de Toro Ximena, Saracostti Mahia, Lara Laura, Miranda Horacio, Miranda-Zapata Edgardo
Universidad Autónoma de Chile, Beca de Doctorado Nacional ANID, Santiago, Chile.
Cátedra UNESCO Bienestar de la Niñez y Juventud, Educación y Sociedad, Escuela de Trabajo Social, Universidad de Valparaíso, Valparaíso, Chile.
Front Psychol. 2023 Jan 25;13:1088089. doi: 10.3389/fpsyg.2022.1088089. eCollection 2022.
School engagement is considered a key variable in promoting educational trajectories. Previous research shows that maintaining high levels of school engagement is fundamental, given its association with multiple academic results and lower-risk behaviors. This article aims to show how school engagement profiles (based on the behavioral, affective, and cognitive subdimensions) relate to academic achievement (math and language), contextual factors (family, teachers, and peer support), and gender. This study involved 527 students enrolled in the 1st year of secondary education in public schools in Chile. All students came from vulnerable schools. Our study used cluster analysis to identify students' profiles. We identified the existence of three different profiles of school engagement (high, medium, and low) considering the three subdimensions of school engagement (behavioral, affective and cognitive). Secondly, ANOVA analysis showed differences in language and math academic achievement scores between the profiles, where higher engagement students showed higher academic performance in language and math. These findings are consistent with previous studies showing that contextual factors strongly influence school engagement and better behavioral engagement in female than male students. It will discuss the pertinence of person-centered approaches focusing on combinations of variables within students rather than taking each variable as the focal point when analyzing goals. These techniques are a favorable methodological alternative to investigate why some students have better results than others instead of just ranking students by their performance. It will conclude with some future lines of research and practical implications.
学校参与度被视为促进教育轨迹的关键变量。先前的研究表明，保持高水平的学校参与度至关重要，因为它与多种学业成绩以及低风险行为相关联。本文旨在展示学校参与度概况（基于行为、情感和认知子维度）如何与学业成绩（数学和语言）、背景因素（家庭、教师和同伴支持）以及性别相关。本研究涉及智利公立学校527名初中一年级学生。所有学生都来自薄弱学校。我们的研究使用聚类分析来确定学生的概况。考虑到学校参与度的三个子维度（行为、情感和认知），我们确定了三种不同的学校参与度概况（高、中、低）。其次，方差分析显示不同概况在语言和数学学业成绩得分上存在差异，参与度较高的学生在语言和数学方面表现出更高的学业成绩。这些发现与先前的研究一致，表明背景因素强烈影响学校参与度，并且女生的行为参与度优于男生。本文将讨论以学生个体为中心的方法的相关性，这种方法关注学生内部变量的组合，而不是在分析目标时将每个变量作为重点。这些技术是一种有利的方法选择，用于探究为什么一些学生比其他学生取得更好成绩，而不仅仅是根据成绩对学生进行排名。本文将以一些未来的研究方向和实际意义作为结论。
