Educación XX1, 26 (1), 165-183 165
Educación XX1
ISSN: 1139-613X · e-ISSN: 2174-5374
The p edic i e powe o social
suppo ’s sou ces and ypes o
school engagemen
Capacidad p edic i a de uen es y ipos de
apoyo social sob e implicación escola
Ike Iza -de-la-Fuen e 1 *
A an za Rod íguez-Fe nández 1
Naia a Escalan e 1
Oihane Fe nández-Lasa e 1
1 Uni e sidad del País Vasco (UPV/EHU), Spain
* Co esponding au ho . E-mail: [email p o ec ed]
How o e e ence his a icle/Cómo e e encia es e
a ículo:
Iza -de-la-Fuen e, I., Rod íguez-Fe nández, A., Escalan e, N.,
& Fe nández-Lasa e, O. (2023). The p edic i e powe o
social suppo ’s sou ces and ypes o school engagemen .
Educación XX1, 26(1), 165-183. h ps://doi.o g/10.5944/
educxx1.31876
Fecha de ecepción: 13/10/2021
Fecha de acep ación: 22/04/2022
Publicado online: 02/01/2023
ABSTRACT
Social suppo has been ound o play a key ole in ce ain adolescen school beha iou s
and i is widely accep ed ha i os e s school engagemen . On he con a y, mo e ecen
heo e ical con ibu ions ega ding he p incipal sou ces and ypes o social suppo du ing
adolescence sugges ha his ela ionship may a y. To espond o his gap in he esea ch
he aim o he p esen s udy is o de e mine he p edic i e powe o social suppo o school
engagemen (beha iou al, emo ional and cogni i e) in acco dance wi h he sou ce ( amily,
iends, and eache s) and ype (emo ional, ma e ial and in o ma ional) o he suppo
p o ided o de e mine he mos in luen ial ones and o es h ough a s uc u al model
he combined s a is ical e ec o bo h pe spec i es. Pa icipan s we e 323 compulso y
seconda y school s uden s om he Basque Au onomous Communi y, aged be ween 13
and 18 yea s (M = 14.41, SD = 1.18), being 40% boys and 60% gi ls. Pa icipan s comple ed
07 Iza ad.indd 165 20/12/22 17:51
Iza -de-la-Fuen e e al. (2023)
166 Educación XX1, 26 (1), 165-183
wo ques ionnai es, one measu ing pe cei ed social suppo and one measu ing school
engagemen . The esul s o he p esen s udy show ha pe cei ed suppo om all sou ces
and all ypes o suppo p edic a leas one o he h ee dimensions o school engagemen .
The esul s also indica e ha suppo om eache s and emo ional suppo we e he sou ce
and ype o suppo ( espec i ely) ha mos s ongly p edic ed school engagemen , whose
combined e ec has been es ed using SEM me hodology. These indings may be pa icula ly
use ul o designing u u e educa ional in e en ion p og ammes ha seek o os e
school engagemen h ough social suppo . Fo example, in e en ion designs ocusing on
encou aging ce ain changes in eache s’ p ac ice o os e a lea ning expe ience based on
close ela ions cha ac e ised by us and ecogni ion a e sugges ed.
Keywo ds: social suppo g oups, lea ne engagemen , eache guidance, mul iple eg ession
analysis, s uc u al equa ion models
RESUMEN
Se ha descubie o que el apoyo social juega un papel cla e en cie os compo amien os
escola es de los adolescen es y es á ampliamen e acep ado que omen a la implicación
escola . Po con a, los apo es eó icos más ecien es sob e las p incipales uen es y ipos
de apoyo social en la adolescencia sugie en que la elación en e ambos puede a ia . Pa a
da espues a a es e acío de conocimien o, el obje i o del p esen e abajo es p ecisa la
capacidad p edic i a del apoyo social, según las uen es ( amilia, amis ades y p o eso es)
y los ipos (emocional, ma e ial e in o macional) de apoyo sob e la implicación escola
(conduc ual, emocional y cogni i a) pa a de e mina los más in luyen es y p oba median e
un modelo es uc u al el e ec o es adís ico combinado de ambas pe spec i as. Pa icipa on
323 es udian es de Educación Secunda ia Obliga o ia de la Comunidad Au ónoma Vasca con
edades comp endidas en e los 13 y 18 años (M = 14.41, DT = 1.18), siendo el 40% chicos y el
60% chicas. Los pa icipan es comple a on dos cues iona ios, uno pa a e alua el apoyo social
pe cibido y o o pa a la implicación escola . Los esul ados del p esen e es udio mues an
que el apoyo pe cibido de odas las uen es y odos los ipos de apoyo p edicen al menos
una de las es dimensiones de la implicación escola . Los esul ados ambién indican que
son los p o eso es y el apoyo emocional la uen e y el ipo de apoyo espec i amen e que en
mayo g ado p edicen la implicación escola cuyo e ec o combinado se ha p obado median e
me odología SEM. Es o pod ía esul a de g an u ilidad pa a el diseño de u u os p og amas
de in e ención educa i os que busquen una mejo a de la implicación escola median e
el apoyo social. Po ejemplo, se sugie en diseños de in e ención en ocados a incen i a
cie os cambios en la p ác ica docen e pa a p opicia una expe iencia de ap endizaje basada
en elaciones más ce canas ca ac e izadas po la con ianza y el econocimien o.
