Parental education and the socialization of the child: Internality, valorization and self-positioning

Bouissou, Christine; Tap, Pierre

doi:10.1007/bf03173099

Cited by 8 publications

(5 citation statements)

References 8 publications

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“…Students are socialized differently in their respective families; students from more advantaged backgrounds may benefit either more or less from a good relationship with their teachers and peers (Campbell, 2008;Langton & Jennings, 1968;Neundorf et al, 2016). Children from higher-educated families are more likely to practice democratic behavior, discuss societal issues, and to grow up in an environment in which there is room for discussion and where resources are available that enable them to develop as citizens (Bouissou & Tap, 1998;Brady et al, 1995;Hemmerechts, Agirdag, & Kavadias, 2017;Yuen, 2013). The extent to which these background differences between students affect the learning opportunities within the school is unclear.…”

Section: Student Context: Compensation or Acceleration Effect?mentioning

confidence: 99%

The influence of teacher-student and student-student relationships on societal involvement in Dutch primary and secondary schools

Wanders

Veen

Dijkstra

et al. 2019

Theory & Research in Social Education

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This study examined the association between teacher-student and student-student relationships on societal involvement in Dutch primary and secondary schools. In addition, it studied differences in the effects of teacher-student relationships and student-student relationships among students from various parental backgrounds on societal involvement, indicating the possibilities of schools to reduce social inequalities between students. In two studies, multilevel Hierarchical Linear Modeling analyses on the Cohort Onderzoek Onderwijs Loopbanen 5-18 data were used for students age 12 and age 15 to investigate the relative and lasting association between teacher-student and student-student relationships from primary to secondary school on societal involvement. In analysis A, 9,334 students from 1,036 classes were included in the analyses. In analysis B, 934 students from 667 classes were included. The results showed that teacher-student relationships are positively associated with societal involvement in both primary and secondary school. The association between teacher-student relationships and societal involvement in primary school were also important in secondary school. Moreover, positive teacherstudent relationships were more beneficial for societal involvement for students with parents from lower educated backgrounds, indicating that schools can compensate for inequalities between students. Studentstudent relationships were found to be unrelated to societal involvement in both primary and secondary school.

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Section: Student Context: Compensation or Acceleration Effect?mentioning

confidence: 99%

The influence of teacher-student and student-student relationships on societal involvement in Dutch primary and secondary schools

Wanders

Veen

Dijkstra

et al. 2019

Theory & Research in Social Education

View full text Add to dashboard Cite

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“…Tolerance and a sense of responsibility are thought to be the main values to transmit to children and youth (Bréchon, 2000). French children are also educated to be modest (Bouissou & Tap, 1998). Compared to US mothers, French mothers try to transmit internalisation more than externalisation.…”

Section: Introductionmentioning

confidence: 99%

Transmission of Family Values and Attachment: A French Three‐Generation Study

Sabatier¹,

Lannegrand-Willems²

2005

Applied Psychology

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Ce travail aborde la transmission de deux aspects de la solidarité familiale: l'accord sur les valeurs dans trois domaines (l'individualisme, l'esprit de groupe et les valeurs familiales) et les représentations de la relation à autrui (les modèles régissant les affinités). L'échantillon est composé de 95 triades englobant trois générations: des grands-mères, des mères et des adolescentes. Les résultats mettent en évidence la spécificité des familles françaises modernes caractérisées pour toutes les générations par une certaine combinaison des valeurs d'autonomie et de solidarité basée sur un contrat social et le respect des hiérarchies. Les adolescents françaises montrent une forte adhésion aux valeurs familiales, mais aussi un individualisme affirmé. Les valeurs et les modèles régissant les affinités sont transmis de façon différenciée en fonction de leur contenu et selon des procédures variées. Cependant, les transmissions directe et indirecte débouchent rarement sur une copie parfaite. Des différences apparaissent avec les générations. Les données indiquent que les adolescentes sont plus proches de leurs mères que de leurs grands-mères et que la transmission se fait clairement des mères vers les adolescentes. Les grands-mères influencent les mères à travers leurs objectifs parentaux (obéissance et autonomie), la valeur attribuée aux enfants et les valeurs de groupe.This study addresses the question of transmission among 95 triads of three generations (grandmothers, mothers, and adolescents) regarding two aspects of family solidarity: agreement on values in three domains (individualism, collectivism, and family values), and representations with regard to self-other relationships (working models of attachment). The results underscore the specificity of modern French families which is characterised for all generations by a certain combination of autonomy values and solidarity based on social contract and respect for hierarchies. French adolescents show a high level of endorsement of family values but also a high level of individualism. Values and working models of attachment are transmitted unequally depending on their content and through a variety of patterns. However, direct and indirect transmissions are seldom an exact replication. Some differences are observed along generations. Data indicate more proximity between mothers and adolescents than grandmothers and a clear transmission from mothers to adolescents. Grandmothers influence mothers through their parental goals (obedience and autonomy), value of children, and collectivist values.

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“…Lastly, parents’ values have a significant impact on the socialization process of children ( Barni et al, 2017 ). The values held by parents often influence their parenting styles, which in turn affect the motivational behavior of children ( Bouissou and Tap, 1998 ).…”

Section: Discussionmentioning

confidence: 99%

The role of parents in the motivation of young athletes: a systematic review

Gao,

Chee,

Norjali Wazir

et al. 2024

Front. Psychol.

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ObjectivesParents are one of the main social agents that shape young athletes’ experiences and participation in sports, but they are also the least explored group in the literature. Therefore, the purpose of this study was to conduct a systematic review of research on the role of parents in the motivation of young athletes.MethodThe systematic literature review consisted of four electronic databases from which 29 articles published in English and in full-text form in peer-reviewed journals between 1999 and 2023 were retrieved.ResultsA total of 29 studies met the eligibility criteria. These studies collectively surveyed 9,185 young athlete participants and 2,191 parent participants. The sample comprised 26 quantitative studies and 3 qualitative studies. The findings underscore that parents play both unique and synergistic multidimensional roles in motivating young athletes. Parents’ positive goals and values, autonomy-supportive parenting styles, moderate parental involvement, positive parent–child relationships, and a parent-initiated task climate are identified as optimal parenting strategies.ConclusionWhile parents undeniably play a crucial role in motivating young athletes, the manner and extent of their involvement are key.

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Parental education and the socialization of the child: Internality, valorization and self-positioning

Cited by 8 publications

References 8 publications

The influence of teacher-student and student-student relationships on societal involvement in Dutch primary and secondary schools

The influence of teacher-student and student-student relationships on societal involvement in Dutch primary and secondary schools

Transmission of Family Values and Attachment: A French Three‐Generation Study

The role of parents in the motivation of young athletes: a systematic review

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