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Title:Immigrant parents from Kosovo on helping their children with schoolwork
Authors:ID Cahunek, Lea (Author)
ID Lesar, Irena (Author)
Files:URL URL - Source URL, visit https://www.sodobna-pedagogika.net/en/articles/02-2026_immigrant-parents-from-kosovo-on-helping-their-children-with-schoolwork/
 
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Language:Slovenian
Typology:1.01 - Original Scientific Article
Organization:Logo ZDPDS - Association of Societies of Educational Workers of Slovenia
Abstract:Vključenost staršev v šolanje otrok je pomemben dejavnik učnega in socialnega razvoja otrok ter eno izmed splošno sprejetih načel učinkovitih vzgojno-izobraževalnih praks. Manj raziskano področje pa je vključenost staršev priseljencev v procesih pomoči otrokom pri delu za šolo, zlasti v kontekstu jezikovnih, socialnih in kulturnih okoliščin priselitve. Prispevek obravnava starše, priseljene s Kosova (N = 246), katerih otroci obiskujejo slovensko osnovno šolo, ter analizira pogostost in načine njihove pomoči otroku pri delu za šolo. Analiza podatkov je pokazala, da je pomoč otroku pri delu za šolo večinoma skrb priseljenih mater s Kosova. Z vidika pogostosti pomoči rezultati kažejo, da je otrok le nekajkrat na mesec deležen pomoči staršev, nekajkrat na leto pomoči brata oz. sestre, še redkeje otrokovega sošolca, otrokove sošolke in strokovnih delavcev zunaj šole, skoraj nikoli pa ni deležen pomoči inštruktorja oz. inštruktorice. Glede različnih načinov starševske pomoči otroku pri delu za šolo analiza kaže, da starši pogosteje otroke le nadzirajo in opozarjajo na šolske obveznosti ter jih spodbujajo k učenju, medtem ko se le redko neposredno vključijo v sam proces otrokovega učenja (npr. se skupaj z otrokom učijo, preverjajo otrokovo znanje, z njim berejo). Učni uspeh otrok, ki so bili številčno ocenjeni, je bil po poročanju staršev razmeroma nizek (M = 2,64), pri čemer je skoraj petina staršev navedla, da je njihov otrok razred ponavljal. Pri interpretaciji rezultatov je treba pozornost nameniti tudi širšim strukturnim in socialno-kulturnim okoliščinam, ki lahko vplivajo na možnosti staršev za vključevanje v otrokovo delo za šolo.
Keywords:pedagogika, priseljenci, starši, učni uspeh
Publication status:Published
Publication version:Version of Record
Publication date:30.01.2026
Year of publishing:2026
Number of pages:str. 8-27, 118-139
Numbering:Letn. 77 = 143, št. 2
PID:20.500.12556/DiRROS-31141 New window
UDC:376
ISSN on article:0038-0474
COBISS.SI-ID:284220419 New window
Note:Besedilo v slov., tiskano v obratni smeri;
Publication date in DiRROS:14.07.2026
Views:28
Downloads:20
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Record is a part of a journal

Title:Sodobna pedagogika
Shortened title:Sodob. pedagog.
Publisher:Zveza društev pedagoških delavcev Slovenije
ISSN:0038-0474
COBISS.SI-ID:761348 New window

Document is financed by a project

Funder:ARIS - Slovenian Research and Innovation Agency
Project number:P5-0126-2019
Name:Sistemski vidiki strategij edukacije in spodbujanja socialne vključenosti v vzgoji in izobraževanju

Licences

License:CC BY-SA 4.0, Creative Commons Attribution-ShareAlike 4.0 International
Link:http://creativecommons.org/licenses/by-sa/4.0/
Description:This Creative Commons license is very similar to the regular Attribution license, but requires the release of all derivative works under this same license.

Secondary language

Language:English
Title:Priseljeni starši s Kosova o pomoči svojim otrokom pri delu za šolo
Abstract:Parental involvement in their children’s education is an important factor in learning and social development and is widely recognised as a principle of effective educational practice. However, little research has focused on the involvement of immigrant parents in supporting their children with schoolwork, particularly in the context of the linguistic, social, and cultural circumstances of immigration. This paper examines parents who have immigrated from Kosovo (N = 246) with children attending Slovenian primary schools, analysing the frequency and methods of their assistance with schoolwork. The data analysis shows that in immigrant families from Kosovo, assisting with schoolwork is primarily the responsibility of mothers. Regarding the frequency of assistance, the results indicate that children receive help from parents only a few times a month, from siblings a few times a year, even less often from classmates and professionals outside school, and almost never from an instructor. In terms of the ways parents help their children with schoolwork, the analysis shows that parents often supervise, remind, and encourage their children to learn but rarely become directly involved in the learning process itself (e.g. studying together, checking the child’s knowledge, or reading with the child). The academic success of children who had received numerical grades was reported by parents to be relatively low (M = 2.64), with approximately one-fifth of parents stating that their child had repeated a school grade. When interpreting the results, it is important to consider the broader structural and sociocultural circumstances that may affect parents’ opportunities to be involved in their children’s schoolwork.
Keywords:pedagogy, immigrants, parents, learning achievment


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This document is a part of these collections:
  1. Sodobna pedagogika

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