The practice of home education has expanded considerably and international research has shown that different families perform home education in very different ways. Nevertheless, there has been no examination to date of the relationship between the type of home education practised and the emotional and behavioural aspects of children. The research examined this question by investigating the structure of the home education practised—the degree of daily routine and educational goal orientation in the family—as well as the emotional and behavioural problems of 65 home-educated children in Israel. The results indicated that the existence of a daily routine and educational goal orientation in the home correlated with fewer emotional and behavioural problems. The findings suggest a relationship between the structure of home education and the emotional and behavioural world of the child. In the light of the absence of previous research on this relationship, the present results are relevant to both the theoretical understanding of this subject and the practice of those involved in home education in different countries of the world.

中文翻译：

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情绪、行为和以色列家庭教育的结构：常规的作用

家庭教育的实践已经大大扩展，国际研究表明，不同的家庭以非常不同的方式进行家庭教育。然而，迄今为止，尚未对所实施的家庭教育类型与儿童的情绪和行为方面之间的关系进行检查。该研究通过调查所实施的家庭教育的结构——家庭中的日常生活程度和教育目标导向——以及以色列 65 名在家接受教育的儿童的情绪和行为问题来检验这个问题。结果表明，在家中存在的日常生活和教育目标导向与较少的情绪和行为问题相关。研究结果表明家庭教育的结构与儿童的情感和行为世界之间存在关系。鉴于之前缺乏对这种关系的研究，目前的结果与对该主题的理论理解和世界不同国家家庭教育参与者的实践相关。