Resiliencia académica: la influencia del esfuerzo, las expectativas y el autoconcepto académico

  1. Álvaro Menéndez-Aller 1
  2. Álvaro Postigo 2
  3. Covadonga González-Nuevo 2
  4. Marcelino Cuesta 2
  5. Rubén Fernández Alonso 3
  6. Marcos Álvarez Díaz 3
  7. Eduardo García Cueto 2
  8. José Muñiz 4
  1. 1 Instituto de Investigación Sanitaria del Principado de Asturias
    info

    Instituto de Investigación Sanitaria del Principado de Asturias

    Oviedo, España

  2. 2 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  3. 3 Consejería de Educación del Gobierno del Principado de Asturias
  4. 4 Universidad Nebrija
    info

    Universidad Nebrija

    Madrid, España

    ROR https://ror.org/03tzyrt94

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Revue:
Revista Latinoamericana de Psicología

ISSN: 0120-0534

Année de publication: 2021

Volumen: 53

Número: 0

Pages: 114-121

Type: Article

DOI: 10.14349/RLP.2021.V53.13 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: Revista Latinoamericana de Psicología

Résumé

Introduction: Academic resilience is defined as getting high marks despite being at a socioeconomic disadvantage. In the present study, it was observed whether Academic Effort, Expectations and Self-Concept are part of academic resilience or would be explaining a good academic performance in general. Method: The participants, a population of 7479 Spanish adolescents (M = 13.87; SD = 0.82), were divided into four groups according to academic performance (Good-Bad) and socioeconomic level (Upper class-Lower class). Analysis of differences and binary logistic regressions were performed to detect which of the variables used explained the academic performance in the groups of the same socioeconomic level. It was also studied whether sex influenced membership in the good performance groups. Results: Differences in Academic Effort, Expectations and Self-concept were found according to the four groups created; the groups with good academic performance obtained higher scores regardless of socioeconomic level. Expectations and academic self-concept were found to explain much of academic performance. A significantly higher rate of women than men was found in higher performance groups. Conclusions: Many variables that have been considered typical of academically resilient students explain good academic performance in general, regardless of socioeconomic status

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