<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0212-9728</journal-id>
<journal-title><![CDATA[Anales de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Anal. Psicol.]]></abbrev-journal-title>
<issn>0212-9728</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0212-97282021000200013</article-id>
<article-id pub-id-type="doi">10.6018/analesps.37.2.342731</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Parental involvement and family motivational climate from the parents' perception: cross-cultural validation of the CMF-P questionnaire]]></article-title>
<article-title xml:lang="es"><![CDATA[Implicación parental y clima motivacional de la familia desde la percepción de los padres: validación transcultural del cuestionario CMF-P]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[del-Prado Morales]]></surname>
<given-names><![CDATA[Mirtha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alonso-Tapia]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Simón-Rueda]]></surname>
<given-names><![CDATA[Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Internacional Isabel I de Castilla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<numero>2</numero>
<fpage>323</fpage>
<lpage>333</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0212-97282021000200013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0212-97282021000200013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0212-97282021000200013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study has two objectives. First, to study the validity of the family motivational climate model as an indicator of parental involvement, when it is evaluated with the Family Motivational Climate questionnaire for Parents (CMF / P). Second, to do it in the Spanish and Cuban population in order to determine the differences in the CMF perception of the parents of both countries. A total of 892 parents participated in the study, 400 from Spain and 492 from Cuba. Confirmatory factor analyses, cross-validation and multi-group analyses performed, as well as reliability analysis. The results show, both in Spain and in Cuba, the validity of the theoretical model that underlies the questionnaire. The help offered by parents serving as an example to their children, and the way in which parents structure the schoolwork at home are the most important factors in the definition of the CMF. However, culture moderated the configuration of the CMF in several indicators of the Model, showing different ways of acting between Spanish and Cuban parents in the configuration of a family motivating climate.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio tiene dos objetivos. Primero, estudiar la validez del modelo de clima motivacional de la familia como indicador de implicación parental, cuando se evalúa con el cuestionario de Clima Motivacional de la Familia para padres (CMF/P). Y, segundo, hacerlo en población española y cubana con el fin de determinar las diferencias en la percepción del CMF de los padres de ambos países. Participaron 892 padres, 400 españoles y 492 cubanos. Se realizaron análisis factoriales confirmatorios, de validez cruzada y multigrupo, y análisis de fiabilidad. Los resultados muestran, tanto en España como en Cuba, la validez del Modelo teórico que subyace al cuestionario. Las ayudas que ofrecen los padres sirviendo como ejemplo a sus hijos y la estructuración del trabajo escolar en casa por parte de los padres son los factores de mayor peso en la definición del CMF. Sin embargo, la cultura moderó la configuración del CMF en varios indicadores del Modelo, mostrando diferentes maneras de actuar entre padres españoles y cubanos en la configuración de un clima familiar motivador.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Parental involvement]]></kwd>
<kwd lng="en"><![CDATA[Family Motivational Climate]]></kwd>
<kwd lng="en"><![CDATA[School Motivation]]></kwd>
<kwd lng="en"><![CDATA[Culture]]></kwd>
<kwd lng="es"><![CDATA[Implicación parental]]></kwd>
<kwd lng="es"><![CDATA[Clima Motivacional de la Familia]]></kwd>
<kwd lng="es"><![CDATA[Motivación escolar]]></kwd>
<kwd lng="es"><![CDATA[Cultura]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Acosta]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Segmentación y sistemas educativos: un análisis a través de la comparación de los cambios para la escuela secundaria en Europa y América Latina (Segmentation and education systems: an analysis through the comparison of changes for secondary school in Europe and Latin America)]]></article-title>
<source><![CDATA[Revista Española de Educación Comparada]]></source>
<year>2017</year>
<volume>29</volume>
<page-range>202-19</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Affuso]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Bacchini]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Concetta]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The contribution of school-related parental monitoring, self-determination, and self-efficacy to academic achievement]]></article-title>
<source><![CDATA[Journal of Educational Research]]></source>
<year>2017</year>
<volume>110</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>565-74</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alonso-Tapia]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Fernández-Heredia]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Development and initial validation of the Classroom Motivational Climate Questionnaire (CMC-Q)]]></article-title>
<source><![CDATA[Psicothema]]></source>
<year>2008</year>
<volume>20</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>883-9</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alonso-Tapia]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Simón]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Asensio]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Development and Validation of the Family Motivational Climate Questionnaire (FMC-Q)]]></article-title>
<source><![CDATA[Psicothema]]></source>
<year>2013</year>
<volume>25</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>266-74</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ames]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Achievement goals and the classroom motivational climate]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Schunk]]></surname>
<given-names><![CDATA[D.H.]]></given-names>
</name>
<name>
<surname><![CDATA[Meece]]></surname>
<given-names><![CDATA[J.L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Students' perceptions in the classroom]]></source>
<year>1992</year>
