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Understanding how different forms of parental involvement influence the motivational process of students is crucial for educational stakeholders. To address this issue, we conducted a systematic review of research articles published between 2014 and 2024 that explored the relationship between parental involvement and students’ academic goal orientation. We use the PRISMA statement as a guiding framework in the process of systematizing the search. Our review covers 24 research articles in which we analyze the different approaches to assessing the variables involved, synthesize the findings and identify key trends. The analysis reveals significant differences in the configuration of student goal orientation depending on parental involvement variables such as parental volitional actions (task support, promotion of learning at home, and home-school communication, and parental interest), parental motivational support (parental aspirations and expectations, academic socialization, and emotional support), parenting dimensions and forms of involvement (control/autonomy support, parental acceptance/rejection), or parenting styles.
Piñeiro et al. (Fri,) studied this question.