Influencia de las variables familiares en la percepción parental del rendimiento académico de sus hijos/as

  1. Álvarez Muñoz, José Santiago 1
  2. Hernández Prados, Mª Ángeles 1
  3. Belmonte, María Luisa 1
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Journal:
RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales

ISSN: 0213-8646,  2530-3791

Year of publication: 2024

Volume: 38

Issue: 99

Pages: 253-272

Type: Article

DOI: 10.47553/RIFOP.V99I38.1.94256 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales

Abstract

Previous literature on academic achievement has shown that there are a large number of family variables that constitute a key factor in school success. However, there is a lack of studies in Spain, as well as in Europe in general, to analyze this relationship from a broad concept of academic achievement that is not limited to the average grade obtained by the student in a school year. The aim of the present study was to analyze the associations between the perception held by families regarding the academic performance of their children and certain family variables (type of family, person completing the questionnaire and parents' level of studies) in a sample of 407 Spanish families. The data were collected using an ad hoc questionnaire with optimal psychometric properties, in which school performance is defined on the basis of the level of satisfaction, study environment, work and effort, report card evaluation, expectations, academic motivation and a general assessment of the child's performance. The findings obtained confirm that there are significant differences in the perception of academic performance, with nuclear families, those who complete the questionnaire jointly, or parents with a higher level of education having a significantly more positive perception in this regard. Based on the results obtained, in accordance with the evidence of previous international research, we conclude the need to deepen the relationship between the family context and academic performance from broad and innovative perspectives in relation to these variables that have a high degree of significance.

