Perceived social support and school engagement: Correlations and variability
Perceived social support and school engagement: Correlations and variability
Main Article Content
Abstract
Perceived social support is crucial in the adolescent school behaviour, especially in school engagement. In general, a person's close contexts promote his school engagement, but not all the sources of social support have the same effect. The objectives of this investigation are two: on the one hand (a) analyse the relation between perceived social support and school involvement; and on the other hand (b) identify the variability of perceived social support and school engagement based on sex and parents’ educational level. 323 students of Secondary Education of a high school of Vitoria-Gasteiz aged between 12 to 18 years old (M=14.41; DT=1.18) participated in the study, being 128 of them boys (40%) and 195 girls (60%). The questionnaires APIK (social support) and SEM (school engagement) were used. The obtained results prove that perceived social support correlates with school engagement, being the support from the teachers the one with the highest punctuations. According to the variability based on sex and parents’ educational level of the second objective, there are only differences in perceived social support, being them in favour of women.
References
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Azpiazu, L. (2016). El ajuste escolar: Un modelo explicativo en función de variables contextuales y personales. Tesis doctoral. Lejona: UPV/EHU.
Barrón, A. (1996). Apoyo social: Aspectos teóricos y aplicaciones. Madrid: Siglo XXI.
Barrón,A., y Sánchez, E. (2001). Estructura social, apoyo social y salud mental. Psicothema, 13(1), 17-23.
Bazán, A., Sánchez, B., y Castañeda, S. (2007). Relación estructural entre apoyo familiar, nivel educativo de los padres, características del maestro y desempeño en lengua escrita. Revista Mexicana de Investigación educativa, 12(33), 701-729.
Caplan, G. (1974). Support systems and community mental health: Lectures in concept development.New York: Behavioral Publications.
Cassel, J.C. (1974a). Psychiatric epidemiology. En G. Caplan (Ed.), Americans handbook of psychiatry (pp. 401-411). New York: Basic Books.
Cassel, J.C. (1974b). Psychosocial process and “stress”: Theoretical formulations. International Journal of Health Services, 4(3), 471-482.
Cheng, S.,y Chan, A. (2004). The Multidimensional Scale of Perceived Social Support: Dimensionality and age and gender differences in adolescents. Personality and Individual Differences, 37(7), 1359-1369.
Chok, N.S. (2010) Pearson’s versus Spearman’s and Kendall’sCorrelation Coefficients for Continuous Data. Tesis doctoral. Pittsburgh: Universidad de Pittsburgh.
Christenson, S.L., y Thurlow, M.L. (2004). School dropouts: Prevention considerations, interventions, and challenges. Current Directions in PsychologicalScience, 13, 36-39.
Cobb, S. (1976). Social support as a moderator of life stress. Psychosomatic Medicine, 38(5), 300-314.
IZAR DE LA FUENTE et al.Apoyo social e implicación escolarEur. J. Develop. Educa. Psychop. Vol. 7, Nº 1(Págs. 23-35) 33.
Cohen, S., Mermelstein,R., Kamarck, T., y Hoberman H.M. (1985). Measuring the functional components of socialsupport. En I.G. Sarason y B.R. Sarason (Eds.), Social support: Theory, research and applications(pp. 73-94). Dordrecht: Martinus Nijhoff Publishers.
Demaray, M., y Malecki, C., (2002). Critical levels of perceived social support associated with student adjustment. School Psychology Quarterly, 17(3), 213-241.
De León, B. (2011). La relación familia-escuela y su repercusión en la autonomía y responsabilidad de los niños/as. Actas XII Congreso Internacional de Teoría de la Educación,1-20.
Edgell, S.E., y Noon, S.M. (1984). Effect of violation of normality on the T-test of the correlation coefficient. Psychological Bulletin, 95(3), 576-583.
Feinstein, L., Duckworth, K., y Sabates, R. (2008). Education and the Family. Passing Success across the Fenerations. London: Routledge.
Fredricks, J.A., Blumenfeld, P.C., Friedel, J., y Paris, A. (2005). School engagement. En K.A. Moore y L. Lippman (Eds.), Conceptualizing and measuring indicators of positive development: What do children need to flourish(pp. 305–321).New York: Kluwer Academic/Plenum Press.
Fredricks, J.A., Blumenfeld, P.C., y Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Furrer, C., y Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162.
