Relationship between family cohesion and academic performance in elementary school students
DOI:
https://doi.org/10.5281/zenodo.22211523Keywords:
family cohesion, academic performance, basic education, family, Cuenca.Abstract
This study examines the relationship between family cohesion and academic performance in elementary school students in the canton of Cuenca, Ecuador. The research stems from the importance of family dynamics for the academic and socio-emotional development of children and adolescents, considering that the family is the primary educational environment and a determining factor in the quality of learning. The general objective was to determine the relationship between family cohesion and academic performance, describing the levels perceived by the students and identifying their academic achievements. The research employed a quantitative, descriptive, and correlational approach within a non-experimental, cross-sectional design. The study population consisted of 142 students enrolled in the fifth, sixth, and seventh grades of middle school during the 2024-2025 school year, selected according to age criteria.
Data collection was carried out using a survey technique supported by the brief scales "What is your family like?" for students, "What is your family like?" and a sociodemographic questionnaire for parents or legal guardians.
The results showed generally high levels of family cohesion (61.8%) and academic performance (media= 9,19; DE= 1,3), demonstrating a positive and significant relationship between the two variables (r = 0,61; p < 0.001). It can be concluded that family cohesion directly influences academic performance, and therefore, strengthening it through communication, support, and family organization strategies contributes to improving academic performance and the student's overall well-being.
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