<page-range>327-48</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Erlbaum]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Arbuckle]]></surname>
<given-names><![CDATA[J.L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Amos 5.0 update to the Amos user's guide]]></source>
<year>2003</year>
<publisher-loc><![CDATA[Chicago ]]></publisher-loc>
<publisher-name><![CDATA[Small Waters]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Becker]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Neumann]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Longitudinal Big-Fish-Little-Pond Effects on Academic Self-Concept Development during the Transition from Elementary to Secondary Schooling.]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>2017</year>
<volume>110</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>882-97</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bocija]]></surname>
<given-names><![CDATA[M.C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Estudio comparativo del conflicto trabajo-familia en España y Cuba (Comparative study of the work-family conflict in Spain and Cuba)]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Córdoba ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Córdoba]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bolívar]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Familia y escuela: dos mundos llamados a trabajar en común (Family and school: two worlds called to work together)]]></article-title>
<source><![CDATA[Revista de Educación]]></source>
<year>2006</year>
<volume>339</volume>
<page-range>119-46</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Boonk]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Gijselaers]]></surname>
<given-names><![CDATA[H.J.M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ritzen]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Brand-Gruwel]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A review of the relationship between parental involvement indicators and academic achievement]]></article-title>
<source><![CDATA[Educational Research Review]]></source>
<year>2018</year>
<volume>24</volume>
<page-range>10-30</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Calero]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Gil]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Un análisis de la incidencia distributiva del gasto público en sanidad y educación en España (An analysis of the distributive incidence of public spending on health and education in Spain)]]></article-title>
<source><![CDATA[Informe sobre exclusión y desarrollo social en España 2014]]></source>
<year>2014</year>
<publisher-name><![CDATA[Fundación Foessa]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cheng]]></surname>
<given-names><![CDATA[R. W.-Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Lam]]></surname>
<given-names><![CDATA[S.-F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The interaction between social goals and self-construal on achievement motivation]]></article-title>
<source><![CDATA[Contemporary Educational Psychology]]></source>
<year>2013</year>
<volume>38</volume>
<page-range>136-48</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Clogg]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Petkova]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Haritou]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Statistical methods for comparing regression coefficients between models]]></article-title>
<source><![CDATA[American Journal of Sociology]]></source>
<year>1995</year>
<volume>100</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>1261-93</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[D'Alessandre]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Mattioli]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿Por qué los adolescentes dejan la escuela? Comentarios a los abordajes conceptuales sobre el abandono escolar en el nivel medio (Why do teenagers leave school? Comments on the conceptual approaches to school dropout at the secondary level)]]></article-title>
<source><![CDATA[Sistema de Información de Tendencias Educativas en América Latina]]></source>
<year>2015</year>
<volume>21</volume>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[del-Prado]]></surname>
<given-names><![CDATA[M.M.]]></given-names>
</name>
<name>
<surname><![CDATA[Simón-Rueda]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Aguirre-Camacho]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Alonso-Tapia]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Parental involvement and family motivational climate as perceived by children: A cross-cultural study]]></article-title>
<source><![CDATA[Psicología Educativa]]></source>
<year>2020</year>
<volume>26</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>121-8</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[del-Prado]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Simón]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Alonso-Tapia]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[A comparison between parents and children's perspectives on parental involvement as shown in family motivational climate]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Duchesne]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Ratelle]]></surname>
<given-names><![CDATA[C.F.]]></given-names>
</name>
<name>
<surname><![CDATA[Feng]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Psychological need satisfaction and achievement goals: exploring indirect effects of academic and social adaptation following the transition to secondary school]]></article-title>
<source><![CDATA[Journal of Early Adolescence]]></source>
<year>2017</year>
<volume>37</volume>
<numero>9</numero>
<issue>9</issue>
<page-range>1280-308</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Elliot]]></surname>
<given-names><![CDATA[A. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Chirkov]]></surname>
<given-names><![CDATA[V. I.]]></given-names>
</name>
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Sheldon]]></surname>
<given-names><![CDATA[K. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A cross-cultural analysis of avoidance (relative to approach) personal goals]]></article-title>
<source><![CDATA[Psychological Science]]></source>
<year>2001</year>
<volume>12</volume>
<page-range>505-10</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Epstein]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
</person-group>
<source><![CDATA[School, Family, and Community Partnerships: Preparing Educators and Improving Schools]]></source>
