El entorno del proceso de implicación familiarBases empíricas para el diseño de un programa de intervención

  1. Agustín Godas Otero 1
  2. Mar Lorenzo Moledo 1
  3. Miguel A. Santos Rego 1
  4. Jesús García-Álvarez 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Revista:
Pedagogía social: revista interuniversitaria

ISSN: 1139-1723

Ano de publicación: 2019

Número: 34

Tipo: Artigo

DOI: 10.7179/PSRI_2019.34.06 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Pedagogía social: revista interuniversitaria

Resumo

Tomando como base o modelo de Hoover-Dempsev y Sandler (1995) e centrandose na estratégia de Homework (Epstein, 2009) é possível observar os efeitos da participação familiar sobre a motivação do aluno no contexto de aprendizagem autorregulado (Yotyodying, 2012). Com uma amostra de 60 professores de educação primaria, 630 famílias, 630 estudantes de 5º e 6º do ensino primário, e numa abordagem transversal observamos a influência dos professores na decisão que tomam as famílias para participar, a percepção dos modelos de implicação pelos alunos e a relação destes modelos com a motivação dos alunos. Podemos concluir a notável influência de um modelo baseado no apoio (a procura dos alunos) e o estímulo da autonomia, no controle da motivação acadêmica.

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Información de financiamento

Este trabajo se enmarca en el proyecto de investigación “Implicación familiar y rendimiento académico en la educación primaria. La efectividad de un programa para padres y madres” (EDU2015-66781-R) financiado por el Ministerio de Ciencia, Innovación y Universidades.

Financiadores

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Fonte de datos: Dialnet