Family Upbringing Determines Students’ Attitude Essay Example

case of medieval times) and is also impacted by religion and conservative traditions.

Capitalism gives rise to significant contradictions in the content, means, and methods of family upbringing. These contradictions reflect the conflicts and tensions present in bourgeois society and bourgeois family relationships, as well as everyday life. As a result of family upbringing under capitalism, egotism, materialistic considerations, and a desire for profit develop in the majority of children from the ruling class. This leads to intense conflicts between children and adults and often results in children harboring a deep hatred towards their parents. According to K. Marx, "In the highest stage of its development, the principle of private property contradicts the principle of the family" (in K. Marx and F. Engels, Soch., 2nd ed., vol. 1, p. 334).

The application of this observation extends to family upbringing, particularly in proletarian families. As workers gain awareness of their class interests and goals, their family upbringing is increasingly influenced by revolutionary ideas. As the influence of scientific socialism expands, there is a significant emphasis on raising children with collectivism, proletarian internationalism, a strong aversion towards exploiters, active social involvement, and a desire to combat oppression.

Constant struggle is required to train individuals in qualities that go against the prevailing ideology. This ideology aims to teach working-class children beliefs that support the exploitative system and their oppressed position within it. In a socialist society, the purpose of family upbringing is to establish the groundwork for well-rounded development in intellectual, moral, aesthetic, and physical aspects. It also aims to familiarize children with labor, educate them about the principles of socialist living, and cultivate their

passion for independent creativity.

The successful upbringing of a family depends on coordinating the child's qualities, as formed by the family, with the demands of socialist society. This can only be achieved if the adult members of the family follow certain necessary conditions. In their relationships, adults must adhere to the principles of communist morality and foster an atmosphere of mutual warmth and attentiveness.

The text emphasizes the importance of unity and consistency in the demands on children, as well as their active involvement in labor and public interests. Key aspects of family upbringing include providing continuous guidance for the child's activities, including play and participation in domestic affairs. Additionally, family upbringing involves helping children expand their ideologies and intellectual perspectives, along with offering comprehensive explanations of subjects they are curious about and should be aware of.

Family upbringing plays a significant role in instilling various moral qualities in children, encompassing collectivism, patriotism, internationalism, respect for elders, honesty, truthfulness, discipline, conscientiousness towards family responsibilities, appreciation for the fruits of human labor, and a fondness for nature with the ability to appreciate its beauty. Additionally, it involves introducing children to literature and art and motivating them to engage in physical activities and sports.

Pedagogical science guides parents in gradually expanding the range and intricacy of information shared in the upbringing of their children, as well as systematically increasing the expectations as the children mature. As the child progresses through kindergarten and school, the primary focus in family upbringing is on consistently coordinating the efforts of parents and educational institutions. This alignment between family and school educational influences reflects the unity of

social and familial principles in nurturing future builders of communism.

The adult members of the family assist children in their studying and in using their free time productively to support their overall development. Issues in family upbringing are examined at the people's universities of pedagogy established by the USSR Academy of Pedagogical Sciences, public education agencies, and the All-Union Znanie Society. A dedicated journal called Sem'ia i shkola (Family and School) is dedicated to addressing these issues. The Pedagogical Department series of pamphlets for the people's universities is published by the Znanie Publishing House. Matters related to family upbringing are discussed in lecture cycles on pedagogy, pedagogical conferences, and pedagogical seminars, and they are also deliberated upon during parents' meetings at schools. In Soviet pedagogy, there is a successful merger of theory and practice regarding family upbringing.

N. K. Krupskaia established the range of issues in family upbringing based on Lenin's principles of communist upbringing. Several individuals, such as A. S. Makarenko, S. T. Shatskii, P. P. Blonskii, and V. A. Sukhomlinskii, have further developed Krupskaia's principles to provide more specific guidelines. In other socialist nations, significant attention is dedicated to family upbringing matters. These nations publish specialized journals like the German Democratic Republic's "Home and School" and Bulgaria's "Family and School," as well as literature for parents. Furthermore, symposiums and conferences are conducted to share experiences and insights on family upbringing in socialist countries.

