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

Aldizkaria:
Revista de psicodidáctica

ISSN: 1136-1034

Argitalpen urtea: 2016

Alea: 21

Zenbakia: 2

Orrialdeak: 339-356

Mota: Artikulua

DOI: 10.1387/REVPSICODIDACT.14848 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Revista de psicodidáctica

Laburpena

The study of school engagement is currently a topic of great interest in psychoeducational research, since it offers a new vision of students’ development. The aim of this study is to analyze the relationship between perceived social support, general self-concept and school engagement. Participants were 1,250 students (49% boys; 51% girls) aged between 12 and 15 (M = 13.72, SD = 1.09), who were selected randomly for the sample group. The study tests a structural model for analyzing the effects of perceived social support and general self-concept on school engagement. The results provide evidence in favor of the influence of family and peer support on school engagement, through the mediating variable general self-concept. Support from teachers and family was found to have a direct influence on school engagement. The results are discussed within the framework of positive psychology, along with the implications for future research.

Finantzaketari buruzko informazioa

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).

Finantzatzaile

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