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Vol. 22. Issue 2.
Pages 111-117 (June - December 2017)
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Vol. 22. Issue 2.
Pages 111-117 (June - December 2017)
Original
Perceived Social Support, School Engagement and Satisfaction with School
Apoyo social percibido, implicación escolar y satisfacción con la escuela
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Melchor Gutiérreza,
Corresponding author
melchorg@uv.es

Corresponding author.
, José-Manuel Tomása, Isabel Romerob, José-Marcos Barricac
a Universidad de Valencia, Valencia, Spain
b Universidade Katyavala Bwila, Benguela, Angola
c Universidade Agostinho Neto, Luanda, Angola
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Table 1. Distribution of the sample group in accordance with age and sex
Table 2. Means, standard deviations, and bivariate correlations between the study variables
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Abstract

There is evidence that social support from families, peers and teachers has an influence on student engagement, academic success, and satisfaction with school. The aim of this work is to use structural equations to analyze the effects of the perceived academic support and the school engagement on the satisfaction with school. A battery of measurement tools was administered to 2028 Angolan students aged between 14 and 22years (mean=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 using the school engagement as mediating variable. The perception of peer support does not show a predictive capacity for school engagement. Receiving support from family and teachers is relevant for pupil engagement and satisfied with school.

Keywords:
Perceived social support
School engagement
Satisfaction with school
Adolescents
Angola
Resumen

Existen evidencias de que el apoyo social de la familia, los iguales y el profesorado influye sobre la implicación escolar del alumnado, su éxito académico y la satisfacción con la escuela. El objetivo de este trabajo es probar, mediante ecuaciones estructurales, los efectos del apoyo académico percibido y la implicación escolar sobre la satisfacción con la escuela. Se administra una batería de instrumentos a 2028 estudiantes de origen angoleño, con edades comprendidas entre 14 y 22años (M=17.4; DT=2.3). Los resultados muestran la influencia que ejerce el apoyo académico percibido del profesorado, la familia y los iguales sobre la satisfacción con la escuela a través de la implicación escolar como variable mediadora. La percepción del apoyo de los iguales no muestra capacidad predictiva sobre la implicación escolar. Recibir apoyo de la familia y del profesorado resulta relevante para la implicación del alumnado y su satisfacción con la escuela.

Palabras clave:
Apoyo social percibido
Implicación escolar
Satisfacción con la escuela
Adolescentes
Angola

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