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

Zeitschrift:
Pedagogía social: revista interuniversitaria

ISSN: 1139-1723

Datum der Publikation: 2019

Nummer: 34

Art: Artikel

DOI: 10.7179/PSRI_2019.34.06 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Pedagogía social: revista interuniversitaria

Zusammenfassung

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.

€ Finanzierung ansehen

Informationen zur Finanzierung

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.

Geldgeber

Bibliographische Referenzen

  • Allen, S. (2005). Parent involvement, family structure, and academic achievement. Sacramento: Abstract of thesis California State University.
  • Anderson, A., Hattie, J., & Hamilton, R. (2005). Locus of control, self-efficacy, and motivation in different schools: in moderation the key to success. Educational Psychology, 25(5), 517-535. https://doi.org/10.1080/01443410500046754
  • Cerasoli, C., Nicklin, J., & Ford, M. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological Bulletin, 140(4), 980-1008. http://dx.doi.org/10.1037/a0035661
  • Covington, M. (2000). Goal theory, motivation, and school achievement: an integrative review. Annual Review of Psychology, 51, 171-200. https://doi.org/10.1146/annurev.psych.51.1.171
  • Creemers, B., & Kyriakides, L. (2008). The dynamics of educational effectiveness. London: Routledge Taylor y Francis Group.
  • Deci, E., Vallerland, R., Pelletier, L., & Ryan, R. (1991). Motivation and education: the self-determination perspective. Educational Psychologist, 26(3y4), 325-346. https://doi.org/10.1207/s15326985ep2904_6
  • Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment: a literature review. Research Report RR433. London: Queen’s Printer.
  • Epstein, J., & Dauber, S. (1991). School programs and teacher practices of parent involvement in Inner-City elementary and middle schools. Elementary School Journal, 91, 289-303. https://doi.org/10.1086/461656
  • Epstein, J., & Van Voorhis, F. (2001). More than minutes: teacher’s roles in designing homework. Educational Psychologist, 36, 181-193. https://doi.org/10.1207/s15326985ep3603_4
  • Epstein, J. (2009). School, family, and community partnerships. Preparing educators and improving schools. Colorado: Westview Press.
  • Fawcett, L., & Garton, A. (2005). The effect of peer collaboration on children’s problema-solving ability. British Journal of Educational Psychology, 75, 157-169. https://doi.org/10.1348/000709904x23411
  • Fernández Enguita, M., Mena, L., y Riviere, J. (2010). Fracaso y abandono escolar en España. Barcelona: Fundación “la Caixa”.
  • Godás, A. (2015). La participación y el compromiso familiar en la escuela. En M.A. Santos Rego (Ed.), El poder de la familia en la educación (pp.123-144). Madrid: Síntesis.
  • Green, C., Walker, J., Hoover-Dempsey, K. & Sandler, H. (2007). Parent’s motivations for involvement in children’s education: an empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 9, 532-544. https://doi.org/10.1037/0022-0663.99.3.532
  • Grolnick, W. & Slowiaczek, M. (1994). Parent’s involvement in children’s schooling: a multidimensional conceptualization and motivational model. Child Development, 67, 237-252. https://doi.org/10.2307/1131378
  • Grolnick, W., Benjet, C., Kurowski, C., & Apostoleris, N. (1997). Predictors of parent involvement in children’s schooling. Journal of Educational Psychology, 89, 538-548. https://doi.org/10.1037/0022-0663.89.3.538
  • Gutiérrez-Domènech, M. (2009). Factors determinants del rendiment educatiu: el cas de Catalunya. Barcelona: “la Caixa”.
  • Hacker, D., Dunlosky, J., & Graesser, A. (Eds.) (2009). Handbook of metacognition in education. New York: Routledge.
  • Halgunseth, L. & Peterson, A. (2009). Family engagement, diverse families, and early chilhood education programs: and integrated review of the literature. Washington: National Association for the Education of Young Children (NAEYC).
  • Hill, N. & Tyson, D. (2009). Parent involvement in Middle School: a meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763. https://doi.org/10.1037/a0015362
  • Hill, N., Castellino, D., Lansford, J., Nowlin, P., Dodge, K., Bates, J., & Petit, G. (2004). Parent academic involvement as related to school behavior, achievement, and aspirations: demographic variations across adolescence. Child Development, 75, 1491-1509. https://doi.org/10.1111/j.1467-8624.2004.00753.x
  • Hoover-Dempsey, K., Bassler, O., & Brissie, J. (1992). Explorations in parent-school relations. Review of Educational Research, 85(5), 3-42. https://doi.org/10.1080/00220671.1992.9941128
  • Hoover-Dempsey, K. & Sandler, H. (1995). Parent involvement in children’s education: why does it make a difference? Teacher’s College Record, 97, 310-331.
