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Involucramiento parental y el logro escolar: análisis de factores asociados al desempeno en pruebas TERCE en Colombia

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  • Yamit López Villegas

Abstract

La investigación en el campo de la economía de la educación ha mostrado que el involucramiento parental influye sobre el rendimiento académico de los estudiantes. Por lo anterior, el objetivo de este trabajo es identificar la magnitud y dirección de las asociaciones entre monitoreo parental, comunicación familia-escuela y actividades recreativas y culturales con el logro escolar de los estudiantes en su etapa de preadolescencia. Para esto se construyó un índice de actividades extracurriculares realizadas entre padres e hijos, y se realizó un análisis factorial confirmatorio con el que se construyeron dos variables latentes (monitoreo y comunicación familia-escuela). Posteriormente se estimó un modelo de ecuaciones estructurales para calcular las relaciones entre las covariables de interés y el desempeno en las pruebas del TERCE de matemáticas y lenguaje de grado tercero. Los resultados encontrados sugieren que el monitoreo y el desarrollo de actividades extracurriculares entre padres e hijos se asocia positivamente con el logro escolar en ambas pruebas. En el caso de la comunicación familia-escuela, no se encontró evidencia estadística que relacione esta variable con el desempeno escolar. ***** The research on education’s economics shows that parental involvement influences student academic performance. The main purpose of this document is to identify the magnitude and direction of the relation between parental monitoring, family-school communication, and recreation-cultural activities with the students’ academic performance. To archive this, we created an index of extracurricular activities performed by parents and children and we carried out a Confirmatory Factor Analysis (CFA) to build two latent variables: Monitoring and Family-School Communication. Then, we estimated a Structural Equations Model (SEM) to determine the relationship between these covariates and the performance in the third grade TERCE tests, particularly the Mathematics and Language components. The results suggest that monitoring and performance of extracurricular activities have a positive association with test performance. No statistical evidence was found connecting family-school communication and students' school performance

Suggested Citation

  • Yamit López Villegas, 2020. "Involucramiento parental y el logro escolar: análisis de factores asociados al desempeno en pruebas TERCE en Colombia," Documentos de trabajo 20145, Escuela de Gobierno - Universidad de los Andes.
    • Handle: RePEc:col:000547:020145
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    References listed on IDEAS

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    1. Michael Baker & Kevin Milligan, 2016. "Boy-Girl Differences in Parental Time Investments: Evidence from Three Countries," Journal of Human Capital, University of Chicago Press, vol. 10(4), pages 399-441.
    2. Gaetana Affuso & Dario Bacchini & Maria Concetta Miranda, 2017. "The contribution of school-related parental monitoring, self-determination, and self-efficacy to academic achievement," The Journal of Educational Research, Taylor & Francis Journals, vol. 110(5), pages 565-574, September.
    3. Jorge Cuartas & Arturo Harker & Andrés Moya, 2016. "Parenting, Scarcity and Violence: Theory and Evidence for Colombia," Documentos CEDE 15287, Universidad de los Andes, Facultad de Economía, CEDE.
    4. Petr Badura & Erik Sigmund & Andrea Madarasova Geckova & Dagmar Sigmundova & Jan Sirucek & Jitse P van Dijk & Sijmen A Reijneveld, 2016. "Is Participation in Organized Leisure-Time Activities Associated with School Performance in Adolescence?," PLOS ONE, Public Library of Science, vol. 11(4), pages 1-13, April.
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