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- Title
IMPLICACIÓN ESCOLAR DE ESTUDIANTES DE SECUNDARIA: LA INFLUENCIA DE LA RESILIENCIA, EL AUTOCONCEPTO Y EL APOYO SOCIAL PERCIBIDO.
- Authors
Rodríguez-Fernández, Arantzazu; Ramos-Díaz, Estibaliz; Martínez de Lahidalga, Iker Ros; Rey-Baltar, Ana Zuazagoitia
- Abstract
The aim of this study was twofold: first, to analyze the relationship between school engagement and resilience, self-concept and perceived social support. Second, to determine predictors of school engagement. The sample was comprised of 1,250 students between 12 and 15 years of age (M = 13.72, SD = 1.09), of which 612 were boys (49%) and 638 (51%) girls, randomly selected in the Basque Country. The following assessment instruments were administered: School Engagement Measurement (SEM) of Fredericks, Blumenfeld, Friedel and Paris (2005); Resilience Scale (CD-RISC) of Connor and Davidson (2003); Dimensional Self-Concept Questionnaire-33 (AUDIM-33) of Fernández-Zabala, Goñi, Rodríguez-Fernández and Goñi (2015); and Social Support from Family and Friends Questionnaire (AFA-R) of González and Landero (2014). Significant correlations between school engagement and resilience, self-concept and social support were found. All the variables studied were predictive of the three dimensions of school engagement (behavioral, emotional and cognitive) with the exception of self-concept, which was found to be a predictor of behavioral engagement and emotional engagement, but not of cognitive engagement.
- Subjects
SOCIAL support; SECONDARY education -- Social aspects; PSYCHOLOGICAL resilience in children; STUDENT engagement; EMOTIONAL intelligence
- Publication
Educación XX1, 2018, Vol 21, Issue 1, p87
- ISSN
1139-613X
- Publication type
Article
- DOI
10.5944/educXX1.16026