The effect of family support on student engagement: Towards the prevention of dropouts

Pérez‐Navío, Eufrasio; Cacheiro‐González, María L.; Antelm‐Lanzat, Ana M.; Gil, Alfonso J.

doi:10.1002/PITS.22490

The effect of family support on student engagement: Towards the prevention of dropouts

Pérez‐Navío, Eufrasio ¹
Cacheiro‐González, María L. ²
Antelm‐Lanzat, Ana M. ¹
Gil, Alfonso J. ³

1 Department of Pedagogy Universidad de Jaén Jaén Spain
2 Department of Didactics Universidad Nacional de Educación a Distancia (UNED) Madrid Spain
3 Department of Economics and Business Universidad de La Rioja La Rioja Spain

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Revista:

Psychology in the Schools

ISSN: 0033-3085, 1520-6807

Año de publicación: 2021

Páginas: 1-14

Tipo: Artículo

DOI: 10.1002/PITS.22490 GOOGLE SCHOLAR Acceso abierto editor

Otras publicaciones en: Psychology in the Schools

Objetivos de desarrollo sostenible

Resumen

The literature on school dropout indicates a set of predictors of dropout. These factors are fundamentally grouped into three dimensions: behavioral, academic, and social. This study aims to analyze the relationships between of dropout. It is proposed that students' socialization abilities in the classroom affect their behavioral engagement, and that family support mediates the relationship between the student's skills and behavioral engagement. The participants in the study are 754 adolescents from Spain (age M = 15.75 years). This study uses the partial least squares method. The results show, first, a direct relationship between the student's socialization skills and, second, engagement and the mediating role of family support in the relationship between students' skills and behavioral engagement. The work proposes implications and interventions to examine the problem of school dropout.

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