Interaction in the family as a factor of youth civic competence development: results of empirical research
Particular results of an empirical study of interaction in the family as a factor for the youth civic competence development are presented.
The family is seen as a social system of sustainable interactions of its members, including parents and children, and the functioning of such a system can influence the development of civic competence of the child.
Due to this and taking into account the specifics of family members interactions, the environment of family interaction is proposed to be considered in two dimensions: (1) the one that promotes/hinders the child’s civic competence development; (2) and the one that has its own special influence resources for growing citizen’spersonality.
It is presented the logic of methodological tools constructing to study the aspects of family interaction, which determine the development of a child’s civic competence. This logic nvolves several successive stages: 1) finding psychological indicators of the study; 2) indicators’ operationalization by scales usage; 3) constructing judgments (empirical indicators) that comprehensively reveal the content of each scale.
For the first time, an author's questionnaire is designed to study the features of family interaction between parents and children, which determinethe child’s civic competence development. At the stage of the obtained empirical data processing, methods of mathematical statistics, in particular factor analysis, were used.
By empirical means there were found the factors that determine the development of civic competence of the individual growing up in the family, namely the attitude towards child’s subjectivity (rejection of subjectivity or its support); recognition of «common» and «commonality»; tools for establishing psychological boundaries; limits of responsibility of parents and children.
Models of family interaction that promote the child’s civic competence development are identified: «authoritative», «focused on integration and involvement», «focused on the partnership»; and those that are unfavorable: «authoritarian-directive», «parental needs-oriented», or neutral (e.g., a «caring» model can be both favorable and unfavorable – depending on the extent of its applying); and it is described the characteristics of each outlined model.