Relación entre prácticas de crianza, autoeficacia de adolescentes y logro académico en los grados octavo noveno y décimo de un colegio público de Bogotá, D. C.
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Agudelo, Luz Angela
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Este estudio buscó identificar la relación entre las prácticas de crianza, la autoeficacia de adolescentes y el logro académico. La muestra estuvo conformada por 427 padres de familia, 180 hombres (M=42.79 y DE= 7.42) y 247 mujeres (M=40,28 y DE=7.18), con hijos adolescentes (265) de los grados octavo, noveno y décimo de la educación básica y media en una institución educativa de carácter público, 140 hombres (M=14.54 y DE=1.12) y 125 mujeres (M=14.62 y DE=1.16). Se aplicó el Cuestionario de Prácticas de Crianza CPC-P-versión padres (Aguirre, 2011) con un α = 0.86 y el cuestionario CPSE The Children Perceived Self-Efficacy (Pastorelli, Caprara, Barbaranelli Rola, Rozsa, y Bandura, 2001) que se compone de tres subescalas: Autoeficacia académica (α=0.87), Autoeficacia social (α=0.75) y autoeficacia autoregulatoria (α=0.80). Además se obtuvieron los promedios acumulados de las notas del año de los adolescentes participantes. Los resultados muestran que las prácticas de crianza de padres y madres (expresión de afecto, comunicación y regulación del comportamiento) mediadas por la autoeficacia influyen en el logro académico.
Abstract. This study aimed at identifying the relationship between parenting practices, adolescents’ self – efficacy and academic achievement. The sample consisted of 427 parents; 180 males (M=42.79 y DE= 7.42) and 247 females (M=40.28 y DE= 7.18), and their adolescent sons and daughters (265) in middle and high school. Specifically, they were in eighth, ninth and tenth grade in a public school; 140 males (M=14.54 y DE=1.12) and 125 females (M=14.62 y DE=1.16) participated in the study. Two instruments were used: Parenting Practices Questionnaire Parents version (Cuestionario de Prácticas de Crianza CPC-P, Eduardo Aguirre Davila 2011) with α =0.86 and the questionnaire CPSE The Children Perceived Self-Efficacy (Pastorelli, Caprara, Barbaranelli Rola, Rozsa, and Bandura 2001) that consists of three subscales: academic self efficacy (α=0.87), social self efficacy (α= 0.75) and self regulated self efficacy (α=0.80). It was also included the grade point average from adolescent participants. The results show that mother and fathers’ parenting practices (showing affection, communication and regulation of behavior) mediated by self-efficacy influence on academic achievement.
Abstract. This study aimed at identifying the relationship between parenting practices, adolescents’ self – efficacy and academic achievement. The sample consisted of 427 parents; 180 males (M=42.79 y DE= 7.42) and 247 females (M=40.28 y DE= 7.18), and their adolescent sons and daughters (265) in middle and high school. Specifically, they were in eighth, ninth and tenth grade in a public school; 140 males (M=14.54 y DE=1.12) and 125 females (M=14.62 y DE=1.16) participated in the study. Two instruments were used: Parenting Practices Questionnaire Parents version (Cuestionario de Prácticas de Crianza CPC-P, Eduardo Aguirre Davila 2011) with α =0.86 and the questionnaire CPSE The Children Perceived Self-Efficacy (Pastorelli, Caprara, Barbaranelli Rola, Rozsa, and Bandura 2001) that consists of three subscales: academic self efficacy (α=0.87), social self efficacy (α= 0.75) and self regulated self efficacy (α=0.80). It was also included the grade point average from adolescent participants. The results show that mother and fathers’ parenting practices (showing affection, communication and regulation of behavior) mediated by self-efficacy influence on academic achievement.