Influence of family and school support on students’ behavioral commitment. Multilevel analysis in an IES of educational compensation

Abstract

The commitment of students to learning and school, given their relationship with performance and academic career, is no longer a challenge in any educational system, which maintains the interest of socio-educational research. This reality is increased when the focus is placed on educational compensation educational centers. These are centers that channel curricularly those students who fail in other centers, and who are usually at risk of social exclusion. Consequently, the factors that influence students’ academic commitment in these types of centers can be more clearly identified. The study presented in this article is located in an IES of these characteristics, its objectives being: (a) to identify the extent to which family/school support influences students’ behavioral commitment (CC); and (b) To see the extent to which the educational level of ESO (NE-ESO) modulates this influence. The study involves all students of the IES, a questionnaire is applied with a Likert scale, and a multi-level analysis. The results show a strong influence of teacher support on students’ behavioral commitment to the teaching-learning process. Also, although to a lesser extent, the interest and participation of the family in school matters is significant.