Carroza-Pacheco Ana María, León-Del-Barco Benito, Bringas Molleda Carolina
Centro Asociado UNED Mérida, National University of Distance Education, 06800 Mérida, Spain.
Department of Psychology and Anthropology, University of Extremadura, 10003 Cáceres, Spain.
J Intell. 2025 May 16;13(5):56. doi: 10.3390/jintelligence13050056.
Academic performance is a factor of concern and interest in the educational context for the improvement of the educational and economic system of any country. Determining the factors influencing it has been the subject of multiple investigations. This study focused on analysing which dimensions of school resilience could act as determinants of academic performance in a sample of 609 Spanish secondary education students, aged between 11 and 17 years. The School Resilience Scale (SRS) was used as a data collection instrument. The data were analysed using analysis of variance and discriminant analysis based on a canonical function model, which suggested the existence of a direct and significant relationship between academic performance and all dimensions of resilience, with somewhat larger effect sizes for the Internal Resources and Identity-Self-Esteem dimensions, which allowed us to classify students with particularly high levels of performance. The results also show that the school year was significantly associated with academic performance, with the highest percentages of students at the highest level observed in the 2nd and 3rd years.
在任何国家的教育和经济体系改善中，学业成绩都是教育背景下备受关注和感兴趣的一个因素。确定影响学业成绩的因素一直是多项调查的主题。本研究聚焦于分析在609名年龄在11至17岁之间的西班牙中学生样本中，学校适应力的哪些维度可以作为学业成绩的决定因素。学校适应力量表（SRS）被用作数据收集工具。基于典型函数模型，使用方差分析和判别分析对数据进行了分析，结果表明学业成绩与适应力的所有维度之间存在直接且显著的关系，其中内部资源和身份认同 - 自尊维度的效应量略大，这使我们能够对成绩特别高的学生进行分类。结果还表明，学年与学业成绩显著相关，在第二和第三学年观察到处于最高水平的学生比例最高。