Gracia, E., Herrero, J., y Musitu, G. (2002). Evaluación de recursos estresores y psicosociales en la comunidad. Madrid: Síntesis.
Halpern, R. (1986). Effects of Early Childhood Intervention on Primary School Progress in Latin America. Comparative Education Review, 30(2), 193-215.
Izar de la Fuente, I. (2018). Diseño y validación de un instrumento para la medida del apoyo social percibido (APIK) en la adolescencia(Trabajo de fin de máster no publicado). UPV/EHU, Lejona.
Jadue, G. (2003). Transformaciones familiares en Chile: riesgo creciente para el desarrollo emocional, psicosocial y la educación de los hijos. Estudios Pedagógicos,29, 115-126.
Kenney, G.A., Pomerantz, E.M., Ryan, A.M., yPatrick, H. (2006). Sex differences in math performance: The role of children’s approach to schoolwork. Developmental Psychology, 42(1), 11-26.
Kinzie, J., Gonyea, R., Kuh, G.D., Umbach, P., Wabash, C.B., y Korkmaz, A. (2007). The relationship between gender and student engagement in college. Trabajo publicado en la 2ndannual conference of the Association for the Study of Higher Education, Louisville.
Lam, S., Wong, B.H., Yang, H., y Liu, Y.(2012). Understanding student engagementwith a contextual model. En S.L. Christenson, A.L. Reschly, y C. Wylie (Eds.), Handbook of research on student engagement(pp. 403–419). New York, NY US: Springer Science.
Lewis, A.D., Huebner, E., Malone, P.S., y Valois, R.F. (2011). Life satisfaction and student engagement in adolescents. Journal of Youth and Adolescence, 40(3), 249-262.
Lin, N. (1986). Conceptualizing social support. En N. Lin, A. Dean, y W. Ensel (Eds.), Social support, life events, and depression (pp. 17-30). New York: Academic Press.
Malecki, C., y Demaray, M. (2003). What type of support do they need? Investigating student adjustment as related to emotional, informational, appraisal, and instrumental support. School Psychology Quarterly, 18(3), 231-252.
Mangrio, E., Hansen, K., Lindstrom, M., Kohler, M., y Rosvall, M. (2011). Maternal educational level, parental preventive behaviour, risk behaviour, social support and medical care consumption in 8-month-old children in Malmo, Sweden. BMC public health, 11(891), 1-9.
Marks, H. (2000). Student engagement in instructional activity: Patterns in elementary, middle and high school years. American Educational Research Journal, 37, 153-184.
Musitu, G., y Cava, M.J. (2003). El rol del apoyo social en el ajuste de los adolescentes. Intervención Psicosocial, 12(2), 179-192.
Parcel, T., Dufur, M., y Cornell, R. (2010). Capital at Home and at School: A Review and Synthesis. Journal of Marriage and Family, 72, 828-846.
Perdue, N.H., Manzeske, D.P., y Estell, D.B. (2009). Predicting school commitment at grade five: Exploring the role of students’ relationships with peers and teachers from grade three. Psychology in the Schools, 46, 1084-1097.
Ramos, E. (2015). Resiliencia y ajuste psicosocialen la adolescencia. Tesis doctoral. Lejona: UPV/EHU.Ramos, E., Fernández, A., Rey, A., Rodríguez, A., y Ros, I. (2015). Eskola-inplikazioa: kontzeptua, neurketa, aldakortasuna eta testuinguruaren aldagaiak nahiz aldagai psikologikoak.Tantak, 27(2), 149-168.
Ramos, E., Rodríguez, A., y Revuelta, L. (2016). Validation of the Spanish Version of the School Engagement Measure (SEM). Spanish Journal of Psychology, 19(86), 1-9.
Razeto, A. (2016). El involucramiento de las familias en la educación de los niños. Cuatro reflexiones para fortalecer la relación entre familias y escuelas. Revista Páginas de Educación, 9(2), 184-201.
Reddy, R., Rhodes, J.E., y Mulhall, P. (2003). The influence of teacher support on student adjustment in the middle school years: A latent growth curve study. Development and Psychopathology, 15(1),119-138.
Rodríguez, A., Ramos, E., Ros, I., Fernández, A., y Revuelta, L. (2016). Bienestar subjetivo en la adolescencia: El papel de la resiliencia, el autoconcepto y el apoyo social percibido. Suma Psicológica, 23(1), 60-69.
