Revista Científica y Arbitrada de Ciencias Sociales y Trabajo Social ‘‘Tejedora’’: Vol. 4 (Núm. 7) (ene-jun 2021). ISSN: 2697-3626

Family beliefs and school performance: Towards a cognitive restructuring

FAMILY BELIEFS AND SCHOOL PERFORMANCE: TOWARDS A COGNITIVE

RESTRUCTURING

CREENCIAS FAMILIARES Y RENDIMIENTO ESCOLAR: HACIA UNA

REESTRUCTURACIÓN COGNITIVA

López-Ávila Karen Denisse¹

Mendoza-Muñoz Bryan Abdón

2

1

Investigadora Independiente. Manta, Ecuador. psico.karenlopez@gmail.com https://orcid.org/0000-

0

002-0589-9460

2

Universidad Laica Eloy Alfaro de Manabí. Manta, Ecuador. bryan.mendoza@uleam.edu.ec

https://orcid.org/0000-0002-9964-8362

ABSTRACT:

Education throughout history has been part of the development of society. Every human being begins this path at

birth and being part of the primary social group called the family, where stories that are internalized and probably

modified or strengthened with subsequent social relations are attributed. This research seeks to determine the

impact of family beliefs on the school development of students who are part of various Catholic educational

communities of the canton Manta; through a qualitative and quantitative study that allowed to know the opinions

of a finite population of 327 parents or legal representatives who together with the bibliographic review clarified

the idea of generating changes in action; because, these thoughts or beliefs are in constant connection with the

processes posed by Catholic centers whose goal is to provide educational services for children and adolescents.

Because of this situation, it is analyzed to consolidate the relationships between the members of the educational

community through the implementation of projects that motivate their interaction, with methodologies such as

those proposed by Learning Communities.

Keywords: Cognitive Restructuring, Beliefs, Family, Learning.

RESUMEN:

La educación a lo largo de la historia ha formado parte del desarrollo de la sociedad. Todo ser humano, inicia este

camino en el nacimiento y al formar parte del grupo social primario denominado familia, donde se atribuyen historias

que son interiorizadas y probablemente modificadas o fortalecidas con las posteriores relaciones sociales. La

presente investigación busca determinar la incidencia de las creencias familiares en el desarrollo escolar de los

estudiantes que forman parte de diversas comunidades educativas católicas del cantón Manta; a través de un

estudio cualitativo y cuantitativo que permitió conocer las opiniones de una población finita de 327 padres de familia

o representantes legales que junto a la revisión bibliográfica esclarecieron la idea de generar cambios de actuación;

debido a que, estos pensamientos o creencias están en constante relación con los procesos que plantean los centros

católicos cuyo objetivo es ofrecer servicios educativos para niños, niñas y adolescentes. Por tal situación, se analiza

consolidar las relaciones entre los miembros de la comunidad educativa a través, de la implementación de proyectos

que motiven su interacción, con metodologías como las que propone Comunidades de Aprendizaje.

Palabras clave: Reestructuración cognitiva, Creencias, Familia, Aprendizaje.

77

Recibido: 28 de septiembre de 2020; Aceptado: 04 de enero de 2021; Publicado: 08 de enero de 2021.

Revista Científica y Arbitrada de Ciencias Sociales y Trabajo Social ‘‘Tejedora’’: Vol. 4 (Núm. 7) (ene-jun 2021). ISSN: 2697-3626

López-Ávila & Mendoza-Muñoz (2021)

1

. INTRODUCTION

Education can become a complex area of

This formative base in values, ethical and

moral principles with emotional

study based on the factors that influence it

and essentially because it is the space where

social interaction is facilitated; this

attributes to it situations of resistance or

conflict about which not much is mentioned,

and there are the beliefs or family thoughts

that instead of adding positive aspects,

create discomfort in the educational

community and, they need to be explored in

depth to give necessary signs to the

processes that are involved in it.

brushstrokes imparted by the families make

learning an experience desirable or not to be

remembered. For this reason, education is

located as a social phenomenon that is

conferred to parents and teachers, who

together with relevant organizations must

respect and ensure its implementation

(Castillo, Paredes, & Bou, 2016).

