Prácticas educativas familiares y desempeño académico en adolescentes escolarizados en el grado noveno de instituciones educativas oficiales del municipio de Envigado
In this article, the authors pose the relationship between the family educational practices and the academic performance of 451 adolescents (men and women) in the ninth grade of public institutions of the Municipality of Envigado, Antioquia. With an at random simple selection and the application of...
| Autor Principal: | Tilano, Luz Magnolia |
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| Otros Autores: | Henao, Gloria Cecilia, Restrepo, Julián A. |
| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Editorial Bonaventuriana
2019
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| Materias: | |
| Acceso en línea: |
Tilano, L. M., Henao, G. C., & Restrepo, J. A. (2009). Prácticas educativas familiares y desempeño académico en adolescentes escolarizados en el grado noveno de instituciones educativas oficiales del municipio de Envigado. El Ágora USB, 9(1), 35-51. |
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| Sumario: |
In this article, the authors pose the relationship between the family educational practices and the academic performance of 451 adolescents (men and women) in the ninth grade of public institutions of the Municipality of Envigado, Antioquia. With an at random simple selection and the application of the Parental Affection Scale and the Parental Regulation and Demand Scales by Bersabé, Fuentes and Montrico (2001) with children and parents, it is obtained that the styles of inductive authority favor the academic performance, while the rigid styles create a poor academic performance, which is the lowest in permissive parents. Furthermore, it
is male parents who are perceived as being permissive and demanding than female parents. Lastly, it can be observed some divergences between the children's and the parents' perceptions, the latter tend to assess themselves positively. |
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