Modelo explicativo sobre el efecto de la relación docente - estudiante y el respeto basado en la igualdad sobre el compromiso escolar y la sintomatología depresiva de estudiantes entre 10 y 14 años de origen mapuche residentes de la provincia de Cautín.
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Date
2025
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Publisher
Universidad de Concepción
Abstract
La presente investigación tuvo como objetivo evaluar un modelo explicativo que aborda el efecto de la relación docente-estudiante y el respeto basado en la igualdad sobre el compromiso escolar y la sintomatología depresiva en estudiantes de origen mapuche, con edades entre 10 y 14 años, residentes en la provincia de Cautín. Para ello, se aplicaron la subescala de relación docente-estudiante de Appleton et al. (2006), la escala multidimensional de compromiso escolar (Wang et al., 2019), el Patient Health Questionnaire for Adolescents, y cuatro ítems adaptados de la escala de respeto de Sirlopú y Renger (2020). La muestra estuvo conformada por 300 estudiantes de origen mapuche, de entre 10 y 14 años, provenientes de las cinco comunas que integran la provincia de Cautín, en la región de La Araucanía, y por 425 estudiantes chilenos no indígenas. La hipótesis de trabajo planteó que la percepción de la relación docente-estudiante informada por los participantes explicaría tanto el compromiso escolar como la sintomatología depresiva, y que dicha relación estaría mediada por el respeto basado en la igualdad. Los resultados indican que la calidad del vínculo docente-estudiante se configura como un predictor significativo del compromiso escolar y, en menor medida, de la sintomatología depresiva, especialmente en la población mapuche. Asimismo, se constató que el respeto basado en la igualdad media parcialmente la relación entre vínculo docente y compromiso escolar (β = ,122, p < ,001), mientras que el compromiso escolar mostró un efecto protector frente a síntomas depresivos en ambas poblaciones. La identidad étnica y el bienestar subjetivo emergieron como factores diferenciadores clave, reforzando la necesidad de prácticas pedagógicas culturalmente pertinentes e inclusivas. Los hallazgos de esta tesis doctoral son especialmente relevantes, ya que evidencian cómo la calidad de la relación docente-estudiante, el respeto percibido y el compromiso escolar no solo influyen en el desempeño académico, sino que también actúan como factores protectores frente a la sintomatología depresiva, particularmente en estudiantes mapuche. Esta investigación contribuye al entendimiento de las dinámicas escolares en contextos culturalmente diversos y subraya la necesidad de políticas educativas que integren enfoques interculturales, promuevan el bienestar socioemocional y garanticen condiciones equitativas para el aprendizaje y el desarrollo integral de todos los estudiantes.
The present study aimed to evaluate an explanatory model addressing the effect of the teacher–student relationship and equality-based respect on school engagement and depressive symptomatology among students of Mapuche origin, aged 10 to 14, residing in the province of Cautín. To this end, the subscale of teacher–student relationship from Appleton et al. (2006), the Multidimensional School Engagement Scale (Wang et al., 2019), the Patient Health Questionnaire for Adolescents, and four adapted items from the respect scale by Sirlopú and Renger (2020) were administered. The sample consisted of 300 Mapuche students, aged 10 to 14, from the five municipalities that comprise the province of Cautín in the Araucanía Region, and 425 non-Indigenous Chilean students. The working hypothesis proposed that students’ perception of the teacher–student relationship would explain both school engagement and depressive symptomatology, and that this relationship would be mediated by equality-based respect. Results indicate that the quality of the teacher–student bond significantly predicts school engagement and, to a lesser extent, depressive symptomatology, particularly among Mapuche students. Moreover, equality-based respect was found to partially mediate the relationship between the teacher–student bond and school engagement (β = ,122, p < ,001), while school engagement exerted a protective effect against depressive symptoms in both populations. Ethnic identity and subjective well-being emerged as key differentiating factors, reinforcing the need for pedagogical practices that are both culturally responsive and inclusive. The findings of this doctoral dissertation are especially relevant, as they demonstrate that the quality of the teacher–student relationship, perceived respect, and school engagement not only influence academic performance but also serve as protective factors against depressive symptoms—particularly for Mapuche students. This research contributes to a deeper understanding of school dynamics in culturally diverse contexts and underscores the importance of educational policies that incorporate intercultural approaches, promote socio-emotional well-being, and ensure equitable conditions for learning and holistic student development.
The present study aimed to evaluate an explanatory model addressing the effect of the teacher–student relationship and equality-based respect on school engagement and depressive symptomatology among students of Mapuche origin, aged 10 to 14, residing in the province of Cautín. To this end, the subscale of teacher–student relationship from Appleton et al. (2006), the Multidimensional School Engagement Scale (Wang et al., 2019), the Patient Health Questionnaire for Adolescents, and four adapted items from the respect scale by Sirlopú and Renger (2020) were administered. The sample consisted of 300 Mapuche students, aged 10 to 14, from the five municipalities that comprise the province of Cautín in the Araucanía Region, and 425 non-Indigenous Chilean students. The working hypothesis proposed that students’ perception of the teacher–student relationship would explain both school engagement and depressive symptomatology, and that this relationship would be mediated by equality-based respect. Results indicate that the quality of the teacher–student bond significantly predicts school engagement and, to a lesser extent, depressive symptomatology, particularly among Mapuche students. Moreover, equality-based respect was found to partially mediate the relationship between the teacher–student bond and school engagement (β = ,122, p < ,001), while school engagement exerted a protective effect against depressive symptoms in both populations. Ethnic identity and subjective well-being emerged as key differentiating factors, reinforcing the need for pedagogical practices that are both culturally responsive and inclusive. The findings of this doctoral dissertation are especially relevant, as they demonstrate that the quality of the teacher–student relationship, perceived respect, and school engagement not only influence academic performance but also serve as protective factors against depressive symptoms—particularly for Mapuche students. This research contributes to a deeper understanding of school dynamics in culturally diverse contexts and underscores the importance of educational policies that incorporate intercultural approaches, promote socio-emotional well-being, and ensure equitable conditions for learning and holistic student development.
Description
Tesis presentada para optar al grado de Doctor en Salud Mental.
Keywords
Mapuches, Estudiantes, Depresión, Educación