Compromiso con la clase: antecedentes socioemocionales y cognitivos
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Este estudio descriptivo, transversal y no experimental, investigó la relación entre apoyo y recursos sociales, experiencia escolar subjetiva, autoeficacia académica y compromiso con la clase, utilizando un enfoque integrativo cognitivo y socioemocional. Participaron 1486 estudiantes chilenos de 7o a 12o grado (53.6 % mujeres), con una edad promedio de 14.9 años, de dos establecimientos privados con aportes estatales. Los estudiantes respondieron encuestas de autorreporte tipo Likert. El modelamiento de ecuaciones estructurales demostró que la experiencia escolar subjetiva es el principal factor que contribuye alcompromiso con la clase, seguida de la autoeficacia académica y del apoyo y los recursos sociales. Los resultados destacan la importancia de la experiencia e interacción interpersonal en el compromiso con la clase, ofreciendo una perspectiva integrada del compromiso como proceso social y emocionalmente contextualizado. El artículo propone una visión formativa y pedagógica que promueva prácticas de aula y experiencias socioemocionales para fortalecer el compromiso con la clase y el aprendizaje. Las principales limitaciones del estudio son la cobertura territorial de la muestra, lo que implica una menor diversidad cultural. Futuros estudios deberían analizar la calidad de las relaciones interpersonales en la escuela como una variable de funcionamiento cognitivo y socioemocional relacionada con el compromiso con la clase.
Learning processes, social and emotional learning, student attitudes, student participationProceso de aprendizaje, aprendizaje socioemocional, actitud del estudiante, participación estudiantil
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