Recursos Familiares e o Desempenho Cognitivo dos Alunos do Ensino Básico Brasileiro
This article discusses the processes by which family structure affects students´ cognitive performance in Brazilian schools. The article´s basic premise is that family influence is not a uni-dimensional construct, and the study thus uses four dimensions to capture such influence. The effects of thes...
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| Autores principales: | , |
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| Formato: | Artículo científico |
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Universidade do Estado do Rio de Janeiro
2006
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| Acceso en línea: | http://www.redalyc.org/articulo.oa?id=21849307 http://biblioteca.clacso.edu.ar/gsdl/cgi-bin/library.cgi?a=d&c=br/br-022&d=21849307oai |
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| Sumario: | This article discusses the processes by which family structure affects students´ cognitive performance in Brazilian schools. The article´s basic premise is that family influence is not a uni-dimensional construct, and the study thus uses four dimensions to capture such influence. The effects of these factors on students performance are measured through a school attainment analysis model. The data are compatible with a model in which the parents´ involvement acts as a mediating factor for the action of cultural resources, which in turn depend on economic resources, which have only indirect effects on students´ cognitive performance in primary school. |
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