El compromiso escolar (school engagement) de los adolescentes: Medida de sus dimensiones

Tomás, José M.; Gutiérrez, Melchor; Sancho, Patrícia; Chireac, Silvia Maria; Romero, Isabel

doi:10.14201/et2016341119135

Cited by 24 publications

(35 citation statements)

References 59 publications

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“…Trying to relate what has been learned in one assignment to another assignment, spending a substantial amount of free time seeking more information on topics discussed in class, writing drafts to organize texts, or trying to understand the meaning of a text after reading it were actions that students stated they do not perform frequently. This outcome indicates that the psychological investment in academic activities that involve analysis, synthesis, and planning (Reeve, 2012;Sheard, Carbone, & Hurst, 2010;Tomás, Gutiérrez, Sancho, Chireac, & Romero, 2016) is low. Therefore, schools must work on helping students discover strategies that help them to self-regulate their learning process (Tomás, Gutiérrez, Sancho, Chireac, & Romero, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…This outcome indicates that the psychological investment in academic activities that involve analysis, synthesis, and planning (Reeve, 2012;Sheard, Carbone, & Hurst, 2010;Tomás, Gutiérrez, Sancho, Chireac, & Romero, 2016) is low. Therefore, schools must work on helping students discover strategies that help them to self-regulate their learning process (Tomás, Gutiérrez, Sancho, Chireac, & Romero, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…This type of engagement has been central in the study of obstacles to students' connections with their schools and student disaffection (Henry, Knight, & Thornberry, 2012). The second dimension is cognitive, which refers to students' psychological investment in academic tasks and their motivation and willingness to learn complex concepts, develop abilities, and increase their use of strategies for the self-regulation of learning, such as memorization and planning (Reeve, 2012;Sheard, Carbone, & Hurst, 2010;Tomás, Gutiérrez, Sancho, Chireac, & Romero, 2016). The third is the affective dimension, which involves emotional aspects such as feelings, attitudes, and perceptions of educational environments; the level of affiliation with the school; and relationships with classmates and teachers (Appleton, Christenson, & Furlong, 2008;Archambault, Janosz, Morizot, & Pagani, 2009;Lawson & Lawson, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…For Zimmerman and Clearly (2006), personal agency is "one's capacity to originate and direct actions for a given purpose" (p. 45) and is determined by an individual's beliefs regarding their effectiveness and abilities. The agentic dimension refers to students' active involvement in the learning process through the establishment of concrete goals and through proactive, constructive behavior that enriches learning (Lawson & Lawson, 2013;Montenegro, 2017;Reeve, 2012;Reeve & Tseng, 2011;Tomás et al, 2016;Veiga, 2013). Proactiveness is demonstrated in the ways that students optimize classroom activities.…”

Section: Introductionmentioning

confidence: 99%

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School Engagement for Avoiding Dropout in Middle School Education

Manzuoli¹,

Báez²,

Sánchez³

2019

IES

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School engagement is a key factor in maintaining school attendance and in diminishing dropout rates. In this study, four dimensions that compose school engagement—cognitive, affective, behavioral, and agentic—were evaluated with a self-report questionnaire (Veiga, 2013), and comparisons between rural and urban schools were made. A total of 802 seventh-graders (51.2% boys and 48.8% girls), the majority of the studied children were between the ages of 12 and 13 (71.7%), attending public schools in Colombia, responded the questionnaire. The research responds to the need to examine engagement in developing countries. Findings indicate that the cognitive and agentic dimensions obtained the lowest means. This result suggests that students should engage in activities that help them recognize their metacognitive abilities and strengthen their classroom participation. Each of the four identified dimensions is analyzed, and strategies are proposed for developing them appropriately.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

School Engagement for Avoiding Dropout in Middle School Education

Manzuoli¹,

Báez²,

Sánchez³

2019

IES

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“…Entre ellos se encuentran, por ejemplo, la motivación ( Jang, Kim y Reeve, 2012;Pintrich, 2004;Wang y Holcombe, 2010) y el compromiso (Skinner, Kindermann y Furrer, 2009;Tomás, Gutiérrez, Sancho, Chireac y Romero, 2016).…”

Section: Introductionunclassified

Influencia del clima motivacional en clase sobre el compromiso escolar de los adolescentes y su logro académico

Gutiérrez

Tomás

Barrica³

et al. 2017

Enseñanza & Teaching

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Ref. Bibl. MELCHOR GUTIÉRREZ, JOSÉ MANUEL TOMÁS, JOSÉ MARCOSBARRICA e ISABEL ROMERO. Influencia del clima motivacional en clase sobre el compromiso escolar de los adolescentes y su logro académico. Enseñanza & Teaching, 35, 1-2017, 21-37. RESUMEN: La literatura científica ofrece evidencia empírica de la relación entre el compromiso escolar y numerosas variables del contexto educativo de los adolescentes. El compromiso se ha relacionado, entre otros importantes constructos, con el burnout, tanto de los alumnos como de los profesores; el rendimiento escolar; la satisfacción con la escuela; los problemas de disciplina; las orientaciones de meta de los alumnos, y el clima motivacional de la clase. Por ello, el objetivo del presente trabajo ha sido analizar las relaciones entre el clima motivacional percibido en clase y el logro académico, mediado por el compromiso escolar de los alumnos. Han participado 2028 adolescentes que completaron diversos instrumentos para medir la percepción del clima motivacional de la clase, la satisfacción de las necesidades psicológicas básicas, el apoyo a la autonomía del alumno por el profesor y el logro

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Prediction of academic achievement in Dominican students: Mediational role of learning strategies and study habits and attitudes toward study

Reyes

Hernández

Martínez-Gregorio

et al. 2022

Psychology in the Schools

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School or academic achievement is a relevant topic of study, as it is evidence of the learning achieved by the student. This study aims to explore a model explaining academic achievement while testing the mediator role of learning strategies, study habits and study attitudes. Research design was correlational. 1712 Dominican students from 12 to 20 years old (52.75% female) were sampled through cluster sampling. Data was recruited with a set of validated questionnaires, including measures of academic achievement (marks), learning strategies, study habits, and attitudes toward studies, school engagement, and academic support. Structural Equation Modeling was used to establish and test the mediational model. Main results show that learning strategies and study habits and attitudes play a mediator role between background variables as age, gender, cognitive or behavioral engagement, and students' academic achievement. Learning strategies and study habits play a central role in achieving a good academic performance, by mediating the effects of academic support and school engagement.

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El compromiso escolar (school engagement) de los adolescentes: Medida de sus dimensiones

Abstract: RESUMEN: Un tópico relevante en la investigación sobre la escuela es el compromiso escolar o school engagement. Este tópico se ha relacionado abundantemente con el burnout, de profesores y alumnos, y ha mostrado significativas relaciones con

Cited by 24 publications

References 59 publications

School Engagement for Avoiding Dropout in Middle School Education

School Engagement for Avoiding Dropout in Middle School Education

Influencia del clima motivacional en clase sobre el compromiso escolar de los adolescentes y su logro académico

Prediction of academic achievement in Dominican students: Mediational role of learning strategies and study habits and attitudes toward study

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