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Modeling the school engagement effect on school performance in five iberoamerican countries
dc.contributor.author | Miranda-Zapata, Edgardo Daniel | |
dc.contributor.author | Lara, Laura | |
dc.contributor.author | Saracostti-Schwartzman, Mahia | |
dc.date.accessioned | 2021-07-28T17:02:15Z | |
dc.date.available | 2021-07-28T17:02:15Z | |
dc.date.issued | 2021 | |
dc.identifier | 10.21865/RIDEP59.2.12 | |
dc.identifier.issn | 11353848 | |
dc.identifier.uri | https://hdl.handle.net/20.500.12728/9419 | |
dc.description.abstract | The objective of this study to understand school engagement as mediator variable between contextual factors and school achievement in students from Chile, Colombia, Spain, Perú and Uruguay. The causal model links school engagement (affective, cognitive, and behavioral) with class attendance and school performance; while also considering the indirect effect of contextual factors (family, teachers and peers). Students from primary and secondary education were evaluated, with a mean age of 14.73 years-old (SD=1.59). The sample sizes ranged between 343 and 438 participants per country. The model presented an acceptable adjustment in the five countries (RMSEA=.043-.080; CFI=.910-.961; TLI=.897-.958), with exception of the school engagement dimensions that presented significant effects on the dependent variables. | es_ES |
dc.language.iso | es | es_ES |
dc.publisher | AIDEP | es_ES |
dc.subject | Class attendance | es_ES |
dc.subject | Contextual factors | es_ES |
dc.subject | School engagement | es_ES |
dc.subject | Theoretical model school achievement | es_ES |
dc.title | Modeling the school engagement effect on school performance in five iberoamerican countries | es_ES |
dc.title.alternative | Modelización del Efecto del Compromiso Escolar sobre el Rendimiento Escolar en Cinco Países de Iberoamérica | es_ES |
dc.type | Article | es_ES |