Family functioning and school connectivity in Mexican high school adolescents
Palabras clave:
Adolescence, Family, SchoolResumen
Family functionality has shown its relevance in the comprehensive development of adolescents, with school connectivity being a very important aspect. To determine the association between family functioning and school connectivity in Mexican high school adolescents, an analytical cross-sectional study was carried out in a census of 396 adolescents in a public high school in Mexico. The self-report of family functioning and the school connectedness scale were used, both with α > 0.84. ꭕ2 and ANOVA were applied. The results show significant differences in conflict with shift (morning ꭕ2 = 42.47 vs. evening ꭕ2 = 40.35, F = 4.57, p = 0.033), and leadership with degree (1st ꭕ2 = 8.14, 2nd ꭕ2 = 8.97, 3rd ꭕ2 = 8.90, F = 3.52, p = 0.030). Connectivity associated with school variables (p < 0.05). There are no differences or association between sex, age or qualifications with connectivity. Family functioning was associated in affective expression with school (ꭕ2 = 3.77, p = 0.055) and in leadership with students (ꭕ2 = 2.92, p = 0.05). It is concluded that the leadership of the parents and the affective expression of the family favors school connectivity between students and with their school.
Descargas
Citas
Álvarez-Hernández, G., & Delgado-De la Mora, J. (2015). Diseño de estudio epidemiológicos. I. El Estudio Transversal: Tomando un Fotografía de la Salud y la Enfermedad. Boletín Clínico Hospital Infantil del Estado de Sonora, 32(1), 26-34.
Anrango-Santillán, D. L., & Rosales-Rivadeneira, S. M. (2017). Disfuncionalidad Familiar como factor de riesgo en el bajo rendimiento escolar, en estudiantes de octavo de básica - Unidad Educativa Isaac Acosta. Repositorio Digital Universidad Técnica del Norte. pp. 34-38. http://repositorio.utn.edu.ec/handle/123456789/7498
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529. https://doi.org/10.1037/0033-2909.117.3.497
Beavers, W. R., Hampson, R. B., & Hulus, Y. F. (1990). Beavers systems model manual. Southwest Family Institute.
Beavers, W.R. (1988). Beavers systems model of Family Functioning. Family Competence and Family Style Evaluation. Southwest Family Institute.
Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics, 130(5), e1136-e1145. https://doi.org/10.1542/peds.2012-0243
Bradshaw, C. P., Waasdorp, T. E., Debnam, K. J., & Johnson, S. L. (2014). Measuring school climate in high schools: A focus on safety, engagement, and the environment. Journal of School Health, 84(9), 593-604. https://doi.org/10.1111/josh.12186
Bronfenbrenner, U. (1979). La ecología del desarrollo humano. Paidós. http://www.scribd.com/doc/21237863/ficha-124-teoria-ecologica-de-bronfenbrenner
Bronfenbrenner, U. (1997). Ecology of the family as a context for human development: Research perspective. In R. K. Silberman, K. Eyferth, & G. Rudinger (Eds.), Development as action in context: problem behavior and normal youth development (pp. 287-309). Springer.
Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review, 101(4), 568-586. https://doi.org/10.1037/0033-295X.101.4.568
Cortés-Funes, F., Bueno, J. P., Narváez, A., García-Valverde, A., & Guerrero-Gutiérrez, L. (2012). Funcionamiento familiar y adaptación psicológica en oncología. Psicooncología, 9(2-3), 335-354. https://doi.org/10.5209/rev_PSIC.2013. v9.n2-3.40901
Esteinou, R. (2015). Autonomía adolescente y apoyo y control parental en familias Indígenas Mexicanas. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 13(2), 749-766. https://doi.org/10.11600/1692715x.13214230114
Foster, C. E., Horwitz, A., Thomas, A., Opperman, K., Gipson, P., Burnside, A., Stone, D. M., & King, C. A. (2017). Connectedness to family, school, peers, and community in socially vulnerable adolescents. Children and Youth Services Review, 81, 321-331. https://doi.org/10.1016/j.childyouth.2017.08.011
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Gómez-Collado, M. E. (2017). Panorama del sistema educativo mexicano desde la perspectiva de las políticas públicas. Innovación Educativa, 17(74), 143-163. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S166526732017000200143&lng=es&tlng=es
Gonzalez, D. H. P., & Peñate, M. M. P. (2017). Funcionalidad familiar en escolares con comportamientos de riesgo psicosocial en una institución educativa de Sincelejo (Colombia). Salud Uninorte, 33(3), 429-437. http://www.redalyc.org/articulo.oa?id=81753881017
Jia, Y., Way, N., Ling, G., Yoshikawa, H., Chen, X., Hughes, D., & Lu, Z. (2009). The influence of student perceptions of school climate on socioemotional and academic adjustment: A comparison of chinese and american adolescents. Child Development, 80(5), 1514-1530. https://doi.org/10.1111/j.1467-8624.2009.01348.x
Karcher, M. J. (2003). The Hemingway: Measure of adolescent connectedness. A manual for scoring and interpretation. [Unpublished manuscript]. The University of Texas at San Antonio. https://adolescentconnectedness.com/
López, A. A. C. C., Barbera, C. G., & Niebla, J. C. (2016). Familia y rendimiento académico: Configuración de perfiles estudiantiles en secundaria. Revista Electrónica de Investigación Educativa, 18(1), 53-68. http://redie.uabc.mx/redie/article/view/774
López, D. M. C., Herrera, J. K. C., & Quiro, L. W. V. (2017). Funcionamiento familiar y bullying en estudiantes de instituciones educativas públicas del distrito de Lurigancho. Revista de Investigación Apuntes Psicológicos, 2(1), 43-52. https://revistas.upeu.edu.pe/index.php/ri_apsicologia/article/view/859
López, M. P., Barreto, P. A., Mendoza-Rodríguez, E., & Del-Salto-Bello, M. W. A. (2015). Low academic result in students and dysfunctional families. MediSan, 19(9), 1163-1166.
Magaña, I., & Meschi, A. (2002). Percepciones, funciones y significados del consumo de drogas en jóvenes escolares del sector oriente de santiago. Revista de Psicología, 11(2), 125-140. https://doi.org/10.5354/0719-0581.2002.17291
McWhirter, B. T., & McWhirter, E. H. (2011). La conectividad entre adolescentes chilenos: Un análisis factorial de la Hemingway measure of adolescent connectedness. Psykhe (Santiago), 20(1), 45-62. https://doi.org/10.4067/S0718-22282011000100004
Menéndez, S., Jiménez, L., & Lorence, B. (2009). Familia y adaptación escolar durante la infancia. Revista de Educación,10, 97-110.
Morales, M. L. C., & Mesa, Y. R. (2009). Efectividad de la funcionalidad en las familias con adolescentes de primer semestre de la Fundación Universitaria San Gil. Avances en Enfermería, 27(2), 71-81.
Nakkula, M., & Selman, R. (1991). How people “treat” each other: Pair therapy as a context for the development of interpersonal ethics. In W. M. Kurtines & J. L. Gewirtz (Eds.), Handbook of moral behavior and development (pp. 179-211). Lawrence Erlbaum Associates.
Nelsen, J., & Lott, L. (2003). Disciplina positiva para adolescentes. Ediciones Ruiz.
Orozco-Solis, M. G. (2017). Dimensiones del clima escolar que favorecen la participación en situaciones de bullying. [Unpublished tesis doctoral]. Universidad de Guadalajara.
Palomino, P. C., Nakamura, C. L. L., & Mathews, I. S. (2009). Funcionamiento familiar según el Modelo Circunflejo de Oslon en adolescentes. Revista Enfermería Herediana, 2(2), 80-85.
Pinto, F., Livia, J., Zegarra, V., Ortiz, M., Camacho, O., & Isidoro, J. (2004). Trastornos de conducta y funcionamento familiar en adolescentes. Revista Científica Umbrales de Investigación en Psicología de la Universidad Nacional Federico Villarreal, 1(1), 55-65.
