Relación entre pautas de crianza con el autoconcepto académico y la motivación escolar en estudiantes de primaria
The education of students is affected positively or negatively by various factors such as the parenting patterns exercised by parents. The objective of this research was to identify the relationship between academic self-concept, school motivation and the type of parenting patterns perceived by chil...
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Universidad de Costa Rica
2024
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/57386 |
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| _version_ | 1808145590356279296 |
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| author | Ordoñez Luna, Georgina Chávez Soto, Blanca Ivet |
| author_facet | Ordoñez Luna, Georgina Chávez Soto, Blanca Ivet |
| author_sort | Ordoñez Luna, Georgina |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | The education of students is affected positively or negatively by various factors such as the parenting patterns exercised by parents. The objective of this research was to identify the relationship between academic self-concept, school motivation and the type of parenting patterns perceived by children in the fourth, fifth and sixth grades of a primary school in the state of Tlaxcala, Mexico. The study was quantitative, cross-sectional and correlational, it was carried out during the 2022 school year. 213 students participated, with an age range of 8 to 12 years (M age 9.33, SD. = 0.802), the Motivation Scale was used. School, the Parenting Patterns Inventory and the Academic Self-Concept Scale. SPSS version 22 was used to analyze the data and the results showed two positive and significant associations between supportive parenting patterns, the first was with motivation (rs= 0.318**) and the second with academic self-concept (rs=0.303**), as well as between motivation and academic self-concept (rs= 0.289**). In the groups of students with coercive and indifferent parenting patterns, no associations were found between the variables. It is concluded that a supportive family environment that grants confidence promotes motivational factors and academic self-concept, in addition there is a close relationship between the perception one has as a student and motivation, which favors school performance, therefore, it is suggested conduct more research on this topic.
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| first_indexed | 2024-08-23T03:00:09Z |
| format | Online |
| id | INIE-RAIE-article-57386 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| last_indexed | 2024-08-23T03:00:09Z |
| publishDate | 2024 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-573862024-07-12T21:40:34Z Relationship between parenting patterns with academic self-concept and school motivation in primary school students Relación entre pautas de crianza con el autoconcepto académico y la motivación escolar en estudiantes de primaria Ordoñez Luna, Georgina Chávez Soto, Blanca Ivet pautas de crianza motivación escolar autoconcepto académico estudiantes parenting styles school motivation academic self-concept students The education of students is affected positively or negatively by various factors such as the parenting patterns exercised by parents. The objective of this research was to identify the relationship between academic self-concept, school motivation and the type of parenting patterns perceived by children in the fourth, fifth and sixth grades of a primary school in the state of Tlaxcala, Mexico. The study was quantitative, cross-sectional and correlational, it was carried out during the 2022 school year. 213 students participated, with an age range of 8 to 12 years (M age 9.33, SD. = 0.802), the Motivation Scale was used. School, the Parenting Patterns Inventory and the Academic Self-Concept Scale. SPSS version 22 was used to analyze the data and the results showed two positive and significant associations between supportive parenting patterns, the first was with motivation (rs= 0.318**) and the second with academic self-concept (rs=0.303**), as well as between motivation and academic self-concept (rs= 0.289**). In the groups of students with coercive and indifferent parenting patterns, no associations were found between the variables. It is concluded that a supportive family environment that grants confidence promotes motivational factors and academic self-concept, in addition there is a close relationship between the perception one has as a student and motivation, which favors school performance, therefore, it is suggested conduct more research on this topic. La educación del estudiantado se ve afectada de manera positiva o negativa por diversos factores como las pautas de crianza ejercidas por los progenitores. La presente investigación tuvo como objetivo identificar la relación entre el autoconcepto académico, la motivación escolar y el tipo de pautas de