Positive family environment and academic performance: a case study in a primary school Ambiente familiar positivo y rendimiento académico: un estudio de caso en una institución de educación básica
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Abstract
This study analyzed the relationship between positive family environment (PFE) and academic performance in adolescents from a basic education institution in Guayas, Ecuador. A descriptive-correlational design was employed using the FAMPOS Scale to assess four dimensions of positive family interactions: cooperative, affective, economic, and educational. The sample consisted of 60 students aged 8-10 years (M = 9.2 years), with 36 females (60%) and 24 males (40%). Results showed moderate levels of positive family environment across all dimensions, with affective interactions scoring highest (M = 2.10, SD = 1.08) and cooperative interactions lowest (M = 1.87, SD = 1.25). Academic performance averaged 8.49 (SD = 1.32) on a 10-point scale. Statistical analyses included Spearman correlations revealing exceptionally strong relationships between FAMPOS dimensions and academic performance (ρ = .84 to .98), and Mann-Whitney U tests showing no significant gender differences. These findings contribute to understanding family-school relationships in Latin American contexts and provide evidence for family-based interventions in educational settings.
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