Consejería de Educación y Cultura del Principado de Asturias, Universidad de Oviedo.
Psicothema. 2017 Nov;29(4):453-461. doi: 10.7334/psicothema2017.181.
Parental involvement in the educational process is desirable, although more involvement does not guarantee better results. The aim of this research is to explore the relationship between styles of parental involvement at home and academic performance.
A random sample of 26,543 Spanish students was used, with a mean age of 14.4 (SD = 0.75). Two thirds (66.2%) attended a publicly funded school; 49.7% were girls; 87.8% had Spanish nationality; and 73.5% were in the school year corresponding to their age. Different three-level hierarchical-linear models were fitted: student, school, and region (autonomous community).
Students whose parents exhibited a more distal or indirect profile of family involvement tended to demonstrate better results than those from homes with a more controlling style. Parental involvement styles have an effect on achievement at an individual and school level, even after accounting for the effect of context or background variables.
Given the importance of parental involvement in academic performance, schools should consider it in their family information and training policies. Schools which have more communicative family profiles tend to demonstrate lower levels of intra-school differences in students’ academic performance.
尽管更多的参与并不保证更好的结果，但家长参与教育过程是可取的。本研究旨在探讨家庭中父母参与方式与学业成绩之间的关系。
使用了 26543 名西班牙学生的随机样本，平均年龄为 14.4 岁（SD=0.75）。三分之二（66.2%）的学生就读于公立学校；49.7%为女生；87.8%具有西班牙国籍；73.5%的学生在与其年龄相对应的学年就读。拟合了不同的三层层次线性模型：学生、学校和地区（自治区）。
与来自控制型家庭的学生相比，父母表现出更远程或间接的家庭参与模式的学生往往表现出更好的成绩。在考虑背景或环境变量的影响后，父母参与的方式对个体和学校层面的成就都有影响。
鉴于父母参与对学业成绩的重要性，学校应在其家庭信息和培训政策中考虑这一点。具有更具沟通性的家庭模式的学校往往表现出学生学业成绩的校内差异较低。
