Apoyo social percibido, implicación escolar y satisfacción con la escuela

  1. Gutiérrez, Melchor 1
  2. Tomás, José M 1
  3. Romero, Isabel 2
  4. Barrica, José Marcos 3
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  2. 2 Universidade Katyavala Bwila
    info

    Universidade Katyavala Bwila

    Benguela, Angola

    ROR https://ror.org/01vstb938

  3. 3 Agostinho Neto University
    info

    Agostinho Neto University

    Luanda, Angola

    ROR https://ror.org/0057ag334

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Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Ano de publicación: 2017

Volume: 22

Número: 2

Tipo: Artigo

DOI: 10.1016/J.PSICOD.2017.01.001 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista de psicodidáctica

Resumo

There is evidence of the influence of social support from families, peers and teachers on student engagement, academic success and satisfaction with school. The aim of this work is to analyze, through structural equations, the effects of the perceived academic support and the school engagement on the satisfaction with school. A battery of instruments was administered to 2028 Angolan students aged between 14 and 22 (M = 17.4; SD = 2.3). The results show the influence of the perceived academic support of teachers, family and peers on the satisfaction with school through the school implication as mediating variable. The perception of peer support not shows a predictive capacity for school engagement. Receiving support from family and teachers is relevant to being engaged and satisfied with school.

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