Currently and in Ecuador, there are several

organisms responsible for ensuring the

integral wellbeing of children and

adolescents, an issue that should be led by

the family, and followed by Educational

Institutions, Education Districts, Cantonal

Boards, and the Public Prosecutor's Office,

under the support of government laws that

protect the processes of protection.

Several topics of investigative interest

circulate around education and on this

occasion, it has been looked to understand

the role of family beliefs in the results that

are achieved within the educational

processes. To do this, the study of cognitive

restructuring is included, as a basis of the

beliefs or thoughts that direct the life of the

human being. Starting from this premise,

social imaginaries are emphasized as the set

of material and political significations that

allow the configuration and practical sense

of society (Gómez, 2019). With this, the

relevance of the path built under the diverse

modes of social interaction and its influence

on later thoughts and behaviors is denoted.

The Universal Declaration of Human Rights

issued by the UN is reaffirmed in the

educational proposal declared in the

Constitution of the Republic of Ecuador,

Section Five, Article 27, where it is

mentioned that education must be centered

in the framework of respect for human

rights, which promotes gender equality,

justice, solidarity, and peace; stimulating the

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Family beliefs and school performance: Towards a cognitive restructuring

development

of

competencies

and

coexistence will determine the modes of

relationship and integration with other

groups in which the individual is integrated

capacities to create and work (Constitution

of Ecuador, 2008).

(

García & Cruz, 2018).

On this basis, the formative actions of

human beings should be regulated;

however, family realities or experiences

often contribute to the violation of these

rights through manifestations that attempt

against them and that can transcend in the

division of the family nucleus and the

constitutional educational proposal due to

the fact in which the following questions are

raised: Who educates the children, the State

or the family?

Therefore, it is understandable that the

family plays a facilitating role of internal and

external resources that leave traces in the

development of each individual's life,

generating identification marks that will be

shared in the activities of daily life. Under

this perspective, it is pointed out that "it is

important to training social skills, as long as

the cultural codes of the social groups are

respected" (Chica, 2017).

This questioning can be posed in Ecuador's

reality, from the conflict of guarantees in

education as evidenced by the campaign

By referring to a social group, each human

component is included that constitutes the

areas of development of the human being,

such as the home, educational institutions,

religious centers, and places of relaxation or

entertainment that contribute to the

relational practices that take place in daily

life. In other words, the sum of these

experiences will be those that print the

molds of learning.

"

with my children do not interfere" with a

posture of opposition to policies against

discrimination in the educational space,

which is problematic if it is considered that

education should promote respect,

freedom, justice, peace and strengthen the

soft skills that provide the necessary tools to

respond to the demands of coexistence.

This invites us to look at education from the

perspective of generational chains of

exclusion, by analyzing together the links

Therefore, it becomes impossible to think

about education without including the

family as a primary social group: Family

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present in the production and reproduction

of life in society (Kaplan, 2018).

participation of the primary social

environment: "the understanding in a

constructivist learning is supported by the

previous knowledge, which are personal

mental representations very rooted in the

beliefs, customs and behaviors" (Chica,

In the educational field, it is appropriate to

base the value that it takes on the

development of the community, which is

clarified by recognizing that learning is the

condition that allows the knowledge and

transformation of the world through the

creation of new concepts that contribute to

life, science and technology (Chica, 2017).

2

017).

Therefore, education and family are deeply

intertwined.

Thus, Symeou maintains that when there is

greater participation by families in the

education of their children, there will be

greater interest in learning. As a result, the

effectiveness of learning is built in an

environment of trust where the sense of

belonging, motivation, and security are

Consequently, the path of learning implies,

first of all, making decisions about what

parents or legal representatives would

consider as the best educational institution

to place the trust and task of imparting the

curricular/scientific knowledge to the

children. This decision will depend on the

educational proposal offered by the centers

and in the case of particular institutions with

a religious tinge "appears as the spiritual

platform that supports and allows the

resolution of problems of living, feeling,

expressing and transforming life (Naranjo &

Moncada, 2019).

increased

and

the

methodological

achievement of the educational-formative

process is guaranteed (Maldonado, 2018).

