Upbringing, Communication, and Academic Performance

In life, various relationships are established in areas such as work, school, friendships, and especially within the family environment (Cerón & Merchán, 2017). In this context, the family represents the first setting in which children learn to interact; therefore, caregivers assume the responsibility of educating, shaping, and guiding their children (Cerón & Merchán, 2017; Vega, 2020). However, in certain cases, parenting patterns that were once experienced are repeated or approaches opposite to past experiences are chosen, which is not always beneficial (Vega, 2020). Consequently, according to Vega (2020), it is essential to pay attention to the parenting style, since it significantly influences the development and adaptation of individuals.

Parenting From the Inside Out

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The Role of the Family in Academic Performance

Academic performance, understood as the level of learning achieved by the student based on their ability to assimilate the curriculum and develop skills, abilities, and interests in the educational environment, is a fundamental indicator for evaluating academic success or failure through the grades obtained (Cerón, Merchán & Cortes, 2018). However, according to Cerón, Merchán & Cortes (2018), this performance does not depend exclusively on the student's dedication or abilities, but is influenced by various social, institutional, and family factors.

In this regard, the family plays a fundamental role in developing the skills that influence academic performance (Cerón, Merchán & Cortes, 2018). The participation and support of caregivers in the educational process, their expectations of their children, long working hours, and the establishment of behavior rules are some of the family characteristics that affect the results obtained. Therefore, according to Cerón, Merchán & Cortes (2018), it is imperative to study these family dynamics to comprehensively understand academic performance and its relationship with parenting styles.

The Power of Attachment

Attachment is defined as a special bond that is established between a person and their primary caregiver, with the mother being the most common reference (Cerón, Merchán & Cortes, 2018). This bond fulfills a fundamental biological function, as it provides care and protection to the individual during breastfeeding and in the early years of life. In accordance with Cerón, Merchán & Cortes (2018), the type of attachment developed in childhood affects the ability to explore the environment and establish interactions with others, extending its impact to later stages such as adolescence and adulthood.

There are different types of attachment, and one of the most studied is secure attachment (Cerón, Merchán & Cortes, 2018). Children who develop this type of bond feel confident exploring their environment, show initiative in interacting with strangers, and experience comfort when reunited with their attachment figure. In contrast, insecure attachment is divided into two categories: anxious attachment and avoidant attachment. In the case of anxious attachment, children usually exhibit inappropriate behaviors, such as crying and fear, and have difficulties regulating their emotions and facing stressful situations, while, according to Cerón, Merchán & Cortes (2018), children with avoidant attachment tend to avoid emotional contact and closeness with their attachment figure.

Furthermore, it has been proven that children with secure attachment usually reach higher levels of intelligence and obtain better academic results compared to those who exhibit anxious or insecure attachment (Fuentealba & Letzkus, 2014). This difference is attributed to the environment of trust, emotional support, and cognitive stimulation promoted by caregivers with secure attachment, which positively affects the formation of personality and the perception of one's own abilities. Likewise, Fuentealba & Letzkus (2014) have noted that people who develop secure attachment acquire greater self-knowledge and understanding of others, an essential aspect for establishing healthy social relationships.

Impact of Parenting Styles on Academic Performance

There are four parental educational styles that detail how caregivers regulate their children's behavior (Cerón, Merchán & Cortes, 2018). The democratic style is based on recognizing the individuality of the children, establishing rules and norms at home in which their participation in decision-making is incorporated, thus favoring an environment of dialogue and respect (Vega, 2020). The authoritarian style , according to Vega (2020), is characterized by the imposition of rules in a rigid manner, applying severe punishments and limiting dialogue, which can hinder the expression of emotions.

On the other hand, the permissive style stands out for allowing children to act without restrictions, satisfying their desires almost immediately, which in some cases can lead to aggressive behaviors when expectations are not met (Vega, 2020). Finally, in accordance with Cerón, Merchán & Cortes (2018), indifferent style is defined by the lack of attention to the children's emotional needs and the absence of rules and limits, creating an environment that is not conducive to balanced development.

Furthermore, communication and attachment are fundamental elements in the relationship between parenting styles and the academic performance of children (Vega, 2020). The democratic style, by fostering assertive communication and providing constant emotional support, is closely related to the development of adaptive academic achievement strategies and the consolidation of healthy self-esteem in children. In contrast, families that adopt authoritarian and permissive styles tend to show less developed adaptive skills and, consequently, lower self-esteem. Additionally, according to Vega (2020), the permissive style has been associated with aggressive behaviors and a marked lack of commitment in fulfilling school and family activities, which can negatively affect academic performance.

Communication and Academic Performance

Communication plays an essential role in both family and social relationships, as it facilitates interaction among people and allows the exchange of ideas and opinions, even when they differ (Zambrano, Campoverde & Idrobo, 2019). According to Zambrano, Campoverde & Idrobo (2019), in the relationship between caregivers and children, communication emerges as a fundamental pillar by fostering trust and respect through dialogue, which enables both parties to express their opinions freely and constructively.

