Relación docente-estudiante y compromiso escolar: percepción de estudiantes secunda- rios con necesidades educativas especiales
Relación docente-estudiante y compromiso escolar: percepción de estudiantes secunda- rios con necesidades educativas especiales
Authors
Lara, Gabriela
González Röthen, Nicole
Lara Cruzat, Francisca
Parra Moreno, Victoria
Pérez Salas, Claudia
González Röthen, Nicole
Lara Cruzat, Francisca
Parra Moreno, Victoria
Pérez Salas, Claudia
Authors
Date
2022
Datos de publicación:
10.11600/rlcsnj.20.1.4495
Keywords
Relación profesor estudiante - Necesidades educativas especiales - Compromiso escolar - Educación secundaria
Collections
Abstract
Investigaciones previas sostienen que la relación docente-estudiante es un factor relevante para el compromiso escolar y rendimiento académico. Sin embargo, su impacto ha sido poco explorado en estudiantes con necesidades educativas especiales. Este estudio examina la influencia de la relación docente-estudiante en el compromiso escolar según la percepción de estudiantes de primer año medio con necesidades educativas especiales de una Región de Chile. Se realizó un estudio cualitativo, de tipo fenomenológico y de alcance descriptivo-analítico. Se desarrollaron diez entrevistas en profundidad a estudiantes con necesidades educativas especiales, las que se analizaron mediante el método de comparación constante de la teoría fundamentada. Los resultados revelan el rol clave de los/as docentes en el compromiso escolar a través de la satisfacción de las necesidades de vinculación y competencia de sus estudiantes, pero no de su autonomía.
The results of existing research studies show that the teacher-student relationship is a relevant factor that affects academic engagement and school performance. However, there is limited evidence of its impact on students with special educational needs. This study examines the influence of the teacher-student relationship on school engagement based on the perceptions of students with special educational needs in their first year of high school education in Chile. The study used a qualitative, phenomenological, and descriptive-analytical design. A total of ten indepth interviews were conducted with students with special educational needs. The data was analysed using the methodological guidelines of grounded theory. The results highlight the key role of teachers in academic engagement by satisfying students’ psychological needs in the areas of connection and competence, but not satisfying students’ need for autonomy.
The results of existing research studies show that the teacher-student relationship is a relevant factor that affects academic engagement and school performance. However, there is limited evidence of its impact on students with special educational needs. This study examines the influence of the teacher-student relationship on school engagement based on the perceptions of students with special educational needs in their first year of high school education in Chile. The study used a qualitative, phenomenological, and descriptive-analytical design. A total of ten indepth interviews were conducted with students with special educational needs. The data was analysed using the methodological guidelines of grounded theory. The results highlight the key role of teachers in academic engagement by satisfying students’ psychological needs in the areas of connection and competence, but not satisfying students’ need for autonomy.
Description
Este artículo contó con financiamiento de la Agencia Nacional de Investigación y Desarrollo de Chile. [Anid/Conicyt, Proyecto Fondecyt Regular 1181265]. Investigadora Responsable Claudia P. Pérez-Salas. Área: psicología. Subárea: psicología educacional.