Palab as cla e: uen es de apoyo social, implicación escola , o ien ación del p o eso ado,
análisis de eg esión múl iple, modelos de ecuaciones es uc u ales
07 Iza ad.indd 166 20/12/22 17:51
Educación XX1, 26 (1), 165-183 167
The p edic i e powe o social suppo ’s sou ces and ypes o school engagemen
INTRODUCCIÓN
Since he 1970s, when, hanks o he wo k o Cassel (1974a, 1974b), Cobb
(1976) and Caplan (1974) social suppo i s began o be ega ded as an objec o
in e es , many s udies ha e sough o explo e his cons uc (Diao, 2019).
Howe e , he concep o social suppo is ha d o de ine and he e is a lack o
consensus ega ding wha exac ly he e m means, mainly due o he exis ence o
many di e en de ini ions and he mul idimensional na u e o he cons uc (da Sil a
e al., 2019). Lin (1986) ook he mos widely-accep ed p oposals and summa ised
hem in o wha is gene ally conside ed o be one o he mos comp ehensi e and
accep ed de ini ions o da e (González & Me cado, 2019): he pe cei ed o ac ual
ins umen al and/o exp essi e p o isions supplied by he communi y, social
ne wo ks, and con iding pa ne s. This de ini ion dis inguishes be ween h ee
elemen s: (1) whe he he suppo is pe cei ed o ac ual; (2) he sou ce o said
suppo (communi y, social ne wo ks and/o con iding pa ne s); and (3) he ype
o suppo ecei ed (ins umen al and/o exp essi e).
Al hough Lin (1986) p oposed communi y, social ne wo ks and con iding pa ne s
as he h ee sou ces o suppo , i is gene ally accep ed ha du ing adolescence,
he mos impo an sou ces a e amily, iends and eache s (Homb ados-Mendie a
& Cas o, 2013), and i is hese h ee sou ces ha a e aken in o accoun in an
inc easing numbe o s udies oday (Mischel & Ki san as, 2020).
In ela ion o he di e en ypes o suppo , al hough Lin (1986) dis inguished
be ween ins umen al and exp essi e, he also ecognised o he classi ica ions, such
as ha p oposed by Schae e e al. (1981), which is cu en ly conside ed o be he
mos widely-used (Yang, 2021). Schae e e al. dis inguish be ween (1) emo ional
suppo , which includes ac ions and eelings o a achmen and us , e c.; (2)
ma e ial suppo , which includes di ec suppo such as money o o he assis ance
se ices; and (3) in o ma ional suppo , which e e s o in o ma ion o ad ice, as
well as o eedback on one’s ac ions.
Social suppo has been ound o play a key ole in ce ain adolescen school
beha iou s, such as, o example, school engagemen (Siu e al., 2021). School
engagemen is conside ed indica i e o good academic unc ioning since i is i al o
achie ing op imal ou comes and e lec s he s uden ’s commi men o hei school,
as well as hei desi e o lea n (Beni o e al., 2021).
No consensus has ye been eached ega ding he de ini ion o school
engagemen (Nouwen & Clycq, 2019), al hough he e is b oad accep ance o he
ac ha i is a mul i ace ed cons uc wi h he h ee-dimensional model p oposed
by F ed icks e al. (2004) being he mos popula and widely-used a p esen (Buzzai
e al., 2021). This model dis inguishes be ween (a) beha iou al engagemen ,
e e ing o ac i e pa icipa ion and a en ion; (b) emo ional engagemen , which
07 Iza ad.indd 167 20/12/22 17:51
Iza -de-la-Fuen e e al. (2023)
168 Educación XX1, 26 (1), 165-183
encompasses posi i e and nega i e eac ions o he school en i onmen ( eelings,
us , e c.), leading o a sense o connec ion and iden i ica ion wi h he school;
and (c) cogni i e engagemen , which e lec s he s uden ’s le el o in es men in
lea ning and hei eage ness o lea n.
Due o he a ie y o di e en de ini ions and heo e ical concep ions o
social suppo , ew s udies ha e explo ed his a iable in ligh o he mos ecen
heo e ical-empi ical indings, and while some au ho s ha e epo ed a gene al
associa ion be ween social suppo and school engagemen (Tougas e al., 2016),
he da a p esen ed a y in acco dance wi h he app oach adop ed (sou ces o ypes
o suppo ).
