The impact of parenting practices and family economy on psychological wellbeing and learning patterns in higher education students.

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, MULTIDISCIPLINARY
M A Gandarillas, M N Elvira-Zorzo, M Rodríguez-Vera
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引用次数: 0

Abstract

Background: There is a large literature on the significant impact of rearing factors in the psychological development of different child's learning patterns and wellbeing in elementary and secondary schools, but there is a scarcity of studies on to what extent those influences remain stable up to higher education.

Objective: In this study, parenting practices and family status were analyzed as predictors of the different learning styles, psychological difficulties, mental health factors, and academic performance, comprising the psychosocial diversity in learning (DinL) at the university classroom.

Methods: Using a cross-sectional design, a questionnaire was administered to a sample of 2522 students at the Complutense University of Madrid (Spain). It included a DinL scale measuring five psychological learning dimensions (coping with difficulties, effort, autonomy, Social/Physical Context, and understanding/career interest), plus several items on retrospective parenting practices, family, and sociodemographic variables. Multiple regressions and analyses of variance were conducted with the family factors as independent variables and the learning factors as dependent variables.

Results: Results showed parenting variables, parents' education, and family economy as having a significant impact on psychological learning dimensions, academic performance, and especially on the students' wellbeing and mental health status, being an important contributors to explain the DinL in the university classroom.

Conclusion: The results bring interesting conclusions for developmental and health psychologists when working with parents aimed at fostering wellbeing and learning strategies related to academic inclusion and achievement.

父母的养育方式和家庭经济对高校学生心理健康和学习模式的影响。
背景:有大量文献研究了养育因素对中小学不同儿童的学习模式和幸福感的心理发展的重要影响,但很少有研究这些影响在多大程度上保持稳定,直至高等教育:本研究分析了父母的养育方式和家庭状况对不同学习风格、心理障碍、心理健康因素和学业成绩的预测作用,这些因素构成了大学课堂学习心理多样性(DinL):采用横断面设计,对马德里康普斯顿大学(西班牙)的 2522 名学生进行了问卷调查。问卷包括一个 DinL 量表,测量五个心理学习维度(应对困难、努力、自主性、社会/物理环境和理解/职业兴趣),以及几个关于回顾性养育实践、家庭和社会人口变量的项目。以家庭因素为自变量,学习因素为因变量,进行了多元回归和方差分析:结果表明,养育变量、父母受教育程度和家庭经济对学习心理维度、学业成绩,尤其是对学生的幸福感和心理健康状况有显著影响,是解释大学课堂中 DinL 的重要因素:研究结果为发展和健康心理学家在与家长合作时提供了有趣的结论,旨在培养与学业融入和成就相关的幸福感和学习策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Psicologia-Reflexao E Critica
Psicologia-Reflexao E Critica PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
2.60
自引率
0.00%
发文量
35
审稿时长
24 weeks
期刊介绍: Psicologia: Reflexão & Crítica is a journal published three times a year by Programa de Pós-Graduação em Psicologia do Desenvolvimento (Psychology Graduate Program) of the Universidade Federal do Rio Grande do Sul - UFRGS (Federal University of Rio Grande do Sul). Its objective is to publish original works in the psychology field: articles, short reports on research and reviews as well as to present to the scientific community texts which reflect a significant contribution for the psychology field. The short title of the journal is Psicol. Refl. Crít. It must be used regarding bibliographies, footnotes, as well as bibliographical strips and references.
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