Contenido principal del artículo

José Manuel Tomás
Universitat de València
España
Biografía
Melchor Gutiérrez
Universidad de Valencia
España
Biografía
Patricia Sancho
Universidad Católica San Antonio de Murcia
España
Biografía
Silvia Chireac
Universidad de Valencia
España
Biografía
Isabel Romero
Universidade Katyavala Bwila, Benguela, Angola
España
Biografía
Vol. 34 Núm. 1 (2016), Artículos, Páginas 119-135
DOI: https://doi.org/10.14201/et2016341119135
Aceptado: dic 24, 2015

Resumen

Un tópico relevante en la investigación sobre la escuela es el compromiso escolar o school engagement. Este tópico se ha relacionado abundantemente con el burnout, de profesores y alumnos, y ha mostrado significativas relaciones con variables como el rendimiento escolar, satisfacción con la escuela, problemas de disciplina, orientaciones motivacionales de los alumnos y clima motivacional de la clase, relaciones entre alumnos y profesores, y satisfacción con la vida de los escolares, entre otras. El compromiso escolar se define como la participación del estudiante en los logros académicos, y se entiende como un constructo multidimensional. La tipología más repetida ha mostrado tres dimensiones (cognitiva, afectiva y conductual), pero a éstas recientemente se ha añadido una nueva, el compromiso agéntico. Con frecuencia, los profesionales de la educación denuncian la falta de instrumentos para evaluar determinadas características de los alumnos y los aspectos psicosociales y comportamentales en clase. Como respuesta a esto, Veiga (2013) ha sido el primero en presentar un instrumento de autoinforme en portugués (el Student Engagement Scale-ses-4ds) que mide cuatro dimensiones de compromiso, cognitivo, afectivo, conductual y agéntico. El objetivo de este trabajo ha consistido en estudiar la validez y fiabilidad de esta escala en dos versiones, castellano y portugués. Los resultados han mostrado una clara estructura factorial, una vez eliminados dos ítems. La validez de criterio y nomológica han resultado adecuadas. Por tanto, a la vista de los resultados, la presente escala supone un instrumento válido de aplicación para la medición del compromiso escolar de los adolescentes. 

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