Family involvement and learning among basic education students
DOI:
https://doi.org/10.62697/rmiie.v5i4.443Keywords:
Family involvement, home learning, academic performance, basic education, parental involvementAbstract
This study aimed to characterize the influence of family involvement on the learning of elementary school students. The research was conducted using a quantitative approach with a non-experimental design. The sample consisted of 100 parents of students in grades one through six of a public elementary school in an urban area of central Mexico. A Likert-type questionnaire was administered, comprising five dimensions: family-school communication, institutional support for family involvement, support for learning at home, participation in school activities, and perception of teacher openness. The results showed a largely favorable perception across the evaluated dimensions. The majority of participants reported receiving clear and timely information from the school, having guidance on how to support learning at home, and maintaining respectful communication with teachers. Furthermore, the families indicated that they supervise homework completion, promote study habits, organize time dedicated to school activities, and consistently participate in meetings and events convened by the school. Although some neutral responses were recorded in the upper grades, these represent areas of opportunity to strengthen the bond between school and families.
Downloads
References
Albarrán Iturbe, G. (2015). El trabajo educativo para niñas y niños en riesgo de calle: Análisis de la función social de un centro de día [Tesis doctoral, Universidad Nacional Autónoma de México].
Altschul, I. (2012). Linking socioeconomic status to Mexican American youths’ academic achievement through parent involvement in education. Journal of the Society for Social Work and Research, 3(1), 13–30. https://doi.org/10.5243/jsswr.2012.2
Bandura, A. (1977). Social learning theory. Prentice Hall.
Barahona Cruz, Y., Sanchez Mendez, J., Ramirez Andrade, M., & Verdesoto Suarez, L. (2023). Importancia de la familia en el aprendizaje preescolar. Polo del Conocimiento, 8(3), 2835–2848. https://polodelconocimiento.com/ojs/index.php/es/article/view/5447/13407
Barahona, M. (2006). Familias, hogares, dinámica demográfica, vulnerabilidad y pobreza en Nicaragua. Centro Latinoamericano y Caribeño de Demografía, División de Población de la CEPAL. https://repositorio.cepal.org/server/api/core/bitstreams/a9a38d9d-a318-4eb4-9a8c-ae9d42d719b1/content
Bronfenbrenner, U. (2002). La ecología del desarrollo humano: Experimentos en entornos naturales y diseñados. Grupo Planeta.
Brooks-Gunn, J., & Markman, L. B. (2005). The contribution of parenting to ethnic and racial gaps in school readiness. The Future of Children, 15(1), 139–168. https://doi.org/10.1353/foc.2005.0001
Chavkin, N. F., & Williams, D. L. (2003). Raising young children in a new country: Supporting early learning and healthy development. The National Center on Cultural and Linguistic Responsiveness. https://www.switchboardta.org/wp-content/uploads/2016/09/BRYCS-Guide-Raising-Young-Children-in-a-New-Country-English-1.pdf
Chowa, G. A. N., Masa, R. D., & Tucker, J. (2013). The effects of parental involvement on academic performance of Ghanaian youth: Testing measurement and relationships using structural equation modeling. Children and Youth Services Review, 35(12), 2020–2030. https://doi.org/10.1016/j.childyouth.2013.09.009
Coleman, J. S. (1966). Equality of educational opportunity. U.S. Government Printing Office. https://files.eric.ed.gov/fulltext/ED012275.pdf
Cosso, J., von Suchodoletz, A., & Yoshikawa, H. (2022). Effects of parental involvement programs on young children’s academic and social-emotional outcomes: A meta-analysis. Journal of Family Psychology, 36(8), 1329–1339. https://doi.org/10.1037/fam0000992
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Cruz-Ángeles, L. D., González-Farfán, E., & Moreno-Tapia, J. (2026). Participación familiar y alfabetización inicial: evidencia desde la educación primaria. Sophia Research Review, 3(3), 110-116. https://doi.org/10.64092/tadqdp04
Domínguez Martínez, S. (2010). La educación, cosa de dos: La escuela y la familia. Revista Digital para Profesionales de la Enseñanza, (8), 1–15. https://prospective.com.mx/srpo/core/quees/dominguez.pdf
Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, family, and community partnerships: Your handbook for action (2nd ed.). Corwin Press.
Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Southwest Educational Development Laboratory. https://sedl.org/connections/resources/evidence.pdf
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2014). Metodología de la investigación (6.ª ed.). McGraw-Hill Education.
Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3–42. https://doi.org/10.3102/00346543067001003
Hoover-Dempsey, K. V., Walker, J. M. T., & Sandler, H. M. (2005). Parents’ motivations for involvement in their children’s education. En E. N. Patrikakou, R. P. Weissberg, S. Redding, & H. J. Walberg (Eds.), School-family partnerships for children’s success (pp. 40–56). Teachers College Press.
Lacasa, P. (2014). Entorno familiar y educación escolar: La intersección de dos escenarios educativos. En C. Coll, J. Palacios, & Á. Marchesi (Eds.), Desarrollo psicológico y educación (pp. 597–621). Alianza Editorial.
