Learning engagement and family environment: impact on academic performance at FECA-UJED
Abstract
This study examines the influence of learning commitment and family environment on the academic performance of university students in the Faculty of Economics, Accounting, and Administration of the Juárez University of the State of Durango (FECA-UJED). The objective was to identify the relationship between the level of student commitment, family environment characteristics, and their impact on academic performance. A quantitative, correlational, cross-sectional, and non-experimental approach (exploratory in scope) was adopted. A total of 408 students (aged 18 to 30) participated, with a balanced gender distribution. Data collection was conducted using a validated questionnaire based on the Latin American Studies Network in Education and Pedagogy (RELEP) methodology, administered in person and online, ensuring anonymity and confidentiality. SPSS v25 was used for the analysis, with descriptive analysis, Pearson correlation, and multiple regression. The results indicate average levels of learning commitment and a predominantly favorable family environment. A significant correlation was observed between engagement and achievement (r = 0.420, p < .001), as well as between family environment and achievement (r = 0.386, p < .001). Both predictors explained 24.8% of the variance in achievement (β_engagement = 0.275; β_environment = 0.231; p < .001). Family and academic intervention strategies are suggested to optimize student performance.
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