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Piuk, Josipa; Macuka, Ivana
Psihologijske teme, 12/2019, Volume: 28, Issue: 3Journal Article, Paper
S obzirom na isticanje važnosti visokoga školskog postignuća u našem društvu, potrebno je ispitati kako djeca doživljavaju roditeljska očekivanja vezana uz školsku uspješnost i kako se to odražava na njihov školski uspjeh. Preciznije, cilj je ovog istraživanja bio ispitati u kojoj mjeri sociodemografske karakteristike (spol i dob djeteta, obrazovanje roditelja), osobne karakteristike (adaptivni i neadaptivni perfekcionizam), psihološka prilagodba (ispitna anksioznost i somatizacija) te pojedini aspekti roditeljske akademske uključenosti (nadziranje, pomoć oko zadaće, komunikacija s djetetom te akademska očekivanja) pridonose objašnjenju školskog uspjeha mlađih adolescenata. Kako bi se ispitala percepcija adolescenata o razinama akademske uključenosti svojih roditelja, u sklopu je istraživanja preveden i validiran Upitnik percipirane roditeljske akademske uključenosti (engl. Perceived Parental Educational Involvement – PPEI; Carranza, You, Chhuoni i Hudley, 2009). U istraživanju je sudjelovalo 273 mlađih adolescenata, učenika petog do osmog razreda osnovne škole iz Splita. Konfirmatornom je faktorskom analizom potvrđena četverofaktorska struktura Upitnika percipirane roditeljske akademske uključenosti. Korelacijske analize upućuju na pozitivan odnos roditeljske akademske uključenosti i školskog postignuća adolescenata, odnosno adolescenti koji percipiraju akademska očekivanja svojih roditelja višima ostvaruju bolji školski uspjeh. Rezultati hijerarhijske regresijske analize upućuju na značajan doprinos spola, neadaptivnog perfekcionizma i akademskog očekivanja roditelja u objašnjenju školskog uspjeha adolescenata. Pri tome su akademska roditeljska očekivanja najznačajniji prediktor školskog uspjeha adolescenata. Given the major emphasis on the importance of high academic achievement in our society, it is necessary to examine how children perceive parental expectations related to academic success and how that reflects on their academic achievement. More precisely, the aim of this study was to examine unique contributions of sociodemographic characteristics (gender, age and parent's education), personal characteristics (adaptive and non-adaptive perfectionism), psychological adaptation (test anxiety and somatization), and certain aspects of parental academic involvement (monitoring, helping with homework, parent-child communication, and academic expectations) in explaining academic success of younger adolescents. To examine the perception of the aspects of parental academic involvement, this study contains validation of Perceived Parental Academic Involvement Questionnaire (Carranza, You, Chhuoni, & Hudley, 2009). The sample consisted of 273 young adolescents from the fifth to the eighth grade of an elementary school in Split. Confirmatory factor analysis confirmed original four-factor structure of Perceived Parental Academic Involvement Questionnaire. The results obtained a positive relationship between parental academic involvement and academic achievement of adolescents. More precisely, adolescents who perceive higher academic expectations of their parents have higher levels of academic success. By using hierarchical regression analysis, the results obtained a significant contribution of gender, non-adaptive perfectionism and parental academic expectations in explaining the academic success of adolescents. In addition, the most significant predictor of adolescent's academic success was parental academic expectations.
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