The family is seen as one of the most relevant elements within the child's sociocultural factor, which for the child represents a whole, as well as a behavioral, disciplinary and attitudinal model that makes it an influential factor in the configuration of life (Mendoza, et al., 2019). In the family dimension, norms, values, rights, duties and roles are acquired and thus fulfill the function of preparing and forming the individual to assume his or her role in society. Thus, according to Mendoza, et al. (2019), the family becomes the dimension closest to the human being, so that he/she can later participate in other social systems such as, for example, the school.
Parenting and the Socialization Process
Parents are the first agents of socialization for children from the first years of life, and it is differentiated from other types of socialization by kinship ties, characterized by the existence of strong affective levels that are established between caregivers and children (Vega, 2020). Therefore, according to Vega (2020), the socialization process is an important part of parenting.
Undoubtedly, socialization from infancy strengthens children's security, grants them emotional stability and the development of healthy self-esteem (Vega, 2020). It should be noted that it also depends on the form of interaction among family members. Consequently, according to Vega (2020), the influence of parents and school on sons and daughters is transcendent in socialization by instilling norms, values and/or attitudes that shape the personality of the individual, society being the scenario in which it manifests itself as an active social entity.
Therefore, the family led by parents creates spaces for socialization in response to changes in the social environment, providing children with nutritional and emotional support elements to open up to educational, political, cultural and religious contexts (Vega, 2020). Hence, according to Salvia & Tuñón (2011), the importance of parents, primary caregivers, educators, relatives and friends who frequently interact with the child in the construction of a special framework of protection, nurturing, tolerance and love that guarantees the child a minimum level of emotional stability required to socialize and build a basic structure of trust.
Parents' Participation in the Learning Process
The family has a fundamental role in the field of training, since, in the face of constant changes, it is seen as an obligation and duty to update the educational processes that respond to the urgencies of the present (Pedraza, et al., 2017). In the family, according to Vega (2020), the son or daughter learns from childhood to communicate and relate to their immediate environment, who are their parents and siblings, who serve as models of behavior, beliefs and values; parents cover their basic needs, provide emotional well-being and psychological development, socialize norms, instill values and develop autonomous and independent children.
The family forms an alliance with teachers from the beginning of children's school life, a fundamental support in the learning process (Vega, 2020). Thus, in correspondence with Vega (2020), the family, as the first school of sons and daughters, is also the context that catapults success or failure and serves as the basis for subsequent learning.
In short, in accordance with Pedraza, et al. (2017), family and school form an excellent duo: the family intuitively knows children better and the school imparts scientific techniques for the acquisition of knowledge, framed in a global pedagogical process.
Academic Performance
On the one hand, according to Mendoza, et al. (2019), academic performance is determined by the affective and emotional balance of the student, since, the family is fundamental in the formation of the individual, the accumulation of experiences acquired and the attitudes developed, which will contribute, to a large extent, to model the personality and strengthen the academic and professional training, in turn, strengthen the relationships he has with the members of his family.
On the other hand, academic performance is in itself the derivation of the knowledge that the student learns as part of his academic preparation and his ability to respond to the various elements that affect his training (Vega, 2020). Then, based on the resources used by the teacher, such as lessons, work or interviews, he evaluates the level of knowledge achieved and gives a quantitative assessment, in this sense both the teacher and the student are transcendent elements in the educational process, whose scenario is the classroom (Vega, 2020). Sinisterra (2019) mentions that, depending on the achievements attained by the student, academic performance can be low or high.
Based on the above assumptions, academic performance is the maximum achievement of the student as a result of his participation in the teaching - learning process in the educational institution to which he belongs, considered as a multifactorial dimension, where dimensions such as motivation for study, interest, commitment as well as factors related to the family environment converge (Vega, 2020). Therefore, according to Vega (2020), it is important that the educational community, composed of principals, teachers, students and parents know how to identify in a timely manner the possible conflicts that may affect the student's academic development.
In short, according to Sinisterra (2019), academic performance results from the learning that the student has through the organization and interaction with the information content they provide, i.e., students have the opportunity to create new ideas based on previous knowledge and knowledge provided by others that are effective for them to have a good academic performance. Translated with www.DeepL.com/Translator (free version)
Effects of Parental Style on Academic Performance
In correspondence with Vegas (2020), educational practices are used by parents in their work of educating and raising their sons and daughters, however, several of these practices are not adequate in the parent-child relationship, some depend on individual characteristics of the parents, such as their personality, social and cultural factors and, as a predictive axis, the value that parents give to the education and training of their sons and daughters in their preparation for life.
A study conducted by Ortiz & Moreno in 2016 found that there is a clear difference between students from families with parents with the same educational style versus students with parents with different educational styles. This is because parents who share an authoritarian style have children mostly with good and excellent achievements, similar to the democratic style, and the biggest difference is with the negligent style. On the other hand, they showed that the school performance of children of parents with different parenting styles does not differ significantly.
All this suggests that if both parents adopt the same parenting style, their children will have a marked line in their cognitive development, each with its positive or negative consequences, but well marked. This will not happen with students whose parents have different parenting styles, since they will vary between excellent, good, fair or poor performance due to both the observed difference in parenting style and the interference of other variables. It is also important to point out that in the same study it was clear that negligent behavior on the part of parents or caregivers has the most negative impact on children's performance.