Martínez-Yarza, N., Solabarrieta-Eizaguirre, J., & Santibáñez-Gruber, R. (2024). The impact of family involvement on students’ social-emotional development: The mediational role of school engagement. European Journal of Psychology of Education, 39, 4297–4327. https://doi.org/10.1007/s10212-024-00862-1
Mendoza Santana, M. I., & Cárdenas Sacoto, J. H. (2023). Importancia de la participación familiar en la educación de los estudiantes del nivel inicial. Estudios del Desarrollo Social: Cuba y América Latina, 10(2). https://revistas.uh.cu/revflacso/article/view/3421
Ministerio de Educación, Cultura y Deporte de España. (2014). La participación de las familias en la educación escolar. Secretaría General Técnica. https://www.educacionfpydeportes.gob.es/gl/dam/jcr:c60ac608-1cc3-49fc-9605-ad20f35b0627/estudioparticipacion.pdf
Moll, L. C., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2017). Guía para asegurar la inclusión y la equidad en la educación. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000259592
Parcel, T. L., Dufur, M. J., & Cornell, R. (2010). Capital at home and at school: A review and synthesis. Journal of Marriage and Family, 72(4), 828–846. https://doi.org/10.1111/j.1741-3737.2010.00733.x
Razeto, A. (2016). El involucramiento de las familias en la educación de los niños: Cuatro reflexiones para fortalecer la relación entre familias y escuelas. Páginas de Educación, 9(2), 190–216. https://dialnet.unirioja.es/descarga/articulo/6761491.pdf
Romagnoli, C., & Cortese, I. (2015). ¿Cómo la familia influye en el aprendizaje y rendimiento escolar? Centro de Recursos VALORAS. https://valoras.uc.cl/images/centro-recursos/familias/ApoyoAlAprendizajeEnLaComunidad/Fichas/Como-la-familia-influye-en-el-aprendizaje-y-rendimiento.pdf
Sánchez, P. (2006). Discapacidad, familia y logro escolar. Revista Iberoamericana de Educación, 40(2), 1–10. https://doi.org/10.35362/rie4022524
Smith, T. E., Sheridan, S. M., Kim, E. M., Park, S., & Beretvas, S. N. (2020). The effects of family-school partnership interventions on academic and social-emotional functioning: A meta-analysis exploring what works for whom. Educational Psychology Review, 32, 511–544. https://doi.org/10.1007/s10648-019-09509-w
Solís Castillo, F., & Aguiar Sierra, R. (2017). Análisis del papel del involucramiento de la familia en la escuela secundaria y su repercusión en el rendimiento académico. Sinéctica, (49), 1–22. https://sinectica.iteso.mx/index.php/SINECTICA/es/article/view/706/978
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective provision of pre-school education (EPPE) project: Final report. Institute of Education, University of London. https://dera.ioe.ac.uk/id/eprint/18189/2/SSU-SF-2004-01.pdf
Taracena, E. (2013). Consideraciones teórico-metodológicas en el trabajo con jóvenes en el proceso de callejerización. En E. Taracena, Un enfoque socioclínico del fenómeno de la vida en la calle (pp. 121–150). Juan Pablos Editores.
Vygotsky, L. S. (1979). El desarrollo de los procesos psicológicos superiores. Crítica.
Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202–209. https://doi.org/10.1037/0022-0663.90.2.202
Wong, R. S. M., Ho, F. K. W., Wong, W. H. S., Tung, K. T. S., Chow, C. B., Rao, N., Chan, K. L., & Ip, P. (2018). Parental involvement and children’s academic and psychosocial development: A longitudinal study. Journal of Educational Psychology, 110(3), 383–397. https://doi.org/10.1037/edu0000219
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Vanessa Olguín-Ríos, Javier Moreno-Tapia
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in Revista Mexicana de Investigación e Intervención Educativa (RMIIE), of Universidad Pablo Latapí Sarre agree to the following terms:
1. Copyright
Authors retain unrestricted copyright to their work. Authors grant the journal the right of first publication. To this end, they assign the journal non-exclusive exploitation rights (reproduction, distribution, public communication, and transformation). Authors may enter into additional agreements for the non-exclusive distribution of the version of the work published in the journal, provided that acknowledgment of its initial publication in this journal is given.
© The authors.
2. License
The articles are published in the journal under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0). The terms can be found at: https://creativecommons.org/licenses/by-nc-sa/4.0/deed.en
This license allows:
- Sharing: Copying and redistributing the material in any medium or format.
- Adapting: Remixing, transforming, and building upon the material.
Under the following terms:
- Attribution: You must give appropriate credit, provide a link to the license, and indicate if any changes were made. You may do this in any reasonable manner, but not in any way that suggests the licensor endorses or sponsors your use.
- NonCommercial: You may not use the material for commercial purposes.
- ShareAlike: If you remix, transform, or build upon the material, you must distribute your creation under the same license as the original work.
There are no additional restrictions. You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
