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

  1. Estibaliz Ramos Díaz
  2. Arantza Fernández Zabala
  3. Ana Zuazagoitia Rey-Ballar
  4. Arantzazu Rodríguez Fernández
  5. Iker Ros Martínez de la Hidalga
Revista:
Tantak: Euskal Herriko Unibertsitateko hezkuntza aldizkaria

ISSN: 0214-9753

Año de publicación: 2015

Volumen: 27

Número: 2

Páginas: 149-168

Tipo: Artículo

Otras publicaciones en: Tantak: Euskal Herriko Unibertsitateko hezkuntza aldizkaria

Resumen

El estudio de la ilnplicación escolar ( school engagement) constituye en la actualidad una línea de investigación de gran interés en el ámbito de la psicología de la educación. En este trabajo se realiza una revisión teórica actualizada de las principales contribuciones que la literatura científica ofrece sobre la conceptualización y la medida de la implicación escolar. Además, se analiza la variabilidad de la implicación escolar en función del sexo y la edad/nivel educativo, así como su relación con variables contextuales (apoyo social percibido de la familia, amistades y profesorado) y psicológicas (autoconcepto y resiliencia). Aunque la conceptualización del constructo varía en los trabajos revisados, hay consenso general respecto a su naturaleza multifacética, que incluye tres dimensiones recogidas en la mayor parte de los instrumentos de medida: conductual, emocional y cognitiva. Se comprueba que la evidencia e1npírica predominante muestra que las variables analizadas en este estudio guardan una asociación directa con diversos indicadores de ajuste escolar, siendo constatable el incipiente aumento de estudios que incluyen la implicación escolar. Por último, se elaboran las conclusiones en el marco de la psicología positiva y se exponen las cuestiones pendientes más relevantes para futuras investigaciones.

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