The integral development of the student: some family variables and context
DOI:
https://doi.org/10.35362/rie681177Keywords:
: family | development | expectations | scholastic support | formation | academic yieldAbstract
The promotion of student learning and social-emotional development requires an understanding of all the variables involved, including both those variables that drive the student’s healthy development and those that hinder or prevent it. The purpose of this study has been an analysis of the family and context variables that are associated with the learning and development attained by 4th grade Chilean students. This was based on an analysis of the answers provided by more than 80,000 parents and students from schools in the Santiago Metropolitan Region to the surveys included In the SIMCE national student assessment. The results indicate that variables such as the context, the kind of school the student is attending, expectations, academic standards, and parents commitment and involvement have an impact on student learning and self-worth. These data are a significant contribution in that they favour initiatives supporting education within families and encouraging proximity between both contexts – the family and the school – as a way of promoting and ensuring students’ integral development and learning process.
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