El objetivo de este estudio es analizar la relación existente entre los estilos educativos de los padres (democráticos, permisivos, autoritarios e indiferentes) y distintas áreas vinculadas con el rendimiento académico de los hijos. Participaron 372 chicos y chicas de entre 11 y 15 años de edad que evaluaron a sus padres en función del afecto y del control que percibían. Además, cumplimentaron diversas medidas para evaluar su rendimiento académico, su motivación académica, su competencia académica percibida y sus atribuciones sobre las causas del éxito escolar. Los resultados mostraron un patrón claro y consistente en el que los hijos que percibían a sus padres como democráticos o permisivos lograban las puntuaciones más altas en las diferentes áreas analizadas. Los resultados se discuten considerando las dimensiones de afecto y control que subyacen a los distintos estilos educativos de los padres.
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