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Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicólogos del Principado de Asturias).
We currently publish four issues per year, which accounts for some 100 articles annually. We admit work from both the basic and applied research fields, and from all areas of Psychology, all manuscripts being anonymously reviewed prior to publication.

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  • Director: Laura E. Gómez Sánchez
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Do cooperative learning and family involvement improve variables linked to academic performance?

Miguel A. Santos Rego, María José Ferraces Otero, Agustín Godas Otero and María del Mar Lorenzo Moledo

Universidad de Santiago de Compostela

Background: One of the most serious problems in the Spanish education system is the high percentage of school failure in Compulsory Secondary Education. The aim of this study is to analyze the influence of a socio-educational program based on cooperative learning and family involvement on a series of variables related to academic performance, paying particular attention to the differences between retained and non-retained students. Methodology: A two-group quasi-experimental design incorporating pre-testing and post-testing was used. The study involved 146 students in the experimental group and 123 in the control group, 8 teachers, and 89 parents or other family members. Results: The program was observed to have a positive effect on self-image, study habits, satisfaction with the subject, maternal support and control, and opinions about the school. In addition, the results for non-retained students are better. Conclusion: Cooperative work and family involvement in education affect the variables which research links to improving school performance.

¿Mejoran el aprendizaje cooperativo y la implicación familiar las variables vinculadas al rendimiento académico? Antecedentes: en el sistema educativo español, uno de los problemas más graves detectados es el alto porcentaje de fracaso escolar en la Educación Secundaria Obligatoria. El objetivo de este estudio es analizar la influencia de un programa socioeducativo basado en el aprendizaje cooperativo y la implicación familiar en una serie de variables relacionadas con el rendimiento académico, prestando especial atención a las diferencias entre estudiantes repetidores y no repetidores. Metodología: utilizamos un diseño cuasi-experimental de dos grupos con pretest y postest. En la investigación participaron 146 estudiantes en el grupo experimental y 123 en el grupo de control, 8 docentes y 89 padres, madres, u otros miembros de la familia. Resultados: se observa que el programa tiene un efecto positivo en autoimagen, hábitos de estudio, satisfacción con la materia, apoyo y control materno, y opiniones sobre la escuela. Además, los resultados son mejores para los estudiantes no repetidores. Conclusión: el trabajo cooperativo y la implicación familiar en la educación inciden sobre variables que la investigación vincula a la mejora del rendimiento escolar.

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