Many s udies ha e analysed he co ela ional ela ionship be ween social
suppo conside ed in acco dance wi h i s sou ce ( amily, iends and eache s)
and school engagemen , inding ha all h ee sou ces co ela e wi h a leas one
dimension o school engagemen (Es ell & Pe due, 2013; Fu e & Skinne , 2003;
Pe due e al., 2009; Ramos-Díaz, 2015), al hough he ex en and e ec o hese
co ela ions a y, so he ela ion be ween he a iables is no en i ely clea . Fo
example, al hough suppo om eache s seems o ha e a s onge impac on
beha iou al and cogni i e engagemen (Ramos-Díaz, 2015), and a a s onge impac
on emo ional engagemen (Fe nández-Lasa e e al., 2019), hose p edic i e s udies
indica e ha social suppo om eache s and amily p edic all he dimensions
o engagemen . Con e sely, he e is also e idence o he incapaci y o suppo
om amily o p edic emo ional engagemen (Cheng e al., 2020). Rega ding he
suppo om iends i has been ound by some s udies o p edic only emo ional
engagemen (Es ell & Pe due, 2013), al hough in o he s i has been shown o ha e
also p edic i e powe o cogni i e engagemen (Ramos-Díaz, 2015). Despi e i does
no , howe e , appea o p edic beha iou al engagemen (Es ell & Pe due, 2013),
ecen s udies gua an ee he capaci y o he suppo om iends o p edic he
h ee ypes o engagemen (Cheng e al., 2020).
As ega ds he di e en ypes o suppo (emo ional, ma e ial and in o ma ional),
o he bes o ou knowledge, no s udies ha e analysed hei di ec ela ionship wi h
o di ec p edic i e powe o school engagemen , since he ew s udies ha do
speci y wha ype o suppo hey a e analysing, do so only in ela ion o i s sou ce.
Some co ela ional s udies (Coope , 2014) a gue ha emo ional suppo ( om
pa en s and eache s) is associa ed wi h school engagemen , al hough o he s obse e
no ela ionship a all be ween he wo, ega dless o he sou ce o suppo analysed
(Tougas e al., 2016). Howe e , i he esul s epo ed by s udies conduc ing p edic i e
analyses a e conside ed, i can be seen ha some a gue ha only ma e ial suppo
( om eache s) p edic s school engagemen (S a i e al., 2017), while o he s (Fu e
& Skinne , 2003) sus ain ha his a iable is only p edic ed by emo ional suppo
(also om eache s). Howe e , he mos ecen s udies highligh he impo ance o
eache s’ emo ional suppo in school engagemen (Romano e al., 2021).
07 Iza ad.indd 168 20/12/22 17:51
Educación XX1, 26 (1), 165-183 169
The p edic i e powe o social suppo ’s sou ces and ypes o school engagemen
To espond o hese gaps in he esea ch, he p esen s udy aims o explo e he
p edic i e powe o bo h sou ces and ypes o social suppo o school engagemen
in gene al and i s di e en dimensions and o e i y h ough a s uc u al model
he s a is ical impac o he mos impo an sou ce and ype o social suppo
ac ing join ly on he h ee ypes o school engagemen . Fo his, he mos ecen
heo e ical indings in he ield o pe cei ed social suppo a e aken in o accoun .
METHOD
Pa icipan s
Among all he s uden s planned o adminis e he scales, 11 (3.21% o he o al
a ailable) did no p o ide signed in o med consen and we e he e o e unable o
comple e he scales. Consequen ly, 331 s uden s esponded o he scales al hough
wo we e elimina ed o no answe ing mo e han 1% o he i ems and six we e
elimina ed because o odd o inconsis en esponse pa e ns. Missing alues (0.9%
o he o al) we e eplaced using he linea end es ima ion a he poin me hod,
based on eg ession es ima es. The inal sample comp ised 323 compulso y
seconda y educa ion s uden s om 13 di e en classes ( ou om 1s le el,
h ee om 2nd le el, ou om 3 d le el and wo om 4 h le el) om he Basque
Au onomous Communi y, aged be ween 13 and 18 yea s (M = 14.41; SD = 1.18)
wi h a medium/medium-high socioeconomic le el. As ega ds sex, 39.6% we e boys
and 60.4% we e gi ls, wi h bo h g oups being e enly balanced (χ² = 4.87, p > .05).
The sample was selec ed using an inciden al p ocedu e.
Ins umen s
The APIK ques ionnai e (Iza -de-la-Fuen e e al., 2019) was used o measu e
pe cei ed social suppo . The i ems o his ins umen e e o he sou ce ( amily,
iends and eache s) and ype o suppo (emo ional, ma e ial and in o ma ional).
