Academic performance of secondary education students in socio-familial risk contexts

  1. Daniel Rodríguez Rodríguez
  2. Remedios Guzmán Rosquete
Journal:
Suma Psicológica

ISSN: 0121-4381

Year of publication: 2021

Volume: 28

Issue: 2

Pages: 104-111

Type: Article

DOI: 10.14349/SUMAPSI.2021.V28.N2.5 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Abstract

Introduction: The relationship that socio-familial and non-cognitive variables have on students in regards to their academic performance is a very important element for success in Secondary Education. In this study the influence of non-cognitive variables (academic self-concept, self-efficacy and perceived family affective support) and socio-familial variables (educational level and expectations of each parent) on the academic performance of secondary school students were analysed. Method: Students were grouped according to their accumulated socio-familial risk index (at-risk students, n = 305; not-at-risk students, n = 991). To measure the variables, the scales What do you think of yourself, General Self-Efficacy and Perceived Family Support were used. Socio-family variables were measured with an ad hoc questionnaire, and academic performance with the end-of-course evaluation scores. Results: The receiver operating characteristic curve showed a decrease in students’ academic performance from three or more accumulated risks. Structural Equation Modelling (SEM) was performed for each group. The results showed that for at-risk students, academic performance was mainly determined by two variables: academic self-concept and self-concept; in contrast to the not-at-risk students in which self-efficacy was the one that had the greatest effect on performance. In both groups, the parents’ expectations were the family variable with the highest incidence being performance, although, for the at-risk group, the effect was greater. Conclusions: The relevance of the identification of non-cognitive and socio-familial variables on the academic performance of at-risk students in regards to secondary education due to socio-familial factors is discussed.

