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The impact of parenting practices and family economy on psychological wellbeing and learning patterns in higher education students
Gandarillas, M. A; Elvira-Zorzo, M. N; Rodríguez-Vera, M.
Afiliação
  • Gandarillas, M. A; Universidad Complutense de Madrid. School of Psychology. Department of Social, Work and Differential Psychology. Pozuelo de Alarcón. ES
  • Elvira-Zorzo, M. N; University of Salamanca. School of Psychology. Department of Social Psychology and Anthropology. Salamanca. ES
  • Rodríguez-Vera, M; Universidad San Sebastián. Facultad de Odontología y Ciencias de La Rehabilitación. Concepción. CL
Psicol. reflex. crit ; 37: 8, 2024. tab, graf
Article em En | LILACS, INDEXPSI | ID: biblio-1558770
Biblioteca responsável: BR574.2
ABSTRACT
Abstract Background There is a large literature on the significant impact of rearing factors in the psychological development of different child's learning patterns and wellbeing in elementary and secondary schools, but there is a scarcity of studies on to what extent those influences remain stable up to higher education. Objective In this study, parenting practices and family status were analyzed as predictors of the different learning styles, psychological difficulties, mental health factors, and academic performance, comprising the psychosocial diversity in learning (DinL) at the university classroom. Methods Using a cross-sectional design, a questionnaire was administered to a sample of 2522 students at the Complutense University of Madrid (Spain). It included a DinL scale measuring five psychological learning dimensions (coping with difficulties, effort, autonomy, Social/Physical Context, and understanding/career interest), plus several items on retrospective parenting practices, family, and sociodemographic variables. Multiple regressions and analyses of variance were conducted with the family factors as independent variables and the learning factors as dependent variables. Results Results showed parenting variables, parents' education, and family economy as having a significant impact on psychological learning dimensions, academic performance, and especially on the students' wellbeing and mental health status, being an important contributors to explain the DinL in the university classroom. Conclusion The results bring interesting conclusions for developmental and health psychologists when working with parents aimed at fostering wellbeing and learning strategies related to academic inclusion and achievement.
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Texto completo: 1 Coleções: 01-internacional Base de dados: INDEXPSI / LILACS Assunto principal: Fatores Socioeconômicos / Estudantes / Educação Infantil / Bem-Estar Psicológico / Aprendizagem Limite: Adult / Female / Humans / Male País/Região como assunto: Europa Idioma: En Revista: Psicol. reflex. crit Assunto da revista: PSICOLOGIA Ano de publicação: 2024 Tipo de documento: Article País de afiliação: Chile / Espanha País de publicação: Brasil
Texto completo
Adicionar na Minha BVS
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XML
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Texto completo: 1 Coleções: 01-internacional Base de dados: INDEXPSI / LILACS Assunto principal: Fatores Socioeconômicos / Estudantes / Educação Infantil / Bem-Estar Psicológico / Aprendizagem Limite: Adult / Female / Humans / Male País/Região como assunto: Europa Idioma: En Revista: Psicol. reflex. crit Assunto da revista: PSICOLOGIA Ano de publicação: 2024 Tipo de documento: Article País de afiliação: Chile / Espanha País de publicação: Brasil