Family climate and academic performance in nursing students of a Higher Technological University Institute of Ecuador

María José  Espinoza Toapanta; Carlos David Quenguan Nastar; Adriana Gabriela Sequera Morales; Víctor Manuel Reyes; Paula Francisca Davelouis Casana

doi:10.47606/ACVEN/PH0292

Autores/as

María José Espinoza Toapanta Universidad Iberoamericana del Ecuador https://orcid.org/0009-0003-6742-6217
Carlos David Quenguan Nastar Universidad Iberoamericana del Ecuador https://orcid.org/0009-0008-0923-4870
Adriana Gabriela Sequera Morales Universidad Nacional Mayor de San Marcos https://orcid.org/0000-0001-5779-900X
Víctor Manuel Reyes Universidad Iberoamericana del Ecuador / Universidad Nacional Mayor de San Marcos (Perú) / Universidad Nacional de Tumbes, Perú / Universidad Católica Andrés Bello - Venezuela / Instituto Superior Tecnológico Consulting Group Ecuador https://orcid.org/0000-0002-8336-0444
Paula Francisca Davelouis Casana Universidad Privada Antenor Orrego https://orcid.org/0000-0003-1427-6422

DOI:

https://doi.org/10.47606/ACVEN/PH0292

Palabras clave:

Family climate, academic performance, student motivation, nursing, educational quality

Resumen

Family climate (FC) was related to academic performance (AR) of university nursing students. The sample consisted of 172 students of a Higher Technological University Institution of Ecuador. The approach was quantitative, descriptive-correlational-transectional. A survey was used, and a FF-SIL questionnaire of family functionality, proposed by Ortega Veitía et al. (1999), composed of 14 items. The instrument is used to determine the functionality between existing relationships of each of the family members. Academic performance was collected from the students' final grades in their midterm grades, added to their final average. Jamovi 2.5.6 software was used. Frequencies and percentages were calculated by levels. The Test-Spearman test was used for correlation. There was a high percentage of students with moderately functional and functional families. However, 27.7% showed a dysfunctional or severely dysfunctional family climate. The group obtained an average academic performance of 7.49 points. A significant correlation was obtained between the variable’s family climate and academic performance. Spearman's Rho was also applied to see the relationship between family climate and the father's level of education, obtaining a significant but negative correlation; but no correlation was found for the relationship between family climate and the mother's level of education. Family climate is related to academic performance, although other intervening factors cannot be omitted. Family climate is affected by the father's level of education.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Álvarez Bermúdez, J., & Barreto Trujillo, F. J. (2020). Family climate and its relationship with academic performance in Baccalaureate students. Journal of Psychology and Education, 15(2), 166-183. https://doi.org/10.23923/rpye2020.02.194

Amaya, M. A. C., & Ríos, W. A. S. (2021). Family social climate and academic performance in university students. Journal of Research in Psychology, 24(1), 37-50. https://doi.org/10.15381/rinvp.v24i1.20611

Briones Cagua, G. K., & Meléndez Jara, N. M. (2021). Family social climate and academic performance in students of a private university in Lima. Journal of Research in Psychology, 24(1), 51-62. https://doi.org/10.15381/rinvp.v24i1.20612

Choez, M. E., Zambrano, J. D., & Zambrano, G. G. (2022). Family climate and academic performance in university students. Scientific Journal Domain of Sciences, 8(1), 298-317. https://doi.org/10.23857/dc.v8i1.2425

Cordero Pico, K. M., & Núñez Núñez, A. M. (2024). Psychometric properties of the FF-SIL family functionality questionnaire in adolescents. Prometheus Scientific Knowledge, 4(1). https://doi.org/10.55204/pcc.v4i1.e95

Daquilema Mendoza, F. J. (2020). Family climate and academic performance in university students. Revista San Gregorio, 1(39), 130-141. https://doi.org/10.36097/rsan.v1i39.1374

Garbanzo Vargas, G. M. (2013). Factors associated with academic performance in university students from socioeconomic level: A study at the University of Costa Rica. Revista Electrónica Educare, 17(3), 57-87. https://www.redalyc.org/articulo.oa?id=194128798005

García Nuñez del Arco, C. (2005). Social skills, family social climate and academic performance in university students. Liberabit. Peruvian Journal of Psychology, 11, 63-74. https://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1729-48272005000100008

García, M., Pérez, R., & Martínez, M. (2024). The influence of family climate on university academic performance: A longitudinal study. Journal of Higher Education, 53(1), 45-62. https://doi.org/10.1016/j.resu.2023.11.003

González, M. (2017). Factors that affect the academic performance of university students. Education and Humanism, 19(32), 134-149. https://doi.org/10.17081/eduhum.19.32.2543

Guatrochi, R., Calderón, M., & Gonzales, S. (2020). New family configurations and their impact on the family climate. Journal of Psychology and Education, 15(1), 67-79. https://doi.org/10.23923/rpye2020.01.187

