The relationship between family support and academic performance among students in upper secondary general education
DOI:
https://doi.org/10.71068/gp000043Keywords:
family support, academic performance, parental involvement, basic education, students, familyAbstract
Family support is a relevant component of the educational environment, although its relationship with academic performance depends on how both constructs are conceptualized and measured. This study aimed to analyze the relationship between family support and academic performance among students in upper basic general education using a quantitative, non-experimental, cross-sectional, correlational approach. The available instrument contains 12 five-point Likert items: six indicators of family support and six indicators of academic performance. The analytical dataset provided for reproducible analysis contained 180 complete records, which differs from the protocol, participant-flow document, and statistical report, all of which document 220 cases. To preserve scientific integrity, all reproducible analyses in this manuscript were therefore based exclusively on the 180 records actually available in the dataset. Mean family support was 3.50 (SD = 0.63), while mean academic performance was 3.47 (SD = 0.66). Internal consistency for all 12 items was α = .877; subscale coefficients were α = .766 for family support and α = .784 for academic performance. A strong positive correlation was observed between both scores, r = .809, 95% CI [.752, .854], p < .001. These findings indicate a substantial statistical association between the measured constructs but do not establish causality. Before journal submission, the discrepancy between the 180-record analytical dataset and the documents reporting 220 participants must be formally reconciled.
References
1. Zambrano Vélez W, Tomalá Chavarría MD. The role of the family in the learning process of children in early childhood education. Sapienza: International Journal of Interdisciplinary Studies. 2022;3(2):17-26. https://doi.org/10.51798/sijis.v3i2.260.
2. Erdem C, Kaya M. A meta-analysis of the effect of parental involvement on students’ academic achievement. Journal of Learning for Development. 2020;7(3):367-383. https://doi.org/10.56059/jl4d.v7i3.417.
3. Murillo Torrecilla FJ, Hernández-Castilla R. Does parental involvement matter in children’s performance? A Latin American primary school study. Revista de Psicodidáctica (English ed.). 2020;25(1):13-22. https://doi.org/10.1016/j.psicoe.2019.10.002.
4. Zhao J, Bodovski K. The effect of family background and parental expectations on eighth graders’ academic achievement in rural and urban China. Frontiers of Education in China. 2020;15(4):647-677. https://doi.org/10.1007/s11516-020-0030-8.
5. Fu W, Pan Q. Longitudinal impact of parent-teacher relationship on middle school students’ academic achievements in China. Frontiers in Psychology. 2022;13:872301. https://doi.org/10.3389/fpsyg.2022.872301.
6. Li G, Li B, Wang L, Liu C, Lu L. A longitudinal study on the impact of parental academic support and expectations on students’ academic achievement: The mediating role of happiness. European Journal of Psychology of Education. 2023;38:801-818. https://doi.org/10.1007/s10212-022-00608-x.
7. Jiang Q, Shi L, Zheng D, Mao W. Parental homework involvement and students’ mathematics achievement: A meta-analysis. Frontiers in Psychology. 2023;14:1218534. https://doi.org/10.3389/fpsyg.2023.1218534.
8. Yau PS, Cho Y, Shane J, Kay J, Heckhausen J. Parenting and adolescents’ academic achievement: The mediating role of goal engagement and disengagement. Journal of Child and Family Studies. 2022;31:897-909. https://doi.org/10.1007/s10826-021-02007-0.
9. Gomez AMC, Ceballo EC. Deepening teachers’ engagement to improve learners’ performance in modular learning through OCEANS 13 program. Sapienza: International Journal of Interdisciplinary Studies. 2022;3(1):206-214. https://doi.org/10.51798/sijis.v3i1.226.
10. Quinto Saritama EV, Romero Serrano MM, Fajardo Fajardo JP, Jiménez Calva RE, Logroño Mendoza HN. Gamification in teachers for the teaching of history at the baccalaureate level. Sapienza: International Journal of Interdisciplinary Studies. 2023;4(1):e23021. https://doi.org/10.51798/sijis.v4i1.533.
11. OECD. (2020). PISA 2018 results (Volume III): What school life means for students’ lives. OECD Publishing. https://doi.org/10.1787/acd78851-en
12. Kim S. Fifty years of parental involvement and achievement research: A second-order meta-analysis. Educational Research Review. 2022;37:100463. https://doi.org/10.1016/j.edurev.2022.100463.
13. Otani M. Parental involvement and academic achievement among elementary and middle school students. Asia Pacific Education Review. 2020;21:1-25. https://doi.org/10.1007/s12564-019-09614-z.
14. Lee G. Ability self-concepts and parental support may protect adolescents when they experience low support from their math teachers. Journal of Adolescence. 2021;88:48-57. https://doi.org/10.1016/j.adolescence.2021.01.008.
15. Martínez-Vicente M, Suárez-Riveiro JM, Valiente-Barroso C. Implicación estudiantil y parental en los deberes escolares: diferencias según el curso, género y rendimiento académico. Revista de Psicología y Educación. 2020;15(2):151-165. https://doi.org/10.23923/rpye2020.02.193.
16. Cosso J, von Suchodoletz A, Yoshikawa H. Effects of parental involvement programs on young children’s academic and social-emotional outcomes: A meta-analysis. Journal of Family Psychology. 2022;36(8):1329-1339. https://doi.org/10.1037/fam0000992.
17. Lambert, M. C., Duppong Hurley, K., January, S.-A., & Huscroft D’Angelo, J. (2022). The role of parental involvement in narrowing the academic achievement gap for high school students with elevated emotional and behavioral risks. Journal of Emotional and Behavioral Disorders, 30(1). https://doi.org/10.1177/10634266211020256
18. Chiecher AC, Ficco CR, Bersía PB, Luna Valenzuela J. Learning strategies in the virtuality forced by the pandemic: Contributions to the design of learning contexts in the post-pandemic stage. Sapienza: International Journal of Interdisciplinary Studies. 2023;4(1):e23005. https://doi.org/10.51798/sijis.v4i1.606.
19. Ordóñez-Ortiz GG, Manchay-Orbea JA, Palacios-González JJ, Cuenca-Mera JX, Manchay-Orbea JC. Virtual university education: Opportunities to respond to current changes and challenges. Sapienza: International Journal of Interdisciplinary Studies. 2023;4(3):e23047. https://doi.org/10.51798/sijis.v4i3.664.
20. Otero MJF, Moledo ML, Otero AG, Rego MAS. Students’ mediator variables in the relationship between family involvement and academic performance: Effects of the styles of involvement. Psicología Educativa. 2020;27(1):85-92. https://doi.org/10.5093/psed2020a19.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Veronica Annabel Estrella Romero
This work is licensed under a Creative Commons Attribution 4.0 International License.
