Parental involvement and academic and social success in a context of medium-low income

Abstract

This research, carried out in a medium-low socioeconomic environment, proposes a statistical model that includes not only family involvement, but also the effect of moderating variables.

Likewise, an Action Plan for families and students is created and evaluated, promoting family involvement.

The study with 231 students from 1st and 3rd of Compulsory Secondary (48,1% boys and 51,9% girls) adopts a quantitative, longitudinal and quasi-experimental design, with a control and an experimental group, and pre- and post-intervention data. Sociodemographic, family, and emotional information is collected, along with student grades and absences. A causal structural equations model is estimated that relates academic and social success, with emotional, socio-affective and cognitive variables.

"Academic and social success" is composed of "parental involvement in school" (0,826), "academic achievement" (0,237) and "feeling of belonging to the family" (-0,297). This one is being affected by the "emotional maturity" (0,252) of the student.

After the Action Plan, the size of the effect of "involvement of parents in school" (+0,181) and "students' feeling of belonging to their family" (+0,030) on academic and social success increases, highlighting the importance of family involvement during secondary school.