Longitudinal Analysis of School Performance According to School Engagement and Contextual Factors: The Chilean Case

被引：0

作者：

Miranda, Horacio ^{[1
]}

Miranda-Zapata, Edgardo ^{[2
]}

Lara, Laura ^{[3
]}

Saracostti, Mahia ^{[4
,5
]}

机构：

[1] Univ la Frontera, Dept Prod Agr, Ave Francisco Salazar, Temuco 01145, Chile

[2] Univ la Frontera, Nucleo Cient Tecnol Ciencias Sociales & Humanidad, Ave Francisco Salazar, Temuco 01145, Chile

[3] Univ Autonoma Chile, 5 Poniente 1670, Talca, Chile

[4] Univ Valparaiso, Escuela Trabajo Social, Fac Ciencias Sociales, Blanco 951, Valparaiso, Chile

[5] Univ Valparaiso, Catedra UNESCO Ninez Juventud Educ & Soc, Blanco 951, Valparaiso, Chile

来源：

REVISTA IBEROAMERICANA DE DIAGNOSTICO Y EVALUACION-E AVALIACAO PSICOLOGICA | 2021年 / 2卷 / 59期

关键词：

longitudinal analysis; educational trajectory; school engagement; school performance;

D O I：

10.21865/RIDEP59.2.13

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

In order to quantify the effect of contextual factors on school engagement and school performance variables: grade point average (GPA) and class attendance in Chilean schoolchildren evaluated at two moments in time, a longitudinal structural equation model (SEM) was developed that relates the subdimensions of contextual factors (family, teachers and peers) and school engagement (affective, behavioral, cognitive) with school performance. The most explanatory sub-dimensions of contextual factors and school engagement of GPA and class attendance were selected, so cognitive school engagement was not included. The longitudinal SEM model showed good goodness-of-fit (RMSEA=.034; CFI=.929; TLI=.926). The comparative analysis showed significant differences of GPA and class attendance by combinations of contextual factors and school engagement sub-dimensions both transverse and over time.

引用

页码：163 / 175

页数：13

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