Keywords
social and emotional learning
student attitudes
student participation
How to Cite
Abstract
This study, which is descriptive, transversal but not experimental, investigated the relationship between support and social resources, a subjective experience of the school, academic self-efficacy and commitment to the class, using an integrative cognitive and socio-emotional focus. 1486 Chilean students from the 7th to 12th grades, with an average age of 14.9 years, participated; 53.6 % were females. They study at two private schools which receive support from the State. The students responded to surveys of the Likert self-assessment kind. The modeling of structural equations showed that the subjective experience of school is the main factor which influences a commitment to the class, followed by academic self-efficacy, and support and social resources. The results highlight the importance of experience and interpersonal interaction in a commitment to the class, providing an integrated view of commitment as a social process in an emotional context. The article proposes a formative and pedagogical vision which promotes classroom practices and socio-emotional experiences, in order to strengthen the commitment to the class and to learning. The main limitation of the study is the territorial coverage of the sampling, which implies a lesser cultural diversity. Future studies should analyze the quality of the interpersonal relationships in the school as a variable of the cognitive and socioemotional functioning related to a commitment to the class.
Álvarez, D. M., & Dicovskiy, L. M. (2022). Modelos de ecuaciones estructurales (SEM) y su aplicación en la educación. Ciencia y Tecnología El Higo, 12(1), 28–41. https://doi.org/10.5377/elhigo.v12i1.14524
Azpiazu, L., Esnaola, I., & Sarasa, M. (2016). Apoyo social y bienestar subjetivo en la adolescencia. En J. L. Castejón Costa (coord.), Psicología y educación: presente y futuro (pp. 230-243). ACIPE. http://hdl.handle.net/10045/63898
Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-Efficacy: The Exercise of Control. Journal of Cognitive Psychotherapy, 13(2), 158–166. https://doi.org/10.1891/0889-8391.13.2.158
Baroody, A. E., Rimm-Kaufman, S. E., Larsen, R. A., & Curby, T. W. (2016). A multi-method approach for describing the contributions of student engagement on fifth grade students’ social competence and achievement in mathematics. Learning and Individual Differences, 48, 54–60. https://doi.org/10.1016/j.lindif.2016.02.012
Beatson, N. J., Berg, D. A. G., & Smith, J. K. (2018). The impact of mastery feedback on undergraduate students’ self-efficacy beliefs. Studies in Educational Evaluation, 59, 58–66. https://doi.org/10.1016/j.stueduc.2018.03.002
Beauducel, A., & Yorck-Herzberg, P. (2009). Structural Equation Modeling on the Performance of Maximum Likelihood Versus Means and Variance Adjusted Weighted Least Squares Estimation in CFA. Structural Equation Modeling, 13(2), 186–203. https://doi.org/10.1207/s15328007sem1302_2
Ben-Eliyahu, A., Moore, D., Dorph, R., & Schunn, C. D. (2018). Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts. Contemporary Educational Psychology, 53, 87–105. https://doi.org/10.1016/j.cedpsych.2018.01.002
Bowden, J. L.-H., Tickle, L., & Naumann, K. (2019). The four pillars of tertiary student engagement and success: a holistic measurement approach. Studies in Higher Education, 46(6), 1–18. https://doi.org/10.1080/03075079.2019.1672647
Côté-Lussier, C., & Fitzpatrick, C. (2016). Feelings of safety at school, socioemotional functioning, and classroom engagement. Journal of Adolescent Health, 58(5), 543-550. https://doi.org/10.1016/j.jadohealth.2016.01.003
Datu, J.A.D., Valdez, J.P.M. & King, R.B. (2016). Perseverance Counts but Consistency Does Not! Validating the Short Grit Scale in a Collectivist Setting. Current Psychology, 35, 121–130. https://doi.org/10.1007/s12144-015-9374-2
De Castella, K., Byrne, D., & Covington, M. (2013). Unmotivated or motivated to fail? A cross-cultural study of achievement motivation, fear of failure, and student disengagement. Journal of Educational Psychology, 105(3), 861–880. https://doi.org/10.1037/a0032464
Default, L., Pelletier, L., & Green-Demers, I. (2006). Why Do High School Students Lack Motivation in the Classroom? Toward an Understanding of Academic Amotivation and the Role of Social Support. Journal of Educational Psychology, 98, 567-582.
