The Ways Parents Affect Childs School Achievements - Essay Example

Ways in whiсh Раrеnts саn Аffесt а Сhild’s Sсhооl Асhiеvеmеnt Introduction The manner in which parents relate with and bring up their children has a bearing on the children’s wellbeing and ultimately on the children’s performance at school. The aim of this essay is to discuss and evaluate the different ways in which parents can influence a child’s achievement at school. The essay will look at how the relationships that parents have with their children influence the way the children are brought up and how this affects the children’s performance at school. The essay will be guided by three psychological theories that pertain to parent-child relationships: social learning theory, attachment theory and parenting styles. Each of these theories will be explored to explain how parents’ interactions with their children influence the children’s school achievement. Social learning theory and parent-child relationships Albert Bandura’s (1977) social learning theory is one of the most powerful models that describe the relationships between children and their parents (O’Connor & Scott 2007, p. 5). This theory postulates that human learning is a continuous reciprocal interplay of behavioural, cognitive, and environmental factors (Leonard 2002, p. 177). The theory is also referred to as social observational learning, and it focuses on behaviour modelling, whereby a child observes the behaviour of adults or other children round them and then imitates the observed actions (Leonard 2002, p. 177). This means that what children observe from their parents at home significantly affects how they behave as well as how they learn at school. In relation to achievement at school, Doyle (2006, cited by Kordi & Baharudin 2010, p. 220) suggested that even though most children are taught classroom norms and rules, low performing pupils oftentimes find it difficult to comprehend these norms and show the appropriate behaviour. These youngsters’ incapability to learn and act in response to school rules may have a direct connection with how their parents instruct them to react to authority as well as any interpersonal problems that affect them (Kordi & Baharudin 2010, p. 220). Since children learn by observing and imitating as suggested in the social learning theory, it is indicated that children whose parents use coercive power such as screaming, yelling, slapping, hitting and shouting are more likely to show deviant behaviour and actions while at school (Kordi & Baharudin 2010, p. 220; Dubow, Boxer and Huesmann 2009). This can be explained by the simple fact that children like to act based on what they see, and when their parents show aggressive behaviours at home, the children are also likely to act in the same way while interacting with their colleagues and teachers at school. A point worth noting along this line is that research studies have established that behavioural problems such as aggression at early stages blight children’s school achievement and their intellectual growth in the fullness of time (Dubow et al. 2009). The other side of the argument is that when parents have positive relationships with their children, their children are also likely to have positive behaviour (O’Connor & Scott 2007, p. 6). This in turn is likely to positively shape the child’s optimism, motivation and confidence and hence enhance school achievement. Attachment theory Parents and their children have some level of attachment. Attachment theory proposes that children form attachments to their caregivers, primarily mothers, in their early life, and they develop behaviours to achieve or maintain proximity to the attachment figure (Johnson 2009, p. 14). Attachment theory deals with critical issues of protection and safety, and in psychological terms, it is concerned with the extent to which the relationship between the child and the caregiver (parent in the context of this essay) offers the child protection against harm and provides a sense of security (O’Connor & Scott 2007, p. 6). Attachment is perceived as a critical aspect of interactions as well as experiences between a child and his or her parents. It is argued that these early interactions and experiences are crucial in cognitive, emotional, social, and behavioural development in children and the prospective development of teenagers and adults (O’Connor & Scott 2007, p. 6). Two forms of attachment have been identified: secure attachments and insecure attachments. Secure attachments result in a willingness by children to explore the environment whereas insecure attachments set in motion negative behaviours and reduced affect (Johnson 2009, p. 14). A history of consistent and considerate care is expected to translate to the child developing an image of self and others as loveable and helpful or loving (O’Connor & Scott 2007, p. 6). According to Shaffer (2009, p. 155), babies who are securely attached at the ages of 12 to 18 months are better problem solvers when they grow to two years. In the addition, such children are creative in their play and can do more complex things. Arguably, the same scenario is likely to be reflected throughout such children’s performance in other school activities. This is because secure attachment is associated with parents or other caregivers being warm, sensitive, openly responsive, and aptly supportive, which develops the child’s capacity for open communication, trust, ability to regulate emotions, as well as mutual goal-oriented partnerships (Kennedy & Kennedy 2004, p. 256). On the other hand, the implication of an insecure attachment between a child and his or her parents is that the child is at risk of becoming aggressive and hostile at the preschool and the grade-school level and is likely to be rejected by his or her colleagues (Shaffer 2009, p. 155). Consequently, this has a negative impact on the child’s performance in school activities. This is because children who lack proper attachments to their parents also fail to develop trusting relationships with others, are anxious-avoidant, lack skills to manage stressful