Apoyo social percibido, autoconcepto e implicación escolar de estudiantes adolescentes

  1. Estibaliz Ramos-Díaz 1
  2. Arantzazu Rodríguez-Fernández 1
  3. Arantza Fernández-Zabala 1
  4. Lorena Revuelta 1
  5. Ana Zuazagoitia 11
  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:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2016

Volumen: 21

Número: 2

Páginas: 339-356

Tipo: Artículo

DOI: 10.1387/REVPSICODIDACT.14848 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Resumen

El estudio de la implicación escolar constituye en la actualidad una temática de gran interés en el ámbito de la investigación psicoeducativa al aportar una renovada visión del desarrollo del alumnado. El objetivo de este estudio es analizar las relaciones entre apoyo social percibido, autoconcepto general e implicación escolar. Participaron 1250 estudiantes (49% chicos; 51% chicas), de entre 12 y 15 años (M =13.72, DT = 1.09), seleccionados aleatoriamente. Se somete a prueba un modelo estructural para analizar los efectos del apoyo social percibido y el autoconcepto general sobre la implicación escolar. Los resultados aportan evidencias a favor de la influencia que el apoyo familiar y el apoyo de los iguales ejercen sobre la implicación escolar a través del autoconcepto general como variable mediadora, mientras que el apoyo del profesorado y de la familia inciden directamente sobre la implicación escolar. Se discuten los resultados en el marco de la psicología positiva y las implicaciones para futuras investigaciones.

Información de financiación

El estudio se llevó a cabo dentro del proyecto de investigación EHUA 15/15 en la Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV-EHU).

Financiadores

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