| Abstract | Cilj ovog istraživanja bio je ispitati odnos doživljaja roditeljstva, svjesnosti u roditeljstvu, uključenosti roditelja u rani i predškolski odgoj i obrazovanje i zadovoljstva roditelja predškolskom ustanovom te utvrditi postoje li razlike u istima s obzirom na spol, obrazovni, bračni i radni status te vrstu zanimanja ispitanika, kao i doprinos sociodemografskih obilježja roditelja, doživljaja roditeljstva i svjesnosti u roditeljstvu uključenosti roditelja u rani i predškolski odgoj i obrazovanje te zadovoljstvu predškolskom ustanovom. U istraživanju je sudjelovalo 324 roditelja (N=324), a kao instrumenti korišteni su Upitnik općih podataka, Upitnik doživljaja roditeljstva, Upitnik svjesnosti u roditeljstvu, Upitnik uključenosti roditelja u rani i predškolski odgoj i obrazovanje te Upitnik zadovoljstva predškolskom ustanovom koju dijete pohađa. Rezultati su pokazali da spol roditelja značajno doprinosi pojavi razlika između majki i očeva u empatičnom razumijevanju i prihvaćanju djeteta i usmjeravanju pažnje na dijete i refleksivnosti u roditeljstvu kao varijablama konstrukta svjesnosti u roditeljstvu te spremnošću i otvorenošću prema suradnji s vrtićem kao komponenti uključenosti roditelja, dok u ostalim varijablama nije bilo značajnih razlika. Utvrđene su značajne razlike među sudionicima s obzirom na obrazovni status u samoprocjeni roditeljske kompetentnosti, usmjeravanju pažnje na dijete i refleksivnosti u roditeljstvu te otvorenosti prema suradnji s predškolskom ustanovom; s obzirom na vrstu zanimanja utvrđene su značajne razlike u empatičnom razumijevanju djeteta s prihvaćanjem, usmjeravanju pažnje na dijete i refleksivnosti u roditeljstvu te otvorenosti prema suradnji; radni status se nije pokazao značajnim za niti jednu roditeljsku varijablu. Samoprocjenom zadovoljstva predškolskom ustanovom roditelji su najmanje zadovoljstvo iskazali komunikacijom sa stručnom službom, a najveće zadovoljstvo odnosom odgojitelja i djeteta te odgojitelja i roditelja. Kao značajni prediktori uključenosti roditelja u vidu informiranja i edukacije roditelja pokazali su se zadovoljstvo roditeljstvom kao dimenzija doživljaja roditeljstva, zaposlenost roditelja te veće empatično razumijevanje djeteta i manja samoefikasnost i nereaktivnost u roditeljstvu, dok su spol roditelja, roditeljska kompetentnost i zadovoljstvo roditeljstvom imali značajan prediktorski koeficijent, ali suprotnog smjera; od varijabli svjesnosti u roditeljstvu jedino je usmjeravanje pažnje na dijete i refleksivnost u roditeljstvu ostvarila značajan samostalni prediktorski koeficijent otvorenosti roditelja prema suradnji s predškolskom ustanovom, dok sociodemografska obilježja, doživljaj roditeljstva i svjesnost u roditeljstvu nemaju prediktivnu vrijednost za razinu zadovoljstva predškolskom ustanovom. |
| Abstract (english) | The aim of this study was to examine the perceptions of the parenting experience as a whole, as well as parenting awareness, parental involvement in the early and preschool education stages and parental satisfaction with the preschool institution to determine whether there were differences among them in regard to gender, educational, marital and employment status and profession of the examinees. The study was furthermore conducted to establish the correlation of the parents’ sociodemographic characteristics, their parenting experiences, and their parenting awareness about the role of parental involvement in early and preschool education and their satisfaction with the preschool institution. 324 parents participated in the research (N = 324), and the instruments that were used were the General Data Questionnaire, the Parenting Experience Questionnaire, the Parental Awareness Questionnaire, the Parental Involvement Questionnaire and the Preschool Satisfaction Questionnaire about the institution that their child is currently attending. The results indicated that the gender of parents significantly contributed to the difference between mothers and fathers in regard to empathic understanding and acceptance of the child, attention providing towards the child and reflectivity in parenting as variables of parenting awareness constructs in parenting, willingness and openness to cooperate with kindergarten as a component of parental involvement. No significant differences with the other variables were found. Significant differences were observed among participants with regard to educational status concerning the self-assessment of their parental competence, attention providing towards the child, reflectivity in parenting, and willingness to cooperate with the preschool institution. When it comes to their occupation type, major differences were found in empathic understanding of the child, child acceptance, attention providing towards the child, reflexivity in parenting, and willingness to cooperate. However, their employment status did not prove to be significant for any parenting variable. In the self-assessment section concerning their satisfaction with the preschool institution, the parents expressed that they were least satisfied with the communication with the administrative staff, and they were most satisfied with the relationship between the educator and the child, and the educator and the parents. Significant predictors of parental involvement regarding being informed and educated proved that parental satisfaction constituted as a dimension of the parenting experience and parental employment, as well as greater empathic understanding of the child, less self-efficacy and non-reactivity in parenting, whereas gender, parental competence and parental satisfaction had a significant predictor coefficient, but in reversal. Concerning the variables of parenting awareness, only attention providing and reflectivity in parenting achieved a significant
independent predictor coefficient of parental willingness to cooperate with the preschool institution, while sociodemographic characteristics, parenting experience and parenting awareness did not have a predictive value in regard to preschool satisfaction levels. |
