Características familiares y estimación de los resultados educativos de los alumnos por el profesor

Abstract

The influence of family characteristics in teacher-rated student evaluation. Researchers and educators raise the question of whether student educational performance can be improved through parental involvement in academic activities. The main objective of the following research is to verify whether parental involvement in school activities have an influence on the impressions teachers form of children's academic results. The sample used is of 150 seventh grade students, who completed intellegence tests; their parents, who answered a self -report questionaire about family and educational matters; and their tutors, who were asked to fill out a questionaire on student school evaluation and impressions of the family. The results, verified through the analysis of structural equations, demonstrate that the teacher's impression of a child's educational results is directly influenced by the cultural level of the family and the child's I.Q., but is indirectly influenced by parental involvement in school activities and the child's family status. Special attention is paid to the importance parental involvement has on the teacher's impression of the child's educational achievement.