The role of parental socialization styles in school engagement and academic performance

  1. Rodríguez Fernández, Arantzazu 1
  2. Revuelta Revuelta, Lorena 1
  3. Sarasa Maya, Marta 1
  4. Fernández Lasarte, Oihane 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revista:
European journal of education and psychology

ISSN: 1888-8992,  1989-2209

Año de publicación: 2018

Volumen: 11

Número: 2

Páginas: 123-139

Tipo: Artículo

DOI: 10.30552/EJEP.V11I2.226 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: European journal of education and psychology

Objetivos de desarrollo sostenible

Resumen

Son muchas las variables analizadas en relación al ajuste escolar. Sin embargo, la cantidad de trabajos que analizan la relación entre los estilos de socialización parental y el ajuste escolar son escasos, especialmente en nuestro país. El presente trabajo pretende examinar el rol de tales estilos de socialización parental, diferenciando el del padre y el de la madre, sobre la implicación escolar y el rendimiento académico. Participaron 737 estudiantes de Secundaria del País Vasco de entre 11 y 18 años. Rellenaron la Escala de Afecto (EA-H) y Escala de Normas y Exigencias (ENE-H), el Cuestionario de Implicación Escolar (SEM) y el rendimiento se calculó a partir de la nota media en matemáticas y lenguaje. Los resultados indican que en el caso del rendimiento académico es el estilo permisivo de ambos progenitores el que influye de manera más positiva en la obtención de unas mejores calificaciones, mientras que en el caso de la implicación escolar son tanto el permisivo como el democrático del padre y de la madre (con pequeñas variaciones según la dimensión analizada) los que se asocian a una mayor implicación escolar. Se discuten las implicaciones educativas que estos resultados pueden presentar.

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Información de financiación

The authors of this study form part of the Consolidated Research Group IT934-16, within the Basque University System. The study itself forms part of the PPG17/61 and EHUA15/15 research projects run by the University of the Basque Country, and of the EDU2017 ‐83949 ‐P of the Ministry of economy, industry and competitiveness.

Financiadores

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Fuente de los datos: Dialnet