I can he e o e be used o measu e bo h a iables, and in all cases comp ises a o al
o 27 i ems measu ing h ee dimensions composed o nine i ems each. Responses
a e gi en on a i e-poin Like - ype scale anging om ‘comple ely disag ee’ o
‘comple ely ag ee’. In his s udy, he ins umen has an in e nal consis ency alue
o α = .90 and a McDonald’s Omega coe icien o ω = .96 based on he sou ces o
suppo , and o α = .90 and ω = .89 based on he ypes o suppo . Rega ding he
dimensions, hey ob ain alues o amily α = .89, iends α = .88, eache s α = .91,
emo ional α = .78, ma e ial α = .73 and in o ma ional α = .75.
07 Iza ad.indd 169 20/12/22 17:51
Iza -de-la-Fuen e e al. (2023)
170 Educación XX1, 26 (1), 165-183
The alida ed Spanish language e sion o he School Engagemen Measu e
(SEM; Ramos-Díaz e al., 2016) was used o assess school engagemen . This 19-i em
scale measu es h ee dimensions o engagemen : cogni i e (eigh i ems), emo ional
(six i ems) and beha iou al ( i e i ems). Responses a e gi en on a i e-poin Like -
ype scale anging om ‘ne e ’ o ‘all he ime’. In his s udy, he scale was ound
o ha e an in e nal consis ency o α = .83 and a McDonald’s Omega o ω = .90. The
dimensions ob ained alues o cogni i e α = .76, emo ional α = .80 and beha iou al
α = .63.
P ocedu e
A e planning he s udy aking in o conside a ion he Decla a ion o Helsinki
and ob aining app o al om he E hics Boa d o Resea ch wi h Human Beings a
he Uni e si y o he Basque Coun y (CEISH-UPV/EHU - M10_2018_261) which
ce i ies compliance wi h e hical and da a p o ec ion s anda ds, managemen eams
o schools we e con ac ed o p esen he esea ch and eques pa icipa ion. A e
he accep ance o pa icipa e, in o med consen o ms we e sen ou o s uden s’
pa en s o legal gua dians, in o ming hem o he al uis ic na u e o hei child’s
pa icipa ion, he s udy aims, he p ocedu e and he ques ionnai es hey would be
asked o comple e. Special ca e was aken o emphasise he e hical use ha would
be made o he da a, he olun a y na u e o s uden s’ pa icipa ion, con iden iali y,
anonymi y, he exclusi e use o he da a o esea ch pu poses and he ac ha
hey could wi hd aw a any ime. In o ma ion was also p o ided ega ding da a
p o ec ion and access o he esul s, espec ing he e hical no ms necessa y o ca y
ou an in es iga ion.
The ins umen s we e adminis e ed indi idually du ing class ime in a single
session only o s uden s p esen ing he signed in o med consen and ook
abou 20 minu es o comple e. The au ho s o he s udy we e p esen du ing
comple ion and eminded pa icipan s p io o beginning ha hei answe s
would be o ally anonymous and ha hei pa icipa ion was s ic ly olun a y.
In o de o educe h ea s o he alidi y o he s udy, i s objec i e was no
disclosed o pa icipan s.
S a is ical analysis
Fi s , uni a ia e and mul i a ia e no mali y was assessed, wi h he esul s
e ealing no mal alues on some occasions bu no in all cases, which may
indica e a iola ion o he no mali y assump ion and he need o non-pa ame ic
es s. Howe e , asymme y and ku osis we e no oo a emo ed om a no mal
dis ibu ion. Since pa ame ic es s ha e been shown o be obus enough o use in
07 Iza ad.indd 170 20/12/22 17:51
Educación XX1, 26 (1), 165-183 171
The p edic i e powe o social suppo ’s sou ces and ypes o school engagemen
he e en o a iola ion o he no mali y assump ion (Schmide e al., 2010), i was
decided o use hem a he han non-pa ame ic ones.
As a necessa y s ep p io o ca ying ou he p edic i e s udy, Pea son co ela ion
analyses (s a is ically signi ican wi h a p o .05) we e conduc ed be ween all
a iables o e i y he exis ence o possible associa ions.
Nex , o analyse he p edic i e s a is ical e ec o pe cei ed social suppo on
school engagemen , eg ession analyses we e pe o med including as independen
a iables all hose ha had been ound o ha e a s a is ically signi ican ela ionship
o a p < .20 in p e ious co ela ions. This is a equen ly accep ed c i e ion
(Mi gha ou and e al., 2014). The eg ession analyses ollowed he s eps desc ibed
below.
