Inducción parental a la autorregulación, autoconcepto y rendimiento académico
- Bernardo Gutiérrez, Ana Belén 1
- González Pumariega Solís, Soledad 1
- Roces Montero, Cristina 1
- Núñez Pérez, José Carlos 1
- González Castro, Paloma 1
- González-Pienda García, Julio Antonio 1
- Álvarez Pérez, Luis 1
- Muñiz, Roberto
-
1
Universidad de Oviedo
info
ISSN: 0214-9915
Año de publicación: 2002
Volumen: 14
Número: 4
Páginas: 853-860
Tipo: Artículo
Otras publicaciones en: Psicothema
Resumen
El objetivo de este trabajo es informar sobre la contrastación de un modelo teórico en el cual se postula que las conductas de inducción a la autorregulación académica desplegadas por los padres y madres en sus tareas habituales en el hogar, en general, inciden significativa y positivamente sobre la percepción de competencia como estudiante que van desarrollando sus hijos y ésta, a su vez, sobre el rendimiento académico obtenido en las diversas áreas curriculares. El modelo ha sido analizado en base a las respuestas dadas por 226 estudiantes, de Educación Secundaria Obligatoria, a dos instrumentos de medida (cuestionario de evaluación de la inducción parental a la autorregulación y el cuestionario de Autoconcepto SDQ-II) y al rendimiento de final de curso en varias áreas académicas. Los resultados confirman plenamente las hipótesis formuladas en el modelo teórico postulado en esta investigación y son discutidos en base a su interés para promover interacciones entre escuela y familia que incidan en el desarrollo de este ámbito.
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