An Ecological, Participatory, Integral and Contextualized Model (EPIC Model) of Family-School Connection: A Preliminary Analysis

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dc.contributor.authorSaracostti, Mahia
dc.contributor.authorLozano-Lozano, José Antonio
dc.contributor.authorMiranda, Horacio
dc.contributor.authorLara, Laura
dc.contributor.authorMartella, Diana
dc.contributor.authorReininger, Taly
dc.date.accessioned2022-03-17T17:58:10Z
dc.date.available2022-03-17T17:58:10Z
dc.date.issued2020
dc.description.abstractThere are several programs that aim to strengthen the bond between families and schools that have shown a positive impact on this relationship as well as its effectiveness in improving academic and socioemotional child indicators. Most of the studies in this area come from Anglo-Saxon countries while in Latin America research is still scarce. Thus, this study aims to assess the influence of implementing an Ecological, Participatory, Integral and Contextualized Family-School Collaboration Model (EPIC) on family involvement, social-emotional development, and cognitive test outcomes in children in elementary school. Three possible hypotheses have been considered: (1) The EPIC Family-School Collaboration Model will have a positive and significant influence on the level of family involvement; (2) The EPIC Family-School Collaboration Model will have a positive and significant influence on the results of some cognitive tests; and; (3) The EPIC Family-School Collaboration Model will have a positive and significant influence on child social-emotional development. The study included 171 students who attended second and third elementary grades in schools in Chile during 2017 and fourth and fifth grades during 2019. The children were between 7 and 12 years old (M = 8.17, SD = 0.98), during 2017 and between 9 and 14 years old (M = 9.88, SD = 0.99), during 2019. The results show that the EPIC Family-School Collaboration Model has a positive and significant influence on the level of home-based involvement, memory and attention and intrapersonal skills in the first cycle of elementary education.en_ES
dc.facultadFacultad de Ciencias Socialesen_ES
dc.identifier.doi10.3389/fpsyg.2020.563506
dc.identifier.urihttp://repositoriobibliotecas.uv.cl/handle/uvscl/3870
dc.language.isoenen_ES
dc.publisherFrontiersen_ES
dc.sourceFrontiers in Psychologyen_ES
dc.subjectFAMILY INVOLVEMENTen_ES
dc.subjectCHILDREN’S SOCIOEMOTIONAL DEVELOPMENTen_ES
dc.subjectCHILDREN’S COGNITIVE AND LEARNING ABILITIESen_ES
dc.subjectCHILD WELL-BEINGen_ES
dc.subjectFAMILY AND SCHOOL RELATIONen_ES
dc.subjectEVIDENCE-BASED PRACTICEen_ES
dc.titleAn Ecological, Participatory, Integral and Contextualized Model (EPIC Model) of Family-School Connection: A Preliminary Analysisen_ES
dc.typeArticuloen_ES
uv.catalogadorRCR DIBRAen_ES
uv.departamentoEscuela de Trabajo Socialen_ES

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