Studies examining the impact of instability on cognition and behavior have centered on sexual activity and early childbearing, which are frequently observed during mid-to-late adolescence. While there are additional studies on behavioral and cognitive outcomes during early

and middle childhood as well as early adolescence, few of them are nationally representative. Furthermore, none of these studies employ a two-generation design, collecting data on the first generation prior to the birth of the second generation.

According to a study in Australia, children who went through a change in their family structure during early childhood were more prone to having behavior problems by age five, regardless of their mother's marital status at birth (Najman, Behrens, Andersen, Bor, O’Callaghan, and Williams 1997).

Research conducted on children in elementary school revealed that those who went through two or more transitions were more prone to exhibiting disruptive behavior, experiencing emotional difficulties, and achieving lower grades and scores compared to children who had no transitions or only one transition (Kurdek, Fine, and Sinclair, 1995).

Tab to the next button to revert the control to an accessible version. Destroy user interface control (Martinez and Forgatch 2002). And among middle school and high school students observed longitudinally, experiencing more than one transition in family structure was associated with a higher likelihood of dropping out of school (The following popper user interface control may not be accessible. Tab to the next button to revert the control to an accessible version. Destroy user interface control (Pong and Ju 2000)).

Theorizing about selection effects is relatively simple, although the evidence is limited. It is believed that parents' personality traits and cognitive abilities have two effects: they influence the traits of their children through the home environment and genetic transmission, and they impact the parents' ability to maintain stable relationships.

The text suggests that family instability and the well-being

of children are interconnected but do not have a causal relationship. To illustrate this point, a behavioral genetic study conducted by O’Connor, Plomin, Caspi, and DeFries (2000) examined the impact of divorce on children. The study compared the adjustment of children in families with both parents present to those in divorced biological and adoptive families.

The study examined the impact of divorce on children in biological families compared to those in adoptive families. The researchers hypothesized that the differences in experiences would be influenced by the parents' transmission of genetic traits and provision of consistent environmental experiences, a phenomenon referred to as "passive genotype-environment correlations". This phenomenon was found in biological-parent families but not in adoptive parent families.

Based on a study conducted in Colorado, with a matched sample of approximately 200 adoptive families and 200 biological families, the researchers discovered that genetic factors contribute to lower academic achievement, self-esteem, and competence in children from divorced families. However, the higher levels of psychopathology observed in these children seemed to be influenced by environmental factors.

A study on the effects of multiple family structure transitions on children's development revealed that transitions were linked to boys' adjustment, academic performance, and delinquent behavior in sixth grade. This study focused on a sample of boys from a metropolitan area, and it found that mothers' previous "antisocial behavior" served as a mediator for this association.

Destroy user interface controlCapaldi and Patterson (1991) discovered that the following popper user interface control may not be accessible. To revert the control to an accessible version, simply tab to the next button. Additionally, in a later

study of the same group of boys, Capaldi, Crosby, and Stoolmiller (1996) identified a positive and significant relationship between parental transitions and sexual initiation. However, this association was only partially mediated when parental antisocial behavior was included in their model.

The earlier study indicates that there may be a link between reduced parenting skills and diminished relationship skills, leading to the perception of a cause-and-effect relationship between multiple transitions and certain aspects of children's adjustment. However, it is important to note that both the transitions and the adjustment difficulties are actually caused by parental vulnerabilities. It should be noted that this study was conducted using a small sample of boys from a single metropolitan area with limited diversity. (The following popper user interface control may not be accessible.)

Tab to the next button to go back to an accessible version. The user interface controlCapaldi and Patterson 1987) can be destroyed, but there is inconsistent evidence across different outcomes. Neither Wu’s research nor subsequent research has examined the selection hypothesis versus the instability hypothesis in a wide-ranging, representative sample of children, where characteristics of the mothers that may be linked to selection are measured before the birth of their children.