The role of social support in school adjustment during Secondary Education

  1. Oihane Fernández Lasarte 1
  2. Estibaliz Ramos Díaz 1
  3. Eider Goñi Palacios 1
  4. Arantzazu Rodríguez Fernández 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:
Psicothema

ISSN: 0214-9915,  1886-144X

Año de publicación: 2020

Volumen: 32

Número: 1

Páginas: 100-107

Tipo: Artículo

DOI: 10.7334/PSICOTHEMA2019.125 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicothema

Objetivos de desarrollo sostenible

Resumen

Background: During secondary education, a stage with a high risk of failure and school dropout, social support is an important contextual variable for the prevention of school maladjustment. The aim of this study is to examine a theoretical model of the explanatory capacity of social support in terms of school adjustment, understood as school engagement and perceived academic performance. Method: Participants were 1,468 students (51% girls; 49% boys) from the Basque Country, aged between 12 and 17 (M=14.03, SD=1.36). The study had an ex post facto cross-sectional design. The measurement instruments used were: TCMS –teacher support subscale, AFA-R –family support and peer support subscales, SEM –School Engagement Measure, and EBAE-10 - perceived academic performance subscale. Various different structural models were tested. Results: The first-choice model was one in which social support predicts school engagement with perceived academic performance as a mediating variable: together, both variables predict 73% of school engagement. The strongest effect was that of teacher support, followed by family support, whereas friends were not found to have any direct effect on school adjustment variables. Conclusions: Teachers and families should strive to offer social support to students as a means of strengthening perceived academic self-efficacy and school engagement.

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Información de financiación

This study forms part of the work carried out within the Basque University System’s Consolidated Research Group IT934-16, and the EDU2017-83949-P project of the state Knowledge Generation sub-program run by the Spanish Ministry of the Economy, Industry and Competitiveness.

Financiadores

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