Impacto de la familia en el clima escolar y rendimiento académico en la educación básica: una revisión sistemática
Resumen
Este estudio realiza una revisión sistemática para evaluar el impacto de la estructura familiar, el entorno doméstico y el nivel educativo de los padres en el clima escolar y el rendimiento académico de los estudiantes de educación básica. Se siguió el protocolo PRISMA, analizando estudios publicados entre 2010 y 2023 en bases de datos como Scopus y Web of Science. La revisión incluyó investigaciones empíricas que abordaron la relación entre estos factores familiares y el rendimiento académico. Los resultados destacan que la calidad de las interacciones familiares es un factor más determinante que la estructura familiar en sí. El nivel educativo de los padres y un entorno doméstico que favorezca el aprendizaje se asocian con un mejor desempeño académico. Además, la participación activa de los padres en las actividades escolares mejora tanto el rendimiento académico como el clima escolar. Se concluye que el apoyo familiar, especialmente en contextos socioeconómicos desfavorecidos, es crucial para mejorar los resultados educativos. Este estudio subraya la importancia de políticas que promuevan una mayor colaboración entre las escuelas y las familias para optimizar el bienestar académico de los estudiantes
Descargas
Citas
Adam, S. M., Teshoma, M. S., Ahmed, A. S. D., & Tamiru, D. (2024). Household food insecurity and its association with academic performance among primary school adolescents in Hargeisa City, Somaliland. PLoS ONE, 19(7 July). Scopus. https://doi.org/10.1371/journal.pone.0303034
Ali, N., Mukhtar, S., Khan, Y., Ahmad, M., & Khan, Z. U. (2022). ANALYSIS OF SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE AND PARENTAL INVOLVEMENT IN CHILDREN EDUCATION AT HOME. Obrazovanie i Nauka, 24(9), 118-142. Scopus. https://doi.org/10.17853/1994-5639-2022-9-118-142
Astone, N. M., & McLanahan, S. S. (1991). Family Structure, Parental Practices and High School Completion. American Sociological Review, 56(3), 309-320. https://doi.org/10.2307/2096106
Davis-Kean, P. (2005). The Influence of Parent Education and Family Income on Child Achievement: The Indirect Role of Parental Expectations and the Home Environment. Journal of family psychology : JFP : journal of the Division of Family Psychology of the American Psychological Association (Division 43), 19, 294-304. https://doi.org/10.1037/0893-3200.19.2.294
Fernández Cerero, J., Montenegro Rueda, M., & López Meneses, E. (2024). The Impact of Parental Involvement on the Educational Development of Students with Autism Spectrum Disorder. Children, 11(9). Scopus. https://doi.org/10.3390/children11091062
González Alonso, J., & Duñabeitia, J. A. (2024). Family Attitudes towards Multilingualism in Bilingual Education Programs and Their Relationship with Academic Performance. Behavioral Sciences, 14(1). Scopus. https://doi.org/10.3390/bs14010006
Guerra Muñoz, M. E., & Parra Dita, C. (2020). Familiy: Key factor in the school performance of primary school students in Colombia. Revista Venezolana de Gerencia, 25(92), 1758-1774. Scopus. https://doi.org/10.37960/rvg.v25i92.34294
Huang, J., Li, W., & Liu, C. (2023). The Influence of Family Environment on Secondary School Students’ Academic Performance. Lecture Notes in Education Psychology and Public Media, 12, 327-335. https://doi.org/10.54254/2753-7048/12/20230837
José, P. S., Mónica, A. N., Martha, C. L., & William, A. C. (2022). Family school climate and its relationship with academic performance: Application in rural educational institutions. Revista de Ciencias Sociales, 28(ESPECIAL 6), 110-125. Scopus.
https://doi.org/10.31876/rcs.v28i.38826
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. BMJ, 339, b2535. https://doi.org/10.1136/bmj.b2535
Olaitan, A. (2018). IMPACT OF FAMILY STRUCTURE ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN YEWA LOCAL GOVERNMENT AREA OF OGUN STATE, NIGERIA. 3, 1-10.
Poon, K. (2020). The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children. International Journal of Educational Development, 75. Scopus. https://doi.org/10.1016/j.ijedudev.2020.102175
Teuber, Z., Sielemann, L., & Wild, E. (2023). Facing academic problems: Longitudinal relations between parental involvement and student academic achievement from a self-determination perspective. British Journal of Educational Psychology, 93(1), 229-244. Scopus. https://doi.org/10.1111/bjep.12551
Tsela, D., Tsela, R. D., & López, I. G. (2023). Relations between Parenting Style and Parenting Practices and Children’s School Achievement. Social Sciences, 12(1). Scopus. https://doi.org/10.3390/socsci12010005
Wang, H., Chen, Y., Yang, X., Yu, X., Zheng, K., Lin, Q., Cheng, X., & He, T. (2023). Different associations of parental involvement with children’s learning of Chinese, English, and math: A three-wave longitudinal study. European Journal of Psychology of Education, 38(1), 269-285. Scopus. https://doi.org/10.1007/s10212-022-00605-0
Zhao, L., & Zhao, W. (2022). Impacts of family environment on adolescents’ academic achievement: The role of peer interaction quality and educational expectation gap. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.911959
Derechos de autor 2024 Rosalinda Gardenia Sagñay Yánez, Silvia Lorena Vaca Arauz
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
.jpg)
.jpg)
.png)
.png)
1.png)
