Engagement to school tasks in primary school students from two educational institutions in Metropolitan Lima, Peru

Authors

DOI:

https://doi.org/10.32719/26312816.2020.4.1.11

Keywords:

School engagement, Primary education, School tasks

Abstract

The present research aimed to determine the level of engagement to school tasks in primary school students and the differences between students according to their gender and the grade they study. The study had an observational, descriptive comparative level and cross-sectional design, and had a sample made up of 121 students from 4th to 6th grade of primary school from two educational institutions in Metropolitan Lima, Peru, aged between 9 and 12 years old, in whom Rigo and Donolo’s Scale of Commitment to School Tasks was applied. The results indicate that the high level predominated in the three dimensions of commitment: affective (57.9 %), behavioral (64.5 %), and cognitive (69.4 %). Comparison according to gender and the educational institution did not show significant differences in any dimension. Concerning grade, only found a significant difference for the cognitive dimension (p=0.030). It is concluded that there is a high level of engagement to school tasks among primary school students, this being higher among those who belong to sixth grade, for the cognitive dimension.

Downloads

Download data is not yet available.

Author Biographies

Fátima Brenda Veliz-Huanca, Universidad César Vallejo. Lima, Perú.

Doctoral student in Education from the Cesar Vallejo University. Master in Educational Administration from the César Vallejo University. Second Specialty in Primary Education at the National University Federico Villarreal. Graduate in Secondary Education with a specialty in Mathematics and Physics from the National Pedagogical Institute of Monterrico. Strength teacher of the Local 05 and 07 educational management unit.

Marilyn Yesenia Diaz-Asto, Universidad César Vallejo. Lima, Perú.

Doctoral student in Education from the Cesar Vallejo University. Master in Educational Administration from the César Vallejo University. Degree in Early Childhood Education with a mention in early childhood from the Enrique Guzmán y Valle University. Teacher at the I.E.I 655 of the Local 01 educational management unit.

Edith Gissela Rivera-Arellano, Universidad César Vallejo. Lima, Perú.

Doctor of Education from the Feminine University of the Sacred Heart. Master in Educational Administration from the César Vallejo University. Second Specialty in Inclusive Education at the Feminine University of the Sacred Heart. Degree in Primary Education and Learning Problems from the José Faustino Sánchez Carrión National University. Research professor at the Cesar Vallejo University, Lima East headquarters. Teacher of students with different abilities. Trainer on issues of educational inclusion and attention to diversity.

Emilio Oswaldo Vega-Gonzales, Universidad César Vallejo. Lima, Perú.

Doctoral student in education from the César Vallejo University. Master in teaching and research in health from the Universidad Nacional Mayor de San Marcos. Bachelor's degree in obstetrics from the Universidad Nacional Mayor de San Marcos. Postgraduate research professor at the Cesar Vallejo University, Lima East headquarters. His line of research in education is in educational innovation and inclusive education.

References

Ansong, D., Okumu, M., Bowen, G. L., Walker, A. M., & Eisensmith, S. R. (2017). The role of parent, classmate, and teacher support in student engagement: Evidence from Ghana. International Journal of Educational Development, 54, 51–58. doi:10.1016/j.ijedudev.2017.03.010

Appleton, J., Christenson, S., & Furlong, M. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386. doi:10.1002/pits.20303

Borges, L. (2015). El compromiso escolar de los estudiantes en República Dominicana: Validación de su medida y de las variables de su red nomológica [Tesis Doctoral]. Facultat de Psicología, Universidad de Valencia, Valencia, España.

Fredricks, J. A., Blumenfeld, P. C. & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109. doi:10.3102/00346543074001059

Havik, T., & Westergård, E. (2019). Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement. Scandinavian Journal of Educational Research, 64 (4), 488-507. doi:10.1080/00313831.2019.1577754

Hazel, C., Vazirabadi, G., & Gallagher, J. (2013). Measuring aspirations, belonging, and productivity in secondary students: Validation of the student school engagement measure. Psychology in the Schools, 50(7), 689-704. doi:10.1002/pits.21703

Jimerson, S., Campos, E., & Greif, J. (2003). Toward an understanding of definitions and measures of school engagement and related terms. The California School Psychologist, 8(1), 7-27. doi:10.1007/BF03340893

Lam, S., Wong, B. P. H., Yang, H., & Liu, Y. (2012). Understanding student engagement with a contextual model. En S.L. Christenson, A. L. Reschly& C. Wylie (Eds.), Handbook of research on student engagement (pp. 403-419). Nueva York: Springer. doi:10.1007/978-1-4614-2018-7_19

Lara, L., Saracostti, M., Navarro, J.-J., de-Toro, X., Miranda-Zapata, E., Trigger, J. M., & Fuster, J. (2018). Compromiso escolar: Desarrollo y validación de un instrumento. Revista Mexicana de Psicología, 35(1), 52-62.

