Entre pupitres y pizarrones. Retos en educación primaria: el aprendizaje con compromiso

Abstract

This paper aims to deepen theoretical and empirical developments on engagement in the classroom. Current conceptual considerations on behavioral and emotional involvement in academic learning are presented in the first part. Then, a study conducted in a primary school in Argentina with sixth graders-second cycle-, is discussed in order to describe the observed and self-perceived engagement in relation to academic performance and features of the instructional context. The results found show relationships between high performance, high levels of engagement to learning and perception of classroom environment oriented to autonomy, curiosity, challenge and formative assessment. Finally, some guidelines are presented to promote responsibility in the classroom.