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

Resumen

Antecedentes: durante la Educación Secundaria, etapa con riesgo de fracaso y abandono escolar, el apoyo social representa una variable contextual relevante para prevenir el desajuste escolar. El objetivo de este trabajo es examinar un modelo teórico sobre la capacidad explicativa del apoyo social sobre el ajuste escolar –implicación escolar y rendimiento académico percibido–. Método: participan 1.468 estudiantes (51% chicas; 49% chicos) con edades entre 12 y 17 años (M=14.03; DT=1.36) del País Vasco. Es un estudio con diseño ex post facto transversal. Las medidas empleadas son: TCMS –subescala apoyo profesorado–, AFA-R –subescalas apoyo familiar y apoyo amistades–, SEM –escala implicación escolar– y EBAE-10 –subescala rendimiento académico percibido–. Se comprueban varios modelos estructurales. Resultados: el modelo de primera elección es el de predicción del apoyo social sobre la implicación escolar con el rendimiento académico percibido como variable mediadora: predicen conjuntamente un 73% de la implicación y prevalece el efecto del apoyo del profesorado, seguido del apoyo familiar, frente a la ausencia de efecto directo de amistades sobre las variables de ajuste escolar. Conclusiones: el profesorado y la familia deben ofrecer apoyo social al alumnado para reforzar la percepción de autoeficacia académica y la implicación escolar.

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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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