational theory and practice. The lecture is an attempt to present just certain issues and considering those in the synthetic way from a pedagogical prospect, mainly the family pedagogy.
PL
Artykuł podejmuje problem aktualności stylu wychowania w rodzinie oraz znaczenie tego pojęcia w teorii i praktyce pedagogiki rodziny. To próba odpowiedzi na pyta nie co jest stałe, a co zmienne w stylach wychowania. Odpowiedź ta uwzględnia zagadnienia: rozumienie pojęcia, kryteria i klasyfikacje stylu wychowania, rodzaje stylu wychowania oraz uwarunkowania zmian. W artykule zaprezentowane są główne klasyfikacje stylów wychowania (M. Ryś, D. Baumrind, E. Maccoby, J. Martin, G. Schmidchen). Pokazują one podstawowe kryteria wyodrębniania stylów wychowania i ich znaczenie dla procesów edukacji. Kategoria stylu wychowania zastosowana w pedagogice jest wciąż aktualna. Pozwala ona opisać, wyjaśnić, rozumieć i interpretować rzeczywistość wychowania. Nadal duże za stosowanie w teorii i praktyce edukacyjnej ma tradycyjna klasyfikacja stylów wychowania, w której wyróżnia się styl autokratyczny, autorytatywny i permisywny. W tekście przedstawione są też inne klasyfikacje, które różnią się nieco kryteriami i rodzajami stylu wychowania. Ważnym obecnie problem są zmiany i ewolucja stylu wychowania. W artykule postawione są pytania o kierunek tych zmian i ich znaczenie dla wychowania dzieci i młodzieży. Przytoczone są wyniki badań i analiz takich autorów, jak J. Mariański, T. Szendlak, M. Kohn, J. Coleman. Pokazują one ekspansywną tendencję obojętnego i permisywnego stylu wychowania. Dane te wskazują na intensywne zmiany w zakresie modelu wychowania współczesnego pokolenia. Zachodzą one zarówno w wychowaniu w rodzinie, jak i innych instytucjach edukacyjnych. Współcześnie problematyka stylów wychowania jest bardzo aktualna i jest ważnym wyzwaniem dla teorii i praktyki edukacyjnej. Podjęta refleksja jest próbą przedstawienia niektórych tylko zagadnień i spojrzeniem na nie w sposób syntetyczny z perspektywy pedagogiki, a głównie pedagogiki rodziny.
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