ВАСПИТНИ СТИЛ РОДИТЕЉА И РЕЛИГИОЗНОСТ СТУДЕНАТА

Abstract

In this paper, we deal with parenting style and students` religiosity. Parenting styles, according D. Baumrind, authoritative, authoritarian and permissive, are viewed through their dimensions, the first through dimensions of connections, regulation and autonomy, and the second through dimensions of coercion, verbal hostility and notexplaining. Religiosity, according Glock and Stark, is viewed through the dimensions of belief, ritual and consequences. The survey was organized with the aim of finding a correlation between parenting style and religiosity of students. We used descriptive methods, scaling techniques, as instruments, assessment scales. The sample consisted 200 students from various University of Serbia, who evaluated the parental procedures of their parents, father and mother separately, and expressed personal views about religiosity. Results of the research show that the most common parental style is authoritative, that the parental styles of parents associated with sex of students, socio-economic status of the family and place of residence. The average score of students’ religiosity is associated with sex and place of residence of students, and according to the ritual dimension with fathers education. The only connection between parenting style and religiosity of students, is negative, and refers to coercion as a dimension of fathers authoritarianism and ritual and consequences, as well as the dimensions of religiosity. So, there is no statistically significant correlation between parenting style and religiosity of students, in general terms, except the coercion as a fathers parental procedure which is associated with ritual religiosity and consequences, in terms that the coercion pronounced by the father means less expressed practical religiosity. It turned out that religiosity is, indeed, a specific phenomenon that is quite difficult to realistically perceive and quantify, and our recommendation is to do so by combining quantitative and qualitative approaches, respecting the pluralism of scientific paradigms to avoid unambiguous interpretation of collected facts, which would enabled an integral, multidisciplinary understanding of the problem.