Perceived social support, school engagement and satisfaction with school // Apoyo social percibido, implicación escolar y satisfacción con la escuela

Abstract

There is evidence of the influence of social support from families, peers and teachers on student engagement, academic success and satisfaction with school. The aim of this work is to analyze, through structural equations, the effects of the perceived academic support and the school engagement on the satisfaction with school. A battery of instruments was administered to 2028 Angolan students aged between 14 and 22 (M = 17.4; SD = 2.3). The results show the influence of the perceived academic support of teachers, family and peers on the satisfaction with school through the school implication as mediating variable. The perception of peer support not shows a predictive capacity for school engagement. Receiving support from family and teachers is relevant to being engaged and satisfied with school.