Fi s , a isual inspec ion o he dispe sion g aph poin cu es was conduc ed,
obse ing ha sco es we e dis ibu ed a ound a s aigh line wi h an upwa ds
end. The e o e, a linea eg ession analysis using he en y me hod was ca ied
ou .
Second, he equa ion ha bes i he da a was iden i ied calcula ing di e en
s a is ics, including he de e mina ion coe icien (adjus ed R2) and he explana o y
β coe icien , and checking ha he ela ionship was s a is ically signi ican wi h a p
o .05 (Pulido-Acos a & He e a-Cla e o, 2019).
Finally, a e cons uc ing he eg ession model, i was e i ied ha i i he
da a used o i s es ima ion. This was done by checking he ollowing esidual
assump ions:
(A) The no mal dis ibu ion o esiduals, e i ied by means o a his og am and
a s anda dised esidual P-P plo . This p ocess checks whe he he e o s
a e no mally dis ibu ed o each independen a iable alue, ollowing he
Gaussian unc ion in he his og am and wi h he accumula ed p opo ions
o he a iable coinciding wi h hose o a no mal dis ibu ion, ep esen ed
by a line in he P-P plo (Les e e al., 2014).
(B) The linea i y o esiduals in he s anda dised esiduals dispe sion diag am,
compa ed wi h he s anda dised es ima ed alues. I he esiduals a e an-
domly dis ibu ed o each alue o he expec ed sco es, his assump ion is
deemed o be me . Any o he non- andom pa e n is aken o indica e some
deg ee o non-linea i y and a possible iola ion o he model (Les e e al.,
2014).
(C) The homoscedas ici y o he esiduals in he same diag am. Fo his assump-
ion o be deemed o be me , sco es mus ollow a andom pa e n wi hin
a ho izon al band, he eby indica ing ha a iance is cons an . Any speci ic
pa e n o g ouping o sco es is conside ed a iola ion o his assump ion
and indica es he p esence o he e oscedas ici y (Les e e al., 2014).
07 Iza ad.indd 171 20/12/22 17:51
Iza -de-la-Fuen e e al. (2023)
172 Educación XX1, 26 (1), 165-183
(D) I was also e i ied mul icollinea i y be ween eg esso a iables, which is
equen ly analysed o check he goodness o i o a mul iple linea eg es-
sion (Gue e o & Melo, 2017). Mul icollinea i y indica es he exis ence o
edundan a iables in he model and, in his case, was iden i ied using he
Tole ance index and i s VIF ( a iance in la ion ac o ). A ole ance o less
han .10 is deemed o indica e a mul icollinea i y p oblem, as is a VIF o
o e 10.
The e ec size o he eg essions was also calcula ed using Cohen’s 2 (Cohen,
1988), es ima ed using he R2 coe icien and ca ego ised as small ( 2 ≥ .02), medium
( 2 ≥ .15) o la ge ( 2 ≥ .35).
Finally, obus es ima o s we e used o he analysis o he s uc u al eg ession
model since he no med es ima e o Ma dia’s mul i a ia e coe icien (19.90)
de ia ed om a no mal dis ibu ion. As goodness-o - i indices, he no med e sion
o he Sa o a-Ben le Chi-Squa e (SBχ2/d ) was used, whose alues o less han 3
a e conside ed adequa e; he NFI, NNFI and CFI whose alues a e ecommended o
exceed .90; he RMSEA oge he wi h i s 90% con idence in e al whose alue o
less han .08 is accep able; and he AIC and CAIC (Kline, 2015).
The SPSS s a is ical package ( e sion 25 o Windows) was used o all s a is ical
analyses excep he e ec size calcula ions o he linea eg ession o which he
G*Powe s a is ical p og am was used and he s uc u al eg ession model analysis
which was conduc ed using he EQS p og am ( e sion 6.2 o Windows).
RESULTS
P io o he eg ession analyses, he co ela ions be ween he dimensions o
school engagemen (beha iou al, emo ional and cogni i e) and pe cei ed social
suppo in acco dance wi h he sou ces ( amily, iends and eache s) and ypes
(emo ional, ma e ial and in o ma ional) we e analysed.
Rega ding he sou ces o suppo , all co ela ed posi i ely and signi ican ly wi h
he dimensions o engagemen excep o suppo om iends wi h beha iou al
and cogni i e engagemen (p < .20). The s onges co ela ions we e ob ained o
suppo om eache s ( = .359 - .576), ollowed by amily ( = .266 - .386) and inally
by iends ( = .096 - .265).
Wi h espec o he ypes o suppo , all o hem co ela ed signi ican ly and
posi i ely wi h he dimensions o school engagemen , wi h emo ional suppo
being he one ha ob ained he s onges co ela ions ( = .341 - .530), ollowed
by in o ma ional suppo ( = .342 - .515) and inally by he ma e ial ( = .336 -
.503).
