Students’ perception of parental behavior and authority as predictor of student-professor interaction

• A. Mandarić Vukušić ^[1] ; A. Grčić ^[1] ; D. Dolić ^[1] ; M. Ljubetić ^[1]
  1. [1] University of Split

     University of Split

     Croacia

     
• Localización: EDULEARN22 Proceedings: 14th International Conference on Education and New Learning Technologies : July 4th-6th, 2022 / coord. por Luis Gómez Chova, Agustín López Martínez, Joanna Lees, 2022, ISBN 978-84-09-42484-9, págs. 103-112
• Idioma: inglés
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• Resumen

  • With the aim of determining students’ evaluation of parental behavior and authority in Croatian context, apart from Demographic data questionnaire, GPBS Scale instrument was used (Ghent Parental Behavior Scale, Van Leeuwen, 2004). The study was conducted on a sample of 246 male and female students of different colleges in Croatia, who, at the time of this study, were between 18-29 years of age. Exploratory factory analysis was used in order to extract 7 factors: positive parentship, consistent punishment, ignoring, teaching, inconsistent punishment, monitoring and reward, which were used to describe the area of parental behavior. This study did not confirm the correlation between parental authority and inconsistency as well as parental authority and material reward in regard to parents’ sex. Additionally, it was determined that participating adolescents evaluate their mothers as having greater authority compared to their fathers. Used instrument was shown as adequate for adolescent population. In order to answer the question does the students' perception of the parental behaviour in any way affect their interaction with their teachers, hierarchical regression analysis was used after SPIC Scale was used (Student-Professor Interaction Scale, Cokley et al., 2009) to meassure Student-professor interaction. Hierarchical regression revealed that ignoring predicted student-professor interaction. This factor predicted 7% of student-professor interaction.