Metas académicas, estilos educativos parentales y su relación con las estrategias de aprendizaje en ESO

  1. Suarez-Valenzuela, Sara 1
  2. Suárez Riveiro, José Manuel 1
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Journal:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Year of publication: 2022

Issue Title: 1 de abril de 2022

Volume: 20

Issue: 56

Pages: 69-92

Type: Article

DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Electronic journal of research in educational psychology

Abstract

Introduction.Numerous researchers have shown the manybenefits of academic motivation in educational processes, both at school and at home. Adequate acquisition and development of learning strategies during compulsory secondary education is key to future academic suc-cess. The aim of this paper is to explore how academic goals and parenting styles relate to learning strategies in secondary school students.Method.For this purpose, three questionnaires were administered to a sample of 358 students enrolled in 7th through10th grades, theirages ranging from11 to17 years.Results.Statistically significant differences stand out in the highest level of Task goal and in the authoritativeparenting style,in terms ofcognitive, metacognitive and resource manage-ment strategies. This indicates the strategic-motivational superiority of a learning orientation and family styles that balance affect and control. Discussion and conclusions.The most strategic family-motivational profile corresponds to a learning goal orientation (performance orientationto a lesser degree), in combination with an authoritativeparenting style(authoritarianin second place), taking into accountthe negative influence of ego self-protection and task avoidance. Finally, we offer conclusions neededfor future studies in this line of research

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