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Considering family involvement in school learning, the main objective of this study is to verify the relationship between parental involvement and children's school performance. It also has, as specific objectives, to compare the averages obtained by school, by school year, by age and by sex. A total of 112 primary school children of both sexes, aged 8 to 12 years old, from the 3rd to the 5th grade, participated in two public schools in Minas Gerais-Brazil. The children answered two questionnaires "Questionnaire on evaluation of the relationship with the father in the eyes of the children" and with the mother, in the view of the children. Academic performance was raised in schools through their grades in the secretariats of the institutions. The results showed that only in the sex of the children there were statistically significant differences. No correlations were found between the means of the evaluation of the relationship with the parents and the academic performance. This result may reflect the fact that families and schools have not acted together, as perceived by children.

This study investigates the relationships between the perceptual-motor maturity and the use of electronic games, as well the differences between gender and age. 148 children of elementary school participated, of a public institution from Brazil, with 54.1% males and 45.9% female. Students were attending the 2nd to 4th grade. The tests were applied in a collective way, the Bender Test (B-SPG) and a questionnaire to assess the standards of use of electronic games. The results indicated that boys spent more time on electronic games. There was significant correlation between the use of games and the scores of Bender, indicating that children who played more could have more visomotor difficulties. To Bender test no significant differences were found for sex, but to age there have been advances lower was the score.

Este estudo investiga as possíveis relações entre a maturidade percepto-motora e o uso de jogos eletrônicos, assim como possíveis diferenças entre as variáveis sexo e idade. Participaram 148 crianças do ensino fundamental, de uma instituição pública do interior do Estado de São Paulo, sendo 54,1% do sexo masculino e 45,9% do sexo feminino. Os estudantes frequentavam da 2ª a 4ª série. Foram aplicados de forma coletiva, o Teste de Bender (B-SPG) e um questionário para avaliar os padrões de uso dos jogos eletrônicos. Os resultados indicaram que os meninos utilizavam mais tempo nos jogos eletrônicos. Houve correlações positivas entre a utilização dos jogos e as pontuações no teste Bender, indicando que as crianças que mais jogavam podiam ter maiores dificuldades visomotoras. Não foram encontradas diferenças significativas para o sexo, já para a idade conforme houve avanço, menor foi a pontuação.