Análisis de un modelo integrador del compromiso escolar: relaciones entre variables situacionales, escolares, sociales y personales en alumnos de nivel primario de educación.

RIGO DAIANA; DONOLO DANILO

Propósitos y Representaciones, Revista Psicología Educativa

Universidad San Ignacio de Loyola,

Lugar: Lima; Año: 2019 vol. 7

2307-7999

The study aims at analyzing the predictive role of students´ perception about the class?s situational,school, social, and personal variables on the affective, behavioral, and cognitive engagementtowards school tasks. The research was developed with 219 students of the primary educationlevel from public schools in Argentina. For data collection, four standardized instruments wereused: ?Scale of Engagement towards School Tasks in Primary Level Classes; Inventory of thePerception of Educational Context as motivator; Questionnaire of Involvement with the SchoolCenter and Intrinsic versus Extrinsic Motivational Orientation Scale in the Classroom- as well asthe absence record keeping throughout the school year. Furthermore, informed consent was alsorequested. The model evaluated through Path Analysis presents a good fit to the data (chisquare=20.24, df=7, p=.005, chi square/df=2.89, CFI=.99, GFI=.99, RMSEA=.093?CI90%=.047/.14-), and confirms the hypothesis, i.e., that the affective, behavioral and cognitiveengagement is favored by the configuration of the class and the support from peers and teachers,while personal beliefs mediate absence as school variablesthat exert a negative influence on everydimension of student involvement.