El rol mediador de la implicación escolar sobre el apoyo del profesorado y la satisfacción con la vida

  1. Estibaliz Ramos-Díaz 1
  2. Arantzazu Rodríguez-Fernández 1
  3. Lorena Revuelta 1
  4. Inge Axpe 1
  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:
EJIHPE: European Journal of Investigation in Health, Psychology and Education

ISSN: 2174-8144,  2254-9625

Año de publicación: 2016

Volumen: 6

Número: 3

Páginas: 177-191

Tipo: Artículo

DOI: 10.30552/EJIHPE.V6I3.178 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: EJIHPE: European Journal of Investigation in Health, Psychology and Education

Resumen

The view of the school as a enviromental promoter of personal well-being has raised great interest in the study of variables related to positive development of students in the field of psychoeducational research. This study aims to test a structural model which posits both direct and indirect influence of perceived teacher support through school engagement on satisfaction with life. The study comprised 1250 students of compulsory secondary education aged between 12 and 15 years (Mage=13.72; SD=1.09) randomly selected in the Basque Country, of whom 612 (49%) were male and 638 (50 %) female. The results confirm the influence exerted by perceived teacher support on satisfaction with life through school engagement (²(51)=219.743, p<.001; GFI=.972; CFI=.965; TLI=.954; SRMR=.031; RMSEA=.051). Finally, the results and their implications, as well as the future research perspectives are discussed.

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Información de financiación

Las autoras del presente estudio forman parte del Grupo Consolidado de Investigación IT701-13 del Sistema Universitario Vasco. El estudio se llevó a cabo como parte del proyecto de investigación EHUA 14/10 en la Universidad del País Vasco (UPV-EHU).

Financiadores

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Fuente de los datos: Dialnet