Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicología del Principado de Asturias).
We currently publish four issues per year, which accounts for some 100 articles annually. We admit work from both the basic and applied research fields, and from all areas of Psychology, all manuscripts being anonymously reviewed prior to publication.
Rubén Fernández-Alonso1,2, Marcos Álvarez-Díaz1, Pamela Woitschach3, Javier Suárez-Álvarez2 and Marcelino Cuesta2
Background: Parental involvement in the educational process is desirable, although more involvement does not guarantee better results. The aim of this research is to explore the relationship between styles of parental involvement at home and academic performance. Method: A random sample of 26,543 Spanish students was used, with a mean age of 14.4 (SD = 0.75). Two thirds (66.2%) attended a publicly funded school; 49.7% were girls; 87.8% had Spanish nationality; and 73.5% were in the school year corresponding to their age. Different three-level hierarchical-linear models were fitted: student, school, and region (autonomous community). Results: Students whose parents exhibited a more distal or indirect profile of family involvement tended to demonstrate better results than those from homes with a more controlling style. Parental involvement styles have an effect on achievement at an individual and school level, even after accounting for the effect of context or background variables. Conclusions: Given the importance of parental involvement in academic performance, schools should consider it in their family information and training policies. Schools which have more communicative family profiles tend to demonstrate lower levels of intra-school differences in students’ academic performance.
Implicación familiar y rendimiento académico: menos control y más comunicación. Antecedentes: la implicación familiar en el proceso educativo es un hecho deseable, aunque una mayor implicación no garantiza mejores resultados. El objetivo de esta investigación es explorar la relación entre los estilos de implicación familiar en el hogar y los resultados escolares. Método: se utilizó una muestra de 26.543 estudiantes españoles con una medida de edad de 14,4 años (DT = 0,75). El 66,2% asiste a un centro público; el 49,7% son mujeres; el 87,8% es español; y el 73,5% está escolarizado en el curso correspondiente a su edad. Se ajustaron diferentes modelos jerárquico-lineales de tres niveles: alumnado, centro y región. Resultados: los estudiantes cuyos progenitores presentan un perfil de implicación familiar más distal o indirecto tienden a presentar mejores resultados que los que provienen de hogares con un estilo más controlador. Los estilos familiares tienen efecto sobre los resultados individuales y de centro, incluso después de descontar el impacto de las variables de contexto. Conclusiones: dada la importancia de la implicación familiar en el rendimiento, los centros deben de tenerla muy en cuenta en su política de información y formación familiar. Los centros que tienen perfiles familiares más comunicativos tienden a presentar menores diferencias intra-centro en los resultados individuales.
SPANISH
ENGLISH
https://doi.org/10.7334/psicothema2017.181