Inducción parental a la autorregulación, autoconcepto y rendimiento académico

  1. Bernardo Gutiérrez, Ana Belén 1
  2. González Pumariega Solís, Soledad 1
  3. Roces Montero, Cristina 1
  4. Núñez Pérez, José Carlos 1
  5. González Castro, Paloma 1
  6. González-Pienda García, Julio Antonio 1
  7. Álvarez Pérez, Luis 1
  8. Muñiz, Roberto
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Journal:
Psicothema

ISSN: 0214-9915

Year of publication: 2002

Volume: 14

Issue: 4

Pages: 853-860

Type: Article

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More publications in: Psicothema

Abstract

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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