YOUTH 2020 - The position of young people in Slovenia

86 As the Figure above shows, young people’s well-being at school is very positive and does not change much between 2000 and 2020. However, we note that respondents’ well-being and climate were slightly higher in 2000 and slightly lower (although still above average) afterward. A comparison of the sense of relaxation during education showed no sta- tistically significant differences according to the respondents’ educa- tional attainment. The results were also generally positive when re- spondents answered the question ‘The atmosphere in my classroom is (was) very relaxed’. The general well-being in the classroom of the re- spondents also shows no significant differences according to their edu- cational level. While the analysis of differences in school well-being according to the educational level of the young people surveyed showed statistically sig- nificant differences for the question ‘I have/had a very good time at school’ ( p < 0.01), no clear trend can be reported. It is certainly true that respondents with a higher level of education responded more positively to these two statements, but this trend is not linear. 2.2.3  PARENTS’ EXPECTATIONS OF THEIR CHILDREN’S SCHOOL PERFORMANCE International comparative research on measuring educational achieve- ment shows that the home environment is an essential supporting factor for education (Grolnick, Friendly, & Bellas, 2009). As highlighted in the TIMSS 2011 report, higher parental educational attainment is ‘associated with higher student achievement, as well as higher parental expecta- tions of their children’s education’ (Japelj Pavešić et al., 2012, p. 351). Both the Youth 2020 and Youth 2010 questionnaires also asked ques- tions about parents’ expectations of the school. The first prompt was ‘My parents demand too much fromme in relation to school’ (Figure 3.3 and 3.4), while the second was ‘The school certificate is (was) very important to my parents’ (Figure 3.5).