Eskola-inplikazioakontzeptua, neurketa, aldakortasuna eta testuinguruaren aldagaiak nahiz aldagai psikologikoak

Referencias bibliográficas

• Abbott-Chapman, J., Martin, K., Ollington, N., Venn, A., Dwyer, T., eta Gall, S. (2014). The longitudinal association of childhood school engagement with adult educational and occupational achievement: Findings from an Austra-lian national study. British Educational Research Journal, 40(1), 102-120. doi:10.1002/berj.3031
• Alonso-Tapia, J., Nieto, C., eta Ruíz, M. A. (2013). Measuring subjective resilience despite adversity due to family, peers and teachers. The Spanish Jour-nal of Psychology, 16, 1-13. doi:10.1017/sjp.2013.33
• Appleton, J. J. (2012). Systems consultation: Developing the assessment-to-interven-tion link with the Student Engagement Instrument. In S. L. Christenson, A. L. Reschly, C. Wylie, S. L. Christenson, A. L. Reschly eta C. Wylie (Zuz.), Handbook of research on student engagement (725-741 orr.). New York, NY, US: Springer Science + Business Media. doi:10.1007/978-1-4614-2018-7_35
• Appleton, J. J., Christenson, S. L., eta Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386. doi:10.1002/pits.20303
• Appleton, J. J., Christenson, S. L., Kim, D., eta Reschly, A. L. (2006). Measu-ring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427-445. doi:10.1016/j.jsp.2006.04.002
• Betts, J. E., Appleton, J. J., Reschly, A. L., Christenson, S. L., eta Huebner, E. S. (2010). A study of the factorial invariance of the Student Engagement Instru-ment (SEI): Results from middle and high school students. School Psychology Quarterly, 25(2), 84-93. doi:10.1037/a0020259
• Blumenfeld, P., Modell, J., Bartko, W., Secada, W. G., Fredricks, J. A., Friedel, J., eta Paris, A. (2005). School engagement of inner-city students during middle childhood. In C. R. Cooper, C. Coll, W. Bartko, H. Davis eta C. Chatman (Zuz.), Developmental pathways through middle childhood: Rethinking contexts and diversity as resources (145-170 orr.). Mahwah, NJ US: Lawrence Erlbaum Associates Publishers.
• Bowen, G. L., Rose, R. A., Powers, J. D., eta Glennie, E. J. (2008). The joint effects of neighborhoods, schools, peers, and families on changes in the school success of middle school students. Family Relations: An Interdisciplinary Journal of Applied Family Studies, 57(4), 504-516. doi:10.1111/j.1741-3729.2008.00518.x
• Burden, R., eta Burdett, J. (2005). Factors associated with successful learning in pupils with dyslexia: a motivational analysis. British Journal of Special Education, 32(2), 100-104. doi: 10.1111/j.0952-3383.2005.00378.x
• Christenson, S. L., Reschly, A. L., eta Wylie, C. (2012). Handbook of research on student engagement. New York, NY US: Springer Science + Business Media. doi:10.1007/978-1- 4614-2018-7
• Connell, J. P., eta Wellborn, J. G. (1991). Competence, autonomy, and related-ness: A motivational analysis of self-system processes. In M. R. Gunnar eta L. Sroufe (Zuz.), Self processes and development (43-77 orr.). Hillsdale, NJ England: Lawrence Erlbaum Associates, Inc.
• Craven, R. G., eta Marsh, H. W. (2008). The centrality of the self-concept construct for psychological wellbeing and unlocking human potential: Implications for child and educational psychologists. Educational and Child Psychology, 25(2), 104-18.
• Eccles, J. S., Wigfield, A., eta Schiefele, U. (1998). Motivation to succeed. In N. Eisenberg eta N. Eisenberg (Zuz.), Handbook of child psychology: Social, emotional, and personality development (1017-1095 orr.). Hoboken, NJ, US: John Wiley & Sons Inc.
• Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117-142. doi:10.2307/1170412
• Finn, J. D., eta Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter?. In S. L. Christenson, A. L. Reschly eta C. Wylie (Zuz.), Handbook of research on student engagement (97-131 orr.). New York, NY US: Springer Science + Business Media. doi:10.1007/978-1-4614-2018-7_5
• Fredricks, J. A., Blumenfeld, P. C., Friedel, J., eta Paris, A. (2005). School engagement. In K. A. Moore y L. Lippman (Zuz.), Conceptualizing and measuring indicators of positive development: What do children need to flourish(305-321 orr.). New York: Kluwer Academic/Plenum Press.