<year>2011</year>
<edition>Second</edition>
<page-range>60-87</page-range><publisher-loc><![CDATA[Nueva York, NY ]]></publisher-loc>
<publisher-name><![CDATA[Westview]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[E.M.]]></given-names>
</name>
<name>
<surname><![CDATA[Mena]]></surname>
<given-names><![CDATA[M.L.]]></given-names>
</name>
<name>
<surname><![CDATA[Rivière]]></surname>
<given-names><![CDATA[G. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Fracaso y abandono escolar en España (Failure and school dropout in Spain.)]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Fundación &#8220;la Caixa&#8221;]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Froiland]]></surname>
<given-names><![CDATA[J.M.]]></given-names>
</name>
<name>
<surname><![CDATA[Worrell]]></surname>
<given-names><![CDATA[F.C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Parental autonomy support, community feeling and student expectations as contributors to later achievement among adolescents]]></article-title>
<source><![CDATA[Educational Psychology]]></source>
<year>2017</year>
<volume>37</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>261-71</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Motivar para el aprendizaje desde la actividad orientadora (According to the World Bank, Cuba is the country in the world that invests the most in education)]]></source>
<year>2005</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Ministerio de Educación y Ciencia]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hair]]></surname>
<given-names><![CDATA[J.F.]]></given-names>
</name>
<name>
<surname><![CDATA[Black]]></surname>
<given-names><![CDATA[W.C.]]></given-names>
</name>
<name>
<surname><![CDATA[Babin]]></surname>
<given-names><![CDATA[B.J.]]></given-names>
</name>
<name>
<surname><![CDATA[Anderson]]></surname>
<given-names><![CDATA[R.E.]]></given-names>
</name>
<name>
<surname><![CDATA[Tathan]]></surname>
<given-names><![CDATA[R.L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Multivariate data analysis]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Upper Saddle River, NJ ]]></publisher-loc>
<publisher-name><![CDATA[Pearson-Prentice Hall]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Harris]]></surname>
<given-names><![CDATA[A.L.]]></given-names>
</name>
<name>
<surname><![CDATA[Robinson]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A new framework for understanding parental involvement: Setting the stage for academic success]]></article-title>
<source><![CDATA[RSF: The Russell Sage Foundation Journal of the Social Sciences]]></source>
<year>2016</year>
<volume>2</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>186-201</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hernández]]></surname>
<given-names><![CDATA[C.A.]]></given-names>
</name>
<name>
<surname><![CDATA[Cárdenas]]></surname>
<given-names><![CDATA[C.A.]]></given-names>
</name>
<name>
<surname><![CDATA[Romero]]></surname>
<given-names><![CDATA[P.O.]]></given-names>
</name>
<name>
<surname><![CDATA[Hernández]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The parents and the academic achievement of teenager students in a high school of Milpa Alta, Mexico City]]></article-title>
<source><![CDATA[Información tecnológica]]></source>
<year>2017</year>
<volume>28</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>119-28</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jeynes]]></surname>
<given-names><![CDATA[W.H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The relationship between parental involvement and urban secondary school student academic achievement. A meta-analysis]]></article-title>
<source><![CDATA[Urban Education]]></source>
<year>2007</year>
<volume>42</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>82-110</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[King]]></surname>
<given-names><![CDATA[R.B.]]></given-names>
</name>
<name>
<surname><![CDATA[McInerney]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Nasser]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Different goals for different folks: a cross-cultural study of achievement goals acrossnine cultures]]></article-title>
<source><![CDATA[Social Psychology of Education]]></source>
<year>2017</year>
<volume>20</volume>
<page-range>3</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lamrani]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Según el Banco Mundial, Cuba es el país del mundo que invierte más en educación (According to the World Bank, Cuba is the country in the world that invests the most in education)]]></article-title>
<source><![CDATA[Global Research]]></source>
<year>2015</year>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Litaliena]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Morinb]]></surname>
<given-names><![CDATA[J.S.]]></given-names>
</name>
<name>
<surname><![CDATA[McInerneyc]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Generalizability of achievement goal profiles across five cultural groups: More similarities than differences]]></article-title>
<source><![CDATA[Contemporary educational psychology]]></source>
<year>2017</year>
<volume>51</volume>
<page-range>267-83</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Luiz]]></surname>
<given-names><![CDATA[M.C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The school as a mini-university in secondary education in Cuba]]></article-title>
<source><![CDATA[Cuadernos de Pesquisa]]></source>
<year>2010</year>
<volume>40</volume>
<numero>139</numero>
<issue>139</issue>
<page-range>257-76</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McDonald]]></surname>
<given-names><![CDATA[R. P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Test theory. A unified treatment]]></source>
<year>1999</year>
<publisher-loc><![CDATA[Mahwah, NJ ]]></publisher-loc>
<publisher-name><![CDATA[Lawrence Erlbaum]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Madjar]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Chohat]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Will I succeed in middle school? A longitudinal analysis of self-efficacy in school transitions in relation to goal structures and engagement]]></article-title>
<source><![CDATA[Educational Psychology]]></source>
<year>2017</year>
<volume>37</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>680-94</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Madjar]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Shklar]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Moshe]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of parental attitudes in children´s motivation toward assignments]]></article-title>