https://doi.org/10.1037/0022-0663.98.3.567
Demir, K. (2016). Teacher characteristics and sense of teacher efficacy: A meta-analysis study. The Anthropologist, 24(1), 208–215. https://doi.org/10.1080/09720073.2016.11892007
Fall, A. M., & Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35(4), 787-798. https://doi.org/10.1016/j.adolescence.2011.11.004
Fredricks, J. A, Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Fredricks, Jennifer A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, context, and adjustment: addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1-4. https://doi.org/10.1016/j.learninstruc.2016.02.002
Fredrickson, B. L. (2000). Extracting meaning from past affective experiences: The importance of peaks, ends, and specific emotions. Cognition & Emotion, 14(4), 577-606. https://doi.org/10.1080/026999300402808
Furman, W., & Buhrmester, D. (2009). Methods and measures: The network of relationships inventory: Behavioral systems version. International Journal of Behavioral Development, 33(5), 470-478. https://doi.org/10.1177/0165025409342634
Gil-Velázquez, C. L. (2020). Los paradigmas en la educación. El aprendizaje cognitivo. Uno Sapiens Boletín Científico de la Escuela Preparatoria No. 1, 2(4), 19-22. https://repository.uaeh.edu.mx/revistas/index.php/prepa1/article/view/5123
Goagoses, N., Itenge, H., Winschiers-Theophilus, H., & Koglin, U. (2020). The influence of social achievement goals on academic engagement: a cross-sectional survey in a Namibian primary school. South African Journal of Psychology, 51(3), 1–13. https://doi.org/10.1177/0081246320957291
Hyseni, Z., & Hoxha, L. (2018). Self-esteem, study skills, self-concept, social support, psychological distress, and coping mechanism effects on test anxiety and academic performance. Health Psychology Open, 5(2). https://doi.org/10.1177/2055102918799963
Hod, Y., & Katz, S. (2020). Fostering highly engaged knowledge building communities in socioemotional and sociocognitive hybrid learning spaces. British Journal of Educational Technology, 51(4), 1117-1135. https://doi.org/10.1111/bjet.12910
Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface: understanding the mechanisms of student success. Higher Education Research & Development, 37(1), 58–71. https://doi.org/10.1080/07294360.2017.1344197
Katz, M. H. (2011). Multivariable analysis: a practical guide for clinicians and public health researchers. Cambridge University Press.
Kilday, J. E., & Ryan, A. M. (2019). Personal and collective perceptions of social support: Implications for classroom engagement in early adolescence. Contemporary Educational Psychology, 58, 163–174. https://doi.org/10.1016/j.cedpsych.2019.03.006
Larrosa, J. (2006). Sobre la experiencia. Aloma. Revista de Psicologia i Ciències de l'Educació, 19, 87-112. http://hdl.handle.net/2445/96984
Lawson, M. A., & Lawson, H. A. (2013). New conceptual frameworks for student engagement research, policy, and practice. Review of Educational Research, 83(3), 432-479. https://doi.org/10.3102/0034654313480891
Leal-Soto, F., & Cuadros, O. (2021). Revisión del concepto de calidad educativa y modelos de bienestar desde una perspectiva psicológica. Pensamiento Psicológico, 19(1), 1-36.
