Niveles de rendimiento académico y percepciones de la implicación parental en los deberes escolares del alumnado de secundaria

Abstract

Support and feedback provided by parents is a major factor for students. The aim of the present study is to verify if there is a relationship between the levels of academic achievement in high school students and their perception of the involvement of their parents in homework. It is also interesting to know if this relationship exists it could vary depending on the course. The study involves 730 students of compulsory secondary education (ESO). The results indicate that there is a statistically significant relationship between levels of academic achievement and student perceptions. In this way, the higher levels of academic achievement are better the expectations of parents of their children's abilities and the greater the level of satisfaction of the parents in the academic results of their children. Regarding the course, there is a decrease in the perception of parental support, parental control and support in regard to the achievement, the level of parental satisfaction with academic results and parental interest in academic progress of their children.