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首页> 美国卫生研究院文献>Frontiers in Pediatrics >Influence of Family Involvement and Children’s Socioemotional Development on the Learning Outcomes of Chilean Students
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Influence of Family Involvement and Children’s Socioemotional Development on the Learning Outcomes of Chilean Students

机译：家庭参与和儿童的社会情感发展对智利学生学习成果的影响

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There is an extensive body of evidence to support both family involvement and students’ socioemotional development as key factors in the promotion of learning outcomes. However, there is insufficient evidence to establish exactly what this impact is when both factors are considered simultaneously. Therefore, the aim of this study is to analyze the influence of family involvement and socioemotional development on learning outcomes of Chilean students, identifying the structure that most correctly identifies the influence of the predictor variables (family involvement and socioemotional development) on learning outcomes. We present the following three hypotheses that consider possible basic interrelation structures: (1) The influence of family involvement on learning outcomes is mediated by students’ socioemotional development (mediation hypothesis); (2) The influence of family involvement on learning outcomes is moderated by students’ socioemotional development (moderation hypothesis); (3) Family involvement and students’ socio emotional development directly affect learning outcomes (covariance hypothesis). The structures were evaluated by means of a structural equation model analysis. The study included 768 students who attended second and third elementary grades in Chilean schools. The children were between 7 and 11 years old (M = 8.29, SD = 0.86); 41.3% were girls and 58.7% were boys. The results show that family involvement and students’ emotional development directly affect learning outcomes (CFI = 0.995, TLI = 0.993, RMSEA = 0.016). From the results, we can conclude that the data support the hypothesis that both family involvement and socioemotional development are predictors of learning outcomes, thereby rejecting that the impact of family involvement on learning outcomes is mediated or moderated by socioemotional development.
机译：有大量证据支持家庭参与和学生的社会情感发展，这是促进学习成果的关键因素。但是，当同时考虑这两个因素时，没有足够的证据确切地确定这种影响是什么。因此，本研究的目的是分析家庭参与和社会情感发展对智利学生学习成果的影响，确定最正确地识别预测变量（家庭参与和社会情感发展）对学习成果影响的结构。我们提出以下三个假设，这些假设考虑了可能的基本相互关系结构：（1）家庭参与对学习成果的影响是由学生的社会情感发展介导的（中介假设）； （2）家庭参与对学习成果的影响通过学生的社会情感发展（适度假设）得以缓解； （3）家庭参与和学生的社会情感发展直接影响学习成果（协方差假设）。通过结构方程模型分析来评估结构。该研究包括768名学生，他们分别在智利的学校上了小学二，三年级。儿童年龄在7至11岁之间（M = 8.29，SD = 0.86）；女孩占41.3％，男孩占58.7％。结果表明，家庭参与和学生的情感发展直接影响学习成果（CFI = 0.995，TLI = 0.993，RMSEA = 0.016）。从结果中，我们可以得出结论，这些数据支持以下假设：家庭参与和社会情感发展都是学习成果的预测因素，从而拒绝了家庭参与对学习成果的影响是由社会情感发展介导或调节的。

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