Estilos de crianza de las madres, autoeficacia académica y desempeño académico: Estudio transcultural China-España
DOI:
https://doi.org/10.15257/ehquidad.2024.0018Palabras clave:
Padres, Estilos de crianza, Autoeficacia académica, Rendimiento académicoResumen
Este estudio pretende investigar y poner de manifiesto la diversidad en el estilo de crianza y la autoestima de las madres y sus correlaciones con los logros académicos en distintos contextos culturales. Se tomó un total de 200 estudiantes universitarios (100 de China y 100 de España) mediante el método de muestreo intencional. Durante el curso académico 2021-2022, se utilizaron la Escala de Estilos de Crianza (S-EMBU) y la Escala de Autoeficacia Académica (ASES) para evaluar los estilos de crianza y la autoeficacia de las madres. Se descubrió que existían varias diferencias culturales en la forma en que los padres se dirigen a sus hijos, aplicando las madres españolas actitudes cálidas y afectuosas y los padres chinos métodos más estrictos. En cuanto a la diferencia, no se encontró significación estadística entre los dos grupos en relación con la autoeficacia académica. En las conclusiones, el tipo de crianza de rechazo se asoció negativamente con la autoeficacia y el rendimiento académico, mientras que la crianza cálida y de naturaleza afectiva se asoció positivamente con estos resultados entre los estudiantes universitarios. Además, también se observa una conexión positiva entre la autoeficacia académica y el éxito académico. La investigación identificó comportamientos parentales específicos de las madres que afectan significativamente al rendimiento académico de los estudiantes en la universidad, lo que revela el papel fundamental de los padres en el éxito académico de los estudiantes. En general, el estudio muestra la importancia de la variación cultural en la implicación de los padres en el rendimiento académico de los estudiantes universitarios y el papel clave de la crianza de los hijos en el éxito académico de los estudiantes. La investigación también examinó los estilos de crianza y las autoconceptualizaciones académicas entre los estudiantes universitarios chinos y españoles. Si bien es cierto que existían notables diferencias culturales en los estilos de crianza entre las madres españolas, que mostraban estilos más cálidos y expresivos, y las madres chinas, no había diferencias significativas en la autoeficacia de los sujetos en los procesos de aprendizaje entre ambos grupos. Estos resultados enfatizan el papel significativo de la crianza en la predictibilidad de los logros académicos entre los estudiantes universitarios. En este sentido, se observó que los estilos parentales que implican calidez emocional se correlacionan con mayores niveles de autoeficacia académica y mejor rendimiento académico. La investigación muestra que las formas positivas de crianza que incluyen el fomento de la cercanía emocional y el cariño podrían contribuir a mejorar el rendimiento escolar de los niños.
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