On the other hand, it refers to the fact that

the joint work of family and school

contributes to the strengthening of

emotions which bring positive changes in the

lives of children, unlike those which would

be achieved if each one worked separately

(Oros & Richaud, 2017).

Under any educational proposal the goal

would be to achieve the expected learning

which has its beginnings in the experiences

with the environment and implies the

In accordance with these positions and the

continuous

search

of

educational

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Family beliefs and school performance: Towards a cognitive restructuring

institutions to involve parents in the

it is spoken of the metacognition as a

learning process that is born in the

motivation because it involves the emotions

that allow the self-knowledge and the

decision-making (Chica, 2017).

educational process of their children,

projects are created to obtain the goal which

turns out to be more and more difficult.

Maldonado proposes: "Classroom families",

whose objective is to make the family

conscious of the importance of school

activities and achievements, which students

can obtain through the knowledge of their

approach, execution and difficulties

Being aware of the acts, emotional aspects

and considering that education is not an

exclusive task of educational institutions,

families are motivated to get involved in the

pleasant and satisfactory job of educating. In

this way, Pozo affirms that understanding

learning based on previous knowledge leads

to a cognitive restructuring or re-elaboration

of mental representations (Chica, 2017).

(Maldonado, 2018).

This proposal is related to what is currently

offered by the country's Ministry of

Education: "Learning Communities", a pilot

program whose objective is to create greater

This clarifies the possibility of changing the

subjective realities of families, in relation to

the functions they must develop in the

process of educating their children, because

these would be limiting their participation

and preventing the appearance of results

that benefit children and adolescents

through the formation of a more democratic

and just society that guarantees integration

and social change.

commitment

from

the

educational

communities and to highlight solidarity, the

ability to dream and work for the wanted

institution through consensus that benefits

those involved. Through this program,

parents or relatives are invited to be an

active part of the academic dynamics in

which the methodology is evident and allows

the reduction of the conflictive centers that

are probably created from subjectivity or

irrational ideas that give instability to social

relations, making them aware of the actions

of those who direct and shape the

educational institution. From this reference,

To talk about it, Gonzalez and Lopez define

"

cognitive restructuring as a technique used

to produce a significant change, in the

different ways of thinking before any

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situation that is presented to an individual"

Mejicanos, S. D., 2016).

show the influence of these beliefs on the

educational proposals offered by Catholic

education centers. In addition, this research

will deepen theoretical knowledge to

describe restructuring forms that benefit

family functionality in educational processes

and offer a comprehensive view on the

importance of assertive interaction between

those involved in this dynamic, helping to

raise awareness of the local and national

population. In this sense, the results become

important in the creation of a work

methodology that allows to modify the

family responses in the necessary and

pertinent processes to develop an education

of quality and warmth, which aims at the

integrality of the children.

(

This definition is combined with the idea of

the cognitive restructuring process being

based on the identification, questioning and

replacement of irrational ideas by others

that reduce the emotional or behavioral

disturbance with the help of a mediator

(Engel & Villarreal, 2018).

Thus, cognitive restructuring seeks the

modification of thoughts or beliefs that are

part of human responses to perceived

stimuli. In this way, the dyad cognition-

behavior is included; allowing that when

modifying the first one, the other one would

do it by consequence.

In this context, it has been considered to

look for answers to the question: is the

cognitive restructuring of the family

necessary for the effectiveness of the

educational processes in the religious

schools of the city of Manta? this question is

based on the demands of the Constitution of

the Republic of Ecuador.

