Open AccessDifferences on the school performance by gender, associated to the family functioning of upper media students
Author(s) -
Carolina Sarmiento Silva,
Martha Vargas Gallegos,
Ricardo Díaz Gutiérrez
Publication year - 2012
Publication title -
quaderns de psicología/cuadernos de psicología
Language(s) - English
Resource type - Journals
eISSN - 2014-4520
pISSN - 0211-3481
DOI - 10.5565/rev/qpsicologia.1052
Subject(s) - cohesion (chemistry) , psychology , work (physics) , value (mathematics) , developmental psychology , social psychology , mathematics , mechanical engineering , chemistry , statistics , organic chemistry , engineering
La vinculación entre rendimiento escolar y funcionamiento familiar es ampliamente recono-cida, así como las diferencias en el rendimiento de hombres y mujeres. El objetivo del es-tudio fue identificar el peso de diferentes dimensiones del funcionamiento familiar sobre el rendimiento escolar por género en 630 estudiantes, quienes contestaron la Escala del Fun-cionamiento Familiar para Adolescentes Escolarizados de Carolina Sarmiento, Martha Vargas y Ricardo Díaz (2009). Las mujeres tuvieron un mayor rendimiento escolar (t = -3.053, p = .002). Las correlaciones entre las dimensiones del funcionamiento familiar y el promedio escolar fueron significativas (r =.112 a r = .202). La comunicación instrumental predijo el rendimiento en general (ß = .138, t = 3.502, p = .000), y la cohesión el de las mujeres (ß = .221, t = 3.918, p = .000). Los resultados señalan la importancia de considerar las diferen-cias de género en el rendimiento escolar y la necesidad de buscar modelos explicativos complejos.The connection between school performance and family work is widely known, as so as the differences on the performance of men and women. The aim of this study was to identify the value of different dimensions of family work on the school performance in 630 stu-dents, who answered the Family Work Scale for Schooling Adolescents from Carolina Sar-miento, Martha Vargas & Ricardo Díaz (2009). Women had a higher school performance (t = -3.053, p = .002). Correlations between di-mensions of family work and school average were significant (r =.112 a r = .202). Instru-mental communication predicted the general performance (ß = .138, t = 3.502, p = .000) and the cohesion of women (ß = .221, t = 3.918, p = .000). The results show the importance of considering the differences of gender on school performance and the need of look for complex explaining models