• Fredricks, J. A., Blumenfeld, P. C., eta Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Re-search, 74(1), 59-109. doi:10.3102/00346543074001059
• Fredricks, J. A., eta McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report ins-truments. In S. L. Christenson, A. L. Reschly, C. Wylie, S. L. Christenson, A. L. Reschly eta C. Wylie (Zuz.), Handbook of research on student engage-ment (763-782 orr.). New York, NY, US: Springer Science + Business Media. doi:10.1007/978-1-4614-2018-7_37
• Fried, L., eta Chapman, E. (2012). An investigation into the capacity of student motivation and emotion regulation strategies to predict engagement and resilience in the middle school classroom. The Australian Educational Researcher, 39(3), 295-311. doi: 10.1007/s13384-011-0049-1.
• Fuentes, M. C., García, J., Gracia, E., eta Lila, M. (2011). Autoconcepto y ajuste psicosocial en la adolescencia. Psicothema, 23(1), 7-12.
• Furlong, M. J., eta Christenson, S. L. (2008). Engaging students at school and with learning: A relevant construct for all students. Psychology in the Schools, 45(5), 365-368. doi:10.1002/pits.20302
• Furlong, M. J., Whipple, A. D., Jean, G. S., Simental, J., Soliz, A., eta Punthuna, S. (2003). Multiple contexts of school engagement: Moving toward a unifying framework for educational research and practice. California School Psychologist, 8(1), 99-113. doi:10.1007/BF03340899
• Furrer, C., eta Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162. doi:10.1037/0022-0663.95.1.148
• Garcia-Reid, P. (2007). Examining social capital as a mechanism for impro-ving school engagement among low income Hispanic girls. Youth and Society, 39(2), 164-181. doi:10.1177/0044118x07303263
• Ghazvini, S. D. (2011). Relationships between academic self-concept and academic performance in high school students. Procedia-Social and Behavioral Sciences, 15, 1034-1039.
• Gil-Flores, J., Padilla-Carmona, M. T., eta Suárez-Ortega, M. (2011). Influence of gender, educational attainment and family environment on the educational aspirations of secondary school students. Educational Review, 63(3), 345-363. doi:10.1080/00131911.2011.571763
• Glanville, J. L., eta Wildhagen, T. (2007). The measurement of school engagement: Assessing dimensionality and measurement invariance across race andethnicity. Educational and Psychological Measurement, 67(6), 1019-1041. doi:10.1177/0013164406299126
• González, M. T. (2010). El alumno ante la escuela y su propio aprendizaje: Algunas líneas de investigación en torno al concepto de implicación. REICE: Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 8(4), 10-31.
• Gottfried, A. E., Fleming, J. S., eta Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93(1), 3-13. doi:10.1037/0022-0663.93.1.3
• Green, J., Liem, G. D., Martin, A. J., Colmar, S., Marsh, H. W., eta McInerney, D. (2012). Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of Adolescence, 35(5), 1111-1122. doi:10.1016/j.adolescence.2012.02.016
• Hughes, J. N., Luo, W., Kwok, O. M., eta Loyd, L. K. (2008). Teacher-student support, effortful engagement, and achievement: A 3-year lon-gitudinal study. Journal of Educational Psychology, 100(1), 11-14. doi:10.1037/0022-0663.100.1.1
• Inglés, C., Martínez-Monteagudo, M., García-Fernández, J., Valle, A., eta Castejón, J. (2014). Perfiles de orientaciones de metas y autoconcepto de estudiantes de Educación Secundaria. Revista de Psicodidáctica, 20(1). doi:10.1387/RevPsicodidact.1023
• Irvin, M. J. (2012). Role of student engagement in the resilience of African American adolescents from low-income rural communities. Psychology in the Schools, 49(2), 176-193. doi:10.1002/pits.20626
• Janosz, M., Archambault, I., Morizot, J., eta Pagani, L. S. (2008). School engagement trajectories and their differential predictive relations to dropout. Journal of Social Issues, 64(1), 21- 40. doi:10.1111/j.1540-4560.2008.00546.x
• Jimerson, S. R., Campos, E., eta Greif, J. L. (2003). Toward an understanding of definitions and measures of school engagement and related terms. California School Psychologist, 87-27. doi:10.1007/BF03340893
• Jones, G., eta Lafreniere, K. (2014). Exploring the role of school engagement in predicting resilience among bahamian youth. Journal of Black Psychology, 40(1), 47-68. doi: 10.1177/0095798412469230