Bibliographic References

  • Alvarez, I. M. y Vall Castelló, B. (2020). Percepción de expectativas educativas de los padres de adolescentes de origen inmigrante, apoyo académico de los amigos y ajuste psicológico y escolar. Educar, 56(1), 147-164. https://doi.org/10.5565/rev/educar.1013
  • Andrew, C. T. y Segun, O. O. (2019). Investigating the Effects of Parental Divorce on Academic Performances of Young People. Bangladesh e-Journal of Sociology, 16(1). http://www.bangladeshsociology.org/Investigating the Effects16.1.pdf
  • de los Ángeles Zambrano, Y. Y., Campoverde-Castillo, A. C. y Idrobo-Contento, J. C. (2019). Importancia entre la comunicación padres e hijos y su influencia en el rendimiento académico en estudiantes de bachillerato. Polo del Conocimiento: Revista científico-profesional, 4(5), 138-156. https://polodelconocimiento.com/ojs/index.php/es/article/view/969
  • Barreto, F. B., Sánchez de Miguel, M., Ibarluzea, J., Andiarena, A. y Arranz, E. (2017). Family context and cognitive development in early childhood: A longitudinal study. Intelligence, 65, 11–22. https://doi.org/10.1016/j.intell.2017.09.006
  • Benner, A. D., Boyle, A. E. y Sadler, S. (2016). Parental involvement and adolescents’ educational success: The roles of prior achievement and socioeconomic status. Journal of youth and adolescence, 45(6), 1053- 1064.https://doi.org/10.1007/s10964-016-0431-4
  • Buxarrais, M. R., Esteban, F., Mellen, T. y Vázquez, G. P. I. (2019). Las familias ante las tareas escolares de sus hijos: un estudio exploratorio. Voces de la Educación, 4(8), 107-119. https://hal.science/hal-02513719/
  • Cárdenas-Ramos, Z. y Chalarca-Carmona, C. (2022). Todo a la vez: cotidianidades de jóvenes universitarios padres/madres en pandemia. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 20(2), 467-487. https://dx.doi.org/10.11600/rlcsnj.20.2.5330
  • Cardoso, A. P., Ferreira, M., Abrantes, J. L., Seabra, C. y Costa, C. (2011). Personal and pedagogical interaction factors as determinants of academic achievement. Procedia-Social and Behavioral Sciences, 29, 1596-1605. https://doi.org/10.1016/j.sbspro.2011.11.402
  • Checa, P., Abundis-Gutierrez, A., Pérez-Dueñas, C. y Fernández-Parra, A. (2019). Influence of maternal and paternal parenting style and behavior problems on academic outcomes in primary school. Frontiers in psychology, 10, 378. https://doi.org/10.3389/fpsyg.2019.00378
  • Cheng, S.-T. y Kaplowitz, S. A. (2016). Family economic status, cultural capital, and academic achievement: The case of Taiwan. International Journal of Educational Development, 49, 271–278. https://doi.org/10.1016/j.ijedudev.2016.04.002
  • Cohen J., (1988). Statistical Power Analysis for the Behavioral Sciences. Erlbaum. Dearing, E., Kreider, H. y Weiss, H. B. (2014). Increased family involvement in school
  • predicts improved child-teacher relationships and feelings about school for lowincome children. In W. Jeynes (Ed.), Family factors and the educational success of children (pp. 232-260). Routledge.
  • Díaz-Mujica, A., Pérez Villalobos, M. V. y Mozo Cabrera, P. (2009). Expectativas educacionales hacia hijas e hijos en una escuela rural de alto desempeño. Revista Interamericana de Psicología, 43, 442-448. https://www.redalyc.org/pdf/284/28412903003.pdf
  • Echeverría-Fernández, T. M. y Obaco-Soto, E. E. (2021). La participación de los padres y su incidencia en el rendimiento académico de los estudiantes. Praxis, 17(2), 213-225. https://doi.org/10.21676/23897856.3618
  • Fajardo Bullón, F., Maestre Campos, M., Felipe Castaño, E., León del Barco, B. y Polo del Río, M. I. (2017). Análisis del rendimiento académico de los alumnos de Educación Secundaria Obligatoria según las variables familiares. Educación XXI: revista de la Facultad de Educación, 20(1), 209-232. https://doi.org/10.5944/educxx1.14475
  • Gil del-Pino, C. y García-Segura, S. (2019). Influencia de las expectativas de familias y profesorado en el logro educativo y social de los estudiantes. Educação e Pesquisa, 45. https://doi.org/10.1590/S1678-4634201945214529
  • Hancock, K. J., Lawrence, D., Shepherd, C. C., Mitrou, F. y Zubrick, S. R. (2017). Associations between school absence and academic achievement: Do socioeconomics matter? British Educational Research Journal, 43(3), 415-440. https://doi.org/10.1002/berj.3267
  • Herrera, M. R. (2021). El papel de las creencias de los padres en la participación familiar. Revista Construyendo Paz Latinoamericana, (11), 168-179. https://doi.org/10.35600/0000
  • Jin, L., Jiang, C., Zhang, J., Yuan, Y., Liang, X. y Xie, Q. (2014). Motivations and expectations of English language learning among primary school children and parents in China. ELT Research papers, 1-33.
  • Kang, D. H., Boss, L. y Clowtis, L. (2016). Social support and cognition: Early childhood versus older adulthood. Western journal of nursing research, 38(12), 1639-1659. https://doi.org/10.1177/0193945916655796
