Schoolprestaties door gezinsopvoeding; verslag van een onderzoek

Samenvatting

This study deals with an investigation in the field of soc inequality of opportunities in educ. The basic assumption reads that the level of scholastic performance/ability is influenced by specific early soc'ization processes in the fam. As soc'ization in early childhood is steered by the parents via interactions between mother, father & child, diff's in Sch performances may be interpreted on the basis of diff's in interactions within the fam's. Parents of all children (N=388) of a primary Sch in the Netherlands were asked to fill out a questionaire about interaction processes in their fam. The questionaire consisted of short descriptions of situations in a fictitious fam. R's were requested to indicate how they would react to these situations in their own cases by means of a multiple-choice technique. The criterion of Sch performance was the quintile position on the scale 'good-bad student' according to the general opinion of the teacher. Factor analysis of the questionaire data produced 2 factors which were interpreted as referring to 2 diff syndromes of interaction in soc'ization, one representing mainly verbal interactions which would stimulate the child's intellectual development (the 'intellectual activity-syndrome'), the other one representing interactions which would support the child in being independent (the 'personalization-syndrome'). The parent's occup'al & educ'al level is highly r'ed with the 1st factor which does not hold for the 2nd factor. Relations of the levels of both 'intellectual activity' & 'personalization' in the fam with the investigated measure of Sch performance were found to be highly signif. An evaluation of the 'personalization syndrome' is included in which reference is made to the Parsonian basic 4-role pattern in early soc'ization in the fam (see SA 3307). AA.