'Estilo de socialización parental y fracaso escolar en la eso: una nueva mirada'

Identifier:  TDX:1097

Handle: https://hdl.handle.net/20.500.11797/TDX1097

Authors:  Domínguez González, Maria José

Abstract:
Students who don't succeed in school are a very persistent problem in our educational system. In our country, with a full level of schooling from 6 to 16 years old, there are different indicators of academic failure that still affect to a quite high number of students. This fact shows that, in the last few years, all the efforts to reduce this problem are not succeeding. One third of our students are left behind by the educational system; their results are discouraging. These students repeat year after year but their performance is not improving. This means that the measures to fight the academic failure are not working and that we have to put into practice new ways of analysis and treatment of this problem. This research explores the relationship between the way children perceive how their parents are educating them (parental socialization style) and his or her academic performance. In the intersection of both phenomena we find our hypothesis: the way parents socialise their children influences significantly their academic performance. This research is orientated to decision taking process, it uses quantitative data and it is a correlational study. Our simple is a group of 288 students from 12 to 16 year old from public schools from Tarragona province. We collected our data during the second trimester of the school year 2010/2011. The aim of the research is to define the level of influence of the predictive variables (parental socialization style) in the criteria variables (academic results). The main result we have found is that parents acceptation/implication appears to be significantly linked to the school performance (this evidence shows a big area for new researches: the family). Our research confirms and frames the correlation between these two variables and underlies the family as a new scenario of pedagogical concern to explain and treat school failure.