Parents and school learning

  1. Patricia Robledo-Ramón
  2. Jesús Nicasio García-Sánchez
Revista:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Año de publicación: 2013

Título del ejemplar: Familia y Educación: Aspectos Positivos

Volumen: 1

Número: 1

Páginas: 259-264

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Resumen

The first aim of the study was to determine if there were any differences in family variables in relation to the students’ typological characteristics. The sample consisted of 87 families of pupils with learning disabilities, with ADHD and normal achievement. Students and parents filled out the Family Opinions. Results confirm that contextual family elements present characteristics that are less conducive to learning in families in which children have difficulties. The second objective was to explore the effectiveness of an intervention program in written composition, implemented by parents and teachers, and determine whether the effectiveness of the intervention varied in relation to the environment and the figures involved in its implementation. The sample consisted of 112 students divided in four groups. Results confirm the efficacy of the program and that the educational effectiveness of mothers to teach written composition to their children. During this research study, we received competitive funds from the Ministry of Education, Science and Innovation (MICINN) (EDU2010-19250 / EDUC) for 2010-2013, and Excellence Research Group funds from the Junta de Castilla y León (GR259), with FEDER funds from the European Union for 2009-2010-2011 (BOCyL 27 on April 2009). Both were awarded to the Director/Main Researcher (J. N. García)

Referencias bibliográficas

  • Axford, B. (2007). Parents and their children working together: a scaffolding literacy case study. Australian Journal of Language and Literacy, 30(1), 21-39.
  • Bloomfield, L., Kendall, S., & Fortuna, S. (2010). Supporting parents: development of a tool to meas- ure self-efficacy of parents with learning disabilities. British Journal of Learning Disabilities, 38(4), 303-309. doi: 10.1111/j.1468-3156.2009.00607.x
  • Bodovski, K., & Youn, M. (2010). Love, discipline, and elementary school achievement: the role of family emotional climate. Social Science Research, 39, 585.
  • Cussen, A., Sciberras, E., Ukoumunne, O., & Efron, D. (2012). Relationship between symptoms of attention-deficit/hyperactivity disorder and family functioning: a community-based study. European Journal of Pediatrics, 171(2), 271-280.
  • Dumont, H., Trautwein, U., Lüdtke, O., Neumann, M., Niggli, A., & Schbyder, I. (2012). Does parental homework involvement mediate the relationship between background and educational outcomes? Family. , 37(1), 55-69. doi:10.1016/j.cedpsych.2011.09.004
  • Feiler, A. (2003). A home visiting project for reception children predicted to experience literacy dif- ficulties. British Journal of Special Education, 30(3), 156-162.
  • Galindo, C., & Sheldon, S. B. (2012). School and home connections and children’s kindergarten achievement gains: The mediating role of family involvement. Early Childhood Research Quarterly,yy 27(1), 90-103. doi:10.1016/j.ecresq.2011.05.00477
  • Ghazarian, S., & Buehler, C. (2010). Interparental conflict and academic achievement: an examina- tion of mediating and moderating factors. Journal of Youth and Adolescence, 39(1), 23-35. doi:10.1007/s10964-008-9360-1
  • McElvany, N., & Arlet, C. (2007). The Berlin-Parent child program: design and effects. Psychologie in Erziehung un Uterricht, 4, 312-330.
  • Puspita, D., & Sanjit, S. (2012). Children’s educational status and performance: Role of family envi- ronment in Indian context. Asian Journal of Research in Social Sciences and Humanities, 2(1), 96-103.
  • Robledo, P., & García, J. (2007). Needs assessment tool for families with children with development disabilities: FAOP. In J.N. García, (Coord.), Development difficulties: evaluation and intervention. Madrid. Pirámide.
  • Saint-Laurent, L., & Giasson, J. (2005). Effects of a family literacy program adapting parental inter- vention to first graders´ evolution of reading and writing abilities. Journal of Early Childhood Literacy, 5(3), 253-278
  • Teodorovi , J. (2012). Student background factors influencing student achievement in Serbia. Educational Studies, 38(1), 89-110. doi:10.1080/03055698.2011.567027
  • Trainor, A. (2005). Self-determination perceptions and behaviors of diverse students with LD during the transition planning process. Journal of Learning Disabilities, 38(3), 233-249. doi: 10.1177/00222194050380030501
  • Vellymalay, N. (2012). Bridging school and parents: parental involvement in their child’s education. Journal of Studies in Education, 2(1), 41-57. doi: 10.5296/jse.v2i1.1170
  • Xu, Y., & Filler, J. (2008). Facilitating family involvement and support for inclusive education. The School Community Journal, 18(2), 53-72.
  • Zhang, X. (2012, pre-print), The effects of parental education and family income on mother–child relationships, father–child relationships, and family environments in the people’s republic of china. Family Process. doi: 10.1111/j.1545-5300.2011.01380.x
Fuente de los datos: Dialnet