The methodology corresponds to a mixed

approach since it involves a bibliographic

search and statistical data obtained through

digital surveys; simultaneously, a descriptive

and explanatory research line is determined

to describe the characteristics of the

population and to analyze the variables that

influence the problem The previously

mentioned, leaves in evidence the

applicability and viability of the research

process, demonstrating in the results the

effectiveness of making parents participate

Accordingly, this research focuses on

studying cognitive restructuring based on

the identification of socio-cultural beliefs

acquired and shared by parents, allowing to

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Family beliefs and school performance: Towards a cognitive restructuring

in the educational processes as a form of

cognitive restructuring, generating

c) Study area

The research is based on the study of the

beliefs presented by families in relation to

their actions in the educational process. For

this reason, it is important to have the

opinions of the parents or legal

representatives of the students who attend

conclusions about the methodology and

challenges that this involves.

2

. METHODOLOGY

a) Methodological design

these

educational

institutions;

This research has been designed in relation

to the statement of the problem as a direct

route to the search for answers that

contribute socially and scientifically to the

community, marking investigative interests

of a mixed type or triangulation between

methods since it involves the bibliographic

search of studies related to the topic

presented, as part of a qualitative and

quantitative methodology because it

includes statistical data that allow us to

know the beliefs or thoughts that come up in

families with respect to school life, in order

to respond the effectiveness that this marks

in the academic development of students.

geographically located in the city of Manta in

the province of Manabí, Ecuador, in order to

obtain truthful information about the social

reality of the population.

d) Employed techniques

The data collection is based on the

application of a digital survey of multiple

selection that is directed to the parents of

the particular educational institutions that

belong to FEDEC (Federation of Catholic

Educational Establishments), located in the

city of Manta, to collaborate with new and

better contributions in pro of the well-being

and academic success of the students. In

addition, a bibliographic review was carried

out to determine the state of the art of the

matter.

b) Research participants

The population responds to a cluster

sampling because the study involves families

from the Educational Units that are part of

the Fedec, in the city of Manta. There are a

total of 327 families.

Responses to the survey were collected

through a Google web form and then

analyzed by the SPSS program. The analyses

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and results were transcribed directly into the

article.

Parenting patterns (3.4%), all of the above

(10.7%) and None (4.6%). According to this,

when asked about the time per week they

could dedicate to the participation of

activities organized by the educational

institution, 26% responded that they have 1

hour, 21% (2 hours), 18% (3 hours), 23% (4

hours) and 11% (more than 5 hours).

Likewise, 90% of them consider that both

parents should take the important decisions

of the family; also 89% of those surveyed

said that both parents should be responsible

for the school activities.

e) Statistical analysis

It is determined a descriptive and

explanatory research type that seeks to

describe characteristics of the population

and to analyze the variables through the

theoretical foundation of epistemological or

philosophical concepts of the immersed

topics. Among them, it involves the study of

beliefs and modes of interpretation present

in parents and the educational process,

based on the knowledge transmission that

gives the individual essential skills for social

interaction and their vital development

within a community.

Table 1. Reasons to choose a Catholic education

Friend

referral

22

81

40

6,7%

24,8%

12,2%

6,7%

24,8%

12,2%

6,7%

31,5%

43,7%

3

. RESULTS

Family

Tradition

The surveys applied show that 51% of the

surveyed persons agreed with the active

participation of parents in the students'

pedagogical activities, 41% agreed totally,

another 23% disagreed and 1% disagreed

totally. However, 59.6% also mention that

one of the obstacles to participating in their

children's education is working time,

another group gives it to: Parents' age

Only

option

Education

al

proposal

69

21,1%

64,8%

100%

Value

formation

115

35,2%

100%

35,2%

100%

Total

327

Source: Parents of the Catholic Educational

Institutions of Manta, 2020.

(11.3%), Parents' educational level (10.4%),

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Family beliefs and school performance: Towards a cognitive restructuring

In table number 1 it can be seen that 35.2%

Parent/

educatio

nal

instituti

on

of the population surveyed considers that

the choice for a Catholic education is due to

the proposal of formation in values, followed

by 24.8% who make it by family tradition,

7

23,5%

4,3%

23,5%

4,3%

95,4%

linkage

Parents’

educatio

nal level

14

99,7%

100%

2

1.1% by the educational proposal, 12.2%

because it was the only option and 6.7%

reference of friends.