Martínez, M., Suárez, J. M., Valiente, C. (2020). Implicación estudiantil y parental en los deberes escolares: diferencias según el curso, género y rendimiento académico. Revista de Psicología y Educación, 15(2), 151-165, doi:10.23923/rpye2020.02.193

Miranda, E. Lara, L., Navarro, J. Saracostti, M., & de Toro, X. (2018). Modelización del efecto del compromiso escolar sobre la asistencia a clases y el rendimiento escolar. Revista de Psicodidáctica, 23 (2), 102-109. doi:10.1016/j.psicod.2018.02.003

Quiñónez, M. (2016). Desinterés en la realización de las tareas escolares de los estudiantes de noveno año de educación básica de la Unidad Educativa “Don Bosco” [Tesis de Maestría]. Pontifica Universidad Católica de Ecuador- Sede Esmeraldas, Esmeraldas, Ecuador.

Regueiro, B., Suárez, N., Estévez, I., Rodríguez, S., Piñeiro, I., & Valle, A. (2018). Deberes escolares y rendimiento académico: un estudio comparativo entre el alumnado inmigrante y nativo. Journal of Psychology and Education, 13(2), 92-98, doi:10.23923/rpye2018.01.160

Reyes, B., Burgos, M., Ortega, Y., & García, S. (2018). Actitudes, compromiso y rendimiento académico en estudiantes de Segundo Ciclo de Secundaria del Liceo Elizabeth Lantigua Bonilla [Tesis de Maestría]. Escuela de Organización Industrial, República Dominicana.

Rigo, D. (2020). Compromiso hacia las tareas escolares. Apoyo a la autonomía y estructura como dimensiones de la clase de nivel primario en educación. CPU-e, Revista de Investigación Educativa, 0(31), 8-27. doi:10.25009/cpue.v0i31.2699

Rigo, D. (2019). Los entornos educativos: impacto sobre el compromiso de niños y jóvenes. Revista Educación y Ciencia, 8 (51), 64-71.

Rigo, D. (2013). Compromiso hacia las tareas académicas: diseños instructivos e inteligencias múltiples. Ikastorratza, 10 (7), 1-15.

Rigo, D., & Donolo, D. (2018). Construcción y validación de la Escala de compromiso hacia las tareas escolares en las clases para los estudiantes del nivel primario de educación. Psicoespacios, 12 (21), 3-22.

Serrano, C., & Andreu, Y. (2016). Inteligencia emocional percibida, bienestar subjetivo, estrés percibido, engagement y rendimiento académico de adolescentes. Revista de Psicodidáctica, 21(2), 357–374. doi:10.1387/RevPsicodidact.14887

Shernoff, D. (2013). Optimal learning environments to promote student engagement. Nueva York: Springer. doi:10.1007/978-1-4614-7089-2

Sierra, M. T. (2016). Propuesta para el mejoramiento del compromiso escolar e inteligencia emocional de los estudiantes de grado 10° y 11° del Colegio Estanislao Zuleta a través de la orientación vocacional [Tesis de Maestría]. Universidad Libre de Colombia, Bogotá, Colombia.

Sonnenschein, S., & Galindo, C. (2015). Race/ethnicity and early mathematics skills: Relations between home, classroom, and mathematics achievement. The Journal of Educational Research, 108(4), 261-277. doi:10.1080/00220671.2014.880394

Zhu, X., Tian, L., Zhou, J., & Huebner, E. S. (2019). The developmental trajectory of behavioral school engagement and its reciprocal relations with subjective well-being in school among Chinese elementary school students. Children and Youth Services Review, 99, 286-295. doi:10.1016/j.childyouth.2019.01.024

Downloads

Published

2021-04-07

How to Cite

Veliz-Huanca, F. B., Diaz-Asto, M. Y., Rivera-Arellano, E. G., & Vega-Gonzales, E. O. (2021). Engagement to school tasks in primary school students from two educational institutions in Metropolitan Lima, Peru. Andean Journal of Education, 4(1), 90–96. https://doi.org/10.32719/26312816.2020.4.1.11

Issue

Vol. 4 No. 1 (2021): Revista Andina de Educación 4(1) (noviembre, 2020-abril, 2021)

Section

Research

License

The authors who publish in this journal accept the following conditions:
1. The authors retain the copyright and assign to the Andean Journal of Education the right of the first publication, with the work registered with the attribution license for non-commercial use of Creative Commons, which allows third parties to use what is published provided they mention the authorship of the work and the first publication in this journal.
2. Authors may make other independent and additional contractual arrangements for non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) provided they clearly state that the work was published for the first time in the Andean Journal of Education.
Métricas alternativas