Education and Family Support, and Mathematics Achievement in Two Different Sociodemographic Contexts
Descripción del Articulo
This paper presents the results of a non-experimental cross-sectional study conducted under a mixed explanatory design (with manifest and latent variables), in an indigenous school in a rural area and an urban school in Morelos (Mexico). The sociodemographic context of the schools of origin was cons...
| Autores: | , , |
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| Formato: | artículo |
| Fecha de Publicación: | 2022 |
| Institución: | Universidad San Ignacio de Loyola |
| Repositorio: | Revistas - Universidad San Ignacio de Loyola |
| Lenguaje: | español inglés |
| OAI Identifier: | oai:revistas.usil.edu.pe:article/1354 |
| Enlace del recurso: | https://revistas.usil.edu.pe/index.php/pyr/article/view/1354 |
| Nivel de acceso: | acceso abierto |
| Materia: | Sociodemographic context Parental education Family support Academic achievement Contexto sociodemográfico Educación de los padres Apoyo familiar Logro académico |
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Education and Family Support, and Mathematics Achievement in Two Different Sociodemographic Contexts Educación y apoyo familiar, y logro en matemáticas en dos contextos sociodemográficos diferentes |
| title |
Education and Family Support, and Mathematics Achievement in Two Different Sociodemographic Contexts |
| spellingShingle |
Education and Family Support, and Mathematics Achievement in Two Different Sociodemographic Contexts Bazán-Ramírez, Aldo Sociodemographic context Parental education Family support Academic achievement Contexto sociodemográfico Educación de los padres Apoyo familiar Logro académico |
| title_short |
Education and Family Support, and Mathematics Achievement in Two Different Sociodemographic Contexts |
| title_full |
Education and Family Support, and Mathematics Achievement in Two Different Sociodemographic Contexts |
| title_fullStr |
Education and Family Support, and Mathematics Achievement in Two Different Sociodemographic Contexts |
| title_full_unstemmed |
Education and Family Support, and Mathematics Achievement in Two Different Sociodemographic Contexts |
| title_sort |
Education and Family Support, and Mathematics Achievement in Two Different Sociodemographic Contexts |
| dc.creator.none.fl_str_mv |
Bazán-Ramírez, Aldo Hernández-Padilla, Eduardo Castellanos-Simons, Doris |
| author |
Bazán-Ramírez, Aldo |
| author_facet |
Bazán-Ramírez, Aldo Hernández-Padilla, Eduardo Castellanos-Simons, Doris |
| author_role |
author |
| author2 |
Hernández-Padilla, Eduardo Castellanos-Simons, Doris |
| author2_role |
author author |
| dc.subject.none.fl_str_mv |
Sociodemographic context Parental education Family support Academic achievement Contexto sociodemográfico Educación de los padres Apoyo familiar Logro académico |
| topic |
Sociodemographic context Parental education Family support Academic achievement Contexto sociodemográfico Educación de los padres Apoyo familiar Logro académico |
| description |
This paper presents the results of a non-experimental cross-sectional study conducted under a mixed explanatory design (with manifest and latent variables), in an indigenous school in a rural area and an urban school in Morelos (Mexico). The sociodemographic context of the schools of origin was considered as a predictor variable of Mathematics achievement in 6th grade of primary school, and the educational level of the parents and family support were considered as mediating variables. At the end of 6th grade, students from both schools answered a scale on family support and a short test on two mathematical competencies: Communicating mathematical information and Using techniques efficiently. The data were analyzed with two structural regression models of relationships between manifest variables (school context and parents' educational level) and latent variables (family support with eight items and mathematics achievement with two mathematics competency indexes). Mathematics achievement was the final latent variable to be explained. Both resulting models showed that mathematics achievement was significantly and positively explained by the latent variable Family Support, and indirectly and positively by the manifest variable Parental Education, which in turn was significantly but negatively explained by the manifest variable School context. The findings support the hypothesis that students' learning opportunities depend to a large extent on the socioeconomic and educational context of the families, which are determined by the demographic and physical environment where they live and study. |
| publishDate |
2022 |
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2022-04-22 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/1354 10.20511/pyr2022.v10n1.1354 |
| url |
https://revistas.usil.edu.pe/index.php/pyr/article/view/1354 |
| identifier_str_mv |
10.20511/pyr2022.v10n1.1354 |
| dc.language.none.fl_str_mv |
spa eng |
| language |
spa eng |
| dc.relation.none.fl_str_mv |
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Revista Mexicana de Investigación Educativa, 11(28), 225-268. /*ref*/United Nations Children's Fund (UNICEF) – Instituto Nacional para la Evaluación de la Educación [INEE] (2016). Panorama Educativo de la Población Indígena en México 2015 [Educational Panorama of the Indigenous Population in Mexico 2015]. México: INEE. https://www.inee.edu.mx/wp-content/uploads/2019/01/P3B106.pdf /*ref*/Yamamoto, Y. & Holloway, S. (2010). Parental Expectations and Children's Academic Performance in Sociocultural Context. Educational Psychological Review, 2, 189–21. https://doi.org/10.1007/s10648-010-9121-z /*ref*/Yang, X. (2017). Education equity in Swedish compulsory school: Effects of student background, personal and school characteristics on their academic achievement in PISA 2015 [Master’s thesis, Göteborgs Universitet]. Gothenburg University Library. http://hdl.handle.net/2077/53416 |
