Resiliencia e implicación escolar en función del sexo y del nivel educativo en educación secundaria

  1. Arantzazu Rodríguez-Fernández 1
  2. Estibaliz Ramos-Díaz 1
  3. Iker Ros 1
  4. Arantza Fernández-Zabala 1
  5. Lorena Revuelta 1
  1. 1 Escuela Universitaria de Magisterio, Universidad del País Vasco (Euskal Herriko Unibertsitatea), Vitoria-Gasteiz, España
Journal:
Aula abierta

ISSN: 0210-2773

Year of publication: 2016

Volume: 44

Issue: 2

Pages: 77-82

Type: Article

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

More publications in: Aula abierta

Abstract

The aim of this study was to analyse the relationships between resilience and behavioural, emotional and cognitive components of school engagement. The study included 1,250 secondary education students with a mean age of 13.72 years (SD=1.09) of whom 612 (49%) were male and 638 (50%) female. Two assessment tools were administered: Connor-Davidson Resilience Scale (CD-RISC) and School Engagement Measurement (SEM). The results indicated that resilient adolescents showed significantly higher scores in behavioural, emotional, and cognitive engagement than their non-resilient peers. This pattern of results was the same for the total sample and for sex and education level groups. The discussion focuses on the importance of promoting school adjustment of adolescents through improvement of socio-emotional skills.

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Funding information

Los autores del presente estudio forman parte del Grupo Consolidado de Investigación IT701-13 del Sistema Universitario Vasco. El estudio se llevó acabo como parte del proyecto de investigación EHUA13/26 en la Universidad del País Vasco.

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