Search

School engagement, encompassing affective, behavioral, and cognitive dimensions, is key to promoting school retention and preventing absenteeism. Previous research has shown that maintaining high engagement is crucial for a positive educational trajectory. This study investigates the individual contributions of contextual factors, including family, teacher, and peer support, on students who initially had a lower level of school engagement in one dimension and then advanced to a higher level in the same dimension over time. The study involved students enrolled in their first year of secondary education in public schools in Chile during 2021, with the same students being evaluated again the following year. We used means cluster analysis to identify a group of students who initially had low school engagement but showed high engagement by the second evaluation. This allowed us to identify profiles of school engagement longitudinally. Our results indicated that contextual factors had a stronger association with affective engagement, followed by cognitive and behavioral engagement, respectively. Among the contextual factors, family and teachers had a stronger impact compared to peers. These findings highlight the importance of adults, particularly family and teachers, in enhancing school engagement during secondary education.

El Compromiso Escolar (CE) abarca componentes afectivos, conductuales y cognitivos, y mide de manera amplia el estado de involucramiento del estudiante en su proceso educativo. Es una variable altamente influenciada por Factores Contextuales (FC; profesorado, familia y pares) que permite promover trayectorias educativas significativas. A partir del desarrollo incremental de cuatro proyectos científicos tecnológicos, se ha diseñado y validado un Sistema Integrado de Evaluación, Seguimiento y Estrategias de Promoción de Compromiso Estudiantil y Factores Contextuales (SIESE). Basado en una metodología mixta, se diseñaron y validaron en Chile y, posteriormente, a nivel piloto en Colombia, España, Perú y Uruguay, instrumentos de medición del CE y los FC, para estudiantes desde 5º de educación básica (10-11 años) a 2º de educación media (17-18 años), facilitando su transferencia y escalamiento. También, se comprobó un modelo predictivo de CE, FC y variables de desempeño académico para cinco países de Iberoamérica (Chile, Colombia, España, Perú y Uruguay), reportería con resultados circunstanciales y de seguimiento a nivel individual (estudiante) y agregado (nivel educativo y establecimiento), fichas de registro de las estrategias de promoción de CE y FC (plan de acción, seguimiento y cierre), entre otros recursos. Como resultados, se ha producido un sistema integral de base web (pudiendo ser implementado tanto en modalidad de educación presencial como virtual) que involucra la evaluación y el monitoreo del CE y FC de estudiantes, así como la planificación y la aplicación de estrategias de intervención temprana asociadas a reportes de resultados, fichas de registro y material complementario. De este modo, el SIESE constituye una herramienta útil y complementaria para la gestión escolar sobre la base de trabajo asociativo y coordinado, e información oportuna para la toma de decisiones entre profesorado- estudiantes-familias/comunidad. Desde esta perspectiva ecosistémica per, The School Engagement (SE) encompasses affective, behavioral, and cognitive components, and broadly measures the state of student involvement in their educational process. It is a variable highly influenced by Contextual Factors (CF; teachers, family, and peers) that help promote positive educational trajectories. Based on the incremental development of four technical scientific projects, an Integrated System of Evaluation, Monitoring and Strategies for the Promotion of Student Engagement and Contextual Factors (ISEMS) has been designed and validated. Based on a mixed methodology, SE and CF measurement instruments were designed and validated in Chile and, subsequently, at the pilot level in Colombia, Spain, Peru, and Uruguay, for students from the 5th grade of basic education (10-11 years) to the 2nd year of secondary education (17-18 years), facilitating their transfer and scaling. Also, a predictive model of SE, CF and academic performance variables was verified for five Ibero-American countries (Chile, Colombia, Spain, Peru, and Uruguay), reporting with circumstantial and follow-up results at the individual (student) and aggregate level (educational level and establishment), record sheets of the promotion strategies for SE and CF (action plan, follow-up, and closure), among other resources. As a result, a comprehensive web-based system has been produced (which can be implemented in both face-to-face and virtual education modalities) that involves the evaluation and monitoring students SE and CF, as well as the planning and application of early intervention strategies associated with result reports, registration sheets and complementary material. In this way, the ISEMS constitutes a useful and complementary tool for school management based on associative and coordinated work, and timely information for decision-making between teachers-students-families/community. From this ecosystem perspective, it allows greater alignment and integration of educational policies a

School engagement is considered a key variable in promoting educational trajectories. Previous research shows that maintaining high levels of school engagement is fundamental, given its association with multiple academic results and lower-risk behaviors. This article aims to show how school engagement profiles (based on the behavioral, affective, and cognitive subdimensions) relate to academic achievement (math and language), contextual factors (family, teachers, and peer support), and gender. This study involved 527 students enrolled in the 1st year of secondary education in public schools in Chile. All students came from vulnerable schools. Our study used cluster analysis to identify students’ profiles. We identified the existence of three different profiles of school engagement (high, medium, and low) considering the three subdimensions of school engagement (behavioral, affective and cognitive). Secondly, ANOVA analysis showed differences in language and math academic achievement scores between the profiles, where higher engagement students showed higher academic performance in language and math. These findings are consistent with previous studies showing that contextual factors strongly influence school engagement and better behavioral engagement in female than male students. It will discuss the pertinence of person-centered approaches focusing on combinations of variables within students rather than taking each variable as the focal point when analyzing goals. These techniques are a favorable methodological alternative to investigate why some students have better results than others instead of just ranking students by their performance. It will conclude with some future lines of research and practical implications.

