School engagement profiles in Chilean secondary students

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 engageme...

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Detalhes bibliográficos
Autores: Toro, Ximena de, Saracostti, Mahia, Lara Vázquez, Laura, Miranda Vargas, Horacio Julio, Miranda Zapata, Edgardo
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2023
País:España
Recursos:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/142956
Acesso em linha:https://hdl.handle.net/11441/142956
https://doi.org/10.3389/fpsyg.2022.1088089
Access Level:acceso abierto
Palavra-chave:school engagement
profiles
academic achievement
family
peers
teachers
gender
secondary school
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spelling School engagement profiles in Chilean secondary studentsToro, Ximena deSaracostti, MahiaLara Vázquez, LauraMiranda Vargas, Horacio JulioMiranda Zapata, Edgardoschool engagementprofilesacademic achievementfamilypeersteachersgendersecondary schoolSchool 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.Agencia Nacional de Investigación y Desarrollo 1210172Fondo Nacional de Desarrollo Científico y Tecnológico 1210172Frontiers MediaPsicología Evolutiva y de la EducaciónAgencia Nacional de Investigación y Desarrollo. ChileFondo Nacional de Desarrollo Científico y Tecnológico (FONDECYT). Chile2023info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/11441/142956https://doi.org/10.3389/fpsyg.2022.1088089reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésFrontiers in Psychology, 13, 1088089.1210172https://doi.org/10.3389/fpsyg.2022.1088089info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1429562026-06-17T12:51:07Z
dc.title.none.fl_str_mv School engagement profiles in Chilean secondary students
title School engagement profiles in Chilean secondary students
spellingShingle School engagement profiles in Chilean secondary students
Toro, Ximena de
school engagement
profiles
academic achievement
family
peers
teachers
gender
secondary school
title_short School engagement profiles in Chilean secondary students
title_full School engagement profiles in Chilean secondary students
title_fullStr School engagement profiles in Chilean secondary students
title_full_unstemmed School engagement profiles in Chilean secondary students
title_sort School engagement profiles in Chilean secondary students
dc.creator.none.fl_str_mv Toro, Ximena de
Saracostti, Mahia
Lara Vázquez, Laura
Miranda Vargas, Horacio Julio
Miranda Zapata, Edgardo
author Toro, Ximena de
author_facet Toro, Ximena de
Saracostti, Mahia
Lara Vázquez, Laura
Miranda Vargas, Horacio Julio
Miranda Zapata, Edgardo
author_role author
author2 Saracostti, Mahia
Lara Vázquez, Laura
Miranda Vargas, Horacio Julio
Miranda Zapata, Edgardo
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Psicología Evolutiva y de la Educación
Agencia Nacional de Investigación y Desarrollo. Chile
Fondo Nacional de Desarrollo Científico y Tecnológico (FONDECYT). Chile
dc.subject.none.fl_str_mv school engagement
profiles
academic achievement
family
peers
teachers
gender
secondary school
topic school engagement
profiles
academic achievement
family
peers
teachers
gender
secondary school
description 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.
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/142956
https://doi.org/10.3389/fpsyg.2022.1088089
url https://hdl.handle.net/11441/142956
https://doi.org/10.3389/fpsyg.2022.1088089
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Frontiers in Psychology, 13, 1088089.
1210172
https://doi.org/10.3389/fpsyg.2022.1088089
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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