Perceived Social Support, School Engagement and Satisfaction With School

被引：44

作者：

Gutierrez, Melchor ^{[1
]}

Tomas, Jose-Manuel ^{[1
]}

Romero, Isabel ^{[2
]}

Barrica, Jose-Marcos ^{[3
]}

机构：

[1] Univ Valencia, Valencia, Spain

[2] Univ Katyavala Bwila, Benguela, Angola

[3] Univ Agostinho Neto, Luanda, Angola

来源：

REVISTA DE PSICODIDACTICA | 2017年 / 22卷 / 02期

关键词：

Perceived social support; School engagement; Satisfaction with school; Adolescents; Angola; STUDENT ENGAGEMENT; ACADEMIC-ACHIEVEMENT; PEER; BEHAVIORS; INTERPLAY; TEACHERS; CONTEXT; MIDDLE;

D O I：

10.1016/j.psicoe.2017.05.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

There is evidence that social support from families, peers and teachers has an influence on student engagement, academic success, and satisfaction with school. The aim of this work is to use structural equations to analyse the effects of the perceived academic support and the school engagement on the satisfaction with school. A battery of measurement tools was administered to 2,028 Angolan students aged between 14 and 22 years (mean = 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 using the school engagement as mediating variable. The perception of peer support does not show a predictive capacity for school engagement. Receiving support from family and teachers is relevant for pupil engagement and satisfied with school. (C) 2017 Universidad de Pais Vasco. Published by Elsevier Espana, S.L.U. All rights reserved.

引用

页码：111 / 117

页数：7

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