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Vol. 24. Issue 1.
Pages 46-52 (January - June 2019)
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Vol. 24. Issue 1.
Pages 46-52 (January - June 2019)
Original
DOI: 10.1016/j.psicoe.2018.06.001
School Coexistence and Its Relationship with Academic Performance Among Primary Education Students
Convivencia escolar y su relación con el rendimiento académico en alumnado de Educación Primaria
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Gamal Cerdaa,
Corresponding author
gamal.cerda@udec.cl

Corresponding author.
, Carlos Pérezb, Paz Elipec, José A. Casasd, Rosario Del Reye
a Universidad de Concepción, Chile
b Universidad de O’Higgins, Chile
c Universidad de Jaéen, Spain
d Universidad de Córdoba, Spain
e Universidad de Sevilla, Spain
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Tables (3)
Table 1. Comparative analysis of mean scores of students’ perceptions on the dimensions of school coexistence according to sex
Table 2. Distribution of means (M), standard deviations (SD), minimum (MIN), and maximum scores (MAX), obtained in each of the SCS dimensions, and correlation matrix between latent variables and academic performance
Table 3. Model factor loadings
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Abstract

Past research has shown the influence of various factors, both personal and contextual, on school performance. This study explores the association between academic performance and students’ perceptions of school coexistence from a multidimensional approach. The participants were 1016 Chilean students (49.9% girls, 50.1% boys; M=9.72, SD=.97 years). A structural equation model relating academic performance with the eight dimensions of coexistence considered in this study was performed. The model explains a 39.6% of the variability in school performance. We highlight the negative impact of levels of indiscipline, aggression, victimization, and teacher apathy on academic performance; and conversely, the positive and protective role of positive interpersonal management, normative adjustment, and peer social networks. The implications of these results for intervention in the school system are discussed from an individual and contextual perspective.

Keywords:
School coexistence
Academic performance
Primary school
Structural equations
Resumen

Diversos estudios han puesto de manifiesto la influencia de distintos factores, tanto personales como contextuales, sobre el rendimiento escolar. Esta investigación explora la asociación entre rendimiento escolar y percepción del alumnado sobre la convivencia escolar desde una aproximación multidimensional. El estudio cuenta con la participación de 1016 estudiantes chilenos (49.9% chicas, 50.1% chicos; M=9.72, DT=.97 años). Se analiza un modelo de ecuaciones estructurales que relaciona el rendimiento académico con las ocho dimensiones de la convivencia consideradas en este estudio. Este modelo explica el 39.6% de la variabilidad del rendimiento escolar. Se enfatiza el impacto negativo de los niveles de indisciplina, agresividad, victimización y desidia docente sobre el rendimiento académico; y contrariamente, el rol protector y positivo de la gestión interpersonal positiva, ajuste normativo, y red social de iguales. Se discuten las implicaciones de estos resultados para la intervención en el sistema escolar desde una perspectiva individual y contextual.

Palabras clave:
Convivencia escolar
Rendimiento académico
Educación primaria
Ecuaciones estructurales

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