The role of social support in school adjustment during secondary education
Fecha
2020Autor
Rodríguez Fernández, Arantzazu
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Psicothema 32(1) : 100-107 (2021)
Resumen
[EN] 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 fi rst-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-effi cacy and school engagement. [ES] 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 autoefi cacia académica y la
implicación escolar.