More than 30 years after the Convention on the Rights of the Child recognized their right to participate, research continues to be predominantly about children but not carried out with them. This study seeks to contribute to the incorporation of children as producers of knowledge in their schools. It is a longitudinal qualitative study in which 64 children assumed the role of co-researchers on the topic of school engagement. This was achieved through workshops that used a participatory action research methodology, interviews and analysis undertaken by the children themselves. The study identified different perceptions about the subtypes of school engagement and associated contextual factors that enrich adult analysis, as well as the importance of complementing quantitative data collected in schools with the voices of children, who in this process act as agents of change. The authors conclude the article with identifying how to achieve more meaningful child participation in research studies., Mais de 30 anos após a Convenção sobre os Direitos da Criança e o direito de participação reconhecido, a pesquisa continua sendo predominantemente sobre crianças e não com elas. Este estudo busca caminhar para a incorporação das crianças como produtoras de conhecimento em suas escolas. Trata-se de um estudo qualitativo longitudinal onde 64 crianças assumiram o papel de co-investigadoras do compromisso escolar através de oficinas com metodologia de pesquisa-ação participativa, entrevistas e análises que realizaram. Revelam-se diferentes perceções sobre os subtipos de envolvimento escolar e fatores contextuais associados que enriquecem a análise dos adultos e a importância de complementar os dados quantitativos nas escolas com as vozes das crianças, enquanto agentes de mudança., A más de 30 años de la Convención de los Derechos del Niño y reconocido su derecho a participar, las investigaciones siguen siendo predominantemente sobre los niños/as y no con ellos/as. Este estudio busca avanzar hacia la incorporación de niños/as como productores de conocimientos en sus escuelas. Es un estudio cualitativo longitudinal donde 64 niños/as asumieron un rol de coinvestigadores del compromiso escolar mediante talleres con una metodología de investigación- acción participativa, entrevistas y análisis que ellos/as realizaron. Se relevan distintas percepciones sobre los subtipos de compromiso escolar y factores contextuales asociados que enriquecen el análisis adulto y la importancia de complementar los datos cuantitativos en las escuelas con las voces de las infancias, en tanto agentes de cambio. Se concluye sobre cómo incluir su participación en investigación más significativamente.

School engagement has been demonstrated to be a relevant aspect in promoting students' successful trajectories, a commitment that in its turn is influenced by contextual factors (family, teachers, and peers). Having instruments to measure these constructs allows decisions to be made to improve student retention, especially relevant in the context of uncertainty caused by covid-19. The aim of the study was to adapt and analyze the psychometric properties of questionnaires used to measure school engagement and contextual factors in the context of the pandemic with elementary school students in Chile. After adaptation of the instruments, through expert evaluation and focus groups with students, they were administered to 579 students in seventh and eighth grade (mean age = 12.79, 52% were boys), and to 334 students in fifth and sixth grade (mean age = 11.35, 38% were boys) in Chile. Confirmatory factor analyses showed that the two versions of the school engagement measurement instrument had an adequate fit with the original model of three correlated factors, cognitive, affective, and behavioral commitment. Similarly, these two versions of the instrument measuring the contextual factors had a good fit with the original model of three correlated factors, family, teachers, and peers. In addition, both versions of both questionnaires presented appropriate levels of internal consistency.

This paper presents the implementation and usability of a technology-based web system and the available evidence on educational engagement’s predictive capacity to influence students’ educational trajectories in Chilean schools. The web-based system was developed through collaborative work between universities, the information technology team, school communities, and stakeholders (government institutions). It is an online system composed of six steps whose axis is centered on a decision-making space between teachers-students-parents (School Engagement Board) tasked with applying online and scientifically validated school engagement and contextual factors measurement instruments, checking specific report results for each actor involved in the system (teacher, School Engagement Board coordinator, school) as well as reviewing promotion strategies relevant to the school context and managing the implementation of strategies supported by the management datasheets that the model offers to schools. The objective of this paper is to present the usability of the system through a case study of the implementation in Chilean public schools. In order to discuss about what elements should be incorporated to adjust and improve the usability of the system and to guarantee its effective implementation, the paper describes those aspects that have favored and/or hindered the use of this educational technological platform in the Chilean case. The results show that there have been more difficulties related to management aspects than IT aspects, which indicates that these conditions are critical for implementation, even when system for evaluation, monitoring and strategies for the promotion of student engagement and contextual factors (SIESE) is designed for stand-alone use. Although there are aspects to be improved, such as extending its use to other browsers, improving the intervention guidelines and other systems functionalities, this web-based system has been considered by the educati