Participación escolar, apoyo familiar y desempeño en Matemáticas: El caso de México en PISA (2012)

Translated title of the contribution: School participation, Family support, Performance in Mathematics: The case of Mexico in PISA (2012)

Aldo Bazán, Eduardo Backhoff, Rafael Turullols

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

Abstract

The purpose of the work is to understand 1) the multidimensional structure and the validity of two convergent and divergent constructs: parental participation in school, and parental support for learning in the home and 2) the relationship between these two constructs to the performance of students in mathematics. The study was conducted with Mexican PISA databases (2012); specifically, with the answers of 33,806 parents to 18 questions in familial questionnaires, as well as with their children's scores in mathematics. To achieve this objective two types of analysis were conducted: exploratory and confirmatory factor analysis of the responses of the parents 2) Confirmatory Factorial Analysis of Trajectories with the answers of the parents as independent variable and the mathematics scores of their children as the dependent variable. The results show that the first construct is composed of three dimensions and that the second of two constructs, together they have a load factor that explains the 10% of variance in student mathematics performance.

Translated title of the contributionSchool participation, Family support, Performance in Mathematics: The case of Mexico in PISA (2012)
Original languageSpanish
Article numberM5
JournalRELIEVE - Revista Electronica de Investigacion y Evaluacion Educativa
Volume22
Issue number1
DOIs
StatePublished - 2016
Externally publishedYes

Fingerprint

Dive into the research topics of 'School participation, Family support, Performance in Mathematics: The case of Mexico in PISA (2012)'. Together they form a unique fingerprint.

Cite this