07 Iza ad.indd 172 20/12/22 17:51
Educación XX1, 26 (1), 165-183 173
The p edic i e powe o social suppo ’s sou ces and ypes o school engagemen
Reg essions be ween sou ces o suppo and school engagemen
To calcula e he mul iple linea eg ession models, all sou ces o social suppo
we e added as independen a iables, since hey we e all ound o co ela e
signi ican ly o wi h a p < .20 wi h school engagemen . Howe e , no all independen
a iables we e ound o ha e signi ican alues, which is why only hose p edic i e
models wi h he bes i a e p esen ed he e, wi hou he non-signi ican a iables.
Table 1 shows he linea eg essions be ween sou ces o pe cei ed social
suppo and school engagemen and i s dimensions.
Table 1
Reg essions be ween sou ces o suppo and school engagemen
V. D.
Model ANOVA
2
Reg ession
coe icien s
RR2
adjus ed
F
(d. .) pBe a p
O e all
engagemen .608 .366 94.02
(2, 320) .000 .58
10.16 .000 Con
.210 4.439 .000 Fam
.502 10.600 .000 Tea
Beha iou al
engagemen .434 .183 37.18
(2, 320) .000 .23
14.864 .000 Con
.260 4.839 .000 Fam
.268 4.992 .000 Tea
Cogni i e
engagemen .445 .193 39.52
(2, 320) .000 .24
4.509 .000 Con
.132 2.474 .014 Fam
.381 7.134 .000 Tea
Emo ional
engagemen .553 .299 46.86
(3, 319) .000 .44
3.617 .000 Con
.116 2.255 .025 Fam
.126 2.550 .011 F i
.453 9.002 .000 Tea
No e. D. V. = Dependen a iable; d. . = Deg ees o eedom; Con = Cons an ; Fam = Suppo om amily; F i =
Suppo om iends; Tea = Suppo om eache s
Only suppo om amily and eache s we e ound o signi ican ly p edic o e all
school engagemen , bu eache s had mo e han wice as much powe as suppo
om amily (Δβ = .292). The e ec size o he model was la ge ( 2 = .58).
07 Iza ad.indd 173 20/12/22 17:51
Iza -de-la-Fuen e e al. (2023)
180 Educación XX1, 26 (1), 165-183
REFERENCES
Beni o, H., Llop, E., Ve dague , M., Comas, J., Lleona , A., O s, M., Amadó, A., &
Ros an, C. (2021). Mul idimensional esea ch on uni e si y engagemen using a
mixed me hod app oach. Educación XX1, 24(2), 65-96. h ps://doi.o g/10.5944/
educXX1.28561
Buzzai, C., Filippello, P., Cos a, S., Ama o, V., & So en i, L. (2021). P oblema ic
in e ne use and academic achie emen : A ocus on in e pe sonal beha iou s
and academic engagemen . Social Psychology o Educa ion, 24(1), 95-118.
h ps://doi.o g/10.1007/s11218-020-09601-y
Caplan, G. (1974). Suppo sys ems and communi y men al heal h: Lec u es on
concep de elopmen . Beha io al Publica ions.
Cassel, J. C. (1974a). Psychia ic epidemiology. In G. Caplan (Ed.), Ame icans
handbook o psychia y (pp. 401-410). Basic Books.
Cassel, J. C. (1974b). Psychosocial p ocess and “s ess”: Theo e ical o mula ions.
In e na ional Jou nal o Heal h Se ices, 4(3), 471-482. h ps://doi.o g/10.2190/
WF7X-Y1L0-BFKH-9QU2
Cheng, S., Deng, M., & Yang, Y. (2020). Social suppo and s uden engagemen
among dea o ha d-o -hea ing s uden s. Communica ion Diso de s Qua e ly,
43(1), 1-8. h ps://doi.o g/10.1177/1525740120950638
Cobb, S. (1976). Social suppo as a mode a o o li e s ess. Psychosoma ic Medicine,
38(5), 300-314. h ps://doi.o g/10.1097/00006842-197609000-00003
Cohen, J. (1988). S a is ical Powe Analysis o he Beha io al Sciences. Law ence
E lbaum Associa es.
Coope , K. S. (2014). Elici ing engagemen in he high school class oom.
