Prediction of family variables that interfere in academic progress in multicultural contexts. Cultural and academic performance

Prediction of family variables that interfere in academic progress in multicultural contexts. Cultural and academic performance

Authors

DOI:

https://doi.org/10.21814/rpe.17694

Keywords:

Cultural diversity, Family, Religion, Linguistic development, Academic progress

Abstract

This article aims to examine the main cultural and family factors that condition childhood learning in multicultural contexts, considering the influence of this stage on the child's development. The objective of this study was to know what cultural variables affect the educational attainment of these students. To analyze these elements, a sample of 968 subjects was used, of which 633 corresponded to the students of the third child education course and 335 to the parents of this student. To all of them, instruments of own elaboration were applied: the students were measured in academic performance of language areas, while the parents completed a questionnaire related to family dynamics. The results obtained through statistical analyses (descriptive, inferential and regression models) indicated the existence of differences in performance in all areas related to language in those students with a mother tongue other than the official one. This study verified that negative contrasts have a direct relationship with family dynamics, defined by the religion professed in it, which in the case of Muslims determines that the cultural-family language darija is the main cause.

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Author Biographies

Francisco Mateos Claros, University of Granada

Profesor de Psicología y Educación en la Universidad de Granada.
En el ámbito de la educación, los valores y las actitudes de los jóvenes.
En el ámbito de la investigación del grupo de acción (HUM 929).

Francisco Javier Olmedo Ruiz, University of Granada

Doctor in Models of Teaching-Learning and Development of Educational Institutions by the University of Granada. He has participated in several articles and book chapters and belongs to the Educational Action Research Group (HUM 929).

Macarena Esteban Ibáñez, Pablo de Olavide University

Professor in the area of ​​Social Science Education theory. Coordinator of the Interuniversity Master in Environmental Education and author of several books and scientific articles on environmental education. It belongs to the Educational Action Research Group (HUM 929).

Luis Vicente Amador Muñoz, Pablo de Olavide University

Professor of the Faculty of Social Sciences of the Pablo de Olavide University. Directs and teaches in different Doctorates and Master's degrees. He has participated and is the author of multiple articles, chapters of books and books and member of the Andalusian Commission of Social Education. It belongs to the Educational Action Research Group (HUM 929).

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Published

2019-12-30

How to Cite

Mateos Claros, F., Olmedo Ruiz, F. J., Esteban Ibáñez, M., & Amador Muñoz, L. V. (2019). Prediction of family variables that interfere in academic progress in multicultural contexts. Cultural and academic performance: Prediction of family variables that interfere in academic progress in multicultural contexts. Cultural and academic performance. Portuguese Journal of Education, 32(2), 107–121. https://doi.org/10.21814/rpe.17694

Issue

Vol. 32 No. 2 (2019)

Section

Artigos

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