Relationship Between Parental Support and Academic Performance in English among Secondary Education Students

Relación entre apoyo parental y desempeño académico en inglés en educación secundaria

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Published: 2026-10-05
DOI: https://doi.org/10.33996/revistahorizontes.v10i44.1314
Keywords:
"English teaching"; "Educational psychology"; "Secondary education"; "School performance"; "Parent-child relationships"
Palabras Clave:
"Educación secundaria"; "Enseñanza del inglés"; "Rendimiento escolar"; "Relaciones padre-hijo"; "Psicología educativa";

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Roymer Cruz-Huancas
Universidad San Ignacio de Loyola. Lima, Perú
https://orcid.org/0000-0002-2808-7932
Joel Elvys Alanya Beltran
Universidad San Ignacio de Loyola. Lima, Perú
https://orcid.org/0000-0002-8058-6229
Background: The family constitutes a primary agent in school learning, and its involvement has been associated with academic performance in different curricular areas, including foreign languages, particularly in contexts of high academic demand and neurocognitive diversity. Objective: The study aimed to determine the relationship between parental support and academic performance in the English course among high school students from a private educational institution in La Molina, Lima, considering the dimensions of family involvement. Methodology: A quantitative, basic, correlational, and non-experimental cross-sectional approach was used. The census sample consisted of 35 students. Two Likert-type questionnaires validated by expert judgment were applied, with high reliability (Cronbach's Alpha above 0.95) and analysis using Shapiro-Wilk and Pearson correlation. Results: The general Pearson correlation was weak and non-significant (r=0.217; p=0.232). By dimensions, only Media reached statistical significance (r=0.363; p=0.041), with moderate magnitude. The remaining dimensions of parental support (Guided behaviors, Assisted performance, Problem-solving help, Joint activities, and Modeling) showed no significant associations with English performance. Conclusion: Global parental support does not predict English performance, although the Media dimension is significantly associated, suggesting that the quality of family involvement matters more than its quantity.
Contexto: La familia constituye un agente primario en el aprendizaje escolar, y su involucramiento se ha asociado con el desempeño académico en distintas áreas curriculares, incluyendo el idioma extranjero, particularmente en contextos de alta exigencia y diversidad neurocognitiva. Objetivo: El estudio se propuso determinar la relación entre el apoyo parental y el desempeño académico en el curso de inglés en estudiantes de secundaria de una institución educativa privada de La Molina, Lima, considerando las dimensiones del involucramiento familiar. Metodología: Se empleó un enfoque cuantitativo, básico, correlacional y no experimental transversal. La muestra censal fue de 35 estudiantes. Se aplicaron dos cuestionarios Likert validados por juicio de expertos, con alta confiabilidad (Alfa superior a 0,95) y análisis mediante Shapiro-Wilk y correlación de Pearson. Resultados: La correlación general de Pearson fue débil y no significativa (r=0,217; p=0,232). Por dimensiones, solo Medios alcanzó significancia estadística (r=0,363; p=0,041), con magnitud moderada. Las demás dimensiones del apoyo parental (Conductas guiadas, Desempeño asistido, Ayuda en solución de problemas, Actividades conjuntas y Modelado) no mostraron asociaciones significativas con el desempeño en inglés. Conclusión: El apoyo parental global no predice el desempeño en inglés, aunque la dimensión Medios sí se asocia significativamente, sugiriendo que la cualidad del involucramiento familiar importa más que su cantidad.

Article Details

Issue

Vol. 10 No. 44 (2026): Octubre - Diciembre

Section

Research Articles

How to Cite

Relationship Between Parental Support and Academic Performance in English among Secondary Education Students. (2026). Horizontes, 10(44), 1-18. https://doi.org/10.33996/revistahorizontes.v10i44.1314
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