https://www.redalyc.org/journal/801/80165629003/80165629003.pdf
Leal-Soto, F., Cuadros Jiménez, O., Ferrer-Urbina, R., & Dávila, J. (2023). Adaptación y validación del inventario de compromiso con la clase en estudiantes secundarios y universitarios de Argentina, Bolivia y Chile. Liminales. Escritos sobre Psicología y Sociedad, 12(24), 149-168. https://doi.org/10.54255/lim.vol12.num24.780
Leal-Soto, F., Cuadros, O., Ortiz-Iñiguez, N. y Zenteno-Osorio, S. (2022). Validación de un instrumento para evaluar experiencias escolares positivas y negativas desde una perspectiva del bienestar. Revista de Diagnóstico y Evaluación – e Avaliação Psicológica, 63(2), 147-162. https://www.aidep.org/sites/default/files/2022-04/RIDEP63-Art11.pdf
Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98(3), 567–582. https://doi.org/10.1037/0022-0663.98.3.567
Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading and Writing Quarterly, 19(2), 119–137. https://doi.org/10.1080/10573560308223
Mai, Y., Zhang, Z., & Wen, Z. (2018). Comparing Exploratory Structural Equation Modeling and Existing Approaches for Multiple Regression with Latent Variables. Structural Equation Modeling, 25(5), 737–749. https://doi.org/10.1080/10705511.2018.1444993
Manzuoli, C. H., Pineda-Báez, C., & Vargas Sánchez, A. D. (2019). School Engagement for Avoiding Dropout in Middle School Education. International Education Studies, 12(5), 35–48. https://doi.org/10.5539/ies.v12n5p35
Marsh, H. W., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T., & Arens, A. K. (2019). The murky distinction between self-concept and self-efficacy: beware of lurking jingle-jangle fallacies. Journal of Educational Psychology, 111(2), 331-353. https://doi.org/10.1037/edu0000281
Martínez-Martí, M. L., & Ruch, W. (2017). Character strengths predict resilience over and above positive affect, self-efficacy, optimism, social support, self-esteem, and life satisfaction. Journal of Positive Psychology, 12(2), 110–119. https://doi.org/10.1080/17439760.2016.1163403
Masika, R., & Jones, J. (2016). Building student belonging and engagement: Insights into higher education students’ experiences of participating and learning together. Teaching in Higher Education, 21(2), 138-150. https://doi.org/10.1080/13562517.2015.1122585
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., … Urdan, T. (2000). Manual for the Patterns of Adaptive Learning Scales (PALS). University of Michigan. http://www.umich.edu/~pals/PALS 2000_V12Word97.pdf
Nadeem, W., Juntunen, M., Shirazi, F., & Hajli, N. (2020). Consumers’ value co-creation in sharing economy: The role of social support, consumers’ ethical perceptions and relationship quality. Technological Forecasting and Social Change, 151, 1–13. https://doi.org/10.1016/j.techfore.2019.119786
Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (2019). Student Self-Efficacy, Classroom Engagement, and Academic Achievement: Comparing Three Theoretical Frameworks. Journal of Youth and Adolescence, 48(2), 326–340. https://doi.org/10.1007/s10964-018-0952-0
Oriol-Granado, X., Mendoza-Lira, M., Covarrubias-Apablaza, C. G., & Molina-López, V. M. (2017). Emociones positivas, apoyo a la autonomía y rendimiento de estudiantes universitarios: el papel mediador del compromiso académico y la autoeficacia. Revista de Psicodidáctica, 22(1), 45-53. https://doi.org/10.1016/S1136-1034(17)30043-6
Rodriguez, C. A. V., Lavalle, M. M., & Elias, R. P. (2015). Modeling Student Engagement by Means of Nonverbal Behavior and Decision Trees. En Proceedings - 2015 International Conference on Mechatronics, Electronics, and Automotive Engineering, ICMEAE 2015 (pp. 81–85). Institute of Electrical and Electronics Engineers Inc. https://doi.org/10.1109/ICMEAE.2015.56
Salanova, M., Schaufeli, W., Martínez, I., & Bresó, E. (2010). How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety, Stress & Coping, 23(1), 53-70. https://doi.org/10.1080/10615800802609965
Salmela-Aro, K., & Upadyaya, K. (2020). School engagement and school burnout profiles during high school. The role of socio-emotional skills. European Journal of Developmental Psychology, 17(6), 943-964. https://doi.org/10.1080/17405629.2020.1785860
Salmela-Aro, K., Tang, X., & Upadyaya, K. (2022). Study demands-resources model of student engagement and burnout. En Handbook of research on student engagement (pp. 77-93). Springer, Cham.
