Percepción del apoyo del profesorado y los iguales: diferencias en función del género, la asistencia al instituto y el rendimiento académico

Ángel Amat Seller; Javier Martínez Torres; Carolina Gonzálvez Maciá

doi:10.31637/epsir-2025-1473

Authors

Ángel Amat Seller University of Alicante
Javier Martínez Torres University of Alicante https://orcid.org/0000-0003-4323-0052
Carolina Gonzálvez Maciá University of Alicante https://orcid.org/0000-0002-7810-9044

DOI:

https://doi.org/10.31637/epsir-2025-1473

Keywords:

Adolescents, Gender, School attendance, Perceived social support, Teachers, Mean differences, Spain

Abstract

Introduction: The social support perceived by students from teachers and peers is a key element in the comprehensive development of young people. The objective of this study is to assess the perceived support index in 618 Spanish secondary education students, considering gender, evaluation of the last quarter, and class attendance in the previous month. Methodology: The Teacher and Classmate Support Scale (TCSS) was used to measure support in two dimensions: teachers and peers. The data were analyzed using the Student's t-test and ANOVA. Results: The results showed statistically significant differences based on gender in both dimensions, in evaluation for the teacher dimension, and in attendance for the peer dimension. The hypothesis regarding gender was confirmed, and the hypotheses regarding evaluation and attendance were partially supported. Discussion and Conclusions: The study concludes that support networks in schools are crucial for preventing school failure and dropout, emphasizing the importance of strengthening these connections between students, teachers, and peers.

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Author Biographies

Ángel Amat Seller, University of Alicante

Ángel Amat graduated in Early Childhood Education with a degree in Music from the University of Alicante, where he later studied for a Master's Degree in Compulsory Secondary Education, Baccalaureate and Vocational Training, specializing in Educational Guidance.

Javier Martínez Torres, University of Alicante

Javier Martínez-Torres is a career civil servant of the teaching body of the specialty of Educational Guidance in the Ministry of Education, Universities and Employment of the Valencian Community (Spain). Member of the Board of Directors of the Association of Professionals of the Educational Guidance of the Valencian Community (APOCOVA). He is a lecturer in ongoing teacher training in Training Centers, Innovation and Educational Resources and collaborating professor of the Online Master's Degree in Learning Difficulties and Language Disorders at the Universitat Oberta de Catalunya (UOC). He has publications focused on school attendance problems in journals of international impact (JCR), book chapters and contributions to conferences.

Carolina Gonzálvez Maciá, University of Alicante

Carolina Gonzálvez is Associate Professor in the Department of Developmental and Didactic Psychology at the University of Alicante. Her main line of research is school absenteeism. She has published more than 90 articles, of which more than 50 are published in journals with international impact factor (JCR), 5 books, 25 book chapters and more than 100 contributions to conferences. He has a research section. She has completed a predoctoral stay at the University of Plymouth (UK) and four national and international postdoctoral stays. She has been Principal Investigator of three projects funded by Spanish public institutions on the study of school refusal (GRE16-07; GV/2019/075; CIACO/2022/078) and at international level an Erasmus + Project (2022-1-ES01-KA220-SCH-000088733).

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