Home-school cooperation: Analysing its impact on Chinese students’ classroom disciplinary behaviour, learning anxiety and engagement
Colaboración familia-escuela: analizando su impacto en la conducta disciplinaria en el aula, la ansiedad ante el aprendizaje y la participación de estudiantes chinos
Mohamed Oubibi
,
Katsiaryna Hryshayeva
Revista Latinoamericana de Psicología, (2025), 57, pp. 50-60.
Received 28 August 2024
Accepted 2 April 2025
Introducción: Este artículo examina el impacto de la colaboración entre la familia y la escuela en la conducta disciplinaria de los estudiantes en el aula, considerando los roles mediadores de la ansiedad ante el aprendizaje y la participación en el proceso educativo. Método: A partir de un conjunto de datos a gran escala que incluye respuestas de 5600 estudiantes, 4917 madres y padres, y 4732 tutores en China, la investigación utiliza instrumentos validados y adaptados al contexto, basados en literatura especializada, para garantizar la fiabilidad de las mediciones. Los datos fueron recolectados a través de la plataforma Credamo y analizados con SPSS 26.0, el modelo 6 de la macro PROCESS v3.5, y el software JASP. Resultados: Los hallazgos revelan que la colaboración familia-escuela tiene un efecto directo negativo en la conducta disciplinaria en el aula y en la ansiedad ante el aprendizaje, y un efecto positivo en la participación estudiantil. Además, mientras una mayor participación reduce los problemas de disciplina, la ansiedad los incrementa. El efecto total de la colaboración familia-escuela sobre la conducta disciplinaria en el aula fue más fuerte que sus efectos directos e indirectos combinados. Conclusión: El estudio resalta el papel complejo y significativo de la participación familiar en la configuración del comportamiento estudiantil, y subraya la relevancia de las vías emocionales y relacionadas con la participación en los resultados educativos.
Palabras clave:
Colaboración familia-escuela, participación en el aprendizaje, ansiedad ante el aprendizaje, conducta disciplinaria en el aula, estudiantes chinos
Introduction: This study investigates the impact of home-school cooperation on students’ classroom disciplinary behaviours, considering the mediating roles of learning anxiety and learning engagement. Method: Drawing on a large-scale dataset that includes responses from 5,600 students, 4,917 parents, and 4,732 guardians in China, the research employs validated and contextually adapted instruments from established literature to ensure measurement reliability. Data were collected through the Credamo platform and analysed using SPSS 26.0, the PROCESS macro Model 6, v3.5, and JASP software. Results: The findings reveal that home-school cooperation has a direct negative impact on students’ classroom disciplinary behaviour and learning anxiety, and a positive effect on learning engagement. Furthermore, while learning engagement reduces disciplinary issues, learning anxiety increases them. The total effect of home-school cooperation on classroom disciplinary behaviour was stronger than both its direct and total indirect effects. Conclusion: The study underscores the complex and significant role of parental involvement in shaping students’ behaviour, and highlights the importance of emotional and engagement-related pathways in educational outcomes.
Keywords:
Home-school cooperation, learning engagement, learning anxiety, classroom disciplinary behaviours, Chinese students
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