Mediación de la motivación personal, escuela y autoeficacia parental en el rol educativo
Un análisis empírico postpandémico
DOI:
https://doi.org/10.37467/revhuman.v21.5068Palavras-chave:
Comunicación con la escuela, Autoeficacia parental, Participación con la comunidad, Motivación personal hacia la escuela, Comunicación entre padres e hijos, Participación en el hogarResumo
Existen diversos factores influyentes en la autoeficacia parental, mediada por la motivación personal de los padres de familia hacia la escuela. Se utilizó el modelamiento de ecuaciones estructuradas de cuadrados mínimos parciales para el análisis. El estudio se realizó con 446 participantes, principalmente mujeres con un 81.2% y hombres con un 18% en tiempos de postpandemia. El estudio concluye que la comunicación con la escuela influye positivamente en la autoeficacia parental y la motivación personal hacia la escuela en los padres de familia y la comunicación con los hijos influye en la autoeficacia parental y la motivación hacia la escuela.
Referências
Al-Hail, M. A., Al-Fagih, L., Koç, M. (2021). Partnering for Sustainability: Parent-Teacher-School (PTS) Interactions in the Qatar Education System. Sustainability, 13(12), 6639. https://www.mdpi.com/2071-1050/13/12/6639
Alharthi, M. (2022). Parental Involvement in Children's Online Education During COVID-19; A Phenomenological Study in Saudi Arabia. Early Childhood Education Journal. https://doi.org/10.1007/s10643-021-01286-y
Avery, E. J., Park, S. (2021). Perceived Knowledge as [Protective] Power: Parents’ Protective Efficacy, Information-Seeking, and Scrutiny during COVID-19. Health Communication, 36(1), 81-88. https://doi.org/10.1080/10410236.2020.1847438
Bandura, A., Pastorelli, C., Barbaranelli, C., Caprara, G. V. (1999). Self-efficacy pathways to childhood depression. Journal of Personality and Social Psychology, 76(2), 258-269. https://doi.org/10.1037/0022-3514.76.2.258
Çekiç, A., Karageyik, K. (2021). Analyzing parenting stress in terms of parental self-efficacy and parent-child communication. International Journal of Education, Psychology and Counseling, 6(40), 14-34. https://doi.org/10.35631/IJEPC.640002
Cervero, A., Urbano Contreras, A., Álvarez Blanco, L. (2020). Motivación y relevancia del docente desde la percepción de las familias y los alumnos. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. https://doi.org/10.17060/ijodaep.2020.n1.v1.1765
Chan, T. C., Shu, Z., Xiao, H. Y. (2021). Perception of Chinese Parents Toward School and Family Collaboration. School Community Journal.
Epstein, J. L. (2018). School, family, and community partnerships in teachers’ professional work. Journal of Education for Teaching, 44(3), 397-406. https://doi.org/10.1080/02607476.2018.1465669
Epstein, J. L., Sheldon, S. B. (2018). Moving forward: Ideas for research on school, family, and community partnerships. School, Family, and Community Partnerships, Student Economy Edition: Preparing Educators and Improving Schools, 42-66. https://doi.org/10.4324/9780429493133
Essler, S., Christner, N., Paulus, M. (2021). Longitudinal Relations Between Parental Strain, Parent–Child Relationship Quality, and Child Well-Being During the Unfolding COVID-19 Pandemic. Child Psychiatry & Human Development, 52(6), 995-1011. https://doi.org/10.1007/s10578-021-01232-4
Fan, W., Williams, C. M., Wolters, C. A. (2012). Parental Involvement in Predicting School Motivation: Similar and Differential Effects Across Ethnic Groups. The Journal of Educational Research, 105(1), 21-35. https://doi.org/10.1080/00220671.2010.515625
Figueroa, A. J., Aburto, M. A. C., Acevedo, R. Z. (2012). Conflicto trabajo-familia, autoeficacia parental y estilos parentales percibidos en padres y madres de la ciudad de Talca, Chile. Acta Colombiana de Psicologia.
Garbacz, S. A., Hall, G. J., Young, K., Lee, Y., Youngblom, R. K., Houlihan, D. D. (2021). Validation Study of the Family Involvement Questionnaire–Elementary Version With Families in Belize. Assessment for Effective Intervention, 46(3), 238-243. https://doi.org/10.1177/1534508419862857
Gutierrez-Aguilar, O., Rodriguez-Rios, M., Patino-Abrego, E., Cateriano-Chavez, T. (2021). Co-teaching and the use of WhatsApp as a mediation tool between parents with children with disabilities and their teachers [Ponencia]. Proceedings - 2021 4th International Conference on Inclusive Technology and Education, CONTIE 2021. https://doi.org/10.1109/CONTIE54684.2021.00017
Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., Closson, K. (2005). Why do parents become involved? Research findings and implications.
