Improving students’ academic performance and reducing conflicts through family involvement in primary school learning activities: a Mexican case study

JOURNAL ARTICLE published 4 March 2022 in Cambridge Journal of Education

Research funded by the European Social Fund and Spanish Agency of Research under the Ramon y Cajal grant number (RYC-2015-17533)

Authors: Alfonso Rodriguez-Oramas | Teresa Morla-Folch | Maria Vieites Casado | Laura Ruiz-Eugenio