Bibliographic References

  • Acacio-Claro, P., Doku, D., Koivusilta, L., & Rimpelä, A. (2018). How socioeconomic circumstances, school achievement and reserve capacity in adolescence predict adult education level: A three-generation study in Finland. International Journal of Adolescence and Youth, 23(3), 382-397. https://doi.org/10.1080/02673843.2017.1389759
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
  • Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental involvement and adolescents’ educational success: The roles of prior achievement and socioeconomic status. Journal Youth Adolescence, 45, 1053-1064. https://doi.org/10.1007/s10964-016-0431-4
  • Brunner, M., Keller, U., Dierendonck, C., Reichert, M., Ugen, S., Fischbach, A., & Romain, M. (2010). The structure of academic self-concepts revisited: The nested Marsh/Shavelson model. Journal of Educational Psychology, 102(4), 964-981. https://doi.org/10.1037/a0019644
  • Cárcamo, C., Moreno, A., & Barrio, C. D. (2020). Diferencias de género en matemáticas y lengua: rendimiento académico, autoconcepto y expectativas. Suma Psicológica, 27(1), 27-34. https://doi.org/10.14349/sumapsi.2020.v27.n1.4
  • Chaparro, A., González, C., & Caso, J. (2016). Familia y rendimiento académico: configuración de perfiles estudiantiles en secundaria. Revista Electrónica de Investigación Educativa, 18(1), 53-68.
  • Cheng, S. T., & Kaplowitz, S. A. (2016). Family economic status, cultural capital, and academic achievement: The case of Taiwan. International Journal of Educational Development, 49, 271-278. https://doi.org/10.1016/j.ijedudev.2016.04.002
  • De Clercq, M., Galand, B., & Frenay, M. (2013). Chicken or the egg: Longitudinal analysis of the causal dilemma between goal orientation, self-regulation and cognitive processing strategies in higher education. Studies in Educational Evaluation, 39(1), 4-13.
  • Diemer, M. A., & Li, C. H. (2012). Longitudinal roles of precollege contexts in low income youths’ postsecondary persistence. Developmental Psychology, 48(6), 1686-1693. https://doi.org/10.1037/a0025347
  • Dorrance, E., McNallie, J., Custers, K., Timmermans, E., Wilson, R., & den Bulck, J. V. (2017). A cross-cultural examination of the mediating role of family support and parental advice quality on the relationship between family communication patterns and first-year college student adjustment in the United States and Belgium. Communication Research, 44(5), 638-667. https://doi.org/10.1177/0093650216657755
  • Evans, G. W., Li, D., & Whipple, S. S. (2013). Cumulative risk and child development. Psychological Bulletin, 139(6), 1342-1396. https://doi.org/10.1037/a0031808
  • Figuera, P., Darias, I., & Forner, A. (2003). Las competencias académicas previas y el apoyo familiar en la transición a la universidad. Revista de Investigación Educativa, 21(2), 349-369.
  • Fonteyne, L., Duyck, W., & De Fruyt, F. (2017). Program-specific prediction of academic achievement on the basis of cognitive and non-cognitive factors. Learning and Individual Differences, 56, 34-48. https://doi.org/10.1016/j.lindif.2017.05.003
  • Froiland, J., & Davison, M. (2014). Parental expectations and school relationships as contributors to adolescents’ positive outcomes. Social Psychology of Education, 17(1), 1-17. https://doi.org/10.1007/s11218-013-9237-3
  • Froiland, J., & Worrell, F. (2016). Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school. Psychology in the Schools, 53(3), 321-336. https://doi.org/10.1002/pits.21901
  • Gordon, M. (2016). Community disadvantage and adolescent’s academic achievement: The mediating role of father influence. Journal of Child and Family Studies, 25(7), 2069-2078. https://doi.org/10.1007/s10826-016-0380-2
  • Hancock, K., Christensen, D., & Zubrick, S. (2018). Development and assessment of cumulative risk measures of family environment and parental investments in the longitudinal study of Australian children. Social Indicators Research, 137(2), 665-694. https://doi.org/10.1007/s11205-017-1607-3
  • Jiménez, M. N., Axpe, I., & Esnaola, I. (2020). Capacidad predictiva de la inteligencia emocional sobre el apoyo social percibido de adolescentes. Suma Psicológica, 27(1), 18-26. https://doi.org/10.14349/sumapsi.2020.v27.n1.3
  • Lipnevich, A. A., & Roberts, R. D. (2012). Noncognitive skills in education: Emerging research and applications in a variety of international contexts. Learning and Individual Differences, 22(2), 173-177. https://doi.org/10.1016/j.lindif.2011.11.016
  • Marsh, H. W., Pekrun, R., Murayama, K., Arens, A., Parker, P., Guo, J., & Dicke, T. (2018). An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years. Developmental Psychology, 54(2), 263-280. https://doi.org/10.1037/dev0000393
  • Mello, J. D., & Hernández, A. (2019). Un estudio sobre el rendimiento académico en Matemáticas. Revista Electrónica de Investigación Educativa, 21, e29. https://doi.org/10.24320/redie.2019.21.e29.2090
  • Mitchall, A. M., & Jaeger, A. J. (2018). Parental influences on low-income, first-generation students’ motivation on the path to college. The Journal of Higher Education, 89(4), 582-609. https://doi.org/10.1080/00221546.2018.1437664
  • Palomar-Lever, J., & Victorio-Estrada, A. (2017). Academic success of adolescents in poverty. Social Psychology of Education: An International Journal, 20(3), 669-691. https://doi.org/10.1007/s11218-017-9389-7
  • Prelow, H., & Loukas, A. (2003). The role of resource protective, and risk factors on academic achievement-related outcomes of economically disadvantaged Latino youth. Journal of Community Psychology, 31(5), 513-529. https://doi.org/10.1002/jcop.10064
  • Ragnarsdottir, L., Kristjansson, A., Thorisdottir, I., Allegrante, J., Valdimarsdottir, H., Gestsdottir, S., & Sigfusdottir, I. D. (2017). Cumulative risk over the early life course and its relation to academic achievement in childhood and early adolescence. Preventive Medicine, 96, 36-41. https://doi.org/10.1016/j.ypmed.2016.12.019
  • Renta, A. I., Aubert, A., & Tierno, J. M. (2019). Influencia de la formación de familiares en la motivación del alumnado en riesgo de exclusión social. Revista Mexicana de Investigación Educativa, 24(81), 481-505.
  • Rocchino, G., Dever, B., Telesford, A., & Fletcher, K. (2017). Internalizing and externalizing in adolescence: The roles of academic self-efficacy and gender. Psychology in the Schools, 54(9), 905-917.
  • Rodríguez-Espinar, S. (1982). Factores del rendimiento escolar. Oikos-Tau.
  • Rodríguez-Rodríguez, D. (2020). Emotional intelligence profiles at the end of primary education and academic performance. Revista Latinoamericana de Psicología, 52, 218-225. https://doi.org/10.14349/rlp.2020.v52.21
  • Rossi, T., Trevisol, A., Santos-Nunes, D., Dapieve-Patias, N., & Hohendorff, J. V. (2020). Autoeficacia general percibida y motivación para aprender en adolescentes de educación media. Acta Colombiana de Psicología, 23(1), 245-271. https://doi.org/10.14718/ACP.2020.23.1.12
  • Roy, A., & Raver, C. (2014). Are all risks equal? Early experiences of poverty-related risk and children’s functioning. Journal of Family Psychology, 28(3), 391-400.
  • Rutter, M. (1979). Protective factors in children’s responses to stress and disadvantage. In W. Kent & J. Rolf (Eds.), Primary prevention in psychopathology: Social competence in children (Vol. 3, pp. 49-74). University Press of New England.
  • Rutter, M. (1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57(3), 316-331.
  • Sanjuán, P., Pérez, A., & Bermúdez, J. (2000). Escala de autoeficacia general: datos psicométricos de la adaptación para población española. Psicothema, 12(2), 509-513.
  • Santana, L., Feliciano, L., & Jiménez, A. (2016). Apoyo familiar percibido y proyecto de vida del alumnado inmigrante de Educación Secundaria. Revista de Educación, 372, 35-62. https://doi.org/10.4438/1988-592X-RE-2015-372-314
  • Talsma, K., Schüz, B., Schwarzer, R., & Norris, K. (2018). I believe, therefore I achieve (and vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance. Learning and Individual Differences, 61, 136-150. https://doi.org/10.1016/j.lindif.2017.11.015
  • Tan, C. (2017). Do parental attitudes toward and expectations for their children’s education and future jobs matter for their children’s school achievement? British Educational Research Journal, 43(6), 1111-1130. https://doi.org/10.1002/berj.3303
  • Whitney, S., Prewett, S., Wang, Z., & Chen, H. (2017). Fathers’ importance in adolescents’ academic achievement. International Journal of Child, Youth and Family Studies, 8(3-4), 101-126. https://doi.org/10.18357/ijcyfs83/4201718073
  • Wilder, S. (2014). Effects of parental involvement on academic achievement: A metasynthesis. Educational Review, 66(3), 377-397.
  • Willems, J., Coertjens, L., Tambuyzer, B., & Donche V. (2019). Identifying science students at risk in the first year of higher education: The incremental value of non-cognitive variables in predicting early academic achievement. European Journal of Psychology of Education, 34(3), 847-872. https://doi.org/10.1007/s10212-018-0399-4
  • Zamudio, P., López, F., & Reyes-Sosa, H. (2019). La representación social del fracaso escolar. Perfiles Educativos, 41(165), 27-42. https://doi.org/10.22201/iisue.24486167e.2019.165.59051