Rodríguez, A., Ramos, E., Ros, I., y Zuazagoitia, A. (2018). Implicación escolar de estudiantes de secundaria: La influencia de la resiliencia, el autoconcepto y el apoyo social percibido. Educación XX1, 21(1), 87-108.
Roeser, R.W., Eccles, J.S., y Sameroff, A.J. (2000). School as a context of early adolescents' academic and social-emotional development: A summary of research findings. TheElementary School Journal, 100(5), 443-471.
Roorda, D.L., Koomen, H.M., Spilt, J.L., y Oort, F.J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement a metaanalytic approach. Review of Educational Research, 81(4), 493-529.
Ros, I., Goikoetxea, J., Gairín, J., y Lekue, P. (2012). Implicación del alumnado en la escuela: Diferencias interindividuales e intercentros. Revista de Psicodidáctica, 17(2), 291-307.
Ros, I., y Zuazagoitia, A. (2015). Implicación escolar y autoconcepto. En A. Fernández y L. Revuelta (Eds.), Ajuste personal y social. Investigación psicoeducativa(pp. 119-129). San Sebastian: Erein.
Schaefer, C., Coyne, J., y Lazarus, R. (1981). The health-related functions of social support. Journal of Behavioral Medicine, 4(4), 381-406.
Schmider, E., Ziegler, M., Danay, E., Beyer, L., y Bühner, M. (2010). Is it really robust? Reinvestigating the robustness of ANOVA against violations of the normal distribution assumption. Methodology, 6(4), 147-151.
Tardy, C.H. (1985). Social support measurement.American Journal of Community Psychology, 13(2), 187-202.
Veiga, F.H., Burden, R., Appleton, J., Taveira, M., y Galvao, D. (2014). Envolvimiento de los estudiantes en la escuela: conceptualización y relaciones con variables personales y rendimiento académico. Una revisión de la literatura. Revista de Psicología y Educación, 9(1), 29-47.
Voelkl, K.E. (2012). School identification. En S. L. Christenson, A. L. Reschly y C. Wylie (Eds.), Handbook of research on student engagement(pp. 193–218). New York: Springer.
Wang, M., y Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633-662.
Wang, M., y Eccles, J.S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83(3), 877-895.
Wilcox, B.L., y Vernberg, E.M. (1985).Conceptual and theoretical dilemnas facing social support research. En I. G. Saranson y B. R. Saranson (Eds.), Social support: Theory, Research and Applications(pp. 3-20). Dordrecht: Martinus Nijhoff Publishers
Azpiazu, L. (2016). El ajuste escolar: Un modelo explicativo en función de variables contextuales y personales. Tesis doctoral. Lejona: UPV/EHU.
Barrón, A. (1996). Apoyo social: Aspectos teóricos y aplicaciones. Madrid: Siglo XXI.
Barrón,A., y Sánchez, E. (2001). Estructura social, apoyo social y salud mental. Psicothema, 13(1), 17-23.
Bazán, A., Sánchez, B., y Castañeda, S. (2007). Relación estructural entre apoyo familiar, nivel educativo de los padres, características del maestro y desempeño en lengua escrita. Revista Mexicana de Investigación educativa, 12(33), 701-729.
Caplan, G. (1974). Support systems and community mental health: Lectures in concept development.New York: Behavioral Publications.
Cassel, J.C. (1974a). Psychiatric epidemiology. En G. Caplan (Ed.), Americans handbook of psychiatry (pp. 401-411). New York: Basic Books.
Cassel, J.C. (1974b). Psychosocial process and “stress”: Theoretical formulations. International Journal of Health Services, 4(3), 471-482.
Cheng, S.,y Chan, A. (2004). The Multidimensional Scale of Perceived Social Support: Dimensionality and age and gender differences in adolescents. Personality and Individual Differences, 37(7), 1359-1369.
Chok, N.S. (2010) Pearson’s versus Spearman’s and Kendall’sCorrelation Coefficients for Continuous Data. Tesis doctoral. Pittsburgh: Universidad de Pittsburgh.
Christenson, S.L., y Thurlow, M.L. (2004). School dropouts: Prevention considerations, interventions, and challenges. Current Directions in PsychologicalScience, 13, 36-39.