• Juvonen, J., Espinoza, G., eta Knifsend, C. (2012). The role of peer relationships in student academic and extracurricular engagement. In S. L. Christenson, A. L. Reschly, C. Wylie, S. L. Christenson, A. L. Reschly eta C. Wylie (Zuz.), Handbook of research on student engagement (387-401 orr.). New York, NY, US: Springer Science + Business Media. doi:10.1007/978-1-4614-2018-7_18
• Kenney-Benson, G. A., Pomerantz, E. M., Ryan, A. M., eta Patrick, H. (2006). Sex differences in math performance: The role of children’s approach to schoolwork. Developmental Psychology, 42(1), 11-26. doi:10.1037/0012-1649.42.1.11
• Kristjánsson, K. (2012). Positive psychology and positive education: Old wine in new bottles?. Educational Psychologist, 47(2), 86-105. doi: 10.10080/00461520.2011.610678
• Lam, S., Wong, B. H., Yang, H., eta Liu, Y. (2012). Understanding student engagement with a contextual model. In S. L. Christenson, A. L. Reschly eta C.Wylie (Zuz.), Handbook of research on student engagement (403-419 orr.). New York, NY US: Springer Science + Business Media. doi:10.1007/978-1-4614-2018-7_19
• Lewis, A. D., Huebner, E. S., Malone, P. S., eta Valois, R. F. (2011). Life satisfaction and student engagement in adolescents. Journal of Youth and Adoles-cence, 40(3), 249-262. doi:10.1007/s10964-010-9517-6
• Li, Y., eta Lerner, R. M. (2011). Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use. Developmental Psychology, 47(1), 233-247. doi:10.1037/ a0021307
• Li, Y., eta Lerner, R. M. (2013). Interrelations of behavioral, emotional, and cog-nitive school engagement in high school students. Journal of Youth and Adolescence, 42(1), 20-32. doi:10.1007/s10964-012-9857-5
• Li, Y., Lynch, A. D., Kalvin, C., Liu, J., eta Lerner, R. M. (2011). Peer relationships as a context for the development of school engagement during early adolescence. International Journal of Behavioral Development, 35(4), 329-342. doi:10.1177/0165025411402578
• Liu, Y., eta Lu, Z. (2011). Trajectories of Chinese students’ sense of school belonging and academic achievement over the high school transition period. Learning and Individual Differences, 21(2), 187-190. doi:10.1016/j.lin-dif.2010.12.007
• Mahatmya, D., Lohman, B. J., Matjasko, J. L., eta Farb, A. (2012). Engagement across developmental periods. In S. L. Christenson, A. L. Reschly eta C. Wylie (Zuz.), Handbook of research on student engagement (45-63 orr.). New York, NY US: Springer Science + Business Media. doi:10.1007/978-1-4614-2018-7_3
• Malindi, M., eta Machenjedze, N. (2012). The role of school engagement in strengthening resilience among male street children. South African Journal of Psychology, 42(1), 71-81.
• Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153-184. doi:10.2307/1163475
• Marsh, H. W. (1990). The structure of academic self-concept: The Marsh/Shavelson model. Journal of Educational Psychology, 82(4), 623-636. doi:10.1037/0022-0663.82.4.623
• Marsh, H. W., eta Martin, A. J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81(1), 59-77. doi: 10.1348/000709910x503501
• Maslow, A. H., Frager, R., eta Cox, R. (1970). Motivation and personality. J. Fadiman, eta C. McReynolds (Eds.). New York: Harper & Row.
• Masten, A. S. (2014), Global perspectives on resilience in children and youth. Child Development, 85(1), 6-20. doi: 10.1111/cdev.12205
• McClelland, D. C. (1985). How motives, skills, and values determine what people do. American Psychologist, 40(7), 812-825. doi:10.1037/0003-066x.40.7.812
• Mih, V., eta Mih, C. (2013). Perceived autonomy-supportive teaching, academic self-perceptions and engagement in learning: Toward a process model of aca-demic achievement. Cognitive, Creier, Comportament/Cognition, Brain, Behavior, 17(4), 289-313.
• Motti-Stefanidi, F., eta Masten, A. S. (2013). School success and school en-gagement of immigrant children and adolescents: A risk and resilience developmental perspective. European Psychologist, 18(2), 126-135. doi:10.1027/1016-9040/a000139
• Nagengast, B., eta Marsh, H. W. (2012). Big fish in little ponds aspire more: Me-diation and cross- cultural generalizability of school-average ability effects on self-concept and career aspirations in science. Journal of Educational Psychology, 104(4), 1033. doi: 10.1177/0022022113519858
• Newmann, F. (1981). Reducing student alienation in high schools: Implications of theory. Harvard Educational Review, 51(4), 546-564.
