School participation, Family support, Performance in Mathematics: The case of Mexico in PISA (2012).

Authors

  • Aldo Bazán Universidad Autónoma del Estado de Morelos
  • Eduardo Backhoff Instituto Nacional para la Evaluación de la Educación
  • Rafael Turullols Instituto Nacional para la Evaluación de la Educación

DOI:

https://doi.org/10.7203/relieve.22.1.8242

Keywords:

Familial support, Parental participation, Mathematics, PISA, Mexico

Abstract

The purpose of the work is to understand 1) the multidemensional 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.  

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Author Biographies

Aldo Bazán, Universidad Autónoma del Estado de Morelos

Licenciado en Psicología por la Universidad Nacional Federico Villarreal de Perú, Maestro y Doctor en Psicología por la Universidad Nacional Autónoma de México. Es profesor – Investigador en el Centro de Investigación Transdisciplinar en Psicología de la Universidad Autónoma de Morelos (México), y realiza su estancia sabática en el Instituto Nacional para la Evaluación de la Educación (México), bajo la dirección del Dr. Eduardo Backhoff. Su campo de interés gira en torno a variables de contexto y del alumno en el aprendizaje y evaluación del logro. Dirección postal: Calle Flor de Noche Buena No. 62, Fraccionamiento Jardines de Ahuatlán, Cuernavaca, Morelos, México. C.P. 62130

Eduardo Backhoff, Instituto Nacional para la Evaluación de la Educación

Licenciado en psicología por la Universidad Nacional Autónoma de México, Maestro en Educación por la Universidad de Washington y Doctor en Educación por la Universidad Autónoma de Aguascalientes. Consejero de la Junta de Gobierno del Instituto Nacional para la Evaluación de la Educación (México). Ciudad de México, México. Su campo de interés es el desarrollo y validación de pruebas de aprendizaje de gran escala y la evaluación asistida por computadora. Ha sido Director de Pruebas y Medición del Instituto Nacional para la Evaluación de la Educación (INEE) de México. Actualmente se desempeña como Consejero de la Junta de Gobierno del INEE.

Rafael Turullols, Instituto Nacional para la Evaluación de la Educación

Licenciado en Matemáticas por la Universidad de Sonora y Maestro en Economía por el ITAM. Titular de la Oficina del Instituto Nacional para la Evaluación de la Educación en Quintana Roo, México. Su dirección postal es Barranca del Muerto 341, Col. San José Insurgentes, Benito Juárez, Distrito Federal, México, C.P. 03900

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Published

2016-07-08

How to Cite

Bazán, A., Backhoff, E., & Turullols, R. (2016). School participation, Family support, Performance in Mathematics: The case of Mexico in PISA (2012). RELIEVE – Electronic Journal of Educational Research and Evaluation, 22(1). https://doi.org/10.7203/relieve.22.1.8242

Issue

Vol. 22 No. 1 (2016)

Section

Special Section

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