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Education and Family Support, and Mathematics Achievement in Two Different Sociodemographic ContextsEducación y apoyo familiar, y logro en matemáticas en dos contextos sociodemográficos diferentesBazán-Ramírez, AldoHernández-Padilla, EduardoCastellanos-Simons, DorisSociodemographic contextParental educationFamily supportAcademic achievementContexto sociodemográficoEducación de los padresApoyo familiarLogro académicoThis paper presents the results of a non-experimental cross-sectional study conducted under a mixed explanatory design (with manifest and latent variables), in an indigenous school in a rural area and an urban school in Morelos (Mexico). The sociodemographic context of the schools of origin was considered as a predictor variable of Mathematics achievement in 6th grade of primary school, and the educational level of the parents and family support were considered as mediating variables. At the end of 6th grade, students from both schools answered a scale on family support and a short test on two mathematical competencies: Communicating mathematical information and Using techniques efficiently. The data were analyzed with two structural regression models of relationships between manifest variables (school context and parents' educational level) and latent variables (family support with eight items and mathematics achievement with two mathematics competency indexes). Mathematics achievement was the final latent variable to be explained. Both resulting models showed that mathematics achievement was significantly and positively explained by the latent variable Family Support, and indirectly and positively by the manifest variable Parental Education, which in turn was significantly but negatively explained by the manifest variable School context. The findings support the hypothesis that students' learning opportunities depend to a large extent on the socioeconomic and educational context of the families, which are determined by the demographic and physical environment where they live and study.Este trabajo presenta los resultados de un estudio no experimental, transversal, realizado bajo un diseño explicativo-mixto (con variables manifiestas y latentes) en una escuela indígena de zona rural y una escuela urbana de Morelos (México). Se consideró al contexto sociodemográfico de las escuelas de procedencia como variable predictora del logro en matemáticas en 6to grado de primaria, y como variables mediadoras, el nivel educativo de los padres y el apoyo familiar. Al término del 6to grado, los alumnos de ambas escuelas respondieron una escala sobre apoyo familiar y una prueba corta sobre dos competencias matemáticas: Comunicar información matemática y Manejar técnicas de manera eficiente. Los datos se analizaron mediante dos modelos de regresión estructural de relaciones entre variables manifiestas (contexto escolar y nivel educativo de los padres) y variables latentes (apoyo familiar con ocho ítems y logro en matemáticas con dos índices de competencias matemáticas). El logro en matemáticas fue la variable latente final a explicar. Ambos modelos resultantes mostraron que el logro en matemáticas fue explicado significativamente y de forma positiva por la variable latente Apoyo Familiar, y de manera indirecta y positiva, por la variable manifiesta Educación de los padres, variable que a su vez fue explicada de forma significativa pero negativamente, por la variable manifiesta contexto de procedencia de la escuela. Los hallazgos respaldan la hipótesis de que las oportunidades de aprendizaje de los estudiantes dependen en gran medida del contexto socioeconómico y educativo de las familias, los cuales están determinados por el entorno demográfico y físico donde se vive y se estudia.Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.2022-04-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/xmlhttps://revistas.usil.edu.pe/index.php/pyr/article/view/135410.20511/pyr2022.v10n1.1354Propósitos y Representaciones. Journal of Educational Psychology; Vol. 10 No. 1 (2022): January - April; e1354Propósitos y Representaciones; ##issue.vol## 10 ##issue.no## 1 (2022): Enero - Abril; e1354Propósitos y Representaciones; Vol. 10 Núm. 1 (2022): Enero - Abril; e13542310-46352307-799910.20511/10.20511/pyr2022.v10n1reponame:Revistas - Universidad San Ignacio de Loyolainstname:Universidad San Ignacio de Loyolainstacron:USILspaenghttps://revistas.usil.edu.pe/index.php/pyr/article/view/1354/1631https://revistas.usil.edu.pe/index.php/pyr/article/view/1354/1734https://revistas.usil.edu.pe/index.php/pyr/article/view/1354/1721/*ref*/Altschul, I. (2012). Linking Socioeconomic Status to the Academic Achievement of Mexican American Youth Through Parent Involvement in Education. Journal of the Society for Social Work and Research, 3 (1), 13-20. https://doi.org/10.5243/jsswr.2012.2/*ref*/Arteaga, I., & Glewwe, P. (2014). Achievement Gap between Indigenous and Non-Indigenous Children in Peru. An Analysis of Young Lives Survey Data. London, UK: Young Lives: An International Study of Childhood Poverty. University of Oxford. www.younglives.org.uk./*ref*/Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología/Annals of Psychology, 29(3), 1038-1059. http://doi.org/10.6018/analesps.29.3.178511/*ref*/Avena, A. (2017). Estudiantes indígenas en el contexto de las desigualdades estructurales [Indigenous students in the context of structural inequalities]. CPU-e. Revista de Investigación Educativa, 24, 176-198. https://www.redalyc.org/articulo.oa?id=283149560009/*ref*/Backhoff, E. (2011). La inequidad educativa en México: diferencias en el aprendizaje de la comprensión lectora en educación básica [Educational inequality in Mexico: Differences in learning the basic education in reading comprehension]. Profesorado. 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La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