Schmidt, M., Benzing, V., & Kamer, M. (2016). Classroom-based physical activity breaks and children’s attention: Cognitive engagement works! Frontiers in Psychology, 7(1474), 1–13. https://doi.org/10.3389/fpsyg.2016.01474
Schunk, D. H., & Pajares, F. (2009). Self-Efficacy Theory. En Handbook of motivation at school (pp. 9-68). Routledge.
Siddiq, F., Gochyyev, P., & Valls, O. (2020). The role of engagement and academic behavioral skills on young students’ academic performance: A validation across four countries. Studies in Educational Evaluation, 66, 1–11. https://doi.org/10.1016/j.stueduc.2020.100880
Sierra-Nieto, J. E. (2013). La secundaria vivida. Estudio narrativo sobre experiencias masculinas de fracaso escolar. Servicio de Publicaciones U de Málaga. https://riuma.uma.es/xmlui/handle/10630/6739
Stephanou, G. (2011). Students' classroom emotions: Socio-cognitive antecedents and school performance. Electronic Journal of Research in Educational Psychology, 9(1), 5–47.
Terigi, F. (2014). Trayectorias escolares e inclusión educativa: del enfoque individual al desafío para las políticas educativas. En Á. Marchesi, R. Blanco & L. Hernández (Eds.), Avances y desafíos de la educación inclusiva en Iberoamérica (pp. 71–90). Organización de Estados Iberoamericanos.
Ulmanen, S., Soini, T., Pietarinen, J., & Pyhältö, K. (2016). The anatomy of adolescents’ emotional engagement in schoolwork. Social Psychology of Education, 19(3), 587–606. https://doi.org/10.1007/s11218-016-9343-0
Upadyaya, K., & Salmela-Aro, K. (2013). Development of school engagement in association with academic success and well-being in varying social contexts: A review of empirical research. European Psychologist, 18(2). https://doi.org/10.1027/1016-9040/a000143
Vygotsky, L. S. (1978). Socio-cultural theory. Mind in Society, 6, 52-58.
Wang, Z., Bergin, C., & Bergin, D. A. (2014). Measuring engagement in fourth to twelfth grade classrooms: The classroom engagement inventory. School Psychology Quarterly, 29(4), 517–535. https://doi.org/10.1037/spq0000050
Wang, M. T., & Degol, J. (2014). Staying engaged: Knowledge and research needs in student engagement. Child Development Perspectives, 8(3), 137–143. https://doi.org/10.1111/cdep.12073
Wang, M. Te, Degol, J. L., & Henry, D. A. (2019). An integrative development-in-sociocultural-context model for children’s engagement in learning. American Psychologist, 74(9), 1086–1102. https://doi.org/10.1037/amp0000522
Wang, M. T., & Hofkens, T. L. (2020). Beyond classroom academics: A school-wide and multi-contextual perspective on student engagement in school. Adolescent Research Review, 5, 419-433. https://doi.org/10.1007/s40894-019-00115-z
Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future. En J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3–19). The Guilford Press.
Zander, L., Brouwer, J., Jansen, E., Crayen, C., & Hannover, B. (2018). Academic self-efficacy, growth mindsets, and university students’ integration in academic and social support networks. Learning and Individual Differences, 62, 98–107. https://doi.org/10.1016/j.lindif.2018.01.012
This work is licensed under a Creative Commons Attribution 4.0 International License.