Factores tipológicos y estructurales de la familia y rendimiento académico de los alumnosRevisión de estudios empíricos

Resumo

The school and the family promote student learning. The student’s school achievement is relate to the resources provided by both educational contexts. Therefore, it is important to know the family structural aspects that can enhance or hinder student learning. So the aim of this study was to determine the current scientific evidence about the relationship between family structure variables and academic development of students. For this we have conducted a review of current empirical studies on the interaction between family structural factors and children learning. The studies were categorize into two primary areas: socioeconomic status and family typology. The studies were analyzed regarding: objectives, empirical or theoretical review; samples, considering the level of students’ academic performance and level of schooling; method of obtaining data, differentiating between data collection massive studies or specific tests; geographical context in which study has carried out; results and conclusions. The results show that the family’s socioeconomic status and their typology are related to the students educational development, showing results in favor of high socioeconomic status and traditional family structures; although it seems that the influence of theses variables on the achievement is often indirect. These variables modulate other dynamic variables, such as family climate or parents’ educative implication, which directly affect achievement.