Publicado Dec 5, 2018



PLUMX
Almetrics
 
Dimensions
 

Google Scholar
 
Search GoogleScholar
Descargas


Melchor Gutiérrez http://orcid.org/0000-0002-1878-8751

Patricia Sancho https://orcid.org/0000-0002-8624-8757

Laura Galiana https://orcid.org/0000-0002-5342-5251

José M Tomás http://orcid.org/0000-0002-3424-1668

##plugins.themes.bootstrap3.article.details##

Resumen

El compromiso escolar es un constructo relevante en psicología de la educación por su relación con múltiples variables educativas: abandono escolar, satisfacción con la escuela, conducta disruptiva, clima motivacional, relaciones profesores-alumnos o rendimiento y éxito académico. La presente investigación encuestó a 2034 estudiantes angoleños y 2302 estudiantes dominicanos con el fin de predecir su éxito académico. El modelo probado ajustó adecuadamente a los datos en ambas muestras, y la cadena de efectos explicativos también se mostró plausible en ambas muestras. El compromiso escolar fue un poderoso mediador entre la satisfacción de las necesidades psicológicas y el éxito académico. Los resultados se discuten a la luz de la literatura existente, destacando también las limitaciones y las direcciones futuras de investigación.

Keywords

adolescentes, teoría de la autodeterminaci´ón, apoyo de los profesoresadolescents, self-determination theory, teacher support

References
Al-Alwan, A. F. (2014). Modelling the relations among parental involvement, school engagement and academic performance of high school students. International Education Studies, 7(4), 47-56. https://doi.org/10.5539/ies.v7n4p47

Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44, 427-445. https://doi.org/10.1016/j.jsp.2006.04.002

Archambault, I., Janosz, M., Fallu, J. S., & Pagani, L. S. (2009). Student engagement and its relationship with early high school dropout. Journal of Adolescence, 32(3), 651-670. https://doi.org/10.1016/j.adolescence.2008.06.007

Baena-Extremera, A., Gómez-López, M., Granero-Gallegos, A., & Martínez-Molina, M. (2016). Modelo de predicción de la satisfacción y diversión en Educación Física a partir de la autonomía y el clima motivacional. Universitas Psychologica, 15(2), 15-25. https://doi.org/10.11144/Javeriana.upsy15-2.mpsd

Bentler, P. M. (1990). Comparative fit indices in structural models. Psychological Bulletin, 107, 238-246.

Boekaerts, M. (2016). Engagement as an inherent aspect of the learning process. Learning and Instruction, 43, 76-83. http://dx.doi.org/10.1016/j.learninstruc.2016.02.001

Borofsky, L. A., Kellerman, I., Baucom, B., Oliver, P. H., & Margolin, G. (2013). Community violence exposure and adolescents’ school engagement and academic achievement over time. Psychology of Violence, 3(4), 381-395. https://doi.org/10.1037/a0034121

Brunner, M., Keller, U., Dierendonck, C., Reichert, M., Ugen, S., Fischbach, A., & Martin, R. (2010). The structure of academic self-concepts revisited: The nested Marsh/Shavelson model. Journal of Educational Psychology, 102(4), 964-981. https://doi.org/10.1037/a0019644

Cecchini-Estrada, J. A., Méndez-Giménez, A., & Fernández-Río, J. (2016). Towards a contextual and dispositional hierarchical model of learning. Universitas Psychologica, 15(2), 217-230. https://doi.org/10.11144/Javeriana.upsy15-2.mjcd

Chase, P. A., Hilliard, L. J., Geldhof, G. J., Warren, D. J., & Lerner, R. M. (2014). Academic achievement in the high school years: The changing role of school engagement. Journal of Youth and Adolescence, 43, 884-896. https://dx.doi.org/10.1007/s10964-013-0085-4

Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Preface. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement. New York, NY: Springer.

Deci, E. L., & Ryan, R. M. (2000). The ‘‘what’’ and ‘‘why’’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268. https://doi.org/10.1207/S15327965PLI1104_01

Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40, 1649-1660. https://doi.org/10.1007/s10964-011-9647-5

Elmore, G. M., & Huebner, E. S. (2010). Adolescents’ satisfaction with school experiences: relationships with demographics, attachment relationships, and school engagement behavior. Psychology in the Schools, 47(6), 525-537. https://doi.org/10.1002/pits.20488

Finney, S. J., & DiStefano, C. (2006). Non-normal and categorical data in SEM. In G. R. Hancock & R. O. Mueller (Eds.), Structural equation modelling: A second course (pp. 269-314). Greenwich, CO: Information Age Publishing.

