Family and school context in school engagement

  1. Arantza Fernández-Zabala 1
  2. Eider Goñi 1
  3. Igor Camino 1
  4. Luis María Zulaika 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revista:
European journal of education and psychology

ISSN: 1888-8992,  1989-2209

Año de publicación: 2016

Volumen: 9

Número: 2

Páginas: 47-55

Tipo: Artículo

DOI: 10.1016/J.EJEPS.2015.09.001 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: European journal of education and psychology

Objetivos de desarrollo sostenible

Resumen

La familia, los pares y la escuela constituyen los tres principales contextos asociados a la implicación escolar. Este estudio trata de analizar las posibles diferencias en función del sexo y de la edad en dichas variables contextuales y en la implicación escolar, así como la relación entre ellas. Participaron un total de 1543 estudiantes de Educación Secundaria, 728 hombres (47.2%) y 815 mujeres (52.8%) con edades comprendidas entre los 12 y 18 años (M=14.24; SD=1.63). Todos ellos cumplimentaron la escala de Apoyo Familiar y de Amigos (AFA), la escala de apoyo de profesores del Cuestionario Health Behaviour in School aged Children (HBSC) y el School Engagement Measure (SEM). Los resultados muestran diferencias significativas a favor de las mujeres en la percepción del apoyo de los amigos, así como en la implicación comportamental y emocional. Se hallan a su vez, puntuaciones significativamente más altas para el grupo de menor edad en cuanto a la percepción del apoyo tanto de los padres como del profesorado, y en la implicación escolar. Por otro lado, se observan índices de correlación significativos entre las variables contextuales, así como entre éstas últimas y la implicación escolar, si bien es el apoyo del profesorado el que correlaciona con más intensidad.

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Información de financiación

The authors of this paper form part of the Consolidated Research Group IT701-13 of the Basque University System. The study itself was carried out as part of the EHUA13/26 research project at the University of the Basque Country.

Financiadores

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