Authoritative upbringing

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As authoritative parenting refers to an educational style , the high responsiveness is characterized and high control. Parents who bring up their children in an authoritative manner treat them with love and at the same time exercise a high degree of authority .

Definition of terms

From an authoritarian education , the authoritative parenting is distinguished by a higher level of emotional warmth, rapport , acceptance and willingness to communicate, which are placed in the child. From a permissive upbringing , it differs in a greater degree of intentional education with more rules, more use of educational resources and a stronger leadership by the parents.

Authoritative parenting as a parenting style or concept

As a style of upbringing , authoritative upbringing is neither an educational method nor an independent “ educational philosophy ”.

The educational norms that can be realized under the auspices of an authoritative upbringing extend over a wide range. For example, the term says nothing about the type of demands that authoritative parents place on their children. These can be high (school) performance requirements, but also high demands on character competencies, such as B. Independence, resilience and empathy . Religiously based norms are just as compatible with an authoritative upbringing as secular ones.

The term “authoritative upbringing” does not initially make a statement about the choice of educational means (from positive reinforcement to corporal punishment ). In the western world , however, parents who raise authoritatively tend to use educational tools such as praise and encouragement and rely on the child to follow them voluntarily. In the 1970s, a team of researchers led by Kurt-Hermann Stapf tried to find a basis for research on the style of parenting based on learning theory ; Its Marburg two-component model and the two-process model of parental upbringing developed by Heinz Walter Krohne , based on it, explain this finding: Parents who are used to loving their children, to support them and to awaken hopeful future expectations in them behave completely consistent if they sanction the child's behavior positively rather than through punishment.

Concept history

The term “authoritative” comes from Max Horkheimer , who in his essay Authority and Family (1936) used it to describe the behavior of a person (child) who demands authority from others (the parents). The term “authoritative upbringing” was then coined by the American developmental psychologist Diana Baumrind , who classified upbringing styles and examined their effects in the 1960s and 1970s. Baumrind conceived the authoritative upbringing as a kind of “healthy mediocrity” between authoritarian and permissive upbringing; Reason and parental power are ideally balanced here for the benefit of the child.

The idea of ​​a balanced upbringing style as a middle way between authoritarian upbringing and laissez-faire was not new and was already formulated in the late 1930s by the social psychologist Kurt Lewin , who used the term “democratic style”. Lewin, who had emigrated from National Socialist Germany, had less of an upbringing at home than leadership styles in youth work in mind. With his bestseller infant and child care, the pediatrician Benjamin Spock had already presented guidelines for authoritative education in the 1940s, without using a scientific term for it.

The German psychologists Reinhard and Anne-Marie Tausch transferred Lewin's considerations to kindergarten education in 1977 and spoke of a “partnership” or “ socially integrative ” management style. In contrast to Lewin and Baumgart, they did not conceptualize the range of styles of upbringing as a spectrum spanned between two poles (authoritarian upbringing - permissive upbringing); rather, they assumed that authority and responsiveness are two independent dimensions of upbringing that must be represented in a two-dimensional matrix.

The fact that authority and responsiveness are two independent dimensions is still not generally recognized among educators. While swap and swap had no doubt that it was possible for parents to be strict and loving at the same time , some authors prefer to speak of a “flexible parenting style” and thus postulate that parents have to “jump” between authoritarian and loving behavior. No distinction is made here between responsiveness and compliance. In popular parenting guides, too, the authoritative parenting style is almost always presented as a golden middle ground between indigestible extremes.

From his socialization-theoretical perspective, Klaus Hurrelmann took up the considerations of barter and barter, but came to the conviction that a high use of parental authority in connection with a high consideration of the needs of children had unfavorable consequences for the independence, social responsibility and productivity of a child Educational goals desired by most parents - has. He describes this combination as an "overprotective" parenting style. Unlike barter and exchange, he judges all styles of upbringing that can be represented in the marginal areas of a two-dimensional matrix, i.e. both the overprotective and the authoritarian, the neglecting and the permissive style, as harmful. As a positive alternative, he suggests an “authoritative-participatory style”. Stefan Fuß objected to this view in 2006 that, firstly, Hurrelmann did not differentiate which parental use of power was legitimate (in the sense of Max Weber ) and which was arbitrary and illegitimate; Secondly, he also conceived the “needs of children” too simply and only considered the need for attachment and not the need for autonomy.

Fuß's criticism of Hurrelmann's considerations is a criticism of the inadequate theoreticity that characterizes research on the style of upbringing since it was founded by Baumrind and that has been objected to in the specialist discussion, for example by Theo Herrmann , Werner Deutsch , Helmut Lukesch , Klaus Schneewind and Reinhard Pekrun .

Klaus Hurrelmann reacted to this with the socialization-theoretical formulation of the "authoritative-participatory" style through what he called the "Magical Education Triangle" consisting of the three A's: Approval, stimulation and guidance then form the core of this educational style in medium doses.

