The predictive influence of family, teachers, and peers on affective, cognitive, and behavioral school engagement in primary and secondary school students

Laura Lara , Edgardo Miranda-Zapata , Mahia Saracostti , Ximena de-Toro
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Abstract

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.
家庭、教师和同伴对中小学生情感、认知和行为学校投入的预测影响
学校参与已被证明是成功教育轨迹发展的关键因素。这是一个多维度的概念,包括情感、认知和行为方面,所有这些都受到学生从他们成长的环境中获得的社会支持的影响,其中最重要的是家庭、老师和同龄人。本研究的主要目的是分析家庭、教师和同伴支持对学生在随后一年的情感、认知和行为学校参与水平的影响,同时研究小学生和中学生之间的差异。本研究对927名中小学生进行了连续两年的评估。多组结构方程分析的结果显示,家庭、教师和同伴支持水平对两个教育水平的学校投入的不同组成部分具有不同的预测能力。具体来说,家庭支持预测认知投入水平,而同伴支持预测情感投入水平。此外,对于小学生来说,教师支持是行为投入的预测因子,而对于中学生来说,它被认为是认知和情感投入的预测因子。这项研究强调了家庭、教师和同伴支持对塑造学校参与的不同方面的重要性。通过了解这些不同的影响,教育者和家庭可以共同创造支持性的环境,帮助学生在学业和情感上茁壮成长。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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