With all the findings of the study, it can be affirmed that parenting style is an important variable in achieving good or bad academic performance. Therefore, the democratic style is the best one for parents or caregivers to exercise with their sons or daughters, since it not only achieves good academic performance of children, but also that they develop healthily in all areas. Translated with www.DeepL.com/Translator (free version)
Factors Influencing Academic Performance
Institutional Factors
These are those external factors that, when interacting with students, have a significant impact on academic performance, such as methodology, number of students, schedules, group size, number of books in the educational center's library, aspects related to the career followed by students and the institutional environment (Vega, 2020). In this sense, according to Vega (2020), some aspects can be addressed in an educational context, such as the modification of schedules or the reduction of the number of students per school group.
Pedagogical Factors
In this space are the theoretical and practical components that allow the transmission of the components of the curriculum in a specific way, they depend on the educational experience acquired in practice and the information that is accumulated, product of methodological innovation (Ramirez et al., 2020). According to Vega (2020), this component is based on the role of the teacher, the different teaching methods used, evaluation methods and didactic materials, in addition to the motivation students receive and the time they dedicate to preparing their lessons and school activities to be developed with the student body.
Psychosocial Factors
There are several elements that are part of the student's personality, such as self-esteem, self-confidence, emotional state and vision of study, which is also influenced by the meaning that the teacher projects on the learning process (Vega, 2020). In this sense, according to Vega (2020), the commitment that the student brings to his school activities with his skills and attitudes allows him to appreciate his academic achievements and feel proud of his effort.
Sociodemographic Factors
This area is linked to cultural and social demands, depending on the context (Ramirez et al., 2020). That is, according to Vega (2020), it refers to external elements whose characteristics belong to the family, such as, for example, the place of residence, due to the relationship with the cultural component; the academic level of the parents; the socioeconomic level, because it is considered as a causal agent of academic success or failure; the type of educational center where he/she attends or where he/she finished the studies and finally the gender of the student, since, the position of women is culturally degraded and their intelligence and ability to perform well in school is underestimated. Translated with www.DeepL.com/Translator (free version)
References
Mendoza, K., Montoya, Y. A., Montánchez, M. L., Montañez, J. M., & Bautista, M. J. (2019). Efectos de las Prácticas de Crianza Sobre el Rendimiento Académico y su Contribución a la Terapia Psicológica. Sociedad Venezolana De Farmacología Clínica Y Terapéutica. Retrieved December 13, 2022, from https://www.redalyc.org/journal/559/55962867016/html/
Ortiz, M. de la L., & Moreno, O. (2016). Estilos Parentales: Implicaciones Sobre el Rendimiento Escolar en Alumnos de Educación Media. Revista Digital Internacional De Psicología Y Ciencia Social. Recuperado 24 de enero de 2023, de https://cuved.unam.mx/revistas/index.php/rdpcs/article/view/61/109
Pedraza, A.P., et al. (2017). Familia y Escuela: Dos Contextos Comprometidos con la Formación en Ciclo III de la Educación Básica. Universidad Santo Tomás. Recuperado 6 de febrero de 2023, de https://www.redalyc.org/journal/5155/515558054003/html/
Ramirez, R., et al. (2020). ¿Qué Factores Podrían Afectar el Rendimiento Académico en Educación Primaria? VII Jornadas Iberoamericanas de Innovación Educativa en el Ámbito de las TIC y las TAC. Recuperado 6 de febrero de 2023, de https://accedacris.ulpgc.es/bitstream/10553/76608/2/que_factores_podrian_afectar.pdf
Salvia, A., & Tuñón, I. (2011). La Primera Infancia: Importancia del Proceso de Crianza y Socialización Para el Sano Desarrollo. Acta Académica. Recuperado 24 de enero de 2023, de https://www.aacademica.org/agustin.salvia/72
Sinisterra, J. (2019). Caracterización de los Estilos Parentales de Crianza y el Rendimiento Académico en Adolescentes de 12 Años de Edad, que Asisten a la Institución Educativa Técnico Industrial Pedro Antonio Molina, Sede Inmaculada Concepción. Fundación Universitaria Católica Lumen Gentium. https://repository.unicatolica.edu.co/bitstream/handle/20.500.12237/1337/CARACTERIZACIÓN_ESTILOS_PARENTALES_CRIANZA_RENDIMIENTO_ACADÉMICO_ADOLESCENTES_12_AÑOS_EDAD_QUE_ASISTEN_INSTITUCIÓN_EDUCATIVA_TÉCNICO_INDUSTRIAL_PEDRO_ANTONIO_MOLINA_SEDE_INMACULADA_CONCEPCIÓN.pdf?sequence=1&isAllowed=y
Vega, M.F. (2020). Estilos de Crianza Parental en el Rendimiento Académico. Scielo. Recuperado 13 de septiembre de 2022, de http://scielo.senescyt.gob.ec/pdf/podium/n37/2588-0969-podium-37-89.pdf
Comments