crianza que percibe la niñez de cuarto, quinto y sexto grado de una escuela primaria del estado de Tlaxcala, México. El estudio fue cuantitativo, de tipo transversal y correlacional, se realizó durante el ciclo escolar 2022. Participaron 213 estudiantes, con un rango de edad de 8 a 12 años (M edad 9.33, DE. = 0.802), se emplearon la Escala de Motivación Escolar, el Inventario de Pautas de Crianza y la Escala de Autoconcepto Académico. Para el análisis de los datos se utilizó el SPSS versión 22 y los resultados mostraron dos asociaciones positivas y significativas entre las pautas de crianza de apoyo, el primero fue con la motivación (rs= 0.318**) y la segunda con el autoconcepto académico (rs=0.303**), así como entre la motivación y el autoconcepto académico (rs= 0.289**). En los grupos de estudiantes con pautas de crianza coercitivas e indiferentes no se encontraron asociaciones entre las variables. Se concluye que un entorno familiar de apoyo que otorgue confianza promueve los factores motivacionales y el autoconcepto académico, además existe una estrecha relación entre la percepción que se tiene como estudiante y la motivación, lo cual favorece el rendimiento escolar, por lo tanto, se sugiere realizar más investigaciones en torno a este tema. A educação dos bebês é afetada positiva ou negativamente por diversos fatores, entre eles está a família e seu estilo disciplinar. O objetivo desta pesquisa é identificar a relação entre motivação, autoconceito acadêmico e padrões parentais em crianças de quarta, quinta e sexta séries no estado de Tlaxcala. O estudo foi quantitativo, transversal e correlacional. Com uma amostra de 213 alunos, com idades compreendidas entre os 8 e os 12 anos (M idade 9,33, DP = 0,802), foi aplicada a Escala de Motivação Escolar (Durán & Acle, 2022), o Inventário de Padrões de Estilos (Brussino & Alderete, 2002) e a escala de Autoconceito Acadêmico (Chávez, 2014). Para análise dos dados foi utilizado o SPSS versão 22 e os resultados mostraram associações positivas e significativas entre o estilo parental de apoio com a motivação (rs= 0,318**) e com o autoconceito acadêmico (rs=0,303**), bem como entre a motivação e autoconceito acadêmico (rs= 0,289**). Em relação aos grupos de estudantes que relataram padrões parentais coercitivos e indiferentes, não foram encontradas associações entre as variáveis. Conclui-se que a presença de um ambiente familiar favorável, que conceda confiança e promova a autorrealização, tem um impacto significativo no desempenho escolar e no desenvolvimento psicossocial do menino e da menina, razão pela qual se sugere que mais pesquisas sejam realizadas sobre este tema . Universidad de Costa Rica 2024-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article Texto application/pdf https://revistas.ucr.ac.cr/index.php/aie/article/view/57386 10.15517/aie.v24i2.57386 Actualidades Investigativas en Educación; Vol. 24 No. 2 (2024): (May-August); 1-24 Actualidades Investigativas en Educación; Vol. 24 Núm. 2 (2024): (Mayo-Agosto); 1-24 Actualidades Investigativas en Educación; v. 24 n. 2 (2024): (Mayo-Agosto); 1-24 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/57386/59558 Derechos de autor 2024 Georgina Ordoñez Luna, Blanca Ivet Chávez Soto http://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | pautas de crianza motivación escolar autoconcepto académico estudiantes parenting styles school motivation academic self-concept students Ordoñez Luna, Georgina Chávez Soto, Blanca Ivet Relación entre pautas de crianza con el autoconcepto académico y la motivación escolar en estudiantes de primaria |
| title | Relación entre pautas de crianza con el autoconcepto académico y la motivación escolar en estudiantes de primaria |
| title_alt | Relationship between parenting patterns with academic self-concept and school motivation in primary school students |
| title_full | Relación entre pautas de crianza con el autoconcepto académico y la motivación escolar en estudiantes de primaria |
| title_fullStr | Relación entre pautas de crianza con el autoconcepto académico y la motivación escolar en estudiantes de primaria |
| title_full_unstemmed | Relación entre pautas de crianza con el autoconcepto académico y la motivación escolar en estudiantes de primaria |
| title_short | Relación entre pautas de crianza con el autoconcepto académico y la motivación escolar en estudiantes de primaria |
| title_sort | relacion entre pautas de crianza con el autoconcepto academico y la motivacion escolar en estudiantes de primaria |
| topic | pautas de crianza motivación escolar autoconcepto académico estudiantes parenting styles school motivation academic self-concept students |
| topic_facet | pautas de crianza motivación escolar autoconcepto académico estudiantes parenting styles school motivation academic self-concept students |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/57386 |
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