Gandarillas M A, Elvira-Zorzo M N, Rodríguez-Vera M
Department of Social, Work and Differential Psychology, School of Psychology, Universidad Complutense de Madrid (UCM), Campus de Somosagua, Ctra. de Húmera, s/n, 28223, Pozuelo de Alarcón, Spain.
Department of Social Psychology and Anthropology, School of Psychology, University of Salamanca (USAL), Campus Ciudad Jardín. Avda. de la Merced 109-131, 37005, Salamanca, Spain.
Psicol Reflex Crit. 2024 Mar 6;37(1):8. doi: 10.1186/s41155-024-00291-5.
There is a large literature on the significant impact of rearing factors in the psychological development of different child's learning patterns and wellbeing in elementary and secondary schools, but there is a scarcity of studies on to what extent those influences remain stable up to higher education.
In this study, parenting practices and family status were analyzed as predictors of the different learning styles, psychological difficulties, mental health factors, and academic performance, comprising the psychosocial diversity in learning (DinL) at the university classroom.
Using a cross-sectional design, a questionnaire was administered to a sample of 2522 students at the Complutense University of Madrid (Spain). It included a DinL scale measuring five psychological learning dimensions (coping with difficulties, effort, autonomy, Social/Physical Context, and understanding/career interest), plus several items on retrospective parenting practices, family, and sociodemographic variables. Multiple regressions and analyses of variance were conducted with the family factors as independent variables and the learning factors as dependent variables.
Results showed parenting variables, parents' education, and family economy as having a significant impact on psychological learning dimensions, academic performance, and especially on the students' wellbeing and mental health status, being an important contributors to explain the DinL in the university classroom.
The results bring interesting conclusions for developmental and health psychologists when working with parents aimed at fostering wellbeing and learning strategies related to academic inclusion and achievement.
关于养育因素对中小学不同儿童学习模式和幸福感心理发展的重大影响，已有大量文献，但关于这些影响在高等教育阶段能在多大程度上保持稳定的研究却很匮乏。
在本研究中，分析养育方式和家庭状况作为不同学习风格、心理困扰、心理健康因素及学业成绩的预测因素，这些因素构成了大学课堂学习中的社会心理多样性（DinL）。
采用横断面设计，对西班牙马德里康普顿斯大学的2522名学生样本进行问卷调查。问卷包括一个DinL量表，测量五个心理学习维度（应对困难、努力、自主性、社会/身体环境以及理解/职业兴趣），外加一些关于回顾性养育方式、家庭和社会人口统计学变量的项目。以家庭因素为自变量、学习因素为因变量进行多元回归和方差分析。
结果表明，养育变量、父母教育程度和家庭经济状况对心理学习维度、学业成绩，尤其是对学生的幸福感和心理健康状况有显著影响，是解释大学课堂中DinL的重要因素。
这些结果为发展心理学家和健康心理学家在与家长合作以促进与学业融入和成就相关的幸福感和学习策略时带来了有趣的结论。
