Abstract
The literature on school dropout indicates a set of predictors of dropout. These factors are fundamentally grouped into three dimensions: behavioral, academic, and social. This study aims to analyze the relationships between of dropout. It is proposed that students’ socialization abilities in the classroom affect their behavioral engagement, and that family support mediates the relationship between the student’s skills and behavioral engagement. The participants in the study are 754 adolescents from Spain (age M = 15.75 years). This study uses the partial least squares method. The results show, first, a direct relationship between the student’s socialization skills and, second, engagement and the mediating role of family support in the relationship between students’ skills and behavioral engagement. The work proposes implications and interventions to examine the problem of school dropout.