Individual attitudes toward education vary from a strong interest and absorption in studies to an equally strong dislike for school in general or for the teacher, certain subjects, or the school rules in particular. These variation in attitude are due in large part to many factors which are operative to different degrees in the lives of all students. The most influential are described in the following paragraphs.
Sex Girls as a whole and at every age have more favorable attitudes toward school than boys. As a result, they do better work, cause less trouble for their teachers, and rebel less against school rules and expectations. Student rebellions, for example, are rarely initiated and carried out by girls.
Child-training methods- The kind of child training used in the home determines what attitudes and behavior patterns the child will learn. These, then, are carried from the home to the school where they determine the quality of child's behavior and the kind of adjustments he makes. If the child has developed a hostile attitude toward his parents, he will usually transfer this o his teacher and to all in authority at school. If he has learned to be timid because of authoritarian child-training methods at home, he will be timid with with his teachers and classmates.
Parents who supervise their children's activities in a democratic, positive, encouraging manner help to develop adaptive behavior in their children. This, in time, becomes a generalized pattern that not only leads to success in school but fosters a favorable attitude toward school. When the relationship between students and their parents and other family members is a happy, cooperative, and democratic one, young people are encouraged to develop a feeling of responsibility and a wholesome attitude toward what must be done. As cottle says, "Good parents produce good students". When, on the other hand, parents show little interest in their children or in their school work and when there is little exchange of affection or mutual respect, children have little motivation to do things to please their parents. Their schoolwork suffers, and they come to dislike school. Any unfavorable parent-child relationship, whether it be characterized by overindulgence, rejection, over-protection, or domination, is likely to "cripple the child's chances of adjusting successfully to the school situation, either socially or scholastically".
Sex Girls as a whole and at every age have more favorable attitudes toward school than boys. As a result, they do better work, cause less trouble for their teachers, and rebel less against school rules and expectations. Student rebellions, for example, are rarely initiated and carried out by girls.
Child-training methods- The kind of child training used in the home determines what attitudes and behavior patterns the child will learn. These, then, are carried from the home to the school where they determine the quality of child's behavior and the kind of adjustments he makes. If the child has developed a hostile attitude toward his parents, he will usually transfer this o his teacher and to all in authority at school. If he has learned to be timid because of authoritarian child-training methods at home, he will be timid with with his teachers and classmates.
Parents who supervise their children's activities in a democratic, positive, encouraging manner help to develop adaptive behavior in their children. This, in time, becomes a generalized pattern that not only leads to success in school but fosters a favorable attitude toward school. When the relationship between students and their parents and other family members is a happy, cooperative, and democratic one, young people are encouraged to develop a feeling of responsibility and a wholesome attitude toward what must be done. As cottle says, "Good parents produce good students". When, on the other hand, parents show little interest in their children or in their school work and when there is little exchange of affection or mutual respect, children have little motivation to do things to please their parents. Their schoolwork suffers, and they come to dislike school. Any unfavorable parent-child relationship, whether it be characterized by overindulgence, rejection, over-protection, or domination, is likely to "cripple the child's chances of adjusting successfully to the school situation, either socially or scholastically".
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