Tareas para casa, implicación familiar y rendimiento ecadémico

  1. Suárez Fernández, Natalia 1
  2. Fernández Alba, María Estrella 1
  3. Cerezo Menéndez, Rebeca 1
  4. Rodríguez Pérez, Celestino 1
  5. Rosário, Pedro 2
  6. Núñez Pérez, José Carlos 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidade do Minho
    info

    Universidade do Minho

    Braga, Portugal

    ROR https://ror.org/037wpkx04

Revista:
Aula abierta

ISSN: 0210-2773

Año de publicación: 2012

Volumen: 40

Número: 1

Páginas: 73-84

Tipo: Artículo

Otras publicaciones en: Aula abierta

Resumen

El fracaso escolar es un problema que despierta interés en España. El rendimiento académico no sólo se construye dentro del aula, sino también fuera de ella, mediante las tareas para casa, trabajo después de clase que permite reforzar los contenidos adquiridos en el aula. La familia es un agente de vital importancia en el proceso educativo de los alumnos y en el rendimiento académico de éstos. La implicación parental debe estar presente en la realización de las tareas para casa, momento en el que el profesor está ausente. El objetivo de esta revisión es dar a conocer la importancia de la implicación parental en las tareas para casa de los hijos, así como las diferencias según las características de la familia, la etapa educativa y el género de los alumnos. Se ha visto en múltiples estudios que si bien en algunos casos se pueden derivar efectos negativos de la implicación parental, éstos se diluyen entre los positivos, tales como la aceleración del aprendizaje, el aumento del tiempo dedicado a las tareas para casa y el desarrollo de la autorregulación, entre otros.

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