Parental monitoring, behavioural problems, and school achievement of Belgrade high school students

Abstract

Differences in student school achievement are associated with many factors, the most significant ones being: family, school, and personal characteristics of students. Social relations within the family, especially between parents and children, are often associated in the literature with various aspects of school adjustment and the level of student achievement. The aim of this research is to investigate the correlation between school achievement, parental monitoring and externalising behavioural problems of Belgrade high school students. The sample consists of 507 students aged 15 to 18, of both sexes. The data on externalising problems were collected using ASEBA YSR / 11-18, and on parental monitoring by using the Parental Monitoring Scale. The mid-term scores of high school students were taken as a criterion for school achievement. Hierarchical multivariate regression analysis showed that the examined variables explain 13.9% of the examined variance of school achievement, with the most significant effects were observed regarding age (b = 0.165) and self-disclosure (b = 0.210). The results of the research are indicative of the need for improving the cooperation between the family and the school.

Razlike u školskom postignuću učenika povezuju se sa mnoštvom faktora, a među najznačajnije ubrajaju se: porodica, škola i lične karakteristike učenika. Socijalni odnosi unutar porodice, posebno između roditelja i dece, često se u literaturi povezuju sa različitim aspektima školskog prilagođavanja i nivoom školskog postignuća učenika. Cilj istraživanja predstavlja sagledavanje povezanosti školskog postignuća sa roditeljskim nadzorom i eksternalizovanim problemima u ponašanju kod beogradskih srednjoškolaca. Uzorak čini petsto sedam učenika oba pola, uzrasta od petnaest do osamnaest godina. Podaci o eksternalizovanim problemima prikupljeni su putem ASEBA YSR/11-18, a o roditeljskom nadzoru putem Skale roditeljskog nadzora (Parental monitoring Scale). Kao kriterijum školskog postignuća uzet je uspeh srednjoškolaca na polugodištu. Hijerarhijskom multivarijantnom regresionom analizom utvrđeno je da ispitivane varijable objašnjavaju 13,9% ispitivane varijanse školskog postignuća, pri čemu najznačajnije efekte ostvaruju uzrast (b=0.165) i samoizveštavanje (b=0.210). Rezultati istraživanja su implikativni za unapređivanje saradnje porodice i škole.