circumstances, and may lack self-confidence (Kennedy & Kennedy 2004, p. 250). Parenting style and its influence on a сhild’s sсhооl асhiеvеmеnt The way parents bring up their children is among the factors that have been researched in detail in human development (Kordi & Baharudin 2010, p. 218). A review of literature by Kordi and Baharudin (2010, p. 218) also suggests that parenting style is regarded a critical determining factor for various features of children’s outcomes. Studies have been conducted on how parent-children relationships affect children and adolescents’ academic achievements, optimism, confidence, motivation, and how children and adolescents deal with various types of problems (Kordi & Baharudin 2010, p. 218). Two major variables that were identified by Baumrind (1971, citied by Kordi & Baharudin 2010, p. 218) regarding parent-child relationships are parenting styles and child outcomes. Parenting style takes into account two key aspects of parenting: parental demandingness and parental responsiveness (Kordi & Baharudin 2010, p. 218; Werner-Wilson 2013, p. 194). Parental demandingness implies “the extent to which parents expect mature, responsible behaviour from the child” (Werner-Wilson 2013, p. 194). Parental responsiveness on the other hand denotes the “degree to which parents respond to the child’s needs in an accepting, supportive manner” (Werner-Wilson 2013, p. 194). In a naturalistic study of dealings between parents and youngsters, Baumrind (1991, cited by O’Connor & Scott 2007, p. 7) described two critical dimensions of parenting as warmth (parental responsiveness) and control strategies (parental demandingness). Based on this, Baumrind constructed four parental typologies as ‘authoritative’ (characterised by high warmth and assertive/positive control), ‘authoritarian’ (characterised by low warmth, coercion, high conflict and punitive control mechanisms), ‘permissive’ (featured by high warmth and low control measures), and neglective or disengaged’ (characterised by low warmth and low control) (O’Connor & Scott 2007, p. 7). It has been suggested that children of authoritative parents (i.e. parents with high parental responsiveness and demandingness) are often likely to be prosocial, socially and academically competent, and less likely to be symptomatic (O’Connor & Scott 2007, p. 7). On the other hand, children whose parents are authoritarian, permissive or neglective exhibit considerably worse outcomes (O’Connor & Scott 2007, p. 7). Earlier studies (Clarke-Stewart 1983, cited by Bempechat 1992) also showed that parents’ conduct with their children – such as consistency, stimulation, responsiveness and moderation (which are some attributes of authoritative parenting) – affect the children’s social and cognitive development. Other studies (Hill & Taylor 2004, p. 161; Kordi & Baharudin 2010, p. 218) have suggested that involvement of parents with their children in school activities positively influences school-related outcomes for children. In particular, Kordi and Baharudin (2010, p. 218) argue that authoritative parenting affects psychosocial maturity, which consequently positively influences children’s achievement at school. The converse is likely to be true for children whose parents are authoritarian, permissive or disengaged as noted by O’Connor and Scott (2007, p. 7). Conclusion In conclusion, this essay has discussed and evaluated the ways in whiсh раrеnts саn аffесt сhildren’s school achievement by applying three relevant theories. First, parents’ behaviours and actions are emulated by children and this ultimately affects how children behave at school as explained by the social learning theory. Secondly, the attachment theory has been used to explain how children’s connection with their parents affects how the youngsters develop cognitively, emotionally, socially and behaviourally, and how they eventually perform in school activities. Children who are securely attached to their parents are better problem solvers while those who have insecure attachments are anxious-avoidant, lack skills to cope with stressful circumstances, and may lack self-confidence, which translates to poor school achievement. Finally, theories of parenting style have been used to explain how different parenting styles affect children’s outcomes. Out of the four parental typologies (authoritative, authoritarian, permissive and disengaged), it is agued that authoritative parenting positively influences the performance of children at school while the other typologies lead to considerably worse outcomes for children in regard to learning. References Bempechat, J 1992, ‘The role of parent involvement in children’s academic achievement’, The School Community Journal, vol. 2, no. 2, pp. 31-41. Dubow, EF, Boxer, P & Huesmann, LR 2009, ‘Long-term effects of parents’ education on children’s educational and occupational success: mediation by family interactions, child aggression, and teenage aspirations’, Merrill Palmer Q (Wayne State Univ Press), vol. 55, no. 3, pp. 224-249. Hill, NE & Taylor, LC 2004, ‘Parental school involvement and children’s academic achievement: pragmatics and issues’, Current Directions in Psychological Science, vol. 13, no. 4, pp. 161-164. Johnson, EP 2009, The impact of parental emotional availability on the academic achievement of high school students, ProQuest LLC, Ann Arbor. Kennedy, JH & Kennedy, CE 2004, ‘Attachment theory: implications for school psychology’, Psychology in the Schools, vol. 41, no. 2, pp. 247-259. Kordi, A & Baharudin, R 2010, ‘Parenting attitude and style and its effect on children’s school achievements’, International Journal of Psychological Studies, vol. 2, no. 2, pp. 217-22. Leonard, DC 2002, Learning theories, A to Z, Greenwood Publishing Group, Westport, CT. O’Connor TG & Scott, SBC 2007, Parenting and outcomes for children, York Publishing Services Ltd, Layerthorpe. Shaffer, D 2009, Social and personality development, 6th edn, Wadsworth Cengage Learning, Belmont, CA. Werner-Wilson, RJ 2013, Developmental-systemic family therapy with adolescents, Routledge, New York. Read More

