Influence of family upbringing in childhood on success in student period: Ukrainian model

- mainly, emotional ties between members of the family, based on love and affection, form the favorable basis for influence mechanisms such as imitation, suggestion, and mental "infection" the family plays a particularly significant role in the development of the child at the primary stage of socialization (Vashchenko, 2006: 177).

In the first phase (1 year), the child is developing along the axle of "trust - distrust". The extent of trust depends on the quality of maternal care.

In the second phase (1-3 years), the child is developing along the axle of «autonomy - shame and doubt» The ability of body self-control, the balance of obstinate, and voluntary actions is formed. Particular features of such balance are determined by the willingness of parents to give the children the opportunity to control their actions gradually and independently, restricting them gently in dangerous areas of life.

The third stage (3-6 years) is defined by the "initiative - fault" axle. Apart from autonomy, the initiative gives the ability to assume obligations, plan and solve new problems, and acquire new valuable skills. Children's predominance of effort depends mainly on how parents treat their will, recognize and fulfill their right to curiosity, imagination, and creativity (Kuz- minsky, 2003: 59).

The child's feeling of guilt is caused by parents who do not encourage their children to be independent or punish them excessively. Interaction of parents and children provides (or doesn't) the child's success in their further stages of socialization to a great extent.

Discussion and Results

Socio-pedagogical studies in Ukraine explicate that a modern Ukrainian family is often unable to realize its educational potential. The objective factors, such as: a single-parent family, poor living conditions, lack of financial support; and subjective ones, such as: the weak teaching position of parents, have a negative impact. The most severe objective reason is a single-parent family. A significant number of divorces lead to an increase in families where a mother (rarely a father) is raising children alone. In such families, upbringing is complicated because, in most cases, children are neglected, uncontrolled, spend their time outside the home, and are often in contact with non-moral people (Sarabeiska, 2007; Lopatina & Skrebtsova, 2014; etc.).

Moreover, the family's poor living conditions also negatively affect the upbringing of the children. Parents often cannot provide the child with a permanent studying place, so it is difficult for the child to focus; it arouses their irritability and dissatisfaction. Moreover, the family's low living level also affects the child.

Children from such families feel less dignity among their classmates, as they stand out with clothing and lack money for lunches or excursions. It depresses them psychologically and embitters them against their parents.

Our earlier research (Sakhno, 2010) shows that many today's families in Ukraine make mistakes in upbringing their children. Families that bring up so-called "educationally neglected children" can be divided into three groups in terms of pedagogics: pedagogically unable, pedagogically passive, and antipedagogic:

The first group consists of parents who try to be active in bringing up their children but do it clumsily and inconsistently, pedagogically groundless. They use their experience acquired from their parents (authoritarian style, restriction of freedom, threats, and punishment or permissiveness and indulgence of whims).

The second group contains families that are not very active in bringing up their children. Due to objective reasons (illness, employment, frequent absence) or subjective ones (lack of common approach to upbringing, discord between parents, conflicts), they cannot properly raise their children. Such families have strained relations and conflicts.

The third group is represented by the families, who disrespect the moral and law rules and bring up their children under amoral conditions. Parents' behavior (drinking, stealing, debauchery) forms an antipedagogic environment and opposes their family demands to school requirements.

Nowadays, another type of family has appeared; it attracts special attention for further studies. These are families in which parents do business. They don't have time to raise their children, so they entrust governesses. Parents do not let them play outside the home and choose friends of their level, and sometimes nobody controls how the children spend money (Sakhno & Kolomiets, 2015).

Moreover, the family's everyday life, relationships between its members, collective work and rest, events in the state, and the children's surroundings raise them. A good life example and experience are the best way to teach them to be kind and hard-working. Parents' love and proper upbringing conditions are the sources of child well-being in the family today and in the future. Children are susceptible to the love and affection of their parents, and they are frustrated when they lack it.

The daily influence of parents largely determines the formation of the child's mind. In fact, both the atmosphere of intellectual life in the family and the activity of adult family members in meeting the cognitive interests of the child expand the outlook. Children's intellectual development also depends on how the family meets their spiritual needs, organizes their studying activities, even the family's language environment, etc.

Due to communication with parents, children receive the first lessons of citizenship. These lessons are the beginning of a long maturation that a child must undergo before becoming an honest citizen, for whom personal and social rights and duties are inseparable, who loves the homeland and is ready to study and work for its prosperity. The family also forms the foundations of morality. Gradually, communicating with beloved people, the child begins to realize what is good and evil when the good is active, respect for people, and responsibility for their actions and deeds (Sukhar, 2007: 205).

The family is the center of the child's upbringing, a social step in life. The family forms the consciousness, will, and feelings of children. Under parents' guidance, the children get their first life experience, elementary knowledge of the surrounding reality, and life skills in society. Impressions of childhood are reserved for the whole life. Children's experiences affect all their further activities, though they often remain subconscious. People can forget these impressions; nevertheless, they often determine their actions.

All the statements mentioned above and factors characterizing Ukrainian families as the results of social, pedagogical, and psychological observations and theoretical analyses were added with some empirical research - questionnaire and quantitative data.

The factors analyzed in our study systematically affect independence in decision-making, success in studying and professional development, and in general, the further life of a person. Moreover, the effect of this influence accumulates with age. In adolescence, the character of relationships with parents has already developed. Therefore, the respondents we involved in this questioning study were asked to use the effect of their past family experience and to evaluate its significance for their personality development for the moment.

The issue of the impact of family upbringing in childhood on the level of success in adolescent age was studied with the help of a survey among students (20-21-year-old) of Sumy State University (235 respondents).

The questionnaire comprised ten questions:

77% of students surveyed were brought up in a complete family, 23% - in a single-parent family. Analysis of relationships in the family showed that 48% of students have families where compromise dominates in problem solutions; 42% of them refer to families characterized by mixed methods of resolution, and 12% of respondents - to families where conflicting methods predominate.

Regarding the defining of upbringing style, we obtained the following results: 40% of the surveyed students consider the upbringing style in their family democratic, 38% cannot identify the particular upbringing style used by their parents, so they call it "mixed". These data indicate that methods sometimes complement each other, making possible various behavior choices: 14% of respondents call the upbringing style authoritarian, and 9% rate it as liberal. The analysis of the questioning focused on the self-esteem of the level of individual independence development and competence, general success in life, determination in decision-making, and problem-solving (being necessary for the education process), showed: 41% of the respondents found the level of their independence in student life high, 57% - average; 18% of respondents stated a high level of overall success, 74% - a medium level. It proves that many Ukrainian families prefer the democratic upbringing style as the unit of a democratic society and cooperate with their children. As a result of the positive impact of family upbringing, 89% of respondents formed a positive attitude towards their families.

Students were also asked to evaluate the influence of family upbringing in childhood on the development of their personality. Its positive impact was marked by 52% of respondents, 41% noted the average level of influence, and 7% of students considered the family upbringing impact in childhood on the formation of their personality relatively low.