Kong, C., Yasmin, F. (2022). Impact of Parenting Style on Early Childhood Learning: Mediating Role of Parental Self-Efficacy [Original Research]. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.928629
Koster, T., Castro-Martín, T. (2021a). Are Separated Fathers Less or More Involved in Childrearing than Partnered Fathers? European Journal of Population, 37(4-5), 933-957. https://doi.org/10.1007/s10680-021-09593-1
Koster, T., Castro-Martín, T. (2021b). Are Separated Fathers Less or More Involved in Childrearing than Partnered Fathers? European Journal of Population, 37(4), 933-957. https://doi.org/10.1007/s10680-021-09593-1
Laura-de la Cruz, K., Noa-Copaja, S., Turpo-Gebera, O., Montesinos-Valencia, C., Bazán‑Velasquez, S., Pérez-Postigo, G. (2023). Use of gamification in English learning in higher education: A systematic review. Journal of Technology and Science Education, 13(2), 480-497. https://doi.org/10.3926/jotse.1740
Liu, X., Zhao, L., Su, Y.-S. (2022). Impact of Parents’ Attitudes on Learning Ineffectiveness: The Mediating Role of Parental Self-Efficacy. International Journal of Environmental Research and Public Health, 19(1), 615. https://www.mdpi.com/1660-4601/19/1/615
Liu, Y., Leighton, J. P. (2021). Parental Self-Efficacy in Helping Children Succeed in School Favors Math Achievement. Frontiers in Education. https://doi.org/10.3389/feduc.2021.657722
Llevot, N., Bernad, O. (2015). La participación de las familias en la escuela: factores clave. RASE: Revista de la Asociación de Sociología de la Educación.
Madrid, R., Saracostti, M., Reininger, T., Hernández, M. T. (2019a). Responsabilización, obediencia y resistencia: perspectivas de docentes y padres sobre la colaboración familia-escuela. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(3), 1-13. https://doi.org/10.6018/reifop.389801
Madrid, R., Saracostti, M., Reininger, T., & Hernández, M. (2019b). Responsabilización, obediencia y resistencia: perspectivas de docentes y padres sobre la colaboración familia-escuela: Accountability, obedience, and resistance: teachers and families´ perspectives on school-family collaboration. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(3), 1-13. https://doi.org/10.6018/reifop.389801
McLean, K., Edwards, S., Mantilla, A. (2020). A review of community playgroup participation. Australasian Journal of Early Childhood. https://doi.org/10.1177/1836939120918484
Morales-Castillo, M. (2022). Family Contributions to School Performance of Adolescents: The Role of Fathers’ Perceived Involvement. Journal of Family Issues, 43(3), 793-808. https://doi.org/10.1177/0192513X21994143
Murillo, F. y. Martinez. C. (2019). Investigación comprometida para la transformacion social. AIDIPE https://dialnet.unirioja.es/descarga/articulo/6205635.pdf
Oppermann, E., Cohen, F., Wolf, K., Burghardt, L., Anders, Y. (2021). Changes in Parents’ Home Learning Activities With Their Children During the COVID-19 Lockdown – The Role of Parental Stress, Parents’ Self-Efficacy and Social Support [Original Research]. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.682540
Ortega Farías, A., Rodríguez Soto, D., Jiménez Figueroa, A. (2013). Equilibrio trabajo-familia: corresponsabilidad familiar y autoeficacia parental en trabajadores de una empresa chilena * Work-Family Balance: Working Family and Parental Self-Efficacy in Chilean Company Workers. Revista Diversitas -Perspectivas En Psicología.
Rodríguez-Ruiz, B., Álvarez-Blanco, L., Martínez-González, R.-A., Epstein, J. L. (2019). Presentación del número Relación entre Centros Educativos, Familias y Entidades Comunitarias. Benjet, Kurowski & Apos-toleris, 1-4. https://reunido.uniovi.es/index.php/AA/issue/view/1083
Rubach, C., & Bonanati, S. (2021). The impact of parents' home- and school-based involvement on adolescents' intrinsic motivation and anxiety in math. Psychology in the Schools, n/a(n/a). https://doi.org/https://doi.org/10.1002/pits.22577
Sagal, E. (2021). The family in the stimulation of the reading habit in four-six year old children. Abstract. 6(2), 103-120. https://doi.org/10.24133/vinculosespe.v6i2.1790
Saltmarsh, S., McPherson, A. (2022). Un/satisfactory encounters: communication, conflict and parent-school engagement. Critical Studies in Education, 63(2), 147-162. https://doi.org/10.1080/17508487.2019.1630459
Segoe, B. A., Bisschoff, T. (2019). Parental Involvement as Part of curriculum Reform in South African Schools: Does It contribute to Quality Education? Africa Education Review, 16(6), 165-182. https://doi.org/10.1080/18146627.2018.1464692
Steinmayr, R., Lazarides, R., Weidinger, A. F., Christiansen, H. (2021). Teaching and learning during the first COVID-19 school lockdown: Realization and associations with parent-perceived students' academic outcomes. Zeitschrift für Pädagogische Psychologie, 35(2-3), 85-106. https://doi.org/10.1024/1010-0652/a000306
Subasi Singh, S. (2020). Family Involvement and Immigrant Parents: Perceptions of Indian mothers in Vienna. Shanlax International Journal of Education, 8(3), 61-66. https://doi.org/10.34293/education.v8i3.3172
Walters, G. D. (2022). Self-Efficacy in Parents and Children and Its Relationship to Future Delinquent Behavior in Children. Youth and Society, 54(1), 104-122. https://doi.org/10.1177/0044118X20959230
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Os autores/as que publicam nesta revista concordam com os seguintes termos:
- Os autores/as terão os direitos morais do trabalho e cederão para a revista os direitos comerciais.
- Um ano após a sua publicação, a versão do editor estará em acesso aberto no site da editora, mas a revista manterá o copyright da obra.
- No caso dos autores desejarem asignar uma licença aberta Creative Commons (CC), poderão a solicitar escrevendo a publishing@eagora.org.
