Perceived parental involvement and children’s homework engagement at the end of Primary Education: A cluster analysis

• José Carlos Núñez ^[1] ; Sara Pascual ^[1] ; Natalia Suárez ^[1] ; Pedro Rosário ^[1]
  1. [1] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
• Localización: Revista de Psicología y Educación, ISSN 1699-9517, Vol. 16, Nº. 1, 2021, págs. 88-103
• Idioma: inglés
• Títulos paralelos:
  • Implicación familiar percibida e implicación de los niños en las tareas escolares al final de la Educación Primaria: un análisis de conglomerados
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    El presente estudio plantea, desde una perspectiva centrada en la persona, analizar (i) si existen grupos de estudiantes con semejantes perfiles de implicación parental percibida en los deberes escolares, y (ii) estudiar la relación de tales perfiles con la implicación motivacional y la implicación cognitiva en los deberes escolares, en estudiantes de los dos últimos cursos de Educación Primaria. Participaron 433 estudiantes de 5º y 6º de cuatro centros educativos del área central de Asturias. Los datos fueron analizados mediante análisis cluster (k-medias) y MANOVAS. Se identificaron cuatro perfiles de implicación parental percibida: alta implicación de ambos tipos, baja implicación de ambos tipos, principalmente control, principalmente apoyo. Coincidiendo en que a mayor nivel de implicación parental (de ambas formas) mayor implicación motivacional y cognitiva de los alumnos, hombres y mujeres se diferencian en que las mujeres dan mucha más relevancia al control parental que los hombres, ya que con niveles altos de control parental es suficiente para implicarse en los deberes escolares. Sin embargo, para que haya cierta implicación motivacional y cognitiva, los hombres necesitan percibir que sus padres se implican, aunque da igual el modo en que lo hagan (en forma de control o de apoyo).

  • English

    Using a person-centered approach, this study aimed (i) to analyze whether there are groups of students with similar profiles of perceived parental involvement in homework, and (ii) to study the relationship of those profiles with motivational engagement and cognitive engagement with homework. The participants were 433 students in the 5th and 6th grade in four schools in Asturias (Spain). The data were analyzed based on cluster analysis (k-means) and MANOVAS. Four profiles of perceived parental involvement were identified: high involvement of both types, low involvement of both types, mainly control, and mainly support. The higher the level of parental involvement (in both forms), the greater the students’ motivational and cognitive engagement. Girls differed from boys in that they placed much more importance on parental control, as high levels of parental control were sufficient for girls to be engaged in their homework. However, for boys to demonstrate some motivational and cognitive engagement, they needed to perceive that their parents were involved, although how did not matter (control or support).

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