Participación familiar en la etapa de educación primaria
- Mª Paz García Sanz
- Mª Angeles Hernández Prados
- Joaquín Parra Martínez
- Mª Angeles Gomariz Vicente
ISSN: 0185-2698, 2448-6167
Ano de publicación: 2016
Volume: 38
Número: 154
Páxinas: 97-117
Tipo: Artigo
Outras publicacións en: Perfiles educativos
Resumo
To approach the involvement of families in school settings from dichotomous perspectives is a reductionist position. To speak exclusively of participative versus non-participative families implicitly denies the diversity of forms of relationships which derive from the commitment to total or partial involvement a family acquires among the different alternatives the scholastic institution offers. With the aim of identifying different profiles of family involvement in the educational process of elementary school students in Spain, we conducted a nationwide, non-experimental, quantitative investigation in which a questionnaire was applied to 5, 627 families. Cluster analysis shows the configuration of four profiles of family involvement, which, in descending order, have been named: non-normative participative profile, normative participative profile, non-participative profile with sense of belonging, and non-participative profile.