Academic Failure and Child-to-Parent Violence: Family Protective Factors

Abstract

A reduction in academic achievement over the course of adolescence has been observed. School failure is characterized by difficulties to teaching school goals. A variety of other behavioral problems are often associated with school failure. Child-to-parent violence has been associated with different school problems. The main objective of current study was to examine the contribution of family variables (parental education level, family cohesion, and positive family discipline) on academic failure and child-to-parent violence of adolescents from a community sample. Moreover, a goal was to explore if academic failure was a valid predictor of child-to-parent violence. To this end, it has been developed a comprehensive statistical model through Structural Equation Modeling (SEM). Participants were 584 children from eight secondary schools in the Basque Country (Spain) and aged between 12 and 18. Among other scales Conflict Tactics Scale and Family Environment Scale were administrated for measuring child-to-parent violence and family cohesion environment, respectively. The structural model revealed that parental education level is a relevant protective factor against academic failure. Positive family discipline (inductive discipline, supervision, and penalty) show a significant association with child-to-parent violence and academic failure. Disciplinary practices could be more efficient to prevent child-to-parent violence or school failure if children perceive a positive environment in their home. However, these findings could be explained by inverse causality, because some parents respond to child-to-parent violence or academic failure with disciplinary strategies. School failure had indirect effects on child-to-parent violence through family cohesion. For all that, education policies should focus on parental education courses for disadvantaged families in order to generate appropriate learning environments at home and to foster improvement of parent-child relationships.

Parental Involvement as a Protective Factor in School Adjustment among Retained and Promoted Secondary Students

“…Likewise, other studies have confirmed an inverse relationship of satisfaction with age, with an evolutionary decrease in subjective well-being during adolescence and higher levels of school satisfaction among younger students [115,116]. Regarding the rest of the school adjustment variables, although research suggests that it decreases in adolescence as age increases [81], some studies either offer inconclusive results regarding school integration according to age or find no significant differences [77,80], the same as with prosocial behavior [21].…”

“…Age is another prominent factor-several studies confirm that as students get older, school adjustment and academic performance decrease, increasing the risk of dropping out of school and decreasing age appropriateness per grade. Moreover, satisfaction and subjective well-being seem to be declining as age increases [80,81]. However, the evidence is not clear regarding some specific indicators of school adjustment, like school integration and prosocial behavior, and some studies either offer inconclusive results or find no significant differences [21].…”

Relación entre apoyo familiar y el rendimiento académico en estudiantes colombianos de educación primaria

“…Los resultados sugirieron que la participación de los padres en la escuela, según lo reportado por el adolescente en sexto grado, fue un predictor significativo de la vinculación escolar y calificaciones académicas en octavo grado. Ibabe (2016) por su parte, analiza la contribución de las variables familiares (nivel de educación de los padres, cohesión familiar y disciplina familiar positiva) en el fracaso escolar y la violencia entre los hijos de adolescentes de una muestra comunitaria. Brotman, et al (2016) intentaron examinar si los ParentCorps prestados como una mejora a los programas de pre-kindergarten en las escuelas urbanas de alta pobreza conducen a menos problemas de salud mental y el aumento del rendimiento académico en los primeros años de la escuela primaria.…”

Eskola-doikuntza: kontzeptua, adierazleak, ereduak, neurketa, aldakortasuna eta hari lotutako aldagaiak

“…Errendimendu akademikoari dagokionez, eskola-doikuntzaren adierazlea izaki, ikerketa ugaritan egiaztatu da aipatu errendimendua handiago dela nesketan (Antonio-Agirre et al, 2015;Droguett, 2011;Fuentes, Alarcón, Gracia, eta García, 2015;Heras eta Navarro, 2012;Ibabe, 2016), motibazio handiagoa erakutsi eta ikasketetan denbora gehiago ematen dutelako (Hernando et al, 2013). Gainera, hainbat ikerketaren arabera, generoak errendimendu akademikoan du eragina; neskek errendimendu hobea dute ahozko ezagutzen arloetan (Costa eta Tabernero, 2012) eta mutilek, berriz, zientzietan eta matematiketan (González-Pienda et al, 2012Suá-rez-Álvarez et al, 2014).…”

“…Errendimendu akademikoa, berriz, jaitsi egiten da nerabe-adinera iristean, nesken zein mutilen artean (Antonio-Agirre et al, 2015;Fuentes et al, 2015;Ibabe, 2016), baina are nabarmenagoa da mutilengan (Hernando et al, 2012(Hernando et al, , 2013. Errendimenduaren beherakada hainbat arrazoiri zor zaie: motibazioa gutxitzeari, ikasketei denbora gutxiago emateari eta loordu gutxiago izateari, jarduera fisikoetan eta eskolaz kanpokoetan parte hartzeari eta substantzien kontsumoa areagotzeari (Hernando et al, 2013).…”