Bibliographic Details
| Title: |
FACTORES PSICOEMOCIONALES, ESCOLARES Y FAMILIARES EN LA RESILIENCIA ACADÉMICA DE ADOLESCENTES VULNERABLES: Un estudio explicativo. |
| Authors: |
GUTIÉRREZ-CERVANTES, JUAN CARLOS1 jcgc.psicologia@gmail.com, VERA NORIEGA, JOSÉ ÁNGEL2 jose.vera@unison.mx, SOARES, ANA KARLA SILVA3 akssoares@gmail.com |
| Source: |
Revista Mexicana de Investigación Educativa. 2025, Vol. 30 Issue 107, p1165-1188. 24p. |
| Subject Terms: |
*Psychological resilience, *Emotional competence, *Emotion regulation, *Parenting, *Poor children, *School environment, Self-perception, Life satisfaction |
| Geographic Terms: |
Mexico |
| Abstract (English): |
The purpose of this study was to analyze the explanatory level of emotional competences (self-knowledge, self-regulation, emotional autonomy), parental practices of emotional support and communication, life satisfaction, and school environment in the academic resilience of Mexican adolescents. The approach was quantitative, non-experimental, cross-sectional, and based on an explanatory approach. A sample of 1,917 vulnerable students from high schools in the state of Sonora, Mexico, took part in this research. The evaluation was carried out by using the Positive Academic Resilience (PAR) and Negative Academic Resilience (NAR) scales. The PAR model yielded an r2 of .21, and the NAR model yielded an r2 of .12. The main variables explaining resilience were self-concept, school discipline, self-esteem, and emotional dysregulation. The article addresses the implications for the education of Mexican teenagers. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
El objetivo del estudio que se presenta en este artículo fue analizar el nivel explicativo de las competencias emocionales (autoconocimiento, autorregulación, autonomía emocional), las practicas parentales de apoyo emocional y comunicación, la satisfacción con la vida y el clima escolar en la resiliencia académica de adolescentes mexicanas(os). El enfoque fue cuantitativo, no experimental, transversal con alcance explicativo. Participaron 1,917 estudiantes de preparatorias vulnerables del estado de Sonora, México. La evaluación se realizó mediante las escalas de resiliencia académica positiva (RAP) y negativa (RAN). El modelo de RAP arrojo un r2 de .21 y el de RAN un r2 de .12. Las variables que más explicaron la resilencia fueron: autoconcepto, disciplina escolar, autoestima y desregulación emocional. El artículo discute las implicaciones para la educación de las y los adolescentes mexicanos. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
