Modelización del efecto del compromiso escolar sobre el rendimiento escolar en cinco países de iberoamérica

• Edgardo Miranda-Zapata ^[1] ; Laura Lara ^[2] ; Mahia Saracostti ^[3]
  1. [1] Universidad de La Frontera

     Universidad de La Frontera

     Temuco, Chile

     
  2. [2] Universidad Autónoma de Chile

     Universidad Autónoma de Chile

     Temuco, Chile

     
  3. [3] Universidad de Valparaíso

     Universidad de Valparaíso

     Valparaíso, Chile

     

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• Localización: Revista iberoamericana de diagnóstico y evaluación psicológica, ISSN 1135-3848, ISSN-e 2183-6051, Vol. 2, Nº 59, 2021, págs. 151-161
• Idioma: español
• DOI: 10.21865/RIDEP59.2.12
• Títulos paralelos:
  • Modeling the school engagement effect on school performance in five iberoamerican countries
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  • Texto completo (pdf)
• Dialnet Métricas: 7 Citas
• Resumen
  • español

    En el presente estudio se buscó establecer el ajuste de un modelo de mediación del Compromiso escolar entre la relación de factores contextuales y el rendimiento escolar, en estudiantes de Chile, Colombia, España, Perú y Uruguay. El modelo vincula causalmente el compromiso escolar (afectivo, cognitivo y conductual) con la asistencia a clases y el rendimiento escolar; incluyendo además el efecto indirecto de factores contextuales (familia, profesorado y pares). Se evaluaron estudiantes de enseñanza primaria y secundaria, con una edad promedio de 14.73 años (DS=1.59). Los tamaños muestrales fluctuaron entre 343 y 438 participantes por país. El modelo presenta un ajuste aceptable en los cinco países (RMSEA=.043-.080;

    CFI=.910-.961; TLI=.897-.958), con divergencias en las dimensiones del compromiso escolar que presentan efectos significativos sobre las variables dependientes

  • English

    The objective of this study to understand school engagement as mediator variable between contextual factors and school achievement in students from Chile, Colombia, Spain, Perú and Uruguay. The causal model links school engagement (affective, cognitive, and behavioral) with class attendance and school performance;

    while also considering the indirect effect of contextual factors (family, teachers and peers). Students from primary and secondary education were evaluated, with a mean age of 14.73 years-old (SD=1.59). The sample sizes ranged between 343 and 438 participants per country. The model presented an acceptable adjustment in the five countries (RMSEA=.043-.080; CFI=.910-.961; TLI=.897-.958), with exception of the school engagement dimensions that presented significant effects on the dependent variables.

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