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

Zeitschrift:
EJIHPE: European Journal of Investigation in Health, Psychology and Education

ISSN: 2174-8144,  2254-9625

Datum der Publikation: 2016

Ausgabe: 6

Nummer: 3

Seiten: 177-191

Art: Artikel

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

Andere Publikationen in: EJIHPE: European Journal of Investigation in Health, Psychology and Education

Zusammenfassung

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.

€ Finanzierung ansehen

Informationen zur Finanzierung

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).

Geldgeber

Bibliographische Referenzen

  • Citas Appleton, J.J. (2012). Systems consultation: Developing the assessment-to-intervention link with the Student Engagement Instrument. En S.L. Christenson, A.L. Reschly, C. Wylie, S.L. Christenson, A.L. Reschly y C. Wylie (Eds.), Handbook of research on student engagement (pp. 725-741). New York, NY, US: Springer. doi:10.1007/978-1-4614-2018- 7_35
  • Atienza, F., Pons, D., Balaguer, I., y García-Merita, M. (2000). Propiedades psicométricas de la escala de satisfacción con la vida en adolescentes. Psicothema, 12(2), 314-319.
  • Azpiazu, L., Esnaola, I., y Sarasa, M. (2015). Capacidad predictiva del apoyo social en la inteligencia emocional de adolescentes. European Journal of Education and Psychology, 8(1), 23-29. doi:10.1016/j.ejeps.2015.10.003
  • Barrett, P. (2007). Structural equation modelling: Adjudging model fit. Personality and Individual Differences, 42(5), 815-824. doi:10.1016/j.paid.2006.09.018
  • Byrne, B.M. (2001). Structural equation modeling with AMOS, EQS, and LISREL: Comparative approaches to testing for the factorial validity of a measuring instrument. International Journal of Testing, 1(1), 55-86. doi:10.1207/S15327574IJT0101_4
  • Christenson, S.L., Reschly, A.L., y Wylie, C. (2012). Handbook of research on student engagement. New York, NY, US: Springer Science. doi:10.1007/978-1-4614-2018-7
  • Campbell, A., Converse, P.E., y Rodgers, W.L. (1976). The quality of American life: Perceptions, evaluations, and satisfactions. New York, NY US: Russell Sage Foundation.
  • Casas, F. (2011). Subjective social indicators and child and adolescent well-being. Child Indicators Research, 4(4), 555-575. doi:10.1007/s12187-010-9093-z
  • Chu, P.S., Saucier, D.A., y Hafner, E. (2010). Meta-analysis of the relationships between social support and well-being in children and adolescents. Journal of Social and Clinical Psychology, 29(6), 624.
  • Cohen, S. (2004). Social relationships and health. American Psychologist, 59(8), 676-684. doi:10.1037/0003-066X.59.8.676
  • Diener, E. (1994). Assessing subjective well-being: Progress and opportunities. Social Indicators Research, 31(2), 103-157.
  • Diener, E., Emmons, R., Larsen, R.J., y Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49, 71-75.
  • Diener, E., Oishi, S., y Lucas, R.E. (2009). Subjective well-being: The science of happiness and life satisfaction. En S.J. Lopez, C.R. Snyder, S.J. Lopez, C.R. Snyder (Eds.), Oxford handbook of positive psychology (pp. 187-194). New York, NY, US: Oxford University Press.
  • Danielsen, A.G., Wiium, N., Wilhelmsen, B.U., y Wold, B. (2010). Perceived support provided by teachers and classmates and students' self-reported academic initiative. Journal of School Psychology, 48(3), 247-267. doi:10.1016/j.jsp.2010.02.002
  • Estell, D.B., y Perdue, N.H. (2013). Social support and behavioral and affective school engagement: The effects of peers, parents, and teachers. Psychology in the Schools, 50(4), 325-339. doi:10.1002/pits.21681