Parent’s

age

1

,3%

Total

327

100%

To the above result, it must be added that

Source: Parents of the Catholic Educational

8

2% of the parents consider that the Catholic

Institutions of Manta, 2020

education meets higher standards than

those that can be offered by an institution

run by lay people, 41% indicate that the

educational plan and process provided by

the educational institution is Good, 31% that

it is excellent, 24% that it is regular and 1%

that it is bad.

Table 2 reflects that 41.9% of parents believe

that academic success is achieved through

habits that consist of an orderly and

disciplined routine, 30% that it is attributed

to parental involvement in the completion of

school tasks, 23.5% that it is a result of the

link between parents and educational

institutions, another 4.3% that it is due to

the educational level of the parents and

Table 2. Academic success habits

0

.3% that it is leaning towards the age of the

parents.

Orderly

and

Table 3. Ideas about the role of teachers in

education

disciplin

ed

routine

137

98

41,9%

30,0%

41,9%

30,0%

41,9%

71,9%

Parent

involve

ment in

homewo

rk

Values

117

58

35,8%

48,3%

35,8%

48,3%

35%,8

84,1%

Scientific

knowledge

1

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Religion

24

7,3%

3,1%

7,3%

3,1%

91,4%

94,5%

Responsib

ility

21,8

%

23,2

%

53,4

%

2

28

Human

rights

1

0

2

13,2

%

14,1

%

67,5

%

Trust

138

151

69

Prevention

of social risks

1

3,7%

98,2%

100%

14,4

%

15,4

%

82,9

%

Honesty

Gratitude

Will

Others

Total

6

1,8%

8

9

9,9

%

6,6%

2,9%

7,0%

3,1%

327

100%

3,0

%

30

Source: Parents of the Catholic Educational

Institutions of Manta, 2020

6,9

%

Optimism

Patience

Total

39

30

3,7%

2,9%

4,0%

3,1%

100%

Table 3 shows that 48.3% of those surveyed

said that in education the role of teachers is

to impart scientific knowledge, 35.8% to

teach values, 7.3% to educate in religion,

100%

93,7

%

981

3

.7% to prevent social risks, 3.1% to teach

Source: Parents of the Catholic Educational

Institutions of Manta, 2020

human rights and 1.8% to teach others.

Additionally, when asked about the

statement "children and adolescents should

be educated as citizens who promote,

respect, and comply with the Constitution of

Ecuador" 49% of those surveyed said they

strongly agreed, 39% agreed, 11% disagreed,

and 2% totally disagreed.

In table number 4 it is visible that, in families,

the value of responsibility predominates in

2

3.2%, solidarity in 15.5%, honesty in 15.4%,

respect for diversity in 14.7%, trust in 14.1%,

gratitude in 7%, will in 4%, optimism in 3.1%

and patience in the remaining 3.1%.

4

. DISCUSSION

Table 4. Meaning values for families

The investigative purpose is to determine

the influence of family beliefs in the school

development

of

students,

whose

1

4,5

%

15,5

%

15,5

%

intentionality has been evidenced in the

positions or ideas shared by a total of 327

parents, leading to question the actions of

each actor that makes possible the fact of

Solidarity

152

144

Respect

for

diversity

1

3,8

%

14,7

%

30,2

%

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Family beliefs and school performance: Towards a cognitive restructuring