The theoretical weakness of research on the style of parenting is also evident in the criticism that Ruth K. Chao made of Baumrind's model in the 1990s. Baumrind and most other Western researchers naturally assumed that parents who raised authoritatively communicate openly with their child. In Sino-American families, however, a style of upbringing is widespread that meets all the criteria for defining “authoritative upbringing”, but lacks open communication. The fact that parents do not openly explain things to their child, such as the motives for their upbringing, is part of Chinese culture and, as Chao explains, has nothing to do with the parents' self-exaltation at the expense of child autonomy, but is an expression of an upbringing philosophy shaped by Confucianism . Chao interprets the fact that many researchers hastily classified this style of upbringing as authoritarian as an expression of unreflective ethnocentrism . However, it can also be described as a consequence of an inadequate theoretical foundation of the definition of the authoritative parenting style.

research

Despite the unclear theoretical situation and the vagueness of the definition, studies have been carried out time and again to determine the effects of an authoritative style of upbringing. For the realization of the following educational desiderata, an authoritative parental home education seems to be particularly favorable:

literature

  • Jakob R. Schmid: Anti-authoritarian, authoritarian or authoritative education? A basic clarification. 2nd Edition. Paul Haupt, Bern 1975, ISBN 3-258-02370-0 .

Individual evidence

  1. ↑ For extreme positions on this scale cf. about Amy Chua : The mother of success (power education) and Wendy Mogel : The Blessings of a Skinned Knee ( Character Education ).
  2. ↑ For a religious justification cf. next to Wendy Mogel z. B. John Rosemond : Parenting by The Book: Biblical Wisdom for Raising Your Child .
  3. ↑ For extreme positions on this scale cf. for example the Gordon model in: Thomas Gordon : Family Conference. and James Dobson : Dare to Discipline .
  4. ↑ Stefan Fuß: Family, emotions and school performance: a study on the influence of parental upbringing behavior on the emotions and school performance of pupils. Waxmann, 2006, ISBN 3-8309-1696-5 , p. 142.
  5. ^ Diana Baumrind, Allen E. Black: Socialization practices associated with dimensions of competence in preschool boys and girls. In: Child Development. Volume 38, 1967, pp. 291-327; Diana Baumrind: Child-care practices anteceding three patterns of preschool behavior. In: Genetic Psychology Monographs. Volume 75, 1967, pp. 43-88; Diana Baumrind: Current patterns of parental authority. In: Developmental Psychology Monograph. Volume 4, Issue 1, Part 2, 1971; Diana Baumrind: The development of instrumental competence through socialization. In: A. Pick (Ed.): Minnesota Symposium on Child Psychology. University of Minnesota Press, Minneapolis 1973, pp. 3-46; Diana Baumrind: Some thoughts about childrearing. In: U. Bronfenbrenner, MA Mahoney (Ed.): Influences on human development. The Dryden Press, Hinsdale, Illinois 1975, pp. 270-282; Diana Baumrind: The influence of parenting style on adolescent competence and substance use. In: Journal of early adolescence. Volume 11, Issue 1, 1991, pp. 56-95.
  6. ^ Kurt Lewin, Ronald Lippitt, Ralph K. White: Patterns of aggressive behavior in experimentally created social climates. In: Journal of Social Psychology. Volume 9, Issue 10, 1939, pp. 271-299, ISSN  0022-4545 ; C. Wolfgang Müller: Helping and educating: Social work in the 20th century. 2nd edition, Juventa, 2008, ISBN 978-3-7799-2026-7 , p. 70.
  7. ↑ Reinhardt Tausch, Anne-Marie Tausch: Educational psychology: encounter from person to person. 1963.
  8. ↑ z. B. Werner Mayr: Pedagogical Basics. In: Stephanie Amberger, Sibylle C. Roll (Ed.): Psychiatry care and psychotherapy. Thieme, Stuttgart 2010, pp. 86-96; Claus Buddeberg: Psychosocial Medicine. 3. Edition. Springer, Berlin, Heidelberg 2004.
  9. ↑ Examples: Education with consistency and love - the authoritative style ; Klaus Hurrelmann and Gerlinde Unverzagt: Making children strong for life. Herder, Freiburg 2008; The authoritative style of parenting Focus, July 5, 2008; Lucky child instead of unlucky person : The secret of positive parenting elternwissen.com
  10. ↑ Klaus Hurrelmann: Introduction to the socialization theory. 8th, completely revised edition. Beltz, Weinheim, Basel 2002, ISBN 3-407-25271-4 , cf. the control pattern model according to Heilbrun, Claudia Isabelle Köhne: Family structures and educational goals at the beginning of the 21st century. An internet-based survey of mothers . Diss. University of Duisburg-Essen, 2003, p. 266.
