An authoritative parenting style and a high capacity for mentalization in adolescents have been recognized in the literature as a strong protective factor in preserving the mental health of ...adolescents. The aim of this research was to examine the predictive contribution of parenting styles to adolescents’ capacity for mentalization. Two hundred high school students participated in the research (54.5% boys; the average age of the respondents was 17 years). The results of multiple regression analysis indicate that, when it comes to the parenting style of the mother, the dimensions of an authoritative style (regulation and connection) contribute significantly positively to an adolescent’s capacity for mentalization, while the dimensions of an authoritarian style (verbal hostility and non-reasoning) contribute significantly negatively to the development of this reflective function. When the father’s parenting style is taken into account, the dimension of an authoritative parenting style that significantly contributes to the development of mentalization is regulation, while the non-reasoning and physical coercion dimensions of an authoritarian style show a negative contribution. The main conclusion of the research is that the dimensions of an authoritative parenting style (connection and regulation) significantly contribute to the development of mentalization capacities in adolescents, while the dimensions of the authoritarian parenting style (verbal hostility of the mother, non-reasoning of both parents andphysical coercion of the father) negatively contribute to the development of mentalization. The basic pedagogical implications of the paper lead towards encouraging positive parenting styles, which would improve the overall development of children, as well as the development of their capacity for mentalization.
Transgenerational transmission of family values and beliefs in upbringing children is performed continuously from generation to generation. Family system of values is determined by emotional ...relationships, attitude towards the family goals, principles, distribution of authority, and the preferred method of parenting style. In this regard, we wanted to investigate whether there were significant positive correlations between the assessment of parenting style in the primary student's family and their beliefs about the competent parenting. We examined 584 students of the University of Nis. The survey used the following instruments: Index of family relations (IFR, author of Hudson 1982) and the Parenting Styles and Dimensions Questionnaire (PSDQ, Authors: Robinson, Mandleco, Olsen, & Hart, 2001). We also used vignettes which present parenting styles of father and mother: authoritarian, authoritative, permissive, inconsistent and uninvolved. The results showed that authoritarianism in the student's primary family contributed to their favourable assessment of those families where a parent manifest was authoritarian and indifferent parenting style and student's primary family was consistently less favourable in the assessment of corrective actions within the authoritative, permissive, and inconsistent parenting style. Coercion and Non-Reasoning as authoritarian style features contributed to a better assessment of indifferent parental style. The reference literature (Baumrind, 1966, 1991; Rohner, 2009; Teti, Candelaria, 2002), this parenting style is recognized as the most dysfunctional, because of its negative impact on the child development outcomes. This implies that influence of dysfunctional parenting is transferred transgenerationaly, which confirms the systemic approach to the family and its transgenerational analysis of patterns of functioning.
In this research, we set out to examine whether the mentalizing capacity in adolescents is a statistically significant predictor of formal operational thought and school success. For the purpose of ...this research, we used the Mentalization Questionnaire (MQ), which consists of three subscales: Self-Related Mentalization, Other-Related Mentalization and Motivation to Mentalize and Bond's logical operations test (BLOT). The research involved 200 students from Technical High School in Pirot, 54,5% were boys, and the average age of the participants was 17 years. The research results of multiple regression analysis indicate the model in which mentalizing capacity represents a predictor of formal operational thought is statistically significant and accounts for 51% variance in this criterion variable (R2 = .51; F (3,196) = 67.67; p = .00). Self-Related Mentalization (b = .34; p = .00) and Motivation to Mentalize (b = .37; p = .00) turned out to be significant individual predictors. When it comes to predictors of school success the model that consists of mentalization capacity dimensions is statistically significant and accounts for 49% of the variance in this variable (R 2 = .49; F (3,196) = 61.92; p = .00). Other-Related Mentalization (b = .22; p = .02) and Motivation to Mentalize (b = .38; p = .00) indicate a significant predictive potential. We consider that inciting mentalization in educational work can significantly contribute to the development of formal operational thought.
