School Coexistence and Its Relationship With Academic Performance Among Primary Education Students.

  1. Cerda, Gamal
  2. Pérez, Carlos
  3. Elipe, Paz
  4. Casas, José A.
  5. Del Rey, Rosario
Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2019

Volumen: 24

Número: 1

Tipo: Artículo

DOI: 10.1016/J.PSICOD.2018.05.001 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Resumen

Diversos estudios han puesto de manifiesto la influencia de distintos factores, tanto personales como contextuales, sobre el rendimiento escolar. Esta investigación explora la asociación entre rendimiento escolar y percepción del alumnado sobre la convivencia escolar desde una aproximación multidimensional. El estudio cuenta con la participación de 1016 estudiantes chilenos (49.9% chicas, 50.1% chicos-M=9.72, DT=97 años). Se analiza un modelo de ecuaciones estructurales que relaciona el rendimiento académico con las ocho dimensiones de la convivencia consideradas en este estudio. Este modelo explica el 39.6% de la variabilidad del rendimiento escolar. Se enfatiza el impacto negativo de los niveles de indisciplina, agresividad, victimización y desidia docente sobre el rendimiento académico; y contrariamente, el rol protector y positivo de la gestión interpersonal positiva, ajuste normativo y red social de iguales. Se discuten las implicaciones de estos resultados para el sistema escolar desde una perspectiva individual y contextual.

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Información de financiación

Esta investigación recibió apoyo y financiación de los proyectos Fondecyt 11150201, Proyecto Basal FB0003 de Conicyt Chile.

Financiadores

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