Students’ Mediator Variables in the Relationship between Family Involvement and Academic Performance: Effects of the Styles of Involvement

• Autores: María José Ferraces Otero, María del Mar Lorenzo Moledo, Agustín Godás Otero, Miguel Anxo Santos Rego
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 27, Nº. 1, 2021, págs. 85-92
• Idioma: inglés
• Títulos paralelos:
  • Las variables mediadoras de los estudiantes en la relación entre implicación familiar y rendimiento académico: el efecto de los estilos de implicación
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 5 Citas
• Resumen
  • español

    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.

  • English

    The present study is aimed at observing the degree to which family support and control determine academic performance in Mathematics and Language, and at understanding how this relationship is mediated by a series of factors related to students’ motivation (self-efficacy), their study habits, the learning environment perceived at school, their school satisfaction, and a history of school retention. On this premise, a study was proposed in 44 Compulsory Secondary Education (CSE) schools, selecting 1,316 students (938 enrolled in the first, and 378 in the second year). Data confirm that both parental support and control directly influence academic performance in both subjects, but also indirectly through the mediator variables, which in the case of support are environment, satisfaction, study habits and self-efficacy, whereas in the case of control they are habits and retention.

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