Apoyo hacia la actividad física y rendimiento académico independientemente del estatus socioeducativo parental (Support towards physical activity and academic performance regardless of parental socio-educational status)

Alberto Ruiz-Ariza, Manuel J. De la Torre-Cruz, Sara Suárez-Manzano, Emilio J. Martínez-López

Resumen


El objetivo fue determinar si la influencia que los padres ejercen hacia la actividad física (AF) de los hijos está relacionada con el rendimiento académico (RA) en las asignaturas de Matemáticas y Lengua. Participaron 570 díadas padres-hijos/as. Se usó el cuestionario “The Parental Influence on Physical Activity®” y las calificaciones en Matemáticas y Lengua facilitadas por los Centros Educativos. Se emplearon análisis de regresión lineal y análisis ANCOVA controlando por edad, IMC, capacidad cardiovascular de los adolescentes, y estatus socioeducativo familiar. Los resultados mostraron que los chicos/as que reciben un mayor apoyo parental instrumental hacia la práctica de AF, y las chicas de padres más activos físicamente, tienen mejor RA en Lengua, independientemente del estatus socioeducativo familiar. El apoyo parental hacia la práctica de AF de los hijos podría ser un factor más a tener en cuenta para mejorar el RA de los adolescentes. Se sugiere a los padres la práctica habitual y conjunta de AF dentro del entorno familiar y procurar un apoyo instrumental sistemático hacia la AF de los hijos/as.


Abstract: The aim was to determine if parental influence on adolescent children’s physical activity (PA) is related with academic performance (AP) in Mathematics and Spanish Language. A sample of 570 pairs of parents and children participated in this study. The Parental Influence on Physical Activity® questionnaire was used. Numerical marks in Mathematics and Spanish Language were requested from high schools. Linear regression and ANCOVA analysis were used for control of the variables (age, BMI, cardiovascular capacity of adolescents, and family socio-educational status). The results showed that adolescents with a higher parental instrumental support towards PA, and girls with higher physically active parents, have better AP in Spanish Language, regardless of family socio-educational status. Parental support towards children’s PA may thus be another important factor in the promotion of AP in adolescents. It is suggested that parents practice PA within family context and provide systematic instrumental support towards their children’s PA.


Palabras clave


Apoyo parental; rendimiento académico; estatus socioeducativo (parental support; academic achievement; socio-educational status)

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Referencias


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