<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582022000200291</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-2.16</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El papel de la familia en la realización de los deberes escolares]]></article-title>
<article-title xml:lang="en"><![CDATA[Parent involvement in homework]]></article-title>
<article-title xml:lang="pt"><![CDATA[O papel da família na realização das tarefas escolares]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Prados]]></surname>
<given-names><![CDATA[María de los Ángeles]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gil-Noguera]]></surname>
<given-names><![CDATA[Juan Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Murcia  ]]></institution>
<addr-line><![CDATA[Murcia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Murcia  ]]></institution>
<addr-line><![CDATA[Murcia ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>2</numero>
<fpage>291</fpage>
<lpage>308</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000200291&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000200291&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000200291&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  Conocer cómo afecta la familia, concretamente el padre y la madre, en el patrón de realización de los deberes.  Metodología. Se llevó a cabo un estudio descriptivo-evaluativo transversal, mediante un cuestionario ad hoc, en el que participaron un total de 294 familias españolas cuyos hijos e hijas estaban matriculados en los últimos cursos de primaria durante el curso académico 2019-2020. Para el análisis estadístico se empleó SPSS 22.0, y dado que las variables seleccionadas son nominales se ha recurrido a la estadística descriptiva, concretamente a frecuencias y porcentajes, así como al empleo de tablas de contingencia, &#967;2 de Pearson, V de Cramer para determinar el tamaño del efecto.  Resultados.  Los principales resultados arrojaron un patrón parental de autonomía en la realización de los deberes y la búsqueda de apoyo preferentemente en familiares en vez de apoyos externos, algo que se repite en los hijos e hijas, quienes además realizan los deberes en casa e invierten entre 1 y 2 horas, aunque esto depende del curso educativo. El lugar y la persona que ayuda con los deberes de los hijos y las hijas se encuentran significativamente relacionados con el nivel de estudios de las personas progenitoras.  Conclusión.  Finalmente se demuestra significativamente la continuidad del modelo de padres, madres a hijos e hijas, lo que denota la necesidad de una revisión pedagógica al respecto, que promueva un enfoque diferente de aproximación a la realización de las tareas en casa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  To know how the family, specifically the parents, affects the pattern of doing homework.  Method.  A cross-sectional descriptive-evaluative study was conducted using an ad hoc questionnaire. The study included 294 Spanish families whose children were enrolled in the last years of primary school during the 2019-2020 academic year. SPSS 22.0 was used for the statistical analysis. Since the selected variables are nominal, descriptive statistics were used, specifically frequencies and percentages, as well as the use of contingency tables, Pearson&#8217;s &#967;2, Cramer&#8217;s V to determine the size of the effect.  Results.  The main results showed a parental pattern of autonomy in doing homework and the search for support, preferably from relatives instead of external support. This pattern is repeated in sons and daughters, who also do homework at home and invest between 1 and 2 hours, although this depends on the educational course. The place and the person who helps with sons and daughters&#8217; homework assignments are significantly related to the parents&#8217; educational level.  Conclusion.  The continuity of the model from fathers and mothers to sons and daughters is significantly demonstrated; this denotes the need for a pedagogical review in this regard, which promotes a different approach to the performance of homework.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  Conhecer como afeta a familia, especificamente o pai e a mãe, no padrão de desempenho das tarefas escolares.  Metodologia.  Foi realizado um estudo descritivo-avaliativo transversal, utilizando um questionário ad hoc, no qual participaram 294 famílias espanholas cujos filhos e filhas estavam matriculados nos últimos anos do ensino fundamental durante o ano letivo 2019-2020. O SPSS 22.0 foi utilizado para a análise estatística e, como as variáveis selecionadas são nominais, foram utilizadas estatísticas descritivas, especificamente frequências e porcentagens, bem como o uso de tabelas de contingência, &#967;2 de Pearson, V de Cramer para determinar o tamanho do efeito.  Resultados. Os principais resultados mostraram um padrão de autonomia parental na realização das tarefas de casa e a procura de apoio preferencialmente dos familiares em vez de apoio externo, algo que se repete nos filhos e filhas, que também fazem os trabalhos de casa em casa e investem entre 1 e 2 horas, embora isso depende do curso educacional. O local e a pessoa que ajuda nos trabalhos de casa dos filhos e filhas estão significativamente relacionados com a escolaridade dos pais.  Conclusão. Por fim, demonstra-se significativamente a continuidade do modelo de pais, mães para filhos e filhas, o que denota a necessidade de uma revisão pedagógica nesse sentido, que promova uma abordagem diferenciada na realização das tarefas de casa.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación primaria]]></kwd>
<kwd lng="es"><![CDATA[deberes escolares]]></kwd>
<kwd lng="es"><![CDATA[familia]]></kwd>
<kwd lng="es"><![CDATA[implicación familiar]]></kwd>
<kwd lng="en"><![CDATA[Homework]]></kwd>
<kwd lng="en"><![CDATA[parental involvement]]></kwd>
<kwd lng="en"><![CDATA[family]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="pt"><![CDATA[Educação fundamental]]></kwd>
<kwd lng="pt"><![CDATA[tarefas de casa]]></kwd>
<kwd lng="pt"><![CDATA[família]]></kwd>
<kwd lng="pt"><![CDATA[participação familiar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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