The other side of the argument is that when parents have positive relationships with their children, their children are also likely to have positive behaviour (O’Connor & Scott 2007, p. 6). This in turn is likely to positively shape the child’s optimism, motivation and confidence and hence enhance school achievement. Attachment theory Parents and their children have some level of attachment. Attachment theory proposes that children form attachments to their caregivers, primarily mothers, in their early life, and they develop behaviours to achieve or maintain proximity to the attachment figure (Johnson 2009, p. 14). Attachment theory deals with critical issues of protection and safety, and in psychological terms, it is concerned with the extent to which the relationship between the child and the caregiver (parent in the context of this essay) offers the child protection against harm and provides a sense of security (O’Connor & Scott 2007, p. 6). Attachment is perceived as a critical aspect of interactions as well as experiences between a child and his or her parents.

It is argued that these early interactions and experiences are crucial in cognitive, emotional, social, and behavioural development in children and the prospective development of teenagers and adults (O’Connor & Scott 2007, p. 6). Two forms of attachment have been identified: secure attachments and insecure attachments. Secure attachments result in a willingness by children to explore the environment whereas insecure attachments set in motion negative behaviours and reduced affect (Johnson 2009, p. 14). A history of consistent and considerate care is expected to translate to the child developing an image of self and others as loveable and helpful or loving (O’Connor & Scott 2007, p. 6). According to Shaffer (2009, p. 155), babies who are securely attached at the ages of 12 to 18 months are better problem solvers when they grow to two years.

In the addition, such children are creative in their play and can do more complex things. Arguably, the same scenario is likely to be reflected throughout such children’s performance in other school activities. This is because secure attachment is associated with parents or other caregivers being warm, sensitive, openly responsive, and aptly supportive, which develops the child’s capacity for open communication, trust, ability to regulate emotions, as well as mutual goal-oriented partnerships (Kennedy & Kennedy 2004, p. 256). On the other hand, the implication of an insecure attachment between a child and his or her parents is that the child is at risk of becoming aggressive and hostile at the preschool and the grade-school level and is likely to be rejected by his or her colleagues (Shaffer 2009, p. 155). Consequently, this has a negative impact on the child’s performance in school activities.

This is because children who lack proper attachments to their parents also fail to develop trusting relationships with others, are anxious-avoidant, lack skills to manage stressful circumstances, and may lack self-confidence (Kennedy & Kennedy 2004, p. 250). Parenting style and its influence on a сhild’s sсhооl асhiеvеmеnt The way parents bring up their children is among the factors that have been researched in detail in human development (Kordi & Baharudin 2010, p. 218).

A review of literature by Kordi and Baharudin (2010, p. 218) also suggests that parenting style is regarded a critical determining factor for various features of children’s outcomes. Studies have been conducted on how parent-children relationships affect children and adolescents’ academic achievements, optimism, confidence, motivation, and how children and adolescents deal with various types of problems (Kordi & Baharudin 2010, p. 218). Two major variables that were identified by Baumrind (1971, citied by Kordi & Baharudin 2010, p. 218) regarding parent-child relationships are parenting styles and child outcomes.

Parenting style takes into account two key aspects of parenting: parental demandingness and parental responsiveness (Kordi & Baharudin 2010, p.

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