Riesgo Familiar y Autocreencias Académicas: El Rol Moderador del Clima Escolar
Palabras clave:
Autoconcepto, Autoeficacia, Riesgo, Familia, Clima escolar
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Resumen
Desarrollar habilidades socioemocionales es una prioridad educativa a nivel mundial. Entre ellas se encuentran las autocreencias, que equipan a los estudiantes con disposiciones motivacionales para alcanzar sus metas académicas. En este estudio se exploró de qué manera el contexto escolar y familiar interactúan para desarrollar autocreencias académicas en una muestra representativa de 2.352 estudiantes colombianos (70,7 % de grado quinto, y 29,3 % de grado noveno). En particular, se analizó la relación entre clima escolar (p. ej., percepción positiva sobre el colegio, relación estudiantes-profesores, organización del aula, estilos docentes), riesgo familiar (p. ej., bajo nivel socioeconómico; baja supervisión, apoyo, afecto y comunicación; maltrato) y autocreencias académicas (i.e., autoconcepto, autoeficacia). Análisis de clases latentes, análisis multinivel de ecuaciones estructurales y comparaciones multigrupo revelaron que: a) el contexto familiar de riesgo se relaciona negativamente con las autocreencias académicas; b) el clima escolar tiene un efecto positivo en las autocreencias académicas; y c) la relación negativa entre el maltrato en el contexto familiar y las autocreencias de los estudiantes de grado noveno desaparece en climas escolares positivos. Estos resultados son discutidos a la luz del rol del clima escolar, tanto directo como indirecto, para favorecer habilidades socioemocionales intrapersonales relevantes para promover el desempeño académico de los estudiantes.
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