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

Journal:
Pedagogía social: revista interuniversitaria

ISSN: 1139-1723

Year of publication: 2019

Issue: 34

Type: Article

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

More publications in: Pedagogía social: revista interuniversitaria

Abstract

Based on the approach developed by Hoover-Dempsey and Sandler (1995), and focusing on the homework strategy (Epstein, 2009), we are able to observe the effect of the family involvement on the students’ motivation in the context of self-regulate learning (Yotyodying, 2012). With a sample of 60 Primary Education teachers, 630 students enrolled in 5th and 6th Primary Education, and using a cross-sectional approach, we have observed the teacher’s influence in the decision that families make to get involved, the students’ perception of the styles of involvement and the relationship of these styles with the students’ motivation. Our conclusion is there is a remarkable influence of a style based on support (requested by the students) and the promotion of autonomy, in the context of regulation of the academic

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Funding information

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.

Funders

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