  • Fernández-Zabala, A., Goñi, E., Camino, I., y Zulaika, L. (2016). Family and school context in school engagement. European Journal of Education and Psychology, 9(2). doi:10.1016/j.ejeps.2015.09.001
  • Fredricks, J.A., Blumenfeld, P.C., Friedel, J., y Paris, A. (2005). School engagement. En K. A. Moore y L. Lippman (Eds.), Conceptualizing and measuring indicators of positive development: What do children need to flourish (pp. 305–321). New York: Kluwer Academic/Plenum Press.
  • Fredricks, J.A., Blumenfeld, P.C., y Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. doi:10.3102/00346543074001059
  • Froh, J.J., Huebner, E.S., Youssef, A.J., y Conte, V. (2011), Acknowledging and appreciating the full spectrum of the human condition: School Psychology's (limited) focus on positive psychological functioning. Psychology in the Schools, 48(2), 110–123. doi: 10.1002/pits.20530
  • Fuentes, M.C., García, F., Gracia, E., y Alarcón, A. (2014). Los estilos parentales de socialización y el ajuste psicológico. Un estudio con adolescentes españoles. Revista de Psicodidáctica, 20(1), 117-138. doi: 10.1387/RevPsicodidact.10876
  • García-Bacete, F.J.G., Coll, P.F., Casares, M.I.M., y Perrin, G.M. (2014). Las relaciones del profesorado con el alumnado en aulas del ciclo inicial de Educación Primaria. Adaptación del Questionnaire on Teacher Interaction-Early Primary (QTI-EP). Revista de Psicodidáctica, 19(1), 211-231. doi:10.1387/RevPsicodidact.9081
  • García-Moya, I., Brooks, F., Morgan, A., y Moreno, C. (2014). Subjective well-being in adolescence and teacher connectedness: A health asset analysis. Health Education Journal, 74(6), 641- 654. doi: 10.1177/0017896914555039
  • Gilman, R., y Huebner, E.S. (2003). A review of life satisfaction research with children and adolescents. School Psychology Quarterly, 18, 192–205
  • González, A., y Paolini, P. (2015). Implicación y rendimiento en Física: el papel de las estrategias docentes en el aula, y el interés personal y situacional. Revista de Psicodidáctica, 20(1). doi:http:10.1387/RevPsicodidact.11370
  • Guay, F., Valois, P., Falardeau, E., y Lessard, V. (2016). Examining the effects of a professional development program on teachers' pedagogical practices and students' motivational resources and achievement in written French. Learning and Individual Differences, 45, 291-298. doi:10.1016/j.lindif.2015.11.014
  • Guess, P.E., y McCane-Bowling, S.J. (2016). Teacher support and Life satisfaction: An investigation with urban, middle school students. Education and Urban Society, 48(1), 30-47. doi:10.1177/0013124513514604
  • Hu, L., y Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. doi:10.1080/10705519909540118
  • Kline, R.B. (2011). Principles and practice of structural equation modeling. New York, NY, US: Guilford Press.
  • Kristjánsson, K. (2012). Positive psychology and positive education: Old wine in new bottles? Educational Psychologist, 47(2), 86-105. doi: 10.10080/00461520.2011.610678
  • Lakey, B., y Scoboria, A. (2005). The relative contribution of trait and social influences to the links among perceived social support, affect, and self-esteem. Journal of Personality, 73(2), 361-388. doi: 10.1111/j.1467-6494.2005.00312.x
  • Lewis, A.D., Huebner, E., Malone, P.S., y Valois, R.F. (2011). Life satisfaction and student engagement in adolescents. Journal of Youth and Adolescence, 40(3), 249-262. doi:10.1007/s10964-010-9517-6
  • Moreno, J.A., y Vera, J.A. (2011). Modelo causal de la satisfacción con la vida en estudiantes adolescentes. Revista de Psicodidáctica, 16(2), 367-380.
