Implicación de los Padres en los Deberes y Rendimiento Académico: un Meta-Análisis de Tres Niveles
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Palabras clave

Parental homework involvement
Students’ achievement
Moderator analysis
Autonomy support Deberes escolares
Rendimiento académico
Implicación parental
variables moderadoras

Cómo citar

Jianzhong, X., Shengli , G., Yuxiang , F., Yidan, M., Yichi , Z., Núñez, J. C., & Huiyong , F. (2024). Implicación de los Padres en los Deberes y Rendimiento Académico: un Meta-Análisis de Tres Niveles. Psicothema, 36(1), 1–14. Recuperado a partir de


Antecedentes: Mediante un meta-análisis de tres niveles, el objetivo de esta investigación fue examinar la relación entre la participación de los padres en los deberes escolares y el rendimiento académico de los estudiantes, así como estudiar el rol mediador en esta relación de ciertas variables que podrían haber estado relacionadas con algunos resultados inconsistentes en estudios primarios.

Método: Se identificaron 28 estudios, con 252 tamaños del efecto, para un total de 378222 participantes.

Resultados: Los resultados revelaron una débil relación negativa entre la implicación de los padres en los deberes y el rendimiento de los estudiantes (r = −0,064, p < 0,001). Esta relación fue moderada por el tipo de implicación parental. Específicamente, el rendimiento de los estudiantes se relacionó positivamente con el apoyo a la autonomía, pero no con el apoyo al contenido, el control de los padres, la frecuencia y la combinación de estas dimensiones. Además, dicha relación fue moderada por la medida de rendimiento, el curso de los estudiantes y el género de los padres.

Conclusiones: Es necesaria más investigación cualitativa sobre lo que ocurre en torno a las interacciones entre padres e hijos a la hora de la realización de los deberes escolares.

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