Influencia del apoyo docente percibido en el engagement académico de estudiantes de un instituto superior tecnológico público de Lima, 2024

Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.

Hernández Sampieri, R., & Mendoza Torres, C. (2023). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill.

Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54–77. https://doi.org/10.1080/00461520.2020.1862657

Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002

Romero Moreno, L. A. (2024). Influencia del apoyo docente en el engagement académico de estudiantes de un Instituto Superior Tecnológico Público de Lima, 2024 (Tesis de maestría). Universidad Nacional Mayor de San Marcos.

Schaufeli, W. B., Martínez, I. M., Marques Pinto, A., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464–481. https://doi.org/10.1177/0022022102033005003

Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3, 71–92. https://doi.org/10.1023/A:1015630930326

Schaufeli, W. B., & Bakker, A. B. (2003). UWES—Utrecht Work Engagement Scale: Test manual. Utrecht University.

Tao, Y., Meng, Y., Gao, Z., & Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: A meta-analysis. Educational Psychology, 42(4), 401–420. https://doi.org/10.1080/01443410.2022.2033168