The influence of perceived social support on academic engagement among adolescents: the mediating role of self-efficacy

• Tortosa Martínez, Begoña María ^[1] ; Pérez-Fuentes, María del Carmen ^[1] ; Molero Jurado, María del Mar ^[1]
  1. [1] Universidad de Almería

     Universidad de Almería

     Almería, España

     
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 40, Nº. 3, 2024 (Ejemplar dedicado a: october - december), págs. 409-420
• Idioma: inglés
• DOI: 10.6018/analesps.587991
• Títulos paralelos:
  • La influencia del apoyo social percibido en el compromiso académico entre adolescentes: el papel mediador de la autoeficacia
• Enlaces
  • Texto completo
• Resumen
  • español

    El compromiso académico se ve influenciado por factores ambientales y personales, como el apoyo social percibido y la autoeficacia. Ambos factores se han convertido en unos de los elementos más importantes en el contexto académico, debido a sus relaciones con el ajuste escolar de los adolescentes. El objetivo de este estudio fue analizar la influencia del apoyo social percibido de los amigos y de la familia sobre el compromiso académico, así como comprobar si la autoeficacia juega un papel mediador en la relación entre ambas variables. Se realizó un estudio descriptivo transversal. La muestra constaba de 802 estudiantes de secundaria, con una edad media de 13.65 años (SD = 1.24) (donde el 50.6% eran mujeres y el 49.4% hombres). Los resultados mostraron la existencia de relaciones positivas entre apoyo social percibido y las dimensiones del compromiso académico. Los modelos de mediación mostraron el efecto directo del apoyo social percibido en el compromiso académico y el efecto indirecto del apoyo social percibido en el compromiso académico cuando la autoeficacia media en esta relación. En conclusión, se recomienda promover la autoeficacia y una trayectoria académica positiva, debido a la implicación del apoyo social percibido de amigos y familiares en la trayectoria escolar y compromiso hacia los estudios.

  • English

    Academic engagement is influenced by environmental and personal factors, such as perceived social support and self-efficacy. Both factors have become one of the most important elements in the academic context, due to their relationships with the school adjustment of adolescents. The objective of this study was to analyze the influence of the perceived social support of friends and family on academic engagement, as well as to check whether self-efficacy plays a mediating role in the relationship between both variables. A cross-sectional descriptive study was performed. The sample consisted of 802 secondary school students, with an average age of 13.65 years (SD = 1.24) (where 50.6% were women and 49.4% men). The results showed the existence of positive relationships between perceived social support and the dimensions of academic engagement. The mediation models showed the direct effect of perceived social support on academic engagement and the indirect effect of perceived social support on academic engagement when self-efficacy mediates in this relationship. In conclusion, it is recommended to promote self-efficacy and a positive academic path, due to the involvement of the perceived social support of friends and family in the school path and engagement to studies.

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