Las conexiones entre apoyo familiar, escolar y el compromiso de los estudiantes en un centro de compensación educativa

  1. Celia Corchuelo Fernández 1
  2. Carmen María Aránzazu Cejudo Cortés 1
  3. Ramón Tirado Morueta 1
  1. 1 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

Revista:
Revista Española de Orientación y Psicopedagogía

ISSN: 1139-7853,  1989-7448

Año de publicación: 2019

Volumen: 30

Número: 2

Páginas: 46-52

Tipo: Artículo

DOI: 10.5944/REOP.VOL.30.NUM.2.2019.25337 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Revista Española de Orientación y Psicopedagogía

Resumen

El compromiso de los estudiantes con el aprendizaje y la escuela es el principal reto para aquellos centros en cuya misión está la integración escolar de alumnos con antecedentes de fracaso escolar. Los hallazgos precedentes subrayan que el apoyo social determina el compromiso de los estudiantes y su integración en la vida del centro, existiendo evidencias que sugieren que esta determinación está moderada por rasgos personales como el género y el estadio de desarrollo. No obstante, faltan estudios que ayuden a comprender el efecto sinérgico entre los sistemas de apoyo y el compromiso. Este estudio utilizó el análisis de ecuaciones estructurales con una población de estudiantes (N=193) en un IES de segunda oportunidad con el objetivo de conocer los efectos sinérgicos (y sus relaciones) del apoyo familiar y escolar sobre el compromiso de los estudiantes, probando el efecto moderador de la edad y el género. Los resultados mostraron una influencia indirecta de la familia sobre el compromiso de los estudiantes, mediada por el apoyo del centro. Del mismo modo, el efecto moderador de la edad y el género de los estudiantes fue relativamente significativo. Los hallazgos aportan (a) evidencia empírica de la influencia simultánea y mediada del apoyo familiar y escolar sobre la mejora de la conducta de alumnos con antecedentes de inadaptación escolar, y (b) muestran que a medida que los alumnos avanzan en la adolescencia la influencia del apoyo familiar decrece en este tipo de centros.

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Fuente de los datos: Dialnet