It has also been proven that communication and academic performance are closely linked, since the absence of effective communication exchange hinders concentration and the achievement of favorable performance (Zambrano, Campoverde & Idrobo, 2019). According to Zambrano, Campoverde & Idrobo (2019), the lack of dialogue between caregivers and children directly affects guidance and supervision in the study process, resulting in poor performance, failing grades, and even school dropout.

Moreover, the attitude of caregivers towards education decisively influences their children's learning process (Zambrano, Campoverde & Idrobo, 2019). When caregivers show genuine interest in academic progress, a motivating environment is created that stimulates school performance; on the other hand, according to Zambrano, Campoverde & Idrobo (2019), the absence of support, disinterest, or lack of communication about the importance of education can lead to a decrease in motivation and, consequently, low academic performance.

Strategies to Promote Healthy Communication and Secure Attachment

Healthy communication is essential in the family setting to promote secure attachment in children, as this bond is the most intimate relationship established between caregivers and the infant from birth, which is crucial for psychological development and personality formation (Álvarez, 2019). In this sense, according to Álvarez (2019), caregivers can employ various strategies on a daily basis to promote both effective communication and an attachment that provides the necessary emotional security.

Children need to feel that they are loved unconditionally, regardless of their actions or words, as this unconditional love provides them with the emotional security necessary to explore the world and develop healthily (Rojas, 2023). According to Rojas (2023), secure attachment is based on the security offered by parents, impacting children's ability to establish healthy relationships in the future; thus, it becomes a solid foundation that favors the construction of lasting bonds, the development of positive self-esteem, and the strengthening of self-confidence—qualities essential for facing life's challenges with courage and resilience.

Reinforcement acquires special relevance in the early stages of life, as recognition, consideration, and rewards are fundamental for the child to feel valued and loved (Álvarez, 2019). According to Álvarez (2019), parents can implement positive reinforcement techniques, such as sincere praise and the acknowledgment of achievements, which strengthens self-esteem and fosters a sense of confidence in the child; in this way, an affectionate and stimulating environment is generated that contributes to healthy emotional and social development.

Likewise, parents play a fundamental role in teaching children to recognize and express their emotions in a healthy manner (Rojas, 2023). Instruction in emotional intelligence becomes a powerful tool to promote the development of secure attachment, as learning to understand and regulate their feelings provides children with vital skills for their emotional and social well-being. According to Rojas (2023), the ability to adequately identify and express emotions allows the child to handle stress and face difficult situations with greater resilience and adaptability.

On the other hand, effective communication is configured as a fundamental element for promoting secure attachment, as it allows caregivers to express their feelings clearly and directly, while also listening to and understanding their children's emotional needs (Álvarez, 2019). Through this interaction, clear and consistent limits can be established that, according to Rojas (2023), provide children with the necessary structure for balanced development, strengthening their security and well-being.

Finally, play and fun represent essential tools to promote secure attachment, as they go beyond mere entertainment; these playful moments become spaces in which a solid emotional connection is established between parents and children, stimulating the children's creativity and imagination (Álvarez, 2019). According to Álvarez (2019), participation in recreational activities not only reinforces affective bonds but also creates an environment of trust in which children feel secure to explore, experiment, and express themselves freely, thus consolidating a lasting relationship based on love, mutual respect, and the shared enjoyment of meaningful moments.

References

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2. Cerón, A., & Merchán, M. (2017). Tipo de Apego y Prácticas de Crianza Como Factores Asociados al Rendimiento Académico en Adolescentes de una I.E.M. de Facatativá. Universidad De Cundinamarca. Retrieved June 6, 2023, from https://repositorio.ucundinamarca.edu.co/bitstream/handle/20.500.12558/562/Tipo%20de%20Apego%20y%20prácticas%20de%20crianza%20como%20factores%20asociados%20al%20rendimiento%20académico%20en%20adolesce.pdf?sequence=2&isAllowed=y

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4. Fuentealba, M.A., & Letzkus, M. (2014). Relación de Apego, Rendimiento y Factores de Retención. Trilogía Ciencia Tecnología Sociedad. Retrieved June 6, 2023, from https://sitios.vtte.utem.cl/trilogia/wp-content/uploads/sites/9/2019/10/revista-trilogia-facultad-administracion-economia-vol26-n36-2014-Fuentealba-Letzkus.pdf

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6. López, N. (2020). Familia, normas y pautas de Crianza en niños de la institución Educativa Mario Morales Delgado Fe y Alegría de Santander. Universidad Autónoma De Bucaramanga. Retrieved June 6, 2023, from https://repository.unab.edu.co/bitstream/handle/20.500.12749/12064/2020_Tesis_Natalia_Andrea_Lopez.pdf?sequence=1&isAllowed=y

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