Family functionality, willingness to study and academic performance in university students

Abstract

Objective: This paper analyzes the influence of family functionality and willingness to study on academic performance in university students. Methodology: The FACES III test and the Disposition to Study Strategies Scale were applied to a sample of 300 students from a public engineering university located in northeastern Mexico. Subsequently, a multiple regression model was estimated to identify the relationship between the study variables. Results: 17.7% of the students come from a functional family, and it is in this type of family where the willingness to study is higher. In addition, the statistical model revealed that both variables contribute to explaining academic performance, although coming from a functional family has a greater effect. Limitations: Due to the characteristics of the sample, the work is not generalizable. Value: The study is novel because it identifies the relationship between family functionality and academic performance in engineering students in the Mexican context. Conclusions: The functioning of the family is a factor that influences student performance; unfortunately, the percentage of functional families is low. Therefore, it is urgent to regenerate the social fabric of the family.