Influence of Family Involvement and Children’s Socioemotional Development on the Learning Outcomes of Chilean Students
There is an extensive body of evidence to support both family involvement and students’ socioemotional development as key factors in the promotion of learning outcomes. However, there is insufficient evidence to establish exactly what this impact is when both factors are considered simultaneously. T...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2019-02-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2019.00335/full |
| _version_ | 1818694229286715392 |
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| author | Mahia Saracostti Laura Lara Diana Martella Horacio Miranda Edgardo Daniel Miranda-Zapata Tal Reininger |
| author_facet | Mahia Saracostti Laura Lara Diana Martella Horacio Miranda Edgardo Daniel Miranda-Zapata Tal Reininger |
| author_sort | Mahia Saracostti |
| collection | DOAJ |
| description | There is an extensive body of evidence to support both family involvement and students’ socioemotional development as key factors in the promotion of learning outcomes. However, there is insufficient evidence to establish exactly what this impact is when both factors are considered simultaneously. Therefore, the aim of this study is to analyze the influence of family involvement and socioemotional development on learning outcomes of Chilean students, identifying the structure that most correctly identifies the influence of the predictor variables (family involvement and socioemotional development) on learning outcomes. We present the following three hypotheses that consider possible basic interrelation structures: (1) The influence of family involvement on learning outcomes is mediated by students’ socioemotional development (mediation hypothesis); (2) The influence of family involvement on learning outcomes is moderated by students’ socioemotional development (moderation hypothesis); (3) Family involvement and students’ socio emotional development directly affect learning outcomes (covariance hypothesis). The structures were evaluated by means of a structural equation model analysis. The study included 768 students who attended second and third elementary grades in Chilean schools. The children were between 7 and 11 years old (M = 8.29, SD = 0.86); 41.3% were girls and 58.7% were boys. The results show that family involvement and students’ emotional development directly affect learning outcomes (CFI = 0.995, TLI = 0.993, RMSEA = 0.016). From the results, we can conclude that the data support the hypothesis that both family involvement and socioemotional development are predictors of learning outcomes, thereby rejecting that the impact of family involvement on learning outcomes is mediated or moderated by socioemotional development. |
| first_indexed | 2024-12-17T13:26:15Z |
| format | Article |
| id | doaj.art-e316b6629ae54f5d8d883f562b7d2bb3 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-17T13:26:15Z |
| publishDate | 2019-02-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-e316b6629ae54f5d8d883f562b7d2bb32022-12-21T21:46:43ZengFrontiers Media S.A.Frontiers in Psychology1664-10782019-02-011010.3389/fpsyg.2019.00335426396Influence of Family Involvement and Children’s Socioemotional Development on the Learning Outcomes of Chilean StudentsMahia Saracostti0Laura Lara1Diana Martella2Horacio Miranda3Edgardo Daniel Miranda-Zapata4Tal Reininger5Centro de Investigación sobre Procesos Socioeducativos, Familias y Comunidades, Núcleo Científico Tecnológico en Ciencias Sociales y Humanidades, Universidad de la Frontera, Temuco, ChileCarrera de Psicología, Facultad de Ciencias Sociales y Humanidades, Universidad Autónoma de Chile, Talca, ChileCarrera de Psicología, Facultad de Ciencias Sociales y Humanidades, Universidad Autónoma de Chile, Santiago, ChileNúcleo Científico Tecnológico en Ciencias Sociales y Humanidades, Universidad de la Frontera, Temuco, ChileNúcleo Científico Tecnológico en Ciencias Sociales y Humanidades, Universidad de la Frontera, Temuco, ChileEscuela Escuela de Ciencias Sociales, Facultad de Educación y Ciencias Sociales, Universidad Andres Bello, Santiago, ChileThere is an extensive body of evidence to support both family involvement and students’ socioemotional development as key factors in the promotion of learning outcomes. However, there is insufficient evidence to establish exactly what this impact is when both factors are considered simultaneously. Therefore, the aim of this study is to analyze the influence of family involvement and socioemotional development on learning outcomes of Chilean students, identifying the structure that most correctly identifies the influence of the predictor variables (family involvement and socioemotional development) on learning outcomes. We present the following three hypotheses that consider possible basic interrelation structures: (1) The influence of family involvement on learning outcomes is mediated by students’ socioemotional development (mediation hypothesis); (2) The influence of family involvement on learning outcomes is moderated by students’ socioemotional development (moderation hypothesis); (3) Family involvement and students’ socio emotional development directly affect learning outcomes (covariance hypothesis). The structures were evaluated by means of a structural equation model analysis. The study included 768 students who attended second and third elementary grades in Chilean schools. The children were between 7 and 11 years old (M = 8.29, SD = 0.86); 41.3% were girls and 58.7% were boys. The results show that family involvement and students’ emotional development directly affect learning outcomes (CFI = 0.995, TLI = 0.993, RMSEA = 0.016). From the results, we can conclude that the data support the hypothesis that both family involvement and socioemotional development are predictors of learning outcomes, thereby rejecting that the impact of family involvement on learning outcomes is mediated or moderated by socioemotional development.https://www.frontiersin.org/article/10.3389/fpsyg.2019.00335/fullfamily involvementchildren’s socioemotional developmentlearningfamily and school relationchild development |
| spellingShingle | Mahia Saracostti Laura Lara Diana Martella Horacio Miranda Edgardo Daniel Miranda-Zapata Tal Reininger Influence of Family Involvement and Children’s Socioemotional Development on the Learning Outcomes of Chilean Students Frontiers in Psychology family involvement children’s socioemotional development learning family and school relation child development |
| title | Influence of Family Involvement and Children’s Socioemotional Development on the Learning Outcomes of Chilean Students |
| title_full | Influence of Family Involvement and Children’s Socioemotional Development on the Learning Outcomes of Chilean Students |
| title_fullStr | Influence of Family Involvement and Children’s Socioemotional Development on the Learning Outcomes of Chilean Students |
| title_full_unstemmed | Influence of Family Involvement and Children’s Socioemotional Development on the Learning Outcomes of Chilean Students |
| title_short | Influence of Family Involvement and Children’s Socioemotional Development on the Learning Outcomes of Chilean Students |
| title_sort | influence of family involvement and children s socioemotional development on the learning outcomes of chilean students |
| topic | family involvement children’s socioemotional development learning family and school relation child development |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2019.00335/full |
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