Parentalidad positiva y autorregulación de aprendizaje en los adolescentes

  1. María Dolores Palacios 1
  2. Susana Torío López 2
  3. María Ángeles Murga-Menoyo 3
  1. 1 Universidad de Cuenca
    info

    Universidad de Cuenca

    Cuenca, Ecuador

    ROR https://ror.org/04r23zn56

  2. 2 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  3. 3 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Journal:
Alteridad: revista de educación

ISSN: 1390-8642 1390-325X

Year of publication: 2022

Volume: 17

Issue: 2

Pages: 291-303

Type: Article

DOI: 10.17163/ALT.V17N2.2022.09 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Alteridad: revista de educación

Sustainable development goals

Abstract

The Self-Determination Theory study the motivation for student learning in relation to parenting, facilitating the factor of autonomy for self-regulated learning. In this conceptual framework, the objective of this work is to analyze the influence of parental achievement goals, support for autonomy and parental control on self-regulation of learning in adolescents in the city of Cuenca (Ecuador). A quantitative, descriptive and correlational cross-sectional focus is assumed. 1056 adolescents (47 % female and 53 % male) from 18 educational institutions, aged 14-19 years, and 1692 parents (56 % mothers and 44 % fathers) participated. The scales of: Self-regulation of Learning (Chávez y Merino, 2016), Achievement- Oriented Goals (Inda-Caro et al., 2020) and Autonomy Support Scale (Mageau et al., 2015) were applied. The data reveal a positive relationship between support for autonomy provided by parents and the autonomous regulation of adolescent learning. Consequently, it is confirmed that positive parenting is a promoter of this type of learning, of an active and self-directed nature, which could be associated with satisfactory academic results. From this derives the need for close family-school collaboration so that parents strengthen the type of parental behavior that facilitates the involvement of the student as protagonist of their learning process.