Students’ Mediator Variables in the Relationship between Family Involvement and Academic Performance: Effects of the Styles of Involvement
ISSN: 1135-755X
Año de publicación: 2021
Volumen: 27
Número: 1
Páginas: 85-92
Tipo: Artículo
Otras publicaciones en: Psicología educativa
Resumen
El presente estudio tiene como objetivo observar en qué medida el apoyo y el control de la familia determinan el rendimiento académico en Matemáticas y Lengua y comprender cómo esta relación está mediada por una serie de factores relacionados con la motivación (autoeficacia) de los estudiantes, sus hábitos de estudio, el ambiente de aprendizaje percibido en la escuela, su satisfacción escolar y su historial de repeticiones. Con esta premisa, se propuso un estudio en 44 escuelas de Educación Secundaria Obligatoria (ESO), seleccionando 1,316 estudiantes (938 matriculados en el primer año y 378 en el segundo). Los datos confirman que tanto el apoyo como el control de los padres influyen directamente en el rendimiento académico en ambas materias, pero también indirectamente a través de las variables mediadoras, que en el caso del apoyo son el ambiente, la satisfacción, los hábitos de estudio y la autoeficacia, mientras que en el caso del control son los hábitos y la retención.
Información de financiación
Cite this article as: Ferraces Otero, M. J., Lorenzo Moledo, M., Godás Otero, A., & Santos Rego, M. A. (2021). Students’ mediator variables in the relationship between family involvement and academic performance: Effects of the styles of involvement. Psicología Educativa, 27(1), 85-92. https://doi.org/10.5093/psed2020a19 Funding: This research was developed through the funding of two research project: PGIDIT 10SEC214042PR of the Regional Government of Galicia (Spain), and EDU2015-66781-R of the Ministry of Science, Innovation and Universities of the Spanish Government. Correspondence: mdelmar.lorenzo@usc.es (M. Lorenzo Moledo).Referencias bibliográficas
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