Ame ican Educa ional Resea ch Jou nal, 51(2), 363-402. h ps://doi.
o g/10.3102/0002831213507973
da Sil a, L. B., de Souza-Fei osa, M. Z., Nepomuceno, B. B., Sil a, A. M. S., Ximenes,
V. M., & Bom im, Z. Á. C. (2019). Social suppo as a way o coping wi h po e y.
In V. Ximenes, J . J. Mou a, E. Cidade & B. Nepomuceno (Eds.), Psychosocial
Implica ions o Po e y (pp. 123-135). Sp inge . h ps://doi.o g/10.1007/978-3-
030-24292-3_9
Diao P. (2019). Concep ualizing and measu ing he sense o social suppo . In Y. Yang
(Ed.), Social Men ali y in Con empo a y China. Resea ch Se ies on he Chinese
D eam and China’s De elopmen Pa h (pp. 153-164). Sp inge . h ps://doi.
o g/10.1007/978-981-13-7812-6_10
Dueñas, J. M., Mo ales-Vi es, F., Cama e o-Figue ola, M., & Tie no-Ga cía, J. M.
(2020). Spanish adap a ion o he Family In ol emen Ques ionnai e - High
School: Ve sion o pa en s. Psicología Educa i a, 28(1), 31-38. h ps://doi.
o g/10.5093/psed2020a21
07 Iza ad.indd 180 20/12/22 17:51
Educación XX1, 26 (1), 165-183 181
The p edic i e powe o social suppo ’s sou ces and ypes o school engagemen
Es ell, D. B., & Pe due, N. H. (2013). Social suppo and beha io al and a ec i e
school engagemen : The e ec s o pee s, pa en s, and eache s. Psychology in
he Schools, 50(4), 325-339. h ps://doi.o g/10.1002/pi s.21681
Faja do, B. F., Maes e, C. M., Felipe, C. E., León del Ba co, B., & Polo del Río, M.
I. (2017). Análisis del endimien o académico de los alumnos de educación
secunda ia obliga o ia según las a iables amilia es. Educación XX1, 20(1), 209-
232. h ps://doi.o g/10.5944/educXX1.17509
Fe nández-Lasa e, O., Goñi, E., Camino, I., & Ramos-Díaz, E. (2019). Apoyo social
pe cibido e implicación escola del alumnado de educación secunda ia. Re is a
Española de Pedagogía, 77(272), 123-141. h ps://doi.o g/10.22550/REP77-1-
2019-06
F ed icks, J. A., Blumen eld, P. C., & Pa is, A. H. (2004). School engagemen : Po en ial
o he concep , s a e o he e idence. Re iew o Educa ional Resea ch, 74(1),
59-109. h ps://doi.o g/10.3102/00346543074001059
Fu e , C., & Skinne , C. (2003). Sense o ela edness as a ac o in child en’s academic
engagemen and pe o mance. Jou nal o Educa ional Psychology, 95(1), 148-
162. h ps://doi.o g/10.1037/0022-0663.95.1.148
González, D., & Me cado, E. (2019). El modelo social como pe spec i a de
in e ención desde el abajo social en pe sonas con la capacidad modi icada.
Re is a Española de Discapacidad (REDIS), 7(1), 241-249. h ps://doi.
o g/10.5569/2340-5104.07.01.12
Gue e o, S., & Melo, O. (2017). Una me odología pa a el a amien o de la
mul icolinealidad a a és del escalamien o mul idimensional. Ciencia en
Desa ollo, 8(2), 9-24. h ps://doi.o g/10.19053/01217488. 8.n2.2017.5239
Homb ados-Mendie a, I., & Cas o, M. (2013). Apoyo social, clima social y pe cepción
de con lic os en un con ex o educa i o in e cul u al. Anales de Psicología, 29(1),
108-122. h ps://doi.o g/10.6018/analesps.29.1.123311
Iza -de-la-Fuen e, I., Rod íguez-Fe nández, A., & Escalan e, N. (2019). Measu e
o pe cei ed social suppo du ing adolescence (APIK). Eu opean Jou nal o
In es iga ion in Heal h, Psychology and Educa ion, 9(2), 83-94. h ps://doi.
o g/10.30552/ejihpe. 9i2.322
Kline, R. B. (2015). P inciples and p ac ice o s uc u al equa ion modeling (4 h ed.).
The Guil o d P ess.
Les e , P. E., Inman, D., & Bishop, L. K. (2014). Handbook o es s and measu emen
in educa ion and he social sciences. Rowman & Li le ield Publishe s.
Lin, N. (1986). Concep ualizing social suppo . In N. Lin, A. Dean & W. Ensel (Eds.),
Social suppo , li e e en s and dep ession (pp. 17-30). Academic P ess. h ps://
doi.o g/10.1016/B978-0-12-450660-2.50008-2
Mi gha ou and, M., Mohammad-Alizadeh-Cha andabi, S., Ta ananezhad, N., &
Ka khaneh, M. (2014). Heal h-p omo ing li es yle and i s p edic o s among
07 Iza ad.indd 181 20/12/22 17:51
Iza -de-la-Fuen e e al. (2023)
182 Educación XX1, 26 (1), 165-183
I anian adolescen gi ls, 2013. In e na ional Jou nal o Adolescen Medicine and
Heal h, 26(4), 495-502. h ps://doi.o g/10.1515/ijamh-2013-0324
Mischel, J., & Ki san as, A. (2020). Middle school s uden s’ pe cep ions o school
clima e, bullying p e alence, and social suppo and coping. Social Psychology
o Educa ion, 23(3), 51-72. h ps://doi.o g/10.1007/s11218-019-09522-5
Mo in, A. H. (2020). Teache suppo and he social class oom en i onmen as
p edic o s o s uden loneliness. Social Psychology o Educa ion, 23, 1687-1707.
