Acceso usuarios
Claudia Elena Velázquez Olmedo, Patricia Andrade Palos
El objetivo general de esta investigación fue conocer la relación entre el involucramiento parental escolar en casa (IPE-C) y la autoeficacia parental escolar (AP-E) durante el confinamiento por la COVID-19. Participaron 349 madres de alumnas(os) de escuelas primarias, públicas y privadas, que respondieron las escalas construidas para este estudio. Los resultados mostraron una relación positiva moderada entre IPE-C y AP-E y la mayoría de las participantes obtuvo puntajes altos en ambos aspectos; asimismo, madres con mayor escolaridad (licenciatura/posgrado) puntuaron más alto tanto en el involucramiento como en la autoeficacia parentales; aquellas con expectativas altas de rendimiento escolar de sus hijas(os), presentaron mayor AP-E comparadas con el grupo con expectativas bajas a regulares, y madres con hijas(os) de 9 a 12 años presentaron menor IPE-C comparadas con el grupo de 6 a 8 años.
The general objective of this research was to discover the relationship between parents' involvement in home schooling and their self-efficacy during the COVID-19 lockdown.
The participants—349 mothers of students in public and private elementary schools— responded to scales constructed for the study. The results show a moderate positive relation between involvement in home schooling and self-efficacy and most of the respondents obtained high scores in both aspects. In addition, mothers with higher educational levels (undergraduate/graduate studies) scored higher in both involvement and self-efficacy. Those with higher expectations for their child's/children's academic achievement had higher self-efficacy compared with the groups of mothers with low to average expectations. Mothers of children aged nine to twelve had lower involvement in home schooling compared with the mothers of children aged six to eight
