Relationship Between Family Environment and AcademicPerformance in Basic Education Students in Ecuador
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Abstract
This article analyzes the relationship between family environment and academic performance among basic education students in Ecuador, based on a correlational quantitative study conducted with a sample of 480 students and their legal guardians. Using surveys completed by parents and official school records, four family environment dimensions were assessed: parental education level, household economic situation, academic support at home, and emotional family climate. Results revealed a positive and significant correlation between parental education, school support, and emotional climate with students’ academic performance. The economic situation showed a lower but statistically significant impact. Significant differences were found between students from urban and rural areas, with urban students achieving higher grades and receiving more parental support. The multivariate analysis showed that family-related variables explained 39% of the variance in academic achievement. The study concludes that the family environment is a key factor in school performance and that its reinforcement—through family guidance programs, parental education, and school-community partnerships—can enhance learning outcomes in Ecuadorian basic education. The article offers policy recommendations that incorporate the family dimension as a structural axis of the educational process.
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