ABSTRACT
Objective
To examine the association between parent–student communication and academic performance (GPA) among Colombian university students.
Background
Family communication is an important dimension of students’ academic experience, although its associations with academic performance may vary according to parental role, emotional tone, and students’ perceptions of the relationship.
Method
A total of 934 psychology and law students from two Colombian universities completed the CAM–CAP Family Communication Questionnaire. Cumulative GPA, obtained from institutional academic records, served as the indicator of academic performance. Ordinal logistic regression analyses were conducted using Jamovi (v2.3). The final model retained statistically significant predictors (p < 0.05) to support model parsimony.
Results
Higher levels of mother–student dialog and more positive perceptions of the mother were associated with lower GPA categories. Negative perceptions of the mother were also associated with lower GPA categories. In contrast, father–student dialog was associated with higher GPA categories, whereas greater communication difficulties with the father were associated with lower GPA categories. Age was also positively associated with higher GPA categories.
Conclusion
The findings reveal complex and, in some cases, counterintuitive associations between parent–student communication and academic performance. Although the final model identified statistically significant associations, its explanatory scope was modest, suggesting that family communication represents only one component within a broader set of academic, psychological, institutional, and socioeconomic factors related to GPA.
Implications
These results suggest that university support initiatives should consider the nuanced and potentially bidirectional dynamics of parent–student communication, particularly the differentiated roles of mothers and fathers in students’ academic experiences.