文章基本信息

标题：THE ROLE OF SOCIAL SUPPORT IN SCHOOL ADJUSTMENT DURING SECONDARY EDUCATION
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作者：Oihane Fernández Lasarte ; Estibaliz Ramos Díaz ; Eider Goñi Palacios 等
期刊名称：Psicothema
印刷版ISSN：0214-9915
电子版ISSN：1886-144X
出版年度：2020
卷号：32
期号：1
页码：100-107
DOI：10.7334/psicothema2019.125
出版社：Cologio Oficial de Psicólogos del Principado
摘要：Background: During secondary education, a stage with a high risk of failure and school dropout, social support is an important contextual variable for the prevention of school maladjustment. The aim of this study is to examine a theoretical model of the explanatory capacity of social support in terms of school adjustment, understood as school engagement and perceived academic performance. Method : Participants were 1,468 students (51% girls; 49% boys) from the Basque Country, aged between 12 and 17 (M=14.03, SD=1.36). The study had an ex post facto cross-sectional design. The measurement instruments used were: TCMS –teacher support subscale, AFA-R –family support and peer support subscales, SEM –School Engagement Measure, and EBAE-10 - perceived academic performance subscale. Various different structural models were tested. Results: The first-choice model was one in which social support predicts school engagement with perceived academic performance as a mediating variable: together, both variables predict 73% of school engagement. The strongest effect was that of teacher support, followed by family support, whereas friends were not found to have any direct effect on school adjustment variables. Conclusions : Teachers and families should strive to offer social support to students as a means of strengthening perceived academic self-efficacy and school engagement.
关键词：Perceived social support; school engagement; perceived academic performance; Secondary Education.