Family dysfunction and self-esteem in academic performance: A multidimensional predictive analysis

Cordero Alvarado N.I.; Díaz Espinoza M.; Aguirre Pluas C.M.; Triana Galindo S. · Revista de Ciencias Sociales (2025) · DOI: 10.31876/rcs.v31i3.44309

Resumen

The relationship between family environment and students’ psychological characteristics has been widely recognized as a determining factor in academic performance. In this regard, family dysfunction, manifested as a lack of cohesion and flexibility, and self-esteem, in its general and specific dimensions, constitute key variables for understanding educational performance in university settings. This study analyzes family dysfunction and self-esteem as predictors of academic performance in university students from the Milagro canton of Ecuador. The research was conducted using a quantitative approach with a non-experimental cross-sectional design and a descriptive-correlational approach. The sample consisted of 205 Psychology students from a public institution, selected using stratified probability sampling. The results showed that general self-esteem and its specific components, behavioral and affective, are significant predictors of academic performance, explaining more than 90% of its variability. Family dysfunction also had a significant influence, with the dimensions of cohesion and flexibility being particularly significant. It is concluded that both self-esteem and family dysfunction are significant predictors of academic performance. This underscores the need to develop educational and family interventions that strengthen self-esteem and promote a functional family environment to improve students’ academic performance. © Licencia de Creative Commons Atribución 4.0 Internacional (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/deed.es

Instituciones: Universidad César Vallejo