h ps://doi.o g/10.1007/s11218-020-09600-z
Nouwen, W., & Clycq, N. (2019). The ole o social suppo in os e ing school
engagemen in u ban schools cha ac e ised by high isk o ea ly lea ing om
educa ion and aining. Social Psychology o Educa ion, 22(5), 1215-1238.
h ps://doi.o g/10.1007/s11218-019-09521-6
Pe due, N. H., Manzeske, D. P., & Es ell, D. B. (2009). P edic ing school commi men
a g ade i e: Explo ing he ole o s uden s’ ela ionships wi h pee s and
eache s om g ade h ee. Psychology in he Schools, 46, 1084-1097.
Pulido-Acos a, F., & He e a-Cla e o, F. (2019). P ediciendo el endimien o
académico in an il a a és de la in eligencia emocional. Psicología Educa i a,
25(1), 23-30. h ps://doi.o g/10.5093/psed2018a16
Ramos-Díaz, E. (2015). Resiliencia y ajus e psicosocial en la adolescencia
[Unpublished doc o al disse a ion]. Uni e si y o he Basque Coun y.
Ramos-Díaz, E., Rod íguez-Fe nández, A., & Re uel a, L. (2016). Valida ion o he
Spanish e sion o he School Engagemen Measu e (SEM). Spanish Jou nal o
Psychology, 19(86), 1-9. h ps://doi.o g/10.1017/sjp.2016.94
Romano, L., Angelini, G., Consiglio, P., & Fio illi, C. (2021). Academic esilience and
engagemen in high school s uden s: The media ing ole o pe cei ed eache
emo ional suppo . Eu opean Jou nal o In es iga ion in Heal h, Psychology and
Educa ion, 11(2), 334-344. h ps://doi.o g/10.3390/ejihpe11020025
Schae e , C., Coyne, J., & Laza us, R. (1981). The heal h- ela ed unc ions o social
suppo . Jou nal o Beha io al Medicine, 4(4), 381-406. h ps://doi.o g/10.1007/
BF00846149
Schmide , E., Ziegle , M., Danay, E., Beye , L., & Bühne , M. (2010). Is i eally
obus ? Rein es iga ing he obus ness o ANOVA agains iola ions o he
no mal dis ibu ion assump ion. Me hodology, 6(4), 147-151. h ps://doi.
o g/10.1027/1614-2241/a000016
Siu, O. L., Lo, B. C. Y., Ng, T. K., & Wang, H. (2021). Social suppo and s uden
ou comes: The media ing oles o psychological capi al, s udy engagemen ,
and p oblem- ocused coping. Cu en Psychology. Ad ance online publica ion.
h ps://doi.o g/10.1007/s12144-021-01621-x
S a i, A. D., Schmid , J. A., & Maie , K. S. (2017). Pe cei ed challenge, eache
suppo , and eache obs uc ion as p edic o s o s uden engagemen .
07 Iza ad.indd 182 20/12/22 17:51
Educación XX1, 26 (1), 165-183 183
The p edic i e powe o social suppo ’s sou ces and ypes o school engagemen
Jou nal o Educa ional Psychology, 109(1), 131-147. h ps://doi.o g/10.1037/
edu0000108
Tougas, A. M., Ju as, S., & Big as, M. (2016). Types and in luence o social suppo
on school engagemen o young su i o s o leukemia. The Jou nal o School
Nu sing, 32(4), 281-283. h ps://doi.o g/10.1177/1059840516635711
Wig ield, A., Eccles, J. S., Schie ele, U., Roese , R. W., & Da is-Kean, P. (2006).
De elopmen o achie emen mo i a ion. In N. Eisenbe g, W. Damon &
N. Eisenbe g (Eds.), Handbook o child psychology: Social, emo ional, and
pe sonali y de elopmen (pp. 933-1002). John Wiley & Sons, Inc.
Yang, X. (2021). Exchanging social suppo in social comme ce: The ole o
pee ela ions. Compu e s in Human Beha io , 124, 106911. h ps://doi.
o g/10.1016/j.chb.2021.106911
07 Iza ad.indd 183 20/12/22 17:51
07 Iza ad.indd 184 20/12/22 17:51
