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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 MA; Department of Social, Work and Differential Psychology, School of Psychology, Universidad Complutense de Madrid (UCM), Campus de Somosagua, Ctra. de Húmera, s/n, 28223, Pozuelo de Alarcón, Spain. mgandari@ucm.es.
  • Elvira-Zorzo MN; Department of Social Psychology and Anthropology, School of Psychology, University of Salamanca (USAL), Campus Ciudad Jardín. Avda. de la Merced 109-131, 37005, Salamanca, Spain.
  • Rodríguez-Vera M; Facultad de Odontología y Ciencias de La Rehabilitación, Universidad San Sebastián (USS), Concepción, Chile.
Psicol Reflex Crit ; 37(1): 8, 2024 Mar 06.
Article em En | MEDLINE | ID: mdl-38446334
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: MEDLINE Idioma: En Revista: Psicol Reflex Crit Ano de publicação: 2024 Tipo de documento: Article País de afiliação: Espanha País de publicação: Brasil
Texto completo
Adicionar na Minha BVS
Imprimir
XML
PubMed Links
Buscar no Google

Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Idioma: En Revista: Psicol Reflex Crit Ano de publicação: 2024 Tipo de documento: Article País de afiliação: Espanha País de publicação: Brasil