Disfuncionalidad familiar y autoestima en el rendimiento académico: Un análisis predictivo multidimensional
Abstract
La relación entre entorno familiar y características psicológicas de los estudiantes ha sido ampliamente reconocida como un factor determinante en el rendimiento académico. Al respecto, la disfuncionalidad familiar, manifestada como falta de cohesión y flexibilidad, y la autoestima, en sus dimensiones generales y específicas, constituyen variables clave para entender el desempeño educativo en contextos universitarios. Este estudio analiza la disfuncionalidad familiar y la autoestima como predictores del rendimiento académico en estudiantes universitarios del cantón Milagro-Ecuador. La investigación se desarrolló bajo un enfoque cuantitativo con un diseño no experimental transversal y nivel descriptivo-correlacional. La muestra estuvo conformada por 205 estudiantes de la carrera de Psicología de una institución pública, seleccionados mediante un muestreo probabilístico estratificado. Los resultados evidenciaron que la autoestima general y sus componentes específicos, conductual y afectivo, son predictores significativos del rendimiento académico, explicando más del 90% de su variabilidad. Asimismo, la disfuncionalidad familiar tuvo una influencia relevante, destacándose las dimensiones de cohesión y flexibilidad. Se concluye que tanto la autoestima como la disfuncionalidad familiar son predictores significativos del rendimiento académico. Esto subraya la necesidad de desarrollar intervenciones educativas y familiares que fortalezcan la autoestima y promuevan un entorno familiar funcional para mejorar el desempeño académico de los estudiantes.
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References
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Cerniglia, L., Cimino, S., Tafà, M., Marzilli, E., Ballarotto, G., y Bracaglia, F. (2017). Family profiles in eating disorders: family functioning and psychopathology. Psychology Research and Behavior Management, 10, 305-312. https://doi.org/10.2147/PRBM.S145463
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Delfín-Ruiz, C., Saldaña, C., Cano, R., y Peña, E. J. (2021). Caracterización de los roles familiares y su impacto en las familias de México. Revista de Ciencias Sociales (Ve), XXVII(E-3), 128-138. https://doi.org/10.31876/rcs.v27i.36497
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De Prada, E., Mareque, M., y Pino-Juste, M. (2024). Self-Esteem among University students: How it can be improved through teamwork skills. Education Sciences, 14(1), 108. https://doi.org/10.3390/educsci14010108
Devi, K. C., y Huwae, A. (2023). Self-esteem and academic resilience of student organization’s functionaries: Changes in academic development. KONSELI: Jurnal Bimbingan dan Konseling (E-Journal), 10(1), 33-40. https://doi.org/10.24042/kons.v10i1.15047
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Ecclestone, K., y Lewis, L. (2014). Interventions for resilience in educational settings: challenging policy discourses of risk and vulnerability. Journal of Education Policy, 29(2), 195-216. https://doi.org/10.1080/02680939.2013.806678
Edirisingha, P., Aitken, R., y Ferguson, S. (2022). Setting up home: The role of domestic materiality in extended family identity formation. Journal of Business Research, 147, 1-15. https://doi.org/10.1016/j.jbusres.2022.03.049
Feldman, D. B., Einav, M., y Margalit, M. (2018). Does family cohesion predict children’s effort? The mediating roles of sense of coherence, hope, and loneliness. The Journal of Psychology, 152(5), 276-289. https://doi.org/10.1080/00223980.2018.1447434
Fernandes, C. S., Magalhães, B., Silva, S., y Edra, B. (2022). Marital satisfaction of portuguese families in times of social lockdown. The Family Journal, 30(2), 148-156. https://doi.org/10.1177/10664807211009809
Fernández-Castillo, A., Chacón-López, H., y Fernández-Prados, M. J. (2022). Self-Esteem and resilience in students of teaching: Evolution associated with academic progress. Education Research International, 1-9. https://doi.org/10.1155/2022/4854332
Frick, P. J. (1994). Family dysfunction and the disruptive behavior disorders: A review of recent empirical findings. In T. H. Ollendick y R. J. Prinz (Eds.), Advances in Clinical Child Psychology (Vol. 16, pp. 203-226). Springer. https://doi.org/10.1007/978-1-4757-9041-2_7
Goulbourne, H. (2006). Families, communities and social capital: Past and continuing false prophesies in social studies. Community, Work & Family, 9(3), 235-250. https://doi.org/10.1080/13668800600743412
Graziano, P. A., Reavis, R. D., Keane, S. P., y Calkins, S. D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45(1), 3-19. https://doi.org/10.1016/j.jsp.2006.09.002
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Published
2025-08-26
How to Cite
Cordero Alvarado, N. I., Díaz Espinoza, M., Aguirre Pluas, C. M., & Triana Galindo, S. (2025). Disfuncionalidad familiar y autoestima en el rendimiento académico: Un análisis predictivo multidimensional. Revista De Ciencias Sociales, 31(3), 553-569. https://doi.org/10.31876/rcs.v31i3.44309
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