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
ISSN: 0033-3085, 1520-6807
Año de publicación: 2021
Páginas: 1-14
Tipo: Artículo
Otras publicaciones en: Psychology in the Schools
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.
Referencias bibliográficas
- 10.1111/0161-4681.00134
- Alexander R. J., (2017), Towards dialogic teaching: Rethinking classroom talk
- 10.1002/pits.10054
- 10.1016/j.adolescence.2015.03.010
- 10.1002/pits.20303
- 10.1016/j.adolescence.2008.06.007
- 10.1016/j.adolescence.2015.10.001
- 10.1016/j.lindif.2019.101753
- 10.1093/cs/cdz015
- 10.1037/0022-3514.51.6.1173
- 10.1111/j.1467-9507.2009.00540.x
- 10.1016/j.ssresearch.2016.06.021
- 10.17583/rise.2019.4139
- 10.1002/pits.10092
- 10.1108/JKM-05-2018-0322
- 10.1007/s12144-017-9646-0
- 10.1002/berj.3600
- 10.1016/j.lindif.2020.101824
- 10.1007/978-3-540-32827-8_29
- 10.1111/j.0963-7214.2004.01301010.x
- 10.1177/07419325070280060201
- 10.1111/j.1532-7795.2009.00608.x
- 10.1177/1365480219864835
- 10.1002/pits.21681
- 10.1016/j.adolescence.2011.11.004
- 10.22550/REP77-1-2019-06
- 10.1177/002224378101800104
- 10.1080/00220671.2015.1016601
- 10.3102/00346543074001059
- 10.1037/edu0000228
- 10.1080/03055698.2018.1516632
- 10.1207/S15327671ESPR0701_3
- González‐Rodríguez D., (2019), Revista de Investigación Educativa, 37, pp. 181, 10.6018/rie.37.1.343751
- 10.3102/0002831217734805
- Griffiths A. J., (2009), Handbook of positive psychology in schools, pp. 197
- 10.1016/j.psicod.2017.01.001
- 10.1016/j.adolescence.2018.05.014
- Hair J. F., (2017), A primer on partial least squares structural equation modeling (PLS‐SEM)
- 10.1080/03637750903310360
- Hernández‐Prados M. A., (2018), Revista de Investigación en Educación, 16, pp. 182
- 10.1037/1082-989X.3.4.424
- 10.1177/0044118X18803260
- 10.1016/j.adolescence.2019.09.006
- 10.1080/00220671.2020.1806015
- 10.1037/0022-0167.50.2.142
- 10.1080/02671522.2019.1615116
- 10.1080/00220671.2013.807491
- 10.1080/1045988X.2013.821649
- 10.1016/j.tate.2019.102936
- 10.1093/sf/78.1.117
- 10.1080/13600818.2017.1387242
- 10.1016/j.lindif.2020.101885
- 10.1080/00131881.2020.1755604
- 10.1080/00131911.2018.1508127
- 10.1080/00220671.2014.968914
- Nunnally J. C., (1978), Psychometric theory
- 10.1007/s10964-018-0952-0
- 10.3390/bs10010019
- 10.1080/00220671.2014.917256
- 10.1080/02673843.2019.1596823
- 10.1002/pits.22038
- 10.1080/02673843.2018.1503085
- 10.1177/0192513X06287168
- 10.1111/j.1467-8721.2008.00585.x
- Ringle C. M. Wende S. &Becker J. M.(2017).SmartPLS 3. Bönningstedt: SmartPLS. Retrieved fromhttp://www.smartpls.com
- Romero E., (2018), Educación XX1, 22, pp. 263
- 10.1177/0044118X16639986
- Rumberger R. W., (2004), Dropouts in America: Confronting the graduation rate crisis, pp. 131
- 10.1037/edu0000406
- 10.1177/0011000009338495
- 10.1007/s10964-020-01210-4
- 10.1177/0044118X09334861
- 10.1037/a0012840
- 10.1016/j.adolescence.2018.01.005
- 10.5330/prsc.10.3.w26024vvw6541gv7
- 10.1016/j.lindif.2020.101837
- 10.4324/9780203853214
- 10.1016/j.ijedudev.2019.102087
- 10.1080/00313831.2019.1639816
- 10.1080/01443410.2013.822961
- 10.1111/j.1532-7795.2011.00753.x
- 10.1111/j.1467-8624.2012.01745.x
- 10.1016/j.jsp.2011.04.001