Froiland, J. M., & Worrell, F. C. (2016). Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school. Psychology in the Schools, 53(3), 321-336. https://doi.org/10.1002/pits.21901

Galiana, L., Gutiérrez, M., Tomás, J. M., & Sancho, P. (2016). Validation of the Balanced Measure of Psychological Needs (BMPN) in Spanish and Portuguese: method effects associated to negatively worded items. Behavioral Psychology / Psicología Conductual, 24, 73-91. Retrieved from https://psycnet.apa.org/record/2016-20205-011

Glanville, J. L., & Wildhagen, T. (2007). The measurement of school engagement: Assessing dimensionality and measurement invariance across race and ethnicity. Educational and Psychological Measurement, 67(6), 1019-1041. https://doi.org/10.1177/0013164406299126

Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495-513. https://doi.org/10.1016/j.jsp.2005.11.001

Hardré, P. L., & Reeve, J. (2003). A motivational model of rural students’ intentions to persist in, versus drop out of, high school. Journal of Educational Psychology, 95, 347-356.

Hu, L., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.

Jang, H., Kim, E. U., & Reeve, J. (2012). Longitudinal test of Self-Determination Theory’s motivation mediation model in a naturally occurring classroom context. Journal of Educational Psychology, 104(4), 1175-1188. https://doi.org/10.1037/a0028089

Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588-600. https://doi.org/10.1037/a0019682

Jang, H., Reeve, Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented South Korean adolescents? Journal of Educational Psychology, 101, 644-661. https://doi.org/10.1037/a0014241

Kelloway, E. K. (2015). Using Mplus for structural equation modeling. Los Angeles, CA: Sage.

Kline, R. B. (2011). Principles and practice of structural equation modelling. New York: Guilford.

Korobova, N., & Starobin, S. S. (2015). A comparative study of student engagement, satisfaction, and academic success among international and American students. Journal of International Students, 5(1), 72-85. Retrieved from https://files.eric.ed.gov/fulltext/EJ1052833.pdf

Lee, J. S. (2014). The relationship between student engagement and academic performance: Is it a myth or reality? The Journal of Educational Research, 107(3), 177-185. https://doi.org/10.1080/00220671.2013.807491

Lewis, A. D., Huebner, E. S., Malone, P. S., & Valois, R. F. (2011). Life satisfaction and student engagement in adolescents. Journal of Youth Adolescence, 40, 249-262. https://doi.org/10.1007/s10964-010-9517-6

Liang, B., Lund, T. J., Mousseau, A. M., & Spencer, R. (2016). The mediating role of engagement in mentoring relationships and self-esteem among affluent adolescent girls. Psychology in the Schools, 53(8), 848-860. https://doi.org/10.1002/pits.21949

MacKinnon, D. P., Fairchild, A. J., & Fritz, M. S. (2007). Mediation analysis. Annual Review of Psychology, 58, 593-614. https://doi.org/10.1146/annurev.psych.58.110405.085542

Marchand, G. C., & Furrer, C. J. (2014). Formative, informative, and summative assessment: the relationship among curriculum-based measurement of reading, classroom engagement, and reading performance. Psychology in the Schools, 51(7), 659-676. https://doi.org/10.1002/pits.21779

Marsh, H. W., & Craven, R. (1997). Academic self-concept: Beyond the dustbowl. In G. Phye (Ed.), Handbook of classroom assessment: Learning, achievement, and adjustment (pp. 131-198). Orlando, Fl: Academic Press.

Marsh, H. W., & O’Neill, R. (1984). Self-Description Questionnaire III (SDQ III): The construct validity of multidimensional self-concept ratings by late adolescents. Journal of Educational Measurement, 21, 153-174.

Martin, A. J., Papworth, B., Ginns, P., & Liem, G. A. D. (2014). Boarding school, academic motivation and engagement, and psychological well-being: A large-scale investigation. American Educational Research Journal, 51(5), 1007-1049. https://doi.org/10.3102/0002831214532164

Martin, A. J., Yu, K., Papworth, B., Ginns, P., & Collie, R. J. (2015). Motivation and engagement in the United States, Canada, United Kingdom, Australia, and China: Testing a multi-dimensional framework. Journal of Psychoeducational Assessment, 33(2), 103-114. https://doi.org/10.1177/0734282914546287

Motti-Stefanidi, F., Masten, A., & Asendorpf, J. B. (2015). School engagement trajectories of immigrant youth: Risks and longitudinal interplay with academic success. International Journal of Behavioral Development, 39(1), 32-42. https://doi.org/10.1177/0165025414533428

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7, 133-144. https://doi.org/10.1177/1477878509104318

