Tatjana B. Milosavljević Đukić, Dragana S. Bogavac

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Family as a complex, multidimensional phenomenon cannot be treated as a simple sum of its individuals. That family is a unique system is indicated by the fact that it is based on multiplied contexture of interaction and communication with the environment. In this state it has a tendency towards morphogenesis i.e. the processes of constant change, as well as in morphostasis i.e. establishing balance especially in situations where it is disturbed. Prerequisite to effective education are healthy relationships of individuals within a family as a system. When it comes to adolescents, family is a key concept. This paper focuses on the empirical approach to this issue. The aim of this research is evaluation of parental educational actions from the adolescent perspective. The sample consisted of 297 questionees (99 pupils (adolescents) and their parents – 99 mothers and 99 fathers). The descriptive method was used in this research. For the sake of this research a five-level Likert scale was constructed. This scale contains 30 items that represent various parental educational styles (authoritarian-warm, authoritarian-cold, liberal-warm, liberal-cold and democratic). After analyzing the descriptive indicators, as well as the distribution regularity measures, factorization of the questionnaire was conducted. The Alpha-Factoring method was used with promax rotation. As ameasure of representativeness the Kaiser-Meyer-Olkin (KMO) test was used. The paper proves that it isn’t enough to focus on the educational styles from the parent perspective,but to get the whole pedagogical picture we also have to take into account the child/adolescent perspective.


educational style, adolescent, parent, family, family education

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