Self-concept and Teachers’ Professional Roles Zlatković, Blagica; Stojiljković, Snežana; Djigić, Gordana ...
Procedia, social and behavioral sciences,
12/2012, Volume:
69
Journal Article
Peer reviewed
Open access
This paper is concerned with the association of teachers’ self-assessment of the effectiveness in different teachers’ roles performing and their self-concept. The study was conducted on a sample of ...120 teachers who were given the Self-concept scales (Opačić, 1995) and the Inventory of teachers’ roles, designed for the purposes of this research. The results show that self- assessed effectiveness in all teachers’ roles is significantly correlated with global competence – dimension of self-concept that indicates subjective feeling of capability for any action and its successful performance. Other dimensions of self-concept are in correlation with self-evaluated success in some of investigated teachers’ roles.
ABSTRACT The research intended to establish a connection between complex posttraumatic stress disorder (C-PTSD) and the accepting/rejecting parenting of mothers, survivors of complex trauma. The goal ...was also to examine how protective factors, resilience, and perceived social support moderate the effect of C-PTSD on the mother’s rejecting parenting, as well as how parental traumas and their parenting predicts parenting of women survivors. The study results are based on a survey completed by 100 women at the age 19 – 64. The sample had two groups: mothers with C-PTSD and a control group without C-PSTD. The results indicate that complex trauma can predict mother’s parenting rejection. C-PTSD displays correlations with all five dimensions of the negative parenting styles (lackof affection/neglect/aggression/control/undifferentiated rejection). Resilience acted as a moderator between C-PTSD and rejecting parenting. Parental traumas and their rejecting parenting manifest in women’s parenting Key words: C-PTSD, trauma exposure, women, parenting,resilience
The goal of the research was to investigate which sub dimensions of the authoritarian, authoritative and permissive educational style mostly contribute to the perception of family functioning as a ...whole, and especially perception of the communication in the family. Our research sample had 576 students University of Nis. The questionnaire of educational styles PSDQ (Robinson, C. C., Mandleco, B., Olsen, S. F., & Hart, C. H., 2001) and partially with questioner FACES IV (Olson D.H., Gorrall, M.D. and Tiesel W.J. 2005) was used and that relates to the communication in family and contentment with family as a whole. We got a statistically important negative correlation between authoritarianism of father and mother, as educational style and contentment with the family as a whole and the communication in it. We got a statistically positive correlation between the authoritativeness of mother and father as educational style and the contentment with the family as a whole and the communication in it.
In this research we investigated teachers of the primary and secondary schools (N=100) about correlation between his attitudes towards inclusion and dimensions of teachers’ personalities towards a ...model having five factors. The attitudes towards inclusion include the attitudes regarding the education of children with different difficulties in their development, the attitudes regarding the responsibility of a school to offer good education for all children. Also, teachers' self-evaluation regarding their own relevant professional and personal capacities regarding the work with children having difficulties in their own development. Personality was examined by the help of five basic dimensions: neuroticism, extraversion, openness, cooperation and being conscientious. The results have shown that, out of total number of examinees, 80% support the idea of inclusive education. Openness is in a positive correlation with the attitudes towards inclusive education. Teachers in primary schools have more positive attitude towards inclusive education.
The research intended to establish a connection between complex posttraumatic stress disorder (C-PTSD) and the accepting/rejecting parenting of mothers, survivors of complex trauma. The goal was also ...to examine how protective factors, resilience, and perceived social support moderate the effect of C-PTSD on the mother's rejecting parenting, as well as how parental traumas and their parenting predicts parenting of women survivors. The study results are based on a survey completed by 100 women at the age 19 – 64. The sample had two groups: mothers with C-PTSD and a control group without C-PSTD. The results indicate that complex trauma can predict mother's parenting rejection. C-PTSD displays correlations with all five dimensions of the negative parenting styles (lack of affection/neglect/aggression/control/undifferentiated rejection). Resilience acted as a moderator between C-PTSD and rejecting parenting. Parental traumas and their rejecting parenting manifest in women's parenting.
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