  • Keizer, R., van Lissa, C. J., Tiemeier, H. y Lucassen, N. (2020). The Influence of Fathers and Mothers Equally Sharing Childcare Responsibilities on Children’s Cognitive Development from Early Childhood to School Age: An Overlooked Mechanism in the Intergenerational Transmission of (Dis) Advantages? European Sociological Review, 36 (1), 1-15. https://doi.org/10.1093/esr/jcz046
  • Lamas, H. A. (2015). Sobre el rendimiento escolar. Propósitos y representaciones, 3(1), 313-386. http://dx.doi.org/10.20511/pyr2015.v3n1.74
  • Lee, E., Kim, J.-S. y Kwon, S. (2018). Academic Achievement of Korean Adolescents from Multicultural Families: National Survey Results. Child & Youth Care Forum, 47(4), 499–515. https://doi.org/10.1007/s10566-018-9439-0
  • Li, S., Xu, Q. y Xia, R. (2019). Relationship between SES and academic achievement of junior high school students in China: the mediating effect of self-concept. Frontiers in Psychology, 10, 2513. https://doi.org/10.3389/fpsyg.2019.02513
  • Madrid, R., Saracostti, M., Reininger, T. y Hernández, M. T. (2019). Responsabilización, obediencia y resistencia: perspectivas de docentes y padres sobre la colaboración familia-escuela. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(3), 1-13. https://doi.org/10.6018/reifop.389801
  • Marcillo-Vera, F. R. y Vaca-Escobar, P. N. (2022). La educación en Japón versus la educación en Ecuador. Polo del Conocimiento: Revista científico-profesional, 7(8), 2011-2029. https://polodelconocimiento.com/ojs/index.php/es/article/view/4499
  • Martín-Criado, E. y Gómez Bueno, C. (2017). Las expectativas parentales no explican el rendimiento escolar. RES. Revista Española de Sociología, 26(1), 33-52. https://doi.org/10.22325/fes/res.2016.2
  • Merton, R. K. (1957). Priorities in scientific discovery: a chapter in the sociology of science. American sociological review, 22(6), 635-659. https://doi.org/10.2307/2089193
  • Ortíz-Zavaleta, M. L. y Moreno-Almazán, O. (2016). Estilos parentales: implicaciones sobre el rendimiento escolar en alumnos de educación media. Revista digital internacional de psicología y ciencia social, 2(1), 76-88. https://cuved.unam.mx/rdipycs/wp-content/uploads/2016/12/293-692-1- Decision-Editorial.pdf
  • Park, S. Y., Pan, B. y Ahn, J. B. (2020). Family trip and academic achievement in early childhood. Annals of Tourism Research, 80, 102795. https://doi.org/10.1016/j.annals.2019.102795
  • Peng, P. y Kievit, R. A. (2020). The development of academic achievement and cognitive abilities: A bidirectional perspective. Child Development Perspectives, 14(1), 15- 20. https://doi.org/10.1111/cdep.12352
  • Pinquart, M. (2015). Associations of Parenting Styles and Dimensions with Academic Achievement in Children and Adolescents: A Meta-analysis. Educational Psychology Review, 28(3), 475–493. https://doi.org/10.1007/s10648-015- 9338-y
  • Poon, K. (2020). The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children. International Journal of Educational Development, 75, 102175. https://doi.org/10.1016/j.ijedudev.2020.102175
  • Sánchez Oñate, A., Reyes Reyes, F. y Villarroel Henríquez, V. (2016). Participación y expectativas de los padres sobre la educación de sus hijos en una escuela pública. Estudios pedagógicos (Valdivia), 42(3), 347-367. http://dx.doi.org/10.4067/S0718-07052016000400019
  • Rindermann, H. (2018). Cognitive capitalism: Human capital and the wellbeing of nations. Cambridge: Cambridge University Press.
  • Rojas, M. (2015). Felicidad y estilos de crianza parental. Documento de Trabajo). Centro de Estudios Espinosa Iglesia.
  • Romagnoli, C. y Cortese, I. (2015). ¿Cómo influye en el aprendizaje y rendimiento escolar? Santiago: Valoras UC.
  • Seidler, A. L. y Ritchie, S. J. (2018). The Association Between Socioeconomic Status and Cognitive Development in Children Is Partly Mediated by a Chaotic Home Atmosphere. Journal of Cognition and Development, 24(5), 1–23. https://doi.org/10.1080/15248372.2018.1515077
  • Valle, A., Regueiro, B., Nuñez, J. C., Suárez, N., Freire, C. y Ferradás, M. (2016). Percepción de la implicación parental en los deberes escolares y rendimiento académico en estudiantes de Secundaria. Revista española de pedagogía, 74 (265), 481-498. https://reunir.unir.net/handle/123456789/6190
  • Vega-Ojeda, M. F. (2020). Estilos de crianza parental en el rendimiento académico. Podium, (37), 89-106. https://doi.org/10.31095/podium.2020.37.7
  • Ventocilla-Aquino, A. (2019). Involucramiento y autonomía del apoyo parental percibido asociado al rendimiento académico en escolares. CASUS. Revista de Investigación y Casos en Salud, 4(2), 130-136. https://casus.ucss.edu.pe/index.php/casus/article/view/169
  • Von Stumm, S. (2017). Socioeconomic status amplifies the achievement gap throughout compulsory education independent of intelligence. Intelligence, 60, 57-62. https://doi.org/10.1016/j.intell.2016.11.006
  • Wu, Z., Schimmele, C., Hou, F. y Ouellet, N. (2012). Family structure and university enrollment and completion. https://paa2012.populationassociation.org/papers/120858
Data source: Dialnet