Cobb, S. (1976). Social support as a moderator of life stress. Psychosomatic Medicine, 38(5), 300-314.
IZAR DE LA FUENTE et al.Apoyo social e implicación escolarEur. J. Develop. Educa. Psychop. Vol. 7, Nº 1(Págs. 23-35) 33.
Cohen, S., Mermelstein,R., Kamarck, T., y Hoberman H.M. (1985). Measuring the functional components of socialsupport. En I.G. Sarason y B.R. Sarason (Eds.), Social support: Theory, research and applications(pp. 73-94). Dordrecht: Martinus Nijhoff Publishers.
Demaray, M., y Malecki, C., (2002). Critical levels of perceived social support associated with student adjustment. School Psychology Quarterly, 17(3), 213-241.
De León, B. (2011). La relación familia-escuela y su repercusión en la autonomía y responsabilidad de los niños/as. Actas XII Congreso Internacional de Teoría de la Educación,1-20.
Edgell, S.E., y Noon, S.M. (1984). Effect of violation of normality on the T-test of the correlation coefficient. Psychological Bulletin, 95(3), 576-583.
Feinstein, L., Duckworth, K., y Sabates, R. (2008). Education and the Family. Passing Success across the Fenerations. London: Routledge.
Fredricks, J.A., Blumenfeld, P.C., Friedel, J., y Paris, A. (2005). School engagement. En K.A. Moore y L. Lippman (Eds.), Conceptualizing and measuring indicators of positive development: What do children need to flourish(pp. 305–321).New York: Kluwer Academic/Plenum Press.
Fredricks, J.A., Blumenfeld, P.C., y Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Furrer, C., y Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162.
Gracia, E., Herrero, J., y Musitu, G. (2002). Evaluación de recursos estresores y psicosociales en la comunidad. Madrid: Síntesis.
Halpern, R. (1986). Effects of Early Childhood Intervention on Primary School Progress in Latin America. Comparative Education Review, 30(2), 193-215.
Izar de la Fuente, I. (2018). Diseño y validación de un instrumento para la medida del apoyo social percibido (APIK) en la adolescencia(Trabajo de fin de máster no publicado). UPV/EHU, Lejona.
Jadue, G. (2003). Transformaciones familiares en Chile: riesgo creciente para el desarrollo emocional, psicosocial y la educación de los hijos. Estudios Pedagógicos,29, 115-126.
Kenney, G.A., Pomerantz, E.M., Ryan, A.M., yPatrick, H. (2006). Sex differences in math performance: The role of children’s approach to schoolwork. Developmental Psychology, 42(1), 11-26.
Kinzie, J., Gonyea, R., Kuh, G.D., Umbach, P., Wabash, C.B., y Korkmaz, A. (2007). The relationship between gender and student engagement in college. Trabajo publicado en la 2ndannual conference of the Association for the Study of Higher Education, Louisville.
Lam, S., Wong, B.H., Yang, H., y Liu, Y.(2012). Understanding student engagementwith a contextual model. En S.L. Christenson, A.L. Reschly, y C. Wylie (Eds.), Handbook of research on student engagement(pp. 403–419). New York, NY US: Springer Science.
Lewis, A.D., Huebner, E., Malone, P.S., y Valois, R.F. (2011). Life satisfaction and student engagement in adolescents. Journal of Youth and Adolescence, 40(3), 249-262.
Lin, N. (1986). Conceptualizing social support. En N. Lin, A. Dean, y W. Ensel (Eds.), Social support, life events, and depression (pp. 17-30). New York: Academic Press.
Malecki, C., y Demaray, M. (2003). What type of support do they need? Investigating student adjustment as related to emotional, informational, appraisal, and instrumental support. School Psychology Quarterly, 18(3), 231-252.
Mangrio, E., Hansen, K., Lindstrom, M., Kohler, M., y Rosvall, M. (2011). Maternal educational level, parental preventive behaviour, risk behaviour, social support and medical care consumption in 8-month-old children in Malmo, Sweden. BMC public health, 11(891), 1-9.
Marks, H. (2000). Student engagement in instructional activity: Patterns in elementary, middle and high school years. American Educational Research Journal, 37, 153-184.
Musitu, G., y Cava, M.J. (2003). El rol del apoyo social en el ajuste de los adolescentes. Intervención Psicosocial, 12(2), 179-192.
