Bibliographic citations
Oblitas, D., Zumaeta, M. (2023). Tiempo parental dedicado a los hijos y rendimiento académico en la Institución Educativa José Carlos Mariátegui, Rioja-2021 [Universidad Nacional de San Martín. Fondo Editorial]. http://hdl.handle.net/11458/5305
Oblitas, D., Zumaeta, M. Tiempo parental dedicado a los hijos y rendimiento académico en la Institución Educativa José Carlos Mariátegui, Rioja-2021 []. PE: Universidad Nacional de San Martín. Fondo Editorial; 2023. http://hdl.handle.net/11458/5305
@misc{renati/1054081,
title = "Tiempo parental dedicado a los hijos y rendimiento académico en la Institución Educativa José Carlos Mariátegui, Rioja-2021",
author = "Zumaeta Lopez, Miguel Angel",
publisher = "Universidad Nacional de San Martín. Fondo Editorial",
year = "2023"
}
Parental time dedicated to children and academic performance in the José Carlos Mariátegui Educational Institution, Rioja-2021 The objective was to establish the correlation between parental time dedicated to children and academic performance in the educational institution 01138 of Rioja. It is based on sociocultural theories, social learning and mediated learning. A quantitative, basic and descriptive methodology was adopted, employing a correlational design and instruments such as a questionnaire and a three bimester evaluation form. The main findings were that most families have a cohabiting marital status and with the mother as a family tie; the level of time dedicated to their children was of high intensity 34.8%, followed by 31.5% of medium intensity; in the dimensions academic support time and orientation time, a high intensity was found with 40.2%, and in the dimension time approaching school was of very high intensity. Academic performance was 82.6% predicted achievement, 14.1% in process and 3.3% outstanding achievement. Outstanding achievement was also obtained in the area of mathematics, 60.8%; communication, 63%; social personal, 83.7%; and science and technology, 84.8%. In addition, it was found that 35.9% had academic support time with expected achievement AP; 32.6% had very high intensity school outreach time with expected achievement AP and 35.9% with very high intensity in guidance time and expected achievement AP. It is concluded that, there is a significant relationship, between parental time spent with their children with academic perfomance (p=0.038<0.05), assuming 95 percent confidence.
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