Présiga-Rodríguez, X., Manco-Piedrahita, E., & Rodríguez-Carvajal, J. (2016). Funcionamiento familiar y aprovechamiento académico en estudiantes de dos instituciones educativas de Santa Fe de Antioquia. http://200.24.17.74:8080/jspui/bitstream/fcsh/514/3/presigaxiomara_2016_funcionamientofamiliaraprovechamientoacademico.pdf
Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, J., Tabor, J., Beuhring, T., Sieving, R. E., Shew, M., Ireland, M., Bearinger, L. H., & Udry, J. R. (1997). Protecting adolescents from harm: Findings from the national longitudinal study on adolescent health. Journal of the American Medical Association, 278(10), 823-832. https://doi.org/10.1001/jama.278.10.823
Rezaei-Dehaghani, A., Keshvari, M., & Paki, S. (2018). The relationship between family functioning and academic achievement in female high school students of Isfahan, Iran, in 2013-2014. Iranian Journal of Nursing and Midwifery Research, 23(3), 183-187. https://doi.org/10.4103/ijnmr.IJNMR_87_17
Rezaei-Dehaghani, A., Paki, S., & Keshvari, M. (2015). The relationship between family functioning and self-esteem in female high school students of Isfahan, Iran, in 2013-2014. Iranian Journal of Nursing and Midwifery Research, 20(3), 371-377. http://www.ijnmrjournal.net/text.asp?2015/20/3/371/157843
Rico, D. A. P., & Parada, R. B. O. (2017). Determinantes sociales y logro académico de escolares del municipio de Cúcuta. Avances en Enfermería, 35(1), 42-52. https://doi.org/10.15446/av.enferm.v35n1.58898
Secretaría de Educación Pública. (2017). Plan y programas de estudio para la educación básica (1st. ed.). Secretaría de Educación Pública.
Smith, T. E., Reinke, W. M., Herman, K. C., & Huang, F. (2019). Understanding family-school engagement across and within elementary- and middle-school contexts. School Psychology, 34(4), 363-375. https://doi.org/10.1037/spq0000290
Stubbs, N. S., & Maynard, D. M. B. (2016). Academic self-efficacy, school engagement and family functioning, among postsecondary students in the Caribbean. Journal of Child and Family Studies, 26(3), 792-799. https://doi.org/10.1007/s10826-016-0595-2
Vallejo, A., & Mazadiego, T. J. (2006). Familia y rendimiento académico. Revista de Educación y Desarrollo, 5, 55-59.
Vargas-Clavijo, O. (2016). El funcionamiento familiar y su relación con el rendimiento escolar en los estudiantes del tercer grado de educación secundaria de la institución educativa José Gálvez, del distrito de Miraflores [Tesis para la obtención del título de licenciatura en Sociología]. Universidad Nacional de San Agustín de Arequipa. http://repositorio.unsa.edu.pe/handle/UNSA/2024
Vásquez, N., Gallego, F., & Bedregal, P. (2018). Diferencias en la percepción de violencia en niñas y niños de escuelas municipales y su asociación con actitudes parentales. Revista de Ciências Médicas, 43(3), 24-32. https://doi.org/10.11565/arsmed.v43i3.1152
Vázquez-Colunga, J. C., Pando-Moreno, M., Colunga-Rodríguez, C., Preciado-Serrano, M. L., Orozco-Solís, M. G., Ángel-González, M., & Vázquez-Juárez, C. L. (2017). Salud mental positiva ocupacional: propuesta de un modelo teórico para el abordaje positivo de la salud mental en el trabajo. Saúde e Sociedade, 26(2), 584-595. https://doi.org/10.1590/s0104-12902017169061
Verdugo, J. C., Arguelles, J., Guzmán, J., Márquez, C., Montes, R., & Uribe, I. (2014). Influencia del clima familiar en el proceso de adaptación social del adolescente. Psicología desde el Caribe, 31(2), 207-222. https://doi.org/10.14482/psdc.31.2.6127
Wang, M. T., & Dishion, T. (2012). The trajectories of adolescents’ perceptions of school climate, deviant peer affiliation, and behavioral problems during the middle school years. Journal of Research on Adolescence: The Official Journal of the Society for Research on Adolescence, 22, 40-53. https://doi.org/10.1111/j.1532-7795.2011.00763.x
Way, N., Reddy, R., & Rhodes, J. (2007). Students’ perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 40(3-4), 194-213. https://doi.org/10.1007/s10464-007-9143-y
