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Marca, M., Villanueva, A. (2022). Relación entre el involucramiento parental y el rendimiento académico en estudiantes de secundaria [Universidad de Lima]. https://hdl.handle.net/20.500.12724/15784
Marca, M., Villanueva, A. Relación entre el involucramiento parental y el rendimiento académico en estudiantes de secundaria []. PE: Universidad de Lima; 2022. https://hdl.handle.net/20.500.12724/15784
@misc{renati/1440760,
title = "Relación entre el involucramiento parental y el rendimiento académico en estudiantes de secundaria",
author = "Villanueva Alfaro, Andrea Isabel",
publisher = "Universidad de Lima",
year = "2022"
}
Título: Relación entre el involucramiento parental y el rendimiento académico en estudiantes de secundaria
Asesor(es): Cueva Rojas, Manuel Eduardo
Palabras clave: Academic achievement; High school students; Rendimiento académico; Estudiantes de secundaria
Campo OCDE: https://purl.org/pe-repo/ocde/ford#5.01.00
Fecha de publicación: 2022
Institución: Universidad de Lima
Resumen: El estudio de los factores que afectan el rendimiento académico es amplio y ha implicado diversas revisiones de variables de índole personal, familiar o contextual. El objetivo de la presente investigación es determinar la relación entre el involucramiento parental y el rendimiento académico en estudiantes de secundaria, mediante un reporte de revisión aplicada de los estudios cuantitativos de los últimos 7 años. Considerando la guía PRISMA, se efectuó una búsqueda en las bases de datos Scopus, APA PsycNET, Scielo y Web of Science. Se identificaron 240 estudios y tomando en consideración ciertos
criterios de inclusión y exclusión detallados se analizaron 10 investigaciones empíricas con muestras de padres y estudiantes del nivel secundaria. Los resultados demuestran relaciones significativas positivas entre el involucramiento parental y el rendimiento académico; así como el rol predictor de la primera sobre la segunda, independientemente de los modelos teóricos. Se plantean distintas recomendaciones, desde la labor del psicólogo educativo, orientadas a fortalecer el desarrollo de un involucramiento parental para lograr el éxito académico.
The study of the factors that affect academic achievement is broad and has implied various reviews of personal, familial and contextual variables. The objective of the following research is to determine the relationship between parental involvement and academic achievement in high school students, through an applied review of the quantitative studies from the past 7 years. Considering the PRISMA guide, a search was made through the Scopus, APA PsycNET, Scielo and Web of Science databases. 240 studies were identified and taking into consideration certain inclusion and exclusion detailed criteria, 10 empiric researches were analyzed that used parents and high school students as samples. The results prove positive and significant relation between parental involvement and academic achievement; as well as the predictive role of the first one over the second one, independently of the theoretical models. Different recommendations are proposed, from the work of the educational psychologist, oriented to strengthen the development of parental involvement to achieve academic success.
The study of the factors that affect academic achievement is broad and has implied various reviews of personal, familial and contextual variables. The objective of the following research is to determine the relationship between parental involvement and academic achievement in high school students, through an applied review of the quantitative studies from the past 7 years. Considering the PRISMA guide, a search was made through the Scopus, APA PsycNET, Scielo and Web of Science databases. 240 studies were identified and taking into consideration certain inclusion and exclusion detailed criteria, 10 empiric researches were analyzed that used parents and high school students as samples. The results prove positive and significant relation between parental involvement and academic achievement; as well as the predictive role of the first one over the second one, independently of the theoretical models. Different recommendations are proposed, from the work of the educational psychologist, oriented to strengthen the development of parental involvement to achieve academic success.
Enlace al repositorio: https://hdl.handle.net/20.500.12724/15784
Disciplina académico-profesional: Psicología
Institución que otorga el grado o título: Universidad de Lima. Facultad de Psicología
Grado o título: Licenciado en Psicología
Jurado: Cueva Rojas, Manuel Eduardo; Delgado Ramos, Guillermo Enrique; Calderón Elías, Ana María
Fecha de registro: 17-may-2022
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