The Family Environment and Educational Development of Upper Basic Education Students at Unidad Educativa El Carmen, Ecuador
DOI:
https://doi.org/10.62305/alcon.v6i5.1305Keywords:
Family environment, educational development, academic performance, academic motivation, parental involvementAbstract
This study analyzed the relationship between the family environment and the educational development of upper basic education students at Unidad Educativa El Carmen, Ecuador, considering its main manifestations in academic and educational contexts. A quantitative approach was adopted, with a non-experimental, cross-sectional, correlational design. Participants were 36 students who completed a structured 24-item questionnaire organized around two variables: family environment and educational development, both examined through participants’ self-reported perceptions. Relationships between the variables were analyzed using Pearson’s correlation coefficient, with two-tailed tests and a significance level of α = 0.05. The results revealed a positive, statistically significant relationship between family environment and educational development (r = 0.812; p < 0.01), as well as between family environment and academic performance (r = 0.785; p < 0.01) and academic motivation (r = 0.830; p < 0.01). Educational development was also significantly related to academic motivation (r = 0.868; p < 0.01). More favorable perceptions of the family environment were associated with better indicators of educational development, particularly students’ academic performance and motivation.
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