HIGHLIGHTS
SUMMARY
There is less research on the cognitive-motivational variables of students who can be influenced by teachers in the course of the teaching-learning process (Díaz-Mujica et_al, 2019). The scarce research identified (Fisher, 2014; Respondek et_al, 2017; Bäulke et_al, 2018; Jeno et_al, 2018; DíazMujica et_al, 2019; Bumbacco and Scharfe, 2020; Fourie, 2020) include different explanatory models of dropout, which are recognized as complex processes determined by individual, institutional and social factors. The study employed the version of the Multidimensional Scale of Perceived Social Support (Zimet et_al, 1988) validated for Chilean . . .
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