  11. ↑ Stefan Fuß: Family, emotions and school performance: a study on the influence of parental upbringing behavior on the emotions and school performance of pupils. Waxmann, 2006, ISBN 3-8309-1696-5 , pp. 142f.
  12. ↑ Theo Herrmann, Aiga Stapf, Werner Deutsch: Data collection without end? Notes on parenting style research. In: Psychological Rundschau. Volume 26, 1975, pp. 176-182; Helmut Lukesch: Research strategies in the field of parenting style research. In: KA Schneewind, T. Herrmann (Hrsg.): Erziehungsstilforschung: Theories, methods and application of the psychology of parenting behavior. Huber, Bern 1980, pp. 57-88; Heinz Walter Krohne: Education style research: Newer theoretical approaches and empirical findings. In: Journal for Educational Psychology. Volume 2, 1988, pp. 157-172; Klaus Schneewind, Reinhard Pekrun: Theories and models of educational and socialization psychology. In: Klaus Schneewind (ed.): Psychology of education and socialization. Hogrefe, Göttingen 1994, pp. 3-39; Heinz Walter Krohne, Michael Hock: parenting style. In: DH Rost (Hrsg.): Concise dictionary of educational psychology. Beltz, Weinheim 1998; Elke Wild: Parental upbringing and school motivation to learn. Habilitation thesis, Mannheim 1999.
  13. ↑ Ruth K. Chao: Beyond Authoritarianism: A Cultural Perspective on Asian American Parenting. Conference paper, Annual Meeting of the American Psychological Association, New York, NY August 1995.
  14. ↑ Cf. u. a. Laura E. Berk: Child Development. 8th edition. 2008.
  15. ↑ D. Rudy, JE Grusec: Authoritarian parenting in individualist and collectivist groups: Associations with maternal emotion and cognition and children's self-esteem. In: In: Journal of Family Psychology. Volume 20, 2006, pp. 68-78; Ruth K. Chao: Interpretations of parental control by Asian immigrant and European American youth. In: Journal of Family Psychology. Volume 23, 2009, Issue 3, pp. 342-354.
  16. ↑ See also N. Eisenberg, L. Chang, Y. Ma, X. Huang: Relations of parenting style to Chinese children's effortful control, ego resilience, and maladjustment. In: Development and Psychopathology. Volume 21, 2009, pp. 455-477.
  17. ↑ For example DYF Ho: Chinese patterns of socialization: A critical review. In: MH Bond (Ed.): The psychology of the Chinese people. Oxford University Press, Hong Kong 1986, pp. 1-37; LH Chiu: Child-rearing attitudes of Chinese, Chinese-American, and Anglo-American mothers. In: International Journal of Psychology. Volume 22, 1987, pp. 409-419; S. Dornbusch, P. Ritter, P. Leiderman, D. Roberts, M. Fraleigh: The relation of parenting style to adolescent school performance. In: Child Development. Volume 58, 1987, pp. 1244-1257; CY Lin, V. Fu: A comparison of child-rearing practices among Chinese, immigrant Chinese, and Caucasian-American Parents. In: Child Development. Volume 61, 1990, pp. 429-433.
  18. ↑ John R. Buri, Bette A. Louiselle, Thomas M. Misukanis, Rebecca A. Mueller: Effects of parental authoritarianism and authoritativeness on self-esteem. In: Personality and Social Psychology Bulletin. Volume 14, 1988, pp. 271-282.
  19. ^ Kristan L. Glasgow, Sanford M. Dornbusch, Lisa Troyer, Laurence Steinberg, Philip L. Ritter: Parenting Styles, Adolescents' Attributions, and Educational Outcomes in Heterogenous High Schools. In: Child Development. Volume 68, Issue 3, June 1997, pp. 507-529.
  20. ↑ a b c B. Bradford Brown, Nina S. Mounts, Sanford D. Lamborn, Laurence D. Steinberg: Parenting practices and peer group affiliation in adolescence. In: Child Development. Volume 64, 1993, pp. 467-482.
  21. ↑ a b c Susie D. Lamborn, Nina S. Mounts, Laurence Steinberg, Sanford M. Dornbusch: Patterns of competence and adjustment among adolescents from authoritative, authoritarian, indulgent, and neglectful families. In: Child Development. Volume 62, Issue 5, December 1991, pp. 1049-1065.
  22. ↑ Laurence Steinberg, Susie D. Lamborn, Sanford M. Dornbusch, Nancy Darling: Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. In: Child Development. Volume 63, 1992, pp. 1266-1281.
  23. ↑ Kaisa Aunola, Håkan Stattin, Jari-Erik Nurmi: Parenting styles and adolescents' achievement strategies. In: Journal of Adolescence. Volume 23, Issue 2, 2000, pp. 205-222.
  24. ↑ Laurence Steinberg, A. Fletcher, Nancy Darling: Parental monitoring and peer influences on adolescent substance use. In: Pediatrics. Volume 93, Issue 6, 1994, pp. 1060-1064.
  25. ^ Marjory R. Gray, Laurence Steinberg: Unpacking authoritative parenting: Reassessing a multidimensional construct. In: Journal of Marriage and the Family. Volume 61, 1999, pp. 574-587; Laurence Steinberg: We know some things: Adolescent-parent relationships in retrospect and prospect. In: Journal of Research on Adolescence. Volume 11, 2001, pp. 1-19.