The Association of Family Factors on Learning to Learn Competence in Higher Education: A Structural Equation Model

Family-related factors play a fundamental role in students’ development. However, the relationship between family-related factors and the acquisition of Learning to Learn (LtL) competence in higher education remains underexplored. This study aimed to examine the association between family-related factors and the development of LtL competence among undergraduate students enrolled in Education degree programmes at the University of Valencia (Spain). A sample of 723 students completed two validated questionnaires: one assessing family-related factors in university students’ learning and another assessing the acquisition and level of mastery of LtL competence. Data were analysed using Structural Equation Modeling (SEM) to examine the relationships between family structure, family dynamics, family support, and LtL competence. The final model demonstrated a satisfactory fit to the data and showed a strong, statistically significant positive association between Family Factors and LtL competence (γ = 0.71, p < 0.001), consistent with the hypothesised structural model. Family dynamics and family support made the greatest contributions to the Family Factors latent construct, whereas family structure showed a comparatively lower contribution. These findings highlight the relevance of considering the family as an ecological context associated with university students’ LtL competence and provide empirical support for incorporating family-related variables into research on this competence.