  • Motti-Stefanidi, F., y Masten, A.S. (2013). School success and school engagement of immigrant children and adolescents: A risk and resilience developmental perspective. European Psychologist, 18(2), 126-135. doi:10.1027/1016-9040/a000139
  • Noble, T., y McGrath, H. (2015). PROSPER: A new framework for positive education. Psychology of Well-Being, 5(1), 1-17. doi:10.1186/s13612-015-0030-2
  • Oberle, E., Schonert-Reichl, K.A., y Zumbo, B.D. (2011). Life satisfaction in early adolescence: Personal, neighborhood, school, family, and peer influences. Journal of Youth and Adolescence, 40(7), 889-901.
  • Pertegal, M.Á., Oliva, A., y Hernando, A. (2010). Los programas escolares como promotores del desarrollo positivo adolescente. Cultura y Educación, 22(1), 53-66. doi:10.1174/113564010790935169
  • Proctor, C.L., Linley, P.A., y Maltby, J. (2009). Youth life satisfaction: A review of the literature. Journal of Happiness Studies, 10(5), 583–630. doi:10.1007/s10902-008-9110-9
  • Ramos-Díaz, E., Rodríguez-Fernández, A., Fernández-Zabala, A., Revuelta, L., y Zuazagoitia, A. (2016). Apoyo social percibido, autoconcepto e implicación escolar de estudiantes adolescentes. Revista de Psicodidáctica, 21(2). doi: 10.1387/RevPsicodidact.14848
  • Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159-175. doi: 10.1080/00461520903028990.
  • Rodríguez-Fernández, A., y Goñi-Grandmontagne, A. (2011). La estructura tridimensional del bienestar subjetivo. Anales de Psicología, 27(2), 327-332.
  • Rodríguez-Fernández, A., Ramos-Díaz, E., Madariaga, J.M., Arribillaga, A., y Galende, N. (2016). Steps in the construction and verification of an explanatory model of psychosocial adjustment. European Journal of Education and Psychology, 9(1). http://dx.doi.org/10.1016/j.ejeps.2015.11.002
  • Rodríguez-Fernández, A., Ramos-Díaz, E., Ros, I., y Zuazagoitia, A. (en prensa). Implicación escolar de estudiantes de secundaria: La influencia de la resiliencia, el autoconcepto y el apoyo social percibido. Educación XX1(2016). doi:10.5944/educxx1.16026
  • Ros, I., Goikoetxea, J., Gairín, J., y Lekue, P. (2012). Implicación del alumnado en la escuela: diferencias interindividuales e intercentros. Revista de Psicodidáctica, 17(2), 291-307. doi: 10.1387/Rev.Psicodidact.4496
  • Sobel, M.E. (1982). Asymptotic intervals for indirect effects in structural equations models. En S. Leinhart (Ed.), Sociological methodology (pp. 290-312). San Francisco: Jossey-Bass.
  • Telef, B.B., Arslan, G., Mert, A., y Kalafat, S. (2015). The mediation effect of school satisfaction in the relationship between teacher support, positive affect and life satisfaction in adolescents. Educational Research and Reviews, 10(12), 1633-1640. doi: 10.5897/ERR2015.2282
  • Tennant, J.E., Demaray, M.K., Malecki, C.K., Terry, M.N., Clary, M., y Elzinga, N. (2014). Students’ ratings of teacher support and academic and social–emotional well-being. School Psychology Quarterly, 30(4), 494-512. doi: 10.1037/spq0000106
  • Torsheim, T., Wold, B., y Samdal, O. (2000). The Teacher and Classmate Support scale: Factor structure, test–retest reliability and validity in samples of 13- and 15-year-old adolescents. School Psychology International, 21(2), 195-212. doi:10.1177/0143034300212006
  • Veiga, F.H., Burden, R., Appleton, J., Taveira, M.D.C., y Galvao, D. (2014). Envolvimiento de los estudiantes en la escuela: conceptualización y relaciones con variables personales y rendimiento académico. Una revisión de la literatura. Revista de Psicología y Educación, 9(1), 29-47.
  • Wang, M.T., Willett, J.B., y Eccles, J.S. (2011). The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity. Journal of School Psychology, 49(4), 465-480. doi:10.1016/j.jsp.2011.04.001
Fuente de los datos: Dialnet