Compromiso con la clase: antecedentes socioemocionales y cognitivos

This study, which is descriptive, transversal but not experimental, investigated the relationship between support and social resources, a subjective experience of the school, academic self-efficacy and commitment to the class, using an integrative cognitive and socio-emotional focus. 1486 Chilean students from the 7^th to 12^th grades, with an average age of 14.9 years, participated; 53.6 % were females. They study at two private schools which receive support from the State. The students responded to surveys of the Likert self-assessment kind. The modeling of structural equations showed that the subjective experience of school is the main factor which influences a commitment to the class, followed by academic self-efficacy, and support and social resources. The results highlight the importance of experience and interpersonal interaction in a commitment to the class, providing an integrated view of commitment as a social process in an emotional context. The article proposes a formative and pedagogical vision which promotes classroom practices and socio-emotional experiences, in order to strengthen the commitment to the class and to learning. The main limitation of the study is the territorial coverage of the sampling, which implies a lesser cultural diversity. Future studies should analyze the quality of the interpersonal relationships in the school as a variable of the cognitive and socioemotional functioning related to a commitment to the class.