¿Influye el estilo parental de los padres y las madres en el compromiso emocional del alumnado de la misma manera?
Resumen
El compromiso emocional en el aula es un constructo adaptativo y deseable, ya que implica que el estudiante valora positivamente el trabajo escolar. Esta forma de implicación se ha relacionado con un mejor rendimiento académico, bienestar psicológico y motivación a largo plazo. Por tanto, comprender los factores que contribuyen al compromiso emocional del alumnado es crucial para fomentar entornos educativos efectivos. El objetivo de esta investigación es analizar el efecto del estilo parental de padres y madres sobre el compromiso emocional del alumnado, mediado por la satisfacción o frustración de las necesidades psicológicas básicas y la motivación intrínseca. Participaron 412 estudiantes universitarios (304 mujeres, edad entre 18 y 23 años). Se pusieron a prueba cuatro modelos de ecuaciones estructurales, uno para cada estilo parental y progenitor. Los resultados mostraron patrones similares para padres y madres; el apoyo a la autonomía parental se relacionó positivamente con la satisfacción de las necesidades psicológicas del alumnado, mientras que el control parental se relacionó negativamente; la satisfacción de las necesidades psicológicas se asoció positivamente con la motivación para estudiar, mientras que su frustración se relacionó negativamente; y la motivación para estudiar predijo positivamente el compromiso emocional. Los resultados se alinean con la teoría de la autodeterminación, destacando el papel de los estilos parentales en la configuración del compromiso emocional del alumnado.
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