Lara Laura, Saracostti Mahia
Department of Psychology, Universidad Autónoma de Chile, Talca, Chile.
Centro de Investigación sobre Procesos Socioeducativos, Familias y Comunidades, Núcleo Científico Tecnológico en Ciencias Sociales y Humanidades, Universidad de La Frontera, Temuco, Chile.
Front Psychol. 2019 Jun 27;10:1464. doi: 10.3389/fpsyg.2019.01464. eCollection 2019.
Parental involvement in school has been demonstrated to be a key factor for children's academic outcomes. However, there is a lack of research in Chile, as well as in Latin American countries in general, leaving a gap in the literature about the generalization of findings outside developed and industrialized countries, where most of the research has been done. The present study aims to analyse the associations between parental involvement in school and children's academic achievement. Cluster analysis results from a sample of 498 parents or guardians whose children attended second and third grades in 16 public elementary schools in Chile suggested the existence of three different profiles of parental involvement (high, medium, and low) considering different forms of parental involvement (at home, at school and through the invitations made by the children, the teachers, and the school). Results show that there are differences in children's academic achievement between the parental involvement profiles, indicating children whose parents have a low involvement have lower academic achievement. Findings are in line with international research evidence, suggesting the need to focus on this variable too in Latin American contexts.
家长参与学校事务已被证明是影响孩子学业成绩的关键因素。然而，智利以及整个拉丁美洲国家在这方面的研究都很匮乏，这使得在发达国家和工业化国家之外（大部分相关研究都在这些国家开展）进行研究结果推广的文献出现了空白。本研究旨在分析家长参与学校事务与孩子学业成绩之间的关联。对智利16所公立小学二、三年级学生的498名家长或监护人进行聚类分析的结果表明，考虑到家长参与的不同形式（在家、在学校以及通过孩子、教师和学校发出的邀请），存在三种不同的家长参与模式（高、中、低）。结果显示，不同家长参与模式下孩子的学业成绩存在差异，这表明家长参与度低的孩子学业成绩较低。研究结果与国际研究证据一致，这表明在拉丁美洲背景下也需要关注这一变量。
