Background and objectives:
Previous research (e.g.Fülöp, 1998; 2004; 2013) demonstrated that Hungarians perceive the role competition plays in the Hungarian society rather negatively, while they acknowledge that the society is intensely competitive. They are also very critical towards competition in schools (Fülöp et al, 2025).
This study aims to explore how parents of 3-9 year old children (1) perceive competition in general in the Hungarian society; (2). how they plan to prepare their children to be able to function successfully in that societal context; (3) how these plans are reflected in their educational choices e.g. if they prefer a competitive or non-competitive school climate and (4) how their own experiences with competition may shape these views.
Method: Semi-structured interviews were conducted with Hungarian mothers and fathers (N=86), predominantly middle-class and well-educated. Data were collected using convenience sampling and analysed through thematic/content analysis (Braun & Clarke, 2022). Coding was performed by two independent researchers.
Results: The interviews revealed a complex, emotionally ambivalent relationship with competition. Many parents recalled their own negative childhood experiences (e.g. shame, stress, pressure) and expressed concerns about unfair competition and negative consequences, e.g. interpersonal conflicts and aggression. Many explicitly stated that that they do not want their children to attend a school with a competitive climate and prioritized other aspects like a friendly environment, teacher's personality, location of the school. A good educational programme was secondary in most of the cases to the socially positive and stress-free environment. Parents' views reflect a tension between protection and preparation: they aim to shield their children from stress and unfairness while also promoting participation in competition to a limited degree to avoid disadvantage in a competitive society. Preventive socialisation goals and practices—such as avoiding or mitigating stress and harmful interactions—are more prevalent than proactive approaches like encouragement and motivation.