Spanish Adaptation of the Family Involvement Questionnaire - High School: Version for Parents

Dueñas, Jorge-Manuel; Morales‐Vives, Fabia; Figuerola, Marta Camarero; García, Juana María Tierno

doi:10.5093/psed2020a21

Cited by 5 publications

(5 citation statements)

References 36 publications

(39 reference statements)

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“…A database to be used as example in the functions included on SINRELEF.LD package. It is part of the data from the study by Dueñas et al (2022).…”

Section: Descriptionmentioning

confidence: 99%

See 1 more Smart Citation

SINRELEF.LD: Reliability and Relative Efficiency in Locally-Dependent Measures

Navarro-Gonzalez,

Morales-Vives,

Ferrando

2024

CRAN: Contributed Packages

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“…A database to be used as example in the functions included on SINRELEF.LD package. It is part of the data from the study by Dueñas et al (2022).…”

Section: Descriptionmentioning

confidence: 99%

“…These items have 4 response options (rarely, sometimes, often and always). We have chosen this subscale because the study by Dueñas et a. (2022) showed that the error terms of some pairs of items were substantially correlated.…”

Section: Detailsmentioning

confidence: 99%

SINRELEF.LD: Reliability and Relative Efficiency in Locally-Dependent Measures

Navarro-Gonzalez,

Morales-Vives,

Ferrando

2024

CRAN: Contributed Packages

Self Cite

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“…Family involvement of primary school-aged students was measured using a Spanish adaptation of the Family Involvement Questionnaire -Elementary version (FIQ-E) developed by Manz et al (2004). In addition to that, family involvement of secondary school-aged students was measured using the Spanish adaptation of the Family Involvement Questionnaire -High School version (FIQHS) by Dueñas et al (2022). Both of the questionnaires were designed in line with Epstein et al (2002) empirically supported multidimensional typology of family involvement.…”

Section: Family Involvementmentioning

confidence: 99%

The impact of family involvement on students’ social-emotional development: the mediational role of school engagement

Martinez-Yarza,

Solabarrieta-Eizaguirre,

Santibáñez-Gruber

2024

Eur J Psychol Educ

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Family involvement has been identified as a mechanism that explains the differences in academic performance and well-being between students from different socioeconomic backgrounds. The implications of family involvement in students' non-academic outcomes have often been overshadowed by a focus on the academic domain. This study focuses on one type of non-academic attributes which is currently most critical to navigate in school and beyond: social-emotional development. In addition to that, the potential mediating role of school engagement in the association between family involvement and students' social-emotional development remains to be explored. This study aimed to investigate whether family involvement was associated with students' school engagement and social-emotional development and to clarify the underlying mechanism in the relationship. The sample consisted of 170 students from 8 to 17 years old and their parents who live in economically vulnerable situations and experience social exclusion. The analyses were performed using Jamovi statistical software and a GLM Mediation Model module. To address the research objectives, a series of mediation analysis were performed to fit the hypothesized relations among the study variables. The mediational analysis suggested that home-based family involvement could not predict students' social-emotional development, and that the effect of home-based family involvement on students' social-emotional development was fully mediated by school engagement, a variable not included in previous research. The results suggest that families who are actively engaged in their child's education at home positively influence students' level of participation in school, which, in turn, promotes the development of students' social-emotional competences.

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“…En cuanto al apoyo proporcionado por la familia, no se debe pasar por alto, ya que, aunque su influencia no es tan fuerte como la de los docentes, no deja de ser una fuente que predice todos los tipos de implicación escolar. Aunque durante la adolescencia se da menos importancia al apoyo de la familia, y esta se implica menos en la vida académica de sus hijos (Dueñas et al, 2020), los adolescentes aún no son del todo autónomos, por lo que el apoyo familiar puede ayudar a prevenir comportamientos escolares disruptivos. Por último, los profesores son, sin duda, las figuras clave en el entorno académico en general y en la implicación escolar en particular, ya que pueden influir en las experiencias del alumnado de muy diversas maneras (transmitiendo afecto, dando ejemplo, moderando la participación, etc.…”

Section: Discusión Y Conclusionesunclassified

The predictive power of social support's sources and types for school engagement

Fuente

Fernández²,

Mateos³

et al. 2023

EducXX1

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Social support has been found to play a key role in certain adolescent school behaviours and it is widely accepted that it fosters school engagement. On the contrary, more recent theoretical contributions regarding the principal sources and types of social support during adolescence suggest that this relationship may vary. To respond to this gap in the research the aim of the present study is to determine the predictive power of social support for school engagement (behavioural, emotional and cognitive) in accordance with the source (family, friends, and teachers) and type (emotional, material and informational) of the support provided to determine the most influential ones and to test through a structural model the combined statistical effect of both perspectives. Participants were 323 compulsory secondary school students from the Basque Autonomous Community, aged between 13 and 18 years (M = 14.41, SD = 1.18), being 40% boys and 60% girls. Participants completed two questionnaires, one measuring perceived social support and one measuring school engagement. The results of the present study show that perceived support from all sources and all types of support predict at least one of the three dimensions of school engagement. The results also indicate that support from teachers and emotional support were the source and type of support (respectively) that most strongly predicted school engagement, whose combined effect has been tested using SEM methodology. These findings may be particularly useful for designing future educational intervention programmes that seek to foster school engagement through social support. For example, intervention designs focusing on encouraging certain changes in teachers’ practice to foster a learning experience based on closer relations characterised by trust and recognition are suggested.

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Spanish Adaptation of the Family Involvement Questionnaire - High School: Version for Parents

Cited by 5 publications

References 36 publications

SINRELEF.LD: Reliability and Relative Efficiency in Locally-Dependent Measures

SINRELEF.LD: Reliability and Relative Efficiency in Locally-Dependent Measures

The impact of family involvement on students’ social-emotional development: the mediational role of school engagement

The predictive power of social support's sources and types for school engagement

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