School and family ecosystem: Incentives and barriers to school–family communication

Author:

Guedes Fábio Botelho12ORCID,Cerqueira Ana12,Marques‐Pinto Alexandra3,Branco Amélia4,Galvão Cecília15,Sousa Joana16,Goulao Luis F.7,Bronze Rosário8,Viegas Wanda7,Gaspar Tania19,Moreno Carmen10,de Matos Margarida Gaspar11112

Affiliation:

1. Institute of Environmental Health (ISAMB), Aventura Social, Faculty of Medicine University of Lisbon (FMUL) Lisbon Portugal

2. Faculty of Human Kinetics University of Lisbon/FMH‐UL Lisbon Portugal

3. Centro de Investigação em Ciência Psicológica Faculdade de Psicologia da Universidade de Lisboa Lisboa Portugal

4. GHES Research Center – Office of Economic and Social History, ISEG – Lisbon School of Economics & Management of the University of Lisbon Lisbon Portugal

5. Institute of Education University of Lisbon (IEUL) Lisbon Portugal

6. Nutrition Laboratory, Faculty of Medicine University of Lisbon Lisbon Portugal

7. Linking Landscape, Environment, Agriculture and Food (LEAF) Research Unit, School of Agriculture University of Lisbon (ISA/ULisbon) Lisbon Portugal

8. Faculty of Pharmacy University of Lisbon Lisbon Portugal

9. HEI‐LAB Lusófona University of Humanities and Technologies Lisbon Portugal

10. Department of Psychology Evolutionary and Education of the University of Seville Seville Spain

11. Applied Psychology Research Center Capabilities & Inclusion (APPsyCI), ISPA – Univeristy Institute Lisbon Portugal

12. Faculty of Human Sciences Catholic University Lisbon Portugal

Abstract

AbstractThe aim of the study was to explore the factors and barriers related to the incentive and opportunity of school–family communication. This work is part of the HOUSE‐Colégio F3 Project, ULisbon, which included 1,143 first‐year university students from the University of Lisbon, with average age of 19.61 ± 3.96 years. The young people who had better communication with their parents, greater family support and better family relationship were the ones who reported greater incentives for school–family communication. School–family communication and relationship were associated with the incentives for school–family communication and greater parental monitoring. These results align with the literature stating that parents' communication and presence in all areas of young people's lives, including the school context, foster better social and family relationships and academic results. This result should not be read as a call for non‐autonomy. Instead, it highlights that monitoring and supporting family presence promotes that autonomy.

Funder

Fundação para a Ciência e a Tecnologia

Publisher

Wiley

Reference44 articles.

1. Identifying barriers: Creating solutions to improve family engagement;Baker T. L.;School Community Journal,2016

2. Development of episodic and autobiographical memory: The importance of remembering forgetting

3. The Ecology of Human Development

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