El fomento de la implicación educativa familiar en casa a través del Programa IMPLICA2evaluación de resultados

  1. Agustín Godás Otero 1
  2. Jesús García Álvarez 1
  3. Noemí Castelo Veiga 1
  1. 1 Universidade de Santiago de Compostela

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Revista de estudios e investigación en psicología y educación

ISSN: 2386-7418

Year of publication: 2022

Volume: 9

Issue: 0

Pages: 90-102

Type: Article

DOI: 10.17979/REIPE.2022.9.0.8894 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de estudios e investigación en psicología y educación


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Índice Dialnet de Revistas

(Indicator corresponding to the last year available on this portal, year 2021)
  • Year 2021
  • Journal Impact: 0.390
  • Field: PSICOLOGÍA Quartile: C2 Rank in field: 45/111
  • Field: EDUCACIÓN Quartile: C2 Rank in field: 94/228


  • Social Sciences: C


(Data updated as of 21-03-2023)
  • Total citations: 0
  • Recent citations: 0


In this research the program IMPLICA2 has been implemented (in four sessions for a month of the academic year 2019-2020) towards the families with children studying 5º and 6º of Primary Education in the Autonomous Community of Galicia. The activities were carried out in four educational centers with the participation of 253 families organized into four groups to accomplish the requirements established in the design of four groups of Solomon (1949). Once the four sessions were implemented, the evaluation of this process was made by the research team and the families. Then, the assessment of results was made following the originally planned design and looking for the interactive links between variables and the structures of relationships which abolish the partnerships between some of them (Alvira Martín, 2002), taking into account, for the latter, the positive impact that the program would have on the elements which determine the family decision of getting involved, according the established by the Hoover-Dempsey and Sandler model (1995). The results allow us to establish that the program shows different effects on the parents regarding the aspects related to the focus of responsibility on the education of children (family, school or family and school), the orientation of the family goals towards learning and/or academic achievement and the perception of effectiveness when they help their children with homework.

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