REVISTA:Revista de Psicología y Educación
ISSN: 1135-6405, 1578-4118
AÑO DE PUBLICACIÓN: 2021
VOLUMEN: 16
NÚMERO: 1
PÁGINAS: 88-103
AUTORES:
José Carlos Núñez
Sara Pascual
Natalia Suárez
Pedro Rosário
Universidad de Oviedo
RESUMEN:
El presente estudio plantea, desde una perspectiva centrada en la persona, analizar (i) si existen grupos de estudiantes con semejantes perfiles de implicación parental percibida en los deberes escolares, y (ii) estudiar la relación de tales perfiles con la implicación motivacional y la implicación cognitiva en los deberes escolares, en estudiantes de los dos últimos cursos de Educación Primaria. Participaron 433 estudiantes de 5º y 6º de cuatro centros educativos del área central de Asturias. Los datos fueron analizados mediante análisis cluster (k-medias) y MANOVAS. Se identificaron cuatro perfiles de implicación parental percibida: alta implicación de ambos tipos, baja implicación de ambos tipos, principalmente control, principalmente apoyo. Coincidiendo en que a mayor nivel de implicación parental (de ambas formas) mayor implicación motivacional y cognitiva de los alumnos, hombres y mujeres se diferencian en que las mujeres dan mucha más relevancia al control parental que los hombres, ya que con niveles altos de control parental es suficiente para implicarse en los deberes escolares. Sin embargo, para que haya cierta implicación motivacional y cognitiva, los hombres necesitan percibir que sus padres se implican, aunque da igual el modo en que lo hagan (en forma de control o de apoyo).
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