Estimation of the effect of the family environment on learning approaches using the MIMIC model

Authors

DOI:

https://doi.org/10.55777/rea.v18i35.6942

Keywords:

Compulsory Education, Learning approaches, Family influence, Teenagers, Family

Abstract

Identifying factors related to the family environment that might increase the quality of learning is a relevant, current and novel problem. For this reason, the aim of this research was to analyse the influence that variables related to familiy environment have on approaches to learning. For this purpose, a quantitative, non-experimental, survey type research was designed. The sample consisted students in the third and fourth year of Compulsory Secondary Education, selected by means of a non-probabilistic intentional sampling. For the analysis of the data, a Multiple Indicators Multiple Causes Model (MIMIC) was estimated, with the aim of analysing the effect of personal maturity, support tuitition, academic help at home form the family environment, and the level of parents’ education on the configuration of approaches to learning. It is found that maturity has a positive and significant (p<.01) influence on the construction of a good approach to learning. Receiving academic help at home has a negative and statistically significant (p<.01) effect on construction of a competitive learning profile.

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Author Biographies

Lucia Mirete, Universidad de Alicante, España

Degree in Economics from the University of Alicante and PhD in Education from the University of Murcia. Associate Professor at the University of Alicante and TFM tutor at the Isabel I University. She has a six-year research period by the CNEAI. Her research is linked to two lines of work. Mainly the evaluation of competences, with emphasis on mathematical competence and its attitudinal dimension, with a gender perspective. Also educational inclusion and attention to diversity. The results of research in these areas have been published in high impact journals.

Ana Belen Mirete, Universidad de Murcia, España

Degree in Pedagogy and PhD in Psychology from the University of Murcia. She is currently a Lecturer in the Department of Research Methods and Diagnosis in Education in the Faculty of Education at the University of Murcia. Her lines of research focus on educational inclusion, teaching innovation, maladaptive use of technologies and more recently, early school leaving and executive functions. Within these lines of work, she has more than 30 publications in scientific journals indexed in different databases. In addition, she has a six-year research period and is co-editor of two high-impact journals. Since 2020, she has been part of the dean's team of the Faculty of Education at the University of Murcia, focusing her main activity on management and teaching.

María Luisa Belmonte, Universidad de Murcia, España

Pedagogue with a PhD in Research and Innovation in Early Childhood Education and Primary Education and Associate Professor in the Department of Research Methods and Diagnosis in Education, Faculty of Education at the University of Murcia. Her current research priorities include planning, learning and evaluation of competencies, play-based learning, family-school relationship and educational inclusion. During this time she has participated in Educational Research and Innovation Projects, has written a variety of articles and has presented papers at national and international conferences. She also teaches in the training programme for people with intellectual disabilities ‘Todos Somos Campus’ at the University of Murcia, and has been a mediator for several years in a ‘Shared Housing’ within the ‘School of Life’ Project of the Down Syndrome Foundation of the Region of Murcia (FUNDOWN).

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PORTADA_COMITÉ EDITORIAL REA_VOL.18, NÚM. 35

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Published

2025-06-13

How to Cite

Mirete, L., Mirete, A. B., & Belmonte, M. L. (2025). Estimation of the effect of the family environment on learning approaches using the MIMIC model . Journal of Learning Styles, 18(35), 1–13. https://doi.org/10.55777/rea.v18i35.6942

Issue

Vol. 18 No. 35 (2025): Inclusive School: a challenge for distance education

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SCIENTIFIC ARTICLES OPEN

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