Can Parental Involvement Improve their Children’s School Performance? Study Results of an Educational Program

Rego, Miguel Anxo Santos; Otero, Agustín Godás; Moledo, María del Mar Lorenzo

doi:10.15581/004.30.9-30

Cited by 6 publications

(4 citation statements)

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“…It is well-known that the absence of psychological control, behavioral control, and autonomy support has positive effects on the academic achievement of adolescents and their behavioral adjustment (Barber et al, 2006; Wang et al, 2007). Santos Rego et al (2016) consider that parental involvement (control and supervision) will be beneficial for the child when it supports the development of autonomy, when it focuses on the process and entails affection and positive beliefs; and, to the contrary, it may be detrimental if it is controlling, person-centered (emphasizing stable attributes) and characterized by negative affection and beliefs. Suárez et al (2011) claimed that parental involvement in children's education had positive effects on their academic performance, as long as it was adequate, and involved support for the students.…”

Section: Discussionmentioning

confidence: 99%

Academic Performance of Native and Immigrant Students: A Study Focused on the Perception of Family Support and Control, School Satisfaction, and Learning Environment

Santos

Otero

et al. 2016

Front. Psychol.

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The international assessment studies of key competences, such as the PISA report of the OECD, have revealed that the academic performance of Spanish students is significantly below the OECD average. In addition, it has also been confirmed that the results of immigrant students are consistently lower than those of their native counterparts. Given the context, the first objective of this work is to observe the variables (support, control, school satisfaction, and learning environment) which distinguish between retained and non-retained native and immigrant students. The second objective is to check, by comparing the retained and non-retained native and immigrant students and separating the two levels, in order to find out which of the selected variables clearly differentiate the two groups. A sample of 1359 students was used (79.8% native students and 20.2% immigrant students of Latin American origin), who were enrolled in the 5th and 6th year of Primary Education (aged 10–11 years) and in the 1st and 2nd year of Secondary Education (aged 12–13 years). The measurement scales, which undergo a psychometric analysis in the current work, have been developed in a previous research study (Lorenzo et al., 2009). The construct validity and reliability are reported (obtaining alpha indices between 0.705 and 0.787). Subsequently, and depending on the results of this analysis, inferential analyses are performed, using as independent variables the ethno-cultural origin and being retained or not, whereas, as dependent variables, the indices referring to students' perception of family support and control, as well as the assessment of the school and learning environment. Among other results, the Group × Being retained/Not being retained [F(1, 1315) = 4.67, p < 0.01] interaction should be pointed out, indicating that native non-retained subjects perceive more control than immigrants, as well as the Group × Being retained/Not being retained [F(1, 1200) = 5.49, p < 0.01] interaction, showing that native non-retained students perceive more family support. Given the results obtained, our intention is to provide solid evidence that would facilitate the design of family involvement programs, helping to improve students' educational performance.

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Section: Discussionmentioning

confidence: 99%

Academic Performance of Native and Immigrant Students: A Study Focused on the Perception of Family Support and Control, School Satisfaction, and Learning Environment

Santos

Otero

et al. 2016

Front. Psychol.

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“…En este ámbito, tres son las modalidades básicas de compromiso familiar: la socialización académica, la cual presupone una actuación de padres y madres basada en la comunicación de expectativas y aspiraciones, facilitando a los estudiantes los recursos educativos que complementen el trabajo escolar y satisfagan sus metas e intereses; en segundo lugar, el trabajo en casa basado en el compromiso de los padres con las actividades educativas, la supervisión del trabajo escolar y la aportación de refuerzos al aprendizaje de forma continuada y consistente; y, en tercer lugar, la implicación basada en la escuela, centrada exclusivamente en la participación de las familias en la dinámica del centro escolar (eventos, voluntariado, comunicación con el profesorado, órganos de gobierno, etc.) (Santos Rego, Godás, y Lorenzo, 2016).…”

Section: Participación Familiar Y Rendimiento Escolarunclassified

“…El informe anual del Roma Educational Fund (2010) destaca que la participación de los padres y madres de etnia gitana en la educación de sus hijos mejora las oportunidades educativas de los estudiantes, favoreciendo su acceso a la educación secundaria obligatoria. Estos resultados coinciden con los obtenidos en otros estudios (Santos Rego, Godás, y Lorenzo, 2016).…”

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“…Es justo el aspecto que nos sirve como base para incorporar el enfoque de los Fondos de Conocimiento en la escuela. No es otro el escenario al que referimos un programa basado en la investigación existente y que ya se está desarrollando desde la Fundación Secretariado Gitano, con un plus añadido en el tema de la participación familiar, pues es clave para la mejora de los resultados académicos de los hijos (Santos Rego, Godás, y Lorenzo, 2016).…”

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¿Pueden contribuir los fondos de conocimiento a la participación de las familias gitanas en la escuela? Bases para un proyecto educativo

2020

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El enfoque de los Fondos de Conocimiento, cuyo origen antropológico se remonta al estudio de las relaciones de confianza entre hogares mexicanos constituidos en la frontera con los EE. UU., se ha consolidado en muchos países como un modelo efectivo para el trabajo con familias en riesgo de exclusión social. Se trata de recoger los recursos culturales familiares para convertirlos en saberes susceptibles de ser incorporados en la escuela. El presente trabajo tiene como objetivo estudiar los Fondos de Conocimiento como marco teórico para el diseño de programas socioeducativos, que fomenten la implicación de las familias gitanas en la educación de sus hijos. Para ello, utilizamos una metodología de carácter descriptivo a partir del análisis de los principales estudios teóricos llevados a cabo sobre esta temática tanto a nivel nacional como internacional, concretamente en Norteamérica, donde este enfoque ya cuenta con una trayectoria reconocida. De los resultados se deriva la idoneidad de los Fondos de Conocimiento de las familias gitanas como base para el diseño de propuestas de educación inclusiva que promuevan la implicación de estas en la

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Rigo¹,

Irusta²,

Bechero³

et al. 2020

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Can Parental Involvement Improve their Children’s School Performance? Study Results of an Educational Program

Cited by 6 publications

References 15 publications

Academic Performance of Native and Immigrant Students: A Study Focused on the Perception of Family Support and Control, School Satisfaction, and Learning Environment

Academic Performance of Native and Immigrant Students: A Study Focused on the Perception of Family Support and Control, School Satisfaction, and Learning Environment

¿Pueden contribuir los fondos de conocimiento a la participación de las familias gitanas en la escuela? Bases para un proyecto educativo

Motivos para comprometerse, desvincularse y revincularse con los estudios superiores.

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