Parcel, T., Dufur, M., y Cornell, R. (2010). Capital at Home and at School: A Review and Synthesis. Journal of Marriage and Family, 72, 828-846.
Perdue, N.H., Manzeske, D.P., y Estell, D.B. (2009). Predicting school commitment at grade five: Exploring the role of students’ relationships with peers and teachers from grade three. Psychology in the Schools, 46, 1084-1097.
Ramos, E. (2015). Resiliencia y ajuste psicosocialen la adolescencia. Tesis doctoral. Lejona: UPV/EHU.Ramos, E., Fernández, A., Rey, A., Rodríguez, A., y Ros, I. (2015). Eskola-inplikazioa: kontzeptua, neurketa, aldakortasuna eta testuinguruaren aldagaiak nahiz aldagai psikologikoak.Tantak, 27(2), 149-168.
Ramos, E., Rodríguez, A., y Revuelta, L. (2016). Validation of the Spanish Version of the School Engagement Measure (SEM). Spanish Journal of Psychology, 19(86), 1-9.
Razeto, A. (2016). El involucramiento de las familias en la educación de los niños. Cuatro reflexiones para fortalecer la relación entre familias y escuelas. Revista Páginas de Educación, 9(2), 184-201.
Reddy, R., Rhodes, J.E., y Mulhall, P. (2003). The influence of teacher support on student adjustment in the middle school years: A latent growth curve study. Development and Psychopathology, 15(1),119-138.
Rodríguez, A., Ramos, E., Ros, I., Fernández, A., y Revuelta, L. (2016). Bienestar subjetivo en la adolescencia: El papel de la resiliencia, el autoconcepto y el apoyo social percibido. Suma Psicológica, 23(1), 60-69.
Rodríguez, A., Ramos, E., Ros, I., y Zuazagoitia, A. (2018). Implicación escolar de estudiantes de secundaria: La influencia de la resiliencia, el autoconcepto y el apoyo social percibido. Educación XX1, 21(1), 87-108.
Roeser, R.W., Eccles, J.S., y Sameroff, A.J. (2000). School as a context of early adolescents' academic and social-emotional development: A summary of research findings. TheElementary School Journal, 100(5), 443-471.
Roorda, D.L., Koomen, H.M., Spilt, J.L., y Oort, F.J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement a metaanalytic approach. Review of Educational Research, 81(4), 493-529.
Ros, I., Goikoetxea, J., Gairín, J., y Lekue, P. (2012). Implicación del alumnado en la escuela: Diferencias interindividuales e intercentros. Revista de Psicodidáctica, 17(2), 291-307.
Ros, I., y Zuazagoitia, A. (2015). Implicación escolar y autoconcepto. En A. Fernández y L. Revuelta (Eds.), Ajuste personal y social. Investigación psicoeducativa(pp. 119-129). San Sebastian: Erein.
Schaefer, C., Coyne, J., y Lazarus, R. (1981). The health-related functions of social support. Journal of Behavioral Medicine, 4(4), 381-406.
Schmider, E., Ziegler, M., Danay, E., Beyer, L., y Bühner, M. (2010). Is it really robust? Reinvestigating the robustness of ANOVA against violations of the normal distribution assumption. Methodology, 6(4), 147-151.
Tardy, C.H. (1985). Social support measurement.American Journal of Community Psychology, 13(2), 187-202.
Veiga, F.H., Burden, R., Appleton, J., Taveira, M., y Galvao, D. (2014). Envolvimiento de los estudiantes en la escuela: conceptualización y relaciones con variables personales y rendimiento académico. Una revisión de la literatura. Revista de Psicología y Educación, 9(1), 29-47.
Voelkl, K.E. (2012). School identification. En S. L. Christenson, A. L. Reschly y C. Wylie (Eds.), Handbook of research on student engagement(pp. 193–218). New York: Springer.
Wang, M., y Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633-662.
Wang, M., y Eccles, J.S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83(3), 877-895.
Wilcox, B.L., y Vernberg, E.M. (1985).Conceptual and theoretical dilemnas facing social support research. En I. G. Saranson y B. R. Saranson (Eds.), Social support: Theory, Research and Applications(pp. 3-20). Dordrecht: Martinus Nijhoff Publishers