Parental Involvement and Family Motivational Climate as Perceived by ChildrenA Cross-cultural Study

  1. Mirtha del Prado Morales
  2. Cecilia Simón Rueda
  3. Aldo Aguirre Camacho
  4. Jesús Alonso Tapia
Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2020

Volumen: 26

Número: 2

Páginas: 121-128

Tipo: Artículo

DOI: 10.5093/PSED2020A8 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicología educativa

Resumen

La cultura de un país puede influir en la participación de los padres en el aprendizaje de los estudiantes, consiguiendo que sea más o menos adecuada. Para poner a prueba esta posibilidad, este estudio analiza la validez transcultural del modelo de clima motivacional familiar (FMC), orientado al aprendizaje como índice de participación de los padres en el trabajo académico de los estudiantes, y del cuestionario FMC (FMC-Q), como modo de operacionalizarlo. Un total de 583 estudiantes españoles y 448 cubanos cumplimentaron el FMC-Q y el cuestionario de cambios motivacionales percibidos atribuidos a las prácticas de los padres. Los análisis factoriales confirmatorios de validación cruzada y multigrupo revelaron que el modelo mostró un buen ajuste en los datos, tanto en las muestras españolas como en las cubanas. Además, el FMC predijo el 74% de la variación en el cambio motivacional de los estudiantes. Sin embargo, los resultados también mostraron diferencias en la configuración del modelo FMC en las dos muestras, ya que los estudiantes españoles y cubanos no atribuyeron la misma importancia a varios indicadores del modelo. Estos hechos implican que hay que tener en cuenta las diferencias culturales al diseñar intervenciones dirigidas a cambiar las prácticas de participación de los padres.

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Información de financiación

Financial support was received from a Grant from the Spanish Ministry of Economy Competitiveness (Ministerio de Econom?a y Competitividad, FPI 2014-2018. Edu2012-3782).

Financiadores

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