Apoyo familiar y rendimiento académico. Una aproximación a su estudio desde un colegio particular de Guayaquil

Abstract

The graduation project conducted by Nicole Scarlett Salazar Muñoz and Oliver Israel Pérez León, under the supervision of Mgs. Lucía Vega Castro analyzes the influence of family support on the academic performance of ninth-grade students at the Young Living Academy Particular Educational Unit in Guayaquil. A qualitative methodology was employed, divided into two stages: socialization and data collection, which included interviews with teachers, psychoeducational activities with students, and the application of the Family Social Climate Scale (FES). The study focused on aspects such as emotional support, communication, educational expectations, and family structure. Findings indicate that the family climate was assessed as "bad" in the relationship dimension, while average scores were obtained in development and stability. Interviews focused on students' perception of family influence on their academic performance and parental involvement in their education. The project's justification lies in the need to address the emotional aspects that impact academic performance, especially during adolescence, aiming to improve students' mental health through specific strategies. In conclusion, this project stands out for its comprehensive approach and potential contribution to understanding the relationship between family support and academic performance, providing valuable information for future educational support strategies and programs.