Análisis de la influencia de la familia en el rendimiento académico en Educación Secundaria Obligatoria mediante árboles de decisión

  1. Rodríguez Rodríguez, Daniel 1
  1. 1 Universidad Europea de Canarias, España
Journal:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Year of publication: 2023

Volume: 21

Issue: 61

Pages: 645-666

Type: Article

DOI: 10.25115/EJREP.V21I61.8267 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Electronic journal of research in educational psychology

Abstract

Introduction:  The study of the importance of the family in the academic performance of students remains one of the most relevant research topics, despite decades of study. It is a field that has been more explored in primary education than in secondary education. Method:  using the decision trees analysis and with a randomly selected sample, the goals of this research are to explore the importance of family variables on the academic performance of compulsory secondary education students and to characterize the students with the best and worst performance based on their family factors. The sample has been selected through a random cluster sampling. The participants were 1078 students, belonging to 38 public secondary education institutes. Regarding the variables analyzed, each parent considered their educational level, their employment situation and the expectations they had about the academic future of the student. In addition, the type of family, affective family support and whether the student was declared at risk by the child and adolescent protection services were also included. Results: By means of the decision trees, the influence of some of the family variables was verified, especially the declaration of a risk situation, affective family support and those related to the mother of the students. Groups clearly differentiated by their average academic performance were also obtained from the influence of family factors. Discussion or Conclusion: The importance that the two most significant socio-family variables for academic performance are the expectations of parents and emotional family support raises the need for schools to intervene in them.

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