• Ou, S. (2005). Pathways of long-term effects of an early intervention program on educational attainment: Findings from the Chicago longitudinal study. Jour-nal of Applied Developmental Psychology, 26(5), 578-611. doi:10.1016/j.app-dev.2005.06.008
• Perdue, N. H., Manzeske, D. P., eta Estell, D. B. (2009). Early predictors of school engagement: Exploring the role of peer relationships. Psychology in the Schools, 46(10), 1084-1097. doi:10.1002/pits.20446
• Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. L. Christenson, A. L. Reschly, C. Wylie, S. L. Christenson, A. L. Reschly eta C. Wylie (Zuz.),Handbook of research on student engagement (149-172 orr.). New York, NY, US: Springer Science + Business Media. doi:10.1007/978-1-4614-2018-7_7
• Reeve, J., eta Tseng, C. (2011). Agency as a fourth aspect of students’ engage-ment during learning activities. Contemporary Educational Psychology, 36(4), 257-267. doi:10.1016/j.cedpsych.2011.05.002
• Reschly, A. L., eta Christenson, S. L. (2006). Prediction of dropout among stu-dents with mild disabilities: A case for the inclusion of student engagement variables. Remedial and Special Education, 27(5), 276-292. doi:10.1177/07419325060270050301
• Rodríguez-Fernández, A., Droguett, L., eta Revuelta, L. (2012). Ajuste escolar y personal en la adolescencia: El papel del autoconcepto académico y del apoyo social percibido. Revista de Psicodidáctica, 17(2). doi: 0.1387/Rev.Psicodi-dact.3002
• Roorda, D. L., Koomen, H. M., Spilt, J. L., eta Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement a meta-analytic approach. Review of Educational Research, 81(4), 493-529. doi: 10.3102/0034654311421793
• Ros, I. (2009). La implicación del estudiante con la escuela. Revista de Psicodidáctica, 14(1), 79-92
• Ros, I., (2014). El sentimiento de pertenencia de los estudiantes por curso y género en una cooperativa escolar de trabajo asociado. Revista de Psicología y Educación, 9(1), 201-218.
• Ros, I., Goikoetxea, J., Gairín, J., eta Lekue, P. (2012). Implicación del alumnado en la escuela: Diferencias interindividuales e intercentros. Revista de Psicodidáctica, 17(2), 291-307. doi: 10.1387/Rev.Psicodidact.4496
• Russell, V. J., Ainley, M., eta Frydenberg, E. (2005). Student motivation and engagement. Schooling Issues Digest. Australian Government, Department of Education, Science and Training.
• Salmela-Aro, K., eta Upadyaya, K. (2012). The schoolwork engagement inventory: Energy, dedication, and absorption (EDA). European Journal of Psycho-logical Assessment, 28, 60-67. doi:10.1027/1015-5759/a000091
• Sharkey, J. D., You, S., eta Schnoebelen, K. (2008). Relations among school assets, individual resilience, and student engagement for youth grouped by level of family functioning. Psychology in the Schools, 45(5), 402-418. doi:10.1002/pits.20305
• Shavelson, R. J., Hubner, J. J., eta Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407-441. doi:10.2307/1170010
• Simons-Morton, B., eta Chen, R. (2009). Peer and parent influences on school engagement among early adolescents.Youth & Society, 41(1), 3-25. doi:10.1177/0044118x09334861
• Simons-Morton, B. G., eta Crump, A. D. (2003). Association of parental in-volvement and social competence with school adjustment and engage-ment among sixth graders. Journal of School Health, 73(3), 121-126. doi: 10.1111/j.1746-1561.2003.tb03586.x
• Sinclair, M. F., Christenson, S. L., Lehr, C. A., eta Anderson, A. R. (2003). Facilitating student engagement: Lessons learned from Check & Connect longitu-dinal studies. The California School Psychologist, 8(1), 29-41. doi:10.1007/BF03340894
• Singh, K., Chang, M., eta Dika, S. (2010). Ethnicity, self-concept, and school be-longing: Effects on school engagement. Educational Research for Policy and Practice, 9(3), 159-175. doi:10.1007/s10671-010-9087-0
• Skinner, E. A., Kindermann, T. A., Connell, J. P., eta Wellborn, J. G. (2009). Engagement and disaffection as organizational constructs in the dynamics of mo-tivational development. In K. R. Wentzel eta A. Wigfield (Zuz.), Handbook of motivation at school (223-245 orr.). New York: Routledge/Taylor & Francis Group.