<source><![CDATA[Psychology in the Schools]]></source>
<year>2016</year>
<volume>53</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>173-88</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Maehr]]></surname>
<given-names><![CDATA[M. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Braskamp]]></surname>
<given-names><![CDATA[L. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[The motivation factor: A theory of personal investment]]></source>
<year>1986</year>
<publisher-loc><![CDATA[Lexington, MA ]]></publisher-loc>
<publisher-name><![CDATA[Lexington]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Maehr]]></surname>
<given-names><![CDATA[M. L.]]></given-names>
</name>
<name>
<surname><![CDATA[McInerney]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Motivation as personal investment]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[McInerney]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Van Etten]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Research on sociocultural influences on motivation and learning]]></source>
<year>2004</year>
<volume>4</volume>
<page-range>61-90</page-range><publisher-loc><![CDATA[Greenwich, CT ]]></publisher-loc>
<publisher-name><![CDATA[Information Age]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Morentin]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Ballesteros]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Desde fuera de la escuela: una reflexión en torno al aprendizaje a partir de trayectorias de abandono escolar prematuro (From outside school: a reflection on learning from early school leaving trajectories)]]></article-title>
<source><![CDATA[Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación]]></source>
<year>2018</year>
<volume>16</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>5-20</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pomerantz]]></surname>
<given-names><![CDATA[E.M.]]></given-names>
</name>
<name>
<surname><![CDATA[Grolnick]]></surname>
<given-names><![CDATA[W.S.]]></given-names>
</name>
<name>
<surname><![CDATA[Price]]></surname>
<given-names><![CDATA[C.E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of parents in how children approach achievement]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Elliot]]></surname>
<given-names><![CDATA[A.J.]]></given-names>
</name>
<name>
<surname><![CDATA[Dweck]]></surname>
<given-names><![CDATA[C.S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of competence and motivation]]></source>
<year>2005</year>
<page-range>259-96</page-range><publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[Guilford Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[M.N.]]></given-names>
</name>
<name>
<surname><![CDATA[Ruiz]]></surname>
<given-names><![CDATA[M.A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Atenuación de la asimetría y de la curtosis de las puntuaciones observadas mediante transformaciones de variables: Incidencia sobre la estructura factorial (Attenuation of the skewness and kurtosis of the scores observed through variable transformations: Impact on the factorial structure)]]></article-title>
<source><![CDATA[Psicológica]]></source>
<year>2008</year>
<volume>29</volume>
<page-range>205-27</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Svetaz]]></surname>
<given-names><![CDATA[M. V.]]></given-names>
</name>
<name>
<surname><![CDATA[Garcia-Huidobro]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Allen]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Parents and family matter. Strategies for developing family-centered adolescent care within primary care practices]]></article-title>
<source><![CDATA[Primary Care - Clinics in Office Practice]]></source>
<year>2014</year>
<volume>41</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>489-506</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tang]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A review of parental involvement and academic success]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Jeynes]]></surname>
<given-names><![CDATA[W. H.]]></given-names>
</name>
</person-group>
<source><![CDATA[Leadership and Policy in Schools]]></source>
<year>2015</year>
<volume>14</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>134-8</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Treviño]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Valdés]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Costilla]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Pardo]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Donoso]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Factores asociados al logro cognitivo de los estudiantes en América Latina y el Caribe (Factors associated with the cognitive achievement of students in Latin America and the Caribbean)]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Santiago Chile ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="book">
<collab>UNESCO</collab>
<source><![CDATA[Situación Educativa de América Latina y el Caribe: Hacia la educación de calidad para todos al 2015 (Educational Situation of Latin America and the Caribbean: Towards quality education for all by 2015)]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Santiago ]]></publisher-loc>
<publisher-name><![CDATA[Oficina Regional de Educación para América Latina y el Caribe (OREALC/UNESCO)]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Villasana]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Alonso-Tapia]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cross-cultural validity of the Classroom Motivational Climate Questionnaire: comparison between French and Spanish students]]></article-title>
<source><![CDATA[Revista de Psicodidáctica]]></source>
<year>2015</year>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>227-46</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wilder]]></surname>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of parental involvement on academic achievement: a meta-synthesis]]></article-title>
<source><![CDATA[Educational Review]]></source>
<year>2014</year>
<volume>66</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>377-97</page-range></nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="book">
<source><![CDATA[Datos del gasto público en educación, total (% del PIB)]]></source>
<year>2018</year>
<publisher-name><![CDATA[Instituto de Estadística de la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO)]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
