Religiosity as a Factor Supporting Parenting and Its Perceived Effectiveness in Hungarian School Children’s Families
Round 1
Reviewer 1 Report
This is a very current and engaging paper. I found it interesting and something that would be highly relevant for religious schools to share in the community. Aspects of this paper would have an impact for parents and religious groups.
I have written in my feedback that the referencing could be improved only to see if there are more recent sources for example Epstein and Sanders (2002) is 20 years old and Di Maggio is older (1982), Bordieu and Passeron 1977.
It could be argued that there has been insufficient research in this area over this period of time.
I have an interest in this area as I teach RE in Catholic University to prepare Pre-Service Teachers (PST) to teach in Catholic schools.
Thank you for this interesting research and article.
Author Response
Dear Reviewer!
Thank you for the detailed reviews.
I am grateful for the recognition of what an engaging and highly relevant paper this is!
The following is a list of the revisions we performed:
I am glad that you will be able to use the article in your teaching work.
The references have been supplemented with recent literature from 2018-2020.
Thank you very much for your work!
Reviewer 2 Report
In Abstract: Add the abbreviation SES into the first sentence and explain SES also in the text
In Abstract: Ebstein and Sanders? Or just Ebstein
l. 57 – anything missing?: controlled for (?) just asking not being a native speaker
l. 72 – argument „but the proportion of those who still consider themselves religious in some way remains significant (Davie 2002; Tomka 1995)“ ... needs updated source
l. 76 – self-classification??? – explain .. Would not „self-assessment“ clearer? ... at least it is not clear in the abstract (in the text below it is clearer)
l. 80-81: any newer (updated) source for this argument?: „Most theories interpreting the parents’ role in influencing their children’s progress 80 point to the transmission of behavioral patterns, which are not even conscious due to 81 structural social constraints and are therefore unavoidable (Bourdieu and Passeron 1977)“ – you mention „theories“ in plural... so are there more theories? – or at least mention that you are aware of the date of the research
l. 243: we control for several variables
paragraf l. 248-258 – should be shifted to the right? Why?
l. 251-252 – please add in a „positive“ way – what is the trend now according to Tomka (2011)?
l. 279: what do you mean by self-administered? Did the parents administer to themselves? „Parents responded using a paper-based self-administered questionnaire“
l. 298-304: Did the parents have any framework/standards according to which they stated that their children’s achievement is best or second-best? Was it based on the grades at school? Or how did they assess that? Was it just an „estimate“? If yes, what does the word „relative“ mean here?: „the parent’s estimate of the child’s abilities relative to the average“
l.344: „In line with the religiosity of the adult Hungarian population“ – what kind of source?
l. 370-372 : „The latter group had an exceptionally high incidence (16.8%) of the single-parent family type, but the stepfamily structure was also the most common (11%) among them“ – Maybe I misuderstood both information about the numerical data, but if 16.8 is bigger than 11% - so how can 11% be also the most common?
For the charts: Maybe it would be good to describe step 1, step 2, step 3, step 4 ... that you use in the charts
To improve logical argument: l. 402-403: The only activities that parents with het- 402 erogeneous religious background did more often with their child than homogeneously 403 religious parents were the discussion of spiritual matters and world affairs!!!!! – This could be considered a countra argument by educational analysists that in the present times education has to be built on a critical mass of transversal skills development, especially on development of children’s critical thinking. At least it should be mentioned among the limitations of the research.
Author Response
Dear Reviewer!
Thank you for your detailed review.
The following is a list of the revisions we performed:
The abbreviation SES was explained in the abstract and also in the text.
The phrase "self-classification" of religiosity has been corrected to "parents' self-identified religiosity".
It has been clarified how parents assess their children's achievement.
The references have been supplemented a few times and quite recent references have also been added.
Before Chart 1, there is a description of what variables were included in the different steps.
Thank you for calling my attention to supplement the argument. Indeed, an interesting result is that the discussion of spiritual matters and world affairs is also more common among heterogeneously religious parents. Maybe the diversity of parents' religiosity provides an opportunity for this discussion. However, this seems to contradict our second and third hypotheses. This activity, which develops the child's critical thinking, does not necessarily result in academic success during primary education, but may result in success outside of school and later in adult life.
Thank you for your work!