• Smith, D. C., Ito, A., Gruenewald, J., eta Yeh, H. (2010). Promoting school enga-gement: Attitudes toward school among American and Japanese youth. Jour-nal of School Violence, 9(4), 392-406. doi:10.1080/15388220.2010.509308
• Toland, J., eta Carrigan, D. (2011). Educational psychology and resilience: New concept, new opportunities. School Psychology International, 32(1), 95-106. doi:10.1177/0143034310397284
• Ungar, M., eta Liebenberg, L. (2013). Ethnocultural factors, resilience, and school engagement. School Psychology International, 34(5), 514-526. doi:10.1177/0143034312472761
• Veiga F. H. (1996). Autoconceito e rendimento dos jovens em matemática e ciências: Análise por grupos com diferente valorição do sucesso. Revista de Educação, 5, 41-53.
• Veiga F. H., Burden, R., Appleton, J., Céu, T., eta Galvao, D. (2014). Student ́s engagement in school: conceptualization and relations with personal variables and academic performance. Revista de Psicología y Educación, 9(1), 29-47.
• Veiga, F. H., Carvalho, C., Almeida, A., Taveira, C., Janeiro, I., Baía, S., ... Caldeira, S. (2012). Students’ engagement in schools: differentiation and pro-motion. In M. F. Patrício, L. Sebastião, J. M. Justo eta J. Bonito (Arg.), Da exclusão à excelência: Caminhos organizacionais para a qualidade da educação (117-123 orr.). Montargil: Associação da Educação Pluridimensional e da Escola Cultural.
• Villalta, M. A. (2011). Factores de resiliencia asociados al rendimiento académico en estudiantes de contextos de alta vulnerabilidad social. Revista de Pedagogía, 31(88), 159-188.
• Voelkl, K. E. (1997). Identification with school. American Journal of Education, 105(3), 294-318. doi:10.1086/444158
• Voelkl, K. E. (2012). School identification. In S. L. Christenson, A. L. Reschly y C. Wylie (Zuz.), Handbook of research on student engagement (193-218 orr.). New York: Springer.
• Wang, M., Dishion, T. J., Stormshak, E. A., eta Willett, J. B. (2011). Trajectories of family management practices and early adolescent behavioral outco-mes. Developmental Psychology, 47(5), 1324-1341. doi:10.1037/a0024026
• Wang, M., eta Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83(3), 877-895. doi:10.1111/j.1467-8624.2012.01745.x
• Wang, M., eta Holcombe, R. (2010). Adolescents’ perceptions of school en-v i r o n m e n t , e n g a g e m e n t , a n d a c a d e m i c a c h i e v e m e n t i n m i d d l e school. American Educational Research Journal, 47(3), 633-662. doi:10.3102/0002831209361209
• Wang, M. T., eta Peck, S. C. (2013). Adolescent educational success and mental health vary across school engagement profiles. Developmental Psychology, 49(7), 1266-1276. doi:10.1037/a0030028
• Wang, M., Willett, J. B., eta Eccles, J. S. (2011). The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity. Journal of School Psychology, 49(4), 465-480. doi:10.1016/j.jsp.2011.04.001
• Wehlage, G. G., Rutter, R. A., Smith, G. A., Lesko, N., eta Fernandez, R. R. (1989). Reducing the risk: Schools as communities of support. Philadelphia: Falmer Press.
• Woolley, M. E. (2006). Advancing a positive school climate for students, families, and staff. In C. Franklin, M. B. Harris eta P. Allen-Meares (Zuz.), The school services sourcebook (777-784 orr.). New York: Oxford University Press.
• Woolley, M. E., eta Bowen, G. L. (2007). In the context of risk: Supportive adults and the school engagement of middle school students. Family Rela-tions: An Interdisciplinary Journal of Applied Family Studies, 56(1), 92-104. doi:10.1111/j.1741-3729.2007.00442.x
• Wylie, C., eta Hodgen, E. (2012). Trajectories and patterns of student engagement: Evidence from a longitudinal study. In S. L. Christenson, A. L. Reschly, C. Wylie, S. L. Christenson, A. L. Reschly eta C. Wylie (Zuz.), Handbook of research on student engagement (585-599 orr.). New York, NY, US: Springer Science + Business Media. doi:10.1007/978-1-4614-2018-7_28
• Yazzie- Mintz, E. (2007). Voices of students on engagement: A report on the 2006 high school survey of student engagement. Bloomington, IN: Center for Eva-luation & Educational Policy, Indiana University.
• Zimmer-Gembeck, M. J., Chipuer, H. M., Hanisch, M., Creed, P. A., eta McGregor, L. (2006). Relationships at school and stage-environment fit as resources for adoles-cent engagement and achievement. Journal of Adolescence, 29(6), 911-933.