O’Toole, N., & Due, C. (2015). School engagement for academically at-risk students: A participatory research project. Australian Education Research, 42, 1-17. https://doi.org/10.1007/s13384-014-0145-0

Perry, J. C., Liu, X., & Pabian, Y. (2010). School engagement as a mediator of academic performance among urban youth: The role of career preparation, parental career support, and teacher support. The Counseling Psychologist, 38(2), 269-295. https://doi.org/10.1177/0011000009349272

Poorthuis, A. M., Juvonen, J., Thomaes, S., Denissen, J. J., Castro, B. O., & van Aken, M. A. (2015). Do grades shape students’ school engagement? The psychological consequences of report card grades at the beginning of secondary school. Journal of Educational Psychology, 107(3), 842-854. https://doi.org/10.1037/edu0000002

Raufelder, D., Kittler, F., Braun, S. R., Lätsch, A., Wilkiinson, R. P., & Hoferichter, F. (2014). The interplay of perceived stress, self-determination and school engagement in adolescence. School Psychology International, 35(4), 405-420. https://doi.org/10.1177/0143034313498953

Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579-595. https://doi.org/10.1037/a0032690

Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98, 209-218. https://doi.org/10.1037/0022-0663.98.1.209

Reeve, J., & Tseng, C. (2011). Personal agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36, 257-267. https://doi.org/10.1016/j.cedpsych.2011.05.002

Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 3-20). New York, NY: Springer.

Roorda, D. L., Koomen, M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529. https://doi.org/10.3102/0034654311421793

Sheldon, K.M., & Hilper, J.C. (2012). The Balanced Measure of Psychological Needs (BMPN) Scale: An alternative domain general measure of need satisfaction. Motivation and Emotion, 36, 439-451. https://doi.org/10.1007/s11031-012-9279-4

Standage, M., Duda, J. L., & Ntoumanis, N. (2006). Students’ motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Research Quarterly for Exercise and Sport, 77, 100-110. https://doi.org/10.1080/02701367.2006.10599336

Steiger, J. H., & Lind, C. (1980). Statistically based tests for the number of common factors. Paper presented at the annual meeting of the Psychometric Society, Iowa City, IA.

Tanaka, J. S. (1993). Multifaceted conceptions of fit in structural equation models. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 10-39). Newbury Park, CA: Sage.

Tomás, J. M., Gutiérrez, M., & Fernández, I. (2016). Predicción de la satisfacción y el rendimiento escolar: el compromiso como mediador. Revista Búsqueda, 16, 7-19.

Tomás, J. M., Gutiérrez, M., Sancho, P., Chireac, S. M., & Romero, I. (2016). El compromiso escolar (school engagement) de los adolescentes: Medida de sus dimensiones. Enseñanza & Teaching, 34(1), 119-135. https://doi.org/10.14201/et2016341119135

Trautwein, U., Lüdtke, O., Schnyder, I., & Niggli, A. (2006). Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology, 98, 438-456. https://doi.org/10.1037/0022-0663.98.2.438

Tuominen-Soini, H., & Salmela-Aro, K. (2014). Schoolwork engagement and burnout among Finnish high school students and young adults: Profiles, progressions, and educational outcomes. Developmental Psychology, 50(3), 649-662. https://doi.org/10.1037/a0033898

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), 136-147. https://doi.org/10.1027/1016-9040/a000143

Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39, 111-133. https://doi.org/10.1207/s15326985ep3902_3

Veiga, F. H. (2013). Envolvimento dos alunos na escola: Elaboração de uma nova escala de avaliação. International Journal of Developmental and Educational Psychology, 1(1) 441-450.

Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23. https://doi.org/10.1016/j.learninstruc.2013.04.002

Wang, M. T., & Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85(2), 722-737. https://doi.org/10.1111/cdev.12138

Wang, M. T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633-662. https://doi.org/10.3102/0002831209361209

Wang, M. T., & Peck, S. C. (2013). Adolescent educational success and mental health vary across school engagement profiles. Developmental Psychology, 49(7), 1266-1276. https://doi.org/10.1037/a0030028

Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767-779.

Wu, X., Hughes, J. N., & Kwok, O. M. (2010). Teacher–student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement. Journal of School Psychology, 48, 357-387. https://doi.org/10.1016/j.jsp.2010.06.004
Cómo citar
Gutiérrez, M., Sancho, P., Galiana, L., & Tomás, J. M. (2018). Apoyo a la autonomía, satisfacción de las necesidades psicológicas, compromiso escolar y éxito académico: Un modelo de mediación. Universitas Psychologica, 17(5), 1-12. https://doi.org/10.11144/Javeriana.upsy17-5.aspn
Sección
Artículos

Artículos más leídos del mismo autor/a