  • Hoover-Dempsey, K. & Sandler, H. (2005). Final Performance Report for OERI Grant R305T010673: the social context of parent involvement. A path to enhanced achievement. Presented to Project Monitor, Institute of Education Sciences, U.S., Department of Education, March 22.
  • INEE (Instituto Nacional de Evaluación Educativa) (2018). Sistema estatal de indicadores de la educación 2018. Madrid: INEE.
  • Jung, E. & Han, H.S. (2013). Teacher outreach efforts and reading achievement in Kindergarten. Journal of research in Chilhood of Education, 27, 93-110. https://doi.org/10.1080/02568543.2012.739590
  • Latunde, Y. (2017). Research in parental involvement. New York: Palgrave McMillan. Lorenzo, M., Godás, A., Priegue, D., y Santos Rego, M. A. (2009). Familias inmigrantes en Galicia. La dimensión socioeducativa de la integración. Madrid: IFIIE-Ministerio de Educación.
  • Nermeen, E., Heather, J., & Votruba-Drzal, E. (2010). Parent involvement and children’s academic and social development in elementary school. Child Development, 81(3), 988-1005. https://doi.org/10.1111/j.1467-8624.2010.01447.x
  • Núñez, J., Vallejo, G., Rosário, P., Tuero, E., & Valle, A. (2014). Variables del estudiante, del profesor y del contexto en la predicción del rendimiento académico en Biología: análisis desde una perspectiva multinivel. Revista de Psicodidáctica, 19(1), 145-172. https://doi.org/10.1387/revpsicodidact.7127
  • Patall, E., Cooper, H., & Robinson, J. (2008). The effects of choiceon intrinsic motivation and related outcomes: A meta-analysis of re-search findings. Psychological Bulletin, 134, 270-300. https://doi.org/10.1037/0033-2909.134.2.270
  • Reparaz, R., & Jiménez, E. (2015). Padres, tutores y directores ante la participación de la familia en la escuela. Un análisis comparado. Participación Educativa 4(7), 39-47. https://doi.org/10.15332/tg.mae.2016.00489
  • Rodríguez, S., Núñez, J.C., Valle, A., Freire, C., Ferradás, M., & Rodríguez-Llorente, C. (2019). Relationship between students’ prior academic achievement and homework behavioral engagement: the mediating/moderating role of learning motivation. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.01047
  • Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55 ,68–78. https://doi.org/10.1037/0003-066X.55.1.68.
  • Ryan, M., & Deci, L. (2017). Self-determination theory: basis psychological needs in motivation, development, and wellness. New York: Guilford Publishing.
  • Santos Rego, M.A., & Lorenzo M. (2015). El Programa ECO-FA-SE: una concertación familia-escuela ante el rendimiento educativo. En M.A. Santos Rego (Ed.), El poder de la familia en la educación (pp.215-236). Síntesis. Madrid.
  • Santos Rego, M.A., Ferraces, M.J., Godás. A., & Lorenzo, M. (2018). Do cooperative learning and family involvement improve variables linked to academic performance? Psicothema, 30(2), 212-217. https://doi.org/10.7334/psicothema2017.311
  • Santos Rego, M.A., Godás, A., & Lorenzo, M. (2012). El perfil del alumnado repetidor y no repetidor en una muestra de estudiantes españoles y latinoamericanos: un estudio sobre los determinantes académicos. ESE, 23, 43-62.
  • Sektnan, M., McClelland, M., Acock, A., & Morrison, F. (2008). Relations between early family risk, children’s behavioral regulation, and academic achievement. Early Childhood Research Quarterly, 25(4), 464-479. https://doi. org/10.1016/j.ecresq.2010.02.005
  • Sheridan, S., & Kim, E. (2015). Foundational aspects of family-school partnership research. London: Springer.
  • Torío, S., Peña, J. V., & Hernández, J. (2012). Primeros resultados de la aplicación y evaluación de un programa de educación parental: “Construir lo cotidiano”. Teoría de la Educación. Educación y Cultura en la Sociedad de la Información, 13(2), 343-368. https://doi.org/10.4272/84-9745-045-0.ch11
  • Walker, J., Ice, C., Hoover-Dempsey, K., & Sandler, H. (2011). Latino parent’s motivation for involvement in their children’s schooling. Elementary School Journal, 111, 409-429. https://doi.org/10.1086/657653
  • Winne, P., & Nesbit, J. (2010). The psychology of academic achievement. Annual Review of Psychology, 61, 653-678. https://doi.org/10.1146/annurev.psych.093008.100348
  • Yotyodying, S. (2012). The quality of home-based parental involvement. Antecedents and consequences in German and Thai families. Dissertation for obtaining the degree of Dr. Ph. at the Faculty of Psychology and Sports Sciences. Bielefeld University. Germany.
  • Zhang, Y. (2011). Educational expectations, school experiences, and academic achievements: a longitudinal examination. Gansu Survey of Children and Families Papers, 1-38.
Fuente de los datos: Dialnet