Educational tutoring in school engagement in secondary education students

To analyze the level of development of educational tutoring (TE) and school engagement (CE) in high school students, as well as to characterize the possible causal correlation between these variables. The sample was determined by stratified probabilistic processes and consisted of 111 high school students from an educational institution in Ayacucho, Peru. It is a basic, quantitative, correlational-causal, descriptive-transversal and non-experimental study. Face-to-face questionnaires were used, proposed by León and Fernández-Díaz (2019) to measure the TE and Mora-Romo and Martel-Muñoz (2022) for the CE, both showed measurement validity by means of exploratory and confirmatory factor analysis, and their reliability was 0.927 and 0.820 Cronbach's alpha respectively, being both of acceptable internal consistency. From the analysis of the ordinal logistic regression, it was verified that the educational tutoring model is an influential factor on school commitment, because the Sig. value of the model adjustment report was 0.000; showing that the model is plausible, in addition, the R2 determination value corroborated what was established, evidencing that educational tutoring explains, according to Nagelkerke 42.2% of the variation of school commitment. Tutors who help to identify and address the individual needs of students have an impact on the improvement of self-esteem and sense of belonging in the school community, where the close link between the tutor and the students promotes an environment of valuation and active listening, increasing their interest and participation in learning.