Уровень образования родителей как фактор академических достижений обучающихся: результаты систематического обзора литературы
DOI:
https://doi.org/10.33910/2686-9527-2024-6-4-523-533Ключевые слова:
академические достижения, дошкольники, школьники, студенты, образовательный уровень родителей, систематический обзор литературыАннотация
Введение. Сегодня имеются неопровержимые данные о том, что между уровнем образования родителей и академическими достижениями их детей существуют прямые взаимосвязи. Однако психологические механизмы, лежащие в их основе, описаны довольно фрагментарно, несмотря на то, что их учет важен при планировании и реализации работы, направленной на повышение образовательного уровня родителей в контексте содействия академическим успехам их детей. В связи с этим целью представленного исследования стало обобщение сведений о факторах, которые могут определять вклад уровня образования родителей в академические успехи обучающихся.
Материалы и методы. Использовался метод систематического обзора литературы, отбор источников осуществлялся по ключевым словосочетаниям «образование родителей» и «академические достижения» / «академическая успеваемость» (“education of parents ” и “academic achievements” / “academic performance”) в библиографических базах еLibrary, Google Scholar и PubMed по следующим критериям: 1) наличие доступа к полнотекстовой версии статьи или развернутой аннотации; 2) представленность в тексте результатов эмпирических или вторичных (метааналитических) исследований; 3) изложение материалов исследования на русском или английском языке; 4) публикация материалов исследования в рецензируемом научном издании. Первоначально массив данных включал 452 статьи, из которых соответствовали указанным критериям 39 источников. Эти статьи и были включены в обзор.
Результаты. Выделены три группы факторов, которые определяют вклад образовательного уровня родительской семьи в академические успехи обучающихся: когнитивные и некогнитивные особенности обучающихся и их родителей (интеллектуальные, мотивационные, регуляторные, рефлексивные и др.), характеристики детско-родительских отношений (академическая вовлеченность родителей, их ожидания в отношении академических успехов детей и др.) и социальный статус семьи, отражающий ее положение в системе социальных отношений (уровень дохода, принадлежность к расовым/ этническим группам большинства/меньшинства и др.).
Заключение. Перспективы исследования связаны с эмпирической проверкой гипотезы об опосредующем влиянии указанных факторов на взаимосвязи между уровнем образования родителей и академическими успехами их детей в контексте изучения траекторий образовательной социализации обучающихся на разных образовательных ступенях. Результаты представляются значимыми для повышения эффективности образовательной работы с родителями, направленной на содействие академическим успехам обучающихся.
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