de Toro Consuagra, Ximena

En este documento se presentan una serie de cuestionarios desarrollados y validados por el equipo de investigación para la evaluación del compromiso escolar y los factores de contexto más relevantes que influyen sobre el mismo (familia, profesorado y compañeros/as). El objetivo de este documento es poner a disposición de la sociedad en general los cuestionarios generados, para que puedan ser utilizados con fines de evaluación o investigadores, sin necesidad de solicitar permiso a los y las investigadoras que los han desarrollado, siempre y cuando no se trate de fines comerciales y se respete la autoría. En este sentido, solicitamos por favor referenciar adecuadamente las publicaciones científicas en las que se desarrollan, las que además recomendamos consultar para ampliar información. Los instrumentos generados se centran en la evaluación del compromiso escolar y de los factores contextuales que los facilitan. Estos han sido desarrollados/adaptados y validados para diferentes niveles educativos y en diferentes países. Complementariamente, además, también contamos con instrumentos adaptados y validados para poder ser usados simultáneamente tanto en contextos de enseñanza presencial como a distancia, trabajo que se realizó para adaptar la evaluación a los nuevos retos derivados de la pandemia por el Covid-19. Los instrumentos fueron desarrollados inicialmente para evaluar a estudiantes chilenos, abarcado actualmente los niveles de 5º básico a 4º medio, de forma presencial, y desde 5º a 8º básico para el contexto pandemia y postpandemia. En Perú, Colombia, Uruguay y España, contamos con versiones para modalidad educación presencial para los niveles equivales desde 7º básico a 3º medio en Chile. Para mayor claridad, hemos dividido este dosier en tres grandes apartados, el primero se realiza una breve introducción a los conceptos de compromiso escolar y factores contextuales, en el segundo nos centramos en el cuestionario de compromiso escolar, presentando todas las versiones que hemos desarrollado y validado, así como las instrucciones de corrección, y en el tercer apartado hacemos lo mismo en relación con el cuestionario de factores contextuales.

School engagement has been proven to be a crucial factor in the development of a successful educational trajectory. It is a multidimensional concept encompassing affective, cognitive, and behavioral aspects, all of which are influenced by the social support students receive from the contexts in which they grow, with the most significant being family, teachers, and peers. The primary objective of this study is to analyze the impact of family, teacher, and peer support on students’ levels of affective, cognitive, and behavioral school engagement in the subsequent year while also examining variations between primary and secondary school students. This study involved 927 elementary and secondary school students who were assessed over two consecutive years. The results of the multigroup structural equation analysis revealed that family, teacher, and peer support levels had distinct predictive capabilities on different components of school engagement at both educational levels. Specifically, family support predicted levels of cognitive engagement, while peer support predicted levels of affective engagement. Furthermore, for elementary school students, teacher support emerged as a predictor of behavioral engagement, while for secondary students, it was identified as a predictor of cognitive and affective engagement. This study highlights how important family, teacher, and peer support are for shaping different aspects of school engagement. By understanding these distinct influences, educators and families can work together to create supportive environments that help students thrive academically and emotionally.

School engagement, encompassing affective, behavioral, and cognitive dimensions, is key to promoting school retention and preventing absenteeism. Previous research has shown that maintaining high engagement is crucial for a positive educational trajectory. This study investigates the individual contributions of contextual factors, including family, teacher, and peer support, on students who initially had a lower level of school engagement in one dimension and then advanced to a higher level in the same dimension over time. The study involved students enrolled in their first year of secondary education in public schools in Chile during 2021, with the same students being evaluated again the following year. We used means cluster analysis to identify a group of students who initially had low school engagement but showed high engagement by the second evaluation. This allowed us to identify profiles of school engagement longitudinally. Our results indicated that contextual factors had a stronger association with affective engagement, followed by cognitive and behavioral engagement, respectively. Among the contextual factors, family and teachers had a stronger impact compared to peers. These findings highlight the importance of adults, particularly family and teachers, in enhancing school engagement during secondary education.