Family functioning and learning problems in adolescents: a systematic review in Ibero-america in Ecuador

Abstract

Introduction: Adolescence is a stage of significant changes, where family functioning influences academic performance. Previous studies have explored how family communication and emotional support affect learning problems in adolescents. Objective: Analyze the impact of the family on adolescent learning through a systematic review in Latin America, with a particular focus on Ecuador. Materials and methods: The PRISMA methodology was adopted to carry out a systematic review of the literature in databases such as PubMed, Scopus, Web of Science and Google Scholar. Clear inclusion and exclusion criteria were established, prioritizing relevant qualitative and quantitative studies. Study selection was performed by double-blind peer review. Results: 104 articles were identified, of which 20 were selected. The results show that family functioning significantly influences adolescents' learning. Family dysfunction, characterized by poor communication and vague roles, is associated with problems in learning and emotional development. In Ecuador, ethnic diversity and socioeconomic differences also influence family functionality and academic performance. Discussion: The family is essential for the development and academic performance of adolescents. Healthy family dynamics facilitate an environment conducive to learning, while dysfunction is associated with learning problems. Conclusions: Education in conflict resolution and open communication within the family are key strategies to improve family functionality and academic performance. This study highlights the importance of considering sociocultural factors when designing educational interventions and family policies in Latin America.