Efecto del apoyo académico sobre los resultados escolares a través del compromiso: evidencia de la invarianza de género
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https://doi.org/10.5944/educxx1.39931Palabras clave:
apoyo académico, compromiso escolar, satisfacción con la escuela, notas, modelo de ecuaciones estructuralesResumen
Para entender el adecuado desarrollo del alumnado deben de tenerse en cuenta medidas directas como sus calificaciones, pero también medidas indirectas como su satisfacción con la escuela. Así mismo, es importante determinar qué variables lo promueven y cómo. El presente estudio tiene como objetivo explorar si el efecto mediador del compromiso escolar entre el apoyo académico (de profesores, padres e iguales) y los resultados escolares (satisfacción con la escuela y notas) es invariante al género. La muestra fueron 1712 estudiantes con una edad media de 14.73 (52.7% mujeres). El modelo fue puesto a prueba mediante un Modelo de Ecuaciones Estructurales y se llevó a cabo una rutina de invarianza para evaluar la moderación del género. El modelo se ajustó satisfactoriamente a los datos, con el compromiso escolar mediando el efecto del apoyo del profesorado, padres e iguales sobre la satisfacción con la escuela y las notas. El apoyo del profesorado fue la dimensión del apoyo académico con un mayor impacto. El modelo explicó un 46% de la varianza de satisfacción y un 7.8% de las notas. La rutina de invarianza reveló la ausencia de efecto de moderación del género. Consecuentemente, el modelo propuesto es invariante a través de los y las estudiantes, siendo el apoyo académico igual de relevante para el correcto desarrollo en la escuela de ambos. Se discuten las implicaciones.
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