Gutiérrez, R., Díaz, K. Y., & Román, R. P. (2016). The concept of family in Mexico: a review from the anthropological and demographic perspective. Ciencia ergo-sum, 23(3), 219-228. https://dialnet.unirioja.es/servlet/articulo?codigo=5713921

Herrera Martínez, L., & Espinoza Freire, E. E. (2020). The family-school relationship and school performance. Scientific Journal Culture, Communication and Development, 5(3), 16–20. Retrieved from https://rccd.ucf.edu.cu/index.php/aes/article/view/252

López, A., Pereyra, M., & Torres, L. (2021). The family climate as a predictor of psychological well-being in university students. Journal of Psychology and Education, 16(1), 44-59. https://doi.org/10.23923/rpye2021.01.200

López, S., García, J., & Martínez, A. (2024). Academic stress in university students: associated factors and coping strategies. Journal of Higher Education, 53(2), 78-95. https://doi.org/10.1016/j.resu.2024.01.005

Martínez, P., & Freire, C. (2020). Family climate and self-esteem in Spanish university students. Inter-American Journal of Psychology, 54(1), e1218. https://doi.org/10.30849/ripijp.v54i1.1218

Mendoza, L., & Díaz, A. (2020). Family Functionality and Academic Performance in University Students. Journal of Research in Psychology, 23(1), 75-90. https://doi.org/10.15381/rinvp.v23i1.18094

Morillo Cano, J. R., Guerrón Enriquez, S. X., & Narváez Jaramillo, M. E. (2021). Influence of domestic violence on the academic performance of adolescents. Conrado Magazine, 17(81), 330–337. Retrieved from https://conrado.ucf.edu.cu/index.php/conrado/article/view/1905

Obaya V., A., & Vargas R., Y. M. (2014). Tutoring in higher education. Chemical Education, 25(4), 478-487. https://doi.org/10.1016/S0187-893X(14)70070-5

Ortega Veitía, T., Cuesta Freijomil, D., de la, & Días Retureta, C. (1999). Proposal of an instrument for the application of the nursing care process in dysfunctional families. Cuban Journal of Nursing, 15(3), 164-168. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-03191999000300005&lng=es&tlng=es.

Oseda Gago, D., Arauco Ríos, M. E., Ramírez Rosales, F., & Villena Andrade, M. A. (2020). Family climate and academic performance in university students. Journal of Research in Psychology, 23(2), 159-174. https://doi.org/10.15381/rinvp.v23i2.19238

Pérez Salas, C. P., Roa Devia, J. A., & Villegas Peña, M. E. (2022). Family climate and academic performance in university students: a mediation analysis. Journal of Psychology and Education, 17(1), 51-66. https://doi.org/10.23923/rpye2022.01.215

Pi Osaria, A., & Cobían Mena, A. (2016). Development of the affective family climate and its impact on the subjective well-being of the family. MULTIMED, 19(2). https://revmultimed.sld.cu/index.php/mtm/article/view/239/266

Prada Nuñez, R., Aloiso, A., & Avendaño Castro, W. R. (2020). Study habits and school environment: Determinants of academic performance in elementary school students. Spaces, 41(35), 160-169. https://repositorio.ufps.edu.co/handle/ufps/762

Reyes, V., Salazar, T., Palacios, L., Mendoza Alva, C. E., & Morales, A. G. (2019). Family Social Climate and Aggressiveness in Primary Education: A Case Study in Guayaquil—Ecuador. Research, Society and Development, 8, 248111465. https://doi.org/10.33448/rsd-v8i11.1465

Salinas, S. B., Zhizhpón, A. C., & Ortega, D. G. (2021). Influence of family functionality on academic performance in university students in times of pandemic, Azogues – Ecuador, 2020. RECIMUNDO, 5(1 (Supplement)), Article 1 (Supplement). https://doi.org/10.26820/recimundo/5.( Supple1).Oct.2021.131-142

Sequera, M., & Yohan, J. (2020). Family climate and academic performance: A systematic review. Journal of Psychology and Education, 15(2), 166-183. https://doi.org/10.23923/rpye2020.02.194

Sucari León, A., Ticona Arapa, H. C., Terán Dianderas, A. G., Chambi Condori, N., & Ticona Arapa, H. C. (2021). Family climate and academic performance in university students during virtual education in times of Covid-19. Horizontes Journal of Research in Education Sciences, 5(20), 112-125. https://doi.org/10.33996/revistahorizontes.v5i20.257

Torres Díaz, J. C., Acosta, T., & Falconi, A. (2020). Analysis of academic performance in Ecuadorian higher education. Journal of Social Sciences, 26(3), 215-232. https://doi.org/10.31876/rcs.v26i3.33243

Velásquez, C. (2014). Family climate and academic performance in students of the fifth year of secondary education of the I.E. "Javier Heraud" of the district of San Juan de Miraflores. Journal of Research in Psychology, 17(2), 87-101. https://doi.org/10.15381/rinvp.v17i2.11262