Relación docente-estudiante, participación y compromiso escolar de adolescentes con y sin trastorno del espectro autista en el Gran Concepción.
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Date
2024
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
El bienestar y el aprendizaje de los y las adolescentes están fuertemente influenciados por la relación docente-estudiante, la participación y el compromiso escolar, factores que presentan mayores barreras para estudiantes con trastorno del espectro autista (TEA) en comparación con sus pares con desarrollo típico (DT). Esta investigación tuvo como objetivo evaluar la relación docente-estudiante y participación escolar de adolescentes con TEA versus DT y su efecto en el compromiso escolar en establecimientos educacionales regulares del Gran Concepción. Mediante un diseño no experimental, correlacional y transversal se seleccionó una muestra de tipo no probabilística intencional de un grupo 51 adolescentes con TEA y 51 con DT que se encontraban entre 5° y 4° año medio (M = 13,29; DE = 1,75) en establecimientos regulares. Se aplicaron la subescala TSR del SEI, la escala SPS y la MSSE. Los resultados muestran que, aunque la relación docente-estudiante y la participación escolar fueron altas en ambos grupos, los y las adolescentes con TEA mostraron un menor compromiso escolar global (TEA: M = 68.333; DT M = 74.922) y mayor desconexión escolar global (TEA: M = 43.74; DT M = 37.37). Se identificó una asociación significativa entre una mejor relación docente-estudiante, una mayor participación escolar y un mayor compromiso escolar en ambos grupos. El modelo final, que incluye estas variables junto con la condición del estudiante (TEA o DT), explicó el 45,2% de la variabilidad en el compromiso escolar global. Dentro del modelo, se encontró que tener un diagnóstico de TEA se asocia con un menor compromiso escolar en comparación con tener DT, lo que refuerza el impacto de esta condición en el nivel de compromiso.
The well-being and learning of adolescents are strongly influenced by the teacher-student relationship, school participation and school engagement, factors that present greater barriers for students with autism spectrum disorder (ASD) compared to their peers with typical development (TD). The aim of this research was to evaluate the teacher-student relationship and school participation of adolescents with ASD versus TD and its effect on school engagement in regular educational establishments of Gran Concepción. A non experimental, correlational and cross-sectional design was used to select a non-probabilistic purposive sample of 51 adolescents with ASD and 51 with TD who were between 5th and 4th grade (M = 13.29; SD = 1.75) in regular schools. The TSR subscale of the SEI, the SPS scale and the MSSE were applied. The results show that, although the teacher-student relationship and school participation were high in both groups, adolescents with ASD showed lower overall school engagement (ASD: M = 68.333; TD M = 74.922) and higher overall school disengagement (ASD: M = 43.74; TD M = 37.37). A significant association was identified between better teacher-student relationships, higher school participation, and greater school engagement in both groups. The final model, which includes these variables along with the student condition (ASD or TD), explained 45.2% of the variance in overall school engagement. Within the model, having a diagnosis of ASD was associated with lower school engagement compared to having TD, highlighting the impact of this condition on engagement levels.
The well-being and learning of adolescents are strongly influenced by the teacher-student relationship, school participation and school engagement, factors that present greater barriers for students with autism spectrum disorder (ASD) compared to their peers with typical development (TD). The aim of this research was to evaluate the teacher-student relationship and school participation of adolescents with ASD versus TD and its effect on school engagement in regular educational establishments of Gran Concepción. A non experimental, correlational and cross-sectional design was used to select a non-probabilistic purposive sample of 51 adolescents with ASD and 51 with TD who were between 5th and 4th grade (M = 13.29; SD = 1.75) in regular schools. The TSR subscale of the SEI, the SPS scale and the MSSE were applied. The results show that, although the teacher-student relationship and school participation were high in both groups, adolescents with ASD showed lower overall school engagement (ASD: M = 68.333; TD M = 74.922) and higher overall school disengagement (ASD: M = 43.74; TD M = 37.37). A significant association was identified between better teacher-student relationships, higher school participation, and greater school engagement in both groups. The final model, which includes these variables along with the student condition (ASD or TD), explained 45.2% of the variance in overall school engagement. Within the model, having a diagnosis of ASD was associated with lower school engagement compared to having TD, highlighting the impact of this condition on engagement levels.
Description
Tesis presentada para optar al grado académico de Magíster en Psicología
Keywords
Educación especial, Educación de adolescentes, Autismo