Family and school context in school engagement

Abstract

Family, peers and school are the three main contexts associated with school engagement. This study aims to analyze possible gender and age differences in these contextual variables and school engagement, as well as the relationship between the two. Participants were 1543 secondary school children aged between 12 and 18 years (M = 14.24; SD = 1.63). Of the total sample group, 728 (47.2%) were boys and 815 (52.8%) were girls. All completed the Family and Peer Support (FPS) scale, the Teachers’ Support scale of the Health Behaviour in School-aged Children (HBSC) questionnaire, and the School Engagement Measure (SEM). The results reveal significant differences between boys and girls, with girls scoring higher in perceived peer support and behavioral and emotional engagement. Younger respondents were also observed to score significantly higher for perceived support from parents and teachers, as well as for school engagement. Significant correlation indexes were observed between contextual variables, as well as between these variables and school engagement, although it was for support from teachers that the strongest correlation was found. La familia, los pares y la escuela constituyen los tres principales contextos asociados a la implicación escolar. Este estudio trata de analizar las posibles diferencias en función del sexo y de la edad en dichas variables contextuales y en la implicación escolar, así como la relación entre ellas. Participaron un total de 1543 estudiantes de Educación Secundaria, 728 hombres (47.2%) y 815 mujeres (52.8%) con edades comprendidas entre los 12 y los 18 años (M = 14.24; SD = 1.63). Todos ellos cumplimentaron la escala de Apoyo Familiar y de Amigos (AFA), la escala de apoyo de profesores del Cuestionario Health Behaviour in School aged Children (HBSC) y el School Engagement Measure (SEM). Los resultados muestran diferencias significativas a favor de las mujeres en la percepción del apoyo de los amigos, así como en la implicación comportamental y emocional. Se hallan a su vez, puntuaciones significativamente más altas para el grupo de menor edad en cuanto a la percepción del apoyo tanto de los padres como del profesorado, y en la implicación escolar. Por otro lado, se observan índices de correlación significativos entre las variables contextuales, así como entre éstas últimas y la implicación escolar, si bien es el apoyo del profesorado el que correlaciona con más intensidad.

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