Predicción de las variables familiares que interfieren en el progreso académico en contextos multiculturales

This article aims to examine the main cultural and family factors that condition childhood learning in multicultural contexts, considering the influence of this stage on the child's development. The objective of this study was to know what cultural variables affect the educational attainment of these students. To analyze these elements, a sample of 968 subjects was used, of which 633 corresponded to the students of the third child education course and 335 to the parents of this student. To all of them, instruments of own elaboration were applied: the students were measured in academic performance of language areas, while the parents completed a questionnaire related to family dynamics. The results obtained through statistical analyses (descriptive, inferential and regression models) indicated the existence of differences in performance in all areas related to language in those students with a mother tongue other than the official one. This study verified that negative contrasts have a direct relationship with family dynamics, defined by the religion professed in it, which in the case of Muslims determines that the cultural-family language darija is the main cause.