Factores familiares y psicosociales asociados al rendimiento académico de escolares rurales de Chiapas, México

Abstract

The study analyzes the relationship between family and psychosocial factors linked with the academic achievement based on an intentional sample of 546 primary and secondary school students from six rural communities in Chiapas, to whom were applied the Rosenberg Self-esteem Scale, Intra-family Relations scale, Mom and Dad relationship scale,  Attribution of Motivation of Achievement and  Academic Motivation scale,  the questionnaire to assess the social school environment,  as well as sociodemographic data and grades from the last school year as a reference point for academic performance. The results indicate significant associations among a high academic performance with high scores in the dimension of union and support subscale,  the intra-family relationships scale, with the professor subscale,  the social environment questionnaire, with intrinsic motivation and self - esteem, although in the latter, with a statistically lower association; whereas the low academic performance is directly associated with the student's demotivation and with low scores in the Mom and Dad relationship scale. The above points indicate that academic performance is directly associated with family factors, self-esteem, motivation and school environment, aspects in which the intervention can be focused to improve the academic performance of schoolchildren.