Relationship between family educational styles and inclusion in Curriculum Diversification Programs: An item to consider for the improvement of school life

Abstract

The primary objective of this study is to examine existing educational style differences of those referred to the Curricular Diversification Program compared to the students coursing an ordinary plan. For this, a retrospective ex post facto study has been completed with a quasi-control group; in which a total of 178 adolescents (girls 42.5%) between the ages of 13 and 18 have participated. Results have been obtained could demonstrate varied levels of control, affect, communication, and humor that could influence with the inclusion of these diversified measures to decrease failure in school. In this manner, the probability of having a lower academic failure would be the result of family education based on communication, respect, and affect; combined with a dose of control and limit setting while submerged in sense of humor and optimism.

CITE AS:

Sabán Fernández, S., Herruzo Cabrera, F.J. & Félix Raya Trenas, A. (2013). Relación entre estilos educativos familiares y la inclusión en Programas Diversificación Curricular: un elemento a considerar para la mejora de la convivencia escolar. Apuntes de Psicología, 31, 237-245.