educating. Several are the authors who in

their studies refer to the combined work

that should exist between the school and the

family, and this path begins with the

preliminary choice of the educational

institution, a decision based on several ideas

acquired from the social circle to which they

belong. As the population surveyed

represents the parents of the Catholic

educational institutions in the city of Manta,

they consider that the decision for this type

of education is established by the proposal

of formation in values that these institutions

promote, however, the idea of continuing

with the family tradition is evident, giving

value to the educational proposal from

which probably strengthens the thought that

Catholic education reaches higher standards

compared to institutions that are run by lay

people. From these positions could be

questioned not only the differences

between fiscal and private education, but

also the variations and objectives of the

curriculum and traditions between Catholic,

Christian, evangelical and lay religious

centers. In this process it is also fundamental

to consider those habits that allow positive

academic results by the students, where an

orderly and disciplined routine must prevail,

that has schedules of specific activities that

facilitate the fulfillment of the

responsibilities, the participation of the

parents in the accomplishment of the school

tasks and the assertive entailment of them

with the educational institutions allowing

consolidated relations that invite to work

directed to a common aim and under the

premise to maintain an active and assertive

communication that assures this success.

These thoughts and actions lead us to think

that whatever the option to achieve

academic success, family participation is not

excluded because it is the center or

educational base of the children. This

argument sounds encouraging as a way of

reducing the learning difficulties that may be

presented, but the social reality shows us

that this participation is limited and often

null due to the workload that must be

respected to cover the basic needs of family

members. Therefore, it is important to

define what would be the appropriate

challenges and plans for which society

should work and demand their analysis from

the corresponding Ministries so that the

rights of human well-being are evaluated

and considered.

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As mentioned, education includes several

actors as responsible actors; for this reason,

the family, in spite of entrusting the

education of the children to Catholic

institutions, does not expect the teachers to

train in religion but in scientific knowledge.

Making it clear that the formation in values

must be led by the family and this argument

is contradictory because the majority opts

for this type of education due to the

proposal of formation in values, probably

because society perceives the loss of them.

However, with respect to human rights

education, it is a topic that deserves much

analysis because, despite agreeing with it, in

everyday life and under the experience of

working with parents and students,

resistance to certain themes can be noted.

Another detail that stands out is the idea

that the task is not exclusive to mom or dad,

on the contrary, it belongs to both parents,

who together must make decisions for and

to ensure family wellness, a situation that is

questionable because through observation it

denotes the participatory leadership that

mothers adopt in the activities planned by

the educational institutions (meetings to

deliver reports, Olympics, competitions,

cultural weeks, etc).

Within this line of education in values and

rights, it is interesting to analyze that the

most representative value for families is the

responsibility that can be related to the idea

of having "perfect children", who are not

wrong, who are productive and who meet

the social demands imposed, without

considering the sense of freedom in making

decisions about what they want and closing

the possibility of learning under the

dynamics of trial and error.

5. CONCLUSIONS

The bibliographic analysis and the results of

the surveys have made it possible to clarify

the theory established in this research

process, where it is alleged that family

beliefs influence the process or activities

proposed by the educational institutions. For

this reason, the proposal of family cognitive

restructuring is an interesting invitation to

involve the community in decision-making,

which is an important position in any process

that is designed. This issue would begin with

the evocation of feelings and interiorization

of realities of all actors involved in

education, through the implementation of

projects such as families in classrooms and

learning communities, combining the

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Family beliefs and school performance: Towards a cognitive restructuring

observance of ministerial and constitutional

generate significant changes in children and

adolescents where there is the intervention

of professionals in the social area that,

making use of participant observation,

psychological interviews, student surveys,

suggestion boxes, etc., achieve to mediate

and accompany the process.

guidelines that guarantee the responsibility

and fulfillment of citizens' rights for the

formation of integral human beings.

Given the answers, there is a family

consideration that the accompaniment of

parents during school activities generates

academic success in students, which is

transcribed in that there will be acceptance

and participation in inviting them to be part

of this process; however, the workload is

presented as a limitation for this.

It is important to reaffirm the importance of

educational institutions having adequate

spaces to provide active listening and

feedback of family and school processes so

they can jointly create improvement plans

that will contribute not only to the

evolutionary development of students, but

also help the institution to lower the

percentage of conflicting events.

In addition, the cognitive restructuring

approach is shown as a possibility to

introduce values that are relegated by

families and that are fundamental in

strengthening the skills that promote just

beings under human and/or legal precepts.

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