Family influences in academic achievement. A study of the Canary Islands

Sánchez, Carmen Nieves Pérez; Montesinos, Moisés Betancort; Rodríguez, Leopoldo José Cabrera

doi:10.3989/ris.2011.04.11

Cited by 34 publications

(18 citation statements)

References 32 publications

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“…This circumstance may be influenced by the individual's socioeconomic context, but the family structure remains significant even after controlling for socioeconomic context. This result is consistent with Pérez et al (2013) using a different survey and methodology. Note also that a wide range of studies conclude that nonintact families (one-parent families, deceased parents, living with relatives other than parents, etc.)…”

Section: The Set Of Circumstances and Individual Incomesupporting

confidence: 90%

Inequality of opportunity in an outermost region: the case of the Canary Islands

Betancort¹,

Darias-Curvo²,

Rodríguez³

et al. 2019

ISJ

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This article estimates the inequality of opportunity (IO) for the Canary Islands archipelago, a European outermost region of seven islands, including two capital islands and five peripheral islands. To achieve this goal, a survey has been designed to cover a wide range of circumstances, including type of household, socioeconomic background, health status, type of school, family environment, and instilled values during childhood. This new database is one of the main contributions of the paper. For all of the Canary Islands, IO represents approximately 12.4% of total inequality, which is in line with the values found for the South European countries in related studies. However, when we distinguish by type of island, the IO in the peripheral islands accounts for almost 20% of total inequality, which is more in line with Latin American economies. This difference may affect the origin of significant migration flows from the peripheral to the capital islands and future divergence in their development.

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Section: The Set Of Circumstances and Individual Incomesupporting

confidence: 90%

Inequality of opportunity in an outermost region: the case of the Canary Islands

Betancort¹,

Darias-Curvo²,

Rodríguez³

et al. 2019

ISJ

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“…From an ecological framework, reciprocal positive interactions between these two key socializing spheres – families and schools – contribute positively to a child’s socioemotional and cognitive development (Bronfenbrenner, 1987). Empirical findings have demonstrated a positive association between parental involvement in education and academic achievement (Pérez Sánchez et al, 2013; Tárraga et al, 2017), improving children’s self-esteem and their academic performance (Garbacz et al, 2017) as well as school retention and attendance (Ross, 2016). Family involvement has also been found to be associated with positive school attachment on the part of children (Alcalay et al, 2005) as well as positive school climates (Cowan et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Effect of Parental Involvement on Children’s Academic Achievement in Chile

2019

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Parental involvement in school has been demonstrated to be a key factor for children’s academic outcomes. However, there is a lack of research in Chile, as well as in Latin American countries in general, leaving a gap in the literature about the generalization of findings outside developed and industrialized countries, where most of the research has been done. The present study aims to analyse the associations between parental involvement in school and children’s academic achievement. Cluster analysis results from a sample of 498 parents or guardians whose children attended second and third grades in 16 public elementary schools in Chile suggested the existence of three different profiles of parental involvement (high, medium, and low) considering different forms of parental involvement (at home, at school and through the invitations made by the children, the teachers, and the school). Results show that there are differences in children’s academic achievement between the parental involvement profiles, indicating children whose parents have a low involvement have lower academic achievement. Findings are in line with international research evidence, suggesting the need to focus on this variable too in Latin American contexts.

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“…Lara and Saracostti [4] used cluster analysis to derive low, medium, and high level parental academic involvement categories and found that children who have parents with low involvement tend to have low academic achievement. Controlling for socioeconomic status and family size, parental education strongly predicted child academic achievement [58]. Perriel [59] found that children want and expect parent support of their academic pursuits and that parental involvement positively predicts child success at math and reading.…”

Section: Role Of Parent Academic Support In Child Academic Performmentioning

confidence: 99%

Parent Engagement and Support, Physical Activity, and Academic Performance (PESPAAP): A Proposed Theoretical Model

Burns

Bai

et al. 2019

IJERPH

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An emerging area of research within public health is the interaction between parents and their children for the promotion of physical activity. Higher levels of daily physical activity may not only improve physical health but also yield better academic performance by improving cognitive skills, classroom behavior, and academic achievement within the pediatric population. However, no theoretical model has yet been proposed to interrelate constructs of parental engagement and support, physical activity, and academic performance within the pediatric population. Here, we: 1) summarize salient research related to pediatric physical activity and academic performance, parents’ physical activity engagement with their children, and the role of parental support in child academic performance; 2) propose a theoretical model interrelating parent physical activity engagement and support, physical activity, and academic performance (PESPAAP); 3) identify features of the proposed model that support its potential merit; and 4) provide potential future research directions and potential analyses that can be undertaken to support, modify, or disprove the proposed theoretical model. The proposed PESPAAP model provides a logically sound model that can be modified or expanded upon to improve applicability and generalizability and can be used as a framework to help align testable hypotheses for studies examining these interrelationships.

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Family influences in academic achievement. A study of the Canary Islands

Cited by 34 publications

References 32 publications

Inequality of opportunity in an outermost region: the case of the Canary Islands

Inequality of opportunity in an outermost region: the case of the Canary Islands

Effect of Parental Involvement on Children’s Academic Achievement in Chile

Parent Engagement and Support, Physical Activity, and Academic Performance (PESPAAP): A Proposed Theoretical Model

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