Eskola-inplikazioa: kontzeptua, neurketa, aldakortasuna eta testuinguruaren aldagaiak nahiz aldagai psikologikoak

Abstract

The study of school engagement is currently an interesting line of research in the field of educational psychology. This study reviews the scientific literature regarding the conceptualization and measure of school engagement. In addition, the variability of school engagement by gender and age / educational level as well as its relationship with contextual variables (perceived social support from family, friends and teachers) and psychological variables (self-concept and resilience) is analyzed. Although the conceptualization of the construct varies in the studies reviewed, there is a general consensus about the multifaceted nature, which includes three dimensions contained in most of the measuring instruments: behavioral, emotional and cognitive. It is found that the predominant empirical evidence shows that the variables analyzed in this study have a direct association with various indicators of school adjustment, being evident the incipient rise of studies that include school engagement. Finally, the conclusions are developed in the context of positive psychology and outstanding issues for future research are discussed.