ВАСПИТНИ СТИЛОВИ РОДИТЕЉА И СТИЛ РАДА НАСТАВНИКА КАО ПРЕДИКТОРИ МОТИВА ПОСТИГНУЋА УЧЕНИКА
PARENTING STYLES AND TEACHERS’ WORK STYLES AS PREDICTORS OF STUDENTS’ ACHIEVEMENT MOTIVATION

Summary/Abstract: The main goal of this research was to examine the nature of the connection between parenting style and teachers’ work style and achievement motivation, as well as whether these styles can be predictors of students’ achievement motivations. Also, the goals of this research were to examine which parenting styles and teachers' work styles are perceived by students as the most common and how much the achievement motivation is developed in this sample of high school students from Montenegro. The research was conducted on a sample of 259 respondents (147 females and 112 males, aged 17 to 19 years) from different high schools and cities in Montenegro. In the research, instruments for measuring parenting styles, teacher work styles, and achievement motivation were applied. The scale used to measure parenting styles (Kodžopeljić, 2009) includes the following dimensions: warm, cold, permissive, and restrictive parenting, while the scale used to measure teacher work styles (Šejtanić, 2016) includes autocratic, democratic, and laissez fair work styles. The dimensions of achievement motivation that were measured (Vasić & Šarčević, 2014) include learning, perseverance, competitiveness, and planning. The research was conducted online by sending a questionnaire created in Google Forms to the students. The participants voluntarily agreed to take part in the research, being informed about the purpose of the study, with confidentiality and anonymity guaranteed. The results of the research show that the most prevalent parenting style among parents is the warm-restrictive style with both parents. This result suggests that there have been changes in the traditional family structure, which is in line with the findings of other studies from our region. Among teachers, according to students' perceptions, the most prominent style is the democratic approach, followed by the autocratic style, while the least present, according to students' assessments, is laissez-faire style. These results are in line with the findings of recent research in countries of the region. Regarding achievement motivation, the results suggest that the achievement motivation of students who participated in the research is higher compared to previous studies. Furthermore, a positive correlation was found between the warm, restrictive parenting style applied by parents, permissive parenting style applied by mothers, democratic teaching style, and the students' achievement motivation. Regression analysis shows that statistically significant predictors of overall achievement motivation are the warm and restrictive parenting style applied by mothers, the warm parenting style applied by fathers, and the democratic teaching style. Based on the obtained results, recommendations for future research have been proposed, and we also discussed the pedagogical implications of the results. Potential pedagogical implications of the obtained results relate to the need for strengthening the role of teachers in creating a positive classroom atmosphere based on a democratic approach to leadership. Additionally, there is a need for training parents on the importance of applying educational